of Phoenix Online Campus 2001-2002 Catalog

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UNIVERSITY OF PHOENIX ...... 1 Ownership Information...... 1 Historical Background ...... 1 Mission ...... 2 Purposes ...... 2 Accreditation and Affiliations ...... 2 Academic Programs...... 2 Student Services ...... 3 Financial Aid...... 3 Faculty...... 3 Facilities ...... 3 University Library ...... 4

TEACHING/LEARNING MODEL ...... 7 Curriculum...... 7 Faculty...... 7 Interactive Learning...... 7 Sequential Enrollment...... 7 Learning Teams ...... 7 Academic Quality ...... 8 Student Technology Recommendations and Competencies ...... 8 Online Learning System...... 9 Distance Education ...... 9 Group-Based Online Education ...... 9

UNIVERSITY POLICIES ...... 11 Program Registration ...... 11 Calendar...... 11 Course Cancellation...... 11 Directed Study...... 11 Concurrent Enrollment ...... 11 Maximum Credit Load...... 11 Course Credits ...... 11 Student Identification Numbers ...... 11 Name and Social Security Number Changes...... 11 Class Attendance...... 12 Duplication of Credit...... 12 Course Audit Policy...... 12 Special Topics...... 12 Change in Student Status ...... 13 Re–Entry Students ...... 13 Transfer of Credit ...... 13 Nondiscrimination Policy ...... 14 Harassment Policy ...... 14 The Americans With Disabilities Act (ADA)...... 14

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STUDENTS’ RIGHTS AND RESPONSIBILITIES ...... 15 Code of Student Responsibility...... 15 Standards of Student Behavior...... 15 Student Right–To–Know ...... 17 Consumer Information ...... 17 Student Completion Rate...... 17 Campus Crime Statistics...... 17 Campus Safety Report Notice ...... 17 Drug and Alcohol Abuse Prevention Program ...... 17

ACADEMIC POLICIES ...... 19 Admission Status ...... 19 Academic Probation...... 19 Academic Disqualification...... 19 Scholastic Disqualification ...... 20 Nurse Practitioner Programs...... 20 Progression Requirements ...... 20 Student Falsification of Information...... 23 Student Grievances ...... 23 Student Appeals Committee ...... 23 State Boards ...... 23 Grading Procedures...... 23 Grade Reports and Transcripts...... 25 Program Changes...... 25 Application for Graduation ...... 25 Degree Posting ...... 26 Graduation With Honors ...... 26 Participation in Graduation Ceremony ...... 26 Graduation Deadlines ...... 26 Disclaimer on Job Placement ...... 26

INSTITUTIONAL RESEARCH & EFFECTIVENESS ...... 27 Mission Statement ...... 27 Adult Learning Outcomes Assessment (ALOA)...... 27 Academic Quality Management System (AQMS) ...... 28

ALUMNI NETWORK ...... 31 Scholarship Program ...... 31 Career Opportunity Referral Service...... 31 Additional Information ...... 31

UNDERGRADUATE PROGRAMS ...... 33 GENERAL INFORMATION ...... 33 Admission Procedures...... 33 General Education ...... 34 Prior Learning Assessment Center Services ...... 35 OF GENERAL STUDIES AND PROFESSIONAL STUDIES ...... 37 General Education Requirements...... 37

ii University of Phoenix, 2001-2002

Associate of Arts in General Studies ...... 40 Associate of Arts Degree Through Credit Recognition...... 42 in Management ...... 45 COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT...... 49 The Bachelor of Science in Business ...... 49 Introductory Course Sequence...... 49 The Bachelor of Science in Business/Major in Administration...... 53 The Bachelor of Science in Business/Major in Management...... 54 The Bachelor of Science in Business/Major in Accounting...... 55 The Bachelor of Science in Business/Major in Marketing...... 56 The Bachelor of Science in /Major in e-Business ...... 57 COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY ...... 59 Bachelor of Science in Information Technology...... 59 COLLEGE OF NURSING AND HEALTH SCIENCES...... 63 International Nursing Honor Society ...... 63 Bachelor of Science in Nursing...... 64 School Nurse Program ...... 67 State of California Public Health Nursing Certificate...... 67 Bachelor of Science in Health Care Services...... 68 COLLEGE OF COUNSELING AND HUMAN SERVICES...... 73 The Bachelor of Science in Human Services...... 73 The Bachelor of Science in Human Services/ Management...... 74 The Bachelor of Science in Criminal Justice Administration...... 78

GRADUATE PROGRAMS ...... 83 GENERAL INFORMATION ...... 83 Admission Procedures...... 83 COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT ...... 85 Master of Arts in Organizational Management...... 85 Master of Business Administration...... 87 Master of Business Administration/Accounting...... 89 Master of Business Administration/e-Business...... 92 Master of Business Administration/Global Management ...... 95 Master of Business Administration/Health Care Management ...... 98 Master of Business Administration/Technology Management...... 101 SCHOOL OF DOCTORAL STUDIES ...... 105 Doctor of Management in Organizational Leadership...... 105 COLLEGE OF NURSING AND HEALTH SCIENCES...... 109 International Nursing Honor Society ...... 109 Master of Science in Nursing...... 109 Master of Science in Nursing Women’s Health Care Nurse Practitioner or Family Nurse Practitioner...... 112 Post Master’s Family Nurse Practitioner...... 115 Masters of Science in Nursing/Master of Business Administration Health Care Management...... 117 COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY ...... 121 Master of Science in Computer Information Systems...... 121

iii University of Phoenix, 2001-2002

COLLEGE OF COUNSELING AND HUMAN SERVICES...... 123 Master of Counseling...... 123

PROFESSIONAL PROGRAMS ...... 129 CERTIFICATE PROGRAMS ...... 129 Administration and Supervision Initial Administrator License ...... 129 A+ ...... 129 Arizona Principal Certification Program ...... 130 Arizona School Guidance Counselor Endorsement...... 130 Certificate in Marriage and Family Therapy ...... 131 Colorado English as a Second Language Certificate ...... 131 Colorado Principal License ...... 132 Cisco Certified Network Associate...... 132 E-Education Certificate Program ...... 133 Human Resource Management...... 133 Master Certified Internet Webmaster - Administrator...... 134 Master Certified Internet Webmaster - Designer ...... 134 2+MCSE (A+, Network+, and MCSE 2000)...... 135 Network+...... 136 Nevada School Guidance Counselor Endorsement ...... 136 Nursing Informatics Certificate...... 137 Operations & Supply Chain Management Professional Certificate Program Summary ... 137 Project Management...... 138 Purchasing Certificate Program...... 138 Windows 2000 Microsoft Certified Systems Engineer ...... 139 Certificate Awards...... 139 Accreditation and Affiliations...... 139 Admission Requirements ...... 139 COLLEGE OF EDUCATION (Online) ...... 141 Master of Arts in Education...... 141 Master of Arts in Education with a Specialization in Curriculum and Instruction ...... 142 Master of Arts in Education with a Specialization in Curriculum and Technology ...... 143 Master of Arts in Education with a Specialization in E-Education...... 144

TUITION AND FEES ...... 147 UNDERGRADUATE (Online)...... 147 GRADUATE (Online) ...... 149

FINANCIAL AID ...... 151 Financial Aid Appeals Committee ...... 151 Federal Pell Grants ...... 151 Federal Supplemental Education Opportunity Grant ...... 151 ...... 151 Federal Stafford Student Loans (Subsidized and Unsubsidized) ...... 152 Federal PLUS Loans...... 152 Alternative Student Loans...... 152 Loan/Grant Disbursement...... 152 Loan Deferments ...... 153

iv University of Phoenix, 2001-2002

Leave of Absence ...... 153 Satisfactory Academic Progress Policy for Title IV Recipients...... 153 Statement of Educational Purpose ...... 154 Referrals to the Office of Inspector General ...... 154 Additional Funding Options...... 154

FINANCIAL POLICIES AND PROCEDURES ...... 155 Payment Policies ...... 155 Processing Fee and Late Fees...... 155 Veterans Educational Assistance ...... 155 Refund Policy...... 156

COURSE DESCRIPTIONS ...... A-1 UNDERGRADUATE...... A-1 GRADUATE...... A-27 PROFESSIONAL PROGRAMS ...... A-65

FACULTY AND ACADEMIC CABINET...... A-79 ACADEMIC CABINET ...... A-79 COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT...... A-79 COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT ...... A-109 COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES ...... A-131 COLLEGE OF EDUCATION ...... A-151 COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY ...... A-161 COLLEGE OF NURSING AND HEALTH SCIENCES...... A-173 COLLEGE OF COUNSELING AND HUMAN SERVICES...... A-181

ADMINISTRATION...... A-185 Board of Directors...... A-185 University Administration ...... A-185 Campus Administration...... A-186

FACILITIES...... A-187

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UNIVERSITY OF PHOENIX CATALOG 2001/2002

“As we move to meet the educational needs of working adults in a mobile society, our conception of the university must extend beyond place and embrace process. An adult univer- sity cannot be campus bound, rather its borders must be defined by the lives of its students.”

Dr. John G. Sperling Founder and Chairman of the Board

Online Information contained in this catalog is subject to change at the discretion of the University of Phoenix without prior notification.

In the event of any inconsistency between the information contained in this catalog and any other material, the information contained in the catalog shall take precedence.

The University of Phoenix is not responsible for information or claims made by individuals not affiliated with the University that is contrary to University of Phoenix published material.

Annual Security Report Notice The University of Phoenix annual security report includes statistics for the previous three years concerning reported crimes that occurred on campus, in certain off-campus buildings or property owned or controlled by the University, and on public property within, or immediately adjacent to and accessible from, the campus. The report also includes institutional policies concerning alcohol and drug use, crime prevention, the report- ing of crimes, sexual assault, and other related matters. You can obtain a copy of this report by contacting your local Campus Security Authority or by accessing the following Website: http://www.phoenix.edu/safety...... UNIVERSITY OF PHOENIX ......

University of Phoenix had its beginnings in a series of educa- In order to facilitate this vital integration of theory and prac- tional experiments in what is today known as the Silicon Val- tice, the curriculum for each University of Phoenix degree ley, and the predecessor of the University, the Institute for program is designed in cooperation with the business, indus- Professional Development, was moved to Phoenix, Arizona try, or profession to which the degree program relates, and is in 1976. There, under the visionary direction of Dr. John Sper- taught by working professionals with advanced degrees who ling the University of Phoenix was founded and quickly possess current experience in the subject areas of the courses became known as the most innovative institution of higher they teach. education in the United States. University of Phoenix provides a rich learning environment The University’s design, operation and ability to innovate that builds upon, rather than ignores, the experiences of the successfully are reflective of its time, place and mission. students. Each student is viewed as a learning resource with While many aspects of its educational system honor aca- unique experiences and the potential for sharing those expe- demic tradition, there are many aspects that distinguish it riences to the benefit of his or her classmates. Such a learning from other . These differences, necessary to antic- environment is essential in the development of the student’s ipate and meet the educational needs of working, profes- ability to communicate effectively, to reason both abstractly sional adults, make it unique among universities. and concretely, and to understand and engage in the process University of Phoenix was established, in part, to exemplify of critical inquiry. the belief that the American system of higher education has In the achievement of these important educational objectives, traditionally acted as both the motivator and facilitator of the University organizes each class into problem solving changes in American society – changes which the American teams of the type employed successfully in business and public finds necessary for continued stability, creativity, pro- industry. Thus, in addition to the development of intellectual ductivity, and growth. and technical knowledge, the student is able to grow emo- The University of Phoenix, as a single–purpose higher educa- tionally so that the potential for practical application of tion institution, dedicates all its expertise and resources to knowledge and skills is optimized. Ownership Information the delivery of needed educational services to working pro- ...... fessionals in ways that recognize and complement their maturity, experience, and personal and professional respon- University of Phoenix, Inc. is a wholly-owned subsidiary of sibilities. The cornerstone of the University’s educational Apollo Group, Inc. (the “Parent”). The Parent’s voting stock philosophy and practice is the recognition of the distinction (Class B Common Stock) is 100 percent held by management. between the younger college student, still deciding on a The Parent’s non-voting stock (Class A Common Stock) is career, and the adult student who has established personal traded on the NASDAQ market under the symbol “APOL”. and professional goals and has had experience in achieving The Parent files quarterly and annual financial statements them. with the Securities and Exchange Commission and these are As an institution that has successfully served hundreds of available to the general public. thousands of employed professionals, the University knows Historical Background that working adult students tend to be unresponsive to edu- ...... cational programs that do not acknowledge the proper role University of Phoenix was founded in Phoenix, Arizona, as a and place of the experience of the student in the learning pro- private bachelor’s and master’s degree–granting institution, cess. This important distinction is reflected in the content of with the educational mission of meeting working adults’ the University’s curriculum, instruction, and administrative needs for higher education. During the years of developing infrastructure. and implementing education programs for working adults, At University of Phoenix, education for working adults har- the University of Phoenix has grown steadily, having served monizes with both their personal and professional lives so over 400,000 working adult students. The University that their educational experience will be of lasting benefit as currently offers programs in Arizona, California, Colorado, a source for personal growth, professional renewal, and Florida, Hawaii, Idaho, Louisiana, Maryland, Michigan, career advancement. In order for education for adults to be Missouri, Nevada, New Mexico, , Oklahoma, Oregon, both academically and practically sound, academic work Pennsylvania, , , Washington, British Columbia, must bear a relationship to professional growth and respon- the Netherlands, and the Commonwealth of Puerto Rico. The sibilities. University was accredited in 1978 and currently enrolls some 75,000 working adult students, and employs approximately 8,000 faculty and over 2,400 staff.

1 University of Phoenix, 2001-2002

Mission Accreditation and Affiliations ...... University of Phoenix is a private, for–profit higher The University of Phoenix is accredited by the Higher education institution whose mission is to provide high Learning Commission of the North Central Association (30 quality education to working adult students. The University N. LaSalle St., Ste. 2400, Chicago IL 60602-504 (312- 263-0456). identifies educational needs and provides, through The Bachelor of Science in Nursing and Master of Science in innovative methods including distance education Nursing Programs are accredited by the National League for technologies, educational access to working adults regardless Nursing Accrediting Commission (61 Broadway, 33rd Floor, of their geographical location. The University provides , NY 10006 (212-363-5555). The Master of general education and professional programs that prepare Community Counseling Program (Phoenix, Southern students to articulate and advance their personal and Arizona, and Utah Campuses) is accredited by the Council professional goals. for Accreditation of Counseling and Related Educational Programs (5999 Stevenson Avenue, Alexandria, VA 22304 The University’s educational philosophy and operational (703-823-9800). The University of Phoenix also maintains structure embody participative, collaborative, and applied voluntary memberships with numerous educational problem solving strategies that are facilitated by a faculty organizations, including the American Council on Education, whose advanced academic preparation and professional the Association of American , the American experience help integrate academic theory with current prac- Association for Adult and , the tical application. The University assesses both the effective- American Association for Higher Education, the American ness of its academic offerings and the academic achievement Assembly of Collegiate Schools of Business, Council for of its students, and utilizes the results of these assessments to Adult and Experiential Learning, the College and University improve academic and institutional quality. Personnel Association, the Arizona Association of Collegiate Purposes Registrars and Admissions Officers, the American ...... Association of Collegiate Registrars and Admissions Officers, 1. To assist working adults whose access to higher the Independent Colleges and Universities of Arizona, the education is restricted or non–existent. American Association of Colleges of Nursing, the Western 2. To develop a lifelong relationship with adult learners by Institute of Nursing, National Board for Certified Counselors, providing programs and services that help them to meet their the National Association for Foreign Student Admissions: personal and professional goals. Association of International Educators, the National 3. To provide quality continuing education, professional Association of Veterans Program Administrators, the Service degrees and certificates in extended geographical sites Members Opportunity College, and Defense Activity for domestically and internationally, as well as through distance Non–Traditional Support. education technologies. Academic Programs ...... 4. To recruit, mentor, develop and assess practitioner faculty with advanced academic degrees and current professional The University of Phoenix has a variety of programs that are experience and to provide for their involvement in offered in certain locations as determined appropriate for the curriculum, academic governance, and peer review. market. These programs include Associate of Arts in General 5. To maintain and utilize data produced as a result of the Studies degree program; an Associate of Arts degree through University’s institutional research in order to improve the credit recognition; bachelor level degree programs in busi- quality of curriculum, instruction, and administrative ness, e-business, management, marketing, accounting, infor- services and to assist student achievement, learning mation technology, criminal justice administration, human outcomes and the effectiveness of the University in achieving services, and healthcare services; bachelor level degree com- its mission and purposes. pletion program in nursing; and graduate programs in busi- ness management, healthcare management, nursing, 6. To generate the financial resources necessary to support education, counseling, and computer information systems. the furtherance of the University’s mission through the Not all programs are available at all University locations. development of new programs and expansion of curricula and services to new domestic and international markets. The degree programs are provided to working adults, many of whom have acquired prior college–level learning through 7. To support the personal and professional development of college and university courses, military education, non–colle- students, staff and faculty of all social and cultural giate institutional educational courses, and/or personal and backgrounds through education, training, and community professional experience. and professional involvement.

2 University of Phoenix, 2001-2002 UNIVERSITY OF PHOENIX

University of Phoenix courses are designed to enhance the Faculty ...... working adult student’s active classroom involvement through a teaching system in which lectures are minimized, All faculty teaching at the University of Phoenix hold earned and simulations, seminars, group discussions, and student master’s or doctoral degrees from accredited institutions and work–related projects constitute the primary methods of possess an average of 15 years practical experience in the learning. field related to the subjects they are approved to instruct. In addition to regularly scheduled class time, students meet The integration of advanced academic preparation and cur- in Learning Teams comprised of three to five students each to rent professional experience helps ensure that the knowledge discuss and prepare assignments. and skills gained by the students are relevant and applicable to the workplace. Learning Teams members, by combining their collective resources, talents and experience, and by distributing learn- To be accepted as a member of the faculty, applicants must ing responsibilities accordingly, are able to cover more mate- participate in an assessment conducted jointly by peer fac- rial than could be achieved through individual effort. ulty and staff to ascertain the quality of their academic prepa- ration and professional experience, and equally important, Learning Teams are often responsible for conducting a group their aptitude to instruct in the University’s unique Teach- project presented to the class in the form of a written and/or ing/Learning Model. oral report. Faculty participate in the ongoing process of curriculum Student Services ...... development through the completion of evaluation question- naires for each course they instruct, and as members of the Student services at the University of Phoenix is designed to curriculum development committees of their respective aca- meet the needs of working adult students in the completion demic areas. With a current faculty membership of more than of their degree programs. In recognition of its standard of 11,000, the University of Phoenix has one of the most com- customer service, the University endeavors—subject to ongo- prehensive faculty–based curriculum development processes ing evaluation by students and faculty—to provide high of any higher education institution in the country. quality services in an efficient manner that meet the needs of the adult student who works full-time. Faculty performance is evaluated by students upon the con- clusion of each course of instruction, and regularly by peer Financial Aid ...... faculty and/or administration. Based on these evaluations, For students that are eligible U.S. citizens or residents, the faculty may be required to complete training in specific University of Phoenix participates in Federal Financial Aid areas, e.g. facilitation skills, evaluation of student perfor- Programs offering the Federal Stafford Student Loans, the mance, and use of learning teams. Federal PLUS Loan, and the Federal . In addition to their significant academic and professional Degree–seeking students enrolled in eligible programs may accomplishments, University of Phoenix faculty participate apply for financial aid as a means of assisting them with actively in professional, scholarly, fraternal, and community financing their education. Some certificate programs are also activities that enhance the richness of the educational experi- eligible for financial aid; please check with the Financial Aid ence for the University’s working adult students. Office for specific program information. Facilities ...... Courses taken to gain admission to a University of Phoenix degree program are generally not eligible for financial aid. From its founding, it has been the policy of the University of Information and/or application forms are available from Phoenix to be located at sites convenient to its faculty and your campus. students, while remaining visible to the public. Occasionally, additional class sites are arranged for shorter periods of time Students needing financial aid may be eligible for financial to accommodate learning groups unable to attend class at the aid once each academic year, which is defined as the period campus locations. This policy has allowed the University to of time in which an enrolled undergraduate student com- achieve its mission and purposes by demonstrating institu- pletes at least 27 credit hours and at least 45 weeks of instruc- tional effectiveness in meeting the educational needs of its tional time. Graduate students are required to complete at adult students in the geographic areas where it is approved least 27 credits and 54 weeks of instructional time. Therefore, to operate. students may have their eligibility assessed for grants and/ or loans several times during their program of study. The average processing time for financial aid is 90 days. Inter- ested students should apply for financial aid prior to each academic year.

3 University of Phoenix, 2001-2002

University Library Current Database Components of the Online ...... Collection The University of Phoenix Approach to Library Services EBSCOhost As busy working professionals, our students and faculty members know how difficult it can be to travel to a distant Features the following key databases, plus several more: library and to match schedules to library building hours. To • MasterFile Premier accommodate student and faculty needs, the University of Provides full text for over 1,810 periodicals covering Phoenix offers its library services online. This online distribu- nearly all subjects including general reference, business, tion of information is well suited to the needs of today’s health, and much more. “knowledge workers” and offers a functional version of the types of information systems University of Phoenix students • Academic Search Premier and faculty will be expected to use throughout their careers. Provides full text for over 1,250 journals covering the The core of our Library Web site is the Online Collection, a social sciences, humanities, general science, multi-cultural collection of databases available to all students and faculty at studies, education, and much more. any time and from virtually any location where an Internet • Health Source Plus connection is available. In addition to our Online Collection, Provides full text for over 255 health periodicals, over the Library maintains selected links to other worthwhile sites 1,065 health pamphlets, and 23 health reference books. on the Web and provides services related to user education and research assistance. • Business Source Elite Provides full text for nearly 930 journals covering The online distribution of information is not only optimally business, management, economics, finance, banking, matched to the needs of working professionals, but also accounting, and much more. allows for equitable sharing of library resources among stu- dents and faculty members at all University of Phoenix learn- • Facts on File ing centers and in distance education programs. Instead of Provides current events information on U.S. and world encountering disparities in library resources between large new in full text. and small learning centers and between on-campus and online students, University of Phoenix library patrons enjoy • Hoover’s Company Profiles access to same broad spectrum of resources regardless of Provides access to detailed profiles for 3,400 public and where and how they attend class. private companies in the U.S. and around the world. What is in the Online Collection? InfoTrac Thousands of scholarly journals and periodicals holding mil- Features the following key databases, plus several more: lions of full-text articles relevant to each University of Phoe- • Computer Database nix degree program are contained in the databases. In Includes computer-related product introductions, news, addition, financial reports on over 10,000 public companies and reviews in areas such as hardware, software, and a variety of directories and other reference publications electronics, engineering, communications, and the are available. The databases included in the Online Collec- application of technology. tion are commercial products held by the University under a licensing agreement with content providers and will not be • General BusinessFile ASAP found through databases freely available to the general pub- Includes articles on finance, acquisitions and mergers, lic like Web pages found through an Internet search engine. international trade, money management, new technologies and products, local and regional business trends, investments, and banking. • Health Reference Center-Academic Includes articles on fitness, pregnancy, medicine, nutrition, diseases, public health, occupational health and safety, alcohol and drug abuse, HMOs, and prescriptions drugs.

4 University of Phoenix, 2001-2002 UNIVERSITY OF PHOENIX

• Predicasts PROMT -- Predicasts Overview of Markets FIS Online and Technology Offers financial reports about over 25,000 companies world- Includes coverage of companies, the products and wide including U.S. public company information on more technologies they produce, and the markets in which they than 10,000 companies. compete. Includes summaries and full text from nearly 1,000 business and trade journals, industry newsletters, Global Access newspapers, market research studies, news releases, and Offers comprehensive access to financial documents from investment and brokerage firm reports. over 10,000 U.S. companies. • Expanded Academic ASAP STAT-USA Includes coverage of education, humanities, sciences, and Provides authoritative information from the Federal govern- social sciences. ment about foreign trade and the domestic economy. ProQuest 5000 Reference USA Features the following key databases, plus several more: Offers a directory of 11 million businesses. Encyclopedia Americana • ABI/FORM Global Includes research on advertising, marketing, economics, Provides access to a 25,000,000-word repository of text and human resources, finance, taxation, computers, and more. images maintained by the encyclopedia’s editorial staff. Also, information on 60,000+companies. Grolier Multimedia Encyclopedia • ProQuest Biology Journals Contains some 36,000 entries, more than 6,000 of them exclu- Includes full-text journals in the life sciences. sive to the electronic version. • ProQuest Computing Yellow Book Leadership Directories Includes computing journals in full-text for current Includes 14 directories providing listings of government information on subjects such as database design, software agencies, corporation, associations, and other organizations. development, web commerce, LANs, WANs, Intranets, the Oxford English Dictionary Internet. Provides definitions, pronunciations, and origins of over • ProQuest Education Complete 500,000 words. Contains more than 550 titles on education--including American National Biography primary, secondary, and university-level topics--with nearly 300 in full text. Includes the indexing and abstracts Provides profiles of over 17,000 notable figures in American from H.W. Wilson’s highly regarded Education Abstracts, history. plus many additional titles. Getting Started with the Online Collection • ProQuest Newsstand To get started using the Online Collection, students and fac- Includes coverage of 150+ major U.S. and international ulty members should follow these steps: newspapers such as and the Times of • Visit the Student or Faculty Web site at London, plus hundreds of other news sources and news wires. • http://ecampus.phoenix.edu • This is the same Web site used to obtain course modules, • ProQuest Nursing Journals grades, and other University of Phoenix resources and Contains more than 250 leading full-text journals in services. nursing and allied health. • After logging in to the Student and Faculty Web site, select • ProQuest Psychology Journals the links “University Library” and then “Online Includes nearly 300 academic journals in psychology and Collection.” related fields. • Select an appropriate database and begin research. • Research Library Peridodicals Covers a broad range of general reference subjects including arts, business, humanities, social sciences, and the sciences.

5 University of Phoenix, 2001-2002

Selected Readings Pages How to Contact the University Library In addition to the Online Collection resources for research by U.S and Canada 1-800-366-9693 topics, Library staff also maintain selected readings pages for Worldwide +1-480-966-5050 Ext.4127 individual courses. These pages provide direct links to articles relevant to the course curriculum. In many cases, Email [email protected] direct links to relevant organizations are also offered. Links to Web Site http://ecampus.phoenix.edu selected readings pages, when available, are found in course Hours 8 a.m. - 9 p.m. (Mountain Standard Time) modules. Monday - Friday (Except Holidays) Customer Service Please keep in mind that the University Library does not sup- port other University of Phoenix Web-based services. For Library online services specialists and librarians are ready to assistance in accessing the Student and Faculty Web site, help students become successful researchers. Examples of the downloading course modules, taking the online proficiency types of assistance the Library can provide include the fol- tests, viewing grades and schedules, and using other non- lowing: library services, students and faculty members should con- • Recommending specific Online Collection databases to use tact the University’s Internet Technical Support Department to locate various types of information. toll free at 1-877-832-4867. • Offering guidance on how to identify keywords and combine keywords effectively for successful research. • Providing referrals to Web sites outside the Online Collection and to other valuable sources of information. • Assisting in locating specific articles and documents. • Advising Library users on how to best print, save, or email the material they find in the Online Collection. Additional Resources for Help

• The Library Handbook includes detailed information and helpful tips on conducting research. • Ask a Librarian is a feature on the pages of the Library Web site that allows users to direct specific reference or research strategy questions to Library staff. • The User Guides area of the Library Web site contains many helpful guides, including our one-page “Quick Tips” documents with overviews of research recommendations for specific subject areas.

6 ...... TEACHING/LEARNING MODEL ...... The University of Phoenix Teaching/Learning Model was Learning Team Time and Meeting Requirements designed specifically for working adults, and has been Learning Teams conduct face-to-face meetings weekly continually refined and improved throughout the twenty five between course workshops. In standard three semester-credit years since it was first developed. This model is structured to undergraduate courses of five workshops, teams are required enable adults who are employed full-time to earn their to meet together between workshops for a total of five hours degrees and still meet their personal and professional per week. In standard three semester-credit graduate courses responsibilities. The University’s Teaching/Learning Model of six workshops, teams are required to meet together each has the following primary components: week between workshops for a total of four hours per week. Curriculum (Note: A small number of courses offered by the University ...... of Phoenix may differ in the number of credit hours and The curriculum provides for the achievement of specific edu- workshops. Please consult the Course Module and Instructor cational outcomes that are based on input from faculty, stu- Syllabus for Learning Team requirements for those courses). dents, and the employers of students. The curriculum is Attendance Requirements designed to integrate academic theory and current profes- Students are required to attend Learning Team meetings. sional practices, and its application to the workplace. The One Learning Team meeting absence is permitted during a centrally managed curriculum for each degree program pro- course with the instructor’s approval. vides students with specified levels of knowledge and skills Appropriate Meeting Locations regardless of the delivery method or classroom location. Faculty Learning Teams are required to select sites for Learning Team ...... meetings that are conducive to learning. Faculty members Faculty members possess an earned master’s or doctoral must verify that these sites meet minimum requirements. degree from a accredited institution, and have a minimum of The following locations are considered acceptable: Univer- five years recent professional experience in a field related to sity of Phoenix classrooms and study rooms; local, city or the subject matter in which they provide instruction. state libraries; university or college libraries; company or cor- porate training or meeting rooms. Students residences, or Interactive Learning ...... other locations are acceptable if they meet the following crite- Courses are designed to combine individual and group activ- ria: ity with interaction between and among students and the 1. Individual seating for each student. instructor. The curriculum provides for a high level of stu- 2. A desk or flat writing surface for each student. dent participation for purposes of increasing the students’ ability to work effectively as part of a problem-solving team. 3. Adequate lighting to ensure the ability of each student to read. Sequential Enrollment ...... 4. A quiet environment with no ambient noise like loud Students enroll in and complete courses sequentially, rather music. than concurrently, thereby allowing full–time working adults 5. Adequately temperature controlled to allow for the to focus their attention and resources on one subject at a time, comfort of each student. thus helping balance learning with ongoing personal and 6. Electrical and phone service to allow for students to access professional responsibilities. the University’s library services. Learning Teams ...... 7. Adequate restroom facilities for both genders. In addition to regular course instructional sessions on 8. Adequate parking for student convenience. ground students meet weekly in Learning Teams. Learning Learning Team Log Teams are small, intact groups of students formed at the Prior to each Learning Team meeting, team members deter- beginning of each course from the larger cohort. Teams meet mine the location and time of each meeting and notate the each week between course workshops to facilitate and rein- information on the Learning Team Attendance Log. Faculty force learning, and to complete group assignments and are required to pre-approve the location and time prior to projects. Learning Teams are generally comprised of between each meeting. Subsequently, as the team meets, the Log is 3-6 members. Research with Learning Teams suggests that used to document the attendance of members and record the they work best when they are made up of 4 or 5 members. learning and activities of the team process for the week. Larger teams become unwieldy and difficult to coordinate while smaller teams usually lack the resources to do a thor- ough job.

7 University of Phoenix, 2001-2002

Academic Quality • E-Mail address ...... The University has designed an Academic Quality Manage- • Internet service provider (ISP) account ment System (AQMS) that helps to both maintain and • Microsoft Internet Explorer Version 5.0 or later improve the quality of programs and student services **College of Information Systems and Technology students regardless of the delivery method or class location. need Microsoft Office 97 Professional version which includes Student Technology Recommendations and Microsoft Access. Competencies Technology Competencies ...... • Access course and program material on the Web. In an effort to assist students with adequate preparation for • Correspond with University of Phoenix staff, students, their course work at the University of Phoenix, technology and faculty using e-mail and the Web. recommendations and competencies have been established. • Complete, send, and receive assignments to faculty or These recommendations and competencies are in effect for other students using e-mail and attachments/files. the Colleges of Graduate Business and Management, College of Education, Undergraduate Business and Management, • Read/print e-mail and attachments/files from students, Information Systems and Technology, and for courses taken staff, and faculty. in the Bachelors of Sciences in Healthcare Services and Gen- • Use the University of Phoenix Electronic Library also eral Studies programs. To that end, students will need to known as the Learning Resource Center (LRC) and/or access and use the hardware and software as described Internet for research and completion of course below. Additional recommendations and competencies may assignments. be required for particular courses/programs. Students using • Prepare and conduct presentations in the classrooms using software and hardware other than recommended must still presentation equipment. meet the technology competencies. Please note that due to • Use the appropriate software for the course. (The the rapid rate of change in information technology, we antici- University uses as standards Microsoft products including pate that hardware and software competencies will be MS Word, MS Project, MS Excel, MS Power Point, etc.) updated on a regular basis. Some courses require additional software in the College of Information Systems and Technol- • Use CD ROM’s when required as part of course ogy. assignments. • Use an appropriate anti-virus application to insure the Technology Recommendations files transmitted and received are virus free. • 266 Mhz or greater (Intel Pentium or Celeron, or AMD Athlon processors) • Windows 98®, ME®, or 2000® • Microsoft Office 97®, 98®, or 2000® •Microsoft Word® •Microsoft Power Point® •Microsoft Excel® (for selected courses) •Microsoft Access® (for eslected courses) • Microsoft Project 98® or 2000® (for selected courses) • Microsoft Visio 5.0® or later (for selected courses) • A current anti-virus application • 64MB RAM or greater • 3 GB hard drive or larger • 56.6 kps modem, or DSL, or cable modem • 1024x768 or greater monitor and video card • Sound card with speakers • CD ROM • Inkjet or laser printer

8 University of Phoenix, 2001-2002 TEACHING/LEARNING MODEL

Online Learning System Distance Education ...... The University’s Online Learning System (OLS) a computer- The University of Phoenix recognizes that adult profession- and web-based conferencing system that has replaced the als are sometimes faced with obstacles that prevent contin- traditional classroom for many University of Phoenix stu- ued commitment to classroom instruction. Students may be dents. It offers a new convenient medium for faculty-to-stu- employed in remote areas, may be traveling extensively on dent and student-to-student interaction. An easy-to-use, the job, or may have been transferred on the job following the easy-to-access system, OLS allows student “to go to class” to start of a degree program. Because the University of Phoenix engage in individual and group discussion or lectures, any- was developed to provide educational services solely to time or any place! working adult students, distance education options were OLS works with any Internet Service Provider. It features a developed to allow these students to continue their life–long familiar “Window” type format, which makes navigation fast learning when faced with such obstacles. Distance education and easy. A full set of capabilities allows student to complete options include computer–based educational modalities that 100% of their education and administration online. In addi- are group-based. The same rigor expected in the classroom tion to participating in the full range of class meeting and exists for distance education students when completing cur- study group activities, students can communicate with riculum goals, objectives, and outcomes. instructors, interact with classmates, and conduct their Group-Based Online Education research online. They can also: ...... • Register for classes The Online computer–based educational delivery system has extended the boundaries of the classroom. It is an outgrowth • Pay their tuition of the University’s recognition of the technological transfor- • Order their books mation of the workplace. The Online program utilizes the Online Learning System (OLS) to make possible group learn- • Meet with a counselor ing that is independent of time and location. Rather than • Obtain their grades gathering in a classroom, students and instructors interact • Request transcripts and more electronically and asynchronously. Unlike other forms of dis- tance learning, such as directed study, online education is Even without the new software, students can log on to our interactive and participative. Online students can complete website from any Internet Service Provider – so they can their University studies from virtually anywhere in the check their e-mail and access student services from any loca- world. tion and computer. Structure Online Program Hardware Requirements Students in the group-based Online program benefit from the Designed with the non–technical person in mind, even inex- same quality, real world-oriented education that has distin- perienced users will find the OLS simple to master. guished the University of Phoenix since it was founded. Stu- To ensure compatibility and consistency of communication, dents become active members of a learning group of between students must own or have access to the following hardware 7 - 13 working adults, often working in smaller learning and software. teams for special projects. Students complete one five or six- week course at a time, then move on to the next course in the • Pentium or equivalent, using operating systems Windows same way as students who meet face–to–face. 95 or higher Process • 32MB of RAM or more When students are admitted to the program, they are pro- • CD ROM vided with all the information needed to connect to the Online Learning System. Prior to the start of the first class, • 2 GB hard disk or larger students become familiar with the system through an Online • VGA monitor Orientation. At this time, group members will become • 28.8 Baud Modem or greater acquainted through an exchange of professional and aca- demic backgrounds. Additionally, students will be intro- • Inkjet or laser printer duced to their first instructor who will explain the nature of • Internet Service Provider (must have appropriate the course and give the first assignment. software, browser and email send/receive capability) Each week’s instruction begins with a general class meeting. Here, the instructor introduces all the material to be studied, gives assignments, and answers questions.

9 University of Phoenix, 2001-2002

Online Learning Teams Computer Text–Based Communications Students are also members of learing teams. Each week, stu- All of the Online communications are text–based, and the dents work on required projects and assignments apart from users (students and faculty) are able to maintain an ongoing the rest of the class. To ensure complete privacy, a learning common transcript which greatly enhances opportunities for teams is assigned a special “Meeting Place” or conference. reflective interaction. At any time they choose, students can review and reflect on the transcripts they have stored in their Key Features of the Group-Based Online Program computers. These archives invite students to organize and Interactive Learning reorganize the body of ideas being developed in their class. Computer conferencing exchanges are student–centered, Services Provided involving dynamic and extensive sharing of ideas, opinions, Through OLS, students are able to contact the Learning and information. As a result, knowledge building occurs as Resource Center to request literature searches and have them students examine each other’s written arguments and posi- forwarded directly to their personal “inbox” on the Online tions. Learning System. In the face–to–face classroom environment the instructor The University staffs a technical support help desk 24 hours often produces 60–80% of the oral exchanges. Research per day, seven days per week. In addition, an automated shows that in the online learning environment, the instructor attendant technical support line is available to address com- produces only 10–15% of the verbal interactions. In this way, mon issues. adult learners are much more actively involved in their own education, an element that the University of Phoenix has Confidentiality found to be essential to adult learning programs. The electronic computer–conferencing system shall be main- tained by an employee of the University (System Operator) Equitable Participation who is required by University policy to uphold the confiden- As anyone who has attended a traditional classroom setting tiality of any messages she/he may review in the process of knows, one or two students can often dominate any class dis- tracking overall system usage, and ensuring that the system cussion, while more reserved students sit silently. In the is functioning properly. The Director of Academic Affairs, the Online setting, no one readily dominates. While some stu- Vice President, Executive Director/Department Chairs, and dents might spend more time communicating, everyone certain university administrators may review the archives of must participate. Participation, therefore, is more equitably class meetings and to assist in the resolution of grade dis- distributed and active for everyone, as each student has putes, grievances, and charges of academic dishonesty, if equal access to the “floor.” required. Time and Place Independent The University of Phoenix staff and faculty will not use any All communications in the University’s Online computer– written material from the electronic study group conferences conferencing system are asynchronous rather than real–time. without the prior written consent of the student. While this naturally imposes some limitations, it has been Policy on the Illegal use of OLS found that asynchronous communications result in increased access for students since they can control the time and place The University of Phoenix retains the right to monitor the for their participation. They enjoy far greater flexibility since Online Learning System conferencing system, via the System activities need not be simultaneous. Asynchronous commu- Operator, in order to verify appropriateness of use. nication also enables both students and faculty to synthesize Illegal activities are expressly prohibited and include such material at their own pace and to provide well thought out things as distribution of “pirated” software, distribution of responses free of the pressure of instantaneous feedback. unauthorized surveys, exchange of “hot” billing numbers for OLS is available 24 hours per day, 7 days per week, enabling long distance charges, and messages that are pornographic, working adult learners to choose the times when they believe slanderous, or offensive by community standards. they are best prepared to engage in particular learning activi- Illegal activity will be deleted by the System Operator and ties and spend as long as they wish working on them. The the originators of such messages may be denied system result is that the Online adult learner has increased control access on a suspended or permanent basis. and has more options than in the classroom.

10 ...... UNIVERSITY POLICIES ...... Program Registration Under no circumstances will students be allowed to enroll in ...... more than two University of Phoenix courses concurrently. Students are required to register for their program course of Concurrent enrollment is prohibited in the first two study on an Enrollment Agreement. Registration is courses taken at the Online Campus. Courses taken concur- conducted at an official student orientation session. Students rently with other institutions will not be limited. not present during registration should contact their local Maximum Credit Load campus for a registration form and class calendar. Distance ...... Education students should contact a University Enrollment Undergraduate students may earn a maximum of 39 credits Counselor to register. It is the student’s responsibility to in a twelve (12) month period. officially register for the program course of study. Any change in the original registration must be communicated to Graduate students may earn a maximum of 33 credits in a the local campus staff. Major chdanges in a student’s twelve (12) month period. schedule may necessitate completion of a new Enrollment Credits attempted and earned beyond the maximum allow- Agreement. able limits will be transcripted but will not apply toward Calendar degree completion requirements. Courses taken concurrently ...... at other institutions will not be counted towards this total Because the educational mission of the University of Phoenix and will not be limited in any way. is to meet the educational needs of working adults, a Course Credits qualified student could begin a degree program in virtually ...... any month of the year. This calendar allows the adult student All credits issued for successfully completed University of to balance the demands of career, family, and education. Phoenix course work are in semester credits. Courses For financial aid purposes, the University defines an aca- numbered 100–299 carry undergraduate, lower division demic year per the U.S. Department of Education standards credit. Courses numbered 300–499 carry undergraduate, as completing 24 semester hours in a minimum of 45 weeks upper division credit. Courses numbered 500–599 carry for undergraduate students. The academic year is defined as graduate credit. Professional courses numbered 600–699 may 21 credits in 54 weeks for graduate students. be applied to either undergraduate or graduate credit Course Cancellation requirements courses numbered 700-799 carry Doctoral ...... credit. The University of Phoenix may be required to cancel classes Student Identification Numbers when necessary. All payments will be refunded or applied to ...... another course. All attempts will be made to address any All students are assigned a unique student identifier called course cancellations with registered students as early as an Individual Record Number (IRN). This is the primary possible. number students use to obtain campus, web and voice Directed Study response services. A letter and ID card will be mailed imme- ...... diately upon application to the University. Under certain circumstances students may need to complete Name and Social Security Number Changes a course via directed study. Students should contact their ...... campus for information about availability and requirements. The University requires documentation of legal name and A maximum of nine credits completed via directed study social security number changes. The following forms of maybe applied to degree requirements. identification will be accepted: marriage license, divorce Concurrent Enrollment decree, driver’s license, state ID, military ID, passport, or ...... court order. A new social security card is required for Because of the intensive nature of the University’s courses, changes in social security numbers. students are not encouraged to concurrently enroll in courses at the University of Phoenix or to enroll in courses at other institutions while enrolled in University courses. However, students are given the opportunity to concurrently enroll in a limited number of courses. Under no circumstances may BSN nursing courses be taken concurrently with other BSN nursing courses.

11 University of Phoenix, 2001-2002

Class Attendance Duplication of Credit ...... Most classes meet four hours per week, usually in the Duplication occurs when students take the same course more evening. Most education classes meet either four hours per than once or take a course that duplicates the content of a week in the evening or 15 hours per weekend on alternating satisfactorily completed course. Credit earned which weekends. Attendance is mandatory. Special instructional duplicates work already completed does not count toward activities may be scheduled on weekends or at other times the total number of hours required for graduation. convenient to both students and faculty members. Class Course Audit Policy attendance requirements are as follows: ...... 1. Students may not miss more than one class session and/ At some campuses, and upon approval of the campus or one Learning Team meeting per course. Students in the Director of Academic Affairs, a student may choose to audit a BSN Clinical courses must still achieve the total number of course. Courses which have been audited will be transcripted required clinical hours regardless of any absences in these with the grade of “AU” and will not earn the student any courses. Students must make up all missed work requested credit. Students auditing a course are considered passive by the faculty member. Any absence will affect students’ participants and will not be held responsible for study group grades. work or class assignments. They must follow all other University policies for non–auditing students, including class 2. Students who miss two or more classes must officially attendance. Audited courses do not qualify the student for withdraw from the course and receive a grade of “W” or financial aid. Students will be required to pay a one (1) credit “WF.” No letter grade will be awarded. hour tuition charge consistent with the program rate for each The Post Baccalaureate Teacher Education program has the audited course. following absence policy: The Online campus does not allow external auditing due to a. Students enrolled in two, three, and four credit courses the unique nature of an Online classroom environment. are allowed one absence. A second absence will not be Special Topics allowed...... b. Students enrolled in a course over four credits The University may offer students the opportunity to pursue (excluding Student Teaching) are allowed two independent study and research in areas of special interest absences. not ordinarily included in a program course of study. These offerings are dependent on the approval of the campus c. There are no absences allowed for Student Teaching. Director of Academic Affairs and the appropriate College All work or days missed, including holidays, must be Dean. Special topics are considered elective course work and made up at the end of Student Teaching. If a student may be applied to general education requirements if must be absent for more than five days out of the approved by the College Dean. No more than two or three required weeks of student teaching, he/she will be courses or six credits may be applied to the completion of a required to repeat the entire student teaching degree program. All regular academic policies apply to experience. special topic courses, including attendance, grading, and Directed Study Course Attendance awarding of credit. Enrollment in special topic courses is In courses completed through directed study, attendance is limited to students who have completed a minimum of 50% defined as weekly contact with the assigned faculty member. of the credits required by their degree program. This student contact with the faculty member may be either written or verbal communication, including the submission of required course assignments. Attendance is mandatory; students are required to attend (make contact with the fac- ulty member) each scheduled week of the course. 1. Students may not miss more than one week per course. 2. Students who begin a course and miss two or more scheduled weeks of the course will receive a grade “W” or “W/F”. No letter grade will be awarded.

12 University of Phoenix, 2001-2002 UNIVERSITY POLICIES

Change in Student Status Transfer of Credit ...... Any student who finds it necessary to interrupt his/her Academic credit earned for courses appearing on an official attendance by withdrawing from the program should transcript from a regionally or nationally accredited associate complete the official withdrawal process at their local degree granting candidates for accreditation college or campus to avoid additional charges. university will be evaluated according to University policies For students receiving federal financial aid, a change in and accepted subject to the approval of the University’s enrollment may result in a cancellation or reduction of funds. Central Office of Admissions. Transfer credits that are based on a different unit of credit than the one prescribed by From time to time, a student may find it necessary to take a University of Phoenix are subject to conversion before being leave of absence (LOA). The LOA serves to maintain the stu- transferred. Only the official transcript and course dent’s in school enrollment status. For students requesting an evaluations performed by the University’s Central LOA, the following applies: Administrative Office of Admissions or Prior Learning 1. The University may grant a leave of absence(s) to students Assessment Center are final. Any preliminary reviews by who provide a written, signed and dated request to their campus personnel are unofficial and not binding, and subject campus on or before the last date of class attendance. If to change. unforeseen circumstances prevent a student from providing this request on or before the last date of class attendance, the The regional accreditation agencies are: University may grant the leave of absence if the campus • Middle States Association of Colleges and Schools receives the request and appropriate documentation within • New England Association of Schools and Colleges 15 days of the student’s last date class attendance. Unforeseen circumstances may include medical and family • North Central Association of Colleges and Schools emergencies, business travel, University course cancellation • Northwest Association of Schools and Colleges and/or facility closure, and natural disasters. A student on • Southern Association of Colleges and Schools an approved leave of absence will be considered enrolled at • Western Association of Schools and Colleges the University and eligible for an in-school deferment for his or her SFA loans. The national accreditation agencies are: 2. A leave of absence cannot exceed 60 days in a 12-month • Accrediting Associate of Bible Colleges period. Time in excess of 60 days in any 12-month period • Associate of Advance Rabbinical and Talmudic Schools may be approved on an exception basis, for unusual • Accrediting Council for Independent College of circumstances. This leave may not exceed 90 days in length Schools and may be approved for unusual circumstances such as • Associate of Theological Schools course cancellations, personal leaves, business travel, • Distance Education & Training Council institutional issues, military reasons, circumstances covered • Transnational Association of Christian Colleges & by the Family and Medical Leave Act of 1993 or jury duty. Schools 3. If a student does not return from an approved leave of A maximum of 30 credits may also be awarded for the suc- absence, his or her withdrawal date and beginning of the cessful completion of exams from approved national testing loan grace period will be the last date of class attendance. programs (Advanced Placement Exams (AP), CLEP, Excelsio, This may result in the loss of some or all of the student’s loan Berlitz, DANTES, NLN) according to University policy. grace period. For a description of the type and amount of credit that can be Re–Entry Students applied toward an undergraduate degree, see individual pro- ...... gram descriptions. Students will have up to 90 days from Students who have been inactive in the program for one year notification of Transfer Credit decisions to submit an appeal or more are required to complete a new application and with the Student Appeals Committee. enrollment agreement. This is to ensure that the University Transferability of credit is at the discretion of the accepting has current demographic information for each student. A institution. It is the student’s responsibility to confirm second application fee is not required. whether or not credits earned at the University of Phoenix Students who withdraw for one year or more are subject to will be accepted by another institution of the student’s any curriculum or degree requirement and policy changes in choice. effect at the time they re–enter.

13 University of Phoenix, 2001-2002

Nondiscrimination Policy The Americans With Disabilities Act (ADA) ...... The University of Phoenix does not discriminate on the basis The University of Phoenix recognizes and accepts its of race, color, national origin, sex, disability or Vietnam–era obligations under the Americans with Disabilities Act of 1990 veteran status in its educational programs, activities or and the Rehabilitation Act of 1973, prohibiting discrimination employment practices. The University complies with Title IX on the basis of a disability and requiring the University to of the Education Amendments of 1972, Titles VI and VII of provide reasonable accommodations to qualified disabled the Civil Rights Act of 1964 and regulations, Section 504 of students in all University programs and activities. Students the Rehabilitation Act of 1973, and the Americans with have the responsibility to both self disclose and request Disabilities Act of 1990. accommodation through the campus ADA Compliance Officer. Communication with faculty or other staff members If any student or applicant has a question or concern regard- does not constitute in itself fulfilling the university ADA ing compliance with this policy, that student or applicant accommodation requirements. Verification through may direct the question or concern to the Vice President/ documentation from a health care provider is required prior Director, or any student may elect to utilize the student griev- to accommodations being determined and fulfilled. The ance procedures set forth in the “Student Grievance” section campus ADA officer will review documentation for of this catalog. accommodation consideration. Therefore, students must Harassment Policy allow several weeks between self-disclosure and ...... accommodations being made and should schedule course It is the policy of the University of Phoenix that the work accordingly. educational environment at each of its campuses be free of all forms of improper or unlawful harassment including sexual Determination of reasonable accommodations and compli- harassment or sexually offensive conduct. Conduct on the ance with the ADA and Rehabilitation Act for students are part of faculty, staff, or students which would violate this managed by the Vice President of University Services, policy includes, but is not limited to: located in Phoenix, Arizona. No student shall be retaliated against for seeking accommodation under this policy or for • Unwelcome or unwanted sexual advances. participating in any complaint procedures brought against • Requests for sexual favors. the University for its noncompliance with the policy. • Any suggestion, whether overt or subtle, that a grade or other academic achievement is dependent upon the granting of sexual favors or submission to sexual requests. • Unwelcome physical contact, including patting, pinching, hugging, kissing, fondling, etc. • Offensive conduct, verbal or written including sexually explicit jokes, comments, innuendo, or other tasteless action that would offend a reasonably sensitive person. • The display of sexually offensive pictures, posters, illustrations, or objects. • Slurs, jokes, or ridicule based on race, ethnic or national origin, religion, gender, or disability. Conduct deemed to be in violation of this policy is prohibited and will not be tolerated by the University of Phoenix. Retal- iation, in any form, against the person raising such a concern will also not be tolerated by the University of Phoenix. Note: The harraassment policy also applies to student staff.

14 ...... STUDENTS’ RIGHTS AND RESPONSIBILITIES ...... Code of Student Responsibility Standards of Student Behavior ...... The University of Phoenix Code of Student Responsibility is an All students are expected to conduct themselves as mature essential element of the University’s mission of meeting the adults and members of an academic community as defined in educational needs of working adult students. In the University's “Code of Student Responsibility”. The acknowledging the maturity and experience of adult learners, University of Phoenix community of students, faculty, and staff the University has designed a Teaching/Learning Model that must conduct their behavior on the principle of treating each the Code of Student Responsibility facilitates. The Teaching/ other with courtesy and respect. All alleged violations of Learning Model is a highly interactive, collaborative learning Standards of Student Conduct must be forwarded in writing to structure, with small student to faculty ratios that require either the campus Director of Academic Affairs (academic students to actively and effectively collaborate both in class and related allegations) or the campus Director of Operations (non- in learning teams. The Code of Student Responsibility serves academic related allegations) and shall be immediately both as a benchmark and as a practical guide for students. This investigated according to the procedure established by the Code embodies a common respect and understanding for University. varying points of view necessary to successfully experience the learning process at the University. University of Phoenix Misconduct for which students are subject to disciplinary students are expected to observe this Code with the faculty, action includes but is not limited to: fellow students, and staff, as follows: 1. Actions, verbal statements, and written statements which threaten or violate the personal safety of any member of the 1. Acknowledge and demonstrate respect for the personal and faculty, staff, or other students, or any conduct which interferes professional growth of oneself and others in interactions with with the educational process or institutional functions. faculty, fellow students, and University staff. 2. Harassment, sexual or otherwise, that has the effect of 2. Assess one’s own and others’ interpersonal strengths and creating a hostile or offensive educational environment for any weaknesses by constructively utilizing and providing feedback. student, faculty or staff member. 3. Recognize one’s own personal and professional values and 3. Disruptive activity that hinders or interferes with other the personal and professional values of others. students' or faculty's educational environment. 4. Demonstrate self–reliance and self–direction in the setting 4. Violation of any applicable professional codes of ethics or and completion of individual and group learning goals and conduct. objectives. 5. Failure to promptly comply with any reasonable directive 5. Demonstrate respect for faculty, fellow students, and staff from faculty or University officials. regardless of gender, ethnicity, or religious, moral, political, or sexual beliefs. 6. Carrying of weapons on campus, at campus-sanctioned events or when meeting with campus personnel. (This policy is 6. Accept responsibility and accountability for one’s own not applicable to students who are law enforcement officers actions, verbal and written communications, and interactions required by law to carry firearms 24 hours a day). with faculty, students, and staff. 7. Using or being under the influence of drugs or alcohol 7. Acknowledge that conflicts and the resolution of conflicts, while at class, campus-sanctioned events, or when meeting between individuals and among groups, are integral to the with campus personnel. collaborative learning process, and demonstrate responsibility for resolving these conflicts while maintaining respect for all 8. Violation of applicable state and federal statutes and/or individuals involved regardless of the outcome. University regulations and policies. 8. Maintain confidentiality and acknowledge personal privacy 9. Cheating - intentionally using or attempting to use in the communication of personal or professional information unauthorized materials, information, or study aids in any about one’s employer, other students, or their employers. academic exercise. 9. Accept responsibility for working collaboratively in the 10. Fabrication - intentional or unauthorized falsification or learning process, and for the achievement of those learning invention of any information, citation, or document, or lying outcomes linked to group performance. during an investigation. 10. Maintain the highest ethical standards in interactions with 11. Plagiarism - intentionally or knowingly representing the faculty, students, and staff, as well as in the preparation and words or ideas of another as one's own in an academic exercise. submission of required course work, and the completion of 12. Helping another student cheat, fabricate, or plagiarize. tests.

15 University of Phoenix, 2001-2002

A student may be removed from class, campus-sanctioned 1. Students be provided access to official records directly events, or meetings for any of the above referenced violations. related to the student. Students who wish to see their records Disciplinary action will be based on the seriousness of the situ- must make an appointment through the University Registrar’s ation and may include, but is not limited to, documented coun- Office or local campus office. Students may not remove any seling by a University staff member, loss of credit, suspension materials but are entitled, at their expense, to one copy of any and/or expulsion. In all cases, University authorities will take material contained in their file, unless a disclaimer appears on action in accordance with appropriate University procedures. the document indicating that the student is not to be given a Policy on Nursing Ethics and Professional Competence copy, or if the student waived the rights to the document. The University of Phoenix Policy on Nursing Ethics and Profes- 2. Students be given the opportunity for a hearing to sional Competence is defined as compliance with the following challenge such records on the grounds that they are inaccurate, misleading, or otherwise inappropriate. The right to a hearing nursing guidelines: under the law does not include any right to challenge the 1. University of Phoenix Professional Nursing appropriateness of a grade as determined by the faculty Responsibilities. member. 2. American Nurses Association Code for Nurses. 3. Student’s written consent be received prior to releasing The policy sets forth expectations and regulations for personally identifiable student data from the records to other professional and ethical conduct by students enrolled in the than a specified list of exceptions. Bachelor of Science in Nursing and Master of Science in 4. The University is authorized to release public directory Nursing degree programs. The policy states that all forms of information concerning students. Directory information unethical behavior or professional incompetence are to be includes the student’s name, address, phone number, date and reported and reviewed. Reported violations will be addressed place of birth, major field of study, dates of attendance, degrees through a formal petition to the Academic Standards and awards received, and the most recent previous educational Subcommittee on Nursing Ethics and Professional agency or institution attended by the student. Directory Competence. information is subject to release by the University at any time Expectations for conduct and the standards are discussed in the unless the Registrar has received a prior written request from Clinical Handbook for the BSN program, in NUR 402 for the the student specifying that the information not be released. BSN program, in HCS 501 Introduction to Nursing Graduate 5. The University is authorized to provide access to student Studies for the MSN program, and in NRP 502 in the Nurse records to University officials and employees who have Practitioner Clinical Program Handbook. legitimate educational interests to such access; these are Policy on Counseling Ethical Standards persons who have responsibilities in the University’s academic, The University of Phoenix Policy on Counseling Ethical Stan- administrative, service, or research functions. dards is defined as compliance with the American Counseling A copy of the University Family Educational Rights and Pri- Association Code of Ethics and Standards of Practice and the vacy Act policy is made available to students through the Reg- American Association for Marriage and Family Therapy Code istrar’s Office. of Ethics. The policy sets forth expectations and regulations for Education records also will be released pursuant to a judicial conduct by Master of Counseling students who enroll in the order or a lawfully issued subpoena, but only after the student University. The policy states that all forms of unethical behav- is given reasonable notification of the University’s intent to ior are to be reported and reviewed. Reported violations will be comply with the subpoena before release of the records. addressed by a counseling ethics committee. Expectations for Students have the right to restrict disclosure of directory infor- ethical conduct are discussed in the Student Program Hand- mation. Written requests for privacy holds should include book. name, IRN, address, specific records to be withheld and/or to Students determined to be in violation of ethical standards may whom the privacy hold applies, and the student’s signature be sanctioned, which may include expulsion from the program. and date. Requests are valid throughout student’s enrollment Students’ Right to Privacy unless otherwise notified. Please send or fax your request to: The University of Phoenix maintains compliance with the Tandy Elisala, Registrar, University of Phoenix 4615 East Family Education Rights and Privacy Act (FERPA) of 1974 Elwood Street, Phoenix, AZ 85040, Fax (480) 966-9836. (amended in January 1975 and appearing in its final form in June 1976). The Privacy Act defines requirements which are designed to protect the privacy of the students concerning their records maintained by the University. The law requires that:

16 University of Phoenix, 2001-2002 STUDENTS’ RIGHTS AND RESPONSIBILITIES Student Right–To–Know

...... Student Right–To–Know ......

Consumer Information Campus Safety Report Notice ...... All institutions that participate in the federal aid programs are Campus Safety Policies and Campus Crime Statistics are pub- required to notify enrolled students regarding consumer lished in the University of Phoenix Campus Safety Report. information that is available to them. The Consumer The University of Phoenix Campus Safety Policies cover issues Information Index is intended to outline consumer information concerning alcohol and drug use, crime prevention, the report- that you have the right to request and review. The information ing of crimes, sexual assault, and other related matters. is available at http://www.phoenix.edu/consumerinfo. The University of Phoenix Campus Crime Statistics cover Student Completion Rate ...... crimes reported to the University that occurred on campus, in certain off-campus building or property owned or controlled As a result of reauthorization of the Higher Education Act of by the University, and on public property within or immedi- 1965, each educational institution must publish its student ately adjacent to and accessible from the campus, over the pre- completion rates excluding graduate programs. vious three years. The University of Phoenix completion rate averages approxi- These policies and statistics are accessible at the following Web- mately 60% across all programs. site: http://www.phoenix.edu/safety or by contacting your Campus Crime Statistics local Campus Security Authority...... Drug and Alcohol Abuse Prevention Program The University of Phoenix annual security report includes sta- ...... tistics for the previous three years concerning reported crimes All drug and alcohol abuse policies, prevention and referrals that occurred on campus, in certain off-campus buildings or can be obtained by accessing the following Web-site: http:// property owned or controlled by the University, and on public www.phoenix.edu/safety. property within, or immediately adjacent to and accessible from, the campus. The report also includes institutional policies concerning alcohol and drug use, crime prevention, the report- ing of crimes, sexual assault, and other related matters. You can obtain a copy of this report by contacting your local Campus Security Authority or by accessing the following Website: http://www.phoenix.edu/safety.

17 ...... ACADEMIC POLICIES ...... Admission Status The University makes no guarantees of a favorable admis- ...... sion to students enrolled in course work under Registered There are four types of admission to the University of status. Students relying on foreign education to meet admis- Phoenix: Admitted, Provisional, Registered and Denied. sion requirements or who are required to take the Test of Applicants to certain degree programs are permitted to begin English as a Foreign Language (TOEFL) or Test of English for their program of study under Registered and Provisional International Communication (TOEIC), are not eligible to admission status but are not considered matriculated until attend classes under Registered status until all admission Admitted status is granted by the Corporate Office of requirements are met and a favorable evaluation has been Admissions and all transfer credits are reviewed for performed by an approved foreign credential evaluation applicability to the degree program. agency. Admitted Status Denied Status A student is granted Admitted status by the Corporate Office Applicants who do not meet the minimum admission of Admissions after all documents have been received, the requirements for their selected program are denied applicant’s admission file has been reviewed and all admission. admission requirements have been met. All materials to Academic Probation obtain admission should be submitted by the end of the ...... second course. No student may enroll in the fourth course without admission being granted. This provides the Academic Probation shall occur when a student’s grade point University the necessary information to develop average falls below acceptable levels. Undergraduate individualized program schedules for each student and students must maintain a program grade point average of 2.0 provides an opportunity for an admission decision to be while graduate students must maintain a program grade made early in the program. Under extenuating point average of 3.0. Probation lasts for a period of three circumstances, a student may request permission from the consecutive courses. Any course work taken concurrently campus Vice President/Director to enroll in up to five will be applied to the three course period. Financial Aid and courses prior to an admission decision being made. VA students will continue to receive funds during the Provisional Status probationary period. Graduate Provisional Status Academic Disqualification ...... Students who meet all admission requirements except the Academic disqualification will result if a student fails to clear minimum GPA requirement of 2.50 (see admission his/her academic probation status within the probationary requirements) may be admitted on Provisional status if their period. Disqualified students are not eligible for re– entrance GPA is between 2.0 and 2.49. Students admitted on admission until the lapse of one calendar year. To re–enter, a Provisional status must achieve a GPA of 3.0 in their formal application must be submitted in accordance with University of Phoenix course work at the end of the third University admissions procedures; in addition, applicants graded graduate course. Students with a GPA of 3.0 or should explain the reasons for the scholastic deficiencies, the greater at the end of their third graded graduate course will manner in which the intervening time has been spent, and be placed on Admitted status. Students with a GPA of less why they should be given favorable consideration for re– than 3.0 at the end of their third graded graduate course will admission. The admission file will be reviewed by the be academically disqualified and denied admission. Student Appeals Committee and a decision reached Registered Status regarding re–admission. If approved, the student would be Degree–seeking students in the business, management, required to complete all program requirements in effect at the education, counseling, computer information systems, or time of re–admission and will be placed on Academic nursing programs may attend a maximum of three courses Probation for a 3 course period. under Registered status by completing an application, paying the application fee, and registering for at least 24 credits. Under extenuating circumstances, a student may request permission from the campus Vice President/Director to enroll in up to five courses prior to an admission decision being made.

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Scholastic Disqualification Students in MAEd/ECN versions 01AZ, 01ECN 531, and ...... 01HI, 01NV and 01CO must receive “B” (3.0) or better in Bachelor of Science in Nursing ECN 532, Professional Assessment Part I and II, in order to Students in the Bachelor of Science in Nursing program are continue in the MAEd program. A grade below “B” or an required to achieve a minimum grade of “C” (2.0) in the incomplete grade (I) is not acceptable. Students who receive clinical courses (NUR 402, NUR 464, NUR 467, NUR 471, a grade lower than a “B” in ECN 531 or ECN 532 may repeat NUR 473, and NUR 486). Students who fail to receive a the course one time. If the student does not receive a grade of minimum grade of “C” in any one of these courses will be “B” or better on the second attempt in ECN 531 or ECN 532, scholastically disqualified from the University (a “C–” is not the student will be permanently withdrawn from the Univer- acceptable). (Conditions for re–admission will be established sity. by a committee composed of the faculty member, the Progression Requirements Campus College Chair.) Re–admission is granted when the ...... student satisfactorily fulfills the outlined requirements to Students in the TED/CLAD Post Baccalaureate Teacher Edu- remove the scholastic disqualification. Students may repeat a cation Program in California must meet the following clinical course only one time. If the student does not receive a requirements prior to beginning their student teaching expe- “C” or better on the second attempt, the student will be rience. permanently withdrawn from the Bachelor of Science in 1. Students must demonstrate subject matter proficiency by a Nursing program. passing score on the Multiple Subjects Assessment for Nurse Practitioner Programs Teachers (MSAT) prior to student teaching if their bachelor’s ...... degree is not from a Commission approved subject matter The Women’s Health Care and Family Nurse Practitioner program. If the bachelor’s degree is from a Commission Program policy states that a grade of ”B” or better must be approved subject matter program, the student must provide earned in all nurse practitioner courses. The student with a letter of verification from the institution that posted the a”B-” or below in one of these courses may not continue in degree. any other nurse practitioner course and is placed on 2. Provide proof of passing scores on the CBEST (California Scholastic Disqualification. Basic Educational Skills Test). Post Baccalaureate Teacher Education 3. Copy of Certificate of Clearance Students in the Post Baccalaureate Teacher Education pro- Completion Requirements gram are required to achieve a minimum grade of “B” (3.0) in TED 501, TED 505, TED 523, TED 551, TED 565, ESL 551, SP- Students in the TED/CLAD Post Baccalaureate Teacher TED 500, SP-TED 540, and SP-TED 555 and all student teach- Education Program in California must meet the following ing courses. requirements to graduate: Students who fail to receive a minimum grade of “B” in any 1. Completion of the program with a minimum grade point one of these courses will be scholastically disqualified from average of “B” (3.0). the University. (“B–” or “I” are not acceptable.) Students who 2. Completion of second language learning experience. have been scholastically disqualified must complete a reme- diation plan and repeat the course in order to continue in the 3. Satisfactory completion of the Student Teaching Experience program. If the student does not receive a grade of “B” or with “B” (3.0) or better. better on the second attempt, the student will be perma- 4. Satisfactory completion of Reading Instruction (RICA) nently withdrawn from the program. Re–admission is exam. granted when the student fulfills the outlined requirements to remove the scholastic disqualification. 5. Payment of all tuition and fees. Students who do not receive a “B” or better in student teach- 6. Completion of University of Phoenix Request for ing may repeat the experience only one time. If the student Certificate form. does not receive a “B” or better in the second attempt, they will be permanently withdrawn from the program. By the end of TED 523, students must satisfy basic skills requirements in math and English. Students may not con- tinue beyond TED 523 unless these requirements are met. The student will be placed on scholastic disqualification if these requirements are not met by the end of TED 523.

20 University of Phoenix, 2001-2002 ACADEMIC POLICIES

MAED/TED Progression • The Student Retention Committee may make one of the The University of Phoenix will implement several screening following recommendations: processes for candidates of the MAEd/TED program to a. Take no action ensure that only the most qualified candidates enter, remain, and complete the teacher preparation program as evidenced b. Institute a formal remediation plan in the admission, progression, and completion requirements. 7. Recommend withdrawal from the program In order to progress to the student teaching portion of the teacher preparation program, MAEd/TED candidates must MAEd Scholastic Disqualification meet the following requirements: Students must earn a grade of “B” (3.0) or better in the fol- 1. Students enrolled in the secondary education program lowing courses in order to continue with the program: must provide verification of content knowledge mastery ADM 590 prior to enrolling in their student teaching courses. Internship of the Principalship 2. Passing scores on all parts of the Basic Skills Proficiency ECN 531 Assessment in Reading, Grammar, and Mathematics. This Professional Assessment, Part I requirement can be met in two ways: ECN 532 • Successfully passing basic skills test exam required by the Professional Assessment, Part II state for teacher certification (i.e. CBEST). ECN 581 Education Counseling Practicum • Successfully passing the University of Phoenix math and ECN 582/583 English proficiency exams. Educational Counseling Internship, Part I & II • Students that are unable to pass either the state or UOP ECN 590 exam may meet the requirement with successful Counseling Practicum: Elementary Education completion of COMM 215, and MTH/209, (or equivalent ECN 591 course) with a minimum of “C-”. Counseling Practicum: Secondary Education 3. Achieve passing scores on the formal interview that occurs ECN 592 during MAT/511 or MAT/512. Educational Counseling Practicum: Elementary ECN 593 4. Submission of a two-page typewritten statement detailing Educational Counseling Practicum: Secondary reason for wanting to become a teacher, including any past ECN 596 experiences in teaching. This statement will be submitted to Educational Counseling Practicum the faculty committee at the time of the formal interview. ECN 597/598 5. Verification of fingerprint clearance. Educational Counseling Practicum I & II 6. Two professional letters of recommendation. EDA 590 A/B/C Administrative Internship Student Retention Process (MAED/TED) EDA 599 Throughout the MAED/TED program, faculty nonmembers Practicum in School Administration monitor the candidate’s progress. Candidates who receive EDD 574 one or more faculty referrals are advised, remediated, and/or Action Research Outline counseled out of the program, as appropriate. EDD 575 • The first faculty referral results in a formal warning letter Action Research Proposal an a mandatory interview with the candidate’s Academic EDD 576 Counselor or other designee. Action Research Presentation ESL 598 • Candidates who receive two or more faculty referrals are Integrating Language Acquisition & Content Instruction notified in writing by the Campus College Chair, or other (Part I, Language Arts & Literacy Practicum Seminar) designee, of the specific charges brought against him/her. ESL 599 • The Campus College Chair will convene a meeting of the Integrating Language Acquisition & Content Instruction Student Retention Committee, and may conduct a formal (Part II, Content Area Instruction Practicum Seminar hearing, if necessary.

21 University of Phoenix, 2001-2002

MAT 511 If the student does not receive a grade of “B” (3.0) or better Elementary Student Teaching I: The Professional on the second attempt, the student will be permanently with- Educator drawn from the program. MAT 512 Master of Counseling Secondary Student Teaching Seminar I: The Professional Educator Students in the Master of Counseling program must pass CNSL 511, Professional Counseling Assessment Portfolio I, to MAT 551 be eligible for admission. Students who are denied Elementary Student Teaching Seminar IV: Parent & admission, due to the portfolio, can reapply in six months. Community Involvement Students can reapply for admission after one year if they fail MAT 552 CNSL 511 a second time. Passing Portfolio I is limited to three Secondary Student Teaching Seminar IV: Parent & attempts. Community Involvement Students must receive a grade of “Pass” in CNSL 530, Profes- SP-TED 500 sional Counseling Assessment Portfolio II, in order to con- Survey of Exceptional Students tinue in the Master of Counseling program. A failing grade SP-TED 540 (“F”) or an incomplete grade (“I“) is not acceptable. Students Diagnosis and Assessment of Mild Disabilities who fail CNSL 530 may repeat the course after 6 months. If SP-TED 555 the student does not receive a grade of “Pass” on the second Collaboration and Resource Management for the Special attempt, the student will be permanently withdrawn from Educator the program. SP-TED 560 Students are required to achieve a minimum grade of “B” Special Education Student Teaching: Learning (3.0) in clinical courses. Clinical courses include: CNSL 527, Disabilities CNSL 537, CNSL 548, CNSL 553, CNSL 591, CMHC 538, SP-TED 570 CMHC 585,MFCC 535, MFCC 550, MFCC 565, CNSL 599A/ Special Education Student Teaching B, MFCC 570 A/B/C, and CMHC 599A/B/C. SP-TED 571 Students who fail to receive a minimum grade of “B” in any Special Education Student Teaching one of these courses will be scholastically disqualified from SP-TED 575 the University (a “B–” or “I” are not acceptable). Re–admis- Special Education Student Teaching: Cross Categorical sion is granted when the student fulfills requirements deter- EDTC 590 mined by the Campus Department Chair or Dean and will e-Education Capstone include repeating the course to remove the scholastic dis- Students who earn less than a grade of “B” (3.0) in any of qualification. Students may repeat a clinical course only one these courses must complete a remediation plan and repeat time. If the student does not receive a “B” or better on the the course in order to continue in the program. The Univer- second attempt, the student will be permanently withdrawn sity of Phoenix will not provide an Institutional Recommen- from the program. dation to students that do not earn a “B” or better in their Students who have been placed on Scholastic Disqualifica- student teaching experience. tion for failure to attain a minimum grade of “B” or better in Students must earn a grade of B (3.0) or better in the follow- a clinical course may not transfer to another counseling pro- ing research courses: gram until they have fulfilled the requirements for reentry as determined by the Dean and the University administration. EDD 574 Action Research Outline Student Retention EDD 575 Students in the Master of Counseling program are constantly Action Research Proposal evaluated by faculty, staff, and peers for adequate EDD 576 professional and personal development. Any student not Action Research Presentation making satisfactory progress in these areas may be formally A grade of “B-” or below or an incomplete grade (I) is not evaluated for remediation or expulsion by the Retention acceptable. Students who earn less than a grade of “B” (3.0) Committee. in any of these courses must complete a remediation plan and repeat the course in order to continue in their one credit research project courses.

22 University of Phoenix, 2001-2002 ACADEMIC POLICIES

Student Falsification of Information Student Appeals Committee ...... All students applying for admission to the University have Students may submit a written appeal of the decision of a the responsibility to submit a complete and accurate Campus Committee or College Dean or an admissions application package including all academic and professional decision to the Student Appeals Committee. It is incumbent credentials required. Submitting incomplete, false or upon the student to submit to the Student Appeals misleading information may be grounds for dismissal at any Committee all relevant documents or statements of support time. with the appeal letter. Student Grievances ...... In all cases of academic and administrative student griev- ances, if the complaint cannot be resolved after exhausting The University has a responsibility to protect the rights of the University’s grievance procedure, the student may file a students and ensure compliance with its nondiscrimination complaint. policy by providing an appeal process for those who desire to State Boards file a grievance against the University, including any claim of ...... discrimination. In Arizona, the student may contact the Arizona State Board Academic Student Grievances (Grade Related) for Private Postsecondary Education, 1400 W. Washington, Students disputing a grade received may contact the Director Room 260, Phoenix, AZ 85007, telephone (602) 542-5709. of Academic Affairs who will assist them in contacting the In Florida, the student may contact the Florida State Board of faculty member to discuss the grade dispute. The faculty Independent Colleges and Universities, Florida Department member’s decision is final. Grade disputes that are based on of Education, 200 Turner Bldg./Koger, 2586 Seagate Drive, alleged discrimination or harassment (as those terms are Tallahassee, FL 32301, telephone (850) 488-8695 defined in this Catalog under the headings In California, the student may contact the California Bureau “Nondiscrimination Policy” and “Harassment Policy”) are for Private Postsecondary and Vocational Education, 1027 reviewed as non–grade related grievances. Tenth Street, Fourth Floor, Sacramento, CA 95814-3517 tele- Administrative or Non–Academic Student Grievances phone (919) 445-3427. Students who are alleging discrimination or a violation of In Maryland, the student may contact Maryland Higher Edu- University policy must present their grievance in writing. cation Commission, 16 Francis Street, Annapolis, MD 21401- Such grievances are to be heard by a Campus Committee 1781, telephone (410) 260-4500. comprised of the following: Director of Academic Affairs (or other appropriate campus administrator), who will serve as In New Mexico, the student may contact the State of New Chair, Assistant Department Chair, and one member Mexico Commission on Higher Education, 1068 Cerrillos appointed by the Committee Chair. Appeals to a decision of Road, Santa Fe, NM 85701-4295, telephone (505) 827-7383. the campus committee may be submitted to the Student In Ohio, the student may contact the State Board of Propri- Appeals Committee. etary School Registration, 35 East Gay Street, Suite# 403, Other grievances or requests for policy exceptions must be Columbus, OH 43215-3138, telephone (877) 275-4219. submitted in writing to the Student Appeals Committee, In Washington, the student may contact the State of Washing- which will determine the appropriate course of action or ren- ton Higher Education Coordinating Board Degree Authori- der a decision. A written decision will be made within ten zation Agency, 1603 Cooper Point Road NW, P.O. Box 43450 working days from the receipt of the letter. Olympia, WA 98504-3450, telephone (360) 586-2775. The stu- dent must contact the state board for further instructions. Grading Procedures ...... Formal grade reports are available through the student website upon completion of each course. Grade reports indicate the course taken, credits received, and grade assigned. A student who has failed to make payment for tuition of a course will have the grade withheld until payment is made. Faculty members are required to post final grades within seven days of completion of the course.

23 University of Phoenix, 2001-2002

The University uses the following grading system to evaluate D =Quality and quantity of work in and out of class is below the student’s performance: average and barely acceptable. Example: “D” work is passing by a slim margin. Grade Quality Grade Quality F =Quality and quantity of work in and out of class is Points Points unacceptable. A = 4.00 C– = 1.66 Example: “F” work does not qualify the student to progress to a more advanced level of work. A– = 3.66 D+ = 1.33 Plus or minus grades indicate a high or low end grade that B+ = 3.33 D = 1.00 has been assigned. B = 3.00 D– = .66 NOTE: Good grades are usually correlated with regular B– = 2.66 F = .00 attendance and with assignments (written, reading, design projects, computer programs, and all other kinds) completed C+ = 2.33 I = .00 and on time. On the other hand, poor grades are often corre- C = 2.00 lated with frequent absences and incomplete and/or missing assignments. I = Incomplete W = WITHDRAWAL. Students who attend at least one night W = Withdrawal of a course, miss at least two class sessions and officially W/F = Withdrawal failing withdraw prior to completing the course will receive a “W”, if the faculty member determines that the student was The University has established the following grading guide- passing the course or cannot make a determination whether lines to be complied with by all faculty. the student was passing or failing at the time of the withdrawal. The grade is not calculated in the GPA. A =Clearly stands out as excellent performance. Has W/F = WITHDRAWAL/FAILING. Students who attend at unusually sharp insight into material and initiates thoughtful least one night of a course, miss at least two class sessions questions. Sees many sides of an issue. Articulates well and and officially withdraw prior to completing the course will writes logically and clearly. Integrates ideas previously receive a “W/F” if the faculty member determines that the learned from this and other disciplines; anticipates next steps student was failing the course at the time of the withdrawal. in progression of ideas. I = INCOMPLETE. Students who fail to complete all course Example: “A” work should be of such a nature that it could be requirements on a timely basis, due to unanticipated put on reserve for all students to review and emulate. The circumstances or events, may be awarded the grade of “I” “A” student is, in fact, an example for others to follow. (Incomplete) by the faculty member. Students receiving a grade of “I” in a course will have up to 5 weeks in which to B =Grasps subject matter at a level considered to be good to finish the course assignments and submit course materials to very good. Is an active listener and participant in class the instructor. The faculty member determines the new discussion. Speaks and writes well. Accomplishes more than course completion deadline date. Quality points of 0.00 are the minimum requirements. Work in and out of class is of calculated into the GPA as long as a grade of “I” is pending high quality. course completion. The I grade and 0.00 quality points will be Example: “B” work indicates a high quality of performance removed and replaced by the final grade quality points. If the and is given in recognition for solid work; a “B” should be student receiving a grade of “I” (Incomplete) has failed to considered a high grade. complete all course requirements within the new incomplete C =Demonstrates a satisfactory comprehension of the subject deadline as determined by faculty member the grade of “I” matter. Accomplishes only the minimum requirements, and will become an “F,” and the student will be required to repeat displays little or no initiative. Communicates orally and in the course at his or her own expense. writing at an acceptable level for a college student. Has a generally acceptable understanding of all basic concepts. Example: “C” work represents average work for the students in a program or class. A student receiving a “C” has met course requirements, including deadlines.

24 University of Phoenix, 2001-2002 ACADEMIC POLICIES

Grade Reports and Transcripts Utilizing student identification numbers and PIN numbers, ...... students may request official transcripts from the University At the end of each course, the faculty member submits and World Wide Web site (http://www.phoenix.edu) by select- posts grades for each student. Grades are available to stu- ing the Student Services button and following the directions dents who have paid all tuition and fees owed. No grades for requesting a transcript. Students may also order a tran- will be given to a student over the phone. Students can view script to be mailed to their home or obtain transcript infor- their course information including grades, GPA, program mation through our 1800 4 GRADES Voice Response system. information and schedule courses online at “http://stu- There is a $5.00 fee for each transcript requested. The fee dent.uoph.edu/student_data/login.asp”. The Registrar’s must accompany the request. Office cannot provide grade reports for students under any circumstances. Students who require grade verification must The University cannot release transcripts received from other request an official transcript, may print an official grade institutions. Copies of these transcripts must be obtained from the website, or request a grade verification letter from the original institution. All official transcripts submitted through the web site. to the University of Phoenix become the property of the Uni- The student’s official transcript is prepared by the Registrar’s versity and will not be returned to the student. Office. The transcript will show the courses, grades, credits, All student academic records are retained, secured, and dis- and dates of instruction for each course. Credits awarded posed of in accordance with local, state, and federal regula- from the Prior Learning Assessment Center will be recorded tions. All student record information is maintained on the on the transcripts as the credits are awarded and assessment University computer system, paper and/or microfiche, fees are paid. microfilm, or electronic imaging system. Permanent records Directed study courses completed through the Online kept in paper form are stored in fireproof file cabinets. Directed Study are subject to additional policies. Contact the Program Changes Online Directed Study for further information...... Students wishing to change their course of study may do so The faculty deadline for changing an Incomplete grade is through consultation with their Academic Counselor. The seven days from receipt of the student’s completed assign- student must sign a new enrollment agreement and meet the ments. Students must allow approximately two weeks for the admission requirements of the new program. grade change to be processed. Application for Graduation Note: Students may repeat courses. Only the grade and credit ...... for the most recent repetition is used in calculating total Students must submit a graduation application in order for hours earned and total cumulative grade–point averages. their degree to be processed. Graduation applications are However, the original and repeated grades remain on the sent to students by the Registrar’s Office with degree audit transcript bearing a symbol to show that a particular course progress reports when students have neared the completion has been repeated. of their degree program requirements. Graduation applica- Transcripts will be released only to students who have paid tions will be sent to students in the Associate level programs all tuition and fees owed to the University. when they have earned 50 applicable credits; to undergradu- ate business and management students when they have Transcript Request Forms are available at any University of earned 100 applicable credits toward degree requirements; to Phoenix campus. Completed forms should be mailed to the undergraduate nursing students who have earned 106 appli- Office of the Registrar, University of Phoenix, 4615 E. Elwood cable credits; to all graduate students who have completed Street, Phoenix, Arizona 85040. The Family Education Rights all but 3 required courses. and Privacy Act of 1974 requires that all transcript requests be submitted in writing and be signed by the student. Telephone requests for transcripts may be processed in exten- uating circumstances when paying by credit card and after student identification has been established.

25 University of Phoenix, 2001-2002

Degree Posting Records Retention and Disposition ...... The maintenance, retention and disposition of documents Degrees are posted to students’ transcripts on a monthly relating to student educational records are governed by insti- basis. A student’s degree will be posted on his or her tran- tutional policy. script on the last day of the month in which all degree requirements are completed. Degree requirements are con- A listing of documents and disposition schedules filed in the sidered to be met when all credit has been posted to the aca- Registrar’s Office includes: demic record, and the post-COCA test has been completed. 1. The permanent academic records of students are retained The student’s individual degree completion date is recorded indefinitely. on the transcript, indicating that all academic requirements for the degree were fulfilled on that date. 2. Applications for admission and/or re–admission, transcripts issued by other institutions, military service Diplomas are ordered bearing the date the degree was posted documents, undergraduate admission evaluations, national for all students who have completed degree requirements testing results, program changes and pertinent and who have paid all tuition and fees. Diplomas are distrib- correspondence are retained for one year after the student’s uted to graduates approximately two weeks after the last date of attendance. diploma order date. University policy prohibits reproduction of transcripts and Students who are ineligible for graduation are notified by the similar documents issued by other educational institutions. Registrar’s Office of their degree deficiencies. Students who Disclaimer on Job Placement are unable to complete the requirements for graduation by ...... the appropriate posting dates may be considered eligible for the next posting date. The purpose of the degree programs offered by the Univer- sity of Phoenix is to extend the nature and range of careers Graduation With Honors ...... available to its students by providing a quality education that integrates theory with practical application. However, the Undergraduate students who complete their degree program University cannot offer guarantees of job placement, with a Grade Point Average of 3.85 or higher will graduate advancement, or continued employment. with Honors distinction. The Honors designation will appear on the University Diploma and permanent transcript. Participation in Graduation Ceremony ...... Graduation ceremonies are held at each University campus. Students who have completed all but 9 credits required for their degree will be permitted to participate in the gradua- tion ceremony. Students must also be in good academic and financial stand- ing to be eligible for commencement participation. Graduation Deadlines ...... Students in an Associates of Arts degree program must sat- isfy all degree requirements within five (5) years from the start of the program. Students in undergraduate degree pro- grams must satisfy all degree requirements within seven (7) years from the start of the program. Students in graduate degree programs must satisfy all degree requirements within five (5) years from the start of the program. Students may petition the Campus Director of Academic Affairs for a one (1) year extension. All additional requests for extensions must be submitted to the Student Appeals Committee. Students who fail to complete all degree require- ments with their graduation deadlines will be required to complete additional degree requirements. Upon approval of the extension, students must pay an administrative fee.

26 ...... INSTITUTIONAL RESEARCH & EFFECTIVENESS ...... Mission Statement ALOA Composition ...... Comprehensive Outcomes of Cognitive Assessment The Department of Institutional Research & Effectiveness (COCA) (IR&E) provides substantive analysis and reporting in support of mission critical decision making throughout the An outcomes ssessment is required of all students at gradua- University. Additionally, intelligence provided by IR&E is an tion from an academic program. Students receive results essential component of University academic governance. from the post-test with useful information that reflects the impact their educational experience has had on their knowl- IR&E executes reports to key external agencies such as fed- edge and skills. The results provide academic decision mak- eral and state governments, accrediting agencies, profes- ers with information useful for program evaluation and sional associations, other higher education institutions, and curriculum design. publishers. Professional and Educational Values Assessments (PEVA) IR&E manages critical administrative, analysis and reporting Students receive a pre- and post-professional and educa- processes for two key University assessment systems: the tional values assessment. This assessment is focused on the Adult Learning Outcomes Assessment (ALOA) and the Aca- values students place on newly acquired professional knowl- demic Quality Management System (AQMS). edge and skills. Commitment to teamwork and cooperation, Adult Learning Outcomes Assessment self-confidence, a sense of competence, educational goals, (ALOA) professional values, and career success factors are assessed...... The comprehensive value assessment contains empirically The University’s ALOA system is a comprehensive cognitive validated, scaled, and ranked questions. and affective assessment system for working adult students. Communication Skills Inventory The ALOA has two principal purposes: Development of communication skills is a major curricular element in the University’s education programs. Upon 1. To provide adult students with useful information about entrance into a program, students self-assess their communi- their current education skills and abilities (i.e., cognitive, cation skills (i.e., written, oral and group). At graduation, the affective, communication, and critical thinking) at entrance to student again self-assesses and a faculty member assesses the their academic program and at graduation. student’s communication skills. Comparison of student and 2. To provide the University with useful information about faculty evaluations of the student’s communication skills and the currency and effectiveness of all academic programs so abilities improvement is provided. that enhancements can be made on a continuous basis. Critical Thinking Assessment Outcomes assessments serve to evaluate the effectiveness of The ability to think critically is another vital workplace skill. the programs and the extent to which the University is An internal assessment of critical thinking skills occurs accomplishing its fundamental mission and purposes as fol- within a course at the beginning of the student’s program lows: 1.) In terms of achieving the desired learning outcomes and within a capstone course at graduation. The purpose is in students. 2). In terms of having a measurable and positive to measure the student’s ability to problem solve using criti- impact on the personal and professional lives of the students. cal skills of inquiry, analysis, and communication. Each of the components of the ALOA system has been External Validation designed to complement the whole to provide a comprehen- Cognitive and critical thinking assessments are externally sive view of the effectiveness of the University’s academic programs. validated through random sampling using nationally normed tests (i.e., ETS major field tests, GMAT, etc.)

27 University of Phoenix, 2001-2002

Academic Quality Management System End-of-Program Survey (AQMS) ...... Students finishing their degree programs complete an End- of-Program Survey. This survey asks graduating students to Academic Quality Management System (AQMS) provides evaluate their overall University of Phoenix experience in University of Phoenix feedback for continuous improvement areas such as quality of the education they received, skills of educational processes. The AQMS consists of a group of and knowledge, and workplace application, as well as career instruments and measures designed to monitor the day-to- advancement and progression. University officials use the day educational systems involving student, faculty, curricu- information from this survey to continually enhance curricu- lar, and administrative services. By performing interim pro- lum, instruction, student services, and overall university gram diagnoses, evaluating faculty adherence to program operations. standards and practices, and making small-scale resource decisions, information from the AQMS is used formatively Alumni Survey for assessing quality and compliance. Graduates are asked to evaluate the effectiveness of their University of Phoenix education after they have had suffi- AQMS Composition cient time to integrate their learning with the demands of Student End-of-Course Survey their career and personal responsibilities. Using measures Students in all courses complete an End-of-Course Survey driven by the University’s mission, the alumni identify fac- which focuses on students’ evaluation of the curriculum, tors which influenced their decision to attend the University educational effectiveness, learning teams, time allocation, of Phoenix, the major personal and professional goals they University Library, administrative and support services, achieved as a result, the quality of their educational experi- facilities and equipment, and faculty skills and abilities. ence, how effective the University’s teaching/learning model These measures are of significant value in diagnosing how was in helping them achieve their educational goals, and well each component of the University’s teaching/learning their employer’s opinion of the program’s benefits. model is functioning in meeting student needs. Employer Survey Faculty End-of-Course Survey Overall, 41 percent of entering students report expecting to Faculty also complete an End-of-Course Survey which receive tuition reimbursements from their employers. focuses on curriculum evaluation, educational effectiveness, Employers are surveyed to determine the benefits provided time allocation, administrative and support services, facili- to their employees by attending the University of Phoenix. ties, and access to technology. Because faculty are required to Faculty Involvement Survey be highly qualified practitioners of the subject they instruct, they serve as an invaluable resource for assessing curricu- This survey assesses the nature and scope of instructor’s lum. Faculty are also the University’s best resource for deter- access to and participation in academic governance through- mining whether students are professionally and out the University. Through this survey, faculty critically academically prepared to benefit from their educational appraise the institutional structures designed to ensure their experiences. governance in matters of academic policy. Faculty Grading Practices Comments to the Chair Accurate and fair evaluation of student academic perfor- All students, faculty and staff are provided a convenient mance is an important attribute of an effective educational mechanism for communicating to Dr. John G. Sperling, the program. founder and Chairman of the Board of the University. All comments are read and responded to by Dr. Sperling and for- Accordingly, measures of grade variance are reported by pro- warded to appropriate departments for action. gram. Grade variance for campus and individual faculty members are reported as elements of feedback for self- improvement and compliance with University standards of good practice.

28 University of Phoenix, 2001-2002 INSTITUTIONAL RESEARCH & EFFECTIVENESS

Longitudinal Assessments Uses of ALOA and AQMS Information Numerous special studies are undertaken to explore trends The University uses information gained from all components and issues of potential significance to academic decision of the ALOA and AQMS to continuously improve university makers. These studies may include enrollment by campus by effectiveness. Intelligence provided by IR contributes directly academic program, persistence and graduation rates by to the value of a University of Phoenix education through admission status (first-time; lower-and upper-division trans- effective analysis and reporting to key levels within the orga- fers), gender and race/ethnicity, class size by rating of faculty nization. and educational effectiveness, etc. Emphasis is placed on examining the nature and extent to which student’s educa- tional needs and expectations are being met during the enrollment process, throughout their course work, when they graduate, and in their continuing professional develop- ment as alumni. Additional Research Support Special studies can be conducted on academic policy, pro- gram and organizational effectiveness, and marketing issues needed to support institutional decision-making. Research support may take several forms, including: a) assistance in reviewing and evaluating externally conducted research, b) assistance with project planning and management for inter- nally based research projects, c) assistance with interpreta- tion of secondary databases, d) analysis and reporting on information contained in various institutional databases, and e) information for campus needs (i.e., marketing based on geographical analysis, etc.)

29 ...... ALUMNI NETWORK ...... The University of Phoenix Alumni network, a not–for–profit Scholarship Program ...... organization, provides services and benefits to University of Phoenix graduates, as well as current degree and certificate The University of Phoenix Alumni Network maintains a seeking students. scholarship program that may assist students in meeting their educational expenses while enrolled at the University of All graduates of the University of Phoenix are automatically Phoenix. members of the Alumni Network. There are no dues nor rit- ual of acceptance to the National Organization. Some chap- Scholarship Referral Service ters may require dues based on the vote of the membership. The Scholarship Referral Service uses an automated student Consistent with the ethos of the University, all graduates are aid research system designed to assist students in college cost encouraged to maintain ties with the University through planning. Students provide demographic and educational involvement with the Alumni Network. information, and the program compiles a listing of scholar- The purposes and accomplishments of the Alumni Network ships for which students may be eligible. Data forms for the reflect the University’s commitment to the educational needs Scholarship Referral Service are available from the National and career goals of its working adult students. Office or can be down loaded from the University of Phoenix Alumni Web site. The listing includes instructions for the stu- The Alumni Network has the following purposes: dents to contact the scholarship source for an application and • To foster the mission and purposes of the University of additional information. There is a fee for this service. The Phoenix. Alumni Network does not guarantee that scholarships will be granted to students or alumni. • To develop a spirit of loyalty to the University among Alumni Network Scholarships alumni. The Alumni Network awards scholarships to University of • To promote communication and good fellowship among Phoenix students. Alumni Network and University officials the alumni, students, faculty, and administration of the work together to establish and maintain a variety of scholar- University of Phoenix. ships supported by donations from alumni, private, and pub- lic sources. Chapter scholarship committees assist in the • To provide the members of the organization mutual aid development and promotion of these scholarships. The com- and support in the achievement of their professional goals. mittees also help to identify scholarship recipients. • To perform a public relations role in the community. Career Opportunity Referral Service ...... • To provide scholarships and admission assistance to The Alumni Network offers services to assist alumni in their students of the University of Phoenix. career endeavors. • To hold lectures, public meetings, classes and conferences Career Network is an on-line job posting board that provides focused directly or indirectly to advance the cause of employers the opportunity to publish career opportunities to education, whether general, professional, University of Phoenix alumni and students. This is not a job paraprofessional, or technical. placement service but Alumni and students may elect to pur- • To perform tasks and raise funds to further the above sue a job opportunity listed. purposes. Students and alumni may choose CareerHighway, a career planning service that links members with potential employ- • To establish membership chapters according to campus ers. CareerHighway members must have at least a Bachelor’s geographic locations and where there is an interest by degree and two years of related work experience. For more sufficient alumni to support the functions of a chapter. information contact the National Office. Additional Information ...... The Alumni Network is constantly evaluating new services and benefits for its alumni and the students of the University of Phoenix. For further information about the University of Phoenix Alumni Network or the programs offered, contact the National Office at 1–800–795–ALUM or visit us on the Inter- net www.alumninetworking.org.

31 ...... UNDERGRADUATE PROGRAMS ...... GENERAL INFORMATION ......

Admission Procedures Academic Advisement ...... All students are provided the opportunity to communicate Application Process with a Counselor prior to enrollment and throughout the Working adults applying for admission to the University’s duration of their program. This advisement will provide undergraduate degree programs begin the admission process students with a preliminary evaluation of their academic by submitting a complete and accurate application along status prior to admission and the requirements they must with the application fee. An application which is later satisfy for both admission to and the completion of their verified to contain incomplete, false or misleading degree program. information may be grounds for dismissal. Once the Guidance on degree completion options may also be dis- application and fee have been received by the University, cussed. Applicants unable to meet admission criteria may applicants are responsible for ensuring the completion of utilize the services of an Enrollment Counselor in formulat- their admission file. No applicants will be formally accepted ing an educational plan that, upon successful completion, for admission until their admission file is complete and satisfies the degree program admission criteria. formal written notice is provided by the Corporate Office of Admissions. Transcript Requests of Other Institutions Because institutions vary in the time they take to respond to The University will advise students regarding the documents transcript requests, all transcripts should be requested imme- required in order to begin a program of study. Students in all diately upon submission of an application and application programs may attend their first three courses under Regis- fee. University staff will process all requests for transcripts tered status. All students, however, must submit all admis- on behalf of the student. However, it remains the student’s sion documentation and gain Admitted status prior to the responsibility to ensure that all transcripts are submitted to start of their fourth course. Under extenuating circumstances the University. Students must sign a “Transcript Request and with the approval of the campus Vice President/Direc- Form” for each transcript being requested from educational tor, students may receive permission to attend up to five institutions and national testing centers. The University’s courses under Registered Status. application fee covers the student’s expense for requesting Students are encouraged to have all admission documenta- official transcripts from other institutions. tion submitted prior to the end of the first course. Students Official Transcript Time Limits who are not admitted prior to enrollment in the fourth course must withdraw until such time as they are formally admitted All official transcripts must show an issuing date not more by the Corporate Office of Admissions, unless approval has than one year prior to receipt by the University. This is to been granted for continued enrollment by the campus Vice ensure that all prior course work is reflected on the tran- President/Director. script. Students who have served in the military service may submit Official foreign records do not have the same time limit, as their discharge papers (DD214) and all official training docu- these documents may be difficult to obtain. This exception ments (DD295) for review for potential transfer credits. This does not apply to Canada or U.S. territories. is a requirement if students will be applying for VA educa- tional assistance. Applications of individuals who have not gained admission to or enrolled in the University will be kept on file for one year. After that time, the applicant is required to submit a new application and materials. A second application fee is not required.

33 University of Phoenix, 2001-2002

Foreign Transcripts General Education ...... All academic records from countries other than the United States, Canada and Mexico must be evaluated by an In its commitment to help working adults achieve their pro- evaluation service approved by the University of Phoenix. fessional and personal goals, the University of Phoenix The evaluation services follow standards approved by the endorses the role of general education in ensuring student success in the classroom, the workplace, and the general National Council on the Evaluation of Foreign Credentials. A community. The general education curriculum, which is special application form and fee is required for the evaluation. Applicants with non-U.S. or Canada education developed through the College of General Professional Stud- ies, provides instruction that focuses on skills in communica- should contact a University of Phoenix campus for the tion, critical thinking, and computation, and fosters a appropriate application. If the academic records are in philosophical orientation that enables students to function as another language, a certified English translation is required. productive members of society. The University’s general The University will accept translations from the issuing education program embraces four goals: institution or an official translation service. 1. To refine students’ abilities to apply problem–solving skills An applicant relying on education completed outside the in many settings and contexts. United States, Canada or Mexico for admission will not be eligible to attend classes prior to the University receiving a 2. To promote students’ active awareness of their favorable evaluation from an approved credentials evalua- relationships to the natural, social, and cultural tion service and fulfilling all other admission requirements. environments. Official documentation of the applicant’s foreign education 3. To develop students’ appreciation for and commitment to and the official evaluation report must be submitted with the lifelong learning. admission file. 4. To prepare students with competencies needed to fully Non–Native Speakers of English benefit from and successfully complete their professional An applicant whose native language is not English will not programs of study. be eligible to attend classes under Registered status. Official Undergraduate general education requirements emphasize documentation of the Test of English as a Foreign Language the mastery of competencies within the respective frame- (TOEFL) or Test of English for International Communication works of mathematics and physical sciences, life sciences, (TOEIC), must be submitted with the admission file and technology, communication arts, social sciences, and human- admission granted before the applicant may begin the pro- ities. Students are required to demonstrate proficiency in gram. written and oral communications, in the handling and use of Admission Appeal Process quantitative information, and the application of analytic and Any applicant who has been denied admission to the Univer- synthetic–creative thinking skills. This background provides sity has the right to appeal the decision to the Student students with the perspectives needed for meaningful self– Appeals Committee. All appeals, including any evidence to examination of personal and social values, as well as be considered, must be submitted in writing to the Student enhanced ability to understand and cope with social, techno- Appeals Committee. The written appeal may consist of a let- logical, and cultural change. ter of explanation for academic deficiencies, lack of experi- If elective curriculum is being taken to satisfy graduation ence, and any other factors which might be of benefit when requirements, the courses being taken cannot duplicate cred- the Student Appeals Committee conducts its review. It is its earned in the required course of study, credits earned at incumbent upon the applicant to submit all relevant docu- other institutions, credits earned through national testing ments and statements of support attached to the appeal letter programs, or credits awarded through the Prior Learning to the Student Appeals Committee. The Student Appeals Assessment Center. Committee will carefully review all materials submitted, and notify the applicant in writing of its decision within ten working days.

34 University of Phoenix, 2001-2002 UNDERGRADUATE PROGRAMS

Prior Learning Assessment Center Services The Experiential Learning Portfolio ...... Students who choose to have their experiential learning eval- College–Level Learning Gained Through Experience uated for credit must enroll in GEN/110, Experiential Learn- At the University of Phoenix, the opportunity to petition for ing for 1 credit. Instruction is given to help students prepare an assessment of college–level learning is one of several experiential course writing to be evaluated for credit. Sub- degree completion options available to undergraduate stu- mission and posting fees for the assessment process are out- dents. The recognition of prior learning is a concept based on lined elsewhere in this section. accepted principles of adult learning and serves to validate Students must demonstrate proficiency in written communi- the professional competence achieved by men and women cation skills prior to enrolling in GEN/110 by successfully outside the classroom. passing the University English test assessment, CLEP exam, The standards and criteria established by the University of or completing COMM/ 215 with a “C-” or better. Students Phoenix for assessing prior college–level learning were enrolled under the Introductory Course Sequence must com- developed in conformance with guidelines set forth by the plete the Introductory Course Sequence prior to enrollment Council for Adult and Experiential Learning (CAEL). The in GEN/110. Students enrolled and admitted may take CAEL guidelines and the recognition of college–level learn- GEN/110 before, during, or after completion of the required ing gained through experience are observed by more than course of study. 1,200 colleges and universities throughout the United States. The recognition of college–level learning gained through Professional Training and Course Work Option experience is approved by the American Council on Educa- Students may choose to complete a Professional Training Port- tion, the American Association of Collegiate Registrars and folio containing only professional course work and training. Admissions Officers, and the Council on Higher Education Submission and posting fees for Professional Training evalu- Administration. ations are required. Since its founding, the University’s assessment process has Faculty Evaluations been a model for other colleges and universities that have In order to facilitate the assessment process according to the added prior learning assessment to their programs. University’s standards, a centralized Prior Learning Assess- Prior Learning Credit ment Center, located in Phoenix, Arizona, directs, processes, evaluates, and controls the assessment of prior learning for A maximum of 30 Prior Learning credits may be earned as a credit. Evaluations may take three to four weeks to complete. result of professional training (workshops, seminars, licenses, business and professional courses, and other institu- Faculty evaluators hold advanced degrees in their respective tionally–sponsored course work). disciplines. They are chosen for their educational and profes- sional competence, and are assigned to evaluate in the sub- The University may award up to 30 undergraduate semester ject areas according to their expertise covered by each credits for verified college–level learning gained through discrete college–level learning description. Evaluation meth- experience, and submitted in the form of experiential course ods are monitored for quality, consistency, and adherence to writing after successful completion of GEN 110. No student policy criteria through a system of multiple checks and bal- may earn more than 60 credits from any combination of ances including internal auditing of evaluations, comprehen- experiential learning, national testing, credit by exam and sive record keeping and tracking systems, and well–defined professional course work and training. policies and procedures. California residents must comply with the California Educa- Academic oversight is provided by the Dean for General tion Code: Article 13; §72890 (h) (4) which states in part: Stu- Studies and the Faculty Curriculum Chairs of the Univer- dents in an undergraduate program may use no more than 30 sity’s Academic Governance Structure. semester credits from prior experiential learning. Only 15 credits can be applied in the first 60 credits. All professional training, military training, experiential learning credits and national testing (including CLEP/DANTES, ACT/PEP, NLN, AP) are subject to the California Education Code’s def- inition of prior experiential learning. (Other states may also have restrictive state regulations.)

35 University of Phoenix, 2001-2002

Prior Learning Assessment Submission and Posting & Upon completion of the evaluations and determination of Fees credit, the portfolio will be returned to the student. Students Charges arising out of services and the posting of credit are advised not to include any material or information in the awarded for prior learning are not included as part of the portfolio that might violate the legal or moral rights to pri- major curriculum fees and tuition. vacy of any individual, organization, or corporation. The tuition for GEN 110 is based on the prevailing tuition Standardized Credit Recommendations rate for the major course work. Students will earn one (1) The University accepts credit through the Prior Learning credit upon successful completion of GEN 110, Experiential Assessment Center from the American Council on Education Learning. (ACE also evaluates corporate training programs, and Mili- When materials are complete, they are sent to the Prior tary Courses.) Learning Assessment Center in Phoenix and a $90 submis- California residents must comply with the California Educa- sion fee is collected. The following evaluation and posting tion Code: Article 13; 72890 (h) (4) which states in part: Stu- fees apply to credit awarded through Prior Learning Assess- dents in an undergraduate program may use no more than 30 ment: semester credits from prior experiential learning. Only 15 • $30.00 per credit for standardized evaluations, and items credits can be applied in the first 60 credits. All professional from the Apollo Quick List™. training, military training, experiential learning credits and national testing (including CLEP/DANTES, ACT/PEP, • $55.00 per credit for professional course work and NLN, AP) are subject to the California Education Code’s def- training, and experiential learning essays. inition of prior experiential learning. • Costs per credit for articulated course work and training may vary. Other states may also have restrictive state regulations. Please check with your Academic Counselor. The University A student will be billed only for those credits that apply of Phoenix is required to comply with these restrictions. No toward the student’s degree completion requirements at the exceptions can be made. time of submission. A student will be charged for all credits petitioned for and subsequently awarded, unless a student Many certificated courses offered by non-collegiate institu- requests in writing that specific courses not be evaluated. tions have been evaluated for college transfer credit by the Each student is responsible for any charges he/she incurs, American Council on Education and National Program on regardless of the student’s evaluation outcome. Noncollegiate Sponsored Instruction (National PONSI). The University of Phoenix generally accepts standardized credit Because the total fee is related to the number and type of recommendations from these nationally recognized authori- credits awarded, the cost to each individual will vary. Stu- ties when they are presented for evaluation. These evalua- dents will be billed for all degree applicable credits awarded tions are prepared by the Prior Learning Assessment Center, through the assessment process, and must pay for the credit and are subject to the fees outlined above. earned after each evaluation. Fees are subject to change. Transcription of Prior Learning Assessment Center Credits through the Evaluation Process Credits Students may request that transcripts from unaccredited Credits are placed on the student’s transcript as credits are institutions, or standard pre-evaluated licenses or certificates awarded by the Prior Learning Assessment Center. Since be evaluated through the preparation of a professional train- these credits are a permanent part of a student’s academic ing portfolio. Counselors can provide information about the record, fees are non–refundable. process which is subject to the standard assessment fees, including the submission fee. All professional training must Privacy of Portfolio be submitted as a Professional Training Portfolio. The University considers all Prior Experiential Learning Credits awarded through the assessment process are applica- course writing and Professional Training Portfolios to be con- ble to University of Phoenix degrees, and may be transferable fidential, and the only persons authorized to have access to subject to the receiving institution’s discretion. them are members of the University’s assessment and administrative staff, faculty evaluators, and members of accreditation evaluating teams. However, students may sign a release form which allows the University to use portions of the portfolio material in professional training workshops for counselors and faculty members, and as classroom examples.

36 ...... COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES ......

The College of General Studies and Professional Studies is General Education Requirements ...... within the Artemis School and is responsible for developing and fostering a program of general education, which The completion of a Comprehensive General Education Pro- supports the University’s undergraduate professional degree gram includes 54 credits distributed among the following programs. General education course work seeks to broaden components: students’ outlook and to establish a strong foundation for Liberal Arts Components lifelong learning. Program requirements are designed to The liberal arts component of the General Education Pro- assist students in developing communications and problem gram is comprised of 36 credits distributed among tradi- solving skills needed for professional growth, and to tional liberal arts categories. The purpose of this component strengthen students’ appreciation of the larger social, is to ensure that students are exposed to a breadth of tradi- political, scientific, and aesthetic culture. tional liberal arts essential to a baccalaureate experience, and The college works closely with other academic departments is distributed as follows: and faculty throughout the university to design curricular 1. Communication Arts, 6 credits offerings which reflect the unique character of University of Phoenix students and degree programs. Course work in the Communication Arts primarily focuses on the development and application of writing, speaking, The college is organized into the areas of Communication group process, and interpersonal communication skills. Arts, Humanities, Social Sciences, Mathematics, and Science and Technology. General Studies faculty hold graduate 2. Mathematics, 6 credits degrees and have completed substantial graduate level study Course work in the mathematics area develops quantitative appropriate to the academic field in which they are teaching. and analytical skills in the fields of mathematics and In addition, many General Studies faculty members have advanced logic. The area does not include courses in which extensive practical experience in business and the profes- mathematics is merely an applied component (such as sions. All General Studies faculty are committed to the cen- finance and accounting), nor does it include mathematics tral role of general education in undergraduate degree foundation courses below the level of college algebra. programs. 3. Social Sciences, 6 credits In its commitment to help working adults achieve their pro- fessional and personal goals, the University of Phoenix rec- Course work in the social sciences promotes understanding ognizes the role of general education in ensuring students’ of human behavior as well as the structure and dynamics of success in the classroom, the workplace, and the communi- social systems. Emphasis is on the discovery of patterns in ties in which they live. The general education curriculum social processes and institutions, both past and present. prepares students with the foundation skills and philosophi- Courses in anthropology, sociology, ethnic and gender stud- cal orientation necessary to succeed in their professional pro- ies, geography, political science, psychology, history, and cer- grams. It also ensures that students have a broad exposure to tain communications courses focusing on mass media and the liberal arts, and that they explore diverse content areas to society typically satisfy these requirements. add depth to their academic and professional knowledge 4. Humanities, 6 credits base. This preparation includes the development of the basic techniques of intellectual inquiry and self-reflection that Course work in the humanities focuses on the development guide continuous growth and development of the individual of ideas and values, appreciation of cultural and artistic throughout life. The basic tenets of liberal arts – communica- achievements, and the evaluation of human experience. Courses in general humanities, philosophy, literature, fine tion, computation, and critical thinking – are integrated throughout the professional curricula, e.g., through writing arts, music, theater, and religious studies normally satisfy across the curriculum, the infusion of diversity issues, and a requirements in this area. Certain courses in political science universal focus on critical thinking skills. and intellectual history emphasizing the development of cul- tural thought processes may also satisfy humanities require- The professional programs culminate with a general ments. education sponsored capstone course that facilitates the integration of learning and development from all aspects of the University of Phoenix education experience.

37 University of Phoenix, 2001-2002

5. Science and Technology, 6 credits (at least 3 must be Integrating Component Physical/Biological) Integrating, 3credits Course work in the sciences provides students with an understanding of nature and the physical world, along with GEN 480, The Interdisciplinary Capstone Course, is a general knowledge of the methods scientists use to study the world education course that synthesizes general education course around them. Courses in astronomy, biology, chemistry, work with the required course of study and is taken as a pre- physics, anatomy and physiology, geology, and environmen- scribed general education course at the completion of the required course of study. tal science typically satisfy requirements in this area. Certain courses in geography or aerospace studies which emphasize In addition to the 54 credits in this prescribed General Educa- the earth’s physical characteristics, weather, and climate are tion program, each major course of study at the University of included in the science category, along with highly special- Phoenix’s educational philosophy is based on the integration ized course work in the social sciences such as physical of theory and practice. Within that philosophical framework, anthropology, archaeological field methods, and psychology a number of the courses required for the professional pro- courses which focus on human physiological processes. grams have a strong general education component. Example Technology refers to the application of scientific knowledge of the specific major courses that further the student’s expo- in making and using tools to enhance material culture. sure to general education include: Course work in the area of technology which satisfies general BSN: education requirements includes engineering, materials sci- ence, electronics courses that emphasize theory and design, HCS 418 and computer science. Courses which focus primarily on the Skills for Professional Transition 3credits social and environmental conflicts which arise over the uses HCS 408 of technology usually satisfy requirements in the social sci- Therapeutic Health Care Communication 3credits ences and humanities. QNT 436.3 6. Additional Liberal Arts, 6 credits Statistics in Health Care 3credits Students will pursue more depth in the liberal arts by select- BSB: ing two additional courses in any of the liberal arts categories CIS 319 listed above. (Note: Bachelor of Science in Nursing students Computers and Information Processing 3credits must earn 12 credits in Natural Sciences in lieu of the Sci- RES 341* ence and Technology and additional requirements.) Research and Evaluation I 3credits Interdisciplinary Component RES 342* Interdisciplinary, 15credits Research and Evaluation II 3credits *Accounting majors do not complete RES 341 & RES 342 To fulfill this requirement, students may select additional general education courses, or they may select from any Uni- versity courses other than those in their major field. The intent of this requirement is to further increase student’s exposure to the liberal arts and to facilitate their exposure to field of study beyond the necessarily narrow scope of their professional interest. Students are encouraged to explore diverse content areas to add depth to their academic and pro- fessional knowledge base.

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COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Proficiency Component 3. Critical Thinking In line with mission of the University’s General Education a. Earn “C-” or better in PHL 251* program to ensure that students have reached baseline levels b. Achieve a passing score on the University of in basic skills before entering into the professional programs, Phoenix Critical Thinking Proficiency Assessment students must demonstrate current proficiency in the areas of c. A grade of “B” or better in a comparable course written communication, mathematical reasoning, and critical from a regionally or approved nationally, accredited thinking. Proficiency requirements can be met in the follow- institution within two years of application to the ing three areas using the approved methods: University. 1. Written Communication *A grade of “C-” or better must be earned in these courses in a. Earn “C-” or better in COMM 215* order to be awarded credit and demonstrate current profi- ciency. b. Achieve a passing score on the University of Phoenix English Proficiency Assessment c. Achieve a passing score on the College Composition CLEP exam within the past two years d. A grade of “B” or better in a comparable course from a regionally or approved nationally, accredited institution within two years of application to the University. 2. Mathematics Reasoning a. Earn “C-” or better in MTH 209* b. Achieve a passing score on the University of Phoenix Math Proficiency Assessment c. Achieve a passing score on the Mathematics (or higher) CLEP exam within the past two years d. A grade of “B” or better in a comparable course from a regionally or approved nationally, accredited institution within two years of application to the University.

39 University of Phoenix, 2001-2002

Associate of Arts in General Studies AAGS Required Course of Study ...... Sixty credits are required for the Associate of Arts in General The following Associate of Arts in General Studies (AAGS) Studies degree. The distribution is as follows: degree program is offered at these University of Phoenix campus Communication Arts Requirement, 6credits locations: Milwaukee,New Mexico, Online, San Diego, and Southern California. COMM 215* ...... Essentials of College Writing, 3credits The University of Phoenix offers an Associate of Arts degree *Communication Arts Elective, 3credits in General Studies to meet the needs of adult students who Humanities Requirement: 6credits want to complete a general AA degree before entering into the professional programs. PHL 251* *Humanities Elective, 3credits The Associate of Arts curriculum provides a solid foundation *Humanities Elective, 3credits and overview within the academic disciplines of communi- cation arts, social sciences, mathematics, life sciences, and the Social Science Requirement: 6 credits humanities. Instruction focuses on the development of skills Social Science Elective, 3credits in communication, critical thinking, and computation, and Social Science Elective, 3credits fosters a philosophical orientation that enables students to function as productive members of society. The completion Mathematics Requirement: 6 credits of an AA degree also represents an important milestone for MTH 209* many students as they pursue their educational goals. College Mathematics II, 3credits This foundation provides students with the perspectives nec- Science/Technology Requirement: 6 credits essary for meaningful self-examination of personal and social values, as well as, enhanced ability to understand and Sciences/Technology Elective, 3credits cope with social, technological, professional, and cultural Science/Technology Elective 3credits change. The AAGS program is a lower division degree pro- Additional General Education Electives, 6credits gram designed to provide a liberal arts education for the working adult learner in a non-traditional format. Six additional General Education must be completed in any of the above areas. Students entering the University with fewer than 24 transfer- able credits from regionally accredited institutions and Open Electives: 24credits national testing programs must complete the following four *A grade of “C-” or better must be earned in these courses in course sequence: order to be awarded credit and demonstrate current profi- GEN 101 ciency. Skills for Lifelong Learning I 3credits Proficiency may also be demonstrated with passing scores on SOC 101 the University math critical thinking and/or English assess- Contemporary Issues in American Business ment and/or CLEP exams. All students must earn the mini- 3credits mum credit subtotal in the mathematics humanities and COMM 102 communication arts areas regardless of the methods of profi- Communication Skills for Career Growth ciency demonstration chosen. Transfer credit may not be 3credits used to demonstrate current proficiency. GEN 102 Students entering with fewer than 24 transferable credits Skills for Lifelong Learning II 3credits must complete the 12 credit sequence for low credit students (see above). The University reserves the right to modify the required course of study.

40 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

AAGS Admission Requirements AAGS Residency and Degree Requirements The requirements for admission to the AAGS degree To earn an Associate of Arts in General Studies degree, program are as follows: students must satisfy the following requirements: 1. A completed and signed University of Phoenix 1. Completion of a total of 60 semester credits to include the undergraduate application and an application fee. required course of study. 2. High school graduation or GED certificate. 2. Residency of a minimum of 15 semester credits. May not be filled with BSB core courses. 3. Current employment or access to an appropriate organizational environment that will allow completion of 3. A minimum cumulative grade point average (GPA) of 2.0. program course work. 4. Payment of all tuition and fees. 4. All students must be 23 years of age. Applicants who are Matriculation into a Bachelor Program less than 23 years of age must meet the following additional requirements to be considered for admission: Students who complete the Associate of Arts in General Studies degree are eligible to apply and be considered for the • A minimum of 30 transferable credits from a regionally University's bachelor's degree programs. Applicants must or approved nationally, accredited institution meet all admission requirements in order to be granted • A minimum 3.0 cumulative GPA in regionally, or admission into a bachelor’s program. approved nationally, accredited course work • Current employment with a minimum of 2 years post- high school work experience • A letter of employment and position verification from employer 5. Non-native speakers of English must score 550 or higher on the Test of English as a Foreign Language (TOEFL) or 750 on the Test of English or International Communication (TOEIC). The following may exempt a non-native speaker from having to take the TOEFL or TOEIC: • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or university in the United States. • Successful completion of 30 transferable, academic semester credits at a recognized college or university in a country in which English is the official language. • U.S. high school diploma or GED. • Equivalent of a U.S. high school diploma from a country in which English is the official language. • All University students must complete the Adult Learning Outcomes Assessment prior to enrolling in their required course of study. • Official documents are required.

41 University of Phoenix, 2001-2002

Associate of Arts Degree Through Credit AA Through Credit Recognition Admission Recognition Requirements ...... If you are active duty military, retired military, a veteran, a The University of Phoenix acknowledges that many service spouse of active duty military personnel, a full or part-time members have already achieved an education equivalent to Reservist, a National Guard or Coast Guard member, or a an through college course work, military Department of Defense employee, you are eligible for this training and experience, and national testing programs. The program. University of Phoenix Associate of Arts Degree through Credit Recognition allows service members to fulfill their You must also: degree requirements by recognizing approved college level 1. Have obtained a high school diploma or GED certificate. learning to award an Associate of Arts degree no matter where service members are located throughout the world. 2. Complete and sign a University of Phoenix Associate of Arts through Credit Recognition application. The Associate of Arts degree includes the option of a profes- sional focus. The University does not certify students in their 3. Pay tuition and fees. professional focus but acknowledges their qualifications by 4. Submit official test scores and official transcripts from all recognizing their American Council on Education (ACE) cer- colleges and/or universities attended. tified training received through the Armed Forces. Students 5. Submit one of the following military documents: need a minimum of 15 semester hours in a related field to qualify for one of the professional focuses listed below. The • DD Form 295, Application for the Evaluation of focus will be printed on the student’s official University of Learning Experiences During Military Service (form Phoenix transcript. must be certified by an authorized commissioned • Aerospace Physiology Technology officer or his/her designee in order to be official) • Allied Health Management • DD Form 214, Armed Forces of the United States Report of Transfer or Discharge • Allied Health Sciences • Aviation Technology • Army/American Council on Education Registry • Biomedical Technology Transcript system (AARTS) transcript • Coast Guard Institute transcript • Business Administration • Cardiopulmonary Technology • Sailor/Marine/American Council on Education • Computer Science Technology Registry (SMART) transcript • Criminal Justice • Dental Laboratory Technology • Electronics Technology • Health Care Technology • Histologic Technology • Marine Engineering • Marine Environmental Science • Medical Laboratory Technology • Nuclear Medicine Technology • Nuclear Technology • Occupational/Environment Health • Operating Room Technology • Pharmacy Technology • Physical Therapy • Radiologic Technology • Respiratory Therapy • Technical Management • Technical Studies • Technology Instruction • Urological Laboratory Technology

42 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Liberal Arts Requirements Technology refers to the applications of scientific knowledge The liberal arts component of the General Education Pro- in making and using tools to enhance material culture. gram is comprised of 36 credits distributed among tradi- Course work in the area of technology which satisfies general tional liberal arts categories. The purpose of this component education requirements includes engineering, materials sci- is to ensure that students are exposed to a breadth of tradi- ence, electronics courses that emphasize theory and design, tional liberal arts essential to a baccalaureate experience, and and computer science. Courses which focus primarily on the is distributed as follows: social and environmental conflicts which arise over the uses of technology usually satisfy requirements in the social sci- Communication Arts, 6credits (3 credits must be in ences and humanities. English/Com) Humanities, 6 credits Course work in the Communication Arts primarily focuses on the development and application of writing, speaking, Course work in the humanities focuses on the development group process, and interpersonal communication skills. of ideas and values, appreciation of cultural and artistic achievements, and the evaluation of human experience. Mathematics, 6credits Courses in general humanities, philosophy, literature, fine Course work in the mathematics area develops quantitative arts, music, theater, and religious studies normally satisfy and analytical skills in the fields of mathematics and requirements in this area. Certain courses in political science advanced logic. The area does not include courses in which and intellectual history emphasizing the development of cul- mathematics is merely an applied component (such as tural thought processes may also satisfy humanities require- finance and accounting), nor does it include mathematics ments. foundation courses below the level of college algebra. EML 299.1 Social Sciences, 6credits The EML 299.1 Applied Written Communication is a required Course work in the social sciences promotes understanding course taken through directed study at the University of of human behavior as well as the structure and dynamics of Phoenix and receives 3 Communication Arts credits. This social systems. Emphasis is on the discovery of patterns in course is designed for you analyze your learning experiences social processes and institutions, both past and present. and to communicate them effectively. You must receive a Courses in anthropology, sociology, ethnic and gender stud- grade of “C” or better. ies, geography, political science, psychology, history, and cer- tain communications courses focusing on mass media and Additional Liberal Arts, 6credits society typically satisfy these requirements. Students will pursue more depth in the liberal arts by select- ing two additional courses in any of the liberal arts categories Science/Technology, 6credits (3 credits must be in Phy/ listed above. (Note: Bachelor of Science in Nursing students Bio Science) must earn 12 credits in Natural Sciences in lieu of the Sci- Course work in the sciences provides students with an ence and Technology and additional requirements.) understanding of nature and the physical world, along with knowledge of the methods scientists use to study the world AA Through Credit Recognition Degree Requirements around them. Courses in astronomy, biology, chemistry, Students are required to have a minimum of 60 credits to physics, anatomy and physiology, geology, and environmen- complete the Associate of Arts Degree through Credit Recog- tal science typically satisfy requirements in this area. Certain nition. Students are required to have a 2.0 minimum cumula- courses in geography or aerospace studies which emphasize tive Grade Point Average (GPA) in all course work the earth’s physical characteristics, weather, and climate are completed at the University of Phoenix. Acceptance of course included in the science category, along with highly special- work from regionally accredited colleges and universities ized course work in the social sciences such as physical will be based upon prevailing University of Phoenix transfer anthropology, archaeological field methods, and psychology credit policies. All of your credits accepted in transfer to the courses which focus on human physiological processes. University (grades of “C-” or better) will be posted on the University of Phoenix transcript. This includes transfer cred- its earned in excess of the minimum 60 credits required for graduation.

43 University of Phoenix, 2001-2002

Degree Completion Options The Associate of Arts through Credit Recognition Degree Students, who fall short of the 60 credits necessary to com- Completion Deadline plete their degree, will have various degree completion The application is valid for two years. During this time stu- options: dents can update their records by submitting additional doc- Credits may be earned from: umentation. If a student has not completed the required credits during this time frame, the University will close the • University of Phoenix file. Further activity will require a new application and fees. • Classroom or Online setting Issuance of Diplomas • Prior Learning Assessment Center, including: Students will receive a diploma and an official University of • Licenses and foreign language evaluations Phoenix transcript when they have satisfied all the degree • Professional training and course work, including requirements. Diplomas require approximately two weeks to certificates process. • Transcripts from nationally accredited institutions, For more information call (800) 800-7006. extension division courses taken at regionally accredited institutions, and unaccredited institutions. Also, nationally accredited articulated institutions. (PONSI Guides) • Licenses, certificates, and courses • Articulated professional training (CASEE Guide) (Uses previously evaluated courses) • Knowledge gained in corporate training, workshops, seminars, and other courses can be evaluated for credit. • GEN 110 Prior Learning Assessment course • Course work from regionally accredited or candidate for accreditation colleges and universities • Passing scores and national testing programs such as CLEP, RCEP, and DSST • American Council on Education recognized military training and experience in the Armed Services

44 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Bachelor of Science in Management MGT 350 ...... Critical Thinking: Strategies in Decision Making The following Bachelor of Science in Management (BSM) 3credits degree program is offered at these University of Phoenix campus PSY 428 locations: Colorado, /Ft.Worth, Detroit, Florida, Hawaii, Organizational Psychology 3credits Houston, Louisiana, Milwaukee, New Mexico, Northern COMM 470 California, Oklahoma City, Online, Phoenix, Philadelphia, Communicating in the Virtual Workplace 3credits Pittsburgh, Sacramento, San Diego, Southern Arizona, PSY 320 Southern California, Southern Colorado, Tulsa, Utah, Human Motivation 3credits Washington, and West Michigan...... PSY 430 Team Dynamics for Managers 3credits The University of Phoenix Bachelor of Science in TEC 401 Management (BS/M) program is designed to develop Human Factors in Technology 3credits professional knowledge and skills of general managers in FIN 324G their organization or professional industry for improving Financial Analysis for Managers 3credits organizational effectiveness. The curriculum is built upon a social science foundation of attaining performance excellence ELEC 401 achieved through dynamic and evolving workplace Upper Division Elective 3credits managerial skills. ELEC 402 Upper Division Elective 3credits The program enhances the foundation through a learning- centered and participative educational set of courses. This is ELEC 403 accomplished with behavioral objectives that concentrate on Upper Division Elective 3credits the development of general management roles to align ELEC 404 resources, and to improve communication, productivity, and Upper Division Elective 3credits effectiveness. Managers become prepared to apply profes- GEN 480G sional skills and knowledge to focus on the future, manage Interdisciplinary Capstone Course 3credits innovation, and make decisions based on facts in a customer The University reserves the right to modify curriculum asso- focused atmosphere. ciated with the major and the required course of study. The Bachelor of Science in Management degree program has All BSM students must complete a minimum of 48 upper a 36-core credit required course of study. These courses fulfill division credits to include the required course of study. only part of the 120 minimum credit requirements for degree ELEC 401, 402, 403, 404, maybe satisfied with any upper completion. An associate’s degree is required for admission division University of Phoenix, course Prior Learning Credit, into the Bachelor of Science in Management program. Stu- transferable course work, or nationally testing credit. dents will be required to demonstrate proficiency in English, mathematics, and critical thinking, as well as to complete the Interdisciplinary Capstone course. To earn the Bachelor of Science in Management degree, a 72 lower and 48 upper divi- sion credit maximum and minimum split is authorized. BSM Required Course of Study Courses requiring prerequisites are identified by a G symbol following the course number. Prerequisites to the courses are identified in the “Course Descriptions” section of this cata- log. Course work in the major follows. MGT 330G Management: Theory, Practice, & Application 3credits SOC 315 Cultural Diversity 3credits PHL 323 Ethics in Management 3credits RES 320 Fundamentals of Research 3credits

45 University of Phoenix, 2001-2002

BSM Proficiency Requirements BSM Admission Requirements In line with mission of the University’s General Education The requirements for admission to the BSM program are as program to ensure that students have reached baseline levels follows: in basic skills before entering into the professional programs, 1. A completed and signed University of Phoenix students must demonstrate current proficiency in the areas of undergraduate application and application fee. written communication, mathematical reasoning, and critical thinking. Proficiency requirements can be met in the follow- 2. An Associate degree from a regionally or nationally ing three areas using the approved methods: accredited institution. 1. Written Communication 3. Official test scores and official transcripts from all colleges or universities attended. a. Earn “C-” or better in COMM 215** 4. Current employment or access to an appropriate b. Achieve a passing score on the University of organizational environment, which will allow completion of Phoenix English Proficiency Assessment program course work. c. Achieve a passing score on the College Composition 5. All students must be 23 years of age. Applicants who are CLEP exam within the past two years less than 23 years of age must meet the following additional d. A grade of “B” or better in a comparable course requirements to be considered for admission: from a regionally or approved nationally, accredited a. A minimum of 30 transferable credits from a institution within two years of application to the regionally, or a approved nationally, accredited University. institution 2. Mathematical Reasoning b. A minimum 3.0 cumulative GPA in regionally, or a. Earn “C-” or better in MTH 209** approved nationally accredited course work b. Achieve a passing score on the University of c. Current employment. with a minimum of 2 years Phoenix Math Proficiency Assessment post-high school work experience c. Achieve a passing score on Mathematics (or higher) d. A letter of employment and position verification CLEP exam within the past two years from employer d. A grade of “B” or better in a comparable course 6. Non-native speakers of English must score 550 or higher from a regionally or approved nationally, accredited on the Test of English as a Foreign Language (TOEFL) or 750 institution within two years of application to the on the Test of English or International Communication University. (TOEIC). The following may exempt a non-native speaker from having to take the TOEFL or TOEIC: 3. Critical Thinking • Successful completion of 30 transferable academic a. Earn “C-” or better in PHL 251** semester credits at a regionally accredited college or b. Achieve a passing score on the University of university in the United States. Phoenix Critical Thinking Proficiency Assessment • Successful completion of 30 transferable academic c. A grade of “B” or better in a comparable course semester credits at a recognized college or university in a from a regionally or approved nationally, accredited country in which English is the official language. institution within two years of application to the University. • U.S. high school diploma or GED. **A grade of “C-” or better must be earned in these courses in • Equivalent of a U.S. high school diploma from a country in order to be awarded credit and demonstrate current profi- which English is the official language. ciency. • Official documents are required. 7. A signed Enrollment Agreement.

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COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

BSM Residency Requirements Liberal Arts Components All students are expected to meet the University’s minimum The liberal arts component of the General Education Pro- residency requirement of 27 semester credits of the required gram is comprised of 36 credits distributed among tradi- course of study. tional liberal arts categories. The purpose of this component is to ensure that students are exposed to a breadth of tradi- Students may waive and/or exempt up to 9 credits from the tional liberal arts essential to a baccalaureate experience, and required course of study, which consists of 36. is distributed as follows: Waivers and Exemptions Communication Arts, 6credits The University defines a waiver as the substitution of a Course work in the Communication Arts primarily focuses required course with a comparable transcripted upper divi- on the development and application of writing, speaking, sion course, subject to the conditions outlined below: group process, and interpersonal communication skills. 1. Courses are completed within the past 10 years with a Mathematics, 6credits grade of “C-” (2.0) or better at a regionally, or approved nationally, candidate for accreditation college or university. Course work in the mathematics area develops quantitative and analytical skills in the fields of mathematics and 2. Courses are comparable in content and credits to the advanced logic. The area does not include courses in which University course under consideration. mathematics is merely an applied component (such as 3. Courses are officially transcripted by the college or finance and accounting), nor does it include mathematics university where the credit was earned. foundation courses below the level of college algebra. The University defines an exemption as the substitution of a Social Sciences, 6credits required course with a comparable transcripted lower divi- Course work in the social sciences promotes understanding sion course, subject to the same aforementioned conditions. of human behavior as well as the structure and dynamics of Students requesting course waivers must make formal writ- social systems. Emphasis is on the discovery of patterns in ten requests to the Office of Admissions, citing the courses social processes and institutions, both past and present. they request to be waived, the courses to be transferred into Courses in anthropology, sociology, ethnic and gender stud- the required course of study, and the universities where the ies, geography, political science, psychology, history, and cer- courses were completed. An official catalog course descrip- tain communications courses focusing on mass media and tion and syllabus must accompany the request along with a society typically satisfy these requirements. copy of the catalog cover from which the course description was taken. The official transcript from the institution where Humanities, 6credits the course was completed must also be submitted, unless it Course work in the humanities focuses on the development has previously been submitted to the University as part of of ideas and values, appreciation of cultural and artistic the application process. achievements, and the evaluation of human experience. Courses in general humanities, philosophy, literature, fine BSM Degree Requirements arts, music, theater, and religious studies normally satisfy 1. Completion of a minimum of 120 credits that include the requirements in this area. Certain courses in political science following: and intellectual history emphasizing the development of cul- tural thought processes may also satisfy humanities require- a. Completion of a minimum number of 48 upper division ments. credits to include the required course of study. Science/Technology, 6credits b. In addition, students must complete the following Comprehensive General Education Program which Course work in the sciences provides students with an includes 54 credits distributed among the Liberal Arts, understanding of nature and the physical world, along with Interdisciplinary, and Integrating components. knowledge of the methods scientists use to study the world around them. Courses in astronomy, biology, chemistry, physics, anatomy an physiology, geology, and environmental science typically satisfy requirements in this area. Certain courses in geography or aerospace studies which emphasize the earth’s physical characteristics, weather, and climate are included in the science category, along with highly special- ized course work in the social sciences such as physical anthropology, archaeological field methods, and psychology courses which focus on human physiological processes.

47 University of Phoenix, 2001-2002

Technology refers to the application of scientific knowledge Integrating Component in making and using tools to enhance materials culture. Integrating, 3 credits Course work in the area of technology which satisfies general education requirements includes engineering, materials sci- GEN 480, The Interdisciplinary Capstone Course, is a general ence, electronics courses that emphasize theory and design, education course that synthesizes general education course and computer science courses that focus on programming work with the required course of study and is taken as a pre- languages and hardware/software engineering. Courses scribed general education course at the completion of the which focus primarily on the social and environmental con- required course of study. flicts which arise over the uses of technology usually satisfy 2. Payment of all tuition and fees. requirements in the social sciences and humanities. 3. Completion of the University’s Comprehensive Cognitive Additional Liberal Arts, 6credits Assessment (COCA) post-test as part of the University’s Students will pursue more depth in the liberal arts by select- Adult Learning Outcomes Assessment (ALOA). ing two different courses in any of the liberal arts categories Degree Completion Options listed above. Students who have successfully completed the required Interdisciplinary Component course of study and need additional academic work in order Interdisciplinary, 15 credits to fulfill the minimum number of credits required for gradu- ation may choose the following options: To fulfill this requirement, students may select additional general education courses, or they may select from any Uni- 1. Complete additional upper or lower division elective versity courses other than those in their major field. The courses offered by the University of Phoenix; intent of this requirement is to further increase students’ 2. Complete course work in the prerequisite offerings from exposure to the liberal arts and to facilitate their exposure to the University; field of study beyond the necessarily narrow scope of their professional interest. Students are encouraged to explore 3. Complete approved CLEP, ACT/PEP, or DANTES diverse content areas to add depth to their academic and pro- examinations; fessional knowledge base. 4. Participate in the Prior Learning Assessment process as described in this catalog; or 5. Complete approved courses at other regionally accredited colleges and universities. Students who need additional academic credits to graduate should contact an Academic Counselor to ensure that there is no duplication of course work.

48 ...... COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT ......

The College of Undergraduate Business and Management BSB Required Course of Study Programs is within the School of Business and The Bachelor of Science in Business program is organized offers the Bachelor of Science in Business program, which into three to four academic components, depending on the includes a choice of several different majors — management, major that is selected: business administration, marketing, e-business, and accounting. In addition, at selected campuses the college 1. 18 credits are allocated to a series of courses called Business offers professional development opportunities through non- Foundation courses. These are business courses that are degree (certificate) programs in Human Resource shared across business majors. Business Foundation courses are as follows: Management, Quality Management, Project Management, Purchasing, and Operations & Supply Chain Management. MGT 331 Organizational Behavior 3credits Undergraduate Business and Management works closely with other academic colleges to provide and administer aca- MGT 330 demic programming. In cooperation with the College of Management: Theory, Practice, and Application 3credits Information Systems and Technology, the College of Under- MGT 350 graduate Business & Management provides the program- Critical Thinking: Strategies in Decision Making ming for the e-business major. The college also works 3credits cooperatively with the College of General and Professional CIS 319 Studies to give breadth to the undergraduate experience Information Systems 3credits through the integration of general education and profes- RES 341 sional course work. Research and Evaluation I 3credits The Bachelor of Science in Business RES 342 ...... Research and Evaluation II 3credits The Bachelor of Science in Business (BSB) program promotes *Accounting majors have a 9 credit foundation comprised of: skills required to make effective decisions and to formulate MGT 331, MGT 330, and MGT 350. both short- and long-range business plans. It also emphasizes the personal and professional skills needed for effectively 2. 30 credits are allocated to the Administration, the managing organizational needs. These skills include values Management, and Marketing majors; 39 credits to the e- clarification, needs assessment, group facilitation, and lead- business major; and 48 credits to the accounting major. ership. Students in the BSB program choose a major in 3. 3 credits are allocated to the course GEN 480 administration, management, marketing, e-business, or Interdisciplinary Capstone Course; GEN 480 requires accounting. students to integrate their general education experience with Introductory Course Sequence their professional course work...... These requirements comprise the BSB required course of Students with little or no prior college course work who wish study. The required course of study is 51 upper-division to enroll in the Bachelor of Science in Business degree pro- credits for the administration, management and marketing grams must complete the four-course “Introductory Course majors; and 60 credits for the e-business and accounting Sequence.” See the specific degree program for details. majors. Completion of the required course of study fulfills only part of the requirement for the BSB degree. Refer to BSB Degree Requirements for further details. The BSB program involves a variety of learning formats, depending on the material and skills to be developed. These formats include lecture, seminars, team teaching, and self- directed learning.

49 University of Phoenix, 2001-2002

The BSB and Academic Progression **A grade of “C-” or better must be earned in these courses in Students entering the University with fewer than 24 college order to be awarded credit and demonstrate current profi- credits must complete a prescribed sequence of introductory ciency. courses. To enroll in the required course of study students Introductory Course Sequence must have a minimum of 24 credits. Students who have 24 Students entering the University with fewer than 24 transfer- credits may take any of the Business Foundation courses. able semester credits from regionally accredited, or approved Students must have 60 credits to enroll in the major. nationally accredited, or candidate for accreditation colleges As an alternative, enrollment into major course work also and universities must enroll in the following four-course extends to students who have completed 45 credits, of which sequence: 21 credits were earned at the University. GEN 101 Proficiency Component Skills for Lifelong Learning I 3credits In line with mission of the University’s General Education SOC 101 program to ensure that students have reached baseline levels Contemporary Issues in American Business 3credits in basic skills before entering into the professional programs, COMM 102 students must demonstrate current proficiency in the areas of Communication Skills for Career Growth 3credits written communication, mathematical reasoning, and critical GEN 102 thinking. Prior to enrolling in their fourth course in the Skills for Lifelong Learning II 3credits required course of study proficiency requirements can be met GEN 101 must be taken as the first course in the student’s in the following three areas using the approved methods: program of study and the four-course sequence must be the 1. Written Communication first courses completed in the degree program. a. Earn “C-” or better in COMM 215** BSB Admission Requirements b. Achieve a passing score on the University of Phoenix The requirements for admission to the BSB program are as English Proficiency Assessment follows: c. Achieve a passing score on the College Composition 1. A completed and signed University of Phoenix CLEP exam within the past two years undergraduate application and application fee. d. A grade of “B” or better in a comparable course from a 2. High school graduation or GED certificate. regionally or approved nationally, accredited institution 3. Official test scores and official transcripts from all colleges within two years of application to the University. or universities attended. 2. Mathematical Reasoning 4. Current employment or access to an appropriate a. Earn “C-” or better in MTH 209** organizational environment, which will allow completion of program course work. b. Achieve a passing score on the University of Phoenix Math Proficiency Assessment 5. All students must be 23 years of age. Applicants who are less than 23 years of age must meet the following additional c. Achieve a passing score on Mathematics (or higher) requirements to be considered for admission: CLEP exam within the past two years a. A minimum of 30 transferable credits from a d. A grade of “B” or better in a comparable course from a regionally, or a approved nationally, accredited regionally or approved nationally, accredited institution institution within two years of application to the University. b. A minimum 3.0 cumulative GPA in regionally, or 3. Critical Thinking approved nationally, accredited course work a. Earn “C-” or better in PHL 251** c. Current employment, with a minimum of 2 years b. Achieve a passing score on the University of Phoenix post-high school work experience Critical Thinking Proficiency Assessment d. A letter of employment and position verification c. A grade of “B” or better in a comparable course from a from employer regionally or approved nationally, accredited institution within two years of application to the University.

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COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

6. Non-native speakers of English must score 550 or higher Waivers and Exemptions on the Test of English as a Foreign Language (TOEFL) or 750 The University defines a waiver as the substitution of a on the Test of English or International Communication required course with a comparable transcripted upper divi- (TOEIC). The following may exempt a non-native speaker sion course, subject to the conditions outlined below: from having to take the TOEFL or TOEIC: 1. Courses are completed within the past 10 years with a • Successful completion of 30 transferable academic grade of “C-” (2.0) or better at a regionally, or approved semester credits at a regionally accredited college or nationally, or accredited or candidate for accreditation college university in the United States. or university. Courses used to waive the Information System course in the e-business major must have been completed in • Successful completion of 30 transferable academic the past 5 years. semester credits at a recognized college or university in a country in which English is the official language. 2. Courses are comparable in content and credits to the University course under consideration. • U.S. high school diploma or GED. 3. Courses are officially transcripted by the college or • Equivalent of a U.S. high school diploma from a country in university where the credit was earned. which English is the official language. The University defines an exemption as the substitution of a • Official documents are required. required course with a comparable transcripted lower divi- sion course, subject to the same aforementioned conditions. 7. A signed Enrollment Agreement. In order to meet BSB upper division requirements, students BSB Residency Requirements who exempt a course must make up the credits with upper All students are expected to meet the University’s minimum division, business-related course work. residency requirement of 30 semester credits of the required Students may not exceed the waiver or exemption limits of course of study. their required course of study. Students who select the administration, management, or Students requesting course waivers must make formal writ- marketing major may waive and/or exempt up to 21 credits ten requests to the Office of Admissions, citing the courses from the required course of study, which consists of 51 upper they request to be waived, the courses to be transferred into division credits. Students may not waive or exempt MGT 350 the required course of study, and the universities where the MGT 480 or GEN 480. courses were completed. An official catalog course descrip- Students who select the e-business major may waive and/or tion and syllabus must accompany the request along with a exempt up to 30 credits from the required course of study, copy of the catalog cover from which the course description which consists of 60 upper division credits. Students may not was taken. The official transcript from the institution where waive or exempt MGT 350 or GEN 480. the course was completed must also be submitted, unless it has previously been submitted to the University as part of Students who select the accounting major may waive and/or the application process. exempt up to 24 credits from the required course of study, which consists of 60 upper division credits. The following BSB Degree Requirements courses in the accounting major may not be exempted: ACC 1. Completion of a minimum of 120 credits that include the 421, ACC 422, ACC 423, ACC 440, ACC 483, ACC 460, ACC following: 491, ACC 492, BUS 421, BUS 422, MGT 350, and GEN 480. Students who are interested in taking the Certified Public a. Completion of the minimum number of upper division Accounting Examination are advised to contact their respec- credits that make up the required course of study. tive State Board of Accountancy for details about eligibility. b. In addition, students must complete the following Comprehensive General Education Program which includes 54 credits distributed among the Liberal Arts, Interdisciplinary, and Integrating components.

51 University of Phoenix, 2001-2002

Liberal Arts Components Technology refers to the application of scientific knowledge The liberal arts component of the General Education Pro- in making and using tools to enhance materials culture. gram is comprised of 36 credits distributed among tradi- Course work in the area of technology which satisfies general tional liberal arts categories. The purpose of this component education requirements includes engineering, materials sci- is to ensure that students are exposed to a breadth of tradi- ence, electronics courses that emphasize theory and design, tional liberal arts essential to a baccalaureate experience, and and computer science courses that focus on programming is distributed as follows: languages and hardware/software engineering. Courses which focus primarily on the social and environmental con- Communication Arts, 6credits flicts which arise over the uses of technology usually satisfy Course work in the Communication Arts primarily focuses requirements in the social sciences and humanities. on the development and application of writing, speaking, Additional Liberal Arts, 6credits group process, and interpersonal communication skills. Students will pursue more depth in the liberal arts by select- Mathematics, 6credits ing two different courses in any of the liberal arts categories Course work in the mathematics area develops quantitative listed above. and analytical skills in the fields of mathematics and Interdisciplinary Component advanced logic. The area does not include courses in which mathematics is merely an applied component (such as Interdisciplinary, 15 credits finance and accounting), nor does it include mathematics To fulfill this requirement, students may select additional foundation courses below the level of college algebra. general education courses, or they may select from any Uni- versity courses other than those in their major field. The Social Sciences, 6credits intent of this requirement is to further increase students’ Course work in the social science promotes understanding of exposure to the liberal arts and to facilitate their exposure to human behavior as well as the structure and dynamics of field of study beyond the necessarily narrow scope of their social systems. Emphasis is on the discovery of patterns in professional interest. Students are encouraged to explore social processes and institutions, both past and present. diverse content areas to add depth to their academic and pro- Courses in anthropology, sociology, ethnic and gender stud- fessional knowledge base. ies, geography, political science, psychology, history, and cer- tain communications courses focusing on mass media and Integrating Component society typically satisfy these requirements. Integrating, 3 credits Humanities, 6credits GEN 480, The Interdisciplinary Capstone Course, is a general Course work in the humanities focuses on the development education course that synthesizes general education course of ideas and values, appreciation of cultural and artistic work with the required course of study and is taken as a pre- scribed general education course at the completion of the achievements, and the evaluation of human experience. required course of study. Courses in general humanities, philosophy, literature, fine arts, music, theater, and religious studies normally satisfy Degree Completion Options requirements in this area. Certain courses in political science Students who have successfully completed the required and intellectual history emphasizing the development of cul- course of study and need additional academic work in order tural thought processes may also satisfy humanities require- to fulfill the minimum number of credits required for gradu- ments. ation may choose the following options: Science/Technology, 6credits 1. Complete additional upper or lower division elective Course work in the sciences provides students with an courses offered by the University of Phoenix; understanding of nature and the physical world, along with 2. Complete course work in the prerequisite offerings from knowledge of the methods scientists use to study the world the University; around them. Courses in astronomy, biology, chemistry, 3. Complete approved CLEP, ACT/PEP, or DANTES physics, anatomy an physiology, geology, and environmental examinations; science typically satisfy requirements in this area. Certain courses in geography or aerospace studies which emphasize 4. Participate in the Prior Learning Assessment process as the earth’s physical characteristics, weather, and climate are described in this catalog; or included in the science category, along with highly special- 5. Complete approved courses at other regionally accredited ized course work in the social sciences such as physical colleges and universities. anthropology, archaeological field methods, and psychology Students who need additional academic credits to graduate courses which focus on human physiological processes. should contact an Academic Counselor to ensure that there is no duplication of course work.

52 University of Phoenix, 2001-2002

COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

The Bachelor of Science in Business/Major FIN 476G in Administration Managerial Finance II 3credits ...... MKT 421G The following Bachelor of Science in Business/ Administration Marketing 3credits (BSB/A) program is offered at these University of Phoenix EBUS 400G campus locations: Colorado, Dallas/Ft.Worth, Florida, Hawaii, e-Business 3credits Idaho, Louisiana, Maryland, Milwaukee, New Mexico, GEN 480G Northern California, Oklahoma City, Ohio, Online, Oregon, Interdisciplinary Capstone Course 3credits Philadelphia, Phoenix, Pittsburgh, Puerto Rico, Sacramento, GEN 480, the Interdisciplinary Capstone Course, is a general San Diego, Southern Arizona, Southern California, Southern education course that synthesizes general education course Colorado, St. Louis, Tulsa, Utah, , Washington, and work with the required course of study and is taken as a pre- West Michigan. scribed general education course at the completion of the ...... required course of study. The Bachelor of Science in Business/Administration program The University reserves the right to modify curriculum asso- is designed for the working adult employed in a business or ciated with the major and the required course of study. All public organization. The major is designed to enable must be satisfactorily completed. Courses in which a grade of graduates to deal effectively with an increasingly complex “F” is earned must be repeated. business environment. The major stresses skill development in the areas of financial accounting, managerial finance, quantitative analysis, economics, marketing, and business- based research. Approximately 24 months (based on continuous enrollment) are required to complete the business administration major and other requirements of the BSB required course of study. Courses requiring prerequisites are identified by a G symbol following the course number. Prerequisites to the courses are identified in the “Course Descriptions” section of this cata- log. Course work in the major follows. BUS 415 Business Law 3credits MGT 437 Project Management 3credits ECO 360 Economics for Business I 3credits ECO 361G Economics for Business II 3credits ACC 362 Financial Accounting I 3credits ACC 363G Financial Accounting II 3credits FIN 475G Managerial Finance I 3credits

53 University of Phoenix, 2001-2002

The Bachelor of Science in Business/Major MKT 438G in Management Public Relations 3credits ...... MGT 448 The following Bachelor of Science in Business/ Management Global Business Strategies 3credits (BSB/M) program is offered at these University of Phoenix MGT 449G campus locations: Boston, Colorado, Dallas/Ft.Worth, Florida, Quality Management and Productivity 3credits Hawaii, Houston, Idaho, Louisiana, Maryland, Milwaukee, EBUS 400G Nevada, New Mexico, Northern California, Ohio, Oklahoma e-Business 3credits City, Online, Oregon, Pittsburgh, Philadelphia, Phoenix, GEN 480G Puerto Rico, Sacramento, San Diego, Southern Arizona, Interdisciplinary Capstone Course 3credits Southern California, Southern Colorado, St. Louis, Tulsa, Utah, GEN 480, the Interdisciplinary Capstone Course, is a general Washington, and West Michigan...... education course that synthesizes general education course work with the required course of study and is taken as a pre- The Bachelor of Science in Business/Management is scribed general education course at the completion of the designed for the working adult who wants to acquire or required course of study. build knowledge and skills essential for management in The University reserves the right to modify curriculum asso- private and public organizations. The management major ciated with the major and the required course of study. All emphasizes performance systems, employment law, course work must be satisfactorily completed. Courses in marketing, public relations, financial analysis, global which a grade of “F” is earned must be repeated. business strategies, and quality management. Approximately 24 months (based on continuous enrollment) are required to complete the management major and other requirements of the BSB required course of study. Courses requiring prerequisites are identified by a G symbol follow- ing the course number. Prerequisites to the courses are identi- fied in the “Course Descriptions” section of this catalog. Course work in the major follows. ECO 360 Economics for Business I 3credits MGT 431 Human Resources Management 3credits MGT 434 Employment Law 3credits FIN 324 Financial Analysis for Managers I 3credits FIN 325G Financial Analysis for Managers II MKT 421G Marketing 3credits

54 University of Phoenix, 2001-2002

COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

The Bachelor of Science in Business/Major ACC 423G in Accounting Intermediate Financial Accounting III 3credits ...... ACC 440G The following Bachelor of Science in Business/ Accounting Advanced Financial Accounting 3credits (BSB/ACC) program is offered at these University of Phoenix ACC 483G campus locations: Colorado, Florida, Louisiana, Maryland, Income Tax-Individual 3credits New Mexico, Northern California, Online, Phoenix, Puerto ACC 460G Rico, Sacramento, San Diego, Southern Arizona, Southern Government and Non-Profit Accounting 3credits ...... California, Southern Colorado, Utah, and West Michigan. ACC 491G Contemporary Auditing I 3credits The accounting major promotes identification with and ACC 492G orientation to the accounting profession and is designed to Contemporary Auditing II 3credits provide the knowledge, skills and abilities necessary to a GEN 480G successful accounting career. Core competencies in Interdisciplinary Capstone Course 3credits technology, critical thinking, and communication are GEN 480, the Interdisciplinary Capstone Course, is a general emphasized throughout the curriculum. Technology, in education course that synthesizes general education course particular, is embedded in all accounting courses. Students work with the required course of study and is taken as a pre- also have broad exposure to varied business disciplines scribed general education course at the completion of the including management, organizational behavior, economics, required course of study. statistics and finance, and learn how the general manager integrates these disciplines to meet the strategic goals of the The University reserves the right to modify curriculum asso- organization. ciated with the major and the required course of study. All must be satisfactorily completed. Courses in which a grade of The BSB/ACC coupled with the MBA/ACC is designed to ”F” is earned must be repeated. meet the education eligibility requirements for all states and jurisdictions: however, students are encouraged to contact their State Boards of Accountancy for state-specific require- ments. Approximately 24 months (based on continuous enrollment) are required to complete the accounting major and other requirements of the BSB required course of study. ECO 360 Economics for Business I 3credits ACC 362 Financial Accounting I 3credits ACC 363G Financial Accounting II 3credits FIN 320 Corporate Finance 3credits ACC 330G Accounting for Decision Making 3credits ACC 340 Accounting Information Systems I 3credits BUS 421 Contemporary Business Law I 3credits BUS 422G Contemporary Business 3credits ACC 421G Intermediate Financial Accounting I 3credits ACC 422G Intermediate Financial Accounting II 3credits

55 University of Phoenix, 2001-2002

The Bachelor of Science in Business/Major MKT 467G in Marketing Integrated Marketing Communications 3credits ...... MKT 450 G The following Bachelor of Science in Business/ Marketing International Marketing 3credits (BSB/MKT) program is offered at these University of Phoenix EBUS 400 campus locations: Colorado, Florida, Hawaii, New Mexico, e-Business 3credits Northern California, Ohio, Online, Phoenix, Puerto Rico, San GEN 480G Diego, Southern Arizona, Southern California, Southern Interdisciplinary Capstone Course 3credits ...... Colorado, Utah, and West Michigan. GEN 480, the Interdisciplinary Capstone Course, is a general education course that synthesizes general education course Marketing managers need creative, analytical, and leadership work with the required course of study and is taken as a pre- abilities to manage the marketing function of the business scribed general education course at the completion of the enterprise. The marketing major addresses how to identify required course of study. customer needs, how to communicate information about The University reserves the right to modify curriculum asso- products and services to customers and potential customers, ciated with the major and the required course of study. All where to market and how to price products and services, and course work must be satisfactorily completed. Courses in how to respond to growing demands to markets in different which a grade of “F” is earned must be repeated. countries and cultures. The marketing major includes a foundational marketing course upon which is based further study in the areas of buyer behavior, sales management, integrated marketing communications, marketing research, and international mar- keting. Approximately 24 months (based on continuous enrollment) are required to complete the marketing major and other requirements of the BSB required course of study. Courses requiring prerequisites are identified by a G symbol follow- ing the course number. Prerequisites to the courses are identi- fied in the “Course Descriptions” section of this catalog. Course work in the major follows. BUS 415 Business Law 3credits ECO 360 Economics for Business I 3credits FIN 324 Financial Analysis for Managers I 3credits MKT 421G Marketing 3credits MKT 438 Public Relations 3credits MKT 463G Buyer Behavior 3credits MKT 469G Sales Management 3credits

56 University of Phoenix, 2001-2002

COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

The Bachelor of Science in /Major in ECO 360G e-Business Economics for Business I 3credits ...... FIN 324 The following Bachelor of Science in Business/e-Business (BSB/ Financial Analysis for Managers I 3credits EB) program is offered at these University of Phoenix campus FIN 325G locations: Boston, Colorado, Dallas/Ft.Worth, Florida, Hawaii, Financial Analysis for Managers II 3credits Louisiana, Maryland, Missouri, New Mexico, Northern MKT 421G California, Oklahoma City, Ohio, Online, Oregon, Marketing 3credits Philadelphia, Phoenix, Pittsburgh, Puerto Rico, Sacramento, WEB 350G San Diego, Southern Arizona, Southern California, Southern The Internet: Concepts and Applications 3credits Colorado, St. Louis, Tulsa, Utah, Vancouver, Washington, and WEB 400G West Michigan...... Web Programming 3credits EBUS 400G The Bachelor of Science in e-Business (BSB/EB) Program e-Business 3credits blends business and information technology to address the GEN 480G emerging field of e-Commerce and e-Business. The program Interdisciplinary Capstone Course 3credits courses provide fundamental knowledge and application in GEN 480, the Interdisciplinary Capstone Course, is a general both business and information technology. The curriculum is education course that synthesizes general education course designed to produce graduates ready to function in e- work with the required course of study and is taken as a pre- Business positions with the competencies, skills, and scribed general education course at the completion of the attitudes necessary for success in the workplace. It forms the required course of study. basis for continued career growth, life-long learning as a professional or for the student who desires to continue his or The University reserves the right to modify curriculum asso- her education in a graduate program. ciated with the major and the required course of study. Business courses include course work in management, orga- nizational behavior, critical thinking, research and evalua- tion, financial analysis, and marketing. Information technology courses include course work in business system development, project planning, operating systems, program- ming, databases, networks and telecommunications, the Internet and Web, and e-business. Courses requiring prerequisites are identified by a G symbol following the course number. Prerequisites to the courses are identified in the “Course Descriptions” section of this cata- log. BSA 375G Fundamentals of Business Systems Development 3credits CMGT 410G Project Planning and Implementation 3credits POS 355G Introduction to Operating Systems 3credits POS 360G Programming Concepts 3credits DBM 380G Database Concepts 3credits NTC 360G Network and Telecommunications Concepts 3credits

57 ...... COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY ......

The College of Information Systems and Technology BSIT Core Course of Study: Programs is within the John Sperling School of Business and CSS 335 offers the Master of Science in Computer Information Computers and Information Processing 3credits Systems (MSCIS) and the Bachelor of Science in Information MGT 350 Technology (BSIT). Critical Thinking: Strategies in Decision Making The College of Information Systems and Technology also 3credits works cooperatively with the College of Graduate Business CMGT 410 and Management to provide technology course work in the Project Planning and Implementation 3credits Masters of Business Administration with specializations in BSA 375G Technology Management and e-Business and with the Fundamentals of Business Systems Development College of Undergraduate Business and Management to 3credits provide the technology course work comprising the e- BSA 400G Business major in the Bachelor of Science in Business Business Systems Development II 3credits program. POS 355G Bachelor of Science in Information Introduction to Operating Systems 3credits Technology POS 370G ...... Programming Concepts 3credits The following Bachelor of Science in Information Technology POS 400G (BSIT) program is offered at these University of Phoenix Introduction to Object-Oriented Programming campus locations: Hawaii, Idaho, Ohio, Oklahoma City, 3credits Milwaukee, Phoenix, Southern California, Southern Colorado, POS 405G Advanced Visual Basic 3credits ...... and Tulsa. DBM 380G The Bachelor of Science in Information Technology (BSIT) Database Concepts 3credits program is focused on the acquisition of theory and technical DBM 405G competencies associated with the information technology Database Management Systems 3credits profession. The courses provide fundamental knowledge POS 410G and application in both the information systems function and SQL for Business 3credits in system development. NTC 360G The curriculum is designed to produce graduates ready to Network and Telecommunications Concepts 3credits function in information technology positions with the com- NTC 410G petencies, skills, and attitudes necessary for success in the Networks and Telecommunications II 3credits workplace. The BSIT is the basis for career growth or the POS 420G basis for a graduate program. The program/course objec- Introduction to UNIX 3credits tives and competencies have been benchmarked against sev- POS 426G eral external guidelines. The program has five main threads: Windows 2000 3credits • Business Systems Development WEB 410G Web Programming I 3credits • Programming and Operating Systems WEB 420G • Databases Web Programming II 3credits WEB 350G • Networks and Telecommunications The Internet: Concepts and Applications 3credits • The Web GEN 480 Interdisciplinary Capstone Course 3credits Courses requiring prerequisites are identified by a symbol following the course number. Prerequisites to the courses are GEN 480, the Interdisciplinary Capstone Course, is a general identified in the “Course Descriptions” section of this cata- education course that synthesizes general education course log. work with the required course of study and is taken as a pre- scribed general education course at the completion of the required course of study.

59 University of Phoenix, 2001-2002

The BSIT and Academic Progression Introductory Course Sequence Students entering the University with fewer than 24 college Students entering the University with fewer than 24 transfer- credits must complete a prescribed sequence of introductory able semester credits from regionally, or nationally, accred- courses. Students must have 60 credits to enroll in the core. ited or candidate for accreditation colleges and universities must enroll in the following four-course sequence: As an alternative, enrollment into core also extends to stu- dents who have completed 45 credits of which 21 credits GEN 101 were earned at the University. Skills for Lifelong Learning I 3credits Proficiency Component SOC 101 Contemporary Issues in American Business 3credits In line with mission of the University’s General Education program to ensure that students have reached baseline levels COMM 102 in basic skills before entering into the professional programs, Communication Skills for Career Growth 3credits students must demonstrate current proficiency in the areas of GEN 102 written communication, mathematical reasoning, and critical Skills for Lifelong Learning II 3credits thinking. Prior to enrolling in their fourth course in the GEN 101 must be taken as the first course in the student’s required course of study proficiency requirements can be met program of study and the four-course sequence must be the in the following three areas using the approved methods: first courses completed in the degree program. 1. Written Communication BSIT Admission Requirements a. Earn “C-” or better in COMM 215 The requirements for admission to the BSIT program are as follows: b. Achieve a passing score on the University of Phoenix English Proficiency Assessment 1. A completed and signed University of Phoenix c. Achieve a passing score on the College Composition undergraduate application and application fee. CLEP exam within the past two years 2. High school graduation or GED certificate. d. A grade of “B” or better in a comparable course from a 3. Official test scores and official transcripts from all colleges regionally or approved nationally, accredited institution or universities attended. within two years of application to the University. 4. Current employment or access to an appropriate 2. Mathematics Reasoning organizational environment, which will allow completion of a. Earn “C-” or better in MTH 209 program course work. b. Achieve a passing score on the University of Phoenix 5. All students must be 23 years of age. Applicants who are Math Proficiency Assessment less than 23 years of age must meet the following additional c. Achieve a passing score on the Mathematics (or requirements to be considered for admission: higher) CLEP exam within the past two years a. A minimum of 30 transferable credits from a d. A grade of “B” or better in a comparable course from a regionally, or a approved nationally, accredited regionally or approved nationally, accredited institution institution within two years of application to the University. b. A minimum 3.0 cumulative GPA in regionally, or 3. Critical Thinking approved nationally, accredited course work a. Earn “C-” or better in PHL 251 c. Current employment with a minimum of 2 years post- high school work experience b. Achieve a passing score on the University of Phoenix Critical Thinking Proficiency Assessment d. A letter of employment and position verification from c. A grade of “B” or better in a comparable course from a employer. regionally or approved nationally, accredited institution within two years of application to the University. **A grade of “C-” or better must be earned in these courses in order to be awarded credit and demonstrate current profi- ciency.

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6. Non–native speakers of English must score a 550 or higher Students requesting course waivers must make formal writ- on the Test of English as a Foreign Language (TOEFL), or 750 ten requests to the Office of Admissions citing the courses on the Test of English for International Communication The they request to be waived, the courses to be transferred into following may exempt a non-native speaker from having to the required course of study, and the universities where the take the TOEFL or TOEIC: courses were completed. An official catalog course descrip- tion and syllabus must accompany the request along with a • Successful completion of 30 transferable academic copy of the catalog cover from which the course description semester credits at a regionally accredited college or was taken. The official transcript from the institution where university in the United States. the course was completed must also be submitted unless it • Successful completion of 30 transferable academic has previously been submitted to the University as part of semester credits at a recognized college or university in a the application process. country in which English is the official language. BSIT Degree Requirements • U.S. high school diploma or GED. 1. Completion of a minimum of 120 credits that include the following: • Equivalent of a U.S. high school diploma from a country in which English is the official language. a. Completion of the minimum number of upper division credits that make up the required course of • Official documents are required. study. 7. A signed Enrollment Agreement. b. Completion of the following Comprehensive General Education Program which includes 54 BSIT Residency Requirements credits distributed among the following components: All students are expected to meet the University’s minimum residency requirement of 30 semester credits of the required Liberal Arts Components course of study. The liberal arts component of the General Education Pro- gram is comprised of 36 credits distributed among tradi- Students may waive and/or exempt up to 30 credits from the tional liberal arts categories. The purpose of this component required course of study, which consists of 60 upper division is to ensure that students are exposed to a breadth of tradi- credits. Students may not waive GEN 480. tional liberal arts essential to a baccalaureate experience, and Waivers and Exemptions is distributed as follows: The University defines a waiver as the substitution of a Communication Arts, 6 credits required course with a comparable transcripted upper divi- Course work in the Communication Arts primarily focuses sion course, subject to the conditions outlined below: on the development and application of writing, speaking, 1. Courses are completed within the past three years with a group process, and interpersonal communication skills. grade of “C” (2.0) or better at a regionally accredited or Mathematics, 6 credits nationally candidate for accreditation college or university. Course work in the mathematics area develops quantitative 2. Courses are comparable in content and credits to the and analytical skills in the fields of mathematics and University course under consideration. advanced logic. The area does not include courses in which mathematics is merely an applied component (such as 3. Courses are officially transcripted by the college or finance and accounting), nor does it include mathematics university where the credit was earned. foundation courses below the level of college algebra. 4. The University defines an exemption as the substitution of Social Sciences, 6credits a required course with a comparable transcripted lower division course, subject to the same aforementioned Course work in the social science promotes understanding of conditions. In order to meet BSIT upper division human behavior as well as the structure and dynamics of requirements, students who exempt a course must make up social systems. Emphasis is on the discovery of patterns in the credits by selecting an upper division course offered by social processes and institutions, both past and present. the University. Courses in anthropology, sociology, ethnic and gender stud- ies, geography, political science, psychology, history, and cer- Students may not exceed the waiver or exemption limits of tain communications courses focusing on mass media and their required course of study. society typically satisfy these requirements.

61 University of Phoenix, 2001-2002

Humanities, 6credits Interdisciplinary Component Course work in the humanities focuses on the development Interdisciplinary, 15credits of ideas and values, appreciation of cultural and artistic To fulfill this requirement, students may select additional achievements, and the evaluation of human experience. general education courses, or they may select from any Uni- Courses in general humanities, philosophy, literature, fine versity courses other than those in their major field. The arts, music, theater, and religious studies normally satisfy intent of this requirement is to further increase students’ requirements in this area. Certain courses in political science exposure to the liberal arts and to facilitate their exposure to and intellectual history emphasizing the development of cul- field of study beyond the necessarily narrow scope of their tural thought processes may also satisfy humanities require- professional interest. Students are encouraged to explore ments. diverse content areas to add depth to their academic and pro- Science/Technology, 6credits fessional knowledge base. Course work in the sciences provides students with an Integrating, 3credits understanding of nature and the physical world, along with GEN 480, The Interdisciplinary Capstone Course, is a general knowledge of the methods scientists use to study the world education course that synthesizes general education course around them. Courses in astronomy, biology, chemistry, work with the required course of study and is taken as a pre- physics, anatomy an physiology, geology, and environment scribed general education course at the completion of the science typically satisfy requirements in this area. required course of study. Certain courses in geography or aerospace studies which 2. Payment of all tuition and fees. emphasize the earth’s physical characteristics, weather, and climate re included in the science category, along with highly 3. Completion of the University’s Comprehensive Cognitive specialized course work in the social sciences such as physi- Assessment (COCA) post-test as part of the University’s cal anthropology, archaeological field methods, and psychol- Adult Learning Outcomes Assessment (ALOA). ogy courses which focus on human physiological processes. Degree Completion Options Technology refers to the application of scientific knowledge Students who have successfully completed the required in making and using tools to enhance materials culture. course of study and need additional academic work in order Course work in the area of technology which satisfies general to fulfill the minimum number of credits required for gradu- education requirements includes engineering, materials sci- ation may choose the following options: ence, electronics courses that emphasize theory and design, and computer science courses that focus on programming 1. Complete additional upper or lower division elective languages and hardware/software engineering. Courses courses offered by the University of Phoenix; which focus primarily on the social and environmental con- 2. Complete course work in the prerequisite offerings from flicts which arise over the uses of technology usually satisfy the University; requirements in the social sciences and humanities. 3. Complete approved CLEP, Exceisior, or DANTES Additional Liberal Arts, 6credits Examinations in all instances; Students will pursue more depth in the liberal arts by select- 4. Participate in the Prior Learning Assessment process as ing two different courses in any of the liberal arts categories described in this catalog; or listed above. (Note: For students in the Bachelor of Science in 5. Complete approved courses at other regionally accredited Nursing program, these credits must be in Natural Sciences.) colleges and universities. Students who need additional academic credits to graduate should contact an Academic Counselor to ensure that there is no duplication of course work.

62 ...... COLLEGE OF NURSING AND HEALTH SCIENCES ......

The College of Nursing and Health Sciences is within the Health Sciences Artemis School and offers both undergraduate and graduate The Bachelor of Science in Health Care Services (BSHCS) is (see the graduate section of this catalog) degrees to prepare an applied degree intended to equip students with knowl- students to expand their career options in the dynamic and edge and basic skills for employment in the health care envi- rapidly changing health care environment. ronment. The BSHCS curriculum is grounded in a theoretical • Bachelor of Science in Nursing framework derived from the social, behavioral, managerial, and informational sciences. The BSHCS graduate will have • Bachelor of Science in Health Care Services an understanding of the variables in health care utilization; an ability to complete risk assessments of the populations • Master of Science in Nursing managed; and an appreciation for the human factor neces- • Master of Science in Nursing/Family Nurse Practitioner sary in providing health care. The program uniquely blends the environment of health care with the business principles • Master of Science in Nursing/Women's Health Care Nurse required in the growing industry of health care. Practitioner Graduate school opportunities for the BSHCS graduate • Post Master Certificate - Family Nursing Practitioner include programs such as business administration, health planning, hospital administration, human resources adminis- • Post Master Certificate - Women’s Health Care Nurse tration, public administration and public health. See the Practitioner Graduate Business section of this catalog for the Master of The College of Nursing and Health Sciences works closely Business Administration, Health Care Management pro- with other academic departments to assure that the students gram. receive appropriate and well-rounded education. The Col- International Nursing Honor Society lege also works cooperatively with the College of General ...... Studies to give breadth to the undergraduate experience Sigma Theta Tau International (STTI) through the integration of general education and profes- The University of Phoenix Omicron Delta Chapter of Sigma sional course work. The programs are also designed to assure Theta Tau International was chartered in 1998. This interna- that computer competencies are incorporated into the curric- tional nursing honor society is a member of the Association ulum. of College Honor Societies. The purposes of the society are to Nursing foster high professional standards, to encourage creative The Nursing programs are designed to respond to the educa- work, promote the maximum development of the individual, tional needs of registered nurses. The College offers and to strengthen commitment to the ideals and purposes of employed nurses opportunities to participate in accredited the profession of nursing. degree programs developed to broaden their professional To learn more about Omicron Delta visit the web site at horizons. All nursing degree programs are accredited by the http://nursing.uophx.edu/omicrondelta/omicron- National League for Nursing Accrediting Commission: 61 delta.htm To learn more about STTI visit their web site at Broadway, New York, NY 10006 (212- 363-5555). http://nursingsociety. org. These programs are designed specifically for nurses who Membership by invitation only, is extended annually to stu- desire a repertoire of skills and knowledge necessary to dents and other members of the nursing community who respond effectively to today's dynamic health care environ- have demonstrated high qualities of leadership and capacity ment. The programs also equip nurses with essential skills for professional growth. Students are invited based on grade necessary to assume a leadership role in resolving the chal- point average, scholastic achievement, academic integrity lenges faced by health care organizations and personnel. and standing within the university. Each program has a blend of theory and practice which fos- ters a learning environment that allows nurses to build their knowledge base and to effectively and creatively apply what they have learned. The University of Phoenix offers BSN students the ability to transition into the Master of Science in Nursing degree pro- gram. Students complete three graduate courses as part of their undergraduate work, thus creating the pathway for a smooth transition into the graduate program.

63 University of Phoenix, 2001-2002

Bachelor of Science in Nursing NUR 467G ...... Clinical Integration: Nursing Management of Families The following Bachelor of Science in Nursing (BSN) Program is 3credits offered at these University of Phoenix campus locations: NUR 429 Colorado, Florida, Hawaii, Louisiana, New Mexico, Northern Issues and Strategies in Nursing Research Utilization California, Online, Phoenix, Sacramento, San Diego, Southern 3credits Arizona, Southern California, Southern Colorado, Utah, and HCS 438 Statistical Applications 3credits ...... West Michigan. NUR 471G One hallmark of the BSN program is that there is no testing Dimensions of Community Nursing Practice of prior nursing knowledge if the RN is in good standing 3credits within the state of practice. The BSN program is designed to NUR 473G develop the professional knowledge and skills of working Clinical Integration: Partnerships in Community registered nurses. Practice 3credits The curriculum is built upon a foundation of biological, NUR 478 physical, and social sciences which contribute to the science Contemporary Issues and Health Policy 3credits of nursing. The liberal arts components enhance the develop- NUR 486G ment of the intellectual, social, and cultural aspects of the Nursing Leadership and Management in Health Care professional nurse. 3credits The program enhances the foundation in the biological, GEN 480G physical, and social sciences through an instructional pro- Professional Ethics and Social Responsibility * gram with behavioral objectives that concentrate on the 3credits (also integrating general education course development of the nurse’s role as caregiver, teacher, and requirements.) manager of care. Utilizing a self–care framework, working * Completion of NUR 486 prior to this course. registered nurses are prepared as generalists who are able to apply professional skills and knowledge to nursing, clients, The University reserves the right to modify the required and health care systems. course of study. All grades of “F” or grades not meeting min- imum specific course grade requirements must be repeated. The BSN program has a 36 credit nursing core and a 3 credit integration requirement. Completion of this required course BSN Prerequisites of study fulfills only part of the 120-semester credit mini- NUR 390 must be completed prior to NUR 402. mum requirement for the degree. Students must also demonstrate proficiency in mathematics BSN Required Course of Study and English and Critical Thinking prior to enrolling in spe- Courses requiring prerequisites are identified by a G symbol cific courses. Proficiency in English foundation skills and following the course number. Prerequisites to a course are critical thinking must be satisfied prior to enrolling in NUR identified in the “Course Descriptions” section of this cata- 402. Proficiency in mathematics foundation skills must be log. satisfied prior to enrolling in HCS 438. Nursing Core Course: NUR 390 Introduction to Professional Nursing 3credits

NUR 402G Theoretical Foundations of Professional Nursing 3credits NUR 420 Health and Disease Management 3credits NUR 425 Health Assessment 3credits NUR 464G Concepts of Family Nursing Theory 3credits

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Proficiency Component BSN Clinical Course Academic Standards In line with mission of the University’s General Education Students in the BSN program are required to achieve a mini- program to ensure that students have reached baseline levels mum grade of “C-” in the clinical courses, (NUR 402, NUR in basic skills before entering into the professional programs, 464, NUR 467, NUR 471, NUR 473, and NUR 486). Students students must demonstrate current proficiency in the areas of who fail to receive a minimum grade of “C” in any one of written communication, mathematical reasoning, and critical these courses will be scholastically disqualified from the Uni- thinking. Prior to enrolling in their fourth course in the versity. Re–admission will be granted if the student complies required course of study proficiency requirements can be met with the requirements for re–admission as determined and in the following three areas using the approved methods: repeats the clinical course and earns a “C” or better. Students may repeat the same clinical course only once and must have 1. Written Communication the permission of the faculty member, and Campus College a. Earn “C-” or better in COMM 215 Chair. b. Achieve a passing score on the University of Phoenix BSN Course Waiver Policy English Proficiency Assessment Students have the option of waiving fifteen credits from the c. Achieve a passing score on the College Composition required course of study by transferring credits for CLEP exam within the past two years previously completed upper division course work into the d. A grade of “B” or better in a comparable course from program. To meet waiver criteria, the course to be transferred a regionally or approved nationally, accredited must: institution within two years of application to the 1. Be completed within the past ten years with a grade of “C” University. (2.0) or better at a regionally or nationally accredited 2. Mathematics Reasoning university or college or one which is a candidate for accreditation. a. Earn “C-” or better in MTH 209 2. Be comparable in content and credits to the University of b. Achieve a passing score on the University of Phoenix Phoenix course being waived. Math Proficiency Assessment c. Achieve a passing score on the Mathematics (or 3. Be officially transcripted from the college or university higher) CLEP exam within the past two years where the credit was earned. d. A grade of “B” or better in a comparable course from a Students who wish to waive a course must make a formal regionally or approved nationally, accredited institution written request to the Office of Admissions, citing the course within two years of application to the University. they wish waived, the course to be transferred, and the uni- versity where the course was completed. An official catalog 3. Critical Thinking course description and syllabus must accompany the request a. Earn “C-” or better in PHL 251 along with a copy of the catalog cover from which the course description was taken. The official transcript from the institu- b. Achieve a passing score on the University of Phoenix tion where the course was completed must also be submitted Critical Thinking Proficiency Assessment unless it was previously submitted to the University during c. A grade of “B” or better in a comparable course from a the application process. regionally or approved nationally, accredited institution within two years of application to the University. **A grade of “C-” or better must be earned in these courses in order to be awarded credit and demonstrate current profi- ciency.

65 University of Phoenix, 2001-2002

BSN Admission Requirements BSN Degree Requirements The requirements for admission to the undergraduate nurs- 1. Completion of a minimum of 120 credits that include the ing program are as follows: following: 1. A completed and signed University of Phoenix a. A maximum of 72 lower division transcripted credits, undergraduate application form and an application fee. to include a maximum of 30 Nursing credits. 2. Official transcripts from all colleges or universities b. In addition, students must complete the following attended and official test scores. Comprehensive General Education Program which 3. A valid, unrestricted, unencumbered RN license from the includes 54 credits distributed among the following United States, kept current throughout the duration of the components: required course of study. Liberal Arts Components 4. Associate degree or diploma in Nursing with an The liberal arts component of the General Education Pro- unrestricted RN license will provide student with 30 lower gram is comprised of 36 credits distributed among tradi- division nursing credits. tional liberal arts categories. The purpose of this component 5. California: RN’s without a degree-posted transcript must is to ensure that students are exposed to a breadth of tradi- complete NUR 200 Introduction to Critical Thinking: tional liberal arts essential to a baccalaureate experience, and Decision Making in Nursing prior to admission. The 30 LD is distributed as follows: nursing credits will be held in escrow until this course is Communication Arts, 6credits completed. Course work in the Communication Arts primarily focuses 6. Students currently employed as a registered nurse must on the development and application of writing, speaking, have a minimum of one (1) year health care or RN work group process, and interpersonal communication skills. experience. Unemployed students must have a minimum of Mathematics, 6credits one (1) year RN work experience and accessibility to a health Course work in the mathematics area develops quantitative care work environment to complete course projects. In and analytical skills in the fields of mathematics and addition the BSN program contains a clinical component. advanced logic. The area does not include courses in which Applicants are expected to meet minimal RN mental and mathematics is merely an applied component (such as physical qualifications to complete the clinical course finance and accounting), nor does it include mathematics requirements. foundation courses below the level of college algebra. 7. Appropriate access to technology as established by the Social Sciences, 6credits Student Technology Recommendations and Competencies. Course work in the social sciences promotes understanding 8. For non–native speakers of English, a score of 550 on the of human behavior as well as the structure and dynamics of Test of English as a Foreign Language (TOEFL) or 750 on the social systems. Emphasis is on the discovery of patterns in Test of English for International Communication. The social processes and institutions, both past and present. following may exempt a non–native speaker from having to Courses in anthropology, sociology, ethnic and gender stud- take the TOEFL or TOEIC: ies, geography, political science, psychology, history, and cer- • Successful completion of 30 transferable, academic tain communications courses focusing on mass media and semester credits at a regionally accredited college or society typically satisfy these requirements. university in the United States. Humanities, 6credits • Successful completion of 30 transferable, academic Course work in the humanities focuses on the development semester credits at a recognized college or University in a of ideas and values, appreciation of cultural and artistic country in which English is the official language. achievements, and the evaluation of human experience. Courses in general humanities, philosophy, literature, fine • U.S. high school diploma or GED. arts, music, theater, and religious studies normally satisfy • Equivalent of a U.S. high school diploma from a country in requirements in this area. Certain courses in political science which English is the official language. and intellectual history emphasizing the development of cul- tural thought processes may also satisfy humanities require- • Official documents are required. ments. 9. Enrollment agreement.

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Natural and Physical Sciences, 12credits 3. Complete approved courses at other regionally accredited colleges and universities, or those which are candidate for Course work in the Natural/Physical Science area promotes accreditation. the study of the structure and behavior of the natural world. The student is introduced to the scientific method of inquiry 4. Complete approved CLEP, or Dantes, Excelsior and how science serves society’s needs. examinations. Interdisciplinary Component 5. Participate in Prior Learning Assessment process as Interdisciplinary, 15credits described in this catalog. To fulfill this requirement, students may select additional Students who need additional academic credits to graduate general education courses, or they may select from any Uni- should contact the campus Academic Counselor to ensure versity courses other than those in their major field. The that there is no duplication of course work. intent of this requirement is to further increase students’ BSN/Master of Science in Nursing Program Pathway exposure to the liberal arts and to facilitate their exposure to Students planning to continue on to the Master of Science in fields of study beyond the necessarily narrow scope of their Nursing program may complete up to nine graduate credits professional interest. Students are encouraged to explore as part of their upper division interdisciplinary credit diverse content areas to add depth to their academic and pro- requirements. These courses may only be taken after com- fessional knowledge base. pleting the required course of study. Students taking advan- BSN: tage of this pathway can only use the following MSN courses: HCS 438 Statistical Application HCS 581.3 Change, Negotiation, and Conflict Resolution in Health Integrating, 3credits Care 3credits GEN 480, The Interdisciplinary Capstone Course, is a general HCS 582 education course that synthesizes general education course Health Care Finance 3credits work with the required course of study and is taken as a pre- HCS 583 scribed general education course at the completion of the Data–Based Decision–Making 3credits required course of study. Verification of BSN degree completion and application to the In addition to the 54 credits in this prescribed General Educa- MSN program is required before additional MSN course tion program, each major course of study at the University of work can be completed. Phoenix’s includes courses that integrate general education Arizona School Nurse Program principles. The University of Phoenix educational philoso- ...... phy is based on the integration of theory and practice. Within In accordance with the guidelines of the Arizona Board of that philosophical framework, a number of the courses Education and Arizona State Board of Nursing, the School of required for the professional programs have a strong general Health Care provides courses to complete the Arizona School education component and, where appropriate, have been Nurse certificate; three Arizona School Nurse Certificate assigned GE credit. courses and two elective courses are available. Contact the 2. Payment of all tuition and fees. campus department of Continuing Education for course availability and program information. 3. Completion of the University’s Comprehensive Cognitive Assessment (COCA) post-test as part of the University’s State of California Public Health Nursing Certificate Adult Learning Outcomes Assessment (ALOA)...... BSN Degree Completion Options The State of California has reviewed the University of Phoe- Students who have successfully completed the required nix BSN course requirements and has determined that stu- course of study and who are found to need additional aca- dents entering the program after March 1, 1989 meet the demic work in order to fulfill the minimum 120 semester state’s standards for Public Health Nursing certification. credits required for graduation may take advantage of the Those University of Phoenix students who have successfully following options: completed their degree program are eligible to apply for the 1. Complete MSN Pathway courses. California PHN Certificate. 2. Complete additional upper division/lower Note: Students who completed the BSN degree program prior to March 1, 1989 will be evaluated on an individual interdisciplinary courses offered by the University of basis for PHN requirements. Phoenix.

67 University of Phoenix, 2001-2002

Bachelor of Science in Health Care BSHCS Required Course of Study Services ...... Courses requiring prerequisites are identified by a à symbol following the course number. Prerequisites to courses are The following Bachelor of Science in Health Care Services identified in the "Course Descriptions" section of this catalog. (BSHCS) Program is offered at these University of Phoenix All general academic policies of the University of Phoenix campus locations: Florida, Louisiana, Nevada, Oklahoma City, are applicable. Phoenix, San Diego, Southern Arizona, Southern Colorado, HCS 418 Tulsa, and West Michigan...... Skills for Professional Transition 3credits The BSHCS major is designed to integrate a foundation of GEN 300 general education and applied sciences with the expertise Skills for Professional Development 3credits that prepares the graduate for management positions in OR health care. The BSHCS curriculum addresses the basic body MGT 330 of knowledge, understanding, and skills which are identified Management: Theory, Practice and Application to be relevant to health care administration: 3credits • Structuring and positioning health organizations to To enroll in the following courses the student must have achieve optimal performance. earned 24 credits and completed the mathematics and English and critical thinking proficiencies. • Financial management of health organizations under alternative financing mechanisms. MGT 331 Organizational Behavior 3credits • Leadership, interpersonal and communications skills in QNT 321G managing human resources and health professionals in Statistics in Business I 3credits diverse organizational environments. MKT 438G • Managing information resources; and collecting, Public Relations 3credits analyzing, and using business and health information in To enroll in the following HCS courses the students must decision making. have a minimum of 60 credits. As an alternative, enrollment into this coursework also extends to students who have com- • Statistical, quantitative, and economic analysis in decision pleted 45 credits of which 21 credits were earned at the Uni- making. versity. • Legal and ethical analysis applied to business and clinical HCS 402 decision making. Introduction to Health Care in the United States 3credits • Organizational and governmental health policy HCS 405G formulation, implementation, and effect. Health Care Financial Accounting 3credits HCS 410 • Assessment and understanding of the health status of Managing and Implementing Information Technology populations, determinants of health and illness, and in Health Care 3credits managing health risks and behaviors in diverse HCS 415 populations. The Health Care of Populations 3credits • The development, organization, financing, performance, HCS 424G and change of health systems in diverse communities, Managed Care Models and Issues 3credits drawing broadly on the social and behavioral sciences. HCS 427 • Business and health outcomes measurement, process/ Human Resources Principles and Practices in Health outcome relationships, and methods for process Care 3credits improvement in health organizations. HCS 430 Legal Issues in Health Care: Regulation and Compliance 3credits HCS 435 Ethics: Health Care and Social Responsibility 3credits

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COLLEGE OF NURSING AND HEALTH SCIENCES

HCS 440G 3. Critical Thinking Economics: The Financing of Health Care a. Earn “C-” or better in PHL 251 3credits b. Achieve a passing score on the University of Phoenix HCS 445 Critical Thinking Proficiency Assessment The Aging Population: Geriatrics and Long Term Care 3credits c. A grade of “B” or better in a comparable course from a HCS 451G regionally or approved nationally, accredited institution Health Care Quality Management and Outcomes within two years of application to the University. Analysis 3credits **A grade of “C-” or better must be earned in these courses in HCS 455G order to be awarded credit and demonstrate current profi- Health Care Policy: The Past and The Future ciency. 3credits Introductory Course Sequence HCS 463G Students entering the University with fewer than 24 transfer- Application of Health Care Management Principles able semester credits from regionally or nationally accredited 3credits or candidate for accreditation colleges and universities must GEN 480G enroll in the following four-course sequence: Professional Ethics and Social Responsibility GEN 101 3credits Skills for Lifelong Learning I 3credits The University reserves the right to modify curriculum asso- SOC 101 ciated with the major and the required course of study. All Contemporary Issues in American Business 3credits course work must be satisfactorily completed. Courses in which a grade of "F" is earned must be repeated. COMM 102 Communication Skills for Career Growth 3credits BSHCS Academic Progression GEN 102 In line with mission of the University’s General Education Skills for Lifelong Learning II 3credits program to ensure that students have reached baseline levels GEN 101 must be taken as the first course in the student’s in basic skills before entering into the professional programs, program of study and the four-course sequence must be the students must demonstrate current proficiency in the areas of first courses completed in the degree program. written communication, mathematical reasoning, and critical thinking. Prior to enrolling in their fourth course in the required course of study proficiency requirements can be met in the following three areas using the approved methods: 1. Written Communication a. Earn “C-” or better in COMM 215 b. Achieve a passing score on the University of Phoenix English Proficiency Assessment c. Achieve a passing score on the College Composition CLEP exam within the past two years d. A grade of “B” or better in a comparable course from a regionally or approved nationally, accredited institution within two years of application to the University. 2. Mathematics Reasoning a. Earn “C-” or better in MTH 209 b. Achieve a passing score on the University of Phoenix Math Proficiency Assessment c. Achieve a passing score on the Mathematics (or higher) CLEP exam within the past two years d. A grade of “B” or better in a comparable course from a regionally or approved nationally, accredited institution within two years of application to the University.

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BSHCS Admission Requirements BSHCS Residency Requirements The requirements for admission to the BSHCS program are All students are expected to meet the University's minimum as follows: residency requirement of 30 semester credits of the required course of study. 1. The completed and signed University of Phoenix undergraduate application and application fee. BSHCS Waivers and Exemptions 2. High school graduation or GED certificate. Students may waive a maximum of 21credits from the required course of study, which consists of 54 upper division 3. Official test scores and transcripts from all colleges or credits. Students may not waive or exempt HCS 463, Appli- universities attended. cation of Health Care Management Principles or GEN 480 4. Current employment, or access to an appropriate which is a University of Phoenix capstone course. organizational environment, which will allow completion of The University defines a waiver as the substitution or a program course work. required course with a comparable transcripted upper divi- 5. All students must be 23 years of age. Applicants who are sion course, subject to the conditions outlined below: less than 23 years of age must meet the following additional 1. Courses are completed within the past 10 years with a requirements to be considered for admission: grade of “C-” (2.0) or better at a regionally or nationally a. A minimum of 30 transferable credits from a accredited or candidate for accreditation college or regionally, or approved nationally, accredited institution university. b. A minimum 3.0 cumulative GPA in regionally, or 2. Be comparable in content and credits to the University of approved nationally accredited course work Phoenix course being waived. c. Current employment with a minimum of 2 years post- 3. Be officially transcripted from the college or university high school work experience where the credit was earned. d. A letter of employment and position verification from Students who wish to waive a course must make a formal employer written request to the Office of Admissions, citing the course they wish waived, the course to be transferred, and the uni- 6. Non-native speakers of English must score a 550 or higher versity where the course was completed. An official catalog on the Test of English as a Foreign Language (TOEFL) or 750 course description and syllabus must accompany the request on the Test of English for International Communication. The along with a copy of the catalog cover from which the course following may exempt a non-native speaker from having to description was taken. The official transcript from the institu- take the TOEFL or TOEIC: tion where the course was completed must also be submitted • Successful completion of 30 transferable academic unless it was previously submitted to the University of Phoe- semester credits at a regionally accredited college or nix as part of the application process. university in the United States. • Successful completion of 30 transferable academic semester credits at a recognized college or university in a country in which English is the official language. • U.S. high school diploma or GED. • Equivalent of a U.S. high school diploma from a country in which English is the official language. • Official documents are required. 7. Enrollment agreement.

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BSHCS Degree Requirements Science/Technology, 6credits Completion of a minimum of 120 credits that include the fol- Course work in the sciences provide students with an under- lowing in addition to the major course of study: standing of nature and the physical world, along with knowledge of the methods scientists use to study the world 1. Completion of the 51 upper division credits that make up around them. Courses in astronomy, biology, chemistry, the major course of study. physics, anatomy, physiology, geology, and environmental 2. Liberal Arts Component which is comprised of 36 credits science typically satisfy requirements in this area. Certain distributed among traditional liberal arts categories. The courses in geography or aerospace studies which emphasize purpose of this component is to ensure that students are the earth’s physical characteristics, weather, and climate are exposed to a breadth of traditional liberal arts essential to a included in the science category, along with highly special- baccalaureate experience it is distributed as follows: ized course work in the social sciences such as physical anthropology, archaeological field methods, and psychology Communication Arts, 6credits courses which focus on human physiological processes. Course work in the Communication Arts primarily focuses on the development and application of writing, speaking, Technology refers to the application of scientific knowledge group process, and interpersonal communication skills. in making and using tools to enhance material culture. Course work in the area of technology which satisfies general Mathematics, 6credits education requirements includes engineering, materials sci- Course work in the mathematics area develops quantitative ence, electronics course that emphasize theory and design, and analytical skills in the fields of mathematics and and computer science courses that focus on programming advanced logic. The area does not include courses in which languages and hardware/software engineering. Course mathematics is merely an applied component (such as which focus primarily on the social and environmental con- finance and accounting), nor does it include mathematics flicts which arise over the uses of technology usually satisfy foundation courses below the level of college algebra. requirements in the social sciences and humanities. Social Science, 6credits Additional Liberal Arts, 6 credits, Students will pursue more Course work in the social sciences promotes understanding depth in the liberal arts by selecting two additional courses of human behavior as well as the structure and dynamics of in any of the liberal arts categories listed above. social systems. Emphasis is on the discovery of patterns in social processes and institutions, both past and present. Interdisciplinary Component Courses in anthropology, sociology, ethnic and gender stud- Interdisciplinary Requirement, 15 credits, To fulfill this ies, geography, political science, psychology, history and cer- requirement, students may select additional general educa- tain communications courses focusing on mass media and tion courses, or they may select from any University courses society typically satisfy these requirements other than those in their major field. The intent of this Humanities, 6credits requirement is to further increase students’ exposure to the Course work in the humanities focuses on the development liberal arts and to facilitate their exposure to fields of study of ideas and values, appreciation of cultural and artistic beyond the necessarily narrow scope of their professional achievements, and the evaluation of human experience. interest. Students are encouraged to explore diverse content Courses in general humanities, philosophy, literature, fine areas to add depth to their academic and professional knowl- arts, music, theater, and religious studies normally satisfy edge base. requirements in this area. Certain courses in political science Integrating Requirement, 3 credits, GEN 480, The Interdisci- and intellectual history emphasizing the development of cul- plinary Capstone Course, is a general education course that tural thought processes may also satisfy humanities require- synthesizes general education course work with the required ments. course of study and is taken as a prescribed general educa- tion course at the completion of the required course of study.

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In addition to the 54 credits in this prescribed General Educa- BSHCS Degree Completion Options tion program, each major course of study at the University of Students who have successfully completed the required Phoenix includes courses that integrate general education course of study and need additional academic work in order principles. The University of Phoenix’s education philosophy to fulfill the minimum number of credits required for gradu- is based on the integration of theory and practice. Within that ation may choose the following options: philosophical framework, a number of the course required for the professional programs have a strong general educa- 1. Complete additional upper or lower division elective tion component and, where appropriate, have been assigned courses offered by the University of Phoenix. GE credit. The specific major courses that further the stu- 2. Complete course work in the prerequisite offerings from dent’s exposure to general education are as follows: the University of Phoenix. BSHCS: 3. Complete approved CLEP, Excelsior, or DANTES MGT 331 examinations. Organizational Behavior 4. Participate in the prior Learning Assessment process as QNT 321 described in this catalog. Statistics in Business I 5. Complete approved courses at other regionally accredited MKT 438 colleges and universities. Public Relations Students should contact an Academic Counselor to ensure 3. A minimum cumulative grade point average (GPA) of 2.0. that there is no duplication of course work. 4. Payment of all tuition and fees. 5. Students attending the Nevada campus are required by Nevada Regulatory Statue to complete course work in the essentials of the Constitution of the United States and the Constitution of the State of Nevada.

72 ...... COLLEGE OF COUNSELING AND HUMAN SERVICES ......

The College of Counseling and Human Services offers the BSHS 350 Bachelor of Science in Human Services for those wanting a Field Experience/Part I 3credits degree in human service work and preparation for advanced BSHS 360 degrees in counseling, psychology, social work, and marriage Research and Statistics for the Social Sciences and family therapy. The College also offers graduate degree 3credits programs and non-degree programs in mediation, BSHS 370 gerontological counseling, mental health, marriage and Child Development 3credits family therapy, and addictions. BSHS 380 The College of Counseling and Human Services works Adult and Family Development 3credits closely with other academic schools to provide and adminis- BSHS 390 ter academic programming. In cooperation with the College Working with Groups 3credits of Graduate Business, the College provides the certificate in BSHS 400 Mediation. The College works cooperatively with the Col- Professional, Ethical, and Legal Issues in Human lege of General Studies to give breadth to the undergraduate Services 3credits experience through integration of general education and pro- BSHS 410 fessional course work. The College also works with the Col- Field Experience/Part II 3credits lege of Education to provide quality courses for school counseling. BSHS 420 Case Management 3credits The Bachelor of Science in Human BSHS 430 Services ...... Dependency and Addictions 3credits BSHS 440 The following Bachelor of Science in Human Services (BSHS) Advocacy and Mediation 3credits Program is offered at these University of Phoenix campus BSHS 450 ...... locations: Colorado, Nevada, Oregon, and Phoenix. Program Design and Proposal Writing 3credits BSHS 460 The Bachelor of Science in Human Services (BSHS) provides Building Community in Organizations 3credits students the opportunity to learn the skills, knowledge, and BSHS 470 attitudes of a professional human service worker. Through Mental Health and Crisis Intervention Practices course work, students learn about human development, 3credits problems in human functioning, programs for helping peo- ple with their problems, advocacy and influencing public BSHS 480 policy, and crisis intervention. In field experience, students Advanced Interpersonal Communication 3credits learn how to apply what they have learned to manage cases, BSHS 490 organize helping services and programs, assess need, and Field Experience/Part III 3credits provide help. The University reserves the right to modify the required BSHS Required Course of Study course of study. BSHS 300 Introduction to Human Services 3credits BSHS 310 Models of Effective Helping 3credits BSHS 320 Introduction to Interpersonal Communication 3credits BSHS 330G Technology in Human Services 3credits BSHS 340G Lifelong Learning and Professional Development 3credits

73 University of Phoenix, 2001-2002

The Bachelor of Science in Human BSHS 450 Services/ Management Program Design and Proposal Writing 3credits ...... BSHS 400 The Bachelor of Science in Human Services (BSHS/M) pro- Professional, Ethical, and Legal Issues in Human vides students the opportunity to learn the skills, knowledge, Services 3credits and attitudes of a professional human service worker. BSHS 430 Through course work, students learn about human develop- Chemical Dependency 3credits ment, problems in human functioning, programs for helping BSHS 420 people with their problems, advocacy and influencing public Case Management 3credits policy, and crisis intervention. In field experience, students learn how to apply what they have learned to manage cases, BSHS 440 organize helping services and programs, assess need, and Advocacy and Mediation 3credits provide help. MGT 449.1 Quality Management and Productivity 3credits BSHS/M Required Course of Study BSHS 410 BSHS 300 Field Experience Part II 3credits Introduction to Human Services 3credits GEN 480 MGT 300 Interdisciplinary Capstone Course 3credits Management: Theory, Practice, Application 3credits The University reserves the right to modify the required BSHS 320G course of study. Introduction to Interpersonal Communication 3credits BSHS 330 Technology in Human Services 3credits BSHS 370 Child Development 3credits MGT 436 Critical Thinking and Decision-Making 3credits BSHS 380 Adult and Family Development 3credits FIN 324 Financial Analysis for Mangers I 3credits MGT 331 Organizational Behavior 3credits BSHS 470 Mental Health and Crisis Intervention Practices 3credits BSHS 350.1 Field Experience I 3credits MKT 421 Marketing 3credits

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The BSHS and Academic Progression Introductory Course Sequence Students entering the University with fewer than 24 college Students entering the University with fewer than 24 transfer- credits must complete a prescribed sequence of introductory able semester credits from regionally accredited or candidate courses. Students must have 60 credits to enroll in the core. for accreditation colleges and universities must enroll in the following four-course sequence: As an alternative, enrollment into major course work also extends to students who have completed 45 credits of which GEN 101 21 credits were earned at the University. Skills for Lifelong Learning I 3credits Proficiency Component SOC 101 Contemporary Issues in American Business 3credits In line with the mission of the University’s General Educa- tion program to ensure that students have reached baseline COMM 102 levels in basic skills before entering into the professional pro- Communication Skills for Career Growth 3credits grams, students must demonstrate current proficiency in the GEN 102 areas of written communication, mathematical reasoning, Skills for Lifelong Learning II 3credits and critical thinking. Prior to enrolling in their fourth course GEN 101 must be taken as the first course in the student’s in the required course of study proficiency requirements can program of study and the four-course sequence must be the be met in the following three areas using the approved meth- first courses completed in the degree program. ods: BSHS Admission Requirements 1. Written Communication The requirements for admission to the BSHS program are as a. Earn “C-” or better in COMM 215 follows: b. Achieve a passing score on the University of Phoenix 1. A completed and signed University of Phoenix English Proficiency Assessment undergraduate application and application fee. c. Achieve a passing score on the College Composition 2. High school graduation or GED certificate. CLEP exam within the past two years 3. Official test scores and official transcripts from all colleges d. A grade of “B” or better in a comparable course from a or universities attended. regionally or approved nationally, accredited institution within two years of application to the University. 4. Current employment or access to an appropriate organizational environment, which will allow completion of 2. Mathematics Reasoning program course work. a. Earn “C-” or better in MTH 209 5. All students must be 23 years of age. b. Achieve a passing score on the University of Phoenix Math Proficiency Assessment Applicants who are less than 23 years of age must meet the following additional requirements to be considered for c. Achieve a passing score on the Mathematics (or higher) admission: CLEP exam within the past two years 1. A minimum of 30 transferable credits from a d. A grade of “B” or better in a comparable course from a regionally or approved nationally, accredited regionally or approved nationally, accredited institution institution. within two years of application to the University. 2. A minimum 3.0 cumulative GPA in regionally, or 3. Critical Thinking approved nationally, accredited course work. a. Earn “C-” or better in PHL 251 3. Current employment. with a minimum of 2 years b. Achieve a passing score on the University of Phoenix post-high school work experience. Critical Thinking Proficiency Assessment 4. A letter of employment and position verification from c. A grade of “B” or better in a comparable course from a employer. regionally or approved nationally, accredited institution within two years of application to the University. **A grade of “C-” or better must be earned in these courses in order to be awarded credit and demonstrate current profi- ciency.

75 University of Phoenix, 2001-2002

6. Non-native speakers of English must score a 550 or higher Students requesting course waivers must make formal writ- on the Test of English as a Foreign Language (TOEFL) or 750 ten requests to the Office of Admissions citing the courses on the Test of English for International Communication. The they request to be waived, the courses to be transferred into following may exempt a non-native speaker from having to the required course of study, and the universities where the take the TOEFL or TOEIC: courses were completed. An official catalog course descrip- tion and syllabus must accompany the request along with a • Successful completion of 30 transferable academic copy of the catalog cover from which the course description semester credits at a regionally accredited college or was taken. The official transcript from the institution where university in the United States. the course was completed must also be submitted unless it • Successful completion of 30 transferable academic has previously been submitted to the University as part of semester credits at a recognized college or university in a the application process. country in which English is the official language. BSHS Degree Requirements • U.S. high school diploma or GED. 1. Completion of a minimum of 120 credits that include the following: • Equivalent of a U.S. high school diploma from a country in which English is the official language. a. A minimum number of upper division credits that make up the required course of study. • Official documents are required. b. In addition, students must complete the following BSHS Residency Requirements Comprehensive General Education Program which All students are expected to meet the University’s minimum includes 54 credits distributed among the following residency requirement of 30 semester credits of the required components: course of study. Liberal Arts Components Students may waive 30 credits from the required course of The liberal arts component of the General Education Pro- study, which consists of 60 upper division credits. Students gram is comprised of 36 credits distributed among tradi- may not waive or exempt the Field Experience Courses or tional liberal arts categories. The purpose of this component GEN 480. (a required General Education capstone course). is to ensure that students are exposed to a breadth of tradi- Waivers and Exemptions tional liberal arts essential to a baccalaureate experience, and is distributed as follows: The University defines a waiver as the substitution of a required course with a comparable transcripted upper divi- Communication Arts, 6credits sion course, subject to the conditions outlined below: Course work in the Communication Arts primarily focuses 1. Courses are completed within the past 10 years with a on the development and application of writing, speaking, grade of “C” (2.0) or better at a regionally or nationally group process, and interpersonal communication skills. accredited or candidate for accreditation college or Mathematics, 6credits university. Course work in the mathematics area develops quantitative 2. Courses are comparable in content and credits to the and analytical skills in the fields of mathematics and University course under consideration. advanced logic. The area does not include courses in which 3. Courses are officially transcripted by the college or mathematics is merely an applied component (such as university where the credit was earned. finance and accounting), nor does it include mathematics foundation courses below the level of college algebra. 4. The University defines an exemption as the substitution of a required course with a comparable transcripted lower Social Sciences, 6credits division course, subject to the same aforementioned Course work in the social sciences promotes understanding conditions. In order to meet upper division requirements of human behavior as well as the structure and dynamics of students who exempt a course must make up the credits with social systems. Emphasis is on the discovery of patterns in upper division course work. social processes and institutions, both past and present. Students may not exceed the waiver or exemption limits of Courses in anthropology, sociology, ethnic and gender stud- their required course of study. ies, geography, political science, psychology, history, and cer- tain communications courses focusing on mass media and society typically satisfy these requirements.

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Humanities, 6credits Interdisciplinary Component Course work in the humanities focuses on the development Interdisciplinary, 15credits of ideas and values, appreciation of cultural and artistic achievements, and the evaluation of human experience. To fulfill this requirement, students may select additional Courses in general humanities, philosophy, literature, fine general education courses, or they may select from any Uni- arts, music, theater, and religious studies normally satisfy versity courses other than those in their major field. The requirements in this area. Certain courses in political science intent of this requirement is to further increase students’ and intellectual history emphasizing the development of cul- exposure to the liberal arts and to facilitate their exposure to tural thought processes may also satisfy humanities require- field of study beyond the necessarily narrow scope of their ments. professional interest. Students are encouraged to explore diverse content areas to add depth to their academic and pro- Science/Technology, 6credits fessional knowledge base. Course work in the sciences provides students with an Integrating, 3credits understanding of nature and the physical world, along with knowledge of the methods scientists use to study the world GEN 480, The Interdisciplinary Capstone Course, is a general around them. Courses in astronomy, biology, chemistry, education course that synthesizes general education course physics, anatomy an physiology, geology, and environment work with the required course of study and is taken as a pre- science typically satisfy requirements in this area. Certain scribed general education course at the completion of the courses in geography or aerospace studies which emphasize required course of study. the earth’s physical characteristics, weather, and climate re In addition to the 54 credits in this prescribed General Educa- included in the science category, along with highly special- tion program, each major course of study at the University of ized course work in the social sciences such as physical Phoenix’s includes courses that integrate general education anthropology, archaeological field methods, and psychology principles. The University of Phoenix’s educational philoso- courses which focus on human physiological processes. phy is based on the integration of theory and practice. Within Technology refers to the application of scientific knowledge that philosophical framework, a number of the courses in making and using tools to enhance materials culture. required for the professional programs have a strong general Course work in the area of technology which satisfies general education component and, where appropriate, have been education requirements includes engineering, materials sci- assigned GE credit. The specific major courses that further ence, electronics courses that emphasize theory and design, the students’ exposure to general education are as follow: and computer science courses that focus on programming 2. Payment of all tuition and fees. languages and hardware/software engineering. Courses which focus primarily on the social and environmental con- 3. Completion of the University’s Comprehensive Cognitive flicts which arise over the uses of technology usually satisfy Assessment (COCA) post-test as part of the University’s requirements in the social sciences and humanities. Adult Learning Outcomes Assessment (ALOA). Additional Liberal Arts, 6credits 4. Signed graduation application. Students will pursue more depth in the liberal arts by select- ing two different courses in any of the liberal arts categories listed above.

77 University of Phoenix, 2001-2002

The Bachelor of Science in Criminal CJA 360 Justice Administration Interpersonal Communication 3credits ...... CJA 370 The following Bachelor of Science in Criminal Justice Introduction to Policing 3credits Administration (BSCJA) Program is offered at these University CJA 380 of Phoenix campus locations: The Campus Locations have not Criminal Court Systems 3credits been determined at the time of printing...... CJA 390 Introduction to Corrections 3credits The Bachelor of Science in Criminal Justice Administration CJA 400 provides students interested in policing, criminal law, or Juvenile Justice 3credits corrections with an interdisciplinary study of crime and CJA 410 justice in American society. The program's inclusion of Ethics in Criminal Justice 3credits interpersonal skills and managerial and administrative CJA 420 subject matter prepares students for positions of Cultural Diversity in Criminal Justice 3credits responsibility and leadership within the criminal justice community and related professions. CJA 430 Research Methods in Criminal Justice 3credits Students enrolled in the Criminal Justice Administration CJA 440 program will examine the criminal justice process and its key Organizational Behavior and Management 3credits components while at the same time learn the skills needed for CJA 450 effective interpersonal communication, administrative Criminal Justice Administration 3credits decision -making and personnel management. CJA 460 Contemporary issues such as human relations and social Criminal Justice Policy Analysis 3credits conflict, professionalism and ethics, and the injection of technology into crime and its detection are also addressed. CJA 470 Managing Criminal Justice Personnel 3credits The Criminal Justice Administration curriculum will appeal CJA 480 to students professionals who are currently employed and Futures of Criminal Justice 3credits seeking advancement within the criminal justice community, GEN 480 or to working adults pursuing a new career in a criminal Critical Thinking and Decision Making 3credits justice-related field. Graduates of the program may find The University reserves the right to modify the required employment opportunities within public and private course of study. policing agencies, corrections, the court system, social services, and in corporate security. Courses requiring prerequisites are identified by a G symbol following the course number. Prerequisites to the courses are identified in the “Course Descriptions” section of this cata- log. CJA 300 Organized and White Collar Crime 3credits CJA 310 Contemporary Issues in Criminal Justice 3credits CJA 320 Introduction to Criminal Justice 3credits CJA 330 Criminology 3credits CJA 340 Criminal Law 3credits CJA 350 Criminal Procedure 3credits

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The BSCJA and Academic Progression Introductory Course Sequence Students entering the University with fewer than 24 college Students entering the University with fewer than 24 transfer- credits must complete a prescribed sequence of introductory able semester credits from regionally accredited, or approved courses. To enroll in the required course of study students nationally accredited, or candidate for accreditation colleges must have a minimum of 24 credits. Students who have 24 and universities must enroll in the following four-course credits may take any of the Business Foundation courses. sequence: Students must have 60 credits to enroll in the major. GEN 101 As an alternative, enrollment into major course work also Skills for Lifelong Learning I 3credits extends to students who have completed 45 credits, of which SOC 101 21 credits were earned at the University. Contemporary Issues in American Business 3credits Proficiency Component COMM 102 In line with mission of the University’s General Education Communication Skills for Career Growth 3credits program to ensure that students have reached baseline levels GEN 102 in basic skills before entering into the professional programs, Skills for Lifelong Learning II 3credits students must demonstrate current proficiency in the areas of GEN 101 must be taken as the first course in the student’s written communication, mathematical reasoning, and critical thinking. Proficiency requirements can be met in the follow- program of study and the four-course sequence must be the ing three areas using the approved methods: first courses completed in the degree program. 1. Written Communication BSCJA Admission Requirements The requirements for admission to the BS/CJA program are a. Earn “C-” or better in COMM 215** as follows: b. Achieve a passing score on the University of Phoenix 1. A completed and signed University of Phoenix English Proficiency Assessment undergraduate application and application fee. c. Achieve a passing score on the College Composition 2. High school graduation or GED certificate. CLEP exam within the past two years 3. Official test scores and official transcripts from all colleges d. A grade of “B” or better in a comparable course from a or universities attended. regionally or approved nationally, accredited institution within two years of application to the University. 4. Current employment or access to an appropriate organizational environment, which will allow completion of 2. Mathematical Reasoning program course work. a. Earn “C-” or better in MTH 209** 5. All students must be 23 years of age. Applicants who are b. Achieve a passing score on the University of Phoenix less than 23 years of age must meet the following additional Math Proficiency Assessment requirements to be considered for admission: c. Achieve a passing score on Mathematics (or higher) a. A minimum of 30 transferable credits from a CLEP exam within the past two years regionally, or a approved nationally, accredited institution d. A grade of “B” or better in a comparable course from a regionally or approved nationally, accredited institution b. A minimum 3.0 cumulative GPA in regionally, or within two years of application to the University. approved nationally, accredited course work 3. Critical Thinking c. Current employment, with a minimum of 2 years post- high school work experience a. Earn “C-” or better in PHL 251** d. A letter of employment and position verification from b. Achieve a passing score on the University of Phoenix employer Critical Thinking Proficiency Assessment c. A grade of “B” or better in a comparable course from a regionally or approved nationally, accredited institution within two years of application to the University. **A grade of “C-” or better must be earned in these courses in order to be awarded credit and demonstrate current profi- ciency.

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6. Non-native speakers of English must score 550 or higher Students requesting course waivers must make formal writ- on the Test of English as a Foreign Language (TOEFL) or 750 ten requests to the Office of Admissions, citing the courses on the Test of English or International Communication they request to be waived, the courses to be transferred into (TOEIC). The following may exempt a non-native speaker the required course of study, and the universities where the from having to take the TOEFL or TOEIC: courses were completed. An official catalog course descrip- tion and syllabus must accompany the request along with a • Successful completion of 30 transferable academic copy of the catalog cover from which the course description semester credits at a regionally accredited college or was taken. The official transcript from the institution where university in the United States. the course was completed must also be submitted, unless it • Successful completion of 30 transferable academic has previously been submitted to the University as part of semester credits at a recognized college or university in a the application process. country in which English is the official language. BSCJA Degree Requirements • U.S. high school diploma or GED. 1. Completion of a minimum of 120 credits that include the following: • Equivalent of a U.S. high school diploma from a country in which English is the official language. a. Completion of the minimum number of upper division credits that make up the required course of study. • Official documents are required. b. In addition, students must complete the following 7. A signed Enrollment Agreement. Comprehensive General Education Program which BSCJA Residency Requirements includes 54 credits distributed among the Liberal Arts, Interdisciplinary, and Integrating components. All students are expected to meet the University’s minimum residency requirement of 30 semester credits of the required Liberal Arts Components course of study. The liberal arts component of the General Education Pro- Students may waive 30 credits from the required course of gram is comprised of 36 credits distributed among tradi- study, which consists of 60 upper division credits. Students tional liberal arts categories. The purpose of this component may not waive or exempt the GEN 480 required General is to ensure that students are exposed to a breadth of tradi- Education capstone course. tional liberal arts essential to a baccalaureate experience, and is distributed as follows: Waivers and Exemptions Communication Arts, 6credits The University defines a waiver as the substitution of a required course with a comparable transcripted upper divi- Course work in the Communication Arts primarily focuses sion course, subject to the conditions outlined below: on the development and application of writing, speaking, group process, and interpersonal communication skills. 1. Courses are completed within the past 10 years with a grade of “C” (2.0) or better at a regionally, or approved Mathematics, 6credits nationally, or accredited or candidate for accreditation college Course work in the mathematics area develops quantitative or university. Courses used to waive the Information System and analytical skills in the fields of mathematics and course in the e-business major must have been completed in advanced logic. The area does not include courses in which the past 5 years. mathematics is merely an applied component (such as 2. Courses are comparable in content and credits to the finance and accounting), nor does it include mathematics University course under consideration. foundation courses below the level of college algebra. 3. Courses are officially transcripted by the college or Social Sciences, 6credits university where the credit was earned. Course work in the social science promotes understanding of The University defines an exemption as the substitution of a human behavior as well as the structure and dynamics of required course with a comparable transcripted lower divi- social systems. Emphasis is on the discovery of patterns in sion course, subject to the same aforementioned conditions. social processes and institutions, both past and present. In order to meet upper division requirements, students who Courses in anthropology, sociology, ethnic and gender stud- exempt a course must make up the credits with upper divi- ies, geography, political science, psychology, history, and cer- sion, course work. tain communications courses focusing on mass media and society typically satisfy these requirements. Students may not exceed the waiver or exemption limits of their required course of study.

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Humanities, 6credits Interdisciplinary Component Course work in the humanities focuses on the development Interdisciplinary, 15 credits of ideas and values, appreciation of cultural and artistic To fulfill this requirement, students may select additional achievements, and the evaluation of human experience. general education courses, or they may select from any Uni- Courses in general humanities, philosophy, literature, fine versity courses other than those in their major field. The arts, music, theater, and religious studies normally satisfy intent of this requirement is to further increase students’ requirements in this area. Certain courses in political science exposure to the liberal arts and to facilitate their exposure to and intellectual history emphasizing the development of cul- field of study beyond the necessarily narrow scope of their tural thought processes may also satisfy humanities require- professional interest. Students are encouraged to explore ments. diverse content areas to add depth to their academic and pro- Science/Technology, 6credits fessional knowledge base. Course work in the sciences provides students with an Integrating Component understanding of nature and the physical world, along with Integrating, 3 credits knowledge of the methods scientists use to study the world around them. Courses in astronomy, biology, chemistry, GEN 480, The Interdisciplinary Capstone Course, is a general physics, anatomy an physiology, geology, and environmental education course that synthesizes general education course science typically satisfy requirements in this area. Certain work with the required course of study and is taken as a pre- courses in geography or aerospace studies which emphasize scribed general education course at the completion of the the earth’s physical characteristics, weather, and climate are required course of study. included in the science category, along with highly special- In addition to the 54 credits in this prescribed General Educa- ized course work in the social sciences such as physical tion program, each major course of study at the University of anthropology, archaeological field methods, and psychology Phoenix’s includes courses that integrate general education courses which focus on human physiological processes. principles. The University of Phoenix’s educational philoso- Technology refers to the application of scientific knowledge phy is based on the integration of theory and practice. Within in making and using tools to enhance materials culture. that philosophical framework, a number of the courses Course work in the area of technology which satisfies general required for the professional programs have a strong general education requirements includes engineering, materials sci- education component and, where appropriate, have been. ence, electronics courses that emphasize theory and design, and computer science courses that focus on programming languages and hardware/software engineering. Courses which focus primarily on the social and environmental con- flicts which arise over the uses of technology usually satisfy requirements in the social sciences and humanities. Additional Liberal Arts, 6credits Students will pursue more depth in the liberal arts by select- ing two different courses in any of the liberal arts categories listed above.

81 ...... GRADUATE PROGRAMS ...... GENERAL INFORMATION ......

Admission Procedures Foreign Transcripts ...... All academic records from countries other than the United Application Process States, Canada, and Mexico must be evaluated by an evalua- Working adults seeking admission to the University’s gradu- tion service approved by the University of Phoenix. The eval- ate programs in business, management, information systems, uation services follow standards approved by the National nursing, counseling, or education begin the admission pro- Council on the Evaluation of Foreign Credentials. A special cess by submitting a complete and accurate application along application form and fee is required for the evaluation. with an application fee. Applicants are then responsible for Applicants with non–U.S. education should contact a Uni- ensuring the completion of their admission files. No appli- versity of Phoenix campus for the appropriate application. If cant will be accepted for formal admission until the admis- the academic records are in another language, a certified sion file is complete. An application which is later verified to English translation is required. The University will accept contain incomplete, false, or misleading information may be translations from the issuing institution or an official transla- grounds for dismissal. tion service. The University will advise students which admission file An applicant relying on education completed outside the documents are required in order to begin a program of study. United States or Canada for admission will not be eligible to Students may attend their first three courses under Regis- attend classes prior to the University receiving a favorable tered status. Students, however, must submit all admission evaluation from the approved credentials evaluation services documentation and gain Admitted status prior to the start of and fulfilling all other admission requirements. Official doc- their fourth course. In extenuating circumstances, students umentation of the applicant’s foreign education and the offi- may receive permission from the campus Vice President/ cial evaluation report must be submitted with the admission Director for enrollment in up to five courses prior to Admit- file. ted status being granted. Students failing to submit all docu- Non–Native Speakers of English mentation prior to the end of the required time frame will be withdrawn until formally admitted by the Corporate Office An applicant whose native language is not English will not of Admissions. The University cannot guarantee that a stu- be eligible to attend classes under Registered status. Official dent who begins course work under Registered status will be documentation demonstrating successful completion of the admitted to the degree program. Test of English as a Foreign Language (TOEFL), or the Test of English for International Communication (TOEIC), must be Applications of individuals who have not gained admission submitted with the admission file before the applicant may or enrolled in the University will be kept on file for one year. begin the program. After that time, the applicant is required to submit a new application and material. A second application fee is not Admission Appeal Process required. Any applicant who has been denied admission to the Univer- Transcript Requests of Other Institutions sity has the right to appeal the decision to the Student Appeals Committee. All appeals, including any evidence to Because institutions vary in the time they take to respond to be considered, must be submitted in writing to the Student transcript requests, all transcripts should be requested imme- Appeals Committee. The written appeal may consist of a let- diately upon submission of an application and application ter of explanation for academic deficiencies and lack of expe- fee. University staff will process all requests for transcripts rience, and any other factors which might be of benefit when on behalf of the student. However, it remains the student’s the Student Appeals Committee conducts its review. The Stu- responsibility to ensure that all transcripts are submitted to dent Appeals Committee will carefully review all materials the University. The student must sign a “Transcript Request submitted and notify the applicant of its decision within ten Form” for each transcript being requested from educational working days. institutions and national testing centers. The University’s application fee covers the student’s expense for requesting official transcripts.

83 ...... COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT ......

The College of Graduate Business and Management is within The MAOM emphasizes fundamental curriculum, critical the John Sperling School of Business and offers the Master of thinking, and decision-making that have been positioned to Business Administration and the Master of Arts in respond to the changing business environment. Students will Organizational Management. MBA students may choose to be required to give due consideration to the broader implica- pursue the regular MBA or a specialization in one or more of tions of decisions, such as their potential effect on human the following areas: accounting, e-business, global business, resources, marketing, and finance. Students will also be health care management, and technology management. exposed to leading edge concepts about conflict management system design, corporate culture, change management, and Master of Arts in Organizational learning organizations. Management ...... This degree program has a 39 credit requirement. All courses in the required course of study must be satisfactorily com- The following Master of Arts in Organizational Management pleted or must be repeated. All course work must be satisfac- (MAOM) program is offered at these University of Phoenix torily completed prior to taking the MAOM Capstone campus locations: Colorado, Dallas/Ft.Worth, Florida, Hawaii, Course. Houston, Idaho, Louisiana, Maryland, Milwaukee, Missouri, Nevada, New Mexico, Northern California, Oklahoma City, MAOM Required Course of Study Online, Oregon, Philadelphia, Phoenix, Sacramento, San Courses requiring prerequisites are identified by a G symbol Diego, Southern Arizona, Southern California, Southern following the course number. Prerequisites to a course are Colorado, St.Louis, Tulsa, Utah, Washington, and West identified in the “Course Descriptions” section of this cata- Michigan. log...... MGT 507 The Master of Arts in Organizational Management (MAOM) Management 2000 3credits is designed to develop or enhance the management skills ECO 515 necessary to function effectively within private businesses, Economics of the Marketplace 3credits non-profit organizations, and public agencies. The program MKT 520 concentrates on managing human and fiscal resources within Marketing –The Quest for the Consumer 3credits the structure, culture, and mission of any organization. The FIN 510 curriculum addresses executive management issues, human Money: The Bottom Line 3credits resources management, conflict management, strategic planning, managing technology, managing change, the ORG 510 learning organization, financial management, and marketing The Cultures of Organizations 3credits management. MGT 545G Technology and Organizations 3credits Program Structure MGT 563 The program is structured with five primary goals in mind: Managing Change 3credits 1. To provide students with a broad based understanding of ORG 525G the management and leadership skills necessary for The Learning Organization 3credits successful achievement of organizational goals. HR 535 2. To prepare students to recognize and respond to the Advanced Human Resources Management 3credits implications of change on organizational stakeholders, e.g., BUS 550G employees, consumers/clients, vendors, and society. Conflict Management Systems 3credits HR 565G 3. To educate students about the impact of technology on Human Resources Issues 3credits every aspect of an organization, and how technology creates its own change. MGT 590G Planning the Organization’s Future 3credits 4. To prepare students to function as consultants and internal BUS 593G change agents to lead and inspire organizational leadership MAOM Capstone Course 3credits toward a more productive future. The University reserves the right to modify the required 5. To prepare students to manage human and material course of study as necessary. resources effectively, efficiently, and ethically, within a global environment.

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MAOM Course Waiver Policy 6. Current employment. Unemployed applicants must verify Students may waive a maximum of 9 credits from their access to a suitable work environment in which to complete required course of study on the basis of transferable course classroom assignments. work. Students attending campuses located in the state of 7. A signed Enrollment Agreement. California may waive a maximum of six graduate credits from their required course of study on the basis of transfer- 8. For non–native speakers of English, a score of 550 on the able course work. To meet the criteria for transfer, the course Test of English as a Foreign Language (TOEFL) or 750 on the to be transferred must: Test of English for International Communication. The following may exempt a non–native speaker from having to 1. Be completed within the last ten years with a grade of “B” take the TOEFL or TOEIC: or higher at a regionally or approved nationally accredited, or candidate for accreditation, college or university. • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or 2. Be comparable in content and credits to the University of university in the United States. Phoenix course being waived, and be a graduate level course. • Successful completion of 30 transferable, academic 3. Be officially transcripted by the college or university where semester credits at a recognized college or University in a the credit was earned. country in which English is the official language. Students who wish to waive a course must make a formal written request to the Office of Admissions, citing the course • U.S. high school diploma or GED. they wish waived, the course to be transferred, and the uni- • Equivalent of a U.S. high school diploma from a country in versity where the course was completed. An official catalog which English is the official language. course description and syllabus must accompany the request along with a copy of the catalog cover from which the course • Official documents are required to meet the requirements. description was taken. The official transcript from the institu- MAOM Degree Requirements tion where the course was completed must also be submitted unless it was previously submitted to the University during Students in the Master of Arts in Organizational Manage- the application process. ment program must fulfill the following requirements to graduate: COMM 515, Managerial Communication may not be waived. 1. Completion of the 39 semester credit required course of BUS 593, MAOM Capstone Course, may not be waived. study with a minimum grade point average of “B” (3.0). MAOM Admission Requirements 2. Payment of all tuition and fees. The requirements for admission to the MAOM program are Completion of the University’s Comprehensive Cognitive as follows: Assessment (COCA) post-test as part of the University’s 1. A completed and signed University of Phoenix graduate Adult Learning Outcomes Assessment (ALOA). application and an application fee. 2. An undergraduate degree from a regionally or approved nationally accredited, or candidate for accreditation, college or university, or a comparable degree from a recognized institution outside of the United States. 3. Official transcripts verifying all course work earned toward the bachelor’s degree and any graduate course work attempted. 4. A cumulative grade point average (GPA) of 2.5 (on a 4.0=A scale) as shown by the undergraduate degree posted transcript. 5. Verification of a minimum of three years of significant full– time, post high school work experience related to the degree program.

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COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Master of Business Administration Note: Students who enter the MBA program with an under- ...... graduate degree that is not in business will be required to The following Master of Business Administration (MBA) complete Web-based material (introduced during the Mana- program is offered at these University of Phoenix campus gerial Communication course) covering the fields of locations: Colorado, Dallas/Ft.Worth, Florida, Hawaii, Accounting, Finance, Statistics, and Economics. These stu- Houston, Idaho, Louisiana, Maryland, Milwaukee, Missouri, dents must complete the Web-based materials and the Nevada, New Mexico, Northern California, Ohio, Oklahoma included self-assessments for each course prior to taking the City, Online, Oregon, Pittsburgh, Philadelphia, Phoenix, Accounting, Finance, Statistics, and Economics courses in the Puerto Rico, Sacramento, San Diego, Southern Arizona, core. The Web-based materials will familiarize the students Southern California, Southern Colorado, St. Louis, Tulsa, Utah, with the terms and concepts covered in a foundational Washington, and West Michigan. course in that subject. That foundational knowledge will be ...... presumed by the faculty members who teach the core The Master in Business Administration (MBA) develops stu- courses. The Web-based materials may also serve as a useful dents for the role managers play in defining business prob- review for students who have studied these subjects as lems, assessing information, considering alternatives, and undergraduates, but would benefit from a refresher. choosing the best solution. Imagine the manager as the hub MBA Required Course of Study of a wheel. From the hub radiate spokes, each representing a specific discipline, such as finance, law, marketing, opera- Courses requiring prerequisites are identified by a G symbol tions, information systems, etc. Each of these “spokes” gener- following the course number. Prerequisites to a course are ates inputs for the manager to assess and incorporate into the identified in the “Course Descriptions” section of this cata- decision-making process. The manager is a critical user of log. these inputs in making the decision. Although generally not COM 515 the original producer of the information, the manager must be Managerial Communication 1credit able to assess the validity and reliability of the information in ORG 502G building a business case for the decision. Human Relations and Organizational Behavior 3credits To prepare students for this decision-making role, the MBA LAW 529G has been designed to introduce the theory or principles that Legal Environment of Business 3credits frame a wide range of problems or issues in each of the MKT 551G courses. The most current techniques or tools are applied to Marketing Management 3credits these theories to allow students to practice making decisions to solve a wide range of problems. QNT 530G Statistics and Research Methods for Managerial The MBA consists of 46 credit hours. Thirty-one credit hours Decisions 3credits constitute the core curriculum and 15 additional credit hours MGT 554G complete the MBA. The core begins with a one-credit, three- Operations Management 3credits week, Managerial Communication course designed to build G strategies for success in the MBA. It is a prerequisite to all the ECO 533 courses that follow. The remainder of the core consists of 10, Economics for Managerial Decision Making 3credits three-credit courses, which all students who receive an MBA ACC 529G from the University of Phoenix must complete. Those stu- Accounting for Managerial Decision Making 3credits dents in the MBA without specialization will complete five FIN 544G additional prescribed courses to hone their problem solving Finance for Managerial Decision Making 3credits skills. CIS 564.4G Each University of Phoenix MBA student will create and Information Management in Business 3credits maintain an electronic portfolio reflecting the student’s EBUS 500.1G achievements throughout the MBA program. It will include e-Business Principles and Practices 3credits assignments from each course, typically individual assign- QNT 531G ments, as well as other outcomes the student may wish to Advanced Problems in Statistics and Research Methods add. These assignments will demonstrate the student’s abil- 3credits ity to solve business problems at the graduate level and serve FIN 545G as a partial catalog of the skills the student has mastered. Advanced Problems in Finance 3credits

87 University of Phoenix, 2001-2002

MGT 573G 3. Official transcripts verifying all course work earned Project Management in the Business Environment toward the bachelor’s degree and any graduate course work 3credits attempted. MGT 578G 4. A minimum cumulative grade point average (GPA) of 2.5 Strategy Formulation and Implementation 3credits (on a 4.0=A scale) as shown on the undergraduate degree MGT 599G posted transcript. Cases in Decision Making 3credits 5. Verification of a minimum of three years of significant full– The University reserves the right to modify the required time, post high school work experience with exposure to course of study. organizational systems and management processes. MBA Course Waiver Policy 6. Current employment. Unemployed applicants must verify Students may waive a maximum of nine credits from their access to a suitable work environment in which to complete required course of study on the basis of transferable course classroom assignments. work. Students attending campus locations in California may 7. A signed Enrollment Agreement. waive a maximum of six graduate credits from their required course of study on the basis of transferable course work. To 8. For non–native speakers of English, a score of 550 on the meet the criteria for transfer, the course to be transferred Test of English as a Foreign Language (TOEFL) or 750 for the must: Test of English for International Communication. The 1. Be completed within the last ten years with a grade of “B” following may exempt a non–native speaker from having to take the TOEFL or TOEIC: or higher at a regionally or approved nationally accredited, or candidate for accreditation, college or university. • Successful completion of 30 transferable, academic 2. Be comparable in content and credits to the University of semester credits at a regionally accredited college or Phoenix course being waived, and be a graduate level course. university in the United States. 3. Be officially transcripted by the college or university where • Successful completion of 30 transferable, academic the credit was earned. semester credits at a recognized college or University in a country in which English is the official language. Students who wish to waive a course must make a formal written request to the Office of Admissions, citing the course • U.S. high school diploma or GED. they wish waived, the course to be transferred, and the uni- versity where the course was completed. An official catalog • Equivalent of a U.S. high school diploma from a country in course description and syllabus must accompany the request which English is the official language. along with a copy of the catalog cover from which the course • Official documents are required. description was taken. The official transcript from the institu- tion where the course was completed must also be submitted MBA Degree Requirements unless it was previously submitted to the University during The following requirements must be satisfied to earn the the admission process. MBA degree: COM 515, Managerial Communication, and MGT 599, Cases 1. Completion of the 46-semester credit required course of in Decision Making, may not be waived. study with a minimum grade point average of 3.0 (“B”). MBA Admission Requirements 2. Payment of all tuition and fees. The requirements for admission to the MBA program are as 3. Completion of the University’s Comprehensive Cognitive follows: Assessment (COCA) post-test as part of the University’s 1. A completed and signed University of Phoenix graduate Adult Learning Outcomes Assessment (ALOA). application and an application fee. 2. An undergraduate degree from a regionally, or approved nationally accredited, or candidate for accreditation, college or university, or a comparable degree from a recognized institution outside of the United States.

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COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Master of Business Administration/ The MBA/ACC consists of 46 credit hours. Thirty-one credit Accounting hours constitute the core curriculum and 15 additional credit ...... hours complete the MBA/ACC. The core begins with one- The following Master of Business Administration/ Accounting credit, three-week, Managerial Communication course (MBA/ACC) program is offered at these University of Phoenix designed to build strategies for success in the MBA/ACC. It is a prerequisite to all the courses that follow. The remainder campus locations: New Mexico, Online, Puerto Rico, of the core consists of 10, three-credit courses, which all stu- Sacramento, and Tucson...... dents who receive an MBA from the University of Phoenix must complete. Those students in the MBA/ACC specializa- The MBA/ACC is designed to develop or enhance the finan- tion will complete five additional prescribed courses to hone cial management skills necessary to function effectively their accounting skills. within private businesses, non-profit organizations, and pub- lic agencies. The program concentrates on managing fiscal Each University of Phoenix MBA/ACC student will create resources within the structure, culture, and mission of any and maintain an electronic portfolio reflecting the student’s organization. The accounting specialization addresses achievements throughout the MBA/ACC program. It will advanced costing techniques, accounting theory, accounting include assignments from each course, typically individual information systems, and issues in corporate taxation, among assignments, as well as other outcomes the student may wish other subjects. This program, when combined with a BSB/ to add. These assignments will demonstrate the student’s ACC, should provide sufficient credits to sit for the CPA ability to solve business problems at the graduate level and exam. Students should always contact the Board of Accoun- serve as a partial catalog of the skills the student has mas- tancy in the state in which they plan to sit for the CPA exami- tered. nation to determine the state-specific requirements. A CPA Note: Students who enter the MBA/ACC program with an exam review course is strongly recommended before sitting undergraduate degree that is not in business will be required for the exam. to complete Web-based material (introduced during the The MBA/ACC develops students for the role managers Managerial Communication course) covering the fields of play in defining business problems, assessing information, Accounting, Finance, Statistics, and Economics. These stu- considering alternatives, and choosing the best solution. dents must complete the Web-based material and the Imagine the manager as the hub of a wheel. From the hub included self-assessments for each course prior to taking the radiate spokes, each representing a specific discipline, such Accounting, Finance, Statistics, and Economics courses in the as finance, law, marketing, operations, information systems, core. The Web-based material will familiarize the students etc. Each of these “spokes” generates inputs for the manager with the terms and concepts covered in a foundational to assess and incorporate into the decision-making process. course in that subject. That foundational knowledge will be The manager is a critical user of these inputs in making the presumed by the faculty members who teach the core decision. Although generally not the original producer of the courses. The Web-based material may also serve as a useful information, the manager must be able to assess the validity review for students who have studied these subjects as and reliability of the information in building a business case undergraduates, but would benefit from a refresher. for the decision. To prepare students for the decision-making role, the MBA/ ACC has been designed to introduce the theory or principles that frame a wide range of problems or issues in each of the courses. The most current techniques or tools are applied to these theories to allow students to practice making decisions to solve a wide range of problems.

89 University of Phoenix, 2001-2002

MBA/ACC Required Course of Study MBA/ACC Course Waiver Policy Courses requiring prerequisites are identified by a G symbol Students may waive a maximum of nine credits from their following the course number. Prerequisites to a course are required course of study on the basis of transferable course identified in the “Course Descriptions” section of this cata- work. Students attending campus locations in California may log. waive a maximum of six graduate credits from their required course of study on the basis of transferable course work. To COM 515 meet the criteria for transfer, the course to be transferred Managerial Communication 1credit must: ORG 502G Human Relations and Organizational Behavior 1. Be completed within the last ten years with a grade of “B” 3credits or higher at a regionally, or approved nationally accredited, LAW 529G or candidate for accreditation, college or university. Legal Environment of Business 3credits 2. Be comparable in content and credits to the University of MKT 551G Phoenix course being waived, and be a graduate level course. Marketing Management 3credits 3. Be officially transcripted by the college or university where QNT 530G the credit was earned. Statistics and Research Methods for Managerial Decisions 3credits Students who wish to waive a course must make a formal written request to the Office of Admissions, citing the course MGT 554G they wish waived, the course to be transferred, and the uni- Operations Management 3credits versity where the course was completed. An official catalog ECO 533G course description and syllabus must accompany the request Economics for Managerial Decision Making 3credits along with a copy of the catalog cover from which the course ACC 529G description was taken. The official transcript from the institu- Accounting for Managerial Decision Making 3credits tion where the course was completed must also be submitted FIN 544G unless it was previously submitted to the University during Finance for Managerial Decision Making 3credits the admission process. CIS 564.4G COM 515, Managerial Communication, and ACC 595, Cap- Information Management in Business 3credits stone Course, may not be waived. EBUS 500.1G e-Business Principles and Practices 3credits ACC 563G Advanced Accounting Information Systems 3credits ACC 573G Advanced Cost Accounting 3credits ACC 583G Advanced Corporate Income Tax 3credits ACC 593G Accounting Theory 3credits ACC 595G Capstone Course 3credits The University reserves the right to modify the required course of study.

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COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

MBA/ACC Admission Requirements. MBA/ACC Degree Requirements The requirements for admission to the MBA/ACC program The following requirements must be satisfied to earn the are as follows: MBA/ACC degree: 1. A completed and signed University of Phoenix graduate 1. Completion of the 46 semester credit required course of application and an application fee. study with a minimum grade point average of 3.0 (“B”). 2. An undergraduate degree from a regionally, or approved 2. Payment of all tuition and fees. nationally accredited, or candidate for accreditation, college Completion of the University’s Comprehensive Cognitive or university, or a comparable degree from a recognized Assessment (COCA) post-test as part of the University’s institution outside of the United States. Adult Learning Outcomes Assessment (ALOA). 3. Official transcripts verifying all course work earned toward the bachelor’s degree and any graduate course work attempted. 4. A minimum cumulative grade point average (GPA) of 2.5 (on a 4.0=A scale) as shown on the undergraduate degree posted transcript. 5. Verification of a minimum of three years of significant full– time, post high school work experience with exposure to organizational systems and management processes. 6. Current employment. Unemployed applicants must verify access to a suitable work environment in which to complete classroom assignments. 7. A signed Enrollment Agreement. 8. For non–native speakers of English, a score of 550 (213 on the computer based exam) on the Test of English as a Foreign Language (TOEFL) or 750 on the Test of English for International Communication (TOEIC). The following may exempt a non–native speaker from having to take the TOEFL or TOEIC: • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or university in the United States • Successful completion of 30 transferable, academic semester credits at a recognized college or University in a country in which English is the official language • U.S. high school diploma or GED • Equivalent of a U.S. high school diploma from a country in which English is the official language • Official documents are required to meet these requirements

91 University of Phoenix, 2001-2002

Master of Business Administration/ Each University of Phoenix MBA/EB student will create and e-Business maintain an electronic portfolio reflecting the student’s ...... achievements throughout the MBA/EB program. It will The following Master of Business Administration/ e-Business include assignments from each course, typically individual (MBA/EB) program is offered at these University of Phoenix assignments, as well as other outcomes the student may wish campus locations: Ohio, Online, and Phoenix. to add. These assignments will demonstrate the student’s ...... ability to solve business problems at the graduate level and serve as a partial catalog of the skills the student has mas- The MBA/EB was created in response to the rise of elec- tered. tronic business and the ways it is changing how tradi- tional firms operate and structure their organizations. The Note: Students who enter the MBA/EB program with an dynamics of e-business have also required companies to undergraduate degree that is not in business will be required compete in innovative ways, as well as opened the doors to complete Web-based material (introduced during the of opportunity for creating global businesses. To accom- Managerial Communication course) covering the fields of modate the emerging e-Business marketplace, the Univer- Accounting, Finance, Statistics, and Economics. These stu- sity of Phoenix offers a comprehensive MBA/e-Business dents must complete the Web-based material and the program to equip managers with the necessary skills to included self-assessments for each course prior to taking the conduct business in an e-business environment. The Accounting, Finance, Statistics, and Economics courses in the core. The Web-based material will familiarize the students MBA/EB specialization is based upon courses in e-busi- with the terms and concepts covered in a foundational ness operations, e-business marketing, e-law and risk course in that subject. That foundational knowledge will be management, e-strategy, and creating the e-business. presumed by the faculty members who teach the core The MBA/EB develops students for the role managers play courses. The Web-based material may also serve as a useful in defining business problems, assessing information, con- review for students who have studied these subjects as sidering alternatives, and choosing the best solution. Imagine undergraduates, but would benefit from a refresher. the manager as the hub of a wheel. From the hub radiate spokes, each representing a specific discipline, such as finance, law, marketing, operations, information systems, etc. Each of these “spokes” generates inputs for the manager to assess and incorporate into the decision-making process. The manager is a critical user of these inputs in making the deci- sion. Although generally not the original producer of the information, the manager must be able to assess the validity and reliability of the information in building a business case for the decision. To prepare students for the decision-making role, the MBA/ EB has been designed to introduce the theory or principles that frame a wide range of problems or issues in each of the courses. The most current techniques or tools are applied to these theories to allow students to practice making decisions to solve a wide range of problems. The MBA/EB consists of 46 credit hours. Thirty-one credit hours constitute the core curriculum and 15 additional credit hours complete the MBA/EB. The core begins with one- credit, three-week, Managerial Communication course designed to build strategies for success in the MBA/EB. It is a prerequisite to all the courses that follow. The remainder of the core consists of 10, three-credit courses, which all stu- dents who receive an MBA from the University of Phoenix must complete. Those students in the MBA/EB will com- plete five additional prescribed courses to hone their skills in managing an e-business.

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MBA/EB Required Course of Study MBA/EB Course Waiver Policy Courses requiring prerequisites are identified by a G symbol Students may waive a maximum of nine credits from their following the course number. Prerequisites to a course are required course of study on the basis of transferable course identified in the “Course Descriptions” section of this cata- work. Students attending campus locations in California may log. waive a maximum of six graduate credits from their required course of study on the basis of transferable course work. To COM 515 meet the criteria for transfer, the course to be transferred Managerial Communication 1credit must: ORG 502G Human Relations and Organizational Behavior 1. Be completed within the last ten years with a grade of “B” 3credits or higher at a regionally, or approved nationally accredited, LAW 529G or candidate for accreditation, college or university. Legal Environment of Business 3credits 2. Be comparable in content and credits to the University of MKT 551G Phoenix course being waived, and be a graduate level course. Marketing Management 3credits 3. Be officially transcripted by the college or university where QNT 530G the credit was earned. Statistics and Research Methods for Managerial Decisions 3credits Students who wish to waive a course must make a formal written request to the Office of Admissions, citing the course MGT 554G they wish waived, the course to be transferred, and the uni- Operations Management 3credits versity where the course was completed. An official catalog ECO 533G course description and syllabus must accompany the request Economics for Managerial Decision Making 3credits along with a copy of the catalog cover from which the course ACC 529G description was taken. The official transcript from the institu- Accounting for Managerial Decision Making 3credits tion where the course was completed must also be submitted FIN 544G unless it was previously submitted to the University during Finance for Managerial Decision Making 3credits the admission process. CIS 564.4G COM 515, Managerial Communication, and EBUS 550, Creat- Information Management in Business 3credits ing the e-Business, may not be waived. EBUS 500.1G MBA/EB Admission Requirements. e-Business Principles and Practices 3credits The requirements for admission to the MBA/EB program are EBUS 510 as follows: e-Business Operations 3credits EBUS 520 1. A completed and signed University of Phoenix graduate e-Marketing Theory and Application 3credits application and an application fee. EBUS 530 2. An undergraduate degree from a regionally or approved e-Law and Risk Management 3credits nationally accredited, or candidate for accreditation, college EBUS 540 or university, or a comparable degree from a recognized e-Strategy Formulation and Implementation 3credits institution outside of the United States. EBUS 550 3. Official transcripts verifying all course work earned Creating the e-Business 3credits toward the bachelor’s degree and any graduate course work The University reserves the right to modify the required attempted. course of study. 4. A minimum cumulative grade point average (GPA) of 2.5 (on a 4.0=A scale) as shown on the undergraduate degree posted transcript. 5. Verification of a minimum of three years of significant full– time, post high school work experience with exposure to organizational systems and management processes.

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6. Current employment. Unemployed applicants must verify MBA/EB Degree Requirements access to a suitable work environment in which to complete The following requirements must be satisfied to earn the classroom assignments. MBA/EB degree: 7. A signed Enrollment Agreement. 1. Completion of the 46 semester credit required course of 8. For non–native speakers of English, a score of 550 (213 on study with a minimum grade point average of 3.0 (“B”). the computer-based exam) on the Test of English as a Foreign 2. Payment of all tuition and fees. Language (TOEFL) or 750 on the Test of English for International Communication. The following may exempt a 3. Completion of the University’s Comprehensive Cognitive non–native speaker from having to take the TOEFL or Assessment (COCA) post-test as part of the University’s TOEIC: Adult Learning Outcomes Assessment (ALOA). • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or university in the United States • Successful completion of 30 transferable, academic semester credits at a recognized college or University in a country in which English is the official language • U.S. high school diploma or GED • Equivalent of a U.S. high school diploma from a country in which English is the official language • Official documents are required to meet these requirements

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Master of Business Administration/Global Each University of Phoenix MBA/GM student will create Management and maintain an electronic portfolio reflecting the student’s ...... achievements throughout the MBA/GM program. It will The following Master of Business Administration/ Global include assignments from each course, typically individual Management (MBA/GM) program is offered at these assignments, as well as other outcomes the student may wish to add. These assignments will demonstrate the student’s University of Phoenix campus locations: Colorado, Florida, ability to solve business problems at the graduate level and Hawaii, Maryland, New Mexico, Northern California, Online, serve as a partial catalog of the skills the student has mas- Philadelphia, Pittsburgh, Phoenix, Puerto Rico, San Diego, tered. Southern Arizona, Southern Colorado, Utah, and West Michigan. Note: Students who enter the MBA/GM program with an ...... undergraduate degree that is not in business will be required Globalization has increased the need for individuals with to complete Web-based material (introduced during the specialized knowledge and skills necessary to manage Managerial Communication course) covering the fields of multicultural and multinational workforces effectively in a Accounting, Finance, Statistics, and Economics. These stu- rapidly changing environment. The MBA/GM program has dents must complete the Web-based material and the been developed to provide those individuals the opportunity included self-assessments for each course prior to taking the to study in a program specifically designed for their needs as Accounting, Finance, Statistics, and Economics course in the current or future managers in the global business core. The Web-based material will familiarize the students environment. with the terms and concepts covered in a foundational course in that subject. That foundational knowledge will be The MBA/GM develops students for the role managers play presumed by the faculty members who teach the core in defining business problems, assessing information, con- courses. The Web-based material may also serve as a useful sidering alternatives, and choosing the best solution. Imagine review for students who have studied these subjects as the manager as the hub of a wheel. From the hub radiate undergraduates, but would benefit from a refresher. spokes, each representing a specific discipline, such as finance, law, marketing, operations, information systems, etc. Each of these “spokes” generates inputs for the manager to assess and incorporate into the decision-making process. The manager is a critical user of these inputs in making the deci- sion. Although generally not the original producer of the information, the manager must be able to assess the validity and reliability of the information in building a business case for the decision. To prepare students for this decision-making role, the MBA/ GM has been designed to introduce the theory or principles that frame a wide range of problems or issues in each of the courses. The most current techniques or tools are applied to these theories to allow student to practice making decisions to solve a wide range of problems. The MBA/GM consists of 46 credit hours. Thirty-one credit hours constitute the core curriculum and 15 additional credit hours complete the MBA/GM. The core begins with a one- credit, three-week, Managerial Communication course designed to build strategies for success in the MBA/GM. It is a prerequisite to all the courses that follow. The remainder of the core consists of 10, three-credit courses, which all stu- dents who receive an MBA from the University of Phoenix must complete. Those students in the MBA/GM will com- plete five additional prescribed courses to hone their prob- lem solving skills in global management.

95 University of Phoenix, 2001-2002

MBA/GM Required Course of Study MBA/GM Course Waiver Policy Courses requiring prerequisites are identified by a G symbol Students may waive a maximum of nine credits from their following the course number. Prerequisites to a course are required course of study on the basis of transferable course identified in the “Course Descriptions” section of this cata- work. Students attending campuses located in the state of log. California may waive a maximum of six graduate credits COM 515 from their required course of study on the basis of Managerial Communication 1credit transferable course work. To meet the criteria for transfer, the course to be transferred must: ORG 502G Human Relations and Organizational Behavior 3credits 1. Be completed within the last ten years with a grade of “B” LAW 529G or higher at a regionally, or approved nationally accredited, Legal Environment of Business 3credits or candidate for accreditation, college or university. MKT 551G 2. Be comparable in content and credits to the University of Marketing Management 3credits Phoenix course being waived, and be a graduate level course. QNT 530G 3. Be officially transcripted by the college or university where Statistics and Research Methods for Managerial the credit was earned. Decisions 3credits MGT 554G Students who wish to waive a course must make a formal Operations Management 3credits written request to the Office of Admissions, citing the course they wish waived, the course to be transferred, and the Uni- ECO 533G versity where the course was completed. An official catalog Economics for Managerial Decision Making 3credits course description and syllabus must accompany the G ACC 529 request, along with a copy of the catalog cover from which Accounting for Managerial Decision Making 3credits the course description was taken. The official transcript from FIN 544G the institution where the course was completed must also be Finance for Managerial Decision Making 3credits submitted unless it was previously submitted to the Univer- CIS 564.4G sity during the admission process. Information Management in Business 3credits COM 515, Managerial Communication, and GMGT 550, Glo- EBUS 500.1G bal Management Capstone Course, may not be waived. e-Business Principles and Practices 3credits MBA/GM Admission Requirements GMGT 510G Global Business Organization and Culture 3credits The requirements for admission to the MBA/GM program GMGT 520G are as follows: External Environment of Global Business 3credits 1. A completed and signed University of Phoenix graduate GMGT 530G application and an application fee. Internal Environment of Global Business 3credits 2. An undergraduate degree from a regionally, or approved GMGT 540G nationally accredited, or candidate for accreditation, college Global Strategy Formulation and Implementation or university, or a comparable degree from a recognized 3credits institution outside of the United States. GMGT 550G 3. Official transcripts verifying all course work earned Global Management Capstone Course 3credits toward the bachelor’s degree and any graduate course work The University reserves the right to modify the required attempted. course of study. 4. A minimum cumulative grade point average (GPA) of 2.5 (on a 4.0=A scale) as shown on the undergraduate degree posted transcript. 5. Verification of a minimum of three years of significant full– time, post high school work experience with exposure to organizational systems and management processes.

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6. Current employment. Unemployed applicants must verify MBA/GM Degree Requirements access to a suitable work environment in which to complete The following requirements must be satisfied to earn the classroom assignments. MBA/GM degree: 7. A signed Enrollment Agreement. 1. Completion of the 46 semester credit required course of 8. For non–native speakers of English, a score of 550 (213 on study with a minimum grade point average of 3.0 (“B”). the computer-based exam) on the Test of English as a Foreign 2. Payment of all tuition and fees. Language (TOEFL) or 750 on the Test of English for International Communication (TOEIC). The following may 3. Completion of the University’s Comprehensive Cognitive exempt a non–native speaker from having to take the TOEFL Assessment (COCA) post-test as part of the University’s or TOEIC: Adult Learning Outcomes Assessment (ALOA). • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or university in the United States • Successful completion of 30 transferable, academic semester credits at a recognized college or university in a country in which English is the official language • U.S. high school diploma or GED • Equivalent of a U.S. high school diploma from a country in which English is the official language • Official documents are required.

97 University of Phoenix, 2001-2002

Master of Business Administration/Health Each University of Phoenix MBA/HCM student will create Care Management and maintain an electronic portfolio reflecting the student’s ...... achievements throughout the MBA/HCM program. It will The following Master of Business Administration/ Health Care include assignments from each course, typically individual Management (MBA/HCM) program is offered at these assignments, as well as other outcomes the student may wish University of Phoenix campus locations: Colorado, Florida, to add. These assignments will demonstrate the student’s Hawaii, Louisiana, New Mexico, Online, Phoenix, San Diego, ability to solve business problems at the graduate level and Southern Arizona, Southern California, Utah, and West serve as a partial catalog of the skills the student has mas- Michigan. tered...... Note: Students who enter the MBA/HCM program with an The MBA/HCM is designed to provide students with the undergraduate degree that is not in business will be required business management skills needed to manage successfully to complete web-based material (introduced during the Man- in today’s health care delivery systems. The MBA/HCM pro- agerial Communication course) covering the fields of gram emphasizes the identification, analysis, and solution of Accounting, Finance, Statistics, and Economics. These stu- complex management problems with a foundation of health dents must complete the web-based material and the care concepts and decision models that will support the vari- included self-assessments for each course prior to taking the ety of management roles that can be seen in today’s health Accounting, Finance, Statistics, and Economics courses in the care environment. The MBA/HCM specialization is based core. The web-based material will familiarize the students upon courses in health care organizations, health care with the terms and concepts covered in a foundational finance, quality and data base management, health care course in that subject. That foundational knowledge will be infrastructure, and health care strategic management. presumed by the faculty members who teach the core The MBA/HCM develops students for the role managers courses. The web-based material may also serve as a useful play in defining business problems, assessing information, review for students who have studied these subjects as considering alternatives, and choosing the best solution. undergraduates, but would benefit from a refresher. Imagine the manager as the hub of a wheel. From the hub radiate spokes, each representing a specific discipline, such as finance, law, marketing, operations, information systems, etc. Each of these “spokes” generates inputs for the manager to assess and incorporate into the decision-making process. The manager is a critical user of these inputs in making the decision. Although generally not the original producer of the information, the manager must be able to assess the validity and reliability of the information in building a business case for the decision. To prepare students for the decision-making role, the MBA/ HCM has been designed to introduce the theory or principles that frame a wide range of problems or issues in each of the courses. The most current techniques or tools are applied to these theories to allow students to practice making decisions to solve a wide range of problems. The MBA/HCM consists of 46 credit hours. Thirty-one credit hours constitute the core curriculum and 15 additional credit hours complete the MBA/HCM. The core begins with one- credit, three-week, Managerial Communication course designed to build strategies for success in the MBA/HCM. It is a prerequisite to all the courses that follow. The remainder of the core consists of 10, three-credit courses, which all stu- dents who receive an MBA from the University of Phoenix must complete. Those students in the MBA/HCM will com- plete five additional prescribed courses to hone their skills in health care management.

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MBA/HCM Required Course of Study MBA/HCM Course Waiver Policy Courses requiring prerequisites are identified by a G symbol Students may waive a maximum of nine credits from their following the course number. Prerequisites to a course are required course of study on the basis of transferable course identified in the “Course Descriptions” section of this cata- work. Students attending campuses located in the state of log. California may waive a maximum of six graduate credits from their required course of study on the basis of transfer- COM 515 able course work. To meet the criteria for transfer, the course Managerial Communication 1credit to be transferred must: ORG 502G Human Relations and Organizational Behavior 3credits 1. Be completed within the last ten years with a grade of “B” LAW 529G or higher at a regionally, or approved nationally accredited, Legal Environment of Business 3credits or candidate for accreditation, college or university. MKT 551G 2. Be comparable in content and credits to the University of Marketing Management 3credits Phoenix course being waived, and be a graduate level course. QNT 530G 3. Be officially transcripted by the college or university where Statistics and Research Methods for Managerial the credit was earned. Decisions 3credits Students who wish to waive a course must make a formal MGT 554G written request to the Office of Admissions, citing the course Operations Management 3credits they wish waived, the course to be transferred, and the uni- ECO 533G versity where the course was completed. An official catalog Economics for Managerial Decision Making 3credits course description and syllabus must accompany the request ACC 529G along with a copy of the catalog cover from which the course Accounting for Managerial Decision Making 3credits description was taken. The official transcript from the institu- FIN 544G tion where the course was completed must also be submitted Finance for Managerial Decision Making 3credits unless it was previously submitted to the University during CIS 564.4G the admission process. Information Management in Business 3credits COM 515, Managerial Commutation, and HCS 586, Health EBUS 500.1G Care Strategic Management, may not be waived. e-Business Principles and Practices 3credits MBA/HCM Admission Requirements HCS 521G The requirements for admission to the MBA/HCM program Healthcare Infrastructure 3credits are as follows: HCS 530G Health Care Organizations 3credits 1. A completed and signed University of Phoenix graduate HCS 579G application and an application fee. Health Care Finance 3credits 2. An undergraduate degree from a regionally, or approved HCS 584G nationally accredited, or candidate for accreditation, college Quality and Date Base Management 3credits or university, or a comparable degree from a recognized HCS 586G institution outside of the United States. Health Care Strategic Management 3credits 3. Official transcripts verifying all course work earned The University reserves the right to modify the required toward the bachelor’s degree and any graduate course work course of study. attempted. 4. A minimum cumulative grade point average (GPA) of 2.5 (on a 4.0=A scale) as shown on the undergraduate degree posted transcript. 5. Verification of a minimum of three years of significant full– time, post high school work experience related to the degree program.

99 University of Phoenix, 2001-2002

6. Current employment. Unemployed applicants must verify MBA/HCM Degree Requirements access to a suitable work environment in which to complete The following requirements must be satisfied to earn the classroom assignments. MBA/HCM degree: 7. A signed Enrollment Agreement. 1. Completion of the 46 semester credit required course of 8. For non–native speakers of English, a score of 550(213 on study with a minimum grade point average of 3.0 (“B”). the computer-based exam) on the Test of English as a Foreign 2. Payment of all tuition and fees. Language (TOEFL) or 750 on the Test of English for International Communication (TOEIC). The following may 3. Completion of the University’s Comprehensive Cognitive exempt a non–native speaker from having to take the TOEFL Assessment (COCA) post-test as part of the University’s or TOEIC: Adult Learning Outcomes Assessment (ALOA). • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or university in the United States. • Successful completion of 30 transferable, academic semester credits at a recognized college or University in a country in which English is the official language. • U.S. high school diploma or GED. • Equivalent of a U.S. high school diploma from a country in which English is the official language. • Official documents are required.

100 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Master of Business Administration/ The MBA/TM consists of 46 credit hours. Thirty-one credit Technology Management hours constitute the core curriculum and 15 additional credit ...... hours complete the MBA/TM. The core begins with one- The following Master of Business Administration/ Technology credit, three-week, Managerial Communication course Management (MBA/TM) program is offered at these University designed to build strategies for success in the MBA/TM. It is a prerequisite to all the courses that follow. The remainder of of Phoenix campus locations: Colorado, Florida, Louisiana, New the core consists of 10, three-credit courses, which all stu- Mexico, Northern California, Online, Oregon, Philadelphia, dents who receive an MBA/TM from the University of Phoe- Pittsburgh, Phoenix, Puerto Rico, Southern California, nix must complete. Those students in the MBA/TM will ...... Southern Arizona, Washington, and West Michigan. complete five additional prescribed courses to hone their skills in technology management. The importance of management in a technical environment is a core concept of the MBA/TM program. “Technical” is Each University of Phoenix MBA/TM student will create and defined to be much broader than computer information sys- maintain an electronic portfolio reflecting the student’s tems and technology. It includes engineering, pharmaceuti- achievements throughout the MBA/TM program. It will cal, chemical, and other technical enterprises. The program include assignments from each course, typically individual and its faculty and staff are dedicated to the linkage of tech- assignments, as well as other outcomes the student may wish nical and business cultures as integrated functions of the to add. These assignments will demonstrate the student’s technology-based organization. The MBA/TM specialization ability to solve business problems at the graduate level and is based upon courses in strategy formulation and imple- serve as a partial catalog of the skills the student has mas- mentation, project management in the technological environ- tered. ment management of research and development and Note: Students who enter the MBA/TM program with an innovation processes technology transfer in the global econ- undergraduate degree that is not in business will be required omy, and application of technology management. to complete Web-based material (introduced during the The MBA/TM develops students for the role managers play Managerial Communication course) covering the fields of in defining business problems, assessing information, con- Accounting, Finance, Statistics, and Economics. These stu- sidering alternatives, and choosing the best solution. Imagine dents must complete the web-based material and the the manager as the hub of a wheel. From the hub radiate included self-assessments for each course prior to taking the spokes, each representing a specific discipline, such as Accounting, Finance, Statistics, and Economics courses in the finance, law, marketing, operations, information systems, etc. core. The Web-based material will familiarize the students Each of these “spokes” generates inputs for the manager to with the terms and concepts covered in a foundational assess and incorporate into the decision-making process. The course in that subject. That foundational knowledge will be manager is a critical user of these inputs in making the deci- presumed by the faculty members who teach the core sion. Although generally not the original producer of the courses. The Web-based material may also serve as a useful information, the manager must be able to assess the validity review for students who have studied these subjects as and reliability of the information in building a business case undergraduates, but would benefit from a refresher. for the decision. To prepare students for the decision-making role, the MBA has been designed to introduce the theory or principles that frame a wide range of problems or issues in each of the courses. The most current techniques or tools are applied to these theories to allow students to practice making decisions to solve a wide range of problems.

101 University of Phoenix, 2001-2002

MBA/TM Required Course of Study MBA/TM Course Waiver Policy Courses requiring prerequisites are identified by a G symbol Students may waive a maximum of nine credits from their following the course number. Prerequisites to a course are required course of study on the basis of transferable course identified in the “Course Descriptions” section of this cata- work. Students attending campus locations in California may log. waive a maximum of six graduate credits from their required course of study on the basis of transferable course work. To COM 515 meet the criteria for transfer, the course to be transferred Managerial Communication 1credit must: ORG 502G Human Relations and Organizational Behavior 3credits 1. Be completed within the last ten years with a grade of “B” LAW 529G or higher at a regionally, or approved nationally accredited, Legal Environment of Business 3credits or candidate for accreditation, college or university. MKT 551G 2. Be comparable in content and credits to the University of Marketing Management 3credits Phoenix course being waived, and be a graduate level course. QNT 530G 3. Be officially transcripted by the college or university where Statistics and Research Methods for Managerial the credit was earned. Decisions 3credits Students who wish to waive a course must make a formal MGT 554G written request to the Office of Admissions, citing the course Operations Management 3credits they wish waived, the course to be transferred, and the uni- ECO 533G versity where the course was completed. An official catalog Economics for Managerial Decision Making 3credits course description and syllabus must accompany the request ACC 529G along with a copy of the catalog cover from which the course Accounting for Managerial Decision Making 3credits description was taken. The official transcript from the institu- FIN 544 tion where the course was completed must also be submitted Finance for Managerial Decision Making 3credits unless it was previously submitted to the University during CIS 564.4G the application process. Information Management in Business 3credits COM 515, Managerial Communication, and TMGT 590, EBUS 500.1G Applications of Technology Management, may not be e-Business Principles and Practices 3credits waived. TMGT 578 Strategy Formulation and Implementation 3credits TMGT 510G Project Management in the Technological Environment 3credits TMGT 540G Management of Research and Development and Innovation Processes 3credits TMGT 550G Technology Transfer in the Global Economy 3credits TMGT 590G Applications of Technology Management 3credits The University reserves the right to modify the required course of study.

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MBA/TM Admission Requirements MBA/TM Degree Requirements The requirements for admission to the MBA/TM program The following requirements must be satisfied to earn the are as follows: MBA/TM degree: 1. A completed and signed University of Phoenix graduate 1. Completion of the 46 semester credit required course of application and an application fee. study with a minimum grade point average of “B” (3.0). 2. An undergraduate degree from a regionally, or approved 2. Payment of all tuition and fees. nationally accredited, or candidate for accreditation, college 3. Completion of the University’s Comprehensive Cognitive or University, or a comparable degree from a recognized Assessment (COCA) post-test as part of the University’s institution outside of the United States. Adult Learning Outcomes Assessment (ALOA). 3. Official transcripts verifying all course work earned toward the bachelor’s degree and any graduate course work attempted. 4. A cumulative grade point average (GPA) of 2.5 (on a 4.0=A scale) as shown on the undergraduate degree posted transcript. 5. Verification of a minimum of three years of significant full– time, post high school work experience with exposure to organizational systems and management processes. 6. Current employment. Unemployed applicants must verify access to a suitable work environment in which to complete classroom assignments. 7. A signed Enrollment Agreement. 8. For non–native speakers of English, a score of 550 on the Test of English as a Foreign Language (TOEFL) or 750 on the Test of English for International Communication (TOEIC). The following may exempt a non–native speaker from having to take the TOEFL or TOEIC: • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or university in the United States. • Successful completion of 30 transferable, academic semester credits at a recognized college or University in a country in which English is the official language. • U.S. high school diploma or GED. • Equivalent of a U.S. high school diploma from a country in which English is the official language. • Official documents are required.

103 ...... SCHOOL OF DOCTORAL STUDIES ......

Doctor of Management in Organizational At the half way point in Year One and Year Two the learners Leadership will meet again for a weekend seminar. This will be an ...... opportunity to reacquaint the learners to one another and the The Doctor of Management (DM) degree program in program. As well as, to continue discussions regarding the Organizational Leadership offered by the University of Doctoral Project. Phoenix provides those with a professional master’s degree a All learners must attend all of the residencies. means of exploring their personal readiness to become leaders in their professions or their current organizations. The learner will also keep a journal during the duration of Learners gain a mastery of leadership literature, and the program. The journal will be graded during residency in demonstrate their competence in applying what they learn. Year Two and Year Three. Each time the journal is graded and They also: the learner successfully passes the learner will earn 1 credit. (The journal is worth a total of 2credits.) • Explore the functions of management inherent in the act of organizational leadership and identify and illuminate the The learner is also required to complete a comprehensive paper after Year One and required to successfully pass a challenges managers will face in the 21st century. comprehensive exam after Year Two. • Analyze present organizational circumstances, and Doctoral Project discover the meaning of their professional experience and One of the major activities for the DM degree is the successful the purpose of their leadership mission. completion of a publishable book-length manuscript which • Create new ideas about what organizations are and can adds new thinking to the literature of organizations and become. leadership. Because of the highly independent nature of the program, learners must be truly self-disciplined self-starters • Experience leadership and evaluate their personal and highly motivated to earn this degree. readiness to succeed as a leader. The book provides the learner the opportunity to demon- The DM program creates a perfect opportunity for mid- strate his or her mastery of the leadership literature and abil- career professionals to refresh and recreate their commitment ity to demonstrate their competence by applying what to the tasks required of organizational leaders. Learners will they’ve learned. think deeply about the current state of organizations and their leadership; create imaginative new applications from what is learned and contribute new knowledge to the profes- sion and society. The DM program has a 60 credit requirement and involves two different delivery modalities. The majority of the pro- gram will be delivered online in a virtual classroom setting. The learner will not be working alone, but with a cohort of approximately 10 students. The learner will be required to spend approximately 25 hours a week on course work required in the program. The learner should also expect to spend 2 weeks in residency during each year (Year One, Two and Three). The two-week residencies build foundations for other courses and are a highly interactive. They are very comprehensive and cover a variety of areas essential to the program.

105 University of Phoenix, 2001-2002

DM Admission Requirements 7. Payment of all tuition and fees. The requirements for admission to the DM program are as 8. Completion of the graduation packet. follows: 9. Completion of all degree requirements within six years of 1. Completion of a master’s degree from a regionally the first residency. accredited institution of higher learning (official transcripts are required) with a G.P.A. of 3.0 or higher. For admission to DM Required Course of Study regular status the degree must be in an area of administration Following is an outline of the DM program. (e.g. MBA, MPA, M.Ed., M.Eng.Mgmt., MPH Admin, etc.) LDR 700R Provisional admission may be granted an exceptional Catalytic Leadership and Group Processes: A Skillshop applicant with a master’s degree from another field of study 4credits under the condition that the applicant complete an additional DOC 700R course program in management from our MBA program (or Finding Your Passion: Thinking About and Designing transfer equivalents from another regionally accredited institution of higher learning). This core comprises the Your Doctoral Project 2credits following sequence of courses: 1. Financial Accounting, 2. DOC 791OR Human Relations and Organizational Behavior, 3. Advanced Learning Leader Journal I Orientation 0 credit Marketing Management, 4. Strategy Formulation and DOC 701 Implementation, 5. Statistics for Managerial Decision The Philosophy of Knowledge 3credits Making. DOC 702 2. A minimum of seven years supervisory experience. Inventing the World: How We Construct Meaning 3credits 3. Three references. ORG 700 4. Internet access and a computer. Organization Theory: The Structural Conventions of the Industrial Paradigm 3credits 5. A 10-page personal leadership statement in response to a leadership question posed in the application packet. DOC 793R Learner Led Seminar I 2credits 6. A score of at least 600 on the TOEFL exam for non-native LDR 701 speakers of English. Leadership Theory: The Human Conventions of the 7. Membership in a research library. Industrial Paradigm 3credits 8. Successful completion of the first residency. ORG 704 Organizational Culture and Change 3credits DM Degree Requirements DOC 791 The following requirements must be satisfied to earn the DM Learning Leader Journal I 1 credit degree: End of Year One 1. Completion of the 60 semester credit required course of Comprehensive Paper Due study with a minimum GPA of 3.0. LDR 751R 2. Successful completion of all residencies. The Essence of Leadership: Communicating, Team Building and Coaching: A Skillshop 3credits 3. Successful completion of the comprehensive LDR 704R examination. Group and Individual Renewal 3credits 4. Successful completion of the comprehensive paper. DOC 790R 5. Satisfactory completion of the Learning Leader Journal. Getting Focused 0 credits DOC 795R 6. Satisfactory completion and presentation of the Doctoral Project. How to Choose a Doctoral Project Mentor 0 credits DOC 791R Learning Leader Journal II 0 credits MGT 700 The Mind of the Manager/The Mind of the Managed 3credits

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MGT 701 DM Course Waiver Policy Distant Voices: Unconventional Wisdom and the Anti- Students may waive a maximum of 6 elective credits from establishment Challenge 3credits their required course of study through transfer. ORG 701 To waive a course a course in the DM program students must Organizations and Systems Thinking: The Web of have completed a previous course which meets the following Inclusion 3credits criteria: DOC 794R Learner Led Seminar 2credits 1. The course must have been completed and transcripted LDR 703 from a regionally accredited, or candidate for accreditation, The Moral and Social Responsibility of Leadership college or university. 3credits 2. The course must have been completed within the past ten DOC 797 years with a grade of "B-" (3.0) or better. Research Methods for Social Science Discovery 3credits 3. The course must be comparable in content and credits to DOC 792 the University course it is replacing and must be a doctoral Learning Leader Journal II 1credit level course. End of Year Two Dropping from Program Comprehensive Exam Taken at 3rd Residency Any student dropping from the program must follow the proper reentry procedures to reenroll in the program. A DOC 792R student who has completed all the course work and is Learning Leader Journal II 3credits dropping prior to finishing the Doctoral Project (DOC/799) DOC 796R must show continuous involvement with the University and Finalizing the Design of the Doctoral Project the program by enrolling, paying and attending DOC/799O. 3credits DOC 789 Readings and Conference 3credits DOC 798 Doctoral Project Research/Writing 3credits DOC 799 Preparing the Doctoral Project 3credits

107 ...... COLLEGE OF NURSING AND HEALTH SCIENCES ......

The College of Nursing and Health Sciences is within the Master of Science in Nursing ...... Atremic School and was established to respond to the educational needs of registered nurses. The College offers The following Master of Science in Nursing (MSN) program is working nurses opportunities to participate in degree offered at these University of Phoenix campus locations: programs developed to broaden their professional horizons. Florida, Hawaii, Louisiana, New Mexico, Northern California, These programs are designed specifically for nurses who Online, Phoenix, Sacramento, San Diego, Southern Arizona, desire a repertoire of skills and knowledge necessary to Southern California, Utah, and West Michigan. respond effectively to today’s dynamic health care ...... environment. They also equip nurses with essential skills The MSN program is designed to develop and enhance the necessary to assume a leadership role in resolving the knowledge and skills of registered nurses. It is also designed challenges being faced by health care organizations and for those nurses who want to pursue more advanced posi- personnel. Each program has a blend of theory and practice tions in today’s challenging health care environment. The which fosters a learning environment that allows nurses to program blends nursing theory with advanced practice con- build their knowledge base and to effectively and creatively cepts necessary to successfully work within the structure, apply what they have learned. Master of Science in Nursing culture, and mission of any size health care organization or (MSN), Master of Science in Nursing/Women’s Health Care educational setting. Nurse Practitioner (MSN/WHCNP), and Master Science Nursing/Family Nurse Practitioner (MSN/FNP) programs The MSN program consists of three major areas: the core, the which can be taken at selected University of Phoenix major, and the cognate. The core incorporates the major foci campuses. In addition, the WHCNP and FNP programs can of a Master of Science in Nursing degree: the theory of Nurs- be taken as a post masters certificate program. ing, ethical Nursing issues, and the influence of Nursing research on the advanced practice of Nursing. The major The MSN Programs are developed for nurses who want to includes advanced course work in Nursing: management of ground their professional nursing decisions and actions with families and aggregates, administration, and education. The appropriate nursing theories, research principles, and cognate includes course work concerning today’s health care practices. The MSN curriculum builds on baccalaureate environment: health care infrastructure, health care finance education through the development of advanced practice and data-based decision making. roles of caregiver, teacher, and manager of care. Classes meet in formal session once each week for four International Nursing Honor Society hours. Additional time is required outside of class for home- ...... work, study group meetings, and project activities. Sigma Theta Tau International The MSN program is 39 credits. The course sequence will be The University of Phoenix Omicron Delta Chapter of Sigma completed in the order determined by the University. The Theta Tau International (STTI) was chartered in 1998. This University reserves the right to modify and/or resequence international nursing honor society is a member of the Asso- the curriculum as necessary. All course work must be com- ciation of College Honor Societies. The purposes of the soci- pleted satisfactorily or be repeated. All courses in which an ety are to foster high professional standards, to encourage “F“ was earned must be repeated in the required course of creative work, promote the maximum development of the study. individual, and to strengthen commitment to the ideals and purposes of the profession of nursing. Membership by invitation only is extended annually to stu- dents and other members of the nursing community who have demonstrated qualities of leadership and capacity for professional growth. Students are invited based on grade point average, scholastic achievement, academic integrity and standing within the university.

109 University of Phoenix, 2001-2002

Nursing Practicum/ Clinical Hours NUR 584 The Nursing Practicum allows students the opportunity to Dynamics of Nursing Administration 3credits apply what they have learned in the program. Students HCS 582 develop learning objectives for the experience and, along Health Care Finance 3credits with a faculty member and mentor, they achieve the objec- NUR 586.3 tives through placement at an approved agency. There is a Curriculum Development and Program Design minimum of 60 hours applied practicum required. A mini- 3credits mum of 21 graduate credits must be completed before enroll- NUR 598 ment in the Practicum course. Nursing Research Utilization Project 3credits NUR 540 and NUR 543 have the student apply course con- NUR 590AG cepts through a clinical application project. A minimum of 16 Nursing Practicum 1credit clinical hours per course has been established to allow stu- NUR 590BG dents time to achieve the course objectives. Nursing Practicum 2credits MSN Course of Study The University reserves the right to modify the required Courses requiring prerequisites are identified by a G symbol course of study. following the course number. Prerequisites to courses are identified in the “Course Descriptions” section of this cata- log. All general academic policies of the University of Phoe- nix are applicable. HCS 501 Introduction to Nursing Graduate Studies 2credits NUR 515.3 Advanced Nursing Theory 3credits NUR 517 Research Methods 2credits NUR 540 Advanced Nursing Management: Individuals and Families 3credits NUR 543 Advanced Nursing Management: Communities 3credits HCS 520 Health Care Infrastructure 3credits HCS 583 Data-Based Decision–Making 3credits NUR 576 Ethical Issues in Nursing 2credits HCS 581.3 Change, Negotiation, and Conflict Resolution in Health Care 3credits

110 University of Phoenix, 2001-2002

COLLEGE OF NURSING AND HEALTH SCIENCES

MSN Admission Requirements 7. For non–native speakers of English, a score of 550 on the The requirements for admission to the MSN program are as Test of English as a Foreign Language (TOEFL) or 750 on the follows: Test of English for International Communication. The following may exempt a non–native speaker from having to 1. A completed and signed University of Phoenix graduate take the TOEFL or TOEIC: application and an application fee. • Successful completion of 30 transferable, academic 2. An undergraduate degree in a nursing program with an semester credits at a regionally accredited college or upper division major in nursing from a regionally accredited university in the United States. college or university or one which is a candidate for accreditation or a comparable degree from a recognized • Successful completion of 30 transferable, academic institution outside of the United States. semester credits at a recognized college or University in a Nurses who hold baccalaureate degrees in non-nursing pro- country in which English is the official language. grams from a regionally accredited college or university • U.S. high school diploma or GED. must meet the BSN equivalency. The BSN equivalency is accomplished after successful completion of the University • Equivalent of a U.S. high school diploma from a country in of Phoenix Bridge Program. which English is the official language. NUR 402 • Official documents are required. Theoretical Foundations of Professional Nursing 3credits. 8. Enrollment agreement. NUR 429 MSN Waiver Policy Issues and Strategies in Nursing Research Utilization Students may transfer up to nine semester hours of graduate 3credits credit toward completion of any of the graduate major NUR 464 curriculum. Students at a California campus may transfer 6 Concepts of Family Nursing Theory 3credits credits. To meet the criteria for transfer into the program, the Credits for graduate course may not be counted toward the course transferred must: degree unless the admission prerequisites have been ful- a. Be completed within the past ten years with a filled. minimum grade of “B” (3.0) at a regionally, or 1. Official transcripts verifying all course work earned approved nationally, accredited college or university toward the bachelor’s degree and any graduate course work or one which is a candidate for accreditation. attempted. b. Be comparable in content and credits to the 2. A cumulative grade point average (GPA) of 2.5 (on a 4.0=A University of Phoenix course; scale) as shown on the undergraduate degree posted c. Be a graduate level course; and transcript. d. Be officially transcripted from the college or 3. Verification of a minimum of three years full-time RN work university where the credit was earned. experience or 2 years experience as an RN and 1 year health care experience within the last 10 years. Because of the importance to the degree, the following 4. Current employment. Unemployed applicants must verify courses, may not be waived: access to a suitable work environment in which to complete NUR 598 Nursing Research Utilization Project and NUR/ classroom assignments. In addition the MSN program 590AB Nursing Practicum contains a clinical component. Applicants are expected to Students can petition to waive the admission RN-MSN meet minimal RN mental and physical qualifications to Bridge courses. A maximum of two courses can be waived complete the clinical course requirements. from the RN-MSN Bridge. 5. A valid, unrestricted and unencumbered RN license from The previously identified waiver policy indicated above the state in which the applicant is practicing, kept current applies to these pre-requisite courses. throughout the duration of the required course of study. 6. Appropriate access to technology as established by the Student Technology Recommendations and Competencies.

111 University of Phoenix, 2001-2002

Master of Science in Nursing Women’s MSN Nurse Practitioner Admission Requirements Health Care Nurse Practitioner or Students must provide the following documentation prior to Family Nurse Practitioner starting the MSN/FNP or MSN/WHCNP program...... The requirements for admission to the MSN nurse practitio- The following Nurse Practitioner Master of Science in Nursing ner program are as follow: (MSN) programs are offered at these University of Phoenix campus locations: Hawaii, Phoenix, Sacramento, and Southern 1. A completed and signed University of Phoenix graduate California. application and an application fee...... 2. An undergraduate degree in a nursing program with an The MSN Nurse Practitioner program is designed for those upper division major in nursing from a regionally accredited nurses who want to pursue more advanced positions in or candidate for accreditation college or university or a today’s challenging health care environment. The program comparable degree from a recognized institution outside of blends nursing theory with advanced practice concepts nec- the United States. essary to successfully work within the structure, culture, and Nurses who hold baccalaureate degrees in non-nursing pro- mission of any size health care organization or educational grams from a regionally accredited college or university setting. must meet the BSN equivalency. The BSN equivalency is The MSN Nurse Practitioner programs courses require the accomplished after successful completion of the University student to complete 46 graduate credits. of Phoenix Bridge Program which include: Classes meet in formal sessions a minimum of eight hours NUR 402 per week to accommodate delivery of required didactic the- Theoretical Foundations of Professional Nursing ory hours. Scheduling of these class sessions will be deter- 3credits mined by each campus offering the program. Additional NUR 429 time is required outside of class for clinical hours, labs, Issues and Strategies in Nursing Research Utilization homework and project activities. Upon satisfactory comple- 3credits tion of the didactic hours students will complete a clinical NUR 464 preceptorship. This component requires the student to com- Concepts of Family Nursing Theory 3credits plete a minimum of 20 hours of preceptored clinical experi- ences over 23 weeks. 3. Credits for graduate courses may not be counted toward the degree unless the admission prerequisites have been Students enrolling in this program should consider the sig- fulfilled. nificant time required. For guidance with program require- ments students should contact the campus Nurse 4. Official transcripts verifying all course work earned Practitioner Clinical Coordinator. toward the bachelor’s degree and any graduate course work attempted. Graduate cognate courses must be completed prior to enter- ing the nurse practitioner course sequence. The course 5. A cumulative grade point average (GPA) of 3.0 (on a 4.0=A sequence will be completed in the order determined by the scale) as shown on the undergraduate degree posted University. The University reserves the right to modify the transcript. curriculum as necessary. 6. Verification of a minimum of three years full-time RN work experience within the last 10 years. 7. Appropriate access to technology as established by the Student Technology Recommendations and Competencies.

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8. Current employment. Unemployed applicants must verify MSN/FNP Waiver Policy access to a suitable work environment in which to complete Students may transfer up to nine semester hours of graduate classroom assignments. credit toward completion of any of the graduate major curric- 9. A valid, unrestricted, and unencumbered RN license from ulum. Students at a California campus may transfer 6 credits. the state in which the applicant is practicing, kept current To meet the criteria for transfer into the program, the course throughout the duration of the required course of study. transferred must: 10. Two letters of recommendations from professionals who a. Be completed within the past ten years with a can evaluate the applicant’s potential success in the program. minimum grade of “B” (3.0) at a regionally, or approved nationally, accredited or candidate for 11. Current Basic Cardiac Life support certification. accreditation college or university; 12. A completed Preceptor Identification Form. b. Be comparable in content and credits to the 13. A signed Physical Assessment Release Form. University of Phoenix course; 14. Current Documentation of Hepatitis Vaccination or c. Be a graduate level course; and signed University of Phoenix declination form; d. Be officially transcripted from the college or immunization for TD and MMR; and a negative TB skin test university where the credit was earned. or University of Phoenix TB symptom survey questionnaire. In addition to the above, students have the option of waiving 15. Advanced Practice Role Essay. Criteria are provided to a maximum of 9 nurse practitioner credits, using assessed or guide applicants in completing this requirement. transfer credits. 16. For non-native speakers of English, a score of 550 on the Course work completed at non-regionally accredited institu- Test of English as a Foreign Language (TOEFL) or 750 on the tions will be evaluated through Assessment of Prior Learning Test of English for International Communication. The and must meet the following criteria to be reviewed for following may exempt a non-native speaker from having to assessed credit: take the TOEFL or TOEIC: 1. Be completed within the last 10 years with a minimum • Successful completion of 30 transferable, academic grade of “B”. semester credits at a regionally accredited college or university in the United States. 2. Course work must be taken after completion of baccalaureate degree. • Successful completed of 30 transferable, academic semester credits at a recognized college or University in a 3. Be comparable in content and credits to the University of Phoenix. country in which English is the official language. 4. Be officially transcripted from the institution where • U.S. high school diploma or GED. student completed the course work. • Equivalent of a U.S. high school diploma from a country in Because of the importance to the degree, the following which English is the official language. courses, may not be waived: • Official documents are required. NUR 598 Nursing Research Utilization Project and NRP 530 or NRP 533. 17. A signed Enrollment Agreement. 18. Technology requirement. Appropriate access to technology as established by the Student Technology Recommendations and Competencies.

113 University of Phoenix, 2001-2002

MSN/FNP Course of Study MSN/WHCNP Course of Study Courses requiring prerequisites are identified by a G symbol Courses requiring prerequisites are identified by a G symbol following the course number. Prerequisites to courses are following the course number. Prerequisites to courses are identified in the “Course Descriptions” section of this cata- identified in the “Course Descriptions” section of this cata- log. All general academic policies of the University of Phoe- log. All general academic policies of the University of Phoe- nix are applicable. nix are applicable. NRP 502 NRP 502 Role of the Nurse Practitioner 3credits Role of the Nurse Practitioner 3credits NUR 515.3 NUR 515.3 Advanced Nursing Theory 3credits Advanced Nursing Theory 3credits NUR 517 NUR 517 Research Methods 2credits Research Methods 2credits HCS 583 HCS 583 Data-Based Decision Making 3credits Data-Based Decision Making 3credits HCS 505G HCS 505G Advanced Pathophysiology 3credits Advanced Pathophysiology 3credits HCS 507G HCS 507G Advanced Pharmacotherapeutics 3credits Advanced Pharmacotherapeutics 3credits NRP 514G NRP 514G Advanced Health Assessment (48 hours supervised lab) Advanced Physical Assessment (48 hours supervised lab) 4credits 4credits HCS 523G HCS 523G Health Promotion/Prevention 3credits Health Promotion/Prevention 3credits NRP 524G NRP 518G Family I Pediatrics & Adolescents (60 hours clinical) Nursing Management of the Childbearing Client (25 5credits hours clinical preceptorship) 4credits NRP 525G NRP 521G Family II Adults & Geriatrics (75 hours clinical) Nursing Management of the High Risk Childbearing 7credits Client (25 hours clinical preceptorship) 4credits NRP 528G NRP 523G Family III Women’s Issues (45 hours clinical) Nursing Management of Complex Women’s Health 4credits Issues (25 hours clinical preceptorship) NRP 533G 4credits Preceptorship (425 hours clinical) 3credits NRP 526G NUR 598G Nursing Management of Complex Women’s Health Nursing Research Utilization Project 3credits Issues (25 hours clinical Preceptorship) The University reserves the right to modify the required 4credits course of study. NRP 530G Preceptorship (460 hours) 3credits NUR 598G Nursing Research Utilization 3credits The University reserves the right to modify the required course of study.

114 University of Phoenix, 2001-2002

COLLEGE OF NURSING AND HEALTH SCIENCES

Post Master’s Family Nurse Practitioner FNP Course of Study ...... Courses requiring prerequisites are identified by a G symbol The following Nurse Practitioner Post Master’s program are following the course number. Prerequisites to courses are offered at these University of Phoenix campus locations: identified in the “Course Descriptions” section of this cata- Hawaii, Phoenix, Sacramento, and Southern California. log. All general academic policies of the University of Phoe- ...... nix are applicable. The Nurse Practitioner Post Master’s Program is designed to NRP 502 develop and enhance the knowledge and skills of registered Role of the Nurse Practitioner 3credits nurses. It is also designed for those nurses who want to pur- HCS 505G sue more advanced positions in today’s challenging health Advanced Pathophysiology 3credits care environment. The program blends nursing theory with advanced practice concepts necessary to successfully work HCS 507G within the structure, culture, and mission of any size health Advanced Pharmacotherapeutics 3credits care organization or educational setting. This program NRP 514G allows a Masters of Nursing prepared nurse to complete a Advanced Health Assessment (48 hours supervised lab) nurse practitioner program and apply for state licensure. 4credits HCS 523G Each Nurse Practitioner Post Master’s program curriculum consists of 35 credits. Health Promotion/Prevention 3credits NRP 524G The course sequence will be completed in the order deter- Family I Pediatrics & Adolescents (60 hours clinical) mined by the University. The University reserves the right to 5credits modify the curriculum as necessary. NRP 525G Students must provide the following documentation prior to Family II Adults & Geriatrics (75 hours clinical) starting either NP certificate program. 7credits. 1. A completed and signed University of Phoenix graduate NRP 528G application and an application fee. Family III Women’s Issues (45 hours clinical) 4credits 2. Official transcript verifying a nursing graduate degree. NRP 533G 3. A valid, unrestricted, and unencumbered RN license from Preceptorship (425 hours clinical) 3credits the state in which the applicant is practicing, kept current throughout the duration of the required course of study. 4. Two letters of recommendations from professionals who can evaluate the applicant’s potential success in the program. 5. Current Basic Cardiac Life support certification. 6. A completed Preceptor Identification Form. 7. A signed Physical Assessment Release Form. 8. Current Documentation of Hepatitis Vaccination or signed University of Phoenix declination form; immunization for TD and MMR; and a negative TB skin test, chest x–ray, or University of Phoenix TB symptom survey questionnaire. 9. Advanced Practice Role Essay. Criteria are provided to guide applicants in completing this requirement. 10. Technology requirement. Appropriate access to technology as established by the Student Technology Recommendations and Competencies. 11. A signed Enrollment Agreement.

115 University of Phoenix, 2001-2002

Nurse Practitioner Certificate Waiver Policy MSN/FNP-WHCNP Degree Requirements Students may transfer up to 9 semester hours of graduate The following requirements must be satisfied to earn the credit toward completion of any of the graduate major curric- MSN/NP degree: ulum. 1. Completion of the curriculum with a minimum grade a. Be completed within the past ten years with a point average of “B” (3.0). minimum grade of “B” (3.0) at a regionally, or 2. Satisfactory completion of the Nursing Research approved nationally, accredited or candidate for Utilization course. accreditation college or university; 3. Payment of all tuition and fees. b. Be comparable in content and credits to the University of Phoenix course; 4. Completion of all required clinical documentation and clinical hours for either Nurse Practitioner program. c. Be a graduate level course; and Post Master’s Nurse Practitioner Degree d. Be officially transcripted from the college or Requirements university where the credit was earned. The following requirements must be satisfied to earn the In addition to the above, students have the option of waiving FNP or WHCNP post master’s certificate. a maximum of 9 nurse practitioner credits using assessment credits. 1. Completion of the curriculum with a minimum grade point average of “B” (3.0). Course work completed at non-regionally accredited institu- tions will be evaluated through Assessment of Prior Learning 2. Payment of all tuition and fees. and must meet the following criteria to be reviewed for 3. Completion of all required clinical documentation and assessed credit: clinical hours for Nurse Practitioner program. 1. Be completed within the last 10 years with a minimum grade of “B”. 2. Course work must be taken after completion of baccalaureate degree. 3. Be comparable in content and credits to the University of Phoenix course. 4. Be officially transcripted from the institution where student completed the course work. MSN Degree Requirements The following requirements must be satisfied to earn the MSN degree: 1. Completion of the curriculum with a minimum grade point average of “B” (3.0). 2. Satisfactory completion of the Nursing Research Utilization courses and practicum. 3. Completion of all required clinical hours. 4. Payment of all tuition and fees. 5. Completion of the University’s Comprehensive Cognitive Assessment (COCA) post-test as part of the University’s Adult Learning Outcomes Assessment (ALOA).

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Masters of Science in Nursing/Master of MSN/MBA/HCM Required Course of Study Business Administration Health Care Course requiring prerequisites are identified by a G Symbol Management following the course number. Prerequisite to a course are ...... identified in the “Course Descriptions: section of this catalog. The MSN/MBA/HCM program is designed to provide COM 515 nurses with a unique blend of advanced nursing and busi- Managerial Communication 1credit ness management skills needed to manage today’s innova- ORG 502 tive health care delivery systems. The program combines Human Relations and Organizational Behavior 3credits essentials from both degree programs to provide students LAW 529 with the knowledge and skills necessary to enhance and sup- port patient services. The MBA/HCM program emphasizes Legal Environment of Business 3credits the identification, analysis, and solution of complex manage- MKT 551 ment problems that require technical understanding and bal- Marketing Management 3credits anced decision making. Although a functional knowledge of QNT 530 accounting, finance, and management underlies the pro- Statistics and Research Methods for Managerial gram, equal attention is given to the development of report Decisions 3credits writing, oral reporting, and group process skills. MGT 554 Students develop additional expertise in the solution of per- Operations Management 3credits sistent management problems through the completion of an ECO 533 applied management science project which relates the stu- Economics for Managerial Decision Making 3credits dent’s professional interests or responsibilities to the goal of ACC 529 improved managerial functioning. The applied management Accounting for Managerial Decision Making 3credits science project, therefore, serves not only to provide a vehicle FIN 544 for the application of theory to practice, but also serves to Finance for Managerial Decision Making 3credits demonstrate that MBA/HCM candidate can perform in a CIS 564.4 variety of sophisticated management roles in a health care Information Management in Business 3credits environment with the confidence and self-discipline expected of the MBA/HCM program graduate. EBUS 500.1 e-Business Principles and Practices 3credits The MSN program is designed to develop and enhance the HCS 521 knowledge and skill of registered nurses. It is also designed Healthcare Infrastructure 3credits for those nurses who want to pursue more advanced posi- HCS 530 tions in today’s challenging health care environment. The Healthcare Organizations 3credits program blends nursing theory with advanced practice con- cepts necessary to successfully work within the structure, HCS 579 culture, and mission of any size health care organization or Healthcare Finance 3credits educational setting. HCS 584 Quality and Database Management 3credits The MSN program consists of three major areas: the core, the HCS 586 major, and the cognate. The core incorporates the major foci Healthcare Strategic Management 3credits of a Master of Science in Nursing degree: the theory of Nurs- ing, ethical Nursing issues, and the influence of Nursing NUR 541 research on the advanced practice of Nursing. The major Models of Health Behavior 3credits includes advanced course work in Nursing: management of NUR 543 families and aggregates, administration, and education. The Advanced Nursing Management: Communities 3credits cognate is fulfilled through the MBA/HCM program con- NUR 586 tent. Curriculum Development and Program Design 3credits The MSN/MBA/HCM program is 61credits. All MBA/HCM NUR 515.3 course work must be completed prior to enrolling in the Advanced Nursing Theory 3credits Applied Management Science Project Seminar. All course work and clinical requirements must be completed satisfac- torily, or be repeated.

117 University of Phoenix, 2001-2002

NUR 590A MSN/MBA/HCM Admission Requirements Nursing Practicum 2credits Students must complete the admission requirements for both NUR 590B degree programs. The requirements for admission to the Nursing Practicum 2credits MBA/HCM program are as follows: The university reserves the right to modify the required 1. The complete and signed University of Phoenix graduate course of study. application and application fee. Nursing Practicum/Clinical Hours 2. An undergraduate degree from a regionally accredited or The Nursing Practicum allows students the opportunity to candidate for accreditation college or university, or a apply what they have learned in the program. Students comparable degree from a recognized institution outside of develop learning objectives for the experience and, along United States. with a faculty member and mentor, they achieve the objec- 3. Official transcripts verifying all course work earned tives through placement at an approved agency. There is a toward the bachelor’s degree and any graduate course work minimum 60 hours applied practicum required. A minimum attempted. of 21 graduate credits must be completed before enrollment in the Practicum course. 4. A minimum cumulative grade point average (GPA) of 2.5 (on a 4.0= A scale) as shown on the undergraduate degree NUR 540 and NUR 543 have the student apply course con- posted transcript. cepts through a clinical application project. A minimum of 16 clinical hours per course has been established to allow stu- 5. Verification of a minimum of three years of significant full- dents time to achieve the course objectives. time, post-high school work experience related to the degree MSN/MBA/HCM Course Waiver Policy program. Students may waive a maximum of 12 credits from their 6. Current employment. Unemployed applicants must verify required course of study on the basis of transferable course access to a suitable work environment in which to complete work. Students attending campuses located in the state of classroom assignments. California may waive a maximum of 6 graduate credits from 7. For non-native speakers of English, a score of 550 on the their required course of study on the basis of transferable Test for English as a Foreign Language (TOEFL) or 750 on the course work. To meet the criteria for transfer, the course to be Test of English for International Communication. The transferred must: following may exempt a non-native speaker from having to 1. Be completed within the last ten years with a grade of “B” take the TOEFL or TOEIC: or higher at a regionally accredited or candidate for • Successful completion of 30 transferable, academic accreditation college or university. semester credits at a regionally accredited college or 2. Be comparable in content and credits to the University of university in the United States. Phoenix course being waived, and be a graduate level course. • Successful completion of 30 transferable, academic 3. Be officially transcribed by the college or university where semester credits a recognized college of University in a the credit was earned. country in which English is the official language. Students who wish to waive a course must make a formal • U.S. high school diploma or GED written request to the Office of Admission, citing the course they wish waived, the course to be transferred, and the uni- • Equivalent of an U.S. high school diploma from a country versity where the course was completed. An official catalog in which English is the official language. course description and syllabus must accompany the request • Official documents are required. along with a copy of the catalog cover from which the course description was taken. • Appropriate access to technology as established by the The official transcript from the institution where the course Student Technology Recommendations and was completed must also be submitted unless it was previ- Competencies. ously submitted to the University during the admission pro- 8. A signed Enrollment Agreement. cess.

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MSN Admission Requirements MSN/MBA/HCM Degree Requirements The requirements for admission to the MSN program are as The following requirements must be satisfied to earn these follows: dual degrees: 1. The completed and signed University of Phoenix graduate 1. Completion of the 61 semester credit required course of application and an application fee. study with a minimum grade point average of 3.0 (“B”). 2. An undergraduate degree in a nursing program with an 2. Satisfactory completion of the HCS 586and Nursing upper division major in nursing from a regionally accredited Practicum. or candidate for accreditation college or university or a 3. Completion of all required clinical hours. comparable degree from a recognized institution outside of the United States. 4. Payment of all tuition and fees. Nurses who hold baccalaureate degrees in non-nursing pro- 5. Completion of the University’s Comprehensive Cognitive grams from a regionally accredited college or university Assessment (COCA) post-test as part of the University’s must meet the BSN equivalency. The BSN equivalency in Adult Learning Outcomes Assessment (ALOA). accomplished after successful completion of the University of Phoenix Bridge Program. NUR402 Theoretical Foundation of Professional Nursing 3credits NUR429 Issues and Strategies in Nursing Research Utilization 3credits NUR464 Concepts of Family Nursing Theory 3credits Credits for graduate course may not be counted toward the degree unless the admission prerequisites have fulfilled. 3. Official transcripts verifying all course work earned toward the bachelor’s degree and any graduate course work attempted. 4. A cumulative grade point average (GPA) of 2.5 (on a 4.0= A scale) as shown on the undergraduate degree posted transcript. 5. Verification of a minimum of three year’s full-time RN work experience or 2 years RN experience and 1 year health care experience within the last 10 years. 6. Current employment. Unemployment applicants must verify access to a suitable work environment in which to complete classroom assignments. In addition the MSN program contains a clinical component. Applicants are expected to meet minimal RN mental and physical qualifications to complete the clinical course requirements. 7. A valid, unrestricted, and unencumbered RN license from the state in which the applicant is practicing, kept current throughout the duration of the required course of study. 8. Official documents are required.

119 ...... COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY ......

The College of Information Systems and Technology MSCIS Course of Study Programs offers the Master of Science in Computer Courses requiring prerequisites are identified by a G symbol Information Systems (MSCIS) degree. following the course number. Prerequisites to courses are Master of Science in Computer Information identified in the “Course Descriptions” section of this catalog. Systems ...... COM 515 The following Master of Science in Computer Information Management Communication 3credits Systems (MSCIS) program is offered at these University of ORG 502G Phoenix campus locations: Colorado, Florida, Hawaii, Idaho, Human Relation & Organizational Behavior 3credits Maryland, Milwaukee, Nevada, New Mexico, Northern LAW 529G California, Oklahoma City, Online, Phoenix, Sacramento, San Legal Environment of Business 3credits Diego, Southern Arizona, Southern Colorado, Tulsa, Utah, and ACC 529G ...... West Michigan. Accounting for Managerial Decision Making 3credits CSS 561G The Master of Science in Computer Information Systems Programming Concepts 3credits (MSCIS) program is focused on the acquisition of CMGT 555G information technology theory and the application of theory Systems Analysis & Development 3credits and practice to real world business opportunities and CMGT 575 challenges. The course provide current theory and CIS Project Management 3credits knowledge of essential information technology components, as well as interpersonal and intra-organizational CMGT 576G communication. While courses examine a broad range of Programming Management 3credits information technology resources, the courses emphasize the CSS 558G management of such resources in order to meet an Data Base Concepts I 3credits organization’s challenges and goals. The program has six CSS 559G main threads: Data Base Concepts II 3credits TCM 537G • Business Management Networks/DataCom I 3credits • Business Systems Analysis and Development TCM 538G Networks/DataCom II 3credits • Programming Management CMGT 585 • Databases CIS Risk Management & Strategic Planning 3credits • Network and Telecommunications The University reserves the right to modify the required • The Web course of study.

121 University of Phoenix, 2001-2002

MSCIS Admission Requirements MSCIS Degree Requirements The requirements for admission to the MSCIS program are as The following requirements must be satisfied to earn the follows: MSCIS degree: 1. The completed and signed University of Phoenix 1. The completion of the 37 semester graduate credit graduate application and an application fee. curriculum with a minimum grade point average of “B” (3.0). 2. An undergraduate degree from a regionally, or approved 2. Payment of all tuition and fees. nationally, accredited or candidate for accreditation college or 3. Completion of the University’s Comprehensive Cognitive university, or a comparable degree from a recognized Assessment (COCA) pre-test as part of the University’s Adult institution outside of the United States. Learning Outcomes Assessment (ALOA). 3. Official transcripts verifying all course work earned MSCIS Course Waiver Policy toward the bachelor’s degree and any graduate course work attempted. Students may waive a maximum of 9 credits (not to exceed three University courses) from their required course of study 4. A cumulative grade point average (GPA) of 2.5 as shown on the basis of transferable course work. Students in a by the undergraduate degree posted transcript. California campus are limited to waiving 6 credits (2 5. Verification of a minimum of three years of significant courses). To meet the criteria for transfer, the course to be full–time, post high school work experience. transferred must: 6. Current employment. Unemployed applicants must 1. Be completed within the last five years with a grade of verify access to a suitable work environment in which to “B” or higher at a regionally, or approved nationally, complete classroom assignments. accredited or candidate for accreditation college or university. 7. For non–native speakers of English, a score of 550 on the Test of English as a Foreign Language (TOEFL) or 750 for the 2. Be comparable in content and credits to the University of Test of English for International Communication. The Phoenix course being waived, and be a graduate level course. following may exempt a non–native speaker from having to 3. Be officially transcripted by the college or university take the TOEFL or TOEIC: where the credit was earned. • Successful completion of 30 transferable, academic Students who wish to waive a course must make a formal semester credits at a regionally accredited college or written request to the Office of Admissions, citing the university in the United States. courses they wish waived, the course to be transferred, and • Successful completion of 30 transferable, academic the university where the course was completed. An official semester credits at a recognized college or University in a catalog course description and syllabus must accompany the country in which English is the official language. request along with a copy of the catalog cover from which the course description was taken. The official transcript from • U.S. high school diploma or GED. the institution where the course was completed must also be submitted unless it was previously submitted to the Univer- • Equivalent of a U.S. high school diploma from a country in sity during the application process. which English is the official language. • Official documents are required. 8. All University students must complete the Adult Learning Outcomes Assessment prior to enrolling in their required course of study.

122 ...... COLLEGE OF COUNSELING AND HUMAN SERVICES ......

College of Counseling and Human Services The curriculum, course work, and clinical experiences are The College of Counseling and Human Services is within the designed to produce outcomes in knowledge, critical think- Artemis School and offers graduate counseling programs ing, affective development, and counseling skills. These out- which meet the educational standards for certification and comes, based on accepted counselor education standards, are licensure by State Boards of Behavioral Health. The counsel- also based on competencies required of the working counsel- ing curriculum prepares students to take the National Board ing professional. Attention is given to the development of for Certified Counselors Examination for national and state oral presentation skills, group process skills, research utiliza- certification. Curriculum in Master of Counseling in Mar- tion, and exposure to and practice of a wide range of counsel- riage and Family Therapy (MC/MFT), Master of Counseling ing approaches. in Mental Health Counseling (MC/MHC), Master of Coun- The Community Counseling (MC/CC) Program has a 51– seling in Community Counseling (MC/CC) and Master of credit requirement for graduation. The MC/MFCC program, Counseling With a Specialization in Marriage Family, and designed for California, carries a 52 credit graduation Child Counseling (MC/MFCC) prepare students for licen- requirement. MC/MFT and MC/MHC programs, where sure in most states. The Community Counseling Program in available, have a 60–credit requirement. Course work will be Phoenix, and Southern Arizona is accredited by the Council completed in the order determined by the University. The for Accreditation of Counseling and Related Educational University reserves the right to revise course work as neces- Programs (CACREP) 5999 Stevenson Avenue, Alexandria, sary. All courses in the major course of study must be satis- VA 22304, (703) 829800, the national accrediting body affili- factorily completed to be eligible for graduation. ated with the American Counseling Association (ACA). Program length is approximately two and one–half to three In addition to designing, implementing, and maintaining and one–half years. Classes meet on weekends, weeknights, curriculum for the MC degrees, the School develops intern- or a combination of both. Additional time will be required ship placement agreements with community behavioral for homework, student group meetings, project activities, health organizations and maintains Counseling Skills Center and clinical work. The program involves a variety of formats (CSC) laboratory facilities. In the CSC, students practice depending on the subject matter and the competencies to be counseling skills with intensive clinical supervisory support. developed. These formats include lecture, discussion, dem- At the internship sites, supervised interns practice their onstration, field trips, exercises, role–play, seminar, self– counseling skills with diverse populations. directed learning, and supervised clinical experiences. Master of Counseling ...... Clinical Courses Each program includes Clinical courses (CNSL 527, CNSL Master of Counseling (MC) programs are currently offered at 537, CNSL 548, CNSL 553, CNSL 591, CMHC 538, CMHC these University of Phoenix campus locations: Hawaii, New 585, MFCC 535, MFCC 550, MFCC 565) and Internship Mexico, Phoenix, San Diego, Sacramento, Southern Arizona, courses (CNSL 599 A/B, MFCC 570A/B/C, and CMHC 599 ...... and Utah. A/B/C) which must be passed with a grade of “B” or better before a student will be allowed to continue the program. MC programs are designed to meet the needs of the working These courses provide the student with the opportunity to adult professional who will benefit from a graduate educa- practice basic counseling skills, family therapy, theory based tion in counseling. Because counseling and jobs requiring the counseling strategies, group facilitation skills, and psycho- skills of counselors are expected to grow in both the public logical assessment in supervised settings. Sessions are video- and private sectors throughout the 2000’s, students from a taped and critiqued by the facilitator, study group, and class. variety of settings and backgrounds should find the interper- sonal, communication, and therapeutic skills offered in this program useful in advancing their careers.

123 University of Phoenix, 2001-2002

Professional Counseling Assessment Portfolio Community Counseling Course of Study Courses Courses requiring prerequisites are identified by a G symbol The MC program includes three “portfolio” evaluations following the course number. Prerequisites to courses are wherein the student’s progress in the areas of counseling identified in the “Course Descriptions” section of this cata- skills, interpersonal skills, communication, and critical think- log. All general academic policies of the University of Phoe- ing are assessed. These evaluations must be successfully nix are applicable. completed before proceeding in the program. CNSL 501 CNSL 511 Introduction to Graduate Portfolio 0credits Professional Counseling Assessment Portfolio I–This CNSL 511 assessment is part of the admission process. Professional Counseling Assessment Portfolio I 0credits CNSL 530 Professional Counseling Assessment Portfolio II– CNSL 505 Students must pass with a grade of “B” or better in order Life Span Development 3credits to progress in the program. CNSL 515 CNSL 599A/B Professional Counseling Communication Skills Internship– Students must pass with a grade of “B” or 2credits better in order to graduate. CNSL 520 Counseling Models and Theories 3credits Internship CNSL 527 The Community Counseling (MC/CC) and the Marriage Legal and Ethical Issues in Professional Counseling Family and Child Counseling (MC/MFCC) Internship is 6 3credits credits (two 3–credit courses), 600 hours, and requires the CNSL 534 student to spend at least 240 hours in direct contact with cli- Social and Multicultural Foundations 3credits ents. Each section of the internship must be passed with a grade of “B” or better before the student will be allowed to CNSL 537 continue the program or to graduate. The MC/MFT, and Introduction to Clinical Assessment 4credits MC/MHC specializations require 9–credit (three 3–credit CNSL 548 courses) internships. Individual Counseling 4credits CNSL 553 Students are given the opportunity to engage in activities that counselors in counseling agencies are expected to per- Group Counseling 4credits form. The experience takes place at a University approved CNSL 530.4G site, such as a community counseling agency, and is closely Professional Counseling Assessment Portfolio II 1credit supervised by an approved and trained site supervisor as CNSL 540 well as a faculty member. Weekly supervision is required Career and Life Planning 3credits throughout the duration of the internship. CNSL 591O The site supervisor is responsible for day–to–day training Practicum/Internship Orientation 0credits and evaluation of the student’s growth and progress. The CNSL 555 student is expected to develop a professional relationship Counseling Psychometrics 2credits with his or her site supervisor and use the site supervisor as a CNSL 570 primary resource person. Critical Analysis in Research 3credits The faculty supervisor acts as a consultant to both the site CNSL 580 supervisor and the student, and has responsibility for liaison, Management and Supervision in Professional special training, and grading of the internship experience. Counseling 2credits CNSL 586 Prerequisites Seminar in Community Counseling 4credits All MC Students must fulfill the following program prereq- CNSL 591 uisites: Counseling Practicum 4credits CNSL 511 CNSL 599AG Professional Counseling Assessment Portfolio I 0credits Internship/Portfolio III Part A 3credits CNSL 599B Internship/Portfolio III Part B 3credits

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Master of Counseling with a Specialization in MFCC 570A/CG Marriage, Family, and Child Counseling Internship/Portfolio III Part A/C 6 credits Courses requiring prerequisites are identified by a G symbol The University reserves the right to modify the required following the course number. Prerequisites to courses are course of study. identified in the “Course Descriptions” section of this cata- Master of Counseling in Marriage and Family Therapy log. All general academic policies of the University of Phoe- Course of Study nix are applicable. Courses requiring prerequisites are identified by a G symbol The following course of study for the MC/MFCC degree pro- following the course number. Prerequisites to courses are gram is designed to meet the Article I Regulation require- identified in the “Course Descriptions” section of this cata- ments enumerated in sections 4980.37, 4980.40, and log. All general academic policies of the University of Phoe- subdivisions (a) and (d) of section 4980.41 of the Business nix are applicable. and Professions Code of California, Chapter 13. CNSL 501 CNSL 501 Introduction to Graduate Portfolio 0credits Introduction to Graduate Portfolio 0credits CNSL 511 CNSL 511 Professional Counseling Assessment Portfolio I 0credit Professional Counseling Assessment Portfolio I CNSL 505 0credits Life Span Development 3credits MFCC 540 CNSL 520 Family Development 3credits Counseling Models and Theories 3credits CNSL 520 CNSL 537 Counseling Models and Theories 3credits Introduction to Clinical Assessment 4credits CNSL 537 CNSL 548 Introduction to Clinical Assessment 4credits Individual Counseling 4credits CNSL 548 MFCC 550 Individual Counseling 4credits Legal and Ethical Issues in Marriage and Family CNSL 534 Therapy 3credits Social and Multicultural Foundations 3credits CNSL 534 MFCC 550 Social and Multicultural Foundations 3credits Legal and Ethical Issues in Marriage and Family CNSL 530 Therapy 3credits Professional Counseling Assessment Portfolio II 1credit MFCC 555 CMHC 565 Family Systems Theory 3credits. Advanced Personality Theory 3credits CNSL 530G CMHC 560 Portfolio Counseling Assessment Portfolio II Dependency and Addictions 3credits 1credit CNSL 570 CNSL 553 Critical Analysis in Research 3credits Group Counseling 4credits CMHC 550G CMHC 550 Human Sexuality 3credit Human Sexuality 3credits MFCC 535 CMHC 560 Child Therapy 3credits Dependency and Addictions 3credits MFCC 540 MFCC 535 Family Development 3credits Child Therapy 3credits MFCC 545 CNSL 570 Family Dynamics and Communications 3credits Critical Analysis in Research 3credits MFCC 555 MFCC 560 Family Systems Theory 3credits Family Interventions 3credits MFCC 560 MFCC 565 Family Interventions 3credits Advanced Marriage and Family Therapy 3credit MFCC 565 Advanced Marriage and Family Therapy 3credits

125 University of Phoenix, 2001-2002

MFCC 570A/B/C CMHC 570 Internship/Portfolio III Part A/B/C 9credits Seminar in Mental Health Counseling 4credits The University reserves the right to modify the required CNSL 591 course of study. Counseling Practicum (100 hours) 4credits Master of Counseling in Mental Health Counseling CMHC 599A/B/C Course of Study Internship/Portfolio III Part A/B/C 9credits The University reserves the right to modify the required Courses requiring prerequisites are identified by a G symbol course of study. following the course number. Prerequisites to courses are identified in the “Course Descriptions” section of this cata- MC Admission Requirements log. All general academic policies of the University of Phoe- The requirements for admission to the Master of Counseling nix are applicable. program are as follows: CNSL 501 1. A completed and signed University of Phoenix graduate Introduction to Graduate Portfolio 0credits application and an application fee. CNSL 511 2. An undergraduate degree from a regionally, or approved Professional Counseling Assessment Portfolio I nationally, accredited or candidate for accreditation college or 0credits university, or a comparable degree from a recognized CNSL 505 institution outside of the United States. Life Span Development 3credits CNSL 520 3. Official transcripts verifying all course work earned Counseling Models and Theories 3credits toward the bachelor’s degree and any graduate course work attempted. CNSL 534 Social and Multicultural Foundations 3credits 4. A cumulative GPA of (3.0) or better for prior graduate CNSL 537 work. Introduction to Clinical Assessment 4credits 5. At least 18 credit hours pertinent to one of the “helping CNSL 527 professions,” e.g., psychology, counseling, etc., with a Legal and Ethical Issues in Professional Counseling minimum grade of “C” in each course. 3credits 6. Verification of a minimum of three years of full–time, post CNSL 548 high school professional work experience. Individual Counseling 4credits CNSL 553 7. Three recommendations from professionals evaluating the applicant’s potential success as a counseling professional. Group Counseling 4credits CNSL 530 8. Verification of professional liability insurance at $1 million Professional Counseling Assessment Portfolio II 1credit per occurrence, $3 million aggregate, kept current CMHC 538 throughout course work. Advanced Clinical Assessment 2credits 9. Current employment in a professional position. CNSL 570 Unemployed applicants must verify access to a suitable work Critical Analysis in Research 3credits environment in which to complete classroom assignments. CMHC 560 10. Successful completion of Professional Counseling Dependency and Addictions 3credits Assessment Portfolio I (CNSL 511). If the student is denied CMHC 575 admission because of the portfolio grade, the student can Mental Health Psychometrics 3credits reapply in six months. A student failing CNSL 511 a second CMHC 545 time must wait one year before reapplying. Psychopharmacology 3credits 11. A signed copy of the Statement of Admission CNSL 5910 Requirements. Practicum/Internship Orientation 0credits CNSL 540 Career and Life Planning 3credits CMHC 585 Counselor Supervision 1credit

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12. For non–native speakers of English, a score of 550 on the Because of the importance of the following courses, they may Test of English as a Foreign Language (TOEFL) or the Test of not be waived: English for International Communication. The following may CNSL 527 exempt a non–native speaker from having to take the TOEFL Legal and Ethical Issues in Professional Counseling or TOEIC: CNSL 530 • Successful completion of 30 transferable, academic Professional Counseling Assessment Portfolio II semester credits at a regionally accredited college or CNSL 537 university in the United States. Introduction to Clinical Assessment • Successful completion of 30 transferable, academic CNSL 548 semester credits at a recognized college or University in a Individual Counseling country in which English is the official language. CNSL 553 Group Counseling • U.S. high school diploma or GED. CNSL 591 • Equivalent of a U.S. high school diploma from a country in Counseling Practicum which English is the official language. CNSL 599A/B Internship /Portfolio III Part A • Official documents are required. MFCC 535 13. All University students must complete the Adult Child Therapy Learning Outcomes Assessment prior to enrolling in their MFCC 550 required course of study. Legal & Ethical Issues in Marriage and Family Therapy MC Degree Requirements MFCC 565 Students in the Master of Counseling program must fulfill Advanced Marriage and Family Therapy the following requirements to graduate: MFCC 570 A/B/C Internship 1. Completion of the 51 or 60 semester credit major CMHC 599A/B/C curriculum with a minimum overall grade point average of Internship “B” (3.0). 2. Completion of all Clinical courses (CNSL 527, CNSL 537, CNSL 548, CNSL 553, CNSL 591, CMHC 538, CMHC 585, MFCC 535, MFCC 550, MFCC 565) and Internship courses (CNSL 599A/B, MFCC 570 A/B/C, and CMHC 599 A/B/C) with a minimum grade of “B” (3.0). 3. The University may transfer up to nine semester hours of graduate credit toward completion of the major. Students attending campuses located in the state of California may only transfer six credits. 4. In order to have credits accepted for transfer, the student must: a. Submit an official transcript of course work from a regionally accredited or candidate for accreditation institution. b. Demonstrate that the course work is the same in content and credit to the University of Phoenix course; and is a graduate-level course. c. Verify that the course was completed within the past five years with a grade of “B” (3.0) or better. 5. Payment of all tuition fees.

127 ...... PROFESSIONAL PROGRAMS ...... CERTIFICATE PROGRAMS ......

The University of Phoenix offers Professional Certificate A+ ...... programs to organizations and individuals with professional development or specialized training needs. The programs The following certificate program is offered at these University effectively blend theory and practice, enabling the individual of Phoenix campus locations: Colorado, Florida, Hawaii, to rapidly become a more effective manager or specialist. Louisiana, Nevada, New Mexico, Oklahoma, Phoenix, Southern Arizona, Southern California, and Utah. Certificate programs are currently available in several fields: ...... education, human resource management, operations and supply chain management, project management, purchasing, The A+ Program is an entry level program intended for stu- and quality management performance excellence. dents who are not currently in the IT field and for others who are in the IT field who are interested in gaining knowledge in Administration and Supervision Initial basic PC hardware and operating systems. The A+ program Administrator License ...... provides an opportunity for students to determine if they are interested in the IT field prior to entering more advanced IT The following certificate program is offered at these University certificate program such as the MCSE program. The A+ pro- of Phoenix campus locations: Oregon...... gram also allows students to gain prerequisite skills and The concepts covered in Administration and Supervision knowledge so they are more likely to be successful in the IT include finance, school law, the role of the principal, commu- Certificate program. nity relations, and supervision of personnel. CITC 100.1 EDA 520 A+ Computer Service Technician 3credits Leadership Assessment Seminar I 1credit The University reserves the right to modify the required EDA 525 course of study. Oregon’s Plan for The 21st Century 1credit Specialization: EDA 532 Human Relations and Organizational Behavior in Education 3credits EDA 590A Administration Internship 1credit EDA 538 Education Finance and Budgeting 3credits EDA 545 School Law for Educators 3credits EDA 550 Human Resources Management in Education 3credits EDA 590B Administrative Internship 1credit EDA 554 Instructional Program Management and Evaluation 3credits EDD 558 Curriculum Design and Development 3credits EDA 564 The Role and Functions of the Principal 3credits EDA 590C² Administrative Internship 1credit The University reserves the right to modify the required course of study.

129 University of Phoenix, 2001-2002

Arizona Principal Certification Program Arizona School Guidance Counselor ...... Endorsement ...... The following certificate program is offered at these University of Phoenix campus locations: Southern Arizona...... The following certificate program is offered at these University of Phoenix campus locations: Phoenix, and Southern Arizona...... The concepts covered in Administration and Supervision include finance, school law, the role of the principal, commu- The Educational Counseling covers counseling theories and nity relations, and supervision of personnel. their application with groups and individuals, assessment EDD 520 and evaluation, legal and ethical issues in counseling, critical Critical Issues in Education 3credits issues facing counselors, career planning, and supervised clinical experiences. EDA 532 Human Relations and Organizational Behavior in ECN 531 Education 3credits Professional Assessment, Part I 1credit EDA 538 ECN 518 Educations Finance and Budgeting 3credits Educational Counseling Theories 3credits EDA 545 ECN 540 School Law for Educators 3credits Introduction to School Guidance Counseling EDA 550 3credits Human Resources Management in Education ECN 545 3credits Student Career Counseling 3credits EDA 554 ECN 520 Instructional Program Management and Evaluation Legal and Ethical Issues in Educational Counseling 3credits 3credits EDD 558 ECN 573 Curriculum Design and Development 3credits Social and Multicultural Issues in Educational EDA 564 Counseling 3credits The Role and Functions of the Principal 3credits ECN 555 ADM 590 Student Assessment and Evaluation in Educational Internship on the Principalship 3credits Counseling 3credits ELEC 501 ECN 560 Graduate Elective I 3credits Educational Counseling of the Individual The University reserves the right to modify the required 3credits course of study. ECN 565 Educational Counseling of Groups 3credits ECN 532 Professional Assessment, Part II 1credit ECN 596 Educational Counseling Practicum 3credits The University reserves the right to modify the required course of study.

130 University of Phoenix, 2001-2002 PROFESSIONAL PROGRAMS

Certificate in Marriage and Family Therapy Colorado English as a Second Language ...... Certificate ...... The following Certificate in Marriage and Family Therapy program is offered at these University of Phoenix campus The following certificate program is offered at these University locations: The Campus Locations have not been determined at of Phoenix campus locations: Southern Colorado...... the time of printing...... The concepts covered in the English as a Second Language The Certificate in Marriage and Family Therapy is designed and special education specialization include language acqui- to provide education and training in the practice of Marriage sition and assessment, methods and materials for ESL class- and Family Therapy for professionals wishing to increase rooms, family and community involvement, and supervised their knowledge, skills, and marketability. Designed specifi- practicum experiences. cally for each state, the courses included in the Certificate are ESL 520 intended to meet the requirements for licensure as a Mar- Foundations of ESL Education 3credits riage and Family Therapist. Depending on graduate degree course work, additional courses may be required by the ESL 521 licensing body. Certificate courses include preparation in sys- Understanding Language Acquisition and Cognition tems theory, family development and dynamics, sexuality, 3credits and therapeutic interventions. ESL 598/599O Orientation to Pracica 0 credit MFCC 540.2 ESL 522 Family Development 3 credits Identification and Assessment of Linguistically Diverse MFCC 555.2 Populations 3credits Family Systems Theory 3 credits ESL 523 MFCC 545 Methods and Materials for ESL Classrooms (Part I, Family Dynamics and Communications 3 credits Language Arts and Literacy) 3credits CMHC 550 ESL 524 Human Sexuality 3 credits Methods and Materials for ESL Classrooms (Part II, MFCC 560.2 Content Area Instruction) 3credits Family Interventions 3 credits ESL 525 MFCC 565.2 Family and Community Involvement in Educational Advanced Marriage and Family Therapy 3 credits Programs 3credits The University reserves the right to modify the required ESL 598 course of study. Integrating Language Acquisition and Content Instruction (Part I, Language Arts and Literacy Practicum Seminar) 3credits ESL 599 Integrating Language Acquisition and Content Instruction (Part II, Content Area Instruction Practicum Seminar) 3credits The University reserves the right to modify the required course of study.

131 University of Phoenix, 2001-2002

Colorado Principal License Cisco Certified Network Associate ...... The following certificate program is offered at these University The following certificate program is offered at these University of Phoenix campus locations: Colorado and Southern Colorado. of Phoenix campus locations: New Mexico, Nevada, Southern ...... Colorado, and Tucson...... The concepts covered in Administration and Supervision include finance, school law, the role of the principal, commu- The University of Phoenix CCNA (Cisco Certified Network nity relations, and supervision of personnel. Associate) program will provide students with a basic foun- EDD 520 dation and apprentice knowledge in networking by teaching them how to design, install, and maintain computer net- Critical Issues in Education 3credits works using Cisco switch and router technology for small EDD 558 networks (100 nodes or fewer). The University of Phoenix Curriculum Design and Development 3credits Cisco Certified Network Associate program is designed to EDA 538 prepare students to take and pass the CCNA 640-507 exam so Education Finance and Budgeting 3credits that they may garner the highly recognized CCNA designa- EDA 545 tion from Cisco. The Cisco Certified Network Associate des- School Law for Educators 3credits ignation is the first of three levels of certification that EDA 550 represent increasing levels of expertise in networking with Human Resources Management in Education 3credits Cisco technologies. EDA 554 CITS 120 Instructional Program Management and Evaluation Cisco Networking Fundamentals 3credits 3credits CITS 122 EDA 564 Cisco Network Router Technologies 3credits The Role and Functions of the Principal 3credits CITS 124 EDA 599 Advanced Cisco Routing and Switching 3credits Practicum in School Administration 6 credits CITS 126 The University reserves the right to modify the required Cisco Wide Area Networking 2credits course of study. The University reserves the right to modify the required course of study.

132 University of Phoenix, 2001-2002 PROFESSIONAL PROGRAMS

E-Education Certificate Program Human Resource Management ...... The following certificate program is offered at these University The following certificate program is offered at these University of Phoenix locations: Michigan, Nevada, Online, Phoenix, of Phoenix campus locations: Colorado, Hawaii, New Mexico, Southern Arizona, and Utah. Phoenix, Southern Arizona, and Southern California...... The E-Education specialization is designed for individuals The Certificate Program in Human Resource Management teaching in a post-secondary setting or business training addresses issues that the human resource employee faces environment. The program addresses the study of adult daily, from legal matters to staff and learning theories., instructional design, multiple distance development. This program series is designed for those who education modalities, and assessment and evaluations. have functional responsibility to carry out the duties of an organization’s human resource department; seasoned human Master’s degree not required for admission. resource staff members wishing to keep current; newcomers EDTC 524 to the field requiring new knowledge and skills; or specialists Instructional Design 3credits wanting to broaden their knowledge. EDTC 526 Major topic areas that are covered include the role of human Assessment and Evaluation in E-Education 3credits resources; employment practices; employment law; compen- EDTC 550 sation; benefits, safety, and health; and employee develop- Information Technology 3credits ment. Students acquire knowledge and skills that are EDTC 555 essential in order to face the challenges of the human Internet and Distance Education Delivery 3credits resource profession. EDTC 560 HRM 422 Applications of Multimedia and Web Page Design Employment Practices 3credits 3credits HRM 434 EDTC 570 Employment Law 3credits Courseware Authoring 3credits HRM 424 EDTC 575 Compensation 3credits E-Education in the Global Environment 3credits HRM 425 The University reserves the right to modify the required Benefits, Safety, and Health 3credits course of study. HRM 426 Employee Development 3credits HRM 427G Critical Issues in Human Resource Management 3credits The University reserves the right to modify the required course of study.

133 University of Phoenix, 2001-2002

Master Certified Internet Webmaster - Master Certified Internet Webmaster - Administrator Designer ...... The following certificate program is offered at these University The following certificate program is offered at these University of Phoenix campus locations: Nevada, Oregon, Southern of Phoenix campus locations: Colorado, Nevada, Oregon, San Colorado, Tulsa, and Tucson. Diego, Southern Colorado, Tucson, and Tulsa...... The Master Certified Internet Webmaster Administrator The Master Certified Internet Webmaster Designer (MCIWD) (MCIWA) certificate is designed to prepare the students for certificate is designed to prepare the students for the CIW the CIW certification examinations. The courses are designed certification examinations. The Master CIW Designer pro- to provide knowledge in corporate e-business solutions gram is built upon the Site Designer and E-Commerce infrastructure including Web, FTP, news and mail servers for Designer Series. This program prepares students to apply midsize to large businesses, managing corporate Internet and human-factors to the design, implementation, and mainte- intranet infrastructure; design, manage and troubleshoot nance of hypertext-based publishing sites using authoring enterprise TCP/IP networks. The design of the courses will and scripting languages, content creation and management assist in preparing students to become a working profes- tools, and digital media tools. Additionally, students will sional in a complex network-computing environment for focus on the standards, technologies and practices in both medium to large organizations. business-to-business and business-to-consumer e-commerce environments. CITP 100 Internet and Web Page Authoring Fundamentals 1credit CITP 100 CITP 101 Internet and Web Page Authoring Fundamentals 1credit Networking Fundamentals 1credit CITP 101 CITP 104 CIW Networking Fundamentals 1credit Internet Systems Management 1credit CITP 120 CITP 106 Design Methodology 2credits Advanced Internet Systems Management 1credit CITP 122 CITP 108 E-Commerce Strategies and Practices 2credits TCP/IP Internetworking 1credit The University reserves the right to modify the required CITP 110 course of study. Advance TCP/IP 1credit CITP 112 Networking Security & Firewalls 1credit CITP 114 Operating Systems Security & Auditing 1credit The University reserves the right to modify the required course of study.

134 University of Phoenix, 2001-2002 PROFESSIONAL PROGRAMS

2+MCSE (A+, Network+, and MCSE 2000) CITM 240 ...... Supporting Windows 2000 Professional and Server The following certificate program is offered at these University 2credits of Phoenix campus locations: Colorado, Florida, Hawaii, CITM 242.1 Louisiana, New Mexico, Oregon, Oklahoma City, Phoenix, Supporting Windows 2000 Professional and Server Sacramento, San Diego, Southern California, Southern 3credits Colorado, Tucson, Tulsa, and West Michigan...... CITM 244.1 The 2+MCSE program is designed to prepare the novice Supporting a Windows 2000 Network Infrastructure computer users for the more advanced Microsoft Certified 3credits Systems Engineer (MCSE) track. A+ and Network+ are great CITM 246.1 introduction courses that will assist the student in being Implementing and Administering Windows 2000 more successful in the MCSE program. Directory Services 3 credits The A+ track consists of one, 40-hour course. The course will CITM 248 be offered for credit and is intended to prepare students for Designing a Windows 2000 Directory Services the A+ exams from CompTIA. There are two exams for the Infrastructure 2 credits A+ certification, a Core exam and a DOS/Windows exam. CITM 250.1 The exams are offered at VUE testing centers. Earning the A+ Designing a Windows 2000 Networking Services certification means that the student possesses the knowledge Infrastructure 3 credits needed to configure and install the TCP/IP client. The A+ CITM 252.1 Module structures the course in (10) 4-hour workshops. It is Designing a Secure Windows 2000 Network 3 credits intended that this course will be held twice a week for 5 The University reserves the right to modify the required weeks. Any campus may choose an alternate schedule. course of study. The Network+ track consists of one, 40-hour course. The course will be offered for credit and is intended to prepare students for the Network+ exam from CompTIA. There is one exam for the Network+ certification. The objectives are in two distinct groups: Knowledge of Networking Technol- ogy and Knowledge of Networking Practices. The exams are offered at VUE and Sylvan Prometric testing centers. Earning the Network+ certification means that the student possesses the knowledge needed to configure and install the TCP/IP client. The Network+ Module structures the course in (10) 4- hour workshops. It is intended that this course will be held twice a week for 5 weeks. Any campus may choose an alter- nate schedule. The Windows 2000 Microsoft Certified Systems Engineer (MCSE) certificate is intended for students who are inter- ested in becoming MCSE certified. Becoming an MCSE quali- fies IT professionals to plan, implement, maintain, and support network systems, using Microsoft Windows 2000 server. The Windows 2000 MCSE certificate track consists of seven (7) courses. All seven courses will be offered for credit, with a track total of 19 credits. The A+ or Network+ tracks and/or Exams are recommended prerequisites for the Win- dows 2000 MCSE track. CITC 100.1 A+ Computer Service Technician 3credits CITC 110.1 Network+ Networking Technology Essentials 3credits

135 University of Phoenix, 2001-2002

Network+ Nevada School Guidance Counselor ...... Endorsement ...... The following certificate program is offered at these University of Phoenix locations: Phoenix, Colorado, New Mexico, Online, The following certificate program is offered at these University and Southern Arizona. of Phoenix campus locations: Nevada...... The Network+ Program is designed to prepare students to The Educational Counseling covers counseling theories and become a Network+ certified technician. For the beginning their application with groups and individuals, assessment non-technical student, this course provides an entry point to and evaluation, legal and ethical issues in counseling, critical prepare students to begin the Microsoft Certified System issues facing counselors, career planning, and supervised Engineer (MCSE) certification program. Earning the Net- clinical experiences. work+ certification means that the student possesses the ECN 531 knowledge needed to configure and install the TCP/IP cli- Professional Assessment, Part I 1credit ent. This course will also serve students interested in learn- ing broad based vendor independent networking concepts PSYCH 538 utilized by NT, NetWare and UNIX networks. Lifespan Development and Learning 3credits ECN 518 CITC 110.1 Educational Counseling Theories 3credits Network+: Networking Technology Essentials 3credits ECN 540 The University reserves the right to modify the required Introduction to School Guidance Counseling course of study. 3credits ECN 571 Family Interventions in Educational Counseling 3credits ECN 572 Dependency and Addictions in Children & Families 3credits ECN 573 Social and Multicultural Issues in Educational Counseling 3credits ECN 560 Educational Counseling of the Individual 3credits ECN 565 Educational Counseling of Groups 3credits ECN 532 Professional Assessment, Part II 1credit ECN 545 Student Career Counseling 3credits ECN 555 Student Assessment and Evaluation in Educational Counseling 3credits ECN 551 Seminar in School Counseling 3credits ECN 590 Counseling Practicum: Elementary Education OR ECN 591 Counseling Practicum: Secondary Education 3credits The University reserves the right to modify the required course of study.

136 University of Phoenix, 2001-2002 PROFESSIONAL PROGRAMS

Nursing Informatics Certificate Operations & Supply Chain Management ...... Professional Certificate Program Summary ...... The following certificate program is offered at these University of Phoenix campus locations: Phoenix ...... The following certificate program is offered at these University of Phoenix campus locations: Phoenix ...... The University of Phoenix Nursing Informatics Certificate meets the needs of practicing professional nurses who want Operations & Supply Chain Management is a six course, to specialize in informatics. The post baccalaureate certificate application based, undergraduate level professional is comprised of four, credit courses. Upon successful certificate program. Students enrolled into this program will completion of all four courses and provided that all other address cutting edge issues and solutions faced by today’s American Nurses’ Credentialling Center (ANCC) criteria are service and manufacturing industry professionals. met, students will be prepared to sit for the Nursing Practitioner faculty will lead students through Strategic Informatics Certification Examination. Supply Chain Management, Operations Management, Lean Enterprise, Global Sourcing & Procurement, Integrated NIS 560 Logistics Management, & e-Commerce in Supply chain Professional Practice/Trends, Issues, and Theories Management. Student will address both domestic and global 3credits issues in supplier and customer relations, such as the need to NIS 561 collaborate on planning, forecasting, and replenishment of System Analysis/Design and Human Factors 3credits raw materials and finished goods. Course topics include, but NIS 562 are not limited to: sales and operations planning, lean System Implementation, Support, Testing, and manufacturing techniques, global procurement, inventory Evaluation 3credits management, distribution management, logistics and reverse NIS 563 logistics (both domestic and global), electronic commerce, Information/Database Management and Computer information technologies including the Internet and Technology 3credits information management systems, supply chain The University reserves the right to modify the required management strategies and supply chain performance course of study. measurements. Student s who successfully complete each of these courses will be awarded three transcripted upper division credits per course and a professional certificate upon completion of the six courses. Course work requiring prerequisites are identified by a G symbol following the course number. Prerequisites to the courses are identified in the Course Description section of this catalog. OSC 300 Strategic Supply Chain Management 3credits OSC 301G Operations Management 3credits OSC 302G Lean Enterprise 3credits OSC 303G Global Sourcing & Procurement 3credits OSC 304G Integrated Logistics Management 3credits OSC 305G The Role of e-Business in Supply Chain Management 3credits The University reserves the right to modify the required course of study.

137 University of Phoenix, 2001-2002

Project Management Purchasing Certificate Program ...... The following certificate program is offered at these University The following certificate program is offered at these University of Phoenix campus locations: Phoenix. of Phoenix campus locations: Phoenix...... The Professional Certificate in Project Management focuses The Purchasing Certificate Program focuses on the profes- on the professional success of its students. It emphasizes real- sional success of its students. It emphasizes real-world appli- world application with assignments designed to apply the cation with assignments designed to apply the newfound newfound skills and knowledge to the workplace. Practical skills and knowledge to the workplace. Courses address the study materials, team activities, and personations to the class importance of effective purchasing practices to the contem- foster teamwork, critical thinking, self-confidence, and porary organization, the analysis of past and current trends application of project ethnical and leadership on a real-time in purchasing, the benefits of incorporating technology into basis. the procurement process, and supply chain management strategies that best fit the needs of an organization. CPMGT 438 Project Management 3credits PMT 300 Procurement Fundamentals 3credits CPMGT 441 Strategic Management of Cross-Functional Projects PMT 302 3credits Supply Chain Management 3credits CPMGT 442 PMT 304 Contracting and Risk Management for Project Managers Procurement Process Management 3credits 3credits PMT 306 CPMGT 443 Materials Management 3credits Project Estimating and Control Techniques 3credits The University reserves the right to modify the required CPMGT 326 course of study. Managing Project Organizations in High Performance Environment 3credits CPMGT 444 Project Management Capstone 3credits The University reserves the right to modify the required course of study.

138 University of Phoenix, 2001-2002 PROFESSIONAL PROGRAMS

Windows 2000 Microsoft Certified Systems Certificate Awards ...... Engineer ...... Upon completion of all courses in a certificate program, submission of the Request for Certification form, and The following certificate program is offered at these University certificate processing fee, a certificate and a certificate posted of Phoenix campus locations: Colorado, Florida, Hawaii, transcript will be processed. Louisiana, New Mexico, Oklahoma, Phoenix, Southern Arizona, Southern California, and Utah. Accreditation and Affiliations ......

The Windows 2000 Microsoft Certified System Engineer Pro- • The following agencies have supported the development gram is designed to prepare the students for the MCSE certi- of the certificate program that relates to their specific field: fication examinations. The courses in this program are designed to provide knowledge in the analysis of business • National Contract Management Association (NCMA) requirements for a system architecture, design solutions, • American Society for Quality Control (ASQ) deploy, install, and configure network components, and trou- bleshoot system problems. The design of the program pre- • The Society for Human Resource Management (SHRM) pares students to be a working professional in a complex network-computing environment of medium to large organi- • National Association of Purchasing Managers (NAPM) zations. • United States Arbitration and Mediation (USA & M) CITM 240 • World Trade Center (WTC) Microsoft Windows 2000 Network & Operating System Essentials 2credits • State of Arizona Department of Commerce (International CITM 242.1 Trade and Investment Division) Implementing Microsoft Windows 2000 Professional Admission Requirements and Server 3credits ...... CITM 244.1 The requirement for admission to the certificate programs is Implementing a Microsoft Windows 2000 Network high school graduation/GED, a minimum of 23 years of age, Infrastructure 3credits and current employment. Minimum TOEFL or TOEIC score, CITM 246.1 completed application and application fee, completed Implementing and Administering Microsoft Window Enrollment agreement or disclosure agreement. 2000 Directory Services 3credits 1. Completed Application for admission/ application fee. CITM 248 Designing a Microsoft Window 2000 Directory Services 2. Signed Enrollment agreement or Disclosure agreement. Infrastructure 2credits 3. High School diploma or GED. CITM 250.1 Designing a Microsoft Window 2000 Networking 4. At least 23 years of age. Services Infrastructure 3credits 5. Current employment. CITM 252.1 6. TOEFL minimum score of 550 for written (213 for CBT) or Designing a Secure Microsoft Windows 2000 Network TOEIC minimum score of 750. 3credits The University reserves the right to modify the required Admission to certificate programs in the College of Educa- course of study. tion vary by program. Please refer to specific program for admissions requirements.

139 ...... COLLEGE OF EDUCATION (Online) ......

The College of Education is within the School of Education, The E-Education specialization is designed for individuals Health and Human Services and offers graduate level degree teaching in a post-secondary setting or business training and non–degree courses for educators. The Master of Arts in environment. The program addresses the study of adult Education is the graduate degree program offered through learning theories, instructional design, multiple distance the College of Education. Graduate non–degree education modalities, and assessment and evaluations. programming includes a Post Baccalaureate Teacher The Special Education specialization was developed based Education Program in elementary, secondary, special on standards set forth by the Council for Exceptional Chil- education and several state specific certificates/ dren. It covers characteristics and placement of various dis- endorsements. Each student/applicant is responsible for abilities, methods and curriculum adaptation, assessment, checking with his/her state Department of Education and/or and collaboration with parents and community agencies. school district to determine specific credentialling The Teacher Education program focuses on P-12 student requirements. learning by improving the educator responsible for that The College of Education works closely with other depart- learning. Candidates for this program have already earned a ments responsible for providing and administering academic bachelor’s degree and wish to gain the pedagogical skills and programming at the University and with each campus to knowledge that will assist them in becoming competent and ensure the quality delivery of all courses and programs. effective educators. The program leads to initial teacher Master of Arts in Education licensure and a Master of Arts in Education degree...... The Master of Arts in Education degree program involves a Please refer to MAEd specializations for campus locations variety of learning formats, depending upon the subject mat- offering each program ...... ter and competencies to be developed. These formats include lecture, group work, and self-directed learning. Additional The Master of Arts in Education degree program is designed time is required outside of the formal class sessions for to meet the specific needs of educators through specialization homework, learning team meetings, and project activities. in several areas – Administration and Supervision, Educa- tional Counseling, E-Education, Curriculum and Instruction, All of the specializations have a research component, and Curriculum and Technology, Special Education, and Teacher most culminate with an Action Research Project. All project Education. Each area of specialization offers courses devel- work integrates the theoretical aspects of education and the oped to enhance and refine the skills of the individual practical experience of the adult learner through the identifi- whether an administrator, educational counselor, or class- cation and exploration of a significant problem related to the room teacher. student’s area of professional responsibilities and interest. The concepts covered in Administration and Supervision The core curriculum in each area is completed in the order include finance, school law, the role of the principal, commu- recommended by the University. The University reserves the nity relations, and supervision of personnel. Educational right to modify the curriculum as necessary. All general aca- Counseling covers counseling theories and their application demic policies of the University are applicable. with groups and individuals, assessment and evaluation, legal and ethical issues in counseling, critical issues facing counselors, career planning, and supervised clinical experi- ences. The Curriculum and Instruction specialization covers curric- ulum planning, exploration and implementation of effective instructional strategies, critical thinking skills development, and assessment of student learning. The Curriculum and Technology program provides educa- tors with informative tools allowing the successful integra- tion of technology into educational systems and curricula to enhance student learning

141 University of Phoenix, 2001-2002

Master of Arts in Education with a CUR 524 Specialization in Curriculum and Instructional Design 3credits Instruction EDD 575 ...... Action Research Proposal 1credit The following Master of Arts in Education (MAEd) program CMP 540 with a Specialization in Curriculum and Instruction is offered Integrating Educational Technology in the Classroom at these University of Phoenix campus locations: Colorado, 3credits Florida, Louisiana, Michigan Nevada, Online, Phoenix, CUR 562 Sacramento, Southern Arizona, Southern Colorado, and Utah. Standards-Based Curriculum and Instruction 3credits ...... EDD 573 Courses requiring prerequisites are identified by a G symbol Applications of Research 2credits following the course number. Prerequisites to courses are CUR 578 identified in the “Course Descriptions” section of this cata- Evaluation of Curriculum 3credits log. In most instances, students must complete Foundation EDD 576G courses prior to the Specialization. Action Research Presentation 1credit Foundation: The University reserves the right to modify the required ECN 571(entry point) course of study. Introduction to Research & Graduate Studies in Education 2credits PSYCH 538 (entry point) Lifespan Development and Learning 3credits EDD 520(entry point) Critical Issues in Education 3credits Specialization: EDD 574G Action Research Outline 1credit QNT 575 Measurement, Evaluation & Ethics in Research 2credits CUR 558 Foundations of Curriculum and Instruction 3credits CMP 520 Learning and Technology 3credits

142 University of Phoenix, 2001-2002

COLLEGE OF EDUCATION (Online)

Master of Arts in Education with a CMP 540 Specialization in Curriculum and Integrating Educational Technology in the Classroom Technology 3credits ...... EDD 575G The following Master of Arts in Education (MAEd) program Action Research Proposal 1credit with a Specialization in Curriculum and Technology is offered EDD 573 at these University of Phoenix campus locations: Colorado, Applications of Research 2credits Florida, Nevada, Northern California, Online, Phoenix, CMP 555 Sacramento, San Diego, Southern Arizona, Southern Designing and Producing Educational Technology 3credits ...... California, and Southern Colorado. CMP 560 Courses requiring prerequisites are identified by a G symbol Instructional Multimedia Authoring 3credits following the course number. Prerequisites to courses are EDD 576² identified in the “Course Descriptions” section of this cata- Action Research Presentation 1credit log. In most instances, students must complete Foundation The University reserves the right to modify the required courses prior to the Specialization. course of study. Foundation: EDD 571 (entry point) Introduction to Research & Graduate Studies in Education 2credits CMP 520 (entry point) Learning and Technology 3credits CMP 522 (entry point) Critical Issues in Educational Technology 3credits Specialization: EDD 574G Action Research Outline 1credit QNT 575 Measurement, Evaluation & Ethics in Research 2credits CMP 521 Using Computers in Education 3credits CMP 530 Ethics and Technology in Education 3credits EDD 558 Curriculum Design and Development 3credits

143 University of Phoenix, 2001-2002

Master of Arts in Education with a EDTC 560 Specialization in E-Education Applications of Multimedia and Web Page Design ...... 3credits The following Master of Arts in Education (MAEd) program EDTC 570 with a Specialization in E-Education is offered at these Courseware Authoring 3credits University of Phoenix campus locations: Michigan, Nevada, EDTC 575 Online, Phoenix, Southern Arizona, and Utah. E-Education in the Global Environment 3credits ...... EDTC 590 The Master of Arts in Education with a Specialization in E- E-Education Capstone 3credits Education is a graduate degree for bachelor-prepared indi- The University reserves the right to modify the required viduals who wish to develop and enhance skills necessary to course of study. effectively teach within a post-secondary setting or training environment in business. The program encompasses the study of adult learning theories, instructional design, multi- ple distance education modalities, assessment and evalua- tion, as well as tools, techniques and strategies associated with distance education with a focus on self-directed learn- ing. Students will learn to use Internet resources, distance education delivery systems, and will focus on how to con- struct courses and rich learning environments for effective instruction with a variety of learners. Courses requiring prerequisites are identified by a G symbol following the course number. Prerequisites to courses are identified in the “Course Descriptions” section of this cata- log. In most instances, students must complete Foundation courses prior to the Specialization. Foundation: EDTC 510 Foundations of Distance Education and Training 2credits EDD 511 Adult Learning: Theories, Principles and Applications 3credits EDTC 524 Instructional Design 3credits EDTC 526 Assessment and Evaluation in E-Education 3credits QNT 540 Research and Ethics in E-Education 3credits EDTC 550 Information Technology 3credits EDTC 555 Internet and Distance Education Delivery 3credits

144 University of Phoenix, 2001-2002

COLLEGE OF EDUCATION (Online)

MAEd Admission Requirements MAEd Degree Requirements The requirements for admission to the MAEd program are as Students in the Master of Arts in Education program must follows: fulfill the following requirements to graduate; 1. A completed and signed University of Phoenix graduate 1. Completion of the major course of study with a minimum application and an application fee. grade point average of “B” (3.0). 2. An undergraduate degree from a regionally accredited or 2. Satisfactory completion of the Action Research Project, if candidate for accreditation college or university, or a required in the program of study. comparable degree from a recognized institution outside of 3. Successful completion of practicum internship or student the United States. teaching, (if required) with a grade of “B” (3.0) or better. 3. Official transcripts verifying all course work earned 4. Payment of all tuition and fees. toward the bachelor’s degree and any graduate course work attempted. 5. Completion of the University’s Comprehensive Cognitive Assessment post–test 4. A cumulative grade point average (GPA) of 2.5 as shown on the degree posted undergraduate transcript. The University may transfer up to six semester hours of graduate credit toward completion of the graduate curricu- 5. Verification of a minimum of three years of significant full– lum. To meet the criteria for transfer into the program, the time, post high school work experience of which 9 months course transferred must: must be instructional experience in a P-12 setting for all MAEd degrees except E-Education. Instructional experience a. Be completed within the past five years with a is not required for the MAEd/E-Ed. minimum grade of “B” (3.0) at a regionally accredited or candidate for accreditation institution; 6. Students in the MAED/CT program may use instructional experience at a community college, 2-year or 4-year post- b. Demonstrate that the course work is comparable in secondary institution to meet the work experience content and credit to the University of Phoenix requirement. courses and applicable to the degree program (this can be accomplished by supplying a catalog 7. Current employment. Unemployed applicants must verify description); access to a suitable work environment in which to complete classroom assignments. c. Be a graduate level course; and 8. For non–native speakers of English, a score of 550 on the d. Be officially transcripted from the college or Test of English as a Foreign Language (TOEFL). The university where credit was earned. following may exempt a non–native speaker from having to 6. Research, internship and practicum courses cannot be take the TOEFL: waived. • Successful completion of 30 transferable, academic semester credits at a regionally accredited college or university in the United States. • Successful completion of 30 transferable, academic semester credits at a recognized college or University in a country in which English is the official language. • U.S. high school diploma or GED. • Equivalent of a U.S. high school diploma from a country in which English is the official language. • Official documents are required. 9. Signed enrollment agreement. 10. Appropriate access to technology as established by the student Technology Recommendations and competencies.

145 ...... TUITION AND FEES ...... UNDERGRADUATE (Online) ......

Type of fee Amount* When due

Application Fee, Degree Programs $ 85.00 At time of application. Single Course registration fee (non degree seeking) $ 30.00 Upon registration limit of 3 courses. Application Charge, Certificate Programs $ 30.00 At time of application. (non-refundable)

Credit Recognition Program Application Fee $ 50.00 EML/299 Fee $ 430.00 Graduation Fee $ 50.00

Tuition Per Credit/In Class Online Course Tuition (per credit) $ 400.00 Two weeks prior to the start date of each course. Directed Study $ 345.00 Professional Certificate Programs $ 345.00

Book and Materials Charges Varies by course When books and materials are sold.

One Time Submission Fee $ 90.00 When initial submission is made to the Prior Learning GEN/110 Portfolios, Professional Training Assessment Center. Portfolios, or Transcripts

Each Assessed Credit $ 55.00 Billed after each evaluation and due within 30 days of date Experiential Essays, Competency Packages, and of invoice. Professional Training Portfolios

Standardized Training or Transcripts $ 30.00 ACE/CREDIT and National PONSI, or Apollo Quick List

Articulated Credit (CASEE Guide®) $ 25.00

Late Assessment Payment Fee $ 30.00 Upon notification. Assessment Return Check Fee $ 30.00 Upon notification.

Degree Audit Processing Fee $ 55.00 When application for graduation is submitted.

Transcript of Record $ 5.00 At time of request. (Must accompany transcript request form.)

Check Return Charge $ 30.00 Upon notification.

Declined Credit Card Charge $ 30.00 At time of decline.

*Note: All fees are subject to change.

147 University of Phoenix, 2001-2002

Type of fee Amount* When due

Late Charge $ 30.00 At time of non-payment.

*Note: All fees are subject to change.

148 University of Phoenix, 2001-2002 TUITION AND FEES GRADUATE (Online)

...... GRADUATE (Online) ......

Type of fee Amount* When due

Application Fee $ 85.00 At time of application. Single Course Registration Fee (non-degree seeking) $ 30.00 Upon registration limit of 3 courses. Application fee, Certificate Program (non-refundable) $ 30.00 At time of application.

Tuition Per Credit/In Class Online Course Tuition (per credit) $ 495.00 Two weeks prior to the start date each course.

Directed Study (includes non-refundable $ 390.00 Two weeks prior to the start date of each course. registration fee) Professional Certificate Programs $ 390.00

Book and Materials Charges Varies by course When books and materials are sold.

Degree Audit Processing Fee $ 55.00 When application for graduation is submitted.

Transcript of Record $ 5.00 At time of request. (Must accompany transcript request form).

Check Return Charge $ 30.00 At time of return.

Declined Credit Card Charge $ 30.00 At time of decline.

Late Payment Charge $ 30.00 At time of non-payment.

*NOTE: All fees are subject to change.

149 ...... FINANCIAL AID ...... The University of Phoenix participates in the Federal Federal Supplemental Education Financial Aid Programs, including the Federal Stafford Opportunity Grant Student Loans, the Federal PLUS Loan, the Federal Pell ...... Grant, the Federal Supplemental Education Opportunity A Federal Supplemental Education Opportunity Grant Grant, and the Federal Perkins loan programs. (FSEOG) is for undergraduates with exceptional financial need, which is defined as students with the lowest Expected Information and/or application forms are available from Family Contributions (EFCs) and remaining need after other your campus Financial Aid Office. resources used towards educational costs are considered. Admitted degree–seeking students enrolled in eligible pro- This federal program gives priority to students who receive grams may apply for financial aid as a means of assisting Federal Pell Grants. Unlike loans, Federal SEOG awards do them with financing their education. Some Certificate pro- not have to be paid back. Please note that the U.S. Depart- grams are also eligible for financial aid; please check with the ment of Education guarantees that each participating institu- campus Financial Aid Office for specific program informa- tion will receive enough money to pay the Federal Pell tion. Grants of its eligible students. However, there’s no guarantee that every student will receive an FSEOG award; students Students needing financial aid may be eligible for financial will be awarded FSEOG based on the availability of funds at aid once each academic year, which is defined as the period the University. of time in which an enrolled undergraduate student com- Federal Perkins Loan pletes at least 27 credit hours and at least 45 weeks of instruc- ...... tional time. Graduate students are required to complete at least 27 credits and 54 weeks of instructional time. Therefore, A Federal Perkins Loan is a low-interest (5 percent) loan for students may have their eligibility assessed for grants and/ both undergraduate and graduate students with exceptional or loans several times during their program of study. The financial need. The University of Phoenix is the lender for the average processing time for financial aid is 90 days. Inter- loan, and the loan must be repaid to the University. The loan ested students should apply for financial aid prior to each is made with government funds with a share contributed by academic year. the school. All students receiving financial aid must comply with the A Perkins Loan borrower is not charged any fees. However, requirements of the University of Phoenix Satisfactory Aca- if a student misses a payment, makes a payment late, or demic Progress Policy for Title IV recipients (see General makes less than a full payment, late charges and collection Academic Policies.) Those students not making satisfactory costs will apply. academic progress may be academically disqualified and/or After the student graduates or leaves school, he/she has nine financially disqualified. months before beginning repayment for the Federal Perkins Financial Aid Appeals Committee Loan. Additional deferments may apply for students on ...... active duty in the military. This is referred to as the “grace Any student who wishes to appeal a financial aid decision period”. During periods of deferment and the grace period must do so by writing to: the loan does not accrue interest. The monthly payment amount will depend on the size of the debt and the length of VP of University Services the repayment period. Forty dollars is the minimum monthly Apollo Group, Inc. payment. 4615 East Elwood Street Phoenix, AZ 85040 Federal Pell Grants ...... A Federal Pell Grant is an award to help needy undergradu- ate students (who have never obtained a Bachelor’s degree) pay for their education. Unlike loans, Federal Pell Grants do not have to be paid back. Eligibility is based on a formula revised and approved each year by congress, and the stu- dents course schedule.

151 University of Phoenix, 2001-2002

Federal Stafford Student Loans (Subsidized Alternative Student Loans ...... and Unsubsidized) ...... Alternative student loans are available to students who are Federal Stafford loans are low–interest loans made by a not eligible for federal loans or who need assistance beyond lender such as a bank or a credit union. Loans must be paid their financial aid eligibility. These loans are made privately back once the student graduates or withdraws from the Uni- through banks and other financial institutions and are subject versity. to their terms. Alternative loans should only be considered after applying for federal student aid. Contact your campus For subsidized Federal Stafford loans, the Federal govern- Financial Aid Office for additional information on alternative ment pays the interest on the loan while the student is in student loans. school. For unsubsidized Federal Stafford loans, the /Grant Disbursement has the option to defer interest but it will continue to accrue...... The subsidized Federal Stafford loan is made to borrowers All Federal aid can be certified and disbursed when a student who demonstrate financial need according to the federal has been accepted for admission and has met other federal methodology and their cost of attendance. The unsubsidized requirements; additionally, the student must be making satis- Federal Stafford loan is made to all borrowers who meet the factory academic progress as defined by Federal regulations requirements for student aid eligibility. and outlined in the policy section titled “Satisfactory Aca- A student cannot borrow more than his/her cost of atten- demic Progress for Title IV Recipients”. Federal regulations dance at the University of Phoenix less any other financial also require that financial aid students maintain continuous assistance received. attendance (no break in attendance exceeding 29 days) or the student’s funds may be cancelled. Attendance during exten- Information on current interest rates, loan limits, insurance sion periods, waived courses, CLEPS, or assessment courses premiums and guarantee fees, can be obtained from your are not considered as eligible attendance. campus Financial Aid Office. In addition, the Online Directed Study requires a directed After the student graduates or leaves school, he/she has six study student to make accessible contact with the instructor months before beginning repayment for the Federal Stafford before the student is eligible for any financial aid disburse- loans. This is referred to as the “grace period”. During the ments. Accessible contact is defined as receipt of a completed grace period, the student receiving a subsidized Federal assignment by the faculty member, who reports the receipt of Stafford Loan is not responsible for interest or principal. For the completed assignment as attendance. an unsubsidized Federal Stafford loan, the student has the option to defer interest but it will continue to accrue. Federal loan disbursements are made in two payments; the first is at the beginning of the loan period, and the second is The University of Phoenix has a list of preferred lenders that made at the midpoint of the loan period based on the num- meet or exceed our minimum operational standards as well ber of credit hours successfully completed. Federal Pell dis- as offering generous borrower benefits, however, we will bursements are made in two payments; the first is at the process loan applications through any lender who partici- beginning of the first payment period, and the second is pates in the Title IV Federal loan programs. Contact your made at the midpoint of the Pell period based on the success- campus Financial Aid Office for the list of preferred lenders. ful completion of a minimum of 13.5 credits. Federal SEOG Federal PLUS Loans funds are disbursed in one disbursement at the beginning of ...... the academic year. Most federal funds are disbursed directly The Federal PLUS loan is available to the parents of depen- toward your tuition account by electronic funds transfer. dent students. This loan is based on “credit worthiness” as Since federal aid is for educational expenses, the funds will determined by your lender. The loan amount cannot exceed first be credited to tuition and rEsource fees outstanding for the cost of attendance minus other aid awarded. the disbursement period. Any excess funds will be refunded to the student, unless otherwise specified by the student. Repayment begins 60 days from the date the loan is fully dis- bursed by the lender.

152 University of Phoenix, 2001-2002 FINANCIAL AID

Loan Deferments Satisfactory Academic Progress Policy for ...... Title IV Recipients Students attending eligible programs may defer payments on ...... student loans by contacting the financial aid coordinator at Students receiving Title IV financial aid funds must maintain their local campus for a loan deferment form. Regulations the minimum grade point average for their degree program. governing student loan deferments are determined by con- These students must also make satisfactory progress towards gress. Once the Registrar’s Office receives the loan deferment completing their degree program within the maximum time request form, approximately five working days are required frame allowed according to federal regulations. The maxi- for processing. Students must be currently in attendance or mum time frame allowed is based on the required number of scheduled to attend within 30 days of the deferment request credits for graduation from the degree program, less any in order for it to be processed. transfer or assessed credits, times 150%. Leave of Absence 1. This maximum time frame will be evaluated for all periods ...... of attendance at the university, including periods during From time to time, a student may find it necessary to take a which the student did not receive aid. Students who transfer leave of absence (LOA). The LOA serves to maintain the stu- between programs, majors, or drop and re-enter will have dent in school enrollment status. For students requesting a their maximum time frame evaluated based on the courses LOA, the following applies: that apply to the new program and/or major. 1. The University may grant a leave of absence(s) to students Progress will be measured after each 24 attempted credit who provide a written, signed and dated request to their increment. Students must successfully complete a minimum campus on or before the last date of class attendance. If of 16 credits during each increment to make satisfactory aca- unforeseen circumstances prevent a student from providing demic progress. this request on or before the last date of class attendance, the 2. Each course of the student’s program that the student University may grant the leave of absence if the campus attends counts as an attempted credit. Only courses receives the request and appropriate documentation within completed with a passing grade count as completed. For 15 days of the student’s last date of class attendance. repeated courses, only the first course for which the student Unforeseen circumstances may include medical and family receives credit towards their degree counts as a completed emergencies, University course cancellation and/or facility credit. However, each repeated course counts as an closure, and natural disasters. A student on an approved attempted credit. leave of absence will be considered enrolled at the University Students who are not making satisfactory progress will be and eligible for an in-school deferment for his or her SFA placed on Financial Aid probation and will have two proba- loans. tionary increments to make up the credits or they will be 2. A leave of absence cannot exceed 60 days in a 12-month placed on Financial Aid Disqualification at which time all period. Time in excess of 60 days in any 12-month period Title IV funding will cease. During these probationary peri- may be approved on an exception basis, for unusual ods, the student must maintain the minimum 16/24 comple- circumstances. This leave may not exceed 90 days in length tion schedule and make up the original credit deficiency. and may be approved for unusual circumstances such as Students will be disqualified for federal financial aid if they course cancellations, personal leaves, business travel, do not maintain the 16-credit completion minimum during institutional issues, military reasons, circumstances covered the probationary periods, or do not make up the original by the Family and Medical Leave Act of 1993 or jury duty. credit deficiency, or are more than 8 credits deficient after the first probationary increment. Students who are disqualified 3. If a student does not return from an approved leave of may appeal to the Student Appeals Committee to have spe- absence, his or her withdrawal date and beginning of the cial circumstances reviewed for the potential of regaining sat- loan grace period will be the last date of class attendance. isfactory progress status. Students whose appeal is denied This may result in the loss of some or all of the student’s loan will not be able to receive any further financial aid. grace period.

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Statement of Educational Purpose ...... Federal Financial Aid is to be used solely for the students educational expenses related to their attendance at the Uni- versity of Phoenix. Referrals to the Office of Inspector General ...... The University of Phoenix is required by law to make refer- rals to the Office of Inspector General of any cases of sus- pected fraud and abuse involving the Title IV programs. Additional Funding Options ...... In addition to the Federal Student Aid programs additional sources of funds are available to University of Phoenix stu- dents. Such funding programs are only available to high quality institutions such as the University of Phoenix. Ask your financial advisor for more information on additional sources of funds.

154 ...... FINANCIAL POLICIES AND PROCEDURES ...... Payment Policies Veterans Educational Assistance ...... Tuition for each course must be paid according to the terms Students who are entitled to Department of Veterans Affairs and conditions outlined for the Primary Financial Option education benefits must make initial contact with their cam- selected on the student financial agreement form. Students pus veteran’s affairs certifying official. A formal application who are not in compliance with their Primary Financial for admission to the university should be competed before option term will not be allowed to attend courses. See the applying for the VA education benefits. “Financial Options Guide” for further information related to Each University of Phoenix program and classroom, or dis- financial options and payment terms. A student may be tance education option, requires separate state approving administratively withdrawn for failure to make payment in a agency approval for the training of veterans or eligible per- timely manner, preventing the student from attending future sons. Please contact your local campus for information on class sessions, until the amount owed is paid in full or current approvals. satisfactory payment arrangements are made. Application for VA education benefits should be sent to your All applicable fees are due and payable as cost are incurred. local campus, for submission to the Department of Veterans Fees for books and materials for each course must be paid at Affairs (DVA), so that the campus certifying official can sub- the time they are ordered. Students are required to clear any mit the proper certification for your enrollment. The Univer- indebtedness to the University before grades and transcripts sity of Phoenix does not participate in the DVA “advanced will be issued or the degree awarded. payment” program. All costs of collection, court costs and reasonable attorney’s VA education benefit eligibility and payment rates vary fees will be added to delinquent accounts collected through depending on each individual’s military history and the edu- third parties. The University of Phoenix may obtain a current cational program being pursued. Only the Department of credit report as needed to support any decision to defer Veteran’s Affairs can determine VA applications eligibility. tuition payment or to assist in collection of amounts owed. To contact a DVA representative in your area, call toll free 1- All tuition, fees and payment policies are subject to change. 888-GI-BILL-1 (1-888-442-4551). Students who primarily attend a University of Phoenix cam- Credit for Prior Education and Training pus other than Online Directed Study are subject to financial Credit for prior education or training must be evaluated and approval by their “primary” campus prior to enrolling in a reported to the Department of Veterans Affairs prior to the Online Directed Study course. start of the 25th week of enrollment. DVA may not always Students should contact their Academic Counselor to register pay VA education benefits after the 24th week if the DVA a minimum of two weeks prior to their intended course start records indicate the student has large amounts of transfer date. credits. Please insure all prior education transcripts, DD-295, DD-214, Army/American Council on Education Registry Processing Fee and Late Fees ...... Transcript System (AARTS), Coast Guard institute tran- scripts, and Sailor/Marine/American Council on Education A late fee of $30.00 will be assessed for every course for Registry (SMART) transcripts are submitted for evaluation in which the student’s tuition payment has not been received a timely manner. It is the student responsibility to ensure that according to the terms of the Primary Financial Option all transcripts are submitted to the University. Academic selected. A $30.00 processing fee will be charged for check returned for any reason and for declined credit card transac- credit earned for courses appearing on an official transcript tions. from a regionally accredited or candidate for accreditation college or university will be evaluated according to Univer- sity policies and accepted subject to the approval of the Uni- versity’s central Office of Admissions. Transfer credits that are based on a different unit of credit than the one prescribed by the University of Phoenix are subject to conversion before being transferred. Only the official transcript and course evaluations performed by the University’s central Adminis- trative office of admission or Prior Learning Assessment Center are final. Any preliminary reviews by the campus personnel are unofficial and not binding, and subject to change.

155 University of Phoenix, 2001-2002

VA Standard of Academic Progress Requirements DANTES Reimbursement To receive veteran’s education benefits, student must main- Directed study courses have Defense Activity for Non-Tradi- tain satisfactory academic progress and conduct. Accord- tional Education Support (DANTES) approval for tuition ingly, benefits will be terminated for individuals who are reimbursement. For more information on this program, con- disqualified, suspended, or expelled from the University. tact the Educational Service Officer on your base. Academic Probation shall occur when a student’s grade Tuition Assistance VA Top-Up point average falls below acceptable levels. Undergraduate Active duty student requesting to use the Tuition Assistance degree and certificate program seeking students must main- VA Top-UP program should direct all questions or concerns tain a program grade point average of 2.0. Graduate and to the Department of Veterans Affairs at 1-888-GI-BILL-1 (1- Doctoral students must maintain a program grade point 888-442-4551) or their web site at www.gibill.va.gov/Education/ average of 3.0. Probation last for a period of three consecu- News/TATU.htm. The University of Phoenix VA certifying tive courses. Any course work taken concurrently will be official has no involvement in the processing of any Tuition applied to the three consecutive course period. Veteran stu- Assistance VA Top-Up request. dents will continue to receive VA education benefits during the probation period. The veteran will be informed of the Formal application for admission to the University should be probation, and a notation to the student VA file will record completed before applying for VA educational assistance. when the probationary period commenced. Each University of Phoenix program and classroom, or dis- tance education option, requires separate state agency Academic Disqualification will result if a student fails to approval for the training of veterans. Please contact your clear their academic probation status within three courses local campus for information on current approvals. from the onset of probation. Veteran student will not be eligi- ble for VA educational benefits after disqualification. The Application for VA benefits should be sent to your local cam- DVA and student will be notified of the disqualification. To pus, for submission to Department of Veterans Affairs (DVA) re-enter, a formal application for admission must be submit- with enrollment certification. The University of Phoenix does ted in accordance with University admission procedures; in not participate in the DVA “advance pay” program. addition, applicants should explain the reasons for the scho- VA benefit eligibility and assistance rates vary depending on lastic deficiencies; the manner in which the intervening time each individual’s military history and the educational pro- has been spent, and why they should be given favorable con- gram being pursued. Only the Department of Veterans sideration for re-admission. The admission file will be Affairs can determine a VA applicant’s eligibility. To contact a reviewed by the student appeals committee and decision DVA representative in your area call toll–free 1–888–GI- reached regarding re-admission. If approved, the student BILL–1 (1-888-442-4551). would be required to complete all program requirements in Refund Policy effect at the time of re-admission. An application for VA edu- ...... cation benefits will also be necessary to re-establish benefits All fees, including application fees, assessment fees, student with the University of Phoenix. service fees, and book fees are nonrefundable. Overpayments A tuition refund should be requested by submitting an “Offi- To avoid overpayments, VA education benefits recipients cial Withdrawal Form” to the student’s local campus. should promptly report any changes in enrollment or depen- dency status to the university of Phoenix and DVA. The Uni- Students are eligible for a tuition refund under the following versity is required to notify the DVA within 30 days of any conditions assuming the tuition for the entire class was paid: change in student status during previously certified periods 1. Written notification of withdrawal is provided prior to the of enrollment. Changes include withdrawals, reduction in first class session of a course: Refund – 100% of tuition. training time, unsatisfactory academic progress or conduct, and assignment of “non-punitive” grade and “changes in 2. Students attending only the first week of any class are dates of enrollment”. Upon receipt of the notice, DVA will financially responsible for 25% of the tuition for the course. reduce or terminate benefits. DVA is required to take prompt Written notification of withdrawal prior to the second class and aggressive action to recover benefits overpayments. session of a course: Refund – 75% of tuition. 3. There is no tuition refund for students who withdraw after the second class session.

156 University of Phoenix, 2001-2002 FINANCIAL POLICIES AND PROCEDURES

4. Students who began a program under Registered status 8. A student in the state of Ohio who rescinds his or her pending the completion of their admission file and are decision to enroll within five (5) business days of signing the subsequently denied admission are eligible for a refund of Enrollment Agreement is entitled to a full refund of all fees the full tuition amount for the course in which they are and tuition paid. To cancel enrollment, a student should currently enrolled. Tuition will not be refunded for any submit an “Official Withdrawal Form”. If sent by mail, the course that has been completed. “Official Withdrawal Form” must be postmarked on or before the fifth business day following execution of this 5. Student attending campuses located in the state of Agreement. Except for cancellations within the five-day California who have completed 60 percent or less of the period set forth above, all fees, including application fees, course of instruction are eligible for a pro rata refund per the assessment fees, and materials fees are nonrefundable. A California Refund Policy. The refund will be the amount the tuition refund must be requested in writing by submitting an student paid of the instruction multiplied by a fraction, the “Official Withdrawal Form” to the student's local campus. numerator of which is the number of hours (weeks) of Students are eligible for a tuition refund under the following instruction which the student has not received, but for which conditions, assuming the tuition for the entire class was paid: the student has paid, and the denominator of which is the total number of hours (weeks) instruction for which the 1. Students providing written notification of withdrawal student has paid. prior to the first class session of a course will receive a full tuition refund. Example of refund on attendance for a 5 week course: 2. Students attending only the first week of any class are Attend 1 week 80% refund due financially responsible for 25% of the tuition for the course. Attend 2 week 60% refund due Such students will receive a refund equal to 75% of tuition if Attend 3 week 40% refund due they provide written notification of withdrawal prior to the Attend 4 week No refund due second class session of a course. 6. In the event that the University of Phoenix no longer offers 3. Students who withdraw after the second class session are educational services prior to a student completing a course of financially responsible for 50% of the tuition for the course. instruction, a partial refund may be available. The student Such students will receive a refund equal to 50% of tuition if should contact the Council for Private Postsecondary and they provide written notification of withdrawal prior to the Vocational Education, 1027 10th Street, Fourth Floor, third class session of a course. Sacramento, California 98514, or call (916) 443427. 4. Students who withdraw after the third class session are 7. A student in the state of Wisconsin has the right to cancel financially responsible for 75% of the tuition for the course. enrollment until midnight of the third business day after Such students will receive a refund equal to 25% of tuition if receipt of notice of acceptance and is entitled to a full refund they provide written notification of withdrawal prior to the of any tuition paid. In addition, the student may withdraw fourth class session of a course. from a course after instruction has started and receive a pro 5. Students who withdraw after the fourth class session are rata refund for the unused portion of the tuition paid if the financially responsible for 100% of the tuition for the course. student has completed 60% or less of the instruction or if 60% Such students will receive no refund. or less time has elapsed from the scheduled start date, whichever comes first. For example: (a) if the student NOTE: Additional refund policies apply to students receiving Fed- completes only two weeks of a five-week course and paid eral Financial Aid. Please see the “Financial Policies and Proce- $1,000.00 tuition, the student would receive a refund of dures” section of this catalog. $600.00, and (b) if the student completes only two weeks of a six-week course and paid $1,200.00 tuition, the student would receive a refund of $800.00. If the school cancels or discontinues a course or educational program, the school will make a full refund of all charges. Refunds will be paid within thirty days of receipt of the student's notice of cancellation or withdrawal.

157 University of Phoenix, 2001-2002

Additional Refund Policies for Students Receiving After the University has allocated the unearned funds for Federal Financial Aid which it is responsible, the student must return assistance for Effective October 1, 2000 the University will implement the which they are responsible. This amount is calculated by sub- new federal return provisions for recipients of Student Finan- tracting the amount of unearned aid that the University is cial Aid (SFA). The new requirements, which will apply to required to return from the total amount of unearned SFA students who have returns calculated on or after October 1, assistance to be returned. The student (or parent in the case 2000, will use a formula to determine the amount of SFA of funds due to a PLUS Loan) must repay loan funds in funds a student has earned as of his or her last day of class accordance with the terms of the loan and any grant funds as attendance. Students out of attendance for over 29 days and an overpayment. The student is obligated to return only one- not on an approved leave of absence, will be considered half of the unearned grant amount. withdrawn for Federal and University refund processing. Overpayment The Return of Title IV Refund Policy is in addition to the Uni- A student who owes an overpayment as a result of with- versity’s Tuition Refund Policy. Both calculations will be drawal from the University and a subsequent Return of Title completed when the student withdraws. IV Program funds calculation will retain SFA funding eligi- If a student withdraws before completing more than 60% of bility for 45 days from the date that the University sends a the payment period, the percentage of SFA funds earned will notification to the student of the overpayment. During the 45 equal the percentage of the calendar days completed in the days the student will have the opportunity to take appropri- payment period prior to the withdrawal date. After the stu- ate action that can continue their eligibility for SFA funds. dent has completed 60% of the payment period, he or she has This may be accomplished by repaying the overpayment in earned 100% of the SFA funds disbursed. full to the University or by signing a repayment agreement with the U.S. Department of Education. If the student does The amount of SFA funds earned by the student is the per- not take one of these two actions during the 45-day period, centage of SFA assistance that has been earned multiplied by he or she becomes ineligible for future funding on the 46th the total amount of SFA assistance that was disbursed for the day. Further information on signing a repayment agreement payment period, to include funds retained by the University with the U.S. Department of Education may be obtained and funds given directly to the student. from your Campus Financial Aid Advisor. • Percentage Earned - The percentage of SFA funds earned is Post-Withdrawal Disbursement equal to the percentage of the payment period completed If the total amount of SFA funds the student earned as calcu- as of the last date of attendance recorded from class lated under the new Return of Title IV funds policy is greater attendance records. than the total amount disbursed, the student may be eligible • Percentage Unearned - The total SFA funds disbursed, to receive a post-withdrawal disbursement of SFA funds. The minus the amount of SFA funds earned determines the University will offer any amount of a post-withdrawal dis- amount of SFA loan and grant aid that is unearned and bursement that is due within 30 days of the date that the Uni- must be returned by the University. versity determined that the student withdrew by providing a The University will return the lesser of the following written notification that will include the following: amounts: • The type and amount of SFA funds that make up the post- • The amount of SFA funds that the student does not earn, withdrawal disbursement. or • An explanation that the student or parent may accept or decline some or all of the post-withdrawal disbursement. • The amount that is equal to the total University charges incurred by the student for the payment period multiplied • An explanation that no post-withdrawal disbursement by the percentage of unearned aid. will be made if they do not respond within 14 days of the letter date. The University will return funds to the SFA Programs in the If the student and/or parent responds to the University’s following order: Unsubsidized Federal Stafford Loans, Subsi- notice within 14 days and instructs the University to make all dized Federal Stafford Loans, Federal Perkins Loan, and Fed- or a portion of the post-withdrawal disbursement, the funds eral PLUS Loans. If funds remain after repaying all loan will be requested and disbursed in the manner specified in amounts, those remaining funds must be credited in the fol- their response within 90 days of the date of the University’s lowing order: Federal Pell grants SEOG, and other grants or loan assistance authorized by the U.S. Department of Educa- determination that the student withdrew. If the student and/ tion. or parent does not respond to the University’s notice, the post-withdrawal disbursement will be made only for appro- priate outstanding charges.

158 University of Phoenix, 2001-2002 FINANCIAL POLICIES AND PROCEDURES

State Tuition Recovery Fee It is important that students keep copies of the enrollment Assembly Bill 411, passed during the 1995 legislative session, agreement, financial aid papers, receipts or any other infor- changed the Nevada Revised Statutes, Chapter 394, and mation that documents the monies paid to the school. Ques- established the “Tuition Recovery Fund”. These funds are to tions regarding the STRF may be directed to the Bureau for be held by the State Commission on Postsecondary Educa- Private Post-Secondary and Vocational Education, 1027–10th tion to indemnify “any student or enrollee, who has suffered floor, Sacramento, California 95813517, (916) 443427. damage as a result of: Tax Benefits for Higher Education (a) The discontinuance of a postsecondary educational insti- The Internal Revenue Service requires all eligible institutions, tution licensed in this state; or including University of Phoenix, to report annually, certain information about qualified tuition, fees and related (b) The violation by such an institution of any provision of expenses to each student and the IRS. NRS 394.383 to 394.560, inclusive, and sections 2, 3, and 4 of this act, or the regulations adopted pursuant thereto.” The information reported on form 1098-T, will help the stu- dent determine if they, or someone that can claim them as a Should a student feel that he/she has suffered damages due dependent, may take the HOPE credit or Lifetime Learning to these reasons, they should contact the campus administra- credit on their Federal Income Tax. tor’s office. To facilitate accurate reporting, the student must maintain a Private School Enrollment Fee current address and social security number (SSN) on file with Nevada Revised Statutes 394.540 mandates: University of Phoenix. If applicable, the student must pro- “The institution shall collect this fee from each student at the vide University of Phoenix with the name, address an SSN of time of the student’s initial enrollment with the institution. the person who will claim the student as dependent on their On or before the first day of January, April, July, and October, tax return. University of Phoenix campuses have Form W-9’s the institution shall transmit to the administrator the fees col- available to facilitate such reporting. In any case University lected pursuant to this subsection during the preceding quar- of Phoenix will use the most current information available ter. The administrator shall deposit the fees so transmitted when distributing Form 1098-T. with the state treasurer for credit to the state general fund.” For information on education related Federal tax benefits, see California Student Tuition Recovery Fund IRS publication 970, “Tax Benefits for Higher Education”, or The Student Tuition Recovery Fund (STRF) was established contact your personal tax adviser. by the Legislature to protect California residents who attend a private postsecondary institution from losing money if they prepaid tuition and suffered a financial loss as a result of the school closing, failing to live up to its enrollment agreement, or refusing to pay a court judgement. To be eligible for STRF, students must be California residents and reside in California at the time the enrollment agreement is signed or when they receive lessons at a California mailing address or from an approved institution offering correspon- dence instruction. Students who are temporarily residing in California for the sole purpose of pursuing an education, specifically those who hold student visas, are not considered a California resident. To qualify for STRF reimbursement students must file a STRF application within one year of receiving notice from the Council that the school is closed. If they do not receive notice from the Council, they have four years from the date of clo- sure to file a STRF application. If a judgement is obtained, they must file a STRF application within two years of the final judgement.

159 ...... COURSE DESCRIPTIONS ...... UNDERGRADUATE ......

Courses are listed alpha numerically based on the academic ACC 363ª discipline prefix. Financial Accounting II This course introduces plant assets, liabilities, accounting for Courses numbered 100-299 are considered lower division; corporations, investments, the statement of cash flows, courses numbered 300-499 are considered upper division. financial statement analysis, time value of money, payroll Credits for upper division courses may be applied toward accounting and other significant liabilities. 3credits. lower division requirements. Prerequisite: ACC 362 Each course description is followed by the number of credits ACC 421ª the course carries, the general education area it may satisfy, Intermediate Financial Accounting I and any prerequisites. This course examines the conceptual framework of Not all course work is offered at every campus. Please con- accounting, including cash versus accrual accounting, the sult your local campus staff for course offerings and sched- income statement and balance sheet, the time value of money, ules. cash receivables, and inventory. 3credits. Courses available through Online are noted with a ª sym- ACC 422ª bol. Intermediate Financial Accounting II ACC 321 This course is the second of the three part series of courses Accounting Information Systems related to intermediate accounting. This section examines the This course is designed to provide an understanding of balance sheet in more detail, including intangible assets, accounting information systems and their role in the current liabilities and contingencies, long-term liabilities, accounting environment. It provides a learning basis for the stockholder's equity, and earnings per share. The course information-age accounting professional of today and finishes with a look at investments and revenue recognition. tomorrow. This course focuses on understanding the Interwoven in the presentation of the material is an activities, processes, and informational needs of assortment of ethical dilemmas that encourage discussions organizations. Course concepts include the history, about how the accountant should handle specific situations. modeling, protyping, and other challenges and opportunities 3credits. Prerequisite: ACC 363 and ACC 421 surrounding accounting information systems. 3credits. ACC 423ª ACC 330ª Intermediate Financial Accounting III Accounting for Decision Making This course is the third of a three part series of courses related This course introduces cost terminology and flows, standard to intermediate accounting. This course examines income cost systems, relevant costing, budgeting, inventory control, taxes, pensions and post retirement benefits, leases, changes capital asset selection, responsibility accounting and and error analysis, statement of cash flows and full performance measurement. 3credits. disclosures issues. The course finishes with a look at derivative instruments. Interwoven in the presentation of the ACC 340ª material is an assortment of ethical dilemmas that encourage Accounting Information Systems I discussions about how the accountant should handle specific This course is designed to provide accounting students with situations. 3credits. the proper mix of technical information and real-world Prerequisite: ACC 422 applications. Areas of study include fundamental concepts and technologies, Internets, Intranets electronic commerce, information systems development, basic project management principles, Decision Support Systems, and the benefits of computer/human synergy. 3credits. ACC 362ª Financial Accounting I This course introduces the fundamentals of accounting theory, transactions, the accounting cycle, financial statement preparation and articulation, and assets and liabilities. 3credits. Prerequisite: MTH 209

A-1 University of Phoenix, 2001-2002

ACC 430, 433, & 436 ACC 448 Intermediate Accounting I, II, & III Advanced Accounting This series of courses examines the accounting environment, This course covers reporting by business combinations and financial statement preparations, technical aspects of diversified companies, consolidations of financial statements, accounting, and the objectives of financial reporting. Topics partnerships, governmental and not-for-profit entity to be discussed include revenue recognition, investments, accounting, and foreign currency transactions and ethics and professionalism, generally accepted accounting subsidiaries. 3credits. principles, accounting changes, accounting theory, Prerequisite: ACC 436 intangibles, cash flows, current assets, debt, equity, short- ACC 451 and long-term investments, bonds, leases, pension, tax Management Accounting accounting, and the relationship between accounting and the This course covers identification and development of environment. 9credits, 3credits each. relevant cost information for both manufacturing and non- Prerequisite for ACC 430: ACC 363 manufacturing situations. Emphasis is given to the Prerequisite for ACC 433: ACC 430 regulatory, analytical, and behavioral uses of accounting Prerequisite for ACC 436: ACC 433 information. 3credits. ACC 439 Prerequisite: ACC 436 Income Tax – Corporate ACC 454 This course is a basic analysis of the federal tax system. The Professional Ethics role of taxation in society, sources of tax authority, and critical This course is designed to integrate previous accounting areas in business income taxation, are examined as well as tax major course work and ethics of the accounting profession. aspects on the formation, reorganization, and liquidation of 3credits. corporations and the impact on shareholders are studied. The Prerequisite: 60 credits taxation issues involved in partnerships, corporations, S ACC 460ª corporations and fiduciaries are examined, as well as estate Government and Non-Profit Accounting and gift taxes, basic tax planning and research. 3credits. This course covers fund accounting, budget and control Prerequisite: ACC 436 issues, revenue and expenses recognition and issues of ACC 440ª reporting for both government and non-profit entities. Advanced Financial Accounting 3credits. This course covers business combinations and diversified ACC 472.4 companies, consolidations of financial statements, home Cost Accounting office and branch accounting, segments, foreign currency This course covers direct costing, activity-based costing, transactions, and corporate reorganizations and liquidations. responsibility accounting, full absorption (variance analysis), 3credits. cost-volume-profit analysis, margin analysis, budgeting, and ACC 442 transfer pricing. 3credits. Auditing I Prerequisite: ACC 436 This course is the first in a two-part auditing series that deals ACC 483.3ª with auditing a company’s financial reports, internal Income Tax – Individual controls, and EDP systems. Topics include audit evidence This course is a basic structure of federal income tax law as and techniques, internal control review and evaluation, and well as income tax problems and preparation of individual application of statistics. Students learn how to conduct and income tax returns. 3credits. perform an audit. 3credits Prerequisite: ACC 436 Prerequisite for ACC 436 ACC 491ª ACC 445 Contemporary Auditing I Auditing II This course examines auditing standards, professional ethics, This course is the second in a two part series dealing with evidence, legal liability, audit planning and documentation, auditing a company’s financial reports, internal controls, and materiality and risk, internal control and the overall audit EDP systems. Topics include the audit of specific components plan and program. 3credits. of the company’s financial system, i.e., EDP, payroll, accounts, payable, and inventory, and auditor’s ethical and legal responsibilities. How to complete the audit cycle is also covered. 3credits. Prerequisite: ACC 442

A-2 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

ACC 492ª BSA 420 Contemporary Auditing II Business Systems II This course examines auditing from a balance sheet This course provides the student with an in-depth perspective, completion of the audit, internal, operational understanding of the various business systems used and how and compliance auditing, auditors’ reports and other each system impacts others within an organization. The attestation services. 3credits. threads between an organization’s systems are emphasized. BSA 375 Systems discussed include production, manufacturing, Fundamentals of Business Systems Development service systems, locally significant service systems, and This course introduces the logical and design considerations production systems architecture. 3credits. addressed during system and application software Prerequisite: BSA 410 development. It provides a solid background in information BSA 430 systems analysis and design techniques through a Systems Analysis Methodologies combination of theory and application. Systems This course provides the student with an understanding of Development Life Cycle (SDLC) will be fundamental to the several methodologies available to identify business course. The course uses Visio. 3credits. problems and the possible information systems solutions for Prerequisite: CSS 335 addressing problems. 3credits. BSA 375.1 Prerequisite: BSA 420 Fundamentals of Business Systems Development BSA 440 This course introduces the fundamental logical and design Systems Analysis Tools considerations addressed during system and application This course builds upon the methodologies examined in software development. It provides a solid background in Systems Analysis Methodologies by providing an emphasis information systems analysis and design techniques through on analysis tools- computer and non-computer supported. a combination of theory and application. Systems Emphasis is placed on when and how Visio may be used for Development Life Cycle (SDLC) will be fundamental to the analysis. 3credits. course. 3credits. Prerequisite: BSA 430 Prerequisite: CIS 319 BSA 450 BSA 400 Applied Business Cases Business Systems Development II This course requires the student to complete a business cases This course continues the subject in BSA 375, Fundamentals project by using knowledge gained from preceding courses of Business Systems Development. It completes an and applying it in the business case project. Topics covered examination of methodologies, tools, and standards used in include problem/situation identification, selection of business systems development. An emphasis is placed upon appropriate analysis tools and processes to apply to the when and how to most effectively use available situation, and actual use of the tools to develop a business methodologies and tools for systems development. The case solution recommendation. 3credits. course uses Visio. 3credits Prerequisite: BSA 440 Prerequisite: BSA 375 BSHS 300 BSA 410 Introduction to Human Services Business Systems I This course is an introduction to the field of human services. This course provides the student with an in-depth It includes study of the history of human services; scrutiny of understanding of the various business systems used and how the current practices in the field; and study of the roles, each system impacts others within an organization. The functions, and skills of human service workers. Attention to threads between an organization’s systems are emphasized. ethics and career opportunities is included. 3credits. Systems discussed include administrative, accounting, financial, and marketing systems. 3credits. Prerequisite: CMGT 450

A-3 University of Phoenix, 2001-2002

BSHS 310 BSHS 370 Models of Effective Helping Child Development This course presents an exploration of the major theoretical This course s a survey of the physical and psychological areas in the helping professions: cognitive, behavioral, development of children from prenatal through adolescence. affective/humanistic, and systems. Students learn the Developmental problems, family issues, and child abuse will theoretical basis for each of the major theories, the approach be covered. Types and symptoms of abuse, assessment, to change, and the techniques and interventions used by treatment, prevention and referral are also included. practitioners of these theories. The course emphasizes the 3credits. development of a personal theory and approach to human BSHS 380 services and the creation of a resource file containing Adult and Family Development practical applications of theory-based techniques for use by This course is survey of physical and mental development of the human service worker. 3credits. the adult in today’s society. The influence of culture, and BSHS 320 socio-economic status on development will be explored. The Introduction to Interpersonal Communication prevention, symptoms, assessment, treatment, and referral of This course explores the theory and practice of professional individuals and families with development problems will be communication skills, including active listening, covered. Old age and gerontological services will also be interviewing, non-verbal communication and presentation covered. 3credits. skills. Students will be encouraged to develop their BSHS 390 interpersonal skills through application of communication Working with Groups techniques and strategies. 3credits. This course covers critical evaluation of the theory and BSHS 330 practice of group work in human services. Different types of Technology in Human Services groups, group composition and purpose will be examined. This course is a survey of the use of communications Delivery of counseling therapy, and education in group technology in human services. It will examine how settings is also covered. 3credits. technology is affecting the delivery of human services and BSHS 400 the use of technology in service delivery. Students must have Professional, Ethical, and Legal Issues in Human Services access to the Internet to take this course. 3credits. The ethical standards of human services, social work, BSHS 340 counseling, marriages and family, and psychology are Lifelong Learning and Professional Development reviewed and compared. Major legal issues in the delivery of This course will examine the role of lifelong learning in the human services are examined. The roles, functions, and helping process. Students will develop a plan for their responsibilities of the human service worker are investigated. personal professional development. Students will also be 3credits. prepared to enter their Field Experience. 3credits. BSHS 410 BSHS 350 Field Experience/Part II Field Experience/Part I Students will select placement in a community human This course will provide relevant information and support to services organization and participate in human service assist students in their first field experience in a human delivery. Weekly seminars are provided to offer support and services organization. Students will conduct field interviews, supervision of student activities in the field. Students will learn to create a learning contract, and develop an learn to present cases and/or issues for supervision and understanding of their role in the human services delivery staffing. Students will also demonstrate progression in the system. Weekly seminars are provided to offer support and 1Core Competency Areas. 3credits. supervision of student activities in the field. 3credits. BSHS 420 BSHS 360 Case Management Research and Statistics for the Social Sciences This course covers principles, practices, and issues in case This course is a survey of the appropriate use of statistics in management. The diagnosis and treatment of developmental, the social sciences. Rules for the application of appropriate psychological, and psychiatric problems and treatments statistics will be reviewed. Software for descriptive and resources in least restrictive and most cost effective settings inferential parametric and non-parametric statistics will be will be examined. 3credits. covered. Students will practice solving and interpreting statistical problems. 3credits.

A-4 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

BSHS 430 BUS 260 Dependency and Addictions Legal Aspects of Supervision Students will be introduced to the addictions process This course is a study of various laws and legal issues involved in alcohol, chemical, and other dependency areas in involved in managing people in organizations. Supervisors this course. The role of addiction to society, criminal justice and managers are obligated (and pressured) to understand and treatment will be explored. 3credits. the laws applicable to managing people in the workplace, BSHS 440 and to focus on the legal liability issues and the recruitment Advocacy and Mediation and retention of qualified human resources. 3credits. This course provides a review of the advocacy process BUS 415.3ª complete with strategies and techniques to overcoming Business Law barriers of effective services delivery. An examination of the This course examines, analyzes, and applies to the modern process of alternative resolution will also be covered. business environment the nature, formation and systems of 3credits. law in the United States. 3credits. BSHS 450 BUS 421ª Program Design and Proposal Writing Contemporary Business Law I This course covers finding federal, state, and private funding This course is the first in a two-part business law course that for human service programs and agencies and writing reviews the American legal system, common law and its proposals to secure funding. Students will practice designing development, organizational structures, and the regulatory programs and the evaluation of those programs.3credits. environment pertinent to business. This course will critically BSHS 460 examine federal and state judicial and alternative dispute Building Community in Organizations resolution systems; torts, crimes and business ethics; This course provides a framework for understanding common law contracts; sales and lease contracts; business organizations as de facto communities. Students will learn to associations; agency and governmental regulations. 3credits. identify the essential elements of organizational BUS 422ª communities, the managerial implications of considering Contemporary Business Law II organizations as communities, the skills necessary to This course is the second in a two-part business law course effectively work in organizational communities and the that critically examines real and personal property, creditor- powerful benefits of working in community. 3credits. debtor relationships, bankruptcy, sales, securities, and BSHS 470 government regulation. 3credits. Mental Health and Crisis Intervention Practices Prerequisite: BUS 421 Students will be introduced to the mental health service CIS 319 delivery system in this course. Appropriate protocols for Computers and Information Processing assessing strategies will be examined and explored. 3credits. This course introduces the fundamentals of computer BSHS 480 systems and the role of information processing in today’s Advanced Interpersonal Communication business environment. These subjects prepare students to In this course, students will continue to develop counseling integrate their management expertise with information and interviewing skills. Special topics will include: technology. The successful student will be prepared to work Communication technology, group communication, clinical with information system professionals and department assessment, ethical issues and cultural differences. 3credits. computer specialists to obtain business solutions with the assistance and support of information technology. 3credits. BSHS 490 Field Experience/Part III CJA 300 Students will select placement in a community human Organized Crime services organization and participate in human service This course is a survey of the origins and development of delivery. Weekly seminars are provided to offer support and organized crime in the United States. It examines the supervision of student activities in the field. Students will structure and activities of organized criminal enterprises, learn to present cases and/or issues for supervision and considers different models that have been employed to staffing. Students will also demonstrate progression in the describe organized crime groups, and explores theories that 1core Competency Areas. A Portfolio will also be created as a have been advanced to explain the phenomenon. Major requirement of this course. 3credits. investigations of organized crime and legal strategies that have been developed to combat it are also considered. 3credits.

A-5 University of Phoenix, 2001-2002

CJA 310 CJA 370 Contemporary Issues in Criminal Justice Introduction to Policing This course explores: minorities, crime, and social policy This course reviews the structure and function of law (e.g., hate crimes), women in the criminal justice systems, enforcement agencies in the United States at the state, local, mental health, substance abuse and crime, workplace and and federal levels. Differences between levels, as well as school violence, cybercrime, terrorism, guns, crime, and gun current issues and problems facing law enforcement control legislation, the future of criminalistics (e.g., Advances administrators are emphasized. 3credits. in DNA analysis and high technology surveillance). 3credits. CJA 380 CJA 320 Criminal Court Systems Introduction to Criminal Justice An overview of American court history, including the A survey of the criminal justice system, including the development of state and federal courts. Court agencies and processes involved and processes involved in administration, the roles of professional and nonprofessional administration of criminal justice. This course provides an courtroom participants, and stages in the process are overview of police, prosecution, courts, and the correctional discussed. 3credits. system. The problems of the administration of justice in a CJA 390 democratic society are discussed. Introduction to Corrections CJA 330 An introduction to the various aspects of the corrections Criminology system. The historical development of corrections is An introductory course in the study of crime and criminal discussed, along with the goals of criminal sentencing, jails, behavior, focusing on the various theories of crime causation. prisons, alternative sentencing, prisoner rights, This course highlights the causes of criminal behavior rehabilitation, and parole and probation. 3credits. systems, societal reaction to crime, and criminological CJA 400 methods of inquiry. 3 credits. Juvenile Justice CJA 340 A general orientation to the field of juvenile delinquency, Criminal Law including causation and the development of delinquent This course focuses on the goals, objectives, principles, and behavior. The problems facing juveniles today are addressed, doctrines of criminal law and procedure. Special attention is and adult and juvenile justice systems are compared, paid to the law of search and seizure and the law of including initial apprehension, referral, and preventive interrogation and confessions. Pretrial motions and techniques. Specific issues examined include chemical proceedings and trial by jury are also examined. 3credits. dependency, mental illness, and compulsive and habitual CJA 350 offenders. Special attention is given to the problems inherent Criminal Procedure in the police handling of juveniles and the function of This course explores basic investigative principles; search of juvenile courts. 3credits. crime or accident scenes; questioning witnesses, suspects, CJA 410 and victims of crimes; collecting and preserving evidence; Ethics in Criminal Justice information sources and research methods; surveillance This course explores the standards and codes of professional techniques; safe handling of hazardous materials; rules of responsibility in criminal justice professions (e.g., Law evidence governing admissibility of physical evidence; and Enforcement Code of Ethics, ABA Standards of Professional testifying in court. 3credits. Responsibility, American Jail Association Code of Ethics for CJA 360 Jail Officers, and the American Correctional Association Interpersonal Communication Code of Ethics). It also explores roles of professional This course prepares the student to communicate effectively organizations and agencies, Ethics and community relations, in both written and verbal form. It covers best practices in and civil liability in law enforcement and correctional investigative reporting, written reports and memos, and environments. 3credits. interpersonal verbal communication with victims, suspects, and civilians. 3credits.

A-6 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

CJA 420 CJA 470 Cultural Diversity in Criminal Justice Managing Criminal Justice Personnel This course prepares the student for conducting and This course is a survey of important personnel issues inher- managing law enforcement in a pluralistic society. It provides ent to organizations and, especially, to Criminal Justice orga- a basis for tolerance and better law enforcement through the nizations. Problems, procedures and solutions to common understanding of the history, law and public opinion relating personnel issues will be explored. 3credits. to conducting police operations in a multicultural CJA 480 environment. 3credits. Futures of Criminal Justice CJA 430 The course examines possible criminal justice futures. Issues Research Methods in Criminal Justice that police, corrections, and courts are likely to confront in Students learn and demonstrate knowledge of research the 21st century and beyond will be research and discussed, methodology within the criminal justice system, and become along with established predictive techniques in the field of acquainted with the range and scope of quantitative and futures research. This is a capstone course requiring students qualitative tools available to the criminal justice researcher. to apply all they have learned throughout the program to the 3credits. issues that will define possible criminal justice futures. CJA 440 3credits. Organizational Behavior and Management CMGT 320 This course explores the rich field of management in theory Organizations and Technology and practice, and as both a science and an art. The course also This course examines organizational theory as it relates to addresses the role of managers in the current world of rapid technology. Included are the effects of technology on change, increased competitive forces, and increased organizational structures; alignment of processes, people, expectations for the successful performance of employees and systems for organizational achievement; use of and organizations. The focus is on some of the ways and technology for informed decision-making in the means of achieving desired goals. The student will leave this organization, organizational management issues in course with a solid background in the nature and work of cyberspace, and quality in a technology-driven environment. management and managers. Applications of concepts to 3credits. criminal justice organizations will be stressed. 3credits. CMGT 325 CJA 450 Organizational Communications Criminal Justice Administration This course is an overview of the methods, processes, and This course applies management and financial principles to functions necessary for effective communication in today’s criminal justice organizations. Emphasis is placed on high-tech, global marketplace. The goals for this course are to budgets, financial accounting principles and assessing the develop an understanding of the need for and the requisite effectiveness of the activities of criminal justice organizations. skills of competent communication in both the physical and Constitutional requirements, court decisions, and legislation electronic environments. Additionally, the course will focus (such as EEOC requirements) as they impact management in on appropriate communications formats and analytical tools criminal justice organizations are discussed. Basic accounting necessary to solve communication problems within and financial terminology, and purposes and formats of traditional and team-based organizational structures. financial statements are introduced: depreciation of assets, 3credits. capital budgeting, cash management, lease versus purchase, CMGT 330 and inventory management. 3credits. Ethics in Information Technology CJA 460 This course provides an understanding of the legal and Criminal Justice Policy Analysis ethical issues associated with the use of information systems This course examines the history of federal-and state-level in business and society. The course also explores the crime control initiatives and explores the development of development and implementation of information systems in effective anticrime policies. The analysis of contemporary ways that satisfy legal, ethical and business requirements. crime control policies is included. 3credits. 3credits.

A-7 University of Phoenix, 2001-2002

CMGT 410 COMM 100 Project Planning and Implementation Strategies for Writing This course provides the foundation for understanding the This course focuses on the essentials of logical, clear writing broad concepts of successful planning, organization and through a review of vocabulary, grammar, sentence structure, implementation within a technical environment. The course and the development of coherent paragraphs and short uses real-world examples and identifies common mistakes essays in a workshop format. 3credits. Communication Arts. and pitfalls in project management. Topics covered include COMM 101ª project scoping, estimating, scheduling, budgeting, tracking Written Communication and controlling. The course uses Microsoft Project. 3credits. This course provides guided study and extensive practice in CMGT 410.1 the process and mechanics of expository writing. It is Project Planning and Implementation intended primarily for students with no prior course work in This course provides the foundation for understanding the English composition at the college level. 3credits. (Course broad concepts of successful planning, organization and length varies) Communication Arts implementation within the realm of information technology. COMM 102ª The course uses real-world examples and identifies common Communication Skills for Career Growth mistakes and pitfalls in project management. Topics covered This course covers the skills necessary for effective include project scoping, estimating, budgeting, scheduling, communication in the work environment and modern tracking and controlling. 3credits. society. The course provides an orientation basic Prerequisite: CIS 319 communication theories and discusses the fundamentals of CMGT 424 interpersonal, written, and oral communication skills. Information Resource Management Emphasis will be placed on applying these skills and theories This course requires the student to apply the management to group processes and professional situations. 3credits. principles and information technology knowledge from prior Communication Arts. course work to the specific requirements of managing the Prerequisite: GEN 101 information resources of the organization. This includes the COMM 200ª management of the information systems department and its Interpersonal Communication Skills functions as a ”business within the business.” The course This course is designed to foster an understanding and focuses on information technology management, information appreciation of effective interpersonal skills. It addresses technology trends, software resource management, and the self–awareness, group process, self–disclosure, effective relationship of people and management systems to communication, conflict resolution, and team building. technology and organizations. 5credits. 3credits. Communication Arts. Prerequisites: Completion of 28 credits in IS major COMM 202 CMGT 450 Business Communication Skills Applied Studies in Information Technology This course covers oral reporting, management briefing, This course provides a synthesis of all previous IT course listening, and conference and committee leadership. work to demonstrate foundation competency in all facets of (Students who complete COMM 202 may not complete the IT program. The course provides an application focus in COMM 224 and visa versa due to duplicative content.) which students demonstrate comprehension, critical 3credits. Communication Arts. thinking, and problem-solving abilities within the context of COMM 203 real-world applications. Case study is an integral component, Oral Communication as well as a student project that demonstrates the This course is designed to provide both a practical incorporation of key components from all previous courses in introduction to the fundamental principles of oral an applied methodology. Current and future trends in IT are communication and a forum for practicing these emphasized. 3credits. communication skills. 3credits. Communication Arts. Prerequisites: All BSIT core courses

A-8 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

COMM 210ª COMM 335 Advanced Composition Spanish Language and Cultural Field Study This is an advanced course in expository and argumentative This course offers students the opportunity to become writing designed for students preparing for professional familiar with the language and culture of Mexico through a careers. Emphasis is placed on critical thinking, thesis combination of formal study and on–site field experiences. formation, research, bibliographic techniques, and stylistic The course includes study of Mexican history and society as skills necessary to produce articles and essays appropriate to well as language training appropriate to the student’s professional journals and the general media. 3credits. existing skill level. 6credits. (Must be taken concurrently Communication Arts. with HUM 335.) Communication Arts. COMM 215ª COMM 340 Essentials of College Writings Creative Writing This course covers the essential writing strategies and skills This is a beginning course in imaginative writing. Students required for college-level course work. Emphasis is placed on explore the creative process while strengthening their general the development of research papers, position papers, and writing skills. 3credits. Communication Arts. case study analyses, and helps students distinguish between COMM 400ª interpretive and analytical writing. The research process is Management Communication Skills approached from both the conceptual and applied This course entails the study of human interpersonal perspectives. Discussion of elements of mechanics, style, communications and conflict resolution particularly within citation and proper documentation are included. 3credits. business and work organizations. The course focuses on Communication Arts. identifying and developing the skills required to successfully COMM 310 manage interpersonal relations in organizations. Emphasis is Public Speaking placed on management communication skills, group process, This course addresses how an effective speech is developed giving effective responses, conflict resolution, and team and delivered. Techniques for audience targeting and style building. 3credits. Communication Arts. development, as well as the basic techniques required to COMM 410ª communicate effectively on television are also presented. The Business Communication course is also designed to provide a maximum opportunity In this course you will identify and analyze communication for practice and evaluation of speeches and presentation theories and practices, with special focus on the techniques. 3credits. Communication Arts. development, application, and improvement of your written COMM 315ª skills. Areas to be covered include corporate correspondence, Diversity Issues in Communication report presentation, and the use of graphic aids. Your work in This course identifies barriers to effective communication business will no doubt involve communication. You need associated with racial, gender, cultural and socioeconomic only to observe people in business to determine that they diversity in the workplace and in the community. Students spend much of their work time talking, reading, writing, and will develop an understanding of why and how diversity listening--in other words, communicating. 3credits. factors influence effective communications. The course will COMM 470 introduce techniques for improving written, oral, and Communication in the Virtual Workplace interpersonal communication skills in response to diversity This course offer guidance and examples how to effectively concerns. 3credits. Communication Arts. communicate in a growing workplace that is dependent COMM 320 upon technology as a way to communicate globally. This Communicating in Electronic Environments course provides students with an understanding of Internet This course analyzes the numerous ways people work and technologies and how to maximize these communication communicate in the electronic environments of enhancements to optimal organizational communications. contemporary organizations. Students reflect on the ways Impacts upon customer satisfaction are explored. 3credits. modern technology influences the communication process and the resulting connections people share with one another in an organization. 3credits. Communication Arts.

A-9 University of Phoenix, 2001-2002

CSS 335 DBM 410 Computers and Information Processing Decision Support Systems This course introduces the fundamentals of computer This course focuses on creating a business decision support systems and the role of information processing in today’s system using Microsoft Access by creating a database system business environment. An overview is presented of with queries and reports. Spreadsheets, using Microsoft Excel, information system development, hardware and software, and query tools will be examined as well. 3credits. operating systems and programming, databases, networks Prerequisite: DBM 405 and telecommunications, and the Internet. The course uses DBM 420 Microsoft Office. 3credits. Enterprise Database Management Systems DBM 380 This course is designed to provide the student a guide for Database Concepts developing a relational database application using Oracle’s This course covers database concepts. Topics include data database and application development utilities. Subjects analysis, the principal data models with emphasis on the include multi-user and client/server database concepts, relational model, entity-relationship diagrams, logical Oracle utilities, development of database applications, design, data administration and normalization. The course performing basic database administration tasks and an uses Visio. 3credits. overview of PL/SQL, the Oracle procedural programming Prerequisites: POS 370, BSA 375 language. 3credits. DBM 380.1 Prerequisite: POS 410 Database Concepts DBM 430 Data storage and management plays an essential role in all Rapid Application Development information systems. This course covers data management This course is an overview of current methodologies with concepts from a business perspective, and will enable the IT emphasis on the traditional computer-aided system manager to develop a strategy for managing and organizing engineering (CASE) method and on rapid application corporate data to support the business activities of the development (RAD). 3credits. organization. Areas to be emphasized include data analysis, Prerequisite: DBM 420 the principal data models with emphasis on the relational DBM 440 model, entity-relationship diagrams, logical design, data Data Warehousing administration and normalization. 3credits. This is a course in designing, constructing, and maintaining a Prerequisites: POS 360 data warehouse including data mining, and data marts. The DBM 405 course focuses on the data management issues associated Database Management Systems with the ongoing maintenance of a data warehouse for This course is a continues the subject in DBM 380, Database strategic decision making. 3credits. Concepts. Emphasis is placed on transforming data models Prerequisite: DBM 430 into physical databases. An overview is given of various DBM 450 database systems as well as data warehousing. The role of Applications Maintenance and Migration databases in e-Business is also examined. The course uses This course examines the maintenance of an enterprise’s Microsoft Access. 3credits. information systems, including legacy systems. Topics Prerequisite: DBM 380 include application documentation, evaluation, maintenance, DBM 405.1 upgrading and migration. The focus is on basing Database Management Systems maintenance and migration decisions on operational, tactical, This course is a continuation of skills learned in DBM380/ and strategic business principles. Particular emphasis is Database Concepts. Students will learn to transform data placed on the role and management of legacy systems within models into an actual database using Microsoft Access 97. This an enterprise’s IS plan. Subcontracting and outsourcing are includes creating tables, forms, queries, reports, graphics, also considered. 3credits. and macros. 3credits. Prerequisite: DBM 440 Prerequisite: DBM 380.1

A-10 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

EBUS 400 FIN 324ª e-Business Financial Analysis For Managers I This e-business survey course introduces models for This course is designed to frame issues for non-financial conducting business-to-business and business-to-consumer managers. Basic accounting and financial terminology and transactions. Students will learn the application of e-business concepts are introduced and practiced. Topics covered strategic management, how to leverage technology to include: The Accounting Environment, Financial Statements, enhance business processes, the unique characteristics of Financial Markets, Budgets, and Internal Controls. 3credits. effective e-marketing, and how the legal, ethical, and FIN 325ª regulatory environment act as a filter for conducting e- Financial Analysis For Managers II business. 3credits. This course is designed to frame financial issues for non- ECO 360ª financial managers. Basic accounting and financial Economics for Business I terminology and concepts are introduced and practiced. This course provides students with the basic theories, Topics covered include: Cost Management Systems, Time concepts, terminology, and uses of macroeconomics. Value of Money, Financial Decision Making, Capital Students learn practical applications for macroeconomics in Structure, and International Finance. 3credits. their personal and professional lives through assimilation of FIN 465ª fundamental concepts and analysis of actual economic Investment Analysis events. 3credits. This course examines the field of investments with emphasis Spreadsheet proficiency recommended. given to analysis, management, and control. The course Prerequisite: COMM 215 covers the theory and practice of finance including the firm’s ECO 361ª investments, financing alternatives, and dividend decisions; Economics for Business II analytical techniques available in the investment planning This course provides students with the basic theories, and selection process; and the environment in which concepts, terminology, and uses of microeconomics. Students investment decisions are made. Coverage of these topics are learn practical applications for microeconomics in their accomplished utilizing a balance between concepts, personal and professional lives through assimilation of applications, case analysis, and problems. 3credits. Business fundamental concepts and analysis of actual economic Elective events. 3credits. FIN 466ª Spreadsheet proficiency recommended. Financial Markets Prerequisite: ECO 360 This course develops a conceptual framework for EML 299.1 understanding how recent and current events affect the Applied Written Communication financial environment. Financial markets are examined with This course is designed to assess students’ ability to analyze a focus on their utilization by financial institutions, the their learning experiences and communicate them effectively. pricing of financial assets, the impact of the Federal Reserve, For Associate of Arts through Credit Recognition students their internationalization, and recent events that have only. 3credits. Communication Arts effected them. The institutions are described with a focus on FIN 320ª regulatory aspects and management use of financial markets Corporate Finance and performance. 3credits. Business Elective This course examines the foundations of corporate finance, FIN 467 valuation of stocks and bonds, investments and projects, the Real Estate Investment concepts of risk and reward, cost of capital, corporate This course explores the techniques of real estate investment financing, capital structuring, dividend policies, financial analysis, including financing, taxes, and decision making statement analysis and financial planning. 3credits. criteria in today’s real estate investment environment. 3credits. Business Elective

A-11 University of Phoenix, 2001-2002

FIN 475ª GEN 300ª Managerial Finance I Skills for Professional Development This course is an overview of the fundamentals of financial This course is designed to emphasize development and administration. Emphasis is on techniques used in the enhancement of professional skills. Students will analyze development of financial thought and financial decisions and their strengths in written assignments, oral presentations, risk-return relationships. The legal forms of organizations, interpersonal relationships, group interactions, and tax implications, tools of financial analysis, financial organizational skills. Students also explore issues related to structure of firms, leverage, and internal financing the decision to return to school. 3credits. General Elective mechanisms are also discussed. 3credits. (May not be taken if credit has been received for GEN 100 or GEN Prerequisite: ACC 363 Spreadsheet proficiency recommended. 101) FIN 476ª GEN 480ª Managerial Finance II Interdisciplinary Capstone Course This course is an overview of the fundamentals of financial This is the capstone course of the business, information administration. Emphasis is on using financial thought and technology, and nursing undergraduate students. The course decision-making skills to understand a firm’s working capital provides students with the opportunity to integrate and management, short-term and long-term financing policies, apply learning from their professional programs of study in a and special topics in the field of financial management. comprehensive manner. Students will also assess the impact 3credits. of their educational experiences on their ethical perspectives Prerequisite: FIN 475 and critical thinking skills. Students will reflect and evaluate GEN 101ª their personal and professional growth, the benefits of Skills for Lifelong Learning I lifelong learning, and the impact of these elements on their This course is designed to provide core competencies for future. 3credits. adult learners. The first part of the course examines learning GEO 150ª theory and the application of adult learning principles to Geography of World Commerce communication skills, group processes, and personal This course provides a geographical perspective on the management. Adult learners will develop strategies for existing and emerging commercial relationships between the achieving educational goals in school, work, and personal United States and the rest of the world. Emphasis is placed settings. 3credits. on the manner in which the earth’s physical characteristics GEN 102ª affect political, social, cultural, and economic affairs. Skills for Lifelong Learning II 3credits. Social Science This course explores the variety of ways adults can access HCS 402 information for educational, professional, and personal Introduction to Health Care in the United States applications. Traditional and creative research methods will This course provides a broad overview of the various be discussed. Adult learners will use “virtual libraries,” the functions of the United States health care system. The student Internet, and computer technology, as well as more is introduced to the nature of illness and disease, and traditional sources of information. 3credits. utilization characteristics are examined. The various forms of GEN 110 provider models and service delivery systems found in Experiential Learning private and public health sectors are described, including This course introduces students to the concepts of ambulatory, acute and long-term care. The human, experiential learning. The course familiarizes students with technological, and financial resources required in the Kolb’s Model and assists them in identifying and evaluating delivery of health care are examined. Measures of success are their own learning experiences and outcomes. This course discussed, i.e., patient outcome, regulatory compliance, and also includes an authobiographical self-assessment. service efficacy and efficiency. The role of state and local Experiential learning can be used to fulfill elective and politics in policy formation and implementation are General Education credit. It cannot, however, duplicate reviewed. The various stakeholders in health care delivery previous transfer or elective credit; nor can it be used to are identified. 3credits. acquire credit towards the major course of study. 1credit. General Elective

A-12 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

HCS 405 HCS 415 Health Care Financial Accounting The Health Care of Populations This course provides an understanding of general principles This course examines the health practices and lifestyle issues of accounting applied in the health care environment. It of defined consumer groups and/or populations in relation includes an overview of sources of revenue for various health to the impact they have on the use of services. The incidences care entities. The Diagnosis-Related Group (DRG) system of of illness and disease, community health, and quality of life service classification and its relation to payment for of these targeted groups will also be reviewed. The impact of providers and organizations are also examined. The federal and state mandated population cohorts and/or fundamentals of strategic planning, cost concepts, and capital populations is examined in relation to the impact they have budgeting are applied in the health care environment. Issues on the use of services, the incidences of illness and disease, surrounding the development and management of budgets community health, and quality of life. 3 credits. are examined. 3credits. HCS 418ª Prerequisite: MTH 209 College Algebra II Skills for Professional Transition HCS 408ª This course focuses on the development and enhancement of Therapeutic Health Care Communications professional skills. Students assess and strengthen their skills Recognizing the importance of therapeutic communication in in writing, oral presentations, interpersonal relationships, the three roles of caregiver, teacher, and manager of care; this group interactions, and organizational skills. Emphasis is on course is designed to explore the knowledge and skills the knowledge and skills necessary for success and required to communicate therapeutically with clients. The effectiveness in organizational and school settings. 3credits. use of self is developed as a therapeutic agent with peers, Program prerequisite: Note: Students who complete this course clients, and other health care providers taking into may not complete GEN 300 due to duplicate content. consideration the multicultural aspects of communication. HCS 424 Individual and group exploration of the art of delegation will Managed Care: Models and Issues be reviewed. 3credits. This course provides both an overview of the evolution of HCS 410 managed care in the United States and a description of Managing and Implementing Information Technology in current managed care systems. The fundamentals Health Care components of all managed care organizations (MCOs) are The impact of computerization, from the patient’s enrollment described. Infrastructures are examined and the roles of the in a health plan to his/her utilization of services, is various participants are explained. Utilization management examined. The clinical computer support and the necessary methods are reviewed, outcome measures are described, and systems linkages, which range from meal ordering to clinical legal and regulatory issues are discussed. 3credits. charting, are described. Non-clinical computer support, Prerequisite: HCS 402 including financial, outcomes, demographic data, and office HCS 427 management systems are examined. Emphasis is placed Human Resources Principles in Health Care upon the integration of these various computer support This course examines the complexities and multiple issues functions and the impact on the efficiency and effectiveness involved in Human Resources management in health care of the health care operation. The components of good organizations. Individual employee issues from the hiring software and hardware purchasing decisions, including the interview, to compensation and benefits, to performance ability to determine the necessity for upgrades and system appraisals, promotions, and termination are discussed. In changes are reviewed. System maintenance and replacement addition, population issues such as unionization, benefit issues are examined. 3 credits. programs, communication between work groups, and cultural diversity are examined. Federal, state, and professional regulatory requirements specific to health care are emphasized. 3credits.

A-13 University of Phoenix, 2001-2002

HCS 430 HCS 451 Legal Issues in Health Care: Regulation and Compliance Health Care Quality Management and Outcomes Analysis This course covers the broad range of topics affected by law This course examines the relationships between business and and regulation, ranging from patient rights to corporate health care outcome measures. Methods for process and responsibilities. Health care regulatory agencies and state outcome improvement are described as well as the statistical and federal agencies are examined as well their impact on the application and significance of measuring outcomes. operation of healthcare as a business. Legal issues ranging 3credits. from professional malpractice to corporate wrongdoing are Prerequisite: QNT 321 also discussed. 3credits. HCS 455 HCS 435 Health Care Policy: The Past and The Future Ethics: Health Care and Social Responsibility This course examines the role of federal, state, and local This course identifies ethical issues in health care. It is governments in the development of health care policy and designed to encourage the student to clarify their personal regulation involving both the private and public sectors. The ethics in regards to health care issues. The various resulting impact of policy and regulation on healthcare responsibilities involving the managing of populations systems is discussed. The role of health care systems will be whose ethics may be divergent are identified. 3credits. reviewed as well as the various aspects involving the HCS 438 delivery of services. 3credits. Statistical Applications Prerequisite: HCS 402 The emphasis in this statistical applications course is on HCS 463 thinking about research issues in a statistically sound and Application of Health Care Management Principles practical fashion. Students will learn how to formulate and In this course the students are provided with the opportunity ask the right questions, how to collect data effectively, how to to summarize their body of learning and formulate strategies summarize and interpret information, and how to for the management of various challenges that they will understand the limitations of statistical inferences. 3credits. encounter in the healthcare environment. Analyses of the HCS 440 case studies will require application of the skills and tools, Economics: The Financing of Health Care which have been acquired during the program which assist This course provides an overview of the economics of the student in bridging the gap from theory to practice. healthcare. The various payers are examined, including 3credits. private, state, and federal entities. Issues such as the cost Prerequisite: This is the BSHCS Program Capstone course. All effectiveness of prevention, the management of patients and other BSHCS classes must be completed prior to enrollment. their diseases, as well as the cost of treatment settings are HIS 110ª discussed. Third party reimbursement from various sources, U.S. History to 1865 ranging from for-profit insurance carriers to charitable This course is an overview of the principal social, political, donations, are reviewed. The health care system’s use of economic, and global events which have shaped the grant funding and research dollars is described. 3credits. American scene from Colonial times through the Civil War Prerequisite: HCS 405 period. 3credits. Social Science. HCS 445 HIS 120ª The Aging Population: Geriatrics and Long Term Care U.S. History 1865 to 1945 This course examines the growing aging population and the This course is an overview of the principal social, political, health services that are required. The unique needs of the economic, and global events affecting U.S. history from the geriatric customer/patient are described as they are met in Civil War through World War II. 3credits. Social Science. the continuum of health care service: ambulatory, home health, extended, long term, and hospice care. The impact of state and federal regulation and the issues surrounding funding services are analyzed. 3credits.

A-14 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

HIS 145ª HUM 260 The American Experience Since 1945 Classical Composers This course is an overview of the principal social, political, This course is designed to familiarize students with five great economic, and global events which have shaped the composers of our past and their achievements. Along with American scene since World War II. Application of historical learning about unique musical contributions each composer perspective will be used to analyze contemporary issues. made, students should be able to define the basic musical 3credits. Social Science. terms introduced in the course and illustrate how they apply HIS 260 to certain musical pieces covered. Upon completion of the The Vietnam War study material, students should be able to use critical This course on the Vietnam War was designed to provide an thinking to compare aspects of each composer such as understanding of the historical, social, political, and personal composition style, means of employment, and personality. reasons for the U.S. involvement in the Vietnam conflict. 1credit. Humanities Students will relate the historical background, trace the social HUM 300 and political influences, and examine the motivations of The Global Village decision makers prior to and during U.S. involvement. This course examines the traditions and new developments 1credit. Social Science inherent in the performing art genres, providing participants HIS 301 an overview of history elements found in the practice of live United States Constitution performance today. Through a highly interactive and This course is an in–depth study of the historical experiential format, the course focuses on artistic development and interpretation of the U.S. Constitution. components, which integrate to create the performance 3credits. Social Science experience both “behind the scenes” and from an audience perspective. 1credit. Humanities HIS 311 Nevada and U.S. Constitution HUM 301 This course is a study of the history and development of the History of the Performing Arts U.S. Constitution, together with a study of the elements of This course examines the traditions and new developments the Nevada Constitution and its development, with emphasis inherent in the performing art genres, providing participants on the twentieth century. 3credits. (Nevada students only.) an overview of history elements found in the practice of live Social Science performance today. Through a highly interactive and experiential format, the course focuses on artistic HUM 100 components, which integrate to create the performance Introduction to the Humanities–The Ancient World to experience both “behind the scenes” and from an audience Medieval Times perspective. 1credit. Humanities This course is an introduction to the arts through their expression in dominant themes of western culture. Concepts HUM 335 of nature and the individual in society are examined in the Spanish Language and Cultural Field Study artistic works from the ancient world to medieval times. The This course offers students the opportunity to become course provides a framework for understanding and familiar with the language and culture of Mexico through a evaluating contemporary artistic endeavors. 3credits. combination of formal study and on–site field experiences. Humanities The course includes study of Mexican history and society as well as language training appropriate to the student’s HUM 102 existing skill level. 6credits. (Must be taken concurrently Introduction to the Humanities–The Renaissance to the with COMM 335). Humanities Present This course is an introduction to the arts through their expression in dominant themes of western culture. Concepts of nature and the individual in society are examined in the artistic works from the Renaissance to the present. The course provides a framework for understanding and evaluating contemporary artistic endeavors. 3credits. Humanities

A-15 University of Phoenix, 2001-2002

LIT 225 MGT 270 Literature in Society Management and Supervision This course is an introduction to social and cultural themes in This course explores the role of the first-line manager within literature. Readings are taken from literature of different the organizational structure. Emphasis is placed upon the genres and cultures. Students study the literature in thematic application of the management functions in effective units and make connections to their own lives and cultures. supervision of subordinates. The course is designed to 3credits. Humanities provide the student an opportunity to examine skills, LIT 260 techniques, and instruments that may be used in the work Selected Authors of the Victorian Age environment to improve supervisory effectiveness. 3credits. This course is a study of major writers and/or literary works Business Elective that deal with the 19th century Victorian Age. The Victorian MGT 330ª authors selected for study are Charles Dickens, George Eliot, Management: Theory, Practice, and Application and William Makepease Thachkery. The works of these This course explores the rich field of management in theory authors that are focused on herein are: David Copperfield, A and practice, and as both a science and an art. The course also Tale of Two Cities, Great Expectations, Silas Marner, addresses the role of managers in the current world of rapid Middlemarch, and Vanity Fair. Emphasis is on the literary change, increased competitive forces, and increased styles, themes, symbolism, and attitudes toward work/ expectations for the successful performance of employees skilled status, class, women, and children. 1credit. and organizations. The focus is on some of the ways and Humanities means of achieving desired goals. The student will leave this course with a solid background in the nature and work of LIT 320ª management and managers. Applications of concepts to Business Literature current workplace issues will be stressed. 3credits. Both classic and contemporary American business literature are analyzed. Students compare and contrast different MGT 331ª methods and writing styles used to describe American Organizational Behavior business, and critically analyze the impact of current This course in organizational behavior encompasses the business literature on the modern day business enterprise. study of individual and group behavior in organizational 3credits. Humanities settings. Managing organizational behavior challenges individuals to understand and embrace workforce diversity, LIT 350ª elements of change, effective communication and Contemporary Southwest Literature performance systems. A comprehensive review of these This course explores exemplary fiction, poetry, and creative processes, as well as others, allows students to examine their nonfiction by contemporary Southwestern writers. Selections role in organizations of the new millennium. 3credits. focus on the Southwestern landscape and on prominent cultural issues associated with the region. 3credits. MGT 350ª Humanities Critical Thinking: Strategies in Decision Making The course provides students opportunities for analysis, LIT 400 synthesis, prescription, and application of critical thinking Literature of the Workplace and decision making within the organization. Emphasis is This course explores a selection of contemporary literature placed on preparing managers who can deal clearly, that typifies a new genre of letters: Creative writing about rationally, and creatively with a diverse workforce and business by men and women of business. There is an dynamic workplace. This course equips students with opportunity to respond to a variety of focal points, including, concrete skills in critical thinking and decision making that but not limited to, literary techniques used by the authors, will allow them to identify and solve organizational the human experience as represented in literature (the short problems, as well as provide strategic direction. 3credits. story, essay, and poem), and the larger social impact of the Prerequisite: Critical Thinking Proficiency themes being explored. 1credit. Humanities

A-16 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

MGT 415ª MGT 437ª Survey of Entrepreneurial Management Project Management This course is an introduction to the study of This course examines project management roles and entrepreneurship and the understanding of the environments, the project life cycle, and various techniques entrepreneurial process. Through the case study analysis of working, planning, control, and evaluation for project method, students will experience the steps, techniques, success. 3credits. pitfalls, and strategies of new business creation. 3credits. MGT 442ª Business Elective Corporate Culture and Organizational Climate MGT 426ª This course is a study of the processes by which shared Managing Change in the Workplace beliefs and expectations develop in private and public This course provides an overview of the methods and organizations; the effects of these beliefs and expectations on techniques required of supervisory and management employees and organizational functioning; the transmission personnel responsible for managing change. Students learn of culture to new employees; and problems and strategies in to identify and develop strategies for managing modifying an organizational culture. 3credits. Business organizational aspects of change, shifts in leadership, Elective reorganizations, working conditions, technological change, MGT 448ª and workforce issues. Issues related to change imposed by Global Business Strategies the government are also covered. In addition to developing The manager’s perspective in the fields of international strategic planning skills for managing change effectively, payments, international trade, and investments are analyzed. students gain expertise in applying communication strategies Emphasis is given to the materials and concepts that that deal with change. 3credits. Business Elective illuminate the strategies, structure, practices, and effects of MGT 431ª multinational enterprises. 3credits. Human Resources Management MGT 449ª This course focuses on the strategic role of human resources Quality Management and Productivity management, personnel planning and job analysis, personnel This course examines the concepts of continuous selection, performance appraisal, compensation, training and improvement and views quality as a systematic process that development from the vantage point of the manager. improves customer satisfaction. The course covers 3credits. methodologies that will aid managers in assuring that the Prerequisite: COMM 215 company’s quality system is effectively meeting the MGT 434ª company’s continuous improvement goals. 3credits. Employment Law Prerequisite: QNT 321 This course provides an overview of federal statutes and MGT 460 state-regulated areas that impact the personnel function. Operations Planning and Control Among the topics addressed are EEO and Affirmative This course is a summary of production management Action, OSHA, ERISA, FMLA, and ADA; employee privacy techniques and the joint problems of managing people, issues (polygraph testing, drug and alcohol testing, employer equipment, material, and physical plants. Emphasis is placed searching and monitoring); and wrongful discharge. on the systems approach to allocate resources effectively in 3credits. achieving organizational goals. 3credits. Business Elective Prerequisite: COMM 215 MGT 436ª Critical Thinking and Decision Making Professional managers find themselves faced with ever- increasing levels of complexity. Preparing managers who can deal rationally and creatively with this complexity is critical. This course develops the analytical abilities of management students and equips them with concrete skills for solving organizational problems and communicating solutions. 3credits. Prerequisite: COMM 205 or COMM 215

A-17 University of Phoenix, 2001-2002

MGT 480 MKT 463ª Business Research Applications Buyer Behavior This course is a practical hands-on business research course. This is an introductory course in analyzing buyer and The process of conducting business research for the purpose purchasing behaviors as basic considerations in the of improving decision making within an organization is the development of a marketing mix. Economic, social, primary focus. The course is designed to equip students with psychological, and cultural factors are considered as they an understanding of commonly employed business research relate to the development of marketing programs. 3credits. techniques to improve a situation, solve a problem, or change Prerequisite: MKT 421 a process. Students will gain skills in problem framing, data MKT 467ª collection, data analysis, and data presentation. Students’ Integrated Marketing Communications ability to deal with information overload will be greatly In this course the role of integrated marketing improved as they learn how to sort out and use data that is communications in business and society is analyzed, giving a applicable to a particular problem or opportunity for broad view the profession in a service - or product-oriented improvement. 3credits. company. The social and economic roles that integrated Prerequisite: QNT 322 marketing communications plays in profit and non-profit MKT 421ª companies are applied. Integrated marketing Marketing communications’ role in marketing is explored in a practical This course involves an integrated analysis of the role of way and the relationship among the planning process, marketing within the total organization. Specific attention is creative strategies, and media selection are examined. given to the analysis of factors affecting consumer behavior, 3credits. the identification of marketing variables, the development Prerequisite: MKT 421 and use of marketing strategies, and the discussion of MKT 469ª international marketing issues. 3credits. Sales Management Prerequisite: COMM 205 or COMM 215 This course studies the complex and demanding MKT 438ª responsibilities of sales management in the 21st century, Public Relations including managing the sales force, forecasting, This course provides an introduction to the field of public understanding customer expectations and buyer behavior, relations. Areas covered are media relations; promotion; tools gathering feedback, communicating, and relating sales goals used in developing public relations and publicity, and to marketing goals. 3credits. improving customer satisfaction; relationship-building Prerequisite: MKT 421 strategies; and ethics and public relations. 3credits. MTH 101ª Prerequisite: COMM 205 or COMM 215 Basic College and Business Mathematics I MKT 441ª This course focuses on the development of basic Marketing Research mathematical skills needed for the study of algebra, statistics, This course covers basic research methodology applied to and other quantitative methods at the college level. 3credits. marketing issues. Students study methods and techniques for MTH 102ª collection, analysis, and interpretation of primary and Basic College and Business Mathematics II secondary data for customer and business marketing. This course focuses on applying, in a personal and business 3credits. environment, the fundamental skills established in MTH 101. Prerequisites: MKT 421, QNT 322 Students will apply formulas and equations learned in MTH MKT 450ª 101 to the mathematics of buying and selling, simple and International Marketing compound interest, annuities, and stock and bond This course provides the conceptual framework for quotations. 3credits. marketing across national borders, as well as marketing Prerequisite: MTH 101 within different foreign environments. Students study how international marketing programs are developed, as well as the various factors that affect decision making in an international setting. 3credits. Prerequisite: MKT 421

A-18 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

MTH 208 NTC 410 College Mathematics I Networks and Telecommunications II This course begins the demonstration and examination of This course continues the subject in NTC 360, Network and various basic algebra concepts that is continued in MTH 209. Telecommunication Concepts. The course provides an in- Applications to real-world problems are emphasized. depth analysis of telecommunication systems in a business 3credits. Mathematics environment. Topics include models, architectures, protocols, MTH 209 security, and trends. The Open Systems Interconnection (OSI) College Mathematics II model is emphasized. 3credits. This course continues the demonstration and examination of Prerequisite: NTC 360 basic algebra concepts that was begun in MTH 208. The NTC 440 concepts and skills built in this class serve as a foundation for Advanced Windows NT subsequent quantitative course work. Real-world This course provides an in-depth analysis of Windows NT applications are emphasized. Mathematics (course length facilities, controls, and architecture of the operating system. varies) 3credits. 3credits. MTH 401ª Prerequisite: POS 425 History of Mathematics NUR 200 This one-credit course introduces students to a Introduction to Critical Thinking: Decision-Making in comprehensive survey of classical mathematical history, Nursing including background on famous mathematicians from This course introduces critical thinking skills and strategies ancient to modern times and their specific contributions to in nursing. The course builds upon what the student brings mathematics. The format and content of the course is to the learning experience and provides opportunities to conceptual rather than technical. 1credit. explore a diversity of ideas and outcomes, while applying the MTH 410ª nursing process across the health care continuum. The Mathematics for Information Systems Applications nursing process is the essence of nursing practice and This course provides the mathematical foundation needed to provides the theoretical underpinnings of quality nursing develop a logical and structured approach to problem care. The course’s focus on critical thinking places the solving in an information systems environment. This course appropriate emphasis on the nursing process and enables the will aid information systems students in understanding use of intellectual, interpersonal, and technical skills to computer concepts, a programming logic and algorithms. succeed in nursing. Experienced nurses will refine their Topics covered include number systems, algebra, thinking and rediscover lost aspects in their application of mathematical and graphical description of logical forms and the nursing process. 3credits. functions, fundamental Boolean algebra, and matrices. NUR 390 3credits. Mathematics Introduction to Professional Nursing NTC 360 This course focuses on the professional role development of Network and Telecommunications Concepts nursing. Students will assess and strengthen their skills in This course provides an overview of telecommunication writing, oral presentations, and group interactions. Change systems in a business environment. Topics covered include and communication strategies necessary for today’s standards, telephony, networks, and telecommunication healthcare arena will be investigated. 3credits. applications. Terminology and basic concepts are emphasized. 3credits. Prerequisite: POS 335 NTC 360.1 Network and Telecommunications Concepts This course provides an overview of telecommunication systems in a business environment. Topics covered include telecommunication applications, standards, transmission, networks, computer telephony and management. The course also prepares students to perform an analysis of a company’s tele/data communication requirements, to evaluate possible solutions, and to select and present a solution. 3credits. Prerequisite: POS 335.1

A-19 University of Phoenix, 2001-2002

NUR 402ª NUR 464 Theoretical Foundation of Professional Nursing Concepts of Family Nursing Theory This course is designed to focus entering baccalaureate This course provides the foundation for developing and students on the behaviors, attitudes, and values necessary for utilizing theory-based practice for managing the continuum theory-based professional nursing practice. Concepts of care required for families. Based on Orem’s Self-Care essential to professional nursing are presented within the Model and the nursing process, the student develops the unifying framework of Orem’s Self-Care Deficit Theory of skills to provide family–centered, outcome-oriented nursing Nursing. The action of nursing is operationalized within the care across the life span. Students are assisted in the roles of caregiver, teacher, and manager of care. Change integration of the multicultural diversity of families into the theory is presented to proved insight into facilitating nursing plan of care. Five workshops provide the framework behavioral change in individuals, and the theoretical for the development of the professional roles of caregiver, concepts used throughout the remainder of the BSN program teacher, and manager of care in the nursing, client, and health are introduced. 3credits. care systems. 3credits. Prerequisite: HCS 418 or NUR 390, English proficiency, critical Prerequisite: NUR 402 thinking. NUR 467 NUR 420 Clinical Integration: Nursing Management of Families Health Assessment This course focuses on the utilization of theory-based Provides refinement of physical assessment skills focusing on practice to manage the continuum of care required by the assessment differences needed to recognize abnormal families. Based on Orem’s Self-Care Model and the nursing findings across the life span, especially with the geriatric process, the student will complete 9 workshops and 75 hours population. Communication, health histories and of clinical practicum that provide the framework for psychosocial impacts will also be explored in the development of the professional roles of caregiver, teacher, development of holistic health assessment skills. 3credits. and manager of care in the health care, family, and nursing NUR 425 systems. Clinical practicum provides experiences across the Health and Disease Management life span which take place in a variety of settings and which This courses focuses on the development of a framework that address the health care needs of families. The clinical enhances the nurses understanding of the physiological integration and application of theories and concepts changes related to disease processes. Promotion of introduced in the family theory course will be the focus of therapeutic nursing interventions that promotes wellness this course. (45 clinical hours) 3 credits. and foster health independence will be stressed. The Prerequisite: NUR 464 psychosocial impacts for clients with chronic illnesses and NUR 471 the aged populations will be discussed. 3credits. Dimensions of Community Nursing Practice NUR 429 This course provides the foundation for developing and Issues and Strategies in Nursing Research Utilization using theory-based practice in the health promotion of This course covers the development of basic research population aggregates and communities. Based on knowledge and skills to prepare the professional nurse to be community health nursing standards and nursing conceptual a consumer of research by utilizing the research process in frameworks, students learn skills to address populations at the nursing, client, and health care systems. The focus of this risk. Utilizing the epidemiological model students identify course is on the use of findings from scientific investigations levels of prevention and apply health promotion strategies to in responding to nursing problems. Ethical issues in research community health problems. Current social and economic and critique of nursing and health care research studies are issues are explored. Journaling and group activities facilitate also included. 3credits. the exploration of social responsibility as a professional value. Five workshops provide the framework for the development of skills of community focused practice. 3credits. Prerequisite: NUR 402

A-20 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

NUR 473 PHL 251ª Clinical Integration: Partnerships in Community Practice Critical Thinking This course focuses on the utilization of theory-based This basic logic course helps students develop the ability to practice to promote the care of population aggregates and think both clearly and critically primarily in the disciplines of communities. Students complete 5 workshops and 45 hours inductive and deductive logic. Emphasis is placed on the of practicum which provides experiences with aggregates in recognition of fallacious reasoning, unclear or misleading a variety of settings to develop the professional roles of language, and manipulative techniques in various forms of caregiver, teacher, and manger of care. Through the clinical communication. 3credits. Humanities. practicum, the student develops beginning skills in PHL 260 community education, coalition building, community Philosophical Thinkers of Western Civilization assessment, and the use of computerized data bases. Violence The purpose of this course is to introduce the student to six of as a health care problem and health care financing are the western world’s greatest philosophers: Plato, Aristotle, examined as examples of current issues affecting Rene Descartes, John Locke, Jean Jacque Rousseau, communities. Social responsibility as a professional value is Immanuel Kant, Karl Marx, and Fredreich Niezsche. facilitated. Clinical integration and application of theories Through listening to tapes and reading a few outside sources introduced in the community course are the framework of which summarize the life and most important writings of this course. (45 clinical hours) 3 credits. each philosopher, students will gain an appreciation for the Prerequisite: NUR 471 significant contributions of each of these great thinkers of NUR 478 western civilization. 1credit. Humanities. Contemporary Issues and Health Policy PHL 323ª This course examines the interrelationships of legal decisions, Ethics in Management health policy development, legislation and regulation in the This course provides opportunities for analysis and synthesis context of contemporary issues. Activities explore the impact of the role of ethics in the organization. Emphasis is placed of health policy changes on the individual nursing practice on the way ethics affect thinking, relationship development, and the delivery of health care to consumers. 3credits. policy formation, and professional conduct in the workplace. NUR 486 Students develop the skills to understand and integrate Nursing Leadership and Management in Health Care constructive ethics into practices that support the success of This course focuses on the utilization of theory and research the employee and the organization. 3credits. Humanities. to develop skills in nursing management and leadership. PHL 443 Emphasis is placed on the acquisition of leadership skills that Mind and Machine are effective in a turmoil of change. Components of this This course examines the similarities and differences between course are transformational leadership, process of change, human and artificial intelligence, the practical and logical case management, aspects of teamwork including delegation difficulties of comparing the two, and the social and ethical and management concepts. (20 clinical hours) 3 credits. implications of future developments in artificial intelligence. Prerequisite: All required core courses. 3credits. Humanities. PHL 215ª PHL 466ª Philosophy: Methods and Applications Foundations of the Free Market System This course offers an intensive introduction to philosophic This course is a study of the philosophical and historical problems and methodologies as developed by major figures foundations of the free market system. Students will study in the history of philosophy. Applications of philosophic the theories of Plato, Adam Smith, George Hegel, Karl Marx, methods to problem–solving, decision making, ethical etc., and examine their influences on the development of the thought, and strategic thinking are considered. 3credits. free market economy, the rise of the middle class, and the Humanities. concept of individual freedom. The origins of business organizations and international trade and commerce will also be discussed. This course provides an example of how ideals are formed and how they change the world. 3credits. Humanities.

A-21 University of Phoenix, 2001-2002

POL 215 POS 400 State and Local Political Processes Introduction to Object-Oriented Programming This course examines the structure and operation of state and This course introduces object-oriented programming in the local governments and the ways in which governments context of business applications development. It develops the respond to social, political, and public policy challenges. skills and knowledge necessary to produce beginning event- 3credits. Social Sciences. driven programs with graphical user interfaces (GUI). Topics POL 443ª include standard Windows compatible forms, controls and Wealth and Power in America procedures. The course uses Visual Basic. 3credits. This course presents ideas concerned with the distribution of Prerequisite: POS 370 wealth and power in America, and the validity of those ideas POS 405 tested against accepted rules of investigation and evidence. Advanced Visual Basic Conflicting ideas, including publications and public This course continues the subject in POS 400, Introduction to statements, are examined and tested for validity. The Object-Oriented Programming. It extends the study of Visual techniques of misinformation and disinformation are Basic programming. Topics include designing complex discussed, and their use in arousing irrational or emotional applications and the use of data files. ActiveX is also responses are examined. 3credits. Social Sciences. introduced. The course uses Visual Basic. 3credits. POS 355 Prerequisite: POS 400 Introduction to Operating Systems POS 410 This course is an introduction to operating system concepts, SQL For Business which include process, memory, file, and network This course covers Structured Query Language (SQL), which management. Both mainframe and desktop operating is a common language that allows the query and systems are used as illustrative examples. 3credits. manipulation of data in relational databases. The course uses Prerequisite: CSS 335 SQL. 3credits. POS 355.1 Prerequisite: DBM 405 Introduction to Operating Systems POS 420 This course provides a conceptual foundation of the Introduction to UNIX organization and operation of computers for the information This course is a survey of the UNIX. Topics emphasize system professional. Topics covered include computer operations of the UNIX system that enable a user to make components and operation, operating system concepts, efficient use of files, file systems, and processes. The course program execution, and operating system internals such as uses UNIX simulations. 3credits. paging, segmentation and virtual memory. 3credits. Prerequisite: POS 355 Prerequisite: CIS 319 POS 425 POS 360 Introduction to Windows NT Programming Concepts This course is a survey of Windows NT. Topics emphasize the This course provides the conceptual foundation for the structure and the various applications supported by Windows logical structures necessary to develop business-related NT. 3credits. computer software programs. Topics include input/output Prerequisite: CMGT 450 operations, variables, functions, conditional structures, POS 426 looping, arrays, and computer program development. Windows 2000 3credits This course is a survey of Windows 2000. Topics emphasize Prerequisite: POS 355.1 the structure and the various applications supported by POS 370 Windows 2000. The course uses Windows 2000 simulations. Programming Concepts 3credits. This course provides the conceptual foundation to develop Prerequisite: NTC 360 computer software programs. Topics include program structure and syntax, documentation, input/output, constants and variable, calculations, logic structures, control structures, arrays, and design considerations. The course uses C++. 3credits. Prerequisite: POS 355

A-22 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

POS 440 PSY 350 Introduction to C++ Adult Development This course introduces the student to C++ . Topics include Study of physical, mental, emotional, and social phases of C++ basic, selection and repetition structures, sequential adult development from age 20 to death. Roles and files, arrays, and C++ libraries. 3credits. responsibilities associated with career, marriage, parenthood, Prerequisite: CMGT 450 and retirement are discussed. 3credits. Social Science. POS 450 PSY 401 C++ Programming Cognitive Psychology This course builds upon the Introduction to C++ This course will explore cognitive processes in terms of their programming class. Class assignments consist of weekly information-processing approach. These processes operate programming projects that build on one another and lead on the information we have stored and modified to suit our toward a complex C++ application. 3credits. current purposes. Emphasis is placed on how an Prerequisite: POS 440 understanding of cognitive science will facilitate managers’ PSY 200ª understanding of employee differences. Students will Introduction to Psychology develop a fundamental understanding of the nature of This course will provide an overview of basic psychological cognitive processes and their relationship to the organization. principles that will allow for an understanding and 1credit. Social Science. appreciation of the wide variety of human behavior that PSY 425 effects everyday life. From a historical perspective, and with Chemical Dependency in the Workplace attention to research–based behavioral science, students will This course studies the disease of chemical abuse including be provided an opportunity to hone their critical thinking dependency and addiction as it evolves and relates it to the skills in relation to psychology. 3credits. Social Science. individual, family, and society with an emphasis on the PSY 250 employer and work environment. The most frequently Psychology of Personality abused drugs are discussed to provide assistance in This course examines leading theories of personality and identifying impaired work performance. Examination of analyzes the roles of such factors as environment, social employee assistance programs and policies/procedures are learning, training, mental disorders, intelligence, creativity, included. The legal and ethical implications of chemical and family structure on personality development. Emphasis dependency in the workplace are addressed. 3credits. Social is on application for personal growth, interpersonal Science relationships, and organizational processes. 3credits. Social PSY 428 Science. Organizational Psychology PSY 301 This course is concerned with analyzing the organizational Emotional Intelligence structure and attempting to maximize and achieve This course examines the concepts and practical applications performance excellence through individual and work groups of emotional intelligence. Its focus is the basic skills in by facilitating an understanding how psychology influences emotional intelligence, strategies for developing basic skills the outcome of work. Understanding customer relationships and strategies for dealing with others of varying emotional is also explored. 3credits. backgrounds and competency levels. 1credit. Social Science. PSY 430 PSY 320 Team Dynamic for Managers Human Motivation This course provides an exploration into how employees This course examines the major issues and organizing assigned in teams’ function for the completion of principles that delineate the topic of motivation. Various organizational objectives. Emphasis of the growing theories will be assessed to understand motivation and dependency of self-directed work teams is provided. This analyze diverse motivation systems in terms of their primary course equips students with the ability to successfully assign components of biological, learned, and cognitive behavior. subordinates to a team, manage work teams, and how to gain 3credits. Social Science. successful results via team dynamics. Impacts upon customer satisfaction are explored. 3credits.

A-23 University of Phoenix, 2001-2002

QNT 321ª RES 320 Statistics in Business I Fundamentals of Research This course surveys descriptive statistics with emphasis on This is a course introducing the foundations of research. practical applications of statistical analysis. It examines the Research principles and the scientific method are applied to role of statistics in research, statistical terminology, the professional situations. The course is designed to equip appropriate use of statistical techniques, and interpretation of students with an understanding of commonly employed statistical findings in business and business research. research methodologies that can be utilized to improve 3credits. productivity and increase customer satisfaction. 3credits. Prerequisite: MTH 209 RES 341 QNT 322ª Research and Evaluation I Statistics in Business II This course integrates applied business research and The application and functions of statistical methods in descriptive statistics. Examination of the role of statistics in improving quality and productivity, and the principles of research, statistical terminology, the appropriate use of collecting, analyzing, and interpreting data are covered in statistical techniques and interpretation of statistical findings this course. 3credits. in business and research will be the primary focus. 3credits. Prerequisite: QNT 321 RES 342 QNT 424.3 Research and Evaluation II CIS Probability and Statistics This course is designed to equip the students with business This course provides a background in probability and research techniques and statistical tools. The student will be statistical methods useful to the computer information able to identify a problem, research, evaluate, and system professional. Topics covered include: organization of recommend alternatives to improve a situation, solve a data, averages and variations, elementary probability theory, problem, or change a process in a business environment. probability distributions, sample sizes, linear regression and 3credits correlation. 3credits. Prerequisite: RES 341 Prerequisite: MTH 410 SCI 160 QNT 436.3 Introduction to Life Sciences Statistics in Health Care This course provides a general introduction to biology for This course surveys descriptive and inferential statistics with non–science majors emphasizing the diversity of life forms, emphasis on practical applications of statistical analysis. the structure and processes of living organisms and the Examination of the role of statistics in research, statistical human and social implications of the life sciences. 3credits. terminology, the appropriate use of statistical techniques, and Science/Technology, Physical/Biological Sciences interpretation of statistical findings in nursing and health SCI 220ª care research are also included. 3credits. Human Nutrition Prerequisite: Math proficiency or MTH 209 This course provides an overview of nutritional concepts as REL 333ª related to therapeutic dietary planning, including the World Religious Traditions I physiological and sociocultural aspect of human nutrition. The major historical developments, structural cosmology, Students analyze and plan diets. 3credits. Science/Technology, values, and symbolic interpretation of the Hindu, Buddhist, Physical/Biological Sciences Confucian, and Taoist religious traditions are studied. SCI 256 3credits. Humanities People, Science and the Environment REL 334ª This course explores the interrelationship of human beings World Religious Traditions II and their living and nonliving environments. The role of The major historical developments, structural cosmology, science in helping to define and address problems that stem values, and symbolic interpretation of the Judaic, Christian, from these interactions is examined. 3credits. Science/ and Islamic religious traditions are studied. 3credits. Technology, Biological/Physical Sciences Humanities

A-24 University of Phoenix, 2001-2002 COURSE DESCRIPTIONS UNDERGRADUATE

SCI 260 SCI 362 Scientific Thinkers Environmental Science This InteliQuest course is a three-week independent study This course explores the application of the fundamental course. It is designed to provide in-depth information about concepts of air and water pollution, solid and hazardous the live, times, and achievements of eight great scientists of wastes, radiation, occupational safety and health, and the Western world, spanning the time frame of 130 A.D. to environmental law in the business organization. 3credits. the present. This course contains the biographies of eight Science/Technology, Physical Sciences. individuals that have changed the way the world is viewed. Prerequisite: SCI 256 Students will compare and contrast these individuals’ lives, SCI 405 as well as analyze their contributions to society through History of Science discussion questions and essays. 1credit. Science/Technology. This course provides a broad overview of the development of SCI 300 science from its earliest roots through the 15th century. Paradigms of Health Beginning with the prehistoric origins of science, the course This course provides an overview of health and wellness in proceeds through the science of ancient Egypt, Mesopotamia, today’s society. Emphasis is placed on the role of the Greece, and Rome and the science of medieval Islam and individual in attaining his or her personal level of wellness Christendom. The course will address science in antiquity through a holistic preventive model. 3credits. Science/ through the middle ages from a philosophical, religious, and Technology. institutional perspective. Upon completion of this course, the SCI 301ª student will be able to recognize the nature of early scientific Survey of Alternative Medicine achievements and their conceptual and institutional origins; This course examines the traditions and recent developments to understand how these achievements were related to each within the field of alternative medicine, and includes a other and to other cultural currents, particularly in comparison of Western and Eastern diagnostic systems. philosophy and religion; and to appreciate how Through a highly interactive and experiential format, transformation in scientific though drastically changed views participants overview a comprehensive range of physical, of nature and humankind’s place in nature. 3credits. Science/ psychological, and energy therapies resulting insight, Technology. awareness, and appreciation for diverse approaches to SOC 101ª medicine. 1credit. Science/Technology. Contemporary Issues in America Business SCI 310 This course is a study of management techniques and their Elements of Physics application to the issues of today. 3credits. Social Science. Introduction to key concepts in physics for non–science Prerequisite: GEN 101 majors. The course also addresses ways in which study of the SOC 200ª physical universe has influenced human understanding in Introduction To Sociology other fields. 3credits. Science/Technology, Physical/Biological This course is an introduction to the set of perspectives on Science. human life that allows us to understand how our personal Prerequisite: MTH 209 lives are affected by our place in society. It explores ways of SCI 350ª looking at the world that allow us to understand how the Astronomy events and meanings of our lives are part of group dynamics, This course introduces students to scientific study of the of social institutions, of cultural meanings. It allows us to see earth, its solar system, space, stars, galaxies, and the personal events and meanings as affected by historical forces universe. Includes an overview of historical developments in and to see how historical events may be shaped by personal astronomy from ancient mythology to modern science. choices. 3credits. Social Science. 3credits. Science/Technology, Physical Sciences. SOC 300 Introduction to Southwest Studies Overview of the history and culture of the Southwestern United States. This course focuses on ancient and modern Native American groups, early explorers, and the historical development of the region’s society, economy, and politics. 3credits. Social Science.

A-25 University of Phoenix, 2001-2002

SOC 315 WEB 410 Cultural Diversity Web Programming I This course focuses on the issues, challenges, and This course covers the design and application of hypertext opportunities presented by U.S. population diversity. markup language (HTML), which is used to create Emphasis is placed on workplace issues related to employee documents on the World Wide Web. Topics include structure, diversity in terms of gender, race/ethnicity, socioeconomic presentation format, links, images, tables and frames. class, and cultural background. 3credits. Social Science. JavaScript and XML are also introduced. The course uses TEC 205 HTML and JavaScript. 3credits. The Engineering Process Prerequisite: POS 370 Introduction to the role of engineering in applying science WEB 420 and technology to material culture. The course provides an Web Programming II overview of problem solving approaches used by engineers This course continues the subject in WEB 410, Web and the inter–relationships among science, technology, and Programming I. Topics include designing multimedia Web society. 3credits. Science/Technology. pages and an introduction to Java and Java applets. Emphasis TEC 401 is placed upon the appropriate use of Web programming Human Factors in Technology tools. The course uses JavaScript and Java. 3credits. This course provides an understanding of effective Prerequisite: WEB 410 integration of technology to improve organizational WEB 430 performance. Students will learn how to evaluate strategies Web Programming III for utilizing technology to support personal and Building upon Web Programming I and II, this course covers organizational growth. Additionally, students will be Java. Emphasis is placed upon the appropriate use of the exposed to the sensitive impact of an ever increasingly ‘programming tools introduced. The student will create basic association with E-Commerce upon the workforce. Impacts Java programs and applets. 3credits. upon customer relationships are explored. 3credits. Prerequisite: WEB 420 WEB 350 WEB 445 The Internet: Concept and Applications Web Server Administration This course examines the Internet and provides an This course familiarizes the student with the client/server integration of information technology subjects. Topics architecture associated with the World Wide Web and include the history, facilities, services, and trends of the Intranets. Topics will include security and performance Internet. The functions of information technology that issues, firewalls, and Web server software products. 3credits. support e-Business are emphasized. 3credits. Prerequisite: CMGT 450 Prerequisite: NTC 410 WEB 450 WEB 350.1 The Web: Current Topics The Internet: Concept and Applications The World Wide Web is one of the most dynamic computer This course is an introduction to business use of the Internet, environments. Web technologies are constantly changing. including the history, facilities and services, browsers, search This course is based upon current topics dealing with the engines, architecture and intranets. Also included is an Web, in order to provide a means of staying abreast of that overview of development tools and security. The student will constant change. Topics include the latest programming be able to use the World Wide Web to research business languages, security developments, network and problems and understand the role of the Internet to support telecommunication technologies and business applications. business operations such as marketing, data transfer and 3credits. customer service. 3credits. Prerequisite: WEB 445 Prerequisite: CIS 319 WEB 400 Web Programming This course covers the design and application of hypertext markup language (HTML), which is used to create documents on the World Wide Web. The topics include structure, presentation format, lists, links, images, tables, frames, and forms. The student will create Web pages. Prerequisite: WEB 350.1

A-26 ...... GRADUATE ......

Courses are listed alpha–numerically based on the academic ACC 595ª discipline prefix. Each course description is followed by the MBA/ACC Capstone Course number of credits the course carries and any required This course is an exercise in practical, professional prerequisites. management decision-making and analysis and is intended to re-emphasize to the student the challenges faced by Courses available through Online are noted with a ª sym- managers who must balance the needs of customers, bol. shareholders, employees, and other stakeholders with ethical ACC 529ª and legal considerations. The course requires the student to Accounting for Managerial Decision Making synthesize and integrate the theory and practice learned from This course integrates the principles of financial and all of the courses in the MBA/ACC curriculum and apply managerial accounting to prepare the manager to use them toward the development of recommended solutions for accounting to assess and manage the health of the specific managerial situations found within organizations in organization. Topics include the balance sheet, income the business environment. 3credits. statement, statement of cash flows, financial statement Prerequisite: All other required courses analysis, and internal techniques. 3credits. BUS 550ª ACC 563ª Conflict Management Systems Advanced Accounting Information Systems This course provides students with both a theoretical and a This course is designed to present an understanding of practical framework for systematically identifying and accounting information systems and their roles in the managing organizational conflict, both internal and external. accounting environment. Particular attention is paid to Students will become familiar with the criteria for designing transaction cycles and internal control structures. Topics and applying dispute resolution alternatives as part of a covered include software development life cycles, conflict management system design. Students will explore contemporary technologies and applications, control various dispute resolution alternatives and their history concepts and procedures, auditing of information systems, while identifying resources to support current application of Internet, Intranets, electronic commerce, and the role of the alternatives. As a key element of dispute resolution, information systems in a business enterprise. 3credits students will learn win-win negotiation skills and practice Prerequisite: CIS 564.4, ACC 529. their application in role-plays. In a learning team project and ACC 573ª presentation, students will demonstrate the practical Advanced Cost Accounting application of a conflict management system design on an This course covers cost-volume-profit analysis, costing organization. 3credits. systems, activity-based costing, flexible budgets, variances, Prerequisites: HR 535 inventory costing methods, cost behavior, and cost allocation. BUS 593ª 3credits. MAOM Capstone Course Prerequisite: ACC 529. This course is an exercise in practical, professional ACC 583ª management decision-making and is intended to re- Advanced Corporate Income Tax emphasize to the student the challenges faced by managers This course presents the aspects of the formation, who must balance the needs of customers, shareholders, reorganization, and liquidation of corporations and the employees, and other stakeholders. The course requires the impact on shareholders. Taxation issues involved in the student to synthesize and integrate the theory and practice partnerships, corporations, and S-Corporations are learned from all of the courses in the MAOM curriculum and examined, as well as estate and gift taxes, basic tax planning, apply them toward the development of recommended and research. 3credits. solutions for specific managerial situations found within the Prerequisite: ACC 529. organization’s environment. 3credits. Prerequisites: All courses of study. ACC 593ª Accounting Theory This course focuses on accounting conceptual framework, accounting concepts, standard setting measurement and recognition issues, and characteristics of accounting information. 3credits.

A-27 University of Phoenix, 2001-2002

CED 528 CMGT 576ª Discovering the World of Multimedia Programming Management This course is designed for students with a basic proficiency This course is provides an understanding of programming in Macintosh applications who wish to learn the fundamental environments from a managerial perspective. COBOL, C/ techniques and procedures for working in a multimedia C++, Java, Visual Basic, HTML, XML, and JavaScript are environment. Videodisc and CD-ROM resources designed for compared and contrasted. Advantages and disadvantages of the classroom are explored. Students learn applications and various languages are analyzed in business and technical procedures which effectively incorporate multimedia-based applications. 3credits. information resources within instructional units, lesson Prerequisite: CSS 555, and CMGT 585 plans, and student projects. 3credits. CMGT 577ª CIS 564.4ª CIS Business Financial Management Information Management in Business This course provides the non-financial manager or This course examines the design and management of internal professional with a practical understanding of Accounting capacity as it applies to all organizations. It examines the and Finance. Participants examine concepts and financial principles and techniques for designing, analyzing, and tools with an emphasis on their application to the IT managing operations processes. It addresses how all environment. 3credits. operations and behavior components fit together and how to CMGT 578ª identify and resolve the right problem. Topics include CIS Strategic Planning statistical process control, supply chain management, and This course provides the knowledge and skills to develop total quality management. 3credits. effective short, intermediate and long-range strategic CMGT 555 information technology plans. Course topics include the need System Analysis & Development for and responsibilities of an Information Technology This course provides a solid background in analysis and Steering Committee, the relationship of information systems design techniques for business system and application planning to the overall organizational mission, goals and software development. Although System Development Life assessment of the organization’s current state, determination Cycle (SDLC) is fundamental to the course, other of information technology, project and management methodologies and tools are examined from a managerial requirements, and the means of prioritizing and selecting perspective. The course uses Microsoft Visio. information technology projects. 3credits. Prerequisite: CSS 561 CMGT 579ª CMGT 574ª CIS Risk Management CIS Business Communications This course addresses the considerations to provide for the This course provides the student with the opportunity to protection of information assets and the management of risk gain proficiency in both the written and oral presentation exposures to those assets. The need to identify and reduce the skills necessary for effective communication by a manager of risks to information assets will be examined. Course topics technology. Through class discussion, written and electronic include: the need for control and protection of organizational communications, and oral presentations, students will learn data, the need for reliability in information systems (fault how to present and explain technical information to non- tolerance considerations), the identification of potential technical managers and employees. Students will review impacts present in the risks to information assets, the examples of technical information from various sources to development of contingency plans and the role fulfilled by learn the best and worst practices for both oral and written the implementation of security measures. 3credits. presentations. Students will analyze the elements of effective CMGT 580ª oral and written communication. 3credits. CIS Contracts, Ethics & Intellectual Property CMGT 575ª This course covers the interaction of law and ethics for CIS Project Management management. Topics to be covered include management of This course addresses the process and skills needed for intellectual property as a business asset, resolving legal successful project management in the computer information conflicts, fair use practice, and ethical application of systems and technology environment of business. Topics information in society and on the information superhighway. include project scoping, estimating, scheduling, budgeting, 3credits. tracking, and controlling. The course uses Microsoft Project. 3credits. Prerequisite: CMGT 555

A-28 University of Phoenix, 2001-2002

GRADUATE

CMGT 581ª CMHC 560 CIS Organization & Management Dependency and Addictions This course examines various issues relative to the This course addresses chemical dependency, eating management of information technology (IT) in a business disorders, codependency, and gambling. Throughout, environment. Topics include: organizing the IT resources, comparisons will be made between counseling people with staffing, personnel management, information systems/ problem dependencies and traditional counseling services department functions and processes, planning, the approaches. Topics include assessment of the chemically role of a CIO, management of information technology dependent, eating disorders, codependency, gambling and resources and the impact of new technologies. 3credits. other problem dependencies, and the application of CMGT 585 appropriate counseling methods and techniques. 3credits. CIS Risk Management and Strategic Planning CMHC 565 This course provides the knowledge and skills to develop Advanced Personality Theory effective short, intermediate, and long-range strategic This course assumes a basic knowledge of personality information systems plans. Information technology security theories. The course focuses on understanding several and disaster recovery plans are also examined. 3credits. models of personality theory and applying this knowledge to CMHC 538 the clinical setting. Students develop a personal theory of Advanced Clinical Assessment human behavior, based on a through review of current The focus of this course is on tests used in counseling and test personality theories, an evaluation of the empirical basis of reports. It emphasizes learning how to integrate testing as an those theories and application to case studies. 3credits. additional tool in counseling. Tests most commonly CMHC 570 encountered in the counseling field are identified and Seminar in Mental Health Counseling evaluated. Psychometric properties of tests are recognized as This seminar will be a capstone course, bringing together and playing an important role in test selection. This course helping the student integrate the foundations, contextual provides students with introductory experience in dimensions, and knowledge and skills necessary in the administering, interpreting, and reporting test results. It also practice of mental health counseling. 4credits. enhances the students' ability to understand test reports. CMHC 585 3credits Counselor Supervision CMHC 545 This course is an overview of the essential knowledge, skills, Psychopharmacology and legal and ethical issues in the clinical supervision of This course examines the history, biochemistry, main effects, mental health professionals. Emphasis is on developing a and side effects of prescription psychotropic medication. The practical model of clinical supervision. 1credit. goal of the course is to learn to work with clients who are CMHC 599 A/B/C taking psychotropic medication and monitor them for side Internship/Portfolio III effects and contraindications. Ethics and methods of working This three part course provides the opportunity for students with medical personnel are included. 3credits. to practice the knowledge and skills learned in their course of CMHC 550 study. Students are placed in mental health agencies for a Human Sexuality 900-hour internship experience under the direct supervision This course is intended to provide basic information of a qualified mental health professional. This gives them regarding sexuality, including anatomy, physiology, normal mental health counseling experience in a variety of activities functioning, psychosexual development, gender roles, sexual that a regularly employed counselor might perform. orientation, sexual abuse and trauma, and typical sexual 9credits. disorders. Counseling interventions will be presented. The Prerequisites: CNSL 591 importance of positive sexual attitudes will be emphasized. 3credits.

A-29 University of Phoenix, 2001-2002

CMP 520ª CMP 540ª Learning and Technology Integrating Educational Technology in the Classroom This course will provide the student with an understanding This course focuses on how to effectively integrate of learning models and the impact technology can have educational technology into various content areas for towards enhancing and enriching the learning strategies that different developmental and instructional levels. Students integrate technology as a vehicle in the differentiation of will explore the modes of technology available and develop curriculum. Using technology tools for solving a variety of activities for various learning environments (teacher problems, evaluating student performance, and directed, student centered, or problem based in a stand- implementing distance learning systems will also be alone, hub, or lab situation). Students will assess and explored. 3credits. evaluate technology applications as they affect student CMP 521ª learning. 3credits. Using Computers in Education CMP 555ª This course will examine how emerging technology can affect Designing and Producing Educational Technology the classroom teacher, school administrator, school board This is a comprehensive course that first considers the member, student, and parents. Students will explore how process used to design and evaluate technology products. technology has impacted curriculum, instructional design, Next, a careful analysis will be made of the various elements and educational standards. Equity issues and the of design including opportunities to analyze and evaluate consequences to students who lack technological skills and actual developed products. Students will be able to evaluate knowledge will be the focal point of discussion. Students will educational software, apply it in the classroom and get hands-on, interactive experience using a variety of media determines its effectiveness in learning environments. and technologies to prepare teaching materials, develop Students will design a product for use with students in the curriculum, and deliver instruction. 3credits. classroom. 3credits. CMP 522ª CMP 560ª Critical Issues in Educational Technology Instructional Multimedia Authoring This course will introduce to the student research relative to This course is designed to give students the opportunity to the integration of technology into K-12 school systems, how use a variety of multimedia authoring programs as they to decode and apply research into K-12 technology develop their abilities to synthesize available research in a integration initiatives. Students will also investigate current number of electronic and hard copy formats. By synthesizing and future technology advancements in hardware, software, the available research on instructional design and current networking, support and training as well as the impact these theories of learning, students will create instructional advances might have on K-12 schools. Basic issues relating to courseware using a minimum of two-selected multimedia ethics and equity will also be introduced. 3credits. authoring programs. This course provides the students with CMP 530ª first hand experience in the methodologies of multimedia Ethics and Technology in Education presentation development as it provides student s the This course is designed to introduce the ethical issues opportunity to learn a variety of techniques and methods as relating to the use of technology in education. The course will they develop effective and relevant multimedia experiences. examine the present and future controversies surrounding 3credits. the integration of technology into the instructional process CNSL 501 and educational institutions. Students will address the issues Introduction to Graduate Portfolio of information and intellectual property, privacy issues in a This non-credit course provides the prospective student with digital environment and the relationship of individual, orientation and practice for the skills and knowledge governmental and societal concerns in an ever advancing assessed in Portfolio I. Portfolio I must be passed before a and changing electronic community. 3credits. student may be admitted to any Department of Counselor Education program. 0credit.

A-30 University of Phoenix, 2001-2002

GRADUATE

CNSL 505 CNSL 527 Life Span Development Legal and Ethical Issues in Professional Counseling This course presents students with theoretical frameworks to This course emphasizes the legal and ethical responsibilities foster an understanding of the various dimensions of human of the counseling professional. Students become familiar development. Emphasis is placed on biological, cognitive, with the code of ethics and legal parameters of their and psychosocial development within the context of gender, discipline in order to effectively interpret and act upon culture and social roles. Students evaluate clinical situations situations in an appropriate and effective manner. Content and assess potential therapeutic interventions in context. includes such issues as client rights, confidentiality, duty to 3credits. warn and protect, dual relationships, supervision and CNSL 511 consulting, ethics with special populations, and ethical Professional Counseling Assessment Portfolio I decision making models. 3credits. Portfolio I replaces admission testing with an assessment CNSL 530 which samples and evaluates the student’s cognitive, Professional Counseling Assessment Portfolio II affective, and behavioral skills in critical areas of the learning Professional Counseling Assessment Portfolio II helps and practice of counseling. Portfolio I is a workshop, 1hour, students integrate and evaluate their learning to this point. non-credit course which helps determine student Like an assessment center, Portfolio II provides an integrative appropriateness for the program. The purpose of the experience requiring the student to bring together all of what assessment process is twofold: 1) to help the student evaluate he or she has learned in previous courses in the program, and his or her aptitude for the counseling program and 2) to to demonstrate professional competence and personal evaluate the candidate’s readiness for admission. 0 credit. growth. 1credit. CNSL 515 Prerequisites: CNSL 537, CNSL 548, Portfolio I Professional Counseling Communication Skills CNSL 534 This course provides students with opportunities to build Social and Multicultural Foundations their oral and interpersonal communication skills. As an This course is designed to be a comprehensive foundation for essential component to professional counseling, students are understanding diversity among clients and family systems in exposed to communication theory and integration of a pluralistic society. Emphasis will be on counseling communication skills into the counseling process. The differences based on age, race, family background, ethnicity, influence of multicultural diversity and the environment in religious preferences, gender identification, physical/mental which communication occurs are explored. 2credits. limitations, etc. 3credits. CNSL 520 CNSL 537 Counseling Models and Theories Introduction to Clinical Assessment This course enables students to differentiate among the This course focuses on the critical examination of models and primary theoretical models of counseling practice such as tools in the area of clinical assessment. Family systems and psychodynamic, existential and emotive, cognitive– developmental models of diagnosis, assessment, treatment, behavioral, and systems. Emphasis is on the importance of and referral allows students to continue to build a framework students recognizing belief systems which accurately reflect for professional counseling practice. Emphasis is on their own personal style and to recognize strategies and assessment of psychopathology, using the Diagnostic and approaches likely to be most successful with a varied client Statistical Manual and developmental and behavioral population. Students have opportunities to establish a strong assessment. Students have opportunities to experience intake theoretical foundation as the basis of clinical practice and to interviews, take psychosocial and sexual histories, conduct evaluate and assess clinical situations for implementation of mental status exams, and perform life style and cognitive therapeutic interventions that are gender and culturally assessments. 4credits. appropriate. 3credits.

A-31 University of Phoenix, 2001-2002

CNSL 540 CNSL 580 Career and Life Planning Management and Supervision in Professional Counseling This course is a comprehensive overview of career planning This course is an overview of supervision and management with an emphasis on the application of the techniques, as they relate to the practice of counseling. Models of theories, and methods of assessment. Historical supervision and counselor development, supervision and developments, career development theories, career life– management processes, assessment, and evaluation issues, planning procedures, career counseling resources, and ethical and legal aspects of supervision are emphasized. implications for special populations, and prominent research Students explore their skills in management and supervision, concerning work and how it relates to individual functioning particularly as they relate to recent changes in the mental are analyzed and discussed. 3credits. health care delivery system. 2credits. CNSL 548 CNSL 586 Individual Counseling Seminar in Community Counseling This course provides students with intensive skill– building This course explores the foundations of community in individual counseling. The relationship between theory, counseling, the context within which community counseling strategy and intervention, setting goals with clients, closure, takes place, and the knowledge and skills required of those and referral are included as essential to the counseling who practice community counseling. Study of the history environment. Emphasis is also placed on treatment plans, and development of the mental health movement includes ethics, working with family systems, and multicultural definitions of the professional identity of community diversity. 4credits. counselors, investigation of professional organizations and CNSL 553 standards of practice, and exploration of community Group Counseling demography. The contextual dimensions are studied by This course provides students with intensive skill– building gaining familiarity with practice settings, community needs, in-group counseling. Content emphasizes such areas as principles of community intervention, characteristics of different types of groups, group dynamics, group norms and human services programs, and the relationship of boundaries, leadership styles, facilitation and co–facilitation, community counselors to other professionals. and treatment plans. Confidentiality, selection procedures, Knowledge and skills gained include assessment of needs, ethics, and multicultural diversity are included as key multidisciplinary and comprehensive treatment planning, components to effective group counseling practice. 4credits effective use of community resources, and strategies for client advocacy. 4credits. CNSL 555 Counseling Psychometrics CNSL 591O This course integrates testing and clinical appraisal Practicum/Internship Orientation procedures with a counseling relationship. The focus is on This course provides an orientation to practicum and the uses of tests in counseling. Psychometric properties of internship. 0 credit. tests, test selection criteria, administration, interpretation, CNSL 591 and reporting of test results are emphasized. 2credits. Counseling Practicum CNSL 570 This course focuses on the assessment and continuing Critical Analysis in Research development of student counseling skills. Students have a This course is an overview of the fundamentals of research variety of opportunities to receive feedback and to evaluate and evaluation as they relate to educational, mental health, their ability to integrate theory into practice. Students and community counseling as well as marriage and family determine their styles and strengths as professional counseling and therapy. The goals of the course are to help counseling practitioners, as well as identify areas needing students become critical consumers of research and to further development. Individualized practice sessions and develop the basic skills to generate a research proposal. feedback are designed into the course. 4credits. 3credits. Prerequisite: CNSL 530

A-32 University of Phoenix, 2001-2002

GRADUATE

CNSL 599A/B CSS 561 Internship/Portfolio III Programming Concepts Counseling internship is a 600 hour clinical experience This course covers the basic concepts of computer required of all MC/CC students. Divided into 300 hours programming. Topics include program structure and syntax, sections, each lasting 15 weeks, CNSL 599 A&B comprise documentation, input/output, constants and variables, Portfolio III of the counseling portfolio series. Students are calculations, logic structures, control structures, arrays, file placed in community counseling agencies for 20 to 32 hours access, and design considerations. The purpose of this course per week where they provide clinical services to clients under is to insure that managers have experience with computer the direction of an approved agency site supervisor. 6credits. programming in order to make more informed “build vs. Prerequisite: CNSL 591 buy” software decisions. The course uses C++. COM 515ª CSS 586 Managerial Communication Information Technology Application Project This course provides new graduate students with an This course provides the student with an opportunity to introduction to the graduate-level program and strategies for develop a topic in the CIS field under the direction and academic success within the University of Phoenix adult supervision of a faculty member. A project proposal will be learning model. Topics include oral and written submitted to and approved by the faculty member. Upon communication and resources; individual and group completion of the project, the student will prepare a written presentation techniques; electronic research resources; management report and an oral presentation on the results of introduction to the purpose and uses of the electronic the project. The focus of this course will be on the portfolio; critical thinking, stress and time management, and reinforcement of the critical thinking skills that are necessary Learning Team processes. 1credit. for managerial success in the IS/IT environment. Students CSS 553ª will apply the knowledge they have gained in the prior Software Engineering courses of the MSCIS program to identify problems, to This course explores the framework and strategy for creating evaluate solutions and alternatives, to synthesize an environment to develop and engineer software according recommendations, to successfully communicate and present to the business needs of an organization. The course teaches their ideas, and to understand the process of reaching a the techniques of software engineering while focusing on the winning solution. 3credits. quality of development and the support of business Prerequisites: Completion of at least 32 MSCIS graduate credit objectives during the software engineering process. 3credits. hours including all MSCIS foundation courses. Prerequisite: POS 568 Prerequisite: All other courses in the Required Course of Study. CSS 558ª CUR 524ª Database Concepts I Instructional Design This course examines database concepts from a business This course is designed to provide students with the perspective. Topics include data analysis, the principal data instructional planning skills they need to develop models with emphasis on the relational model, entity- educational course and materials. Students will study the relationship diagrams, logical design, data administration, relevant theories of instructional design and apply proven and normalization. The course emphasizes organizing data procedures for designing, developing, implementing, and resources within a business enterprise from a managerial evaluating objectives-based instruction. Specific focus will be perspective. The course uses Microsoft Visio. 3credits. given to the creation of materials appropriate for adult Prerequisite: CMGT 555 learners in classrooms and learning at a distance, including attention to life experiences, entry level skills, motivational CSS 559ª needs, and modes of delivery. 3credits. Data Base Concepts II This course continues the subject of CSS 558, Database CUR 558ª Concepts I. The course focuses on database management Foundations of Curriculum and Instruction systems from a business managerial perspective. MS Access, This course provides a foundation for understanding and Oracle, DB2, and SQL Server are compared and contrasted. analyzing curriculum and instruction theories. The history of Emphasis is placed on developing a strategy for managing curriculum as it relates to social, political, and scholarly and organizing corporate data, including data warehousing, discourse is examined in-depth. Students will investigate the to support the business activities of the organization. The various state, national, and institutional based movements course uses Microsoft Access and simulations of Oracle occurring within the field of curriculum studies. This course software. 3credits. also will cover the philosophies of curriculum their relevancy Prerequisite: CSS 559 to different instructional settings including the elementary, middle/junior , and high school. 3credits.

A-33 University of Phoenix, 2001-2002

CUR 562ª EBUS 520ª Standards-Based Curriculum and Instruction e-Marketing Theory and Application This course focuses on the development of strategies for This course examines the theory and application of electronic linking standards-based education to classroom curriculum. marketing. In addition to looking at the new marketing mix, This course will utilize local, state, and national standards as which applies the Internet to the traditional marketing well as current research on standards as a basis for functions of products, price, distribution, and promotion, understanding standards-based instruction. An in-depth students will gain experience in Web site evaluation and analysis of standards is explored and focus is on improving development and determine how different industries can use student learning in the areas of language arts, mathematics, the tool of the Internet in creating new markets. 3credits. social studies, and science. Students will learn to create Prerequisite: EBUS 500.1 effective standards-based performance assessment tasks for EBUS 530ª their classrooms. This course will also cover how content e-Law and Risk Management standards affect all students, including students with This course examines the process of risk management in Individualized Education Plan, students who are consistently multifaceted e-business context. Operational, financial, legal, exceeding standards, and students who are falling below strategic, and technical aspects of risk management are standards. 3credits. analyzed. Students will be exposed to emerging and global CUR 578ª issues in e-commerce risk management. Each student will Evaluation of Curriculum prepare a risk management assessment of an existing e- This course is designed to provide students with the business. 3credits. evaluation skills necessary to analyze curriculum, Prerequisite: EBUS 500.1 educational resources, and instructional strategies. Students EBUS 540ª will apply procedures for evaluating and recommend e-Strategy Formulation and Implementation strategies for improving the quality and effectiveness of This course develops the concepts of strategy as applied to curriculum and instruction. Specific focus will be given to the the dynamic e-business environment. Students will learn to creation of materials appropriate for learners in classrooms formulate, implement, and evaluate global e-business and learning at a distance, including attention to entry level solutions. This is the capstone course for the e-business skills, motivational needs, and various modes of delivery. curriculum and integrates strategy and policy formulation, e- 3credits. business architecture, marketing strategy, and legal and EBUS 500.1ª ethical considerations. 3credits. e-Business Principles and Practices Prerequisite: EBUS 500.1, EBUS 520, and EBUS 530 This course introduces the model for conducting business-to- EBUS 550ª business and business-to-consumer electronic transactions. Creating the e-Business Topics include the application of e-business strategic This is an integrative course and the capstone for the MBA/ management, how to leverage technology to enhance EB. The outcome is for students to design an e-business while business processes, the unique characteristics of e-marketing, drawing upon skills learned from the previous e-business and how the legal, ethical, and regulatory environments act specialty courses. Students will complete a design for all as a filter for conducting e-business. 3credits. elements of an e-business, whether creating an original Prerequisite: CIS 564.4, LAW 529, MGT 554, MKT 551. business as an e-business or converting an existing business. EBUS 510ª An integral part of the design will be a convincing argument e-Business Operations for why the business will be financially successful. 3credits. This course integrates business processes and technology for Prerequisite: All other required courses. new and existing organizations conducting e-business. Key ECN 518 business processes included are Enterprise Resource Educational Counseling Theories Planning, Customer Relationship Management, Selling This course is a study of selected theories/schools of thought Chain Management, Supply Chain Management, e- in counseling and psychotherapy as they apply to a school procurement, and Knowledge Management. These are linked guidance setting. The focus is on examining key concepts, to the appropriate application architecture for different therapeutic processes, and interventions and procedures of business models. 3credits. each theory. Emphasis is placed on the integration of theory Prerequisite: EBUS 500.1 for students’ professional development as school guidance counselors. 3credits.

A-34 University of Phoenix, 2001-2002

GRADUATE

ECN 520 ECN 550 Legal and Ethical Issues in School Counseling Critical Issues in Educational Counseling This course emphasizes the legal and ethical responsibilities This course is designed to allow students to explore current of the school counselor. Students become familiar with the social and cultural issues which require specific counseling code of ethics and legal parameters of their discipline in and intervention strategy techniques within the order to effectively interpret and act upon situations in an comprehensive guidance model. Students focus on the appropriate and effective manner. Content includes such professional issues and the societal demands placed on the issues as client rights, confidentiality, duty to warn and school counselor 3credits. protect, dual relationships, supervision and consulting, ethics ECN 551 with special populations, and ethical decision making Seminar in School Counseling models. 3credits. This course includes the study of models of curriculum ECN 531 design, implementation and evaluation; post-secondary Professional Assessment, Part I educational opportunities to include coverage of This one-credit assessment course samples and evaluates the scholarships, financial aid, and job placement; the use of student’s cognitive, affective, and behavioral skills in critical technology for data management and analysis; and areas of the learning and practice of school counseling. This collaboration issues to support program goals. 3credits. course helps determine the student’s appropriateness for the ECN 555 program. The purpose of the assessment process is to help Student Assessment and Evaluation in Education the student evaluate his or her aptitude for the school Counseling program and to evaluate the candidate’s readiness for This course focuses primarily on the school guidance admission. 1credits. counselor’s role in the selection, administration, ECN 532 interpretation, and technical support of testing in the school Professional Assessment Portfolio, Part II setting. Test construction and standardization are studied This course helps students integrate and evaluate their along with the use of tests for K-12 student placement learning to this point. Like the activities in an assessment decisions. Interpretation of test information also is examined center, this course provides an integrative experience and students learn ways to convey test results to various requiring the student to bring together all of what he or she audiences, including teachers, parents, and administrators, as has learned in previous courses in the program, and to well as elementary and secondary students. Authentic demonstrate professional competence and personal growth. assessment and its place in the entire scope of school–based 3credits. testing is also examined. 3credits. Prerequisite: ECN 531 ECN 560 ECN 540 Educational Counseling of the Individual Introduction to School Guidance Counseling This course covers individual counseling practices based on This course examines the evolution of counseling/guidance individual case management. Techniques and skills for programs in the schools. The process of assessing current intervention and guidance are investigated and applied to programs, and designing, planning and implementing a situations commonly faced by school guidance counselors in comprehensive competency–based counseling and guidance the context of the population they serve. 3credits. program are emphasized. 3credits. Prerequisites: ECN 518, and ECN 540 ECN 545 ECN 565 Student Career Counseling Educational Counseling of Groups This course is a study of career counseling from theory to This course provides the student with both group facilitation practical application. The focus is on clearly delineated career experience and skills and group participation experience. The guidance objectives and strategies for implementing career student learns what effective group counseling is, how group guidance programs in school, including the development of counseling is implemented in the school setting, and the individual career life plans for students and adults in techniques, strategies, and activities that facilitate a transition. The course fosters appropriate use of career successful group experience for guidance counselors and counseling tools such as computer–based guidance systems, students. 3credits. labor market information, and assessment. The course Prerequisite: ECN 518 and ECN 540 provides an historical perspective of career counseling on which to base predictions of future trends. Issues related to career counseling for individuals from special populations are addressed. 3credits.

A-35 University of Phoenix, 2001-2002

ECN 571 ECN 582 Family Interventions in Educational Counseling Educational Counseling Internship, Part I This introduces fundamental concepts and practices in family This internship will provide opportunities for the student, interventions in the educational organizations. Emphasis is under the supervision of a licensed professional school on strategies used for a wide range of populations and counselor, to engage in a variety of activities that a regularly school-related issues. 3credits. employed school counselor would be expected to perform, ECN 572 including individual counseling, group work, developmental Dependency and Addictions in Families classroom guidance and consultation. Students will complete This course addresses chemical abuse-dependency a minimum of 300 clock hours of field experiences in this counseling practices and practices related to eating disorders, course at the appropriate grade level(s). Offered in Colorado codependency, sex addiction, compulsive spending, only. 3credits. gambling and other problem dependencies. The course Prerequisite: ECN 581 provides a through orientation to chemical dependency and ECN 583 other problem dependencies counseling. Throughout the Educational Counseling Internship, Part II course, comparisons will be made between counseling This course is a continuation of the internship experience. people with problem dependencies and traditional Students will be supervised in a school setting at the counseling approaches. Topics include assessment of the appropriate grade level(s) for which endorsement is being chemically abusing or dependent, as well as eating disorders, sought. It will provide opportunities for the student, under codependency, sex addiction, compulsive spending, the supervision of a licensed professional school counselor, to gambling and other problem dependencies, and the engage in a variety of activities that a regularly employed application of appropriate counseling methods and school counseling would be expected to perform, including techniques. 3credits. individual counseling, group work, developmental ECN 573 classroom guidance and consultation. Students will complete Social and Multicultural Issues in Educational a minimum of 300 clock hours of field experiences in this This course is designed to be a comprehensive foundation for course. Offered in Colorado only. 3credits. understanding diversity among clients and family systems in Prerequisite: ECN 582 a pluralistic society. Emphasis will be on counseling ECN 590 differences based on age, race, family background, ethnicity, Counseling Practicum: Elementary Education religious preferences, gender identification, physical/mental This practicum is designed to help the student make a limitations, etc. 3credits. transition from studying school guidance and counseling ECN 574 concepts to the practical application of these concepts in Analysis and Evaluation of Research elementary school setting. Students are closely supervised as The goals of this course are to help students to become they develop skills in the comprehensive guidance areas of critical consumers of research, to analyze statistics presented guidance curriculum, individual planning, responsive in research findings, and to develop basic skills used in the services, and system support. Offered in Nevada only. research process. 3credits. 3credits. Prerequisite: ECN 560 and ECN 565 ECN 581 Educational Counseling Practicum ECN 591 This practicum is designed to help students make a transition Counseling Practicum: Secondary Education from studying school guidance and counseling concepts to This practicum is designed to help the student make a the practical application of these concepts in school setting. transition from studying school guidance and counseling Students will complete a minimum of 100 clock hours of field concepts to the practical application of these concepts in experiences under supervision as they develop skills in the secondary school setting. Students are closely supervised as comprehensive guidance areas of guidance curriculum, they develop skills in the comprehensive guidance areas of individual planning, responsive services, and system guidance curriculum, individual planning, responsive support. Offered in Colorado only. 3credits. services, and system support. Offered in Nevada only. 3credits. Prerequisites: ECN 560, ECN 565 Prerequisite: ECN 565 and ECN 560

A-36 University of Phoenix, 2001-2002

GRADUATE

ECN 592 ECO 515ª Educational Counseling Practicum: Elementary Economics of the Marketplace This practicum is designed to help students make a transition This course provides the foundation for the basis of human from studying school guidance and counseling concepts to behavior in dealing with the conflict associated with scarcity the practical application of these concepts in elementary of resources and unlimited human wants and needs. It looks school settings. Students are closely supervised as they at the impact of the marketplace upon the individual, the develop skills in the comprehensive guidance areas of organization, and society. It helps to describe and predict guidance curriculum, individual planning, responsive, and human behavior under the constraint of scarce resources. The system support. Offered in Hawaii only. 3credits. course also looks at the long-term economic viability of the Prerequisite: ECN 560 and ECN 565 organization in the global environment. 3credits. ECN 593 ECO 533ª Educational Counseling Practicum: Secondary Economics for Managerial Decision Making This practicum is designed to help students make a transition This course develops principles and tools in economics for from studying school guidance and counseling concepts to managers to use in making business decisions. Topics draw the practical application of these concepts in secondary from both microeconomics and macroeconomics and include school settings. Students are closely supervised as they pricing for profit maximization, understanding and moving develop skills in the comprehensive guidance areas of among market structures, management of business in guidance curriculum, individual planning, responsive expansions and recessions, monetary policy, and the new services, and system support. Offered in Hawaii only. 3credits. economy. The focus is on the application of economics to Prerequisite: ECN 560 and ECN 565 operating and planning problems using information ECN 596 generally available to the manager. 3credits. Educational Counseling Practicum EDA 520 This Practicum is designed to help students make a transition Leadership Assessment Seminar I from studying school guidance and counseling concepts to This course utilizes the Developmental Assessment Center the practical application of these concepts in school settings. from the National Association of Secondary School Students are closely supervised as they develop skills in the Administrators to assess a candidate’s readiness as a school comprehensive guidance areas of guidance curriculum, leader to effectively implement Oregon’s Plan for the 21st individual planning, responsive services, and system Century. This serves as a source of information for a support. A minimum of 120 practicum hours is required. candidate to develop a professional development plan that Offered in Arizona only. 3credits. will be utilized throughout their MAED program an into Prerequisites: ECN 560 and ECN 565 their administrative career. The course samples behavior in ECN 597/598 interpersonal skills, administrative skills, communication Educational Counseling Practicum I & II skills, and knowledge of self. Simulation exercises are The Practicum is designed to help students make a transition utilized by trained faculty to assess the skills and from studying school guidance and counseling concepts to performances of candidates. Candidates also participate in an the practical application of these concepts in both school and interview process to assess administrative qualities. The clinical settings. Students are closely supervised as they interview will emphasize the themes of purpose, human develop skills in the comprehensive guidance areas of: interaction, human development, and resource awareness. Responsive Services, Guidance Curriculum, Individual 1credit. Planning, and System Support. The Practicum experience is divided into two parts and each carries a different course prefix and number. ECN 597 is 5 workshops and 20 practicum hours and takes place in the University classroom and a school setting, while ECN 598 is 4 workshops and 15 practicum hours and takes place in the University classroom and a clinical site. Offered at Utah only. 2credits for ECN 597 and 1credit for ECN 598. Prerequisites: ECN 597is prerequisite to ECN 598

A-37 University of Phoenix, 2001-2002

EDA 525 EDA 554 Oregon’s Plan For the 21st Century Instructional Program Management and Evaluation This course is designed to introduce the history of school The purpose of this course is to help the administrator–in– reform and frame Oregon’s educational act within a national training to examine instructional supervision, organizational and historical perspective on the formal “change process.” techniques, and other skills needed to manage and evaluate The course will examine the major historical reform the instructional program. The course focuses on methods of initiatives from the 20th century, and include a brief survey of staff supervision, curriculum development, instructional epistemology to support an understanding of the improvements, assessment, evaluation of instructional foundations of current education reform and the many standards, and staff development. Students are expected to changes over the years. With that framework, the course will demonstrate that they can engage staff and community as take a detailed look at Oregon’s 21st Century Act and analyze they develop student standards and assessments, help staff its components in terms of what it means for school evaluate learning, coach effective instruction, and promote a administrators for short and long term restructing and school climate for learning. 3credits. change. Finally, the course will look at similar reform EDA 564 initiatives around the nation. 1credit. The Role and Functions of the Principal EDA 532 This course examines the changing roles and functions of the Human Relations and Organizational Behavior in principalship and explores leadership in the context of Education schooling. Research, theory, and practice are studied and This course examines human relations and organizational integrated to develop principals who are collaborative behavior concepts, strategies, and theories from the public instructional leaders for schools of the 21st century. 3credits. and business sectors, and applies them to the educational EDA 590A/B/C realm. The key processes of conflict resolution and Administrative Internship organizational change are explored, along with how they This course provides students interested in school influence educational organizations in the areas of leadership administration with a comprehensive, supervised internship communication, problem solving, and multicultural issues. experience at a school site outside the University 3credits. environment. 3credits. EDA 538 EDD 520 Education Finance and Budgeting Critical Issues in Education This course examines the concepts and theories that form the This course is designed to allow students to explore current foundation of public school finance in American and the educational issues in the context of their social and practical application of those concepts and theories in the philosophic foundations. By analyzing these controversial areas of taxation and revenue sources, budget planning and topics and their impact on education in today’s society, development, court reform, risk management, and other students utilize critical thinking techniques to make associated school finance considerations. 3credits. philosophical decisions and take a stand on the issues. EDA 545 Changing social conditions, cultural influences, and values School Law for Educators clarification are discussed in relation to schooling. 3credits. This course allows students to examine legal theory and EDD 523 practice in context of the educational setting. The Adult Learning: Theories, Principles and Applications constitutional framework, court systems, legal issues, and This course focuses on adult development and learning their subsequent impact on schools are discussed, analyzed, theories. Student s will identify the stages of adult and applied to current educational practice. 3credits. development and examine the concept of and ragogy versus EDA 550 pedagogy. Major theories of adult learning and how they Human Resources Management in Education relate to instructional practices will be explored. Intelligence, This course is designed to provide a practical overview of learning styles, and motivation are discussed in the context of human resources management form a district and school teaching adult learners. Emphasis will be placed on teaching perspective. The role of the human resource department and and learning models and strategies and effective practices in its influence on individual schools is discussed. Current distance education. 3credits. practices of planning, selection, retention, and evaluation of personnel and their legal ramifications are emphasized. Updated views of bargaining/negotiating are also discussed. 3credits.

A-38 University of Phoenix, 2001-2002

GRADUATE

EDD 558 EDD 574ª Curriculum Design and Development Action Research Outline This course focuses on understanding what curriculum is Students may begin work on the outline component of the and how it is developed in schools. Foundations of action research project upon successful completion of EDD curriculum planning is briefly examined, as is the role of 571 and the approval of their problem statements and philosophy in curriculum planning. Procedures of matrices by their research advisors. Students complete a curriculum development, planning, implementation, and sentence outline of Chapters 4 for their action research evaluation are major topics of the course, with an emphasis proposal, including an introduction, documentation of the on practical applications. Curricular practices in elementary, problem, a review of the literature, a recommended solution middle, and high schools are explored. Current topics strategy and possible methods for analyzing results. The include standards-based education and authentic outline is used as a basis for writing the formal proposal. assessments. 3credits. 1credit. EDD 562ª Prerequisite: EDD 571 Standards-Based Instruction EDD 575ª This course focuses on the development of strategies for Action Research Proposal linking standards-based education to classroom curriculum. Student may begin work on the proposal component of the This course will utilize local, state, and national standards as action research project upon successful completion of EDD well as current research on standards as a basis for 574. Using their outlines as a framework, students create an understanding standards-based instruction. An in-depth implementation proposal for their research project. The analysis of standards are explored and focus is on improving proposal contains the same chapters, headings and student learning in the areas of language arts, mathematics, subheadings as the outline, but is re-written in formal text. A social studies, and science. Students will learn to create timeline for specific actions is included. 1credit. effective standards-based performance assessment tasks for EDD 576ª their classrooms. This course will also cover how content Action Research Report and Presentation standards affect all students, including students with This final phase of the research project is the formal report Individualized Education Plans, students who are and proof of outside presentation. After implementation, consistently exceeding standards, and students who are students analyze their results and re-write the proposals into falling below standards. 3credits. report form, including Chapter 5. The final chapter of the EDD 571ª research report includes an analysis of findings and Introduction to Research and Graduate Studies in recommendations for change. 1credit. Education Prerequisite: EDD 575 This course is designed to provide students with the basic EDL 547 knowledge and skills needed to be successful in their Synthesis and Demonstration of Mastery graduate studies at the University of Phoenix. An emphasis In this one credit course students will deliver a multimedia will be placed on using effective oral and written presentation to an audience such as the School Board, parent communications skills, understanding the importance of group, professional organization or group of district and academic standards, and working successfully in groups. administrators. Students will present demonstrations of Additionally, students will be introduced to elements learning from their Professional Learning Portfolios and required to begin their individual action research project, summarize, as well as synthesize, their Professional Growth including purpose/rationale, technical writing style, Plan with an emphasis on authenticity and the impact of literature reviews, Internet basics, data collection, and program learning on personal and professional growth. components of the final report. 2credits. 1credit EDD 573ª EDTC 510ª Applications of Research Foundations of Distance Education and Training This course reviews various applications of the individuals This course focuses on the principles of distance education as research project. Students explore factors related to a medium for course, degree or training-based instruction. presenting at conferences, submitting for publication and The history, philosophies and best practices associated with communicating findings to various agencies and distance learning will be presented and analyzed. Current organizations. The process of using research projects as the critical issues that impact the teaching/learning environment basis for grant writing is examined. 2credits. in distance delivery modalities also will be examined. 3credits

A-39 University of Phoenix, 2001-2002

EDTC 524ª EDTC 570ª Instructional Design Courseware Authoring This course is designed to provide students with the This courses compares and contrasts different approaches to instructional design skills they need to develop educational courseware authoring. A development life cycle model is courses and materials for adult learners. Students will study examined that includes analysis, design, development, the relevant theories of instructional design and apply implementation, evaluation, deliver, and support. An proven procedures for designing, developing, implementing, emphasis is placed upon the design and development of Web and evaluating objectives-based instruction. Specific focus delivered courseware. 3credits. will be given to the creation of materials appropriate for EDTC 575ª adult learners in classrooms and learning at a distance, E-Education in the Global Environment including attention to life experiences, entry level skills, This course focuses on the business of distance education motivational needs, and modes of delivery. 3credits. from a global perspective. Educational systems, cultural EDTC 526ª differences as well as curricula of various global Assessment and Evaluation in E-Education environments are explored. Students will study political and This course focuses on developing the skills necessary to cultural issues that impact education and its delivery of become effective assessors of adult learners. Students learn education through distance (education) modalities. 3credits. the fundamentals of traditional testing and explore how to EDTC 590ª design alternative assessments in an electronic environment. E-Education Capstone Interpretation of assessment data, strategies for tracking This is the final course in the E-Education program. Students student progress, and communicating results based on clear will synthesize and integrate theories and practices learned criteria and standards will be presented. Critical assessment from all courses in the program and apply them toward the issues facing distance education programs will be analyzed development of a culminating design project. This course is and debated. 3credits. an exercise in the practical application of new knowledge EDTC 550ª learned so that students exiting the program will be Information Technology proficient in constructing courses and rich learning This course is an overview of information technology and environment for effective instruction with a variety of covers hardware, software, programming, operating systems, learners. 3credits. databases, networking, telecommunications, and the EDV 530 Internet. The purpose is to give a basic understanding of Assessment: Theory and Practice information technology that can be used as a foundation on This course focuses on developing the skills necessary to which to build e-education application courses. 3credits. become effective assessors of student learning. Student EDTC 555ª explore how to design alternative assessments and Internet and Distance Education Delivery traditional testing tools which yield information on student This course compares and contrasts different education progress to parents, administration, and the community are delivery systems. Both asynchronous and synchronous reviewed. Critical assessment issues facing our schools are deliveries are explored. An emphasis is placed upon Internet analyzed and debated from the perspective of the researcher delivery and Internet course management solutions. and the practitioner. 3credits. 3credits. Prerequisite: CMP 565 EDTC 560ª EDV 542 Applications of Multimedia and Web Page Design Diversity in the Classroom This course examines different elements of multimedia and This course examines the implications and parameters of then applies them to presentations solutions that range from diversity in the classroom and in the school. It explores Microsoft PowerPoint to Web pages. Basic HTML is covered techniques and strategies to assist teachers in adapting as well as the integration of multimedia into Web page curriculum and teaching methods to meet student needs for design. 3credits. greater equality within the macroculture and to improve the quality of life. 3credits.

A-40 University of Phoenix, 2001-2002

GRADUATE

EDV 544 EDV 566 Inclusion Methods for the Regular Classroom Teacher Classroom Management This course prepares the regular classroom teacher for the This course examines the strategies used in managing a challenges of inclusive education. It covers typical classroom environment within the framework of today’s characteristics and learning styles of various handicapping diverse student population. Topics include models of conditions and effective curricular modifications that can be discipline, establishing rules and procedures, controlling implemented in the regular classroom setting. Collaboration disruptive students, motivating students, parent and teacher networks in inclusive settings are also addressed. communication, and dealing with stress. The course focuses 3credits. on helping students to develop an individual classroom EDV 548 management plan appropriate for their targeted grade levels Educating the Gifted Student and needs. 3credits. This course focuses on the task of understanding gifted and EDV 569 talented students and on the practices that are most Assessment and Remediation of Diverse Learners appropriate for facilitating their educational development. This course provides information about students with Methods for identifying of these students are explained. disabilities, gifted, and talented learners, students from Curriculum modifications in different content areas are culturally and linguistically diverse backgrounds, and at–risk presented and discussed. Strategies for developing creative students. Practical strategies for assessing learning and thinking are described in order to motivate students and adapting instruction to meet learners’ needs are explored to enhance gifted products. This course considers problems in empower educators to deal effectively with diverse learners identifying, programming, and evaluating underachievers, in school environments. 3credits. minority students, disabled youngsters, and other ESL 506 underserved groups within the gifted population. 3credits. Understanding Language Acquisition and Cognition EDV 553 This course examines second language acquisition theories, At–Risk Programs and Instructional Strategies strategies, and the nature of cognitive and effective language This course provides a dual focus to the problem of children development to assist the teacher of the bilingual-bicultural ”at risk”: (1) environmental/societal influences outside of the student. The course focuses on language acquisition school, and (2) academic programming to prevent failure development opportunities within alternative language and/or dropping out. Each segment of the school system is service programs, and it provides the basis for effective analyzed for the unique issues facing the school–age instructional strategies including methods, techniques, and population as it ”grows up” in school. Programs both in and materials to be used with linguistically diverse students. It out of school are reviewed for effectiveness in dealing with examines the critical elements of learning styles and at–risk issues. Factors that contribute to a student’s potential interconnected variables that interact in second language for becoming a dropout, from kindergarten through high learning and thought processes. The course also focuses on school, are considered, and emphasis is placed on the role of the structure and use of the English language to ensure oral the school as a part of the total community solution process. and written accuracy and correct pronunciation and 3credits. intonation for those working with linguistically diverse EDV 563 populations. 3credits. Critical Thinking Models and Methods ESL 507 This course is an investigation of various thinking models Identification and Assessment of Linguistically Diverse and their implications for educators. Students examine Populations current research related to the course topics, create thinking This course focuses on methods and techniques used for models, and review teaching/learning methods which foster languages and academic identification, assessment and creativity. The course provides practice in creating placement of linguistically diverse populations. It provides classroom/school materials which may be used to facilitate an understanding of the historical perspective and pertinent the teaching of critical thinking in relevant contexts. 3credits. information surrounding issues related to current policies and practices for identification and assessment of students for placement in BLE/ESL program.s Evaluations instruments used in areas such as language proficiency, achievement and learning styles are examined. 3credits.

A-41 University of Phoenix, 2001-2002

ESL 508 ESL 521 Family and Community Involvement in Education Understanding Language Acquisition and Cognition Programs This course examines second language acquisition theories, This course provides communications and human relation strategies, and the nature of cognitive and affective language skills to facilitate positive student self-concept, parent- development to assist the teacher of the bicultural student. teacher cooperations, interaction among professional The course focuses on language acquisition development educators, the community, and social groups. It presents opportunities within alternative language service programs, several models for parent empowerment and involvement in and it provides the basis for effective instructional strategies the education of the linguistically diverse learner that including methods, techniques, and materials to be used with explicitly and implicitly convey a set of goals, assumptions, linguistically diverse students. It examines the critical attitudes, behaviors, and strategies. The course also examines elements of learning issues associated with linguistically strategies to build partnerships between schools and diverse students including the learning styles and communities and to improve minority family involvement in interconnected variables that interact in second language BLE/ESL programs. 3credits. learning and thought processes. The course also focuses on ESL 510 the structure and use of the English language to ensure oral Foundations of ESL in Education and written accuracy and correct pronunciation and This course provides a comprehensive overview of historical, intonation for those working with linguistically diverse philosophical, and legal perspectives and ramifications in populations. 3credits. ESL in education. It establishes the rationale for ESL in ESL 522 education, and examines current issues in limited English Identification and Assessment of Linguistically Diverse proficiency (LEP) identification and assessment and second Populations language acquisition in the public school. The course This course focuses on methods and techniques used for provides knowledge and sensitivity to the history and language and academic identification, assessment and culture of other languages, groups, and multiethnic placement of linguistically diverse populations. It provides curriculum and instruction. 3credits. an understanding of the historical perspective and pertinent ESL 520 information surrounding issues related to current policies Foundations of ESL Education and practices for identification and assessment of students This course provides a comprehensive overview of historical, for placement in ESL programs. Evaluation instruments used philosophical, and legal perspectives and ramifications in in areas such as language proficiency, achievement and ESL education. It establishes the rationale for ESL education, learning styles are examined. 3credits. and examines current issues in limited English proficiency Prerequisite: ESL 520 (LEP) identification and assessment and second language ESL 523 acquisition in the public school. The course provides Methods and Materials for ESL Classrooms (Part I, knowledge and sensitivity to the history and culture of other Language Arts and Literacy) languages, groups, and multiethnic curriculum and This course focuses on instructional strategies and instruction. 3credits. methodologies for the bicultural student, especially in the areas of teaching oral language and literacy skills. The course provides a knowledge base and allows for development of teaching skills used in alternative language service programs. Included are methods, techniques, materials developments, and adaptations of existing curriculum to facilitate the second language reader and writer in developing critical thinking and effective decision-making skills. 3credits. Prerequisite: ESL 520

A-42 University of Phoenix, 2001-2002

GRADUATE

ESL 524 ESL 531 Methods and Materials for ESL Classrooms (Part II, Special Project in Methods and Materials for ESL Content Area Instruction) Classrooms This course provides knowledge and teaching skills in This course is designed to give students the opportunity to alternative language service programs including methods, develop materials and revise methods to specifically meet the techniques, and materials development and adaptation to needs in their particular setting. Students will review facilitate teaching in the content areas of math, science, and materials and methods currently in use and make social studies. It provides a variety of strategies and models recommendations for improvement. Students will also of lesson plan development and instruction for linguistically develop materials which will be used in their own diverse populations including the gifted/talented and classrooms. 1credit. special education student. 3credits. Prerequisite: ESL 527 Prerequisites: ESL 520, and ESL 523 ESL 532 ESL 525 Special Project in Family and Community Involvement Family and Community Involvement in Educational This course is designed to give students the opportunity to Programs evaluate family and community involvement in their This course provides communication and human relation particular setting. Students will assess strengths and skills to facilitate positive student self-concept, parent- weaknesses and design a program to increase parent teacher cooperation, interaction among professional involvement in the schools. 1credit. educators, the community, and social groups. It presents Prerequisite: ESL 525 several models for parent empowerment and involvement in ESL 598 the education of the linguistically diverse learner that Integrating Language Acquisition and Content Instruction explicitly and implicitly convey a set of goals, assumptions, (Part I, Language Arts and Literacy Practicum Seminar) attitudes, behaviors, and strategies. The course also examines This course involves the student in field experiences with a strategies to build partnerships between schools and ESL certified cooperating teacher and a building-based communities and to improve minority family involvement in mentor teacher who is skilled in teaching those who are ESL programs. 3credits linguistically diverse. Students will have the opportunity to ESL 527 develop lesson plan, design and implement small and large Methods and Materials for ESL Classrooms group instruction, and engage in the observation of other This course provides knowledge and teaching skills in classrooms and pogroms. Students will attend workshop alternative language service programs including methods, seminars to analyze current issues relevant to language techniques, and materials development and adaptation to proficiency and ESL education, as well as to discuss and facilitate teaching in the content areas of math, science, and resolve issues pertaining to his/her own practicum social studies. It provides a variety of strategies and models experience. 3credits. of lesson plan development and instruction for linguistically Prerequisites: ESL 520 and 15 ESL credits. diverse populations including the gifted/talented and ESL 599 special education student. 3credits. Integrating Language Acquisition and Content Instruction Prerequisite: ESL 520 (Part II, Content Area Instruction Practicum Seminar) ESL 530 This course involves the student field experiences with a ESL Special Project in Assessment of Linguistically Diverse certified cooperating teacher and a building-based mentor Populations teacher who is skilled in teaching students who are This course is designed to give students the opportunity to linguistically diverse. Students will have the opportunity to develop assessment tools which specifically meet the needs develop lesson plans, design and implement small and large of their particular setting. Students will review assessment group instruction, and engage in the observation of techniques currently in use within their school and revise or exemplary teachers giving lessons in math, science and social develop tools which will more accurately assess linguistic studies to multicultural student. Students will attend skills. 1credit. workshop seminar to analyze current issues relevant to Prerequisite: ESL 522 language proficiency and ESL instruction in the content areas, as well as to discuss and resolve issues pertaining to his/her own practicum experience. 3credits. Prerequisites: ESL 520 and ESL 598

A-43 University of Phoenix, 2001-2002

FIN 510ª GMGT 530ª Money: The Bottom Line Internal Environment of Global Business This course focuses on financial considerations and their This course examines issues and functions that global implications in all types of organizations. It provides business faces within control of the organization. Topics students with the skills to understand and evaluate the profit include organizations forms of entry and exit, legal issues, and loss, balance sheet, and cash flow statements for an marketing, finance, human resources, and risk management. organization. The course introduces the financial criteria for 3credits. project evaluation. Students will also learn how to evaluate Prerequisites: EBUS 500.1, FIN 544, and ECO 533 investment opportunities. The budget cycle will be analyzed GMGT 540ª along with strategies for controlling costs. Finally, the critical Global Strategy Formulation and Implementation relationship between financial controls and organizational This course develops strategy for global implementation. ethics will be examined. 3credits. Topics include the role of global strategy in the organization, FIN 544ª the current state and strategic choices, strategy selection, Finance for Managerial Decision Making implementation and control issues, portfolio management, This course develops the principles of finance and techniques and case analysis. 3credits. for managers to use in making decisions that add to the Prerequisites: GMGT 510, GMGT 520, and GMGT 530 financial value of an organization. Topics include working GMGT 550ª capital management, valuation and investment criteria, Global Management Capstone Course capital budgeting analysis, financing and capital structure, This course integrates all previous learning in the Master of and the global transformation. 3credits Business Administration/Global Management (MBA/GM) FIN 545ª program in a final individual Country Expert Project Advanced Problems in Finance demonstrating mastery of program learning outcomes. this This course extends the competencies developed in FIN 544 course also challenges the Learning Teams to take a by introducing additional techniques of financial analysis. leadership role in researching and presenting to the class a Topcis include corporate governance, IPO’s and corporate variety of current issues affecting business in every region of financing, strategies in capital budgeting and structure, risk the world. 3credits. management and securities analysis, mergers, acquisitions, Prerequisite: CMGT 540 and restructing, and cross-border investment decisions. HCS 501 3credits. Introduction to Graduate Nursing Studies GMGT 510ª This course introduces students to the basic knowledge and Global Business Organization and Culture skills needed to be successful during their graduate program This course examines the cultural and organization at the University of Phoenix. The knowledge base designed framework within which global business is conducted. into this course includes professional roles, the University’s Topics include a systems approach to culture, effective learning model, program policies and procedures, academic communications across cultures, managing diversity, and ethical standards, oral and written communication skills, transitions and relocations, and effective leadership. 3credits. group dynamics and study skills resources. Overall skills Prerequisites: EBUS 500.1, FIN 544, and ECO 533 mastery in oral and written communications, working in GMGT 520ª groups, and resource management are integral to this course. External Environment of Global Business 2credits. This course explores issues and institutions that affect global HCS 505ª business outside the direct control of the organization. Topics Advanced Pathophysiology include country risk assessment, basis for trade and capital This course provides students with advanced anatomy, flows, exchange rate determination, international, national, physiology, and pathophysiology of systems related to an and local organizations, regional integration, and conflict individual’s health across the life span health. Focus is given resolution of global trade disputes. 3credits. to the physiological and biological manifestations and Prerequisites: EBUS 500.1, FIN 544, and ECO 533 adaptive and maladaptive changes which occur in the individuals and family health. The knowledge gained in this course lays a foundation for the management of primary care issues of the family and its members. 3credits. Prerequisite: NRP 502

A-44 University of Phoenix, 2001-2002

GRADUATE

HCS 507ª HCS 530ª Advanced Pharmacotherapeutics Health Care Organizations This course is designed to provide the nurse practitioner This course is a comprehensive approach to health care student with the information and skills to initiate and organizations and systems which provides the student with monitor drug therapy. The course will integrate basic the basic understanding of how health care systems have information regarding the clinical application of evolved. These topics will include: 1) evolution of health care pharmacology and pharmacokinetics, techniques and delivery systems 2) health care delivery systems 3) regulatory methods of drug prescribing, approaches to data collection bodies and governance 4) program development and and problem solving with discussions of the drug therapy of planning 5) strategic alliances and partnerships and 6) common acute and chronic diseases. The emphasis will be on population health and demographics. 3credits. the practical application of important concepts used in HCS 534 clinical practice and primary care for clients across the life Human Relations & Organizational Behavior in Health span. 3credits. Care Prerequisite: NRP 502 This course is designed to provide a comprehensive, HCS 520 contemporary examination of human relations theories in Health Care Infrastructure relation to organizations, structures, work systems, and This course analyzes the concepts of change in the healthcare employees. A range of oral, written and participatory class industry as the only political and organizational constant we work will allow students to study and apply the material. can count on. Through the filter of politics, policy, regulatory 3credits. environments and economics, student will critically analyze HCS 579ª relevant topics as applied to healthcare providers and Health Care Finance organizations. Students will be introduced to the study of the This course is devoted to practical aspects of finance in health organizational, political and economic structure of the health care, examination of recent developments in financial care industry through the application of case studies in management of health care organizations, and applications of health services management. 3credits. financial management techniques to specific problems facing HCS 521ª health care managers. Topics will include: 1) health care Health Care Infrastructure economics 2) contract negotiation 3) reimbursement methods This course will be a discussion of the fundamentals of 4) managed care 5) resource allocation and 6) resource ethical decision making and legislative issues followed by an management. 3credits. examination of current areas. Topics will include: 1)ethical HCS 581.3 foundations 2) biomedical ethics issues 3) healthcare Change, Negotiation, and Conflict Resolution in Health jurisprudence 4) legislative impact 5) health policy and 6) Care confidentiality. 3credits. This course examines and analyzes the significant issues HCS 523ª related to change theory, negotiation, conflict management, Health Promotion/Prevention Across the Life Span and collaboration in the fast-paced changing world of health Students analyze disease prevention, disease screening, risk care. Students will critique and discuss these issues from the evaluation, and health promotion theories and interventions perspectives of major health care stakeholders, including for individuals, families, and community groups. The policy makers, management, medical care providers, and incidence and epidemiology of diseases as they impact consumers. 3credits. individuals and groups are explored. Incorporation of health HCS 582 promotion interventions and programs into primary care Health Care Finance clinical practice is examined through clinical observation and This course presents the concepts of financial accounting application and the results are critically analyzed. 3credits. important to the understanding of the financial environment Prerequisite: NRP 502 of the health care industry. Students interpret financial statements, prepare analyses of financial data necessary to make decisions, describe the different third party payment methods, experiment with cost finding and price setting, and conduct break-even analyses. The course provides students with experience in capital and operating budgets, financial forecasts, and business plan preparation. Students will be expected to expand their utilization of spreadsheet applications. 3credits.

A-45 University of Phoenix, 2001-2002

HCS 582ª HCSX 500 Health Care Finance School Nursing Practice This course presents the concepts of financial accounting This course examines the contemporary role of the nursing important to the understanding of the financial environment professional in the assessment, development, delivery, and of the health care industry. Students interpret financial evaluation of comprehensive school health programming. It statements, prepare analyses of financial data necessary to serves as a theoretical framework for competency skill make decisions, describe the different third party payment building in addressing the health needs of school age methods, experiment with cost finding and price setting, and children as well as service delivery required for an effective conduct break-even analyses. The course provides students school health program. Application of nursing theory to with experience in capital and operating budgets, financial comprehensive school health programming is emphasized. forecasts, and business plan preparation. Students will be The course will focus on program management, professional expected to expand their utilization of spreadsheet development, planned change, research, health education, applications. 3credits. interdisciplinary collaboration, and adaptation concepts. HCS 583ª 3credits. Data-Based Decision Making HCSX 503 This course focuses on providing students with the Nursing Care of the Developmentally Disabled Child comprehensive knowledge and skill base necessary for This course focuses on congenital and acquired conditions of making data-based decisions. Methods of critical evaluation children that can culminate in development delays and of data needed to support project planning, implementation, educational dysfunction. Students will develop knowledge and evaluation will be emphasized. Students will address and skills in assessment, planning of nursing interventions, concerns in the professional work setting by using guidelines and evaluation of supportive community resources. Other for analysis and evaluation of research reports and strategies topics to be studied include mental retardation, growth and for outcome measure development. This course builds on the endocrine disorders, sensory deficits, cancer, legal issues, and utilization of baccalaureate education of research and legislation governing the handicapped student. A ”Learning statistical concepts. 3credits. Lab” will provide experience with supportive equipment HCS 584ª necessary to assist handicapped students in achieving Quality and Data-Base Management Quality and Data-Base optimal levels of health and learning. 3credits. Management HCSX 506 Quantitative decision techniques will be applied to problems Health Assessment of the School-Age Child commonly found in health care systems. Additionally, this This course provides the foundation for the development of a course will cover aspects of quality and accountability in comprehensive health assessment data base for a school-age health care. These topics will include: 1) database decisions 2) child. Students will develop the skills necessary for statistical applications 3) quality assurance/principles of CQI interviewing, performing health histories, and conducting 4) professional affairs/compliance 5) risk management, physical examinations on the school-age child. Students will pathways, critical incidents and 6) outcomes. 3credits. formulate appropriate nursing diagnoses based on the data HCS 586ª base obtained from the comprehensive health assessment. Health Care Strategic Management Management of minor illnesses and health care problems This capstone course examines the ever-changing nature of common to this age group is integrated into the health this evolving and complex industry with special emphasis on assessment process. 3credits. consumer demand, market volatility, and regulatory and fiscal constraints. Topics will include: 1) strategic planning 2) environmental analysis 3) organizational structure 4) plan for change implementation 5) budget and 6) presentation 7) all courses in HCM specialization (capstone). 3credits.

A-46 University of Phoenix, 2001-2002

GRADUATE

HCSX 517 HR 565ª Nursing of High-Risk Populations, Groups, & Human Resources Issues Communities This course educates students on the issues and challenges This course focuses on the utilization of nursing and family that will face human resources managers well into the next theories in professional nursing and community health century. Students will already have a basic grasp of the body practice to promote the self-care of individuals, families, and of human resources knowledge. This course integrates the population aggregates. Based on community health nursing new challenges with the development of a new body of standards, students learn skills to assess and identify human resources knowledge for the human resources populations at risk and to develop client-centered professional, their leadership, and line management at all interventions in collaboration with available community organizational levels. At the completion of this course, resources. Utilizing the epidemiologic model, students students will be able to anticipate and manage forecasted identify levels of prevention and health promotion as related organizational changes and they will be better able to to the individual, family, workplace, and environment. respond to the most compelling problems, challenges, and Current social and economic factors are explored. Five advancements of the human resources discipline. By its very workshops provide the framework for development of the nature, this course is self-renewing and in a constant state of nursing professional roles of teacher, caregiver, and manager its own reinvention. 3credits. of care for populations. 3credits. Prerequisites: HR 535 HCSX 519 HRM 521 Concepts of Health Care Management Human Resource Management This course provides a study of management techniques, (MBA/HRM-PR) organizational theory, and leadership, and their application This course presents and analyzes the most critical issues of to the development of the nurse’s role as a manager of care. human resources management (HRM) in a business The managerial functions of planning, organizing, staffing, organization. Priority is placed on the following aspects: leading, and controlling are explored in the context of both analysis of the employer and employee relations, the individual and group behavior as experienced in health care implications of the rapidly changing environment in which systems. Health care trends and the impact on the manager HRM operates, global issues surrounding the HRM function, and organization are addressed in the context of effective use the laws that affect HRM activities, and HRM functions such of change strategies. 3credits. as staffing (recruitment and selection), training and HIS 515 development, and the motivation and maintenance U.S. Constitution functions. In addition the course presents and analyzes This course provides instruction on the history of the United appraisal and reward systems, and HRM practices involving States Constitution. An in depth study and analysis will be of the creation of a productive, safe, and fair workplace. focus to gain a solid understanding of the Bill of Rights, 3credits. balance of powers and the roles and responsibilities of the HRM 522 three branches of government. 3credits. Employment Law HR 535ª (MBA/HRM-PR) Advanced Human Resources Management This course provides an overview of federal and local This course examines the evolving human resources function regulation of the employer-employee relationship. Among within today’s organizations. Students will examine the the topics addressed are the legal basis of the employment changing roles and responsibilities of human resources relationship; laws protecting employees from discrimination managers, the acceptance and integration of the human based upon protected class status; laws regarding payment of resources function as a full business partner, and the higher wages and employee benefits; sexual harassment; protection expectations placed on human resources leadership to make of employee safety and leave from the workplace; a significant contribution to the successful management of employees’ rights to organize; and policies, procedures and the organization. Students will explore the role managers and analysis of wrongful discharge actions. 3credits. supervisors play in the successful management of the organization’s human resources. Topics to be examined include: relevant laws and court decisions, relationships within the organization, policies and procedures, workplace diversity, conflict resolution, and the role of human resources in a global economy. 3credits.

A-47 University of Phoenix, 2001-2002

HRM 523 LAW 529ª Strategic Planning in Human Resources Legal Environment of Business (MBA/HRM-PR) This course prepares the manager to make business decisions This course focuses on the interaction between strategy and within a legal and ethical framework. Topics include the human resources from a managerial perspective. The topics regulatory environment, contracts, business torts, provide a foundation in core human resources management partnerships and corporations, anti-trust, environmental law, areas such as investment orientation toward human employment law, and ethical considerations in business. resources, strategy formulation and implementations, 3credits. forecasting techniques, environmental analysis, reward MAT 500 systems, and human resources recruitment, development, The Art and Science of Teaching and evaluation. This course will provide students with broad This course focuses on the foundations of education, knowledge on how the human resources manager can including the basic knowledge and skills necessary to integrate these functions to implement the human resources become a successful teacher. Each student will write their strategic planning process. 3credits. educational autobiography, examining personal reason for HRM 524 wanting to teach and create a professional development plan Compensation Management that will focus his/her work throughout the program. (MBA/HRM-PR) Additionally, each student will begin work on a standards- This course involves the study of laws, theories, and practices based professional portfolio. Other topics include basic related to compensation administration and benefits. This educational philosophies, trends in education, including the course prepares students entering the human resource role of technology, the professionalization of teaching in the management field in solving specific problems and avoiding United States, and “teaching as an art and a science.” expensive errors to the organization. 3credits. 2credits. HRM 525 MAT 505 Labor Relations Child and Adolescent Development (MBA/HRM-PR) This course explores the range of issues related to human This course provides a comprehensive and integral study of development from birth through age 18. The focus of the federal and state labor laws that regulate labor relations, course is on defining the various stages as they impact labor organizations, and collective bargaining in the private instructional, practices and decisions in a K-12 environment. and public sectors. All aspects related to and conductive Emotional, intellectual, physiological, social and cultural toward a collective bargaining agreement, beginning with the factors are discussed. Peer and family influences, along with preparation for negotiations, negotiation of the agreement, issues related to media themes and gender bias are ratifications, and contract administration. The course also examined. 3credits. covers certain recurring labor relations topics, e.g., grievance MAT 510 procedures and arbitration, wage rates, benefit packages, Models, Theories and Instructional Strategies “management rights” clauses, and seniority systems. This course focuses on the theoretical models that underlie 3credits. teaching and learning. Students examine methods for HRM 582 teaching all students, explore a variety of lesson plan designs, Research Project in Human Resource Management and analyze the most effective classroom climates and (MBA/HRM-PR) teaching strategies to promote student learning. 3credits. This course requires the completion of a research project in MAT 511 the field of Human Resources Management. The research Elementary Student Teaching Seminar I: The Professional project must satisfy the requirements established for its Educator presentation, procedure, theoretical framework This course is intended to prepare students for the student development, and content analysis. The research project will teaching experience, as well as for their first year as a reflect the student’s ability to apply the knowledge, classroom teacher. The course focuses on the professional experiences and skills relevant to the solution of a specific aspects of teaching. Students create individual resumes and business problem related to human resources management. cover letters, participate in mock interviews, engage in self- 3credits. evaluations and develop their own professional growth plans for inclusion in their portfolios. 1credit.

A-48 University of Phoenix, 2001-2002

GRADUATE

MAT 512 MAT 530 Secondary Student Teaching Seminar I: The Professional Curriculum Constructs and Assessment: Reading and Educator Language Arts This course is intended to prepare students for the student This course focuses on the most current research, theory and teaching experience, as well as for their first year as a methods of reading instruction, while providing students classroom teacher. The course focuses on the professional with the background knowledge in language arts necessary aspects of teaching. Students create individual resumes and to prepare an integrated unit of instruction. Various cover letters, participate in mock interviews, engage in self- instructional and assessment techniques, including research- evaluations and develop their own professional growth plans based phonics, are modeled. A practical application project, for inclusion in their portfolios. 1credit. based on work with a student in a K-8 school setting, is MAT 520 incorporated into the course requirements. 4credits. The Diverse Classroom MAT 532 This course focuses on differentiated methods and Curriculum Constructs and Assessment: Science and Math techniques used for the identifications, assessment and This course focuses on the methodology and assessment instruction of academically diverse populations, including strategies that enhance learning in mathematics and science. culturally and linguistically diverse students, students who Integrated content, interdisciplinary teaching, and are gifted and talented, and students with mild to moderate curriculum and assessment issues are emphasized. Multiple disabilities. Historical perspectives and information related perspectives of students as learners of math and science, to current policies and practices are examined. 3credits. along with current research on pedagogy are explored. This MAT 523 course provides students with an opportunity to develop the Maintaining an Effective Learning Climate ability to use and evaluate instructional and curricular This course examines ways to create, manage and maintain a materials and resources, as well as appropriate assessment positive classroom environment. In addition to behavior strategies. 4credits. management systems, issues related to time, content, budget, MAT 533 materials and procedures management will be explored. Elementary Student Teaching Seminar II: Instruction and 2credits. Assessment MAT 524 This course emphasizes the practical application of the Elementary Student Teaching Seminar II: Classroom theories and methods introduced previous course work. Management Students design and implement an instructional unit, This course emphasizes the practical application of the including a variety of appropriate assessment strategies. theories and methods introduced in MAT 523, Maintaining an 1credit. Effective Learning Climate. Students design, implement and MAT 536 assess an individual or a classroom management plan. Curriculum Constructs & Assessment: Social Studies & 1credit. Fine Arts MAT 525 This course defines and provides a context for teaching and Secondary Student Teaching Seminar II: Classroom assessing students in the areas of social studies and fine arts, Management based on scope, sequence and national and state standards. This course emphasizes the practical application of the Instructional approaches for both content areas within the theories and methods introduced in MAT 523, Maintaining an framework or an integrated curriculum are explored. Effective Learning Climate. Students design, implement and Students develop alternative assessments and traditional assess an individual or a classroom management plan. testing tools based on clear criteria, which are designed to 1credit. yield accurate information on student progress. 2credits.

A-49 University of Phoenix, 2001-2002

MAT 540 MAT 551 Curriculum Constructs & Assessment: Secondary Methods Elementary Student Teaching Seminar IV: Parent & This course focuses on the methodology and assessment Community Involvement strategies that enhance learning at the secondary level. This course focuses on the importance of family and Integrated content, interdisciplinary teaching, and community involvement within an educational setting. curriculum and assessment issues are emphasized. Multiple Students design and implement a process or strategy to perspectives of students as learners of secondary content, increase parent communication of family and community along with current research on pedagogy are explored. This involvement. 1credits. course provides students with an opportunity to develop the MAT 552 ability to use and evaluate instructional and curricular Secondary Student Teaching Seminar IV: Parent & materials, and appropriate assessment strategies. 4credits. Community Involvement MAT 542 This course focuses on the importance of family and Curriculum Constructs & Assessment: Secondary Reading community involvement within an educational setting. Methods Students design and implement a process or strategy to This course focuses on the most current research, theory and increase parent communication or family and community methods of teaching reading at the secondary level, while involvement. 1credit. providing students with the background knowledge MAT 560 necessary to prepare integrated units of instruction. Various Action Research instructional and assessment techniques, including research- This course is designed to provide students with the basic based phonics, are modeled. A practical application project, knowledge and skills necessary to conduct research within a based on work with a student in a 7-12 grade setting, is classroom setting. Students will be introduced to the incorporated into the course requirements. 3credits. elements required to begin an action research project, MAT 543 including purpose/rationale, writing style, literature Secondary Student Teaching Seminar III: Instruction & reviews, online resources, data collection, and components of Assessment an action research project. Students will also identify ethical This course emphasizes the practical application of the issues related to research, including basic theory and theories and methods introduced previous course work. practice, professional codes of ethics, governmental Students design and implement an instructional unit, regulations, confidentiality, and research using human including a variety of appropriate assessment strategies. subjects. The purpose of statistics, as applied to educational 3credits. research, is introduced; inferential and descriptive measures MAT 545 are examined and methods for evaluating and analyzing data Curriculum Constructs and Assessment: Distance are discussed. 4credits. Education Methods MFCC 535 This course examines methods for incorporating distance Child Therapy learning into middle and high school settings. Various This course exposes students to a multi systemic model used instructional platforms and assessment strategies are in treatment of children and adolescents, including the explored, along with ethical issues related to the online developmental variables that may have an effect on behavior learning environment. Students are given the opportunity to and family intervention. Systemic approaches to the participate in an interactive, online environment. 3credits. treatment of chronic illness, incest, delinquent behavior, MAT 550 adolescent chemical dependency, child suicide, Legal and Ethical Issues in Education psychosomatic disorders, families in crisis, fire setting, school This course provides students with the opportunity to phobia, and other behavioral and learning problems are examine and apply legal and ethical issues within the context explored. 3credits. of an educational setting. Legal issues and their subsequent MFCC 540 impact on schools are discussed, analyzed, and applied to Family Development current educational practices. In discussing critical issues in This course introduces students to systems theory education, an emphasis is placed on the ways ethics affect frameworks in family development. It presents various thinking, decision-making, professional conduct and systems based models for assessment of family functioning, learning. 2credits. including assessment of the interaction of biological and psychological variables. 3credits.

A-50 University of Phoenix, 2001-2002

GRADUATE

MFCC 545 MFCC 570A/B/Cª Family Dynamics and Communications Internship This course introduces students to theories of family In this course, the student performs the tasks of a practicing interaction and communication, the behavioral effects of therapist in counseling individuals, couples, families, communication, the style in which information is children, and adolescents, under supervision, in an agency. transmitted, and the clarity of the communication Students have a variety of opportunities to practice, receive transmission. Students learn can practice modeling and feedback, and evaluate their ability to integrate theory about teaching communication skills to couples and families. family relationships into clinical practice in a variety of Approaches for working with families presenting cultural, community settings. 9credits. gender, and value differences are addressed. Students also Prerequisite: CNSL 530 learn skills to apply to communication issues presented by MGT 507ª families who are experiencing conflict, divorce, and abuse. Management 2000 3credits. This course is an examination of management and leadership MFCC 550 as an evolving process of influence on personal and Legal and Ethical Issues in Marriage and Family Therapy organizational effectiveness for the achievement of This course familiarizes students with the AAMFT organizational goals. The course is all about methods of Professional Code of Ethics as well as related codes and leading in contemporary organizations. It is a self-renewing standards of practice. Emphasis will be on legal and ethical course built on information and communication technologies issues specific to the practice of marriage and family therapy designed to enhance learning through extensive use of including professional and legal accountability and current information to refresh the curriculum. Students will responsibility. 3credits. have an opportunity to examine, in-depth, the current styles MFCC 555 and preferences of leadership, and to further refine and Family Systems Theory develop their own styles of management throughout the This course provides an overview of the history of the family course. 3credits. therapy movement. Fundamental assumptions and concepts MGT 545ª of general systems theory, family structural variations and Technology and Organizations evolving therapeutic models are introduced. This course also This course examines the history and impact of technology introduces multiple systems approaches to diagnosis, upon the individual, the organization, and society. Students treatment, and change, and explores ethnic differences in will evaluate methods for the effective integration of family patterns and attitudes toward therapy. 3credits. information technology to improve organizational MFCC 560 performance. They will also evaluate strategies for utilizing Family Interventions technology to support growth. 3credits. This course introduces fundamental concepts that underlie Prerequisite: ORG 510 family therapy in human systems. It teaches assessment and MGT 554ª diagnosis in family therapy and strategies for a wide range of Operations Management populations and clinical problems. The course will introduce This course examines the design and management of internal culture–specific interventions used for the treatment of capacity as it applies to all organizations. It examines the culturally different families. 3credits. principles and techniques for designing, analyzing, and MFCC 565 managing operations processes. It addresses how all Advanced Marriage and Family Therapy operations and behavior components fit together and how to This course requires students to utilize theoretical and ethical identify and resolve the right problem. Topics include knowledge in the application of marriage and family therapy. statistical process control, supply chain management, and Practical applications of therapeutic interventions for the total quality management. 3credits. complex families of today will be emphasized. Students will learn interventions for various ethnic family systems. Students will also learn how to deal with transition points in family development. Interventions with families with specific needs are also included. 3credits.

A-51 University of Phoenix, 2001-2002

MGT 563ª MKT 520ª Managing Change Marketing: The Quest For The Consumer This course examines and applies the process of change This is a course for individuals whose primary function in management. During this course students begin with an their organizations is complementary with, but not overview of change management, then examine change exclusively related to, the marketing activity. It provides a management models and theories, evaluate strategic and comprehensive overview of marketing activities for tactical factors in change management, implement a change managers of private sector, public sector, for-profit, and non- management initiative, and consider steps for evaluating, profit organizations. The course combines discussion of basic refining, and sustaining change. The study group project on marketing principles, case studies, individual analysis, and change requires the planning and implementation of a the Learning Team construction of a marketing plan as change process. 3credits. elements of both traditional and experiential learning. The MGT 573ª course utilizes the latest marketplace developments to ensure Project Management in the Business Environment that students are in touch with the most up-to-date This course develops the principles and techniques to plan, marketing strategies. 3credits. execute, and manage complex projects. Topics include MKT 528 human aspects of project management, project planning and Consumer Behavior risk management, project resource management, partnering, (MBA/MKT-PR) and performance measurement. 3credits. This course presents and analyzes the most critical issues of MGT 578ª consumer behavior. Priority is placed on the economic, Strategy Formulation and Implementation psychological and socio-cultural factors that affect consumer This course introduces the principles and tools for behavior and the consumer decision process. By analyzing managerial use in the development, implementation, and and understanding consumer behavior in the search of review of strategy for organizations. Topics include internal alternatives that can satisfy their needs, we can ultimately and external environmental analysis; value, competition, and understand the influence of this process in management strategic choice; strategic positioning; and implementation decisions. In addition, this course presents an analysis of the and control issues. 3credits. prevailing consumer behavior theories in the marketplace. Prerequisites: QNT 531, FIN 545, AND MGT 573. 3credits. MGT 590ª MKT 545.3 Planning the Organization’s Future Sales Management This study of Strategic Planning and Management focuses on (MBA/MKT-PR) the process by which an organization, by assessing key This course is designed to present and analyze management factors in its external and internal environments, crafts its of a sales force in an organization facing the changes coming overall business strategies and the tactics used in with the 21st century. These changes are due to the fact that implementing those strategies. The focus of this course is to new salespeople will be expected to be involved in customer understand how an enterprise uses these broad-based tools problem solving (consultative selling) not just selling to implement "soft" strategies, especially in the area of human products. As the nature of personal selling changes, so will resources and leadership, in order to maximize its the role of the sales manager. Therefore, sales management organizational performance. Students will learn how to craft, will not only be required to manage sales people (quota communicate, implement, and monitor an effective strategic allocations, hiring, motivation, and compensation, among plan, reformulating it as the need arises. Additional emphasis others), but will also be required to assume more is placed on evaluating and modifying, as necessary, the responsibilities in the direction and coordination of the elements of organizational development and culture required marketing efforts of their firms. 3credits. to successfully support the strategic plan. 3credits. MKT 551ª Prerequisite: HR 565 Marketing Management MGT 599ª This course develops the marketing principles by which Cases in Decision Making products and services are designed to meet customer needs, This is an integrative course and the capstone for the MBA. priced, promoted, and distributed to the end user. The focus The outcome is for students to develop a portfolio of business is on the application of these marketing principles to a wide solutions to problems that draw on a range of skills from the range of customers, both internal and external. Topics individual courses preceding it. Students will also define and include new product/service introduction and segmentation solve a business problem of their own choosing. 3credits. and positioning strategy. 3credits. Prerequisite: COM 515.

A-52 University of Phoenix, 2001-2002

GRADUATE

MKT 579.3 NRP 514ª Marketing Research Advanced Physical Assessment (MBA/MKT-PR) Emphasis is placed on the advanced practice of history This course is designed to integrate theory and practice and taking, conducting a physical examination, primary care, and develop student’s analytical skills in marketing research obtaining and assessing diagnostic data for clients across the methodology. Students apply methods and techniques for lifespan. Students will learn to justify actual and potential collection, analysis, interpretation, and presentation of health problems through interpretation and integration of the secondary and primary data toward the solution of real history, health assessment, and laboratory data. Appropriate marketing problems on each student’s place of employment. interventions and consultations will be derived from the 3credits. identified health problems. This course incorporates 48 hours MKT 580 of practice laboratory experience, allowing students to utilize Promotion the techniques and equipment used to perform physical (MBA/MKT-PR) examinations. 4 credits. This course combines advertising, sales promotions, personal Prerequisites: NRP 502, and HCS 505 selling, direct marketing, public relations, and reseller NRP 518ª support to form an integrated promotional mix, or integrated Nursing Management of the Childbearing Client marketing communications program as it is known today. This course provides students with the advanced assessment Emphasis is given to the many changes that are occurring in and management skills related to the low risk childbearing the advertising industry and how they influence advertising client. Students develop a systematic approach to prenatal and promotional strategies and tactics. This course will also health care based on physiology and pharmacology. focus on the traditional promotion elements from a practical Appropriate educational and collaborative strategies for decision making perspective and on strategic thinking, and childbearing women will be explored. Advanced clinical how these can be integrated into an effective marketing skills will be developed simultaneously with theoretical communications plan that will positively affect the knowledge. A minimum of 25 concurrent hours of approved performance of the organization in the market. 3 credits. preceptor clinical experience and case conferences are MKT 582 required. 4 credits. Applied Marketing Science Project Prerequisites: NRP 514, and HCS 507 (MBA/MKT-PR) NRP 521ª This is the final course in the concentration of Marketing in Nursing Management of the High-Risk Childbearing the Master of Business Administration Program. It is the Client follow-on course to the Marketing Business Project, resulting This course provides the student with the skills for screening in the completed Marketing Business Plan, generated from high–risk pregnancies and pregnancy complications. Student the Marketing Business Plan Proposal developed in MKT techniques for management through physician collaboration 579. In this course students complete the written document and referral are acquired. Appropriate education needs and and present an Executive Summary of the Marketing strategies for the high–risk childbearing family will be Business Plan to the class for peer review and feedback. explored. Clinical skills will be developed simultaneously 3credits. with theoretical knowledge. A minimum of 25 concurrent NRP 502 hours of approved preceptored clinical experience and case Role of the Nurse Practitioner conferences are required 4 credits. This course explores the many facets of the role of the nurse Prerequisites: NRP 518 practitioner including legal parameters, liability, and team NRP 523ª relationships. Students will evaluate and discuss different Nursing Management of Women’s Health Issues practice settings, as well as become familiar with community This course develops advanced competencies in recognizing resources and regulating and professional groups. Aspects of gynecologic deviations from normal. Students are taught the quality assurance and peer review will be emphasized. management of these deviations as well as those of women’s Communication theories related to interviewing and primary and episodic health care needs. Advanced clinical counseling techniques and the role of the nurse practitioner skills will be developed simultaneously with theoretical are also emphasized. Ethical health issues and the impact of knowledge. A minimum of 25 concurrent hours of approved social, cultural, and economic influences impacting the preceptored clinical experience and case conferences is contemporary woman will be critically analyzed. Student required. 4 credits. will also refine their writing and communication skills, as Prerequisites: NRP 514, and HCS 507 well as critique nursing literature. 3credits.

A-53 University of Phoenix, 2001-2002

NRP 524 ª NRP 528 ª Family I: Pediatric and Adolescent Populations Women's Health Issues This course focuses on the management of normal and This combined theory and clinical course focuses on common pathological conditions for children from birth management of normal and common pathological conditions through adolescence, as an individual and as a family which occur in the primary care of women's health across the member. The course combines theory and clinical life span. Special emphasis is placed on disease prevention, experiences to emphasize assessment, prevention, and reproductive health issues, contraceptive therapies, episodic management utilizing a holistic model of care. Growth and problems, and childbearing. Students develop a systematic development, anticipatory, guidance, and behavioral theories approach to prenatal health care and hormonal therapy are emphasized. Identification and application of based on physiology and pharmacology. Appropriate pharmacological therapies are incorporated. The effects of educational and collaborative skills for the individual and culture on development, parenting, and health care practices their families will be explored. Management of are also evaluated. 5credits. pharmacological issues will also be addressed. (45 clinical Prerequisites: NRP 514, and HCS 507 hours) 4credits. NRP 525ª Prerequisite: NRP 514, and HCS 507 Family II: Adult and Geriatric Populations NRP 530 This combined theory and clinical course focuses on Women’s Health Care Preceptorship management of normal and common pathological conditions During the next five to six months students will complete 460 in the primary care of adult women, men, and geriatric hours of preceptored clinical experience in a clinical setting. populations, both as individuals and within the family. Students will consolidate and refine their acquired skills in Theory and clinical experiences emphasize assessment, assessment and client management in order to attain a level prevention, and management utilizing the nursing model. of competency and proficiency that allows them to function Identification and application of pharmacological therapies is upon completion of the preceptorship independently in the incorporated. Emphasis is placed on various roles for the nurse practitioner role. 3credits. individual, aging theories, and on the effects of culture on Prerequisites: All Nurse Practitioner courses these roles. (75 clinical hours) 7credits. NRP 533 Prerequisites: NRP 514, and HCS 507 Family Preceptorship NRP 526ª During the next five to six months, students will complete Nursing Management of Complex Women’s Health Issues 425 hours of preceptored clinical experience in a clinical This course explores care of women with significant setting. Students will consolidate and refine their acquired reproductive health problems. Evaluation, management, and skills in assessment, primary care, and client management in referral strategies will be examined in depth. Complex order to attain a level of competency and proficiency that gynecological issues will be addressed as students learn to allows them to function upon completion of the prioritize problems and develop solutions which promote preceptorship independently in the nurse practitioner role. clients’ homeostatic functions. Clinical skills will be 3credits. developed simultaneously with theoretical knowledge. A Prerequisite: All nurse practitioner courses minimum of 25 concurrent hours of approved preceptored NUR 515.3 clinical experience and case conferences is required. 4credits. Advanced Nursing Theory Prerequisite: NRP 523 This course focuses on the critical components of contemporary nursing knowledge, including concepts, statements, metaparadigms, philosophies, conceptual models, and theories. Students evaluate the variety of ways to organize nursing knowledge and explore the implications of their application. Through the clinical application of the course, students examine the use of theory and nursing knowledge in professional environments. 3credits.

A-54 University of Phoenix, 2001-2002

GRADUATE

NUR 517 NUR 586.3 Nursing Research Methods Curriculum Development and Program Design This course focuses on the refinement of the ability to This course focuses on the theories and models for critically analyze and evaluate nursing research. Through conducting needs assessments, developing curriculum, and exploration of nursing research methods, the findings of designing programs in nursing and health care. Students research are examined for their use in evidence based nursing develop an educational program utilizing instructional practice. Ethical issues in research and the value of nursing design methodology and appropriate teaching methods and and health care research are explored in order to advance the learning resources. 3credits. integrity of nursing practice. 2credits. NUR 590A/B NUR 540 Nursing Practicum Advanced Nursing Management: Individuals and Families This capstone course is designed to provide students with This course analyzes the management of individual and opportunities to integrate and apply previously learned family health in relationship to theoretical concepts and the knowledge and skills in a 60-hour practicum. Students current managed health care environment. Students integrate develop specific learning objectives that are approved by the cultural, socioeconomic, ethnic, and related health beliefs faculty. Objectives are achieved as a result of working with that influence the approach to family interactions by nurses various nursing experts in clinical application projects. and health professionals. This course builds on the 3credits. baccalaureate nursing education of delivering nursing care to Prerequisites: Completion of 21 graduate credits prior to NUR individuals and families. Students will use the clinical course 590A. concepts in a 16 hour clinical application project. 3credits. NUR 598 NUR 543 Nursing Research Utilization Project Advanced Nursing Management: Communities This is a graduate-level research course that focuses on In this course, students analyze the theory and role of nurses utilization of a body of scientific knowledge in the practice working with aggregates including assessing communities setting. The student will develop a research proposal based through use of epidemiological methods; defining and on problems identified in nursing practice, evaluate the prioritizing health problems; and developing proposals for relevance of existing research, set forth a plan for resolution of diagnosed problems. Course content is implementation, and identify evaluation criteria to measure designed to build on baccalaureate education to further the outcomes of the research implemented. 3credits. promote critical thinking skills necessary to perform ORG 502ª autonomously in a community health environments. Human Relations and Organizational Behavior Students will use the course concepts in a 16 hour clinical This course examines human relations theory and practice application project. 3credits. through individual, group, and organizational performance. NUR 576 Topics include perspectives on organizational behavior, Ethical Issues in Nursing optimizing individual performance, leadership and power, This course focuses on ethical theories and principles and organizational design and structure, dynamics and change, decision-making models in nursing. Students evaluate client- and improving organizational effectiveness. 3credits. and organization-related situations and determine ORG 510ª appropriate action within an ethical framework. Implications The Cultures of Organizations of decisions are discussed in relation to legal, economic, This course focuses on defining the origins of organizational environmental, technological and cultural issues. 2credits. culture, why they are important, and how leadership, NUR 584 individuals, and stakeholders affect culture. The goal of the Dynamics of Nursing Administration course is to provide frameworks, tools, and techniques for This course provides students with opportunities to critically understanding organizational culture. These are then applied analyze leadership and management in nursing. Nursing to dealing with the changes that occur as a result of global delivery systems, the role and challenges of the nursing competition, economic fluctuation, generational norms, management, and provider relationships and interactions are social values, technology, and leadership. Emphasis is placed explored in depth. Through a clinical application project, on developing skills and strategies needed to achieve students will develop strategies to facilitate professional organizational agility for the 21st century. . 3credits. practice and human resource functions in health care organizations. 3credits.

A-55 University of Phoenix, 2001-2002

ORG 525ª QNT 540ª The Learning Organization Research and Ethics in E-Education This course examines the concept of the learning This course is an overview of the fundamentals of research organization, viewing learning from both an individual and and is designed to provide students with the basic an organizational perspective. The course covers conditions knowledge and skills needed to be successful in graduate for readiness to implement and maintain the principles, level studies. Ethical issues related to research, including applications, and practices of a learning organization. The basic theory and practice, professional codes of ethics, overall goal of the course is to focus on creating and governmental regulations, confidentiality, and present and maintaining an environment conducive to organizational future controversies surrounding the integration of agility and competitiveness. 3credits. technology into instructional processes will be of focus. Prerequisite: MGT 563 Students will address the issues of information and POS 568 intellectual property, privacy issues in a digital environment Operating Systems and the relationship of individual, governmental and societal This course is designed to introduce the student to different concerns in an ever advancing and changing electronic operating systems (OS) and discuss the commonalties and community. 3credits. differences between common operating systems in use today. QNT 575ª Students will learn about tradeoffs between different Measurement, Evaluation and Ethics in Research operating systems and the advantages and disadvantages of In this course, students identify ethical issues related to each. Concepts of interoperability versus portability will be research, including basic theory and practice, professional analyzed in the context of distributed computing codes of ethics, governmental regulations, confidentiality, environments on heterogeneous platforms. Trends in the and research using human subjects. The purpose of statistics, development of operating systems will be covered and as applied to educational research, is introduced; inferential students shall have the opportunity to apply their knowledge and descriptive measures are examined and methods for to real world case studies and applications. 3credits. evaluating and analyzing data are discussed. Students are PSYCH 538 required to synthesize information presented in this class by Lifespan Development and Learning appropriately addressing each element in their individual This course integrates learning theories and principles with action research projects. 2credits. advanced study of childhood and adolescent development in SP-TED 500 relation to educational practice. The professional in the Survey of Exceptional Students classroom explores perspectives on behaviorism and This course provides an overview on the different categories cognitive and social learning in the context of their practical of exceptionality in regard to the student with special needs. application. 3credits. Students will also be introduced to special education law, QNT 530ª identification and placement procedures, current delivery Statistics and Research Methods for Managerial Decision systems, and basic philosophies relating to special education Making practice. 3credits. This course focuses on the role of statistics and business SP-TED 520 research as a tools for the manager to use when making Instruction in Content Courses planning and operating decisions. The course prepares the This course explores the application of basic instructional manager to be a critical consumer of statistics capable of methods in elementary and secondary classrooms. Students assessing the validity and reliability of statistics and business will identify the educational needs of students by exploring research prepared for the manager’s use. Topics include current instructional theory, national, state, and local research design and data collection, survey design and curriculum content standards. 3credits. sampling theory, probability theory, hypothesis testing, and SP-TED 540 research reporting and evaluating. 3credits. Diagnosis and Assessment of Mild Disabilities QNT 531ª This course is designed to introduce individuals to the Advanced Problems in Statistics and Research Methods principles and practices of special education evaluations, as This course extends the competencies developed in QNT 530 well as remediation techniques for learning problems often by introducing additional research methods and tools of encountered when teaching students with exceptional needs. statistical analysis, with the emphasis on case study and data Intelligence testing, behavior rating scales, observation tools, analysis to further develop evaluative abilities in managerial limitations of testing tools, interpretation of test results, decision making. Topics include analysis of variance, ethics legal guidelines, procedures for classification and regression, non-parametric statistics, and time series and record keeping will be addressed. 3credits. forecasting. 3credits. Prerequisite: SP-TED 500

A-56 University of Phoenix, 2001-2002

GRADUATE

SP-TED 545 SP-TED 550 Foundations of and Methodologies in Mental Retardation Managing Student Behavior This course provides an in-depth examination of teaching the This course examines strategies used managing the inclusive student with mental retardation. Attention is given to or special education classroom environment. Attention is etiology, characteristics, identification, service programs given to writing behavioral goals for individualized available and methods of instruction. Specific focus will be education plans, models of discipline, controlling severely placed on career/vocational transition and teaching life skills disruptive students, motivating students, communication through community-based learning. 3credits. techniques, crisis intervention, and parent involvement in the Prerequisite: SP-TED 500 design and implementation of a management model. SP-TED 546 3credits. Foundations of and Methodologies SP-TED 555 This course provides an in-depth examination of teaching the Collaboration and Resource Management for the Special student with learning disabilities. Attention is given to Educator etiology, characteristics, philosophies, service programs This course provides an overview of the collaborative/ available, methods of instruction and utilization of classroom consultative role of the special educator. Specific attention materials. Emphasis will be placed on current and future will be placed on collaboration between the regular trends relating to field of learning disabilities. 3credits. classroom teacher and the special educator. This course will Prerequisite: SP-TED 500 also address how to work effectively and efficiently with SP-TED 547 parents and the community and will provide information on Foundations of and Methodologies in Emotional training the para-professional for both the special education Disabilities and inclusive settings. 3credits. This course provides an in-depth examination of teaching SP-TED 565 student with emotional disabilities. Attention is given to state Synthesis of Learning and Collaboration and federal regulations, service programs available, student This course serves as a transition between the Post characteristics, etiology, and current and future program Baccalaureate Program course work and the student teaching models. Emphasis is placed on behavioral techniques, experience. The class focuses on the ability of the student to management skills and methods. 3credits. demonstrate integrating of all prior course work in a shared Prerequisite: SP-TED 500 and defended Professional Teacher Portfolio which SP-TED 548 communicates critical elements such as creativity, self- Foundations of and Methodologies in Physical/Health knowledge and self-direction, diversity appreciation, and a Impairment life-long commitment to learning. 3credits. This course provides an in-depth examination of teaching the SP-TED 580 student with physical/health impairment. Attention is given Special Education Student Teaching, Part I to characteristics, etiology, secondary health care issues, This course is the capstone experience in the Special adaptations and accommodations, vocation/career training, Education Program in the state of Hawaii. Students will communication and assistive devices, and methods of participate in a thirteen-week, field-based experience with a instruction. Focus will be given to community and state special education population. This course covers the first half resources available for these students. 3credits. of that experience. Students experience a clinical supervision Prerequisite: SP-TED 500 model during the instructional phase of the course that SP-TED 549 utilizes observation, analysis, reflection, and conferencing Characteristics and Strategies in Communication Disorders components. Additionally, student teachers will be This course introduces students in various aspects of responsible for five topical assignments designed to communication disorders in children. Topics examined will demonstrate practical application of skills and knowledge include typical language development and acquisition, gleaned from program curriculum. The student teaching language disorder versus delay, articulation/phonological experience is designed to present individuals with growth disorders, stuttering, hearing impairment, and voice. opportunities that best prepare them to assume the duties of Strategies for classroom interventions and collaboration with a certified classroom teacher and to emphasize the school speech-language professional will be explored. achievement of state specific standards leading to 3credits. certification. Students cannot advance to Part II without successful completion of Part I.4credits.

A-57 University of Phoenix, 2001-2002

SP-TED 581 SP-TED 583 Special Education Student Teaching, Part II Special Education Student Teaching: Cross Categorical, This course is the capstone experience in the Special Part II Education Program in the state of Hawaii. Students will This course is the capstone experience in the Special participate in a Thirteen-week, field-based experience with a Education Program in the state of Arizona. Students will special education population. This course covers the second participate in a nine-week, field-based experience with a half of that experience. Students experience a clinical cross categorical special education population. This course supervision model during the instructional phase of the covers the second half of that experience. STudents course that utilizes observation, analysis, reflection, and experience a clinical supervision model during the conferencing components. Additionally, student teachers will instructional phase of the course that utilizes observation, be responsible for five topical assignments designed to analysis, reflection, and conferencing components. demonstrate practical application of skills and knowledge Additionally, student teachers will be responsible for five gleaned from program curriculum. The student teaching topical assignments designed to demonstrate practical experience is designed to present individuals with growth application of skills and knowledge gleaned from program opportunities that best prepare them to assume the duties of curriculum. The student teaching experience is designed to a certified classroom teacher and to emphasize the present individuals with growth opportunities that best achievement of state specific standards leading to prepare them to assume the duties of a certified classroom certification. Students cannot advance to Part II without teacher and to emphasize the achievement of state specific successful completion of Part I. 4credits. standards leading to certification. Students cannot advance to Prerequisite: SP-TED 580 Part II without successfully completion of Part I. 4credits. SP-TED 582 Prerequisites: SP-TED 582 Special Education Student Teaching: Cross Categorical, SP-TED 584 Part I Special Education Student Teaching: Learning Disabilities, This course is the capstone experience in the Special Part I Education Program in the state of Arizona. Students will This course is the capstone experience in the Special participate in a nine-week, field-based experience with across Education Program in the state of Arizona. Students will categorical special education population. This course covers participate in a nine-week, field-based experience with a the first half of that experience. Students experience a clinical focus on students with learning disabilities. This course supervision model during the instructional phase of the covers the first half of that experience. Students experience a course that utilizes observation, analysis, reflection, and clinical supervision model during the instructional phase of conferencing components. Additionally, student teachers will the course that utilize observation, analysis, reflection, and be responsible for five topical assignments designed to conferencing components. Additionally, students teacher will demonstrate practical of skills and knowledge gleaned from be responsible for five topical assignments designed to program curriculum. The student teaching experience is demonstrate practical application of skills and knowledge designed to present individuals with growth opportunities gleaned from program curriculum. The student teaching that best prepare them to assume the duties of a certified experience is designed to present individuals with growth classroom teacher and to emphasize the achievement of state opportunities that best prepare them to assume the duties of specific standards leading to certification. Students cannot a certified classroom teacher and to emphasize the advance to Part II without successful completion of Part I. achievement of state specific standards leading to 4credits. certification. Student cannot advance to Part II without successful completion of Part I. 4credits.

A-58 University of Phoenix, 2001-2002

GRADUATE

SP-TED 585 TED 501 Special Education Student Teaching: Learning Disabilities, Introduction to Teaching and Learning Part II This course introduces students to the basic knowledge and This course is the capstone experience in the Special skills needed to be successful during the Post Baccalaureate Education Program in the state or Arizona. Students will Teacher Education Program. Special emphases are placed on participate in a nine-week, field-based experience with a the enhancement of oral and written communication skills focus on students with learning disabilities. This course and working in groups. This course focuses on effective covers the second half of that experience. Students classroom planning and teaching strategies, factors that experience a clinical supervision model during the influence teaching methods, teaching children in a diverse instructional phase of the course that utilizes. Students society, evaluating children’s learning, and reflecting on experience a clinical supervision model during the teaching. 2credits. instructional phase of the course that utilizes observation, TED 503 analysis, reflection, and conferencing components. American Education Foundations Additionally, student teachers will be responsible for five This course provides the prospective teacher with an topical assignments designed to demonstrate practical introduction to the major issues and challenges in American application of skills and knowledge gleaned from program education. The course focuses on the political, historical, curriculum. The student teaching experience is designed to sociological, economic and philosophical issues in education. present individuals with growth opportunities that best Other issues addressed include school organization and prepare them to assume the duties of a certified classroom teaching, curriculum and pedagogic practices, education and teacher and to emphasize the achievement of state specified inequalities, and school reform and improvement. 2credits. standards leading to certification. Students cannot advance to TED 508 Part II without successful completion of Part I. 4credits. Theories and Educational Approaches to Human Prerequisite: SP-TED 584 Development TCM 537ª This course explores the range of human development. The Networks/Data Communication I focus of the course is on defining the developmental stages of This course provides an overview of the organization and life from prenatal through adolescence and examining these management of the broad and evolving field of stages as they impact instructional practices and decisions in telecommunications, including both voice and data a K-12 environment. 3credits. communication. Standards, architectures, topologies, and TED 509 media for both traditional and high-speed local area American Education Foundations networks are described. Networking operating systems and This course provides the prospective teacher with an management are included. The course uses simulations of introduction to the major issues and challenges in American UNIX and Microsoft Windows software. 3credits. education. The course focuses on the political, historical, Prerequisite: CMGT 555 sociological, economic, and philosophical issues that affect TCM 538ª education. Other issues addressed include school Networks/Data Communication II organization and teaching, curriculum and pedagogic This course continues the subject of TCM 537, Networks/ practices, education inequities, and school reform and Data Communications I. Key principles and components improvement. 3credits required to support enterprise-wide networking, including TED 511 wide area networks and wireless, are described. The Theories and Educational Approaches to Human computer network is described and evaluated as part of an Development organization’s strategic plan. The Open Systems This course explores range of human development. The focus Interconnection model is emphasized. The course uses of this course is on defining the stages of life from prenatal simulations of UNIX, Microsoft Windows, and Cisco software. through adolescence and examining these stages as they 3credits. impact instructional practices and decisions in a K-12 Prerequisites: TCM 537 environment. 2credits.

A-59 University of Phoenix, 2001-2002

TED 512 TED 527 Adolescent Development Curriculum Integration Methods for Language Arts and This course covers major developmental issues regarding the Reading adolescent by looking at the influence of emotional, This course focuses on the theories, models and methods, intellectual, physiological, social, and cultural factors. and their application in the teaching and learning processes Emphasis is placed on peer and family influence, as well as involved in communication through language arts. The media themes and gender bias and their effect on the course is aligned with the RICA (Reading Instruction development of the adolescent. 2credits. Competence Assessment) to prepare beginning teachers to TED 521 deliver effective reading instruction that is based on the Technology and Instruction results of ongoing assessment; reflects knowledge of state This course addresses the fundamental techniques and and local reading standards for different grade levels; procedures for working in a multimedia environment, represents a balanced, comprehensive reading curriculum; focusing on resources designed for the classroom. Students and is sensitive to the needs of all students." (RICA, 1999) The will learn applications which effectively use multimedia- course addresses language arts as a component of an based information and resources within instructional units, integrated curriculum, and is designed to prepare beginning lesson plans and student projects. 3credits. teachers to develop reflective readers who can derive meaning from a variety of text. 3credits. TED 522 Current Educational Models and Theories, Part I TED 534 This course focuses on the theoretical models that underlie Reading Methods: Decoding, Reading Skills and Practicum teaching and learning processes. It allows the student to This course focuses on current theory and methods of examine methods for teaching all students, explore lesson reading instruction for the exceptional learner. Various plan designs, and analyze effective teaching strategies to instructional techniques related to teaching or improving promote student learning. 3credits. student’s reading skills are modeled with a practicum experience integrated into the course which allows for the TED 523 application of the strategies and techniques learned through Current Educational Models and Theories, Part II direct work on reading skills with a student with special This course focuses on the application of the theoretical needs. The course will specifically examine reading problems models that underlie teaching and learning processes. This exhibited by students and will introduce remediation course allows the student to practice ways to teach all techniques to meet the needs of exceptional learners. students, explore classroom climates necessary for learning, 3credits. analyze classroom management systems, and develop an interdisciplinary thematic teaching unit. 3 credits. TED 535 Prerequisite: TED 522 Curriculum Integration Methods for Language Arts and Reading TED 526 This course focuses on the theories, models, and methods Assessment in Education that underlie the teaching and learning processes involved in This course focuses on developing the skills to become communicating through the language arts. These language effective assessors of student learning. Students explore how arts areas include thinking, speaking, listening, writing, and to design alternative assessments and traditional testing tools reading. It presents information and explores current which yield information on student progress based on clear research and theory on processes and methods of criteria and standards. Methods of reporting student communicating through language. 4credits. progress to parents, administration and the community are reviewed. Critical assessment issues facing our school are TED 536 analyzed and debated from the perspective of the researcher Curriculum Integration Methods for Social Studies and and the practitioner. 3 credits. Fine Arts This course explores the connections between past and present issues and trends in the social studies and fine arts. This includes the knowledge of cultural understanding and the development of individual thinking skills and values. The course provides an opportunity for future teachers to present their own interdisciplinary techniques through the design and development of an integrated teaching lesson. 4credits.

A-60 University of Phoenix, 2001-2002

GRADUATE

TED 537 TED 546 Curriculum Integration Methods for Math and Science Curriculum Integration Methods for Math and Science This course focuses on the methodology and skills of This course focuses on the methodology and skills of teaching that enhance the learning of mathematics and teaching that enhance the learning of mathematics and science. The theory underlying each content area is explored science. The theory underlying each content area is explored along with the skills, techniques, and methods necessary to along with the skills, techniques, and methods necessary to teach the subject matter. Integrated content, interdisciplinary teach the subject matter. Integrated content, interdisciplinary teaching, and curriculum and assessment issues are teaching, and curriculum and assessment issues are emphasized. Multiple perspectives of students as learners of emphasized. Multiple perspectives of students as learners of math and science and current research on math and science math and science, and current research on math and science, pedagogy are explored. Students learn and develop the and pedagogy are explored. This course provides students ability to use and evaluate instructional and curriculum with an opportunity to learn and develop the ability to use materials and resources. Students also develop and use and evaluate instructional and curriculum materials and appropriate assessment strategies of teaching and student resources, as well as appropriate assessment strategies of learning. 4credits. teaching and student learning. 3credits. TED 538 TED 548 Curriculum Integration Methods for Social Studies and Multiple Subjects/CLAD Student Teaching, Part I Fine Arts This course is the first part of the capstone experience in the This course defines the nature of social studies education in a Multiple Subject CLAD program in California. It provides broad context and examines specific knowledge and skills students with a field-based teaching experience at the associated with effective social studies instruction at the appropriate grade and content level. Students experience a elementary and middle school levels. Students will actively clinical supervision model during the instructional phase of use the Internet to search for background information on the course that utilizes observation, analysis, reflection, and content and standards and to develop units that integrate conferencing components. The student teaching experience is social studies content with literature, fine arts, and other designed to present individuals with growth opportunities disciplines. Emphasis will be placed on instructional that best prepare them to assume the duties of a certified strategies designed to promote higher order thinking among classroom teacher and emphasize the achievement of state- children with diverse learning styles and from different specific standards leading to certification. Students cannot cultural backgrounds. 3credits. advanced to Part II without successful completion of Part I. TED 542 3credits. Methods in Secondary Education TED 549 This course explores the application of basic instructional Multiple Subject/CLAD Student Teaching, Part II methods to the specific content areas. Participants identify This course is the second part of the capstone experience in the educational needs of secondary students by exploring the Multiple Subject/CLAD program in California. It current instructional theory, national, state, and local provides students with a field-based teaching experience at standards, and social issues that impact the secondary the appropriate grade and content level. Students experience classroom. The course also helps prospective educators a clinical supervision model during the instructional phase of develop skills in selecting and adapting delivery methods the course that utilizes preservation, analysis, reflection, and and behavior management plans for diverse individual conferencing components. The student teaching experience is students and student populations. 3credits. designed to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher and emphasize the achievement of state- specific standards leading to certification. Students cannot advance to Part II without successful completion of Part I. 3credits Prerequisite: TED 548, Part I

A-61 University of Phoenix, 2001-2002

TED 588 Reading Methods: Decoding, Reading Skills and Practicum Secondary Student Teaching, Part II This course focuses on the most current theory and methods This course is the capstone experience in the Post of reading instruction and is aligned with the expectations of Baccalaureate Secondary Teacher Education Program in the RICA and other state (see appendix) and national standards state of Hawaii. Student will participate in thirteen-week, for oral and written language development. Various field-based experience at the appropriate grade and content instructional techniques related to teaching or improving level. This course covers the second half of that experience. students; reading skills are modeled with a practicum Students experience a clinical supervention model during the experience integrated into the course which allows the instructional phase of the course that utilizes observation, application of the strategies and techniques learned through analysis, reflection, and conferencing components. direct work on reading skills with a student from the public Additionally, student teachers will be responsible for five school setting. 3credits topical assignments designed to demonstrate practical TED 565 application of skills and knowledge gleaned from program Synthesis of Learning and Collaboration curriculum. The student teaching experience is designed to This course serves as a transition between the Post present individuals with growth opportunities that best Baccalaureate Program course work and the student teaching prepare them to assume the duties of a certified classroom experience. The class focuses on the ability of the student to teacher ad to emphasize the achievement of state standards demonstrate integration of all prior course work in a shared leading to certification. Students cannot advance to Part II and defended Professional Teacher Portfolio, which without successful completion of Part I. 4credits. communicates the critical elements of creativity, self– Prerequisite: TED 578 knowledge and self–direction, diversity appreciation and a TMGT 510ª life-long commitment to learning. The course is designed to Project Management in the Technological Environment ensure that prospective teachers are prepared for student This course presents project management concepts, teaching. In addition to the Professional Teacher Portfolio, methodologies, and tools that assist in effectively managing student are expected to design an individual Professional complex, inter-functional technology development projects Growth Plan that will be implemented prior to their student and programs. The course casts the project manager in the teaching experience. The successful completion of the role of systems integrator, and focuses on the need for Professional Growth Plan, Portfolio, and Lesson Presentation leadership, teamwork, and organizational skills. Important will certify, with faculty agreement that the student is ready performance parameters for planning, cost control, to advance to the student teaching experience. 3credits. scheduling, and productivity are introduced and are Prerequisite: All program courses except Student Teaching. accompanied with discussions on traditional and state-of- TED 578 the-art tools and systems. 3credits Secondary Student Teaching, Part I Prerequisite: EBUS 500.1, FIN 544, and ECO 533 This course is the capstone experience in the Post TMGT 540ª Baccalaureate Secondary Teacher Education Program in the Management of R&D and Innovation Processes state of Hawaii. Students will participate in a thirteen-week, This course presents specific system concepts, field-based experience at the appropriate grade and content methodologies, and tools to strategically plan technology level. This course covers the first half of that experience. developments, to effectively manage core competencies, and Students experience a clinical supervision model during the to integrate these technologies into existing or future instructional phase of the course that utilizes observation, products in order to remain competitive in the world analysis, reflection, and conferencing components. economy. It casts the Research and Development (R&D) Additionally, student teachers will be responsible for five Manager into the strategic development process used in the topical assignments designed to demonstrate practical front end of the business to provide future survival and application of skills and knowledge gleaned from program growth for the organization as the lifecycle of existing curriculum. The student teaching experience is designed to products and/or services matures to obsolescence. Also present individuals with growth opportunities that best introduced are the techniques used to stimulate and manage prepare them to assume the duties of a certified classroom innovation in the workplace. 3credits. teacher and to emphasize the achievement of state specific Prerequisite: MGT 554, EBUS 500.1, FIN 544, and ECO 533 standards leading to certification. Students cannot advance to Part II without successful completion of Part I. 4credits.

A-62 University of Phoenix, 2001-2002

GRADUATE

TMGT 550ª Technology Transfer in the Global Economy This course introduces the student to the concept of multinational enterprises and the role of technology in the strategic management of these enterprises. This course focuses on opportunities to utilize technology transfer within a global business to meet the goals of the strategic plan. 3credits Prerequisite: TMGT 540, TMGT 510, and TMGT 578 TMGT 578ª Strategy Formulation and Implementation This course is designed to illustrate development, implementation, and reformulation of business strategy, with both domestic and international implications. Emphasis is placed on the need for, awareness of, and accommodation to changes in a organization’s internal and external environments. Generic types of business strategies and techniques for analyzing strategies are also covered. 3credits Prerequisite: EBUS 500.1, FIN 544, ECO 533 TMGT 590ª Applications of Technology Management This is an integrative course and the capstone for the MBA/ TM. The outcome is to apply a range of skills from the individual courses preceding this course by developing a business model for a new venture of the student’s choosing. The course will require students to differentiate between entrepreneurial and intrapreneurial processes when contemplating their new venture. Prerequisite: TMGT 550

A-63 ...... PROFESSIONAL PROGRAMS ......

Courses are listed alpha numerically based on the academic CIT 290 discipline prefix. Each course description is followed by the Creating and Configuring a Web Server Using MS Tools for number of credits the course carries and any required Microsoft Internet Information Server prerequisites. This course teaches students how to support the various features on Microsoft Internet Information Server. Students CIT 280 will gain understanding of the product’s architecture and Networking Essentials perform the procedures to install, configure, and support This course is designed to provide students with the Microsoft Internet Information Server. Helps students prepare background necessary to understand the local area for Microsoft Exam #70-87. 1credit. networking information in Microsoft courses on workstations and networking. This course serves as a general CITC 100.1 introduction for students who need a foundation in current A+, Managing and Maintaining Personal Computers networking technology for local area networks, wide area Part I- This is the first in a two-part series designed to prepare networks, and the Internet. Helps students prepare for Microsoft the student to become an A+ certified technician. PC and Exam #70-58. 1credit. software skills will be learned through a balanced series of lectures and discussions on the theory and practical CIT 286 application of computer hardware and software as well as Administering Windows NT 4.0 completion of a large number of comprehensive, hands-on This course provides student with the knowledge and skill lab exercises designed to teach PC configuration and necessary to perform post installation and day-to-day troubleshooting skills. Learned skills will be reinforced by administration tasks in a single domain or multiple domain analysis of review questions and completion of a careful Microsoft Windows NT based network. Helps students prepare selection of hardware and software application projects for Microsoft Exam #60-67 and Microsoft Exam #70-73. 1credit. specifically designed to test the students understanding of CIT 287 the course material. This course is primarily designed to Supporting Windows NT 4.0 – Core Technologies teach and improve PC hardware, software, and This course provides the core foundation for supporting the troubleshooting skills that are necessary to configure and Microsoft Windows NT 4.0 operating system. It provides work with PCs in their environment. Topics in this course students with the skills necessary to install, configure, include a brief history of computers, how computers work, customize, optimize, network, integrate, and troubleshoot how software and hardware work together, the systemboard Microsoft Windows NT 4.0. Helps students prepare for Microsoft and its components, floppy drives and other devices, Exam #70-67 and Microsoft Exam #70-73. 2credits. introduction to hard drives, hard drive installation and CIT 288 support, troubleshooting fundamentals, customizing a PC Supporting Microsoft Windows NT Server 4.0 – Enterprise with peripherals, and understanding and managing memory. Technologies Part II- This is the second in a two-part series designed to This course provides the foundation for working in a prepare the student to become an A+ certified technician. PC Microsoft Windows NT Server 4.0 based enterprise and software skills will be learned through a balanced series environment. The four major units presented in this course of lectures and discussions on the theory and practical include: Implementing Microsoft Windows NT Server 4.0 application of computer hardware and software as well as Directory Services, Microsoft Windows NT Server 4.0 completion of a large number of comprehensive, hands-on Network Analysis and Optimization, Troubleshooting lab exercises designed to teach PC configuration and Microsoft Windows NT Server 4.0 in the Enterprise troubleshooting skills. Learned skills will be reinforced by Environment. Helps students prepare for Microsoft Exam #70-68. analysis of review questions and completion of a careful 2credits. selection of hardware and software application projects specifically designed to test the students understanding of CIT 289 the course material. This course is primarily designed to Internetworking Microsoft TCP/IP on Microsoft Windows teach and improve PC hardware, software, and NT 4.0 troubleshooting skills that are necessary to configure and This course provides students with the knowledge and skills work with PCs in their environment. required to set up, configure, use, and support the Transmission Control Protocol/Internet Protocol on Microsoft Windows NT 4.0 operating systems. Helps students prepare for Microsoft Exam #70-59. 2credits.

A-65 University of Phoenix, 2001-2002

Topics included in this course include basic electricity and CITM 242.1 power supplies, supporting Windows 3.x and Windows 95/ Supporting Microsoft Windows 2000 Professional and 98, understanding Windows NT Workstation, multimedia Server technology, purchasing or building a PC, telecommunication This course maps to microsoft Course No. 2152A. Combined and networking fundamentals, the Internet, viruses, disaster with CIT/M240, it prepares for Microsoft Exams #70-210 and recovery, maintenance planning, and the professional PC #70-215. It provides students with the knowledge and skills technician. The A+, Part I course is a prerequisite for this necessary to install and configure Microsoft Windows 2000 course. Helps students prepare for the CompTIA A+ exam. Professional on stand-alone computers and on client 3credit. computers that are part of a workgroup or a domain. In CITC 110.1 addition, this course provides the skills and knowledge Network+: Networking Technology Essentials necessary to install and configure Windows 2000 Server to This course provides an introduction to networking create file, print, and terminal servers. 3credits. technologies utilizing extensive hands-on exercises and case CITM 244.1 projects that allow skills to be practiced as they are learned. Supporting a Microsoft Windows 2000 Network The course covers a wide range of material related to Infrastructure networking, from careers in networking to local area This course is for new-to-product support professionals who networks, wide area networks, protocols, topologies, will be responsible for installing, configuring, managing and transmission media, and security. While introducing students supporting a network infrastructure that uses the Microsoft to a variety of networking concepts, many in-depth aspects of Windows 2000 Server products. It also provides stoutness TCP/IP protocol suite, will be discussed. In addition to with the prerequisite knowledge and skills required for explaining certification objectives, the course adds a course CIT/M246, Implementing and Administering Microsoft multitude of real world examples of networking issues from Windows 2000 Directory Services. . Helps students prepare for a professional’s standpoint, making it a practical preparation Microsoft Exam #70-216. 3credits. for the real world. 3credits. CITM 246.1 CITM 230.1 Implementing and Administering Microsoft Windows 2000 System Administration for Microsoft SQL Server 7.0 Directory Services This course covers material and provides the skills necessary This course is designed to provide students with the to install, configure, plan, analyze, optimize, and knowledge and skills necessary to install, configure, and troubleshoot SQL Server 7.0. Topics included are SQL Server administer Microsoft Windows 2000 Active Directory 7.0 overview, installing and configuring SQL Server 7.0, Services. The course also focuses on implementing Group security, backing up and restoring databases, automating Policy and understanding the Group Policy tasks required to administrative tasks, transferring data, monitoring, centrally manage users and computers. Helps students prepare maintenance, and replication. Successful completion of this for Microsoft Exam #70-217. 3credits. course will assist students to prepare for Microsoft Exam #70- CITM 248 028. 3credits. Designing a Microsoft Windows 2000 Directory Services CITM 240 Infrastructure Microsoft Windows 2000 Network & Operating System This course provides students with the knowledge and skills Essentials necessary to design a Microsoft Windows 2000 directory This course maps to Microsoft course #2151. Combined with services infrastructure in an enterprise network. Strategies CIT/M242, it prepares for Microsoft Exams #70-120 and #70- are presented to assist the student in identifying the 215. It is designed to provide individuals who are new to information technology needs of an organization, and then Microsoft Windows 2000 with the knowledge necessary to designing an Active Directory structure that meets those understand and identify the tasks involved in supporting needs. 2credits. Windows 2000 networks. It also provides an overview of networking concepts and how they are implemented in Windows 2000. 4credits.

A-66 University of Phoenix, 2001-2002

PROFESSIONAL PROGRAMS

CITM 250.1 CITP 100 Designing a Microsoft Windows 2000 Networking Services Internet and Web Page Authoring Fundamentals Infrastructure This course is designed to guide students through the This course is designed to present to students the skills and Internet and its wide array of useful resources. Students learn concepts needed to create an Microsoft Windows 2000 how to use key Internet technologies, such as Web browsers, networking services infrastructure design utilizing the tools e-mail newsgroups, File Transfer Protocol (FTP), Telnet, and and components offered by Microsoft. The course will search engines. Students gain experience configuring both prepare students for the Microsoft certification exam #70-221 Netscape Navigator and Microsoft Internet Explorer to access that is an elective examination in the Microsoft Windows 2000 rich multimedia, including RealPlayer, Shockwave and Flash MCSE track. This is a theory-based course that requires the content. Students also use a variety of Web-based search student to apply the skills learned to formulate and engines to conduct advanced searches and learn the basics of implement practical network architectural applications. electronic commerce and security issues. Additionally, 3credits. students learn Web page creation and other aspects of Web CITM 252.1 authoring. Students gain experience developing Web pages Designing a Secure Microsoft Windows 2000 Network in a text editor and a graphic user interface (GUI) editor. This course provides students with the Students also learn how to use Cascading Style Sheets (CSS) and study the basics of Extensible Hypertext Markup knowledge and skills necessary to design a Language (XHTML), JavaScript, Dynamic HTML (DHTML), security framework for small, medium , and and the Document Object Model (DOM). After completing enterprise networks using Microsoft Windows this course, students will be able to create simple Web pages containing text, graphics, hyperlinks, tables, forms, and technologies. Topics include planning an frames. This course combines with CITP 101 to prepare administrative structure so that permissions students to pass the CIW Foundations Exam (1D0-410). are granted only to appropriate users. This 1credit. course also provides knowledge on planning CITP 101 an Active Directory structure that facilitates Networking Fundamentals This course is designed to teach students fundamental secure and verifiable user account creation networking concepts and practices. Topics include network and administration.Exam #70-220. 3credits. architecture and standards, networking protocols, TCP/IP, CITM 254.1 Internet servers, server-side scripting, database connectivity, Implementing a Database on Microsoft SQL Server 7.0 and security. It builds on the concepts taught in CITP 100, This course maps to Microsoft Course #833B. It prepares for and combined with course CITP 100, prepares the student to Microsoft Exam #70-029, and provides students with the pass the CIW Foundation Exam (1D0-410). 1credit. technical skills that are required to implement a database CITP 104 solution with the Microsoft SQL Server 7.0 relational database Internet Systems Management management system. 3credits. This course is designed to present the fundamental concepts CITM 256.1 of Internet services. Students will learn Internet management Updating Support Skills from Makeshift Windows NT 4.0 techniques on Microsoft Windows NT, and Linux network to Microsoft Windows 2000 operating systems. Students will also learn to configure DNS, This course provides Microsoft Windows NT 4.0 support WINS, Samba, Telnet, and FTP for Web Server Management. professional with the knowledge and skills necessary to Students should have passed the CIW Foundations exam support Microsoft Windows 2000 networks. This is a (1D0-410), or have equivalent experience prior to taking this performance-based course designed to address the job- course. Courses CITP 104 and CITP 106 are designed to related tasks that a support professional must perform by prepare students for the CIW Server Administrator Exam using new or modified features in Windows 2000. 3credits. (1D0-450). 1credit.

A-67 University of Phoenix, 2001-2002

CITP 106 CITP 112 Advanced Internet Systems Management Networking Security & Firewalls This course is designed to present fundamental concepts of This course is designed to teach students how to secure client Internet services. Students will learn to use Microsoft networks from unauthorized activity. Students learn about Internet Explorer and Netscape Navigator as a tool to access establishing an effective security policy, different types of business information. Students will also learn research hacker activities, the hacker’s mind-set, and preventing and techniques using search engines to locate information on the managing hacker penetration. The course covers Internet. Concepts on Internet security and electronic authentication procedures, encryption standards and commerce will be presented. Students should have passed implementations, ports and protocols that hackers the CIW Foundation exam (1D0-410), or have equivalent manipulate, and how to engage in proactive detection and experience prior to taking this course. Courses CITP 104 and response/reporting methods. Students should have CITP 106 are designed to prepare the student for the CIW successfully passed the CIW Foundations exam (1D0-410), Server Administrator Exam (1D0-450). 1credit. CIW Server Administrator exam (1D0-450), and CIW CITP 108 Internetworking Professional exam (1D0-460), or have TCP/IP Internetworking equivalent experience. Courses CITP 112 and CITP 114 are This course is designed to teach key Transmission Control designed to prepare the student to pass the CIW Security Protocol/Internet Protocol (TCP/IP) concepts and protocols Professional Exam (1D0-470). 1credit. so network professionals can effectively plan, deploy and CITP 114 manage a TCP/IP enterprise network. Students will learn to Operating Systems Security & Auditing build an enterprise network and analyze TCP/IP application This course is designed to teach students the least security and protocol information. Students should have passed the industry recommendations and how to protect Windows NT CIW Foundation exam (1D0-410), or have equivalent and Linux serves in a variety of settings. Students will learn experience prior to taking this course. Courses CITP 108 and how to protect Windows NT and Linux systems from attacks, CITP 110 are designed to prepare the student to pass the CIW reconfigure the operating systems to fully protect it, and scan Internetworking Professional Exam (1D0-460). 1credit. hosts for known security issues. Students will also learn how CITP 110 to perform different phases of a security audit, including Advance TCP/IP discovery and penetration, and how to defeat unauthorized This course emphasizes Transmission Control Protocol/ users from controlling company networks. The course Internet Protocol (TCP/IP) routing, network troubleshooting, discusses how to use Windows NT and Linux to identify network management, and next generation Internet protocol security issues and suggests industry-standard solutions. technologies. It guides students through the concepts and Students will also learn how to generate effective audit protocols used in Internet routing, and how to troubleshoot reports that can help organizations improve their security TCP/IP networks using a packet sniffer and TCP/IP utilities. and become current with industry security standards. By the Students will configure the Simple Network Management end of the course, students will have a solid understanding of Protocol (SMMP) to effectively manage a network, and the security architectures used by Windows NT and Linux. implement a functional Internet Protocol version 6 (IPv6) Students should successfully passed the CIW Foundation network in the classroom. Students should have successfully exam (1D0-410), CIW Server Administrator exam (1D0-450), completed CITP 104, CITP 106, and CITP 108 prior to taking CIW Internetworking Professional exam (1d0-460), and this course. Courses CITP 108 and CITP 110 are designed to course CITP 112, or have equivalent experience. Courses prepare the student to pass the CIW Internetworking CITP 112 and CITP 114 are designed to prepare the student to Professional exam (1D0-460). 1credit. pass the CIW Security Professional Exam (1D0-470). 1credit. CITP 120 Design Methodology and Technology Design Methodology and Technology is a course that teaches students how to create and manage Web sites with tools such a Macromedia Dreamweaver 3.0 and Flash 5.0, FrontPage 2000, Dynamic HTML, and various multimedia and CSS standards. Students will also implement the latest strategies to develop third-generation Web sites, evaluate design tools, discuss future technology standards, and explore the incompatibility issues surrounding current browsers. The course focuses on theory, design and Web construction, along with information architecture concepts, Web project

A-68 University of Phoenix, 2001-2002

PROFESSIONAL PROGRAMS

management, scenario development and performance evaluations. Students should have a passed the CIW Foundation exam (1D0-410), to have equivalent experiences, prior to taking this course. Course CITP 120 designed to prepare a student to pass the CIW Internetworking Professional Exam (1D0-420). 2credits.

A-69 University of Phoenix, 2001-2002

CITP 122 CPMGT 443 E-Commerce Strategy and Practices Project Estimating and Control Techniques E-Commerce Strategy and Practices is a course that teaches Project managers of the most successful project groups students how to conduct business online and the critically analyze alternative and control the performance of technological issues associated with constructing and their organizational by relying heavily on accounting and electronic-commerce Web site. Students will implement a financial tools. This course develops the skills required to genuine transaction-enabled business-to-consumer Web site, analyze, evaluate, and control programs and projects. examine strategies and products available for building Students work in groups to analyze cases, problems, and electronic-commerce sites, examine how such sites are work situations. 3credits. managed, and explore how they implement an existing Prerequisite: CPMGT 438 business infrastructure. Students get hands-on experience CPMGT 444 implementing the technology to engage cardholders, Project Management Capstone merchants, issuers, payment gateways and other parties in This course consists of a project that is designed to apply the electronic transactions. Students should have passed the CIW key concepts studied in prior classes. The project simulates a Foundations exam (1D0-410), or have equivalent experience, common situation found in the workplace environment; that prior to taking this course. Course CITP 122 designed to is, how to implement and then maximize the value of a prepare a student to pass the CIW Internetworking project management group within the organization. 3credits. Professional Exam (1D0-425). 2credits. Prerequisite: Completion of all course work CPMGT 326 ECN 518 Managing Project Organizations in a High Performance Educational Counseling Theories Environment This course is a study of selected theories/schools of thought This course presents specific system concepts, in counseling and psychotherapy as they apply to a school methodologies, and tools used to effectively manage guidance setting. The focus is on examining key concepts, complex, multifunctional projects and programs. The course therapeutic processes, and interventions and procedures of places the project manager in the role of systems integrator, each theory. Emphasis is placed on the integration of theory and focuses on the need for leadership, teamwork, and for students’ professional development as school guidance organizational skills. Important organizational performance counselors. 3credits. parameters are introduced and are accompanied with discussions on traditional and state-of-the-art tools and systems. 3credits. Prerequisite: CPMGT 438 CPMGT 438 Project Management This course examines project management roles and environments, the project life cycle, and various techniques of working, planning, control, and evaluation for project success. 3credits. CPMGT 441 Strategic Management of Cross-Functional Projects The strategy of project management will be presented and discussed. The course will explore how each individual’s efforts and involvement dovetail with the strategic plan of the total organization. 3credits. Prerequisite: CPMGT 438 CPMGT 442 Contracting and Risk Management for Project Managers This course addresses the contract management process, global contracting, methods and phases, and contract administration and pricing. The course also examines risk in the context of project life cycles. Students will learn how to identify critical risk factors and engage in case studies and scenarios to apply their skills. 3credits. Prerequisite: CPMGT 438

A-70 University of Phoenix, 2001-2002

PROFESSIONAL PROGRAMS

ECN 520 ECN 555 Legal and Ethical Issues in School Counseling Student Assessment and Evaluation in Education This course emphasizes the legal and ethical responsibilities Counseling of the school counselor. Students become familiar with the This course focuses primarily on the school guidance code of ethics and legal parameters of their discipline in counselor’s role in the selection, administration, order to effectively interpret and act upon situations in an interpretation, and technical support of testing in the school appropriate and effective manner. Content includes such setting. Test construction and standardization are studied issues as client rights, confidentiality, duty to warn and along with the use of tests for K-12 student placement protect, dual relationships, supervision and consulting, ethics decisions. Interpretation of test information also is examined with special populations, and ethical decision making and students learn ways to convey test results to various models. 3credits. audiences, including teachers, parents, and administrators, as ECN 531 well as elementary and secondary students. Authentic Professional Assessment, Part I assessment and its place in the entire scope of school–based This one-credit assessment course samples and evaluates the testing is also examined. 3credits. student’s cognitive, affective, and behavioral skills in critical ECN 560 areas of the learning and practice of school counseling. This Educational Counseling of the Individual course helps determine the student’s appropriateness for the This course covers individual counseling practices based on program. The purpose of the assessment process is to help individual case management. Techniques and skills for the student evaluate his or her aptitude for the school intervention and guidance are investigated and applied to program and to evaluate the candidate’s readiness for situations commonly faced by school guidance counselors in admission. 1credits. the context of the population they serve. 3credits. ECN 532 Prerequisites: ECN 518, and ECN 540 Professional Assessment Portfolio, Part II ECN 565 This course helps students integrate and evaluate their Educational Counseling of Groups learning to this point. Like the activities in an assessment This course provides the student with both group facilitation center, this course provides an integrative experience experience and skills and group participation experience. The requiring the student to bring together all of what he or she student learns what effective group counseling is, how group has learned in previous courses in the program, and to counseling is implemented in the school setting, and the demonstrate professional competence and personal growth. techniques, strategies, and activities that facilitate a 3credits. successful group experience for guidance counselors and Prerequisite: ECN 531 students. 3credits. ECN 540 Prerequisite: ECN 518 and ECN 540 Introduction to School Guidance Counseling ECN 573 This course examines the evolution of counseling/guidance Social and Multicultural Issues in Educational programs in the schools. The process of assessing current This course is designed to be a comprehensive foundation for programs, and designing, planning and implementing a understanding diversity among clients and family systems in comprehensive competency–based counseling and guidance a pluralistic society. Emphasis will be on counseling program are emphasized. 3credits. differences based on age, race, family background, ethnicity, ECN 545 religious preferences, gender identification, physical/mental Student Career Counseling limitations, etc. 3credits. This course is a study of career counseling from theory to ECN 590 practical application. The focus is on clearly delineated career Counseling Practicum: Elementary Education guidance objectives and strategies for implementing career This practicum is designed to help the student make a guidance programs in school, including the development of transition from studying school guidance and counseling individual career life plans for students and adults in concepts to the practical application of these concepts in transition. The course fosters appropriate use of career elementary school setting. Students are closely supervised as counseling tools such as computer–based guidance systems, they develop skills in the comprehensive guidance areas of labor market information, and assessment. The course guidance curriculum, individual planning, responsive provides an historical perspective of career counseling on services, and system support. Offered in Nevada only. which to base predictions of future trends. Issues related to 3credits. career counseling for individuals from special populations Prerequisite: ECN 560 and ECN 565 are addressed. 3credits.

A-71 University of Phoenix, 2001-2002

ECN 591 EDA 525 Counseling Practicum: Secondary Education Oregon’s Plan For The 21st Century This practicum is designed to help the student make a This course is designed to introduce the history of school transition from studying school guidance and counseling reform and frame Oregon’s educational act within a national concepts to the practical application of these concepts in and historical perspective on the formal “changing process.” secondary school setting. Students are closely supervised as The course will examine the major historical reform they develop skills in the comprehensive guidance areas of initiatives from the 20th century, and include a brief survey of guidance curriculum, individual planning, responsive epistemology to support an understanding of the services, and system support. Offered in Nevada only. 3credits. foundations of current education reform and the many Prerequisite: ECN 565 and ECN 560 changes over the years. With that framework, the course will ECN 596 take a detailed look at Oregon’s 21st Century Act and analyze Educational Counseling Practicum its components in terms of what it means for school This Practicum is designed to help students make a transition administrators for short and long term restructuring and from studying school guidance and counseling concepts to change. Finally, the course will look at similar reform the practical application of these concepts in school settings. initiatives around the nation. 1credit. Students are closely supervised as they develop skills in the EDA 532 comprehensive guidance areas of guidance curriculum, Human Relations and Organizational Behavior in individual planning, responsive services, and system Education support. A minimum of 120 practicum hours is required. This course examines human relations and organizational Offered in Arizona only. 3credits. behavior concepts, strategies, and theories from the public Prerequisites: ECN 560 and ECN 565 and business sectors, and applies them to the educational ECN 598 realm. The key processes of conflict resolution and Educational Counseling Practicum I & II organizational change are explored, along with how they The Practicum is designed to help students make a transition influence educational organizations in the areas of leadership from studying school guidance and counseling concepts to communication, problem solving, and multicultural issues. the practical application of these concepts in both school and 3credits. clinical settings. Students are closely supervised as they EDA 538 develop skills in the comprehensive guidance areas of: Education Finance and Budgeting Responsive Services, Guidance Curriculum, Individual This course examines the concepts and theories that form the Planning, and System Support. The Practicum experience is foundation of public school finance in American and the divided into two parts and each carries a different course practical application of those concepts and theories in the prefix and number. ECN 597 is 5 workshops and 20 areas of taxation and revenue sources, budget planning and practicum hours and takes place in the University classroom development, court reform, risk management, and other and a school setting, while ECN 598 is 4 workshops and 15 associated school finance considerations. 3credits. practicum hours and takes place in the University classroom EDA 545 and a clinical site. Offered at Utah only. 2credits for ECN 597 School Law for Educators and 1credit for ECN 598. This course allows students to examine legal theory and Prerequisites: ECN 597is prerequisite to ECN 598 practice in context of the educational setting. The EDA 520 constitutional framework, court systems, legal issues, and Leadership Assessment Seminar I their subsequent impact on schools are discussed, analyzed, Successful schools require leaders who have the prerequisite and applied to current educational practice. 3credits. knowledge and skills to lead schools into the 21st century by EDA 550 effectively implementing a plan for the 21st century. The Human Resources Management in Education University of Phoenix, in conjunction with the National This course is designed to provide a practical overview of Association of Secondary School Principals, will help to human resources management form a district and school identify and/or develop effective school leaders. This perspective. The role of the human resource department and seminar is designed to measure leadership potential by its influence on individual schools is discussed. Current diagnosing behavioral strengths and developmental needs of practices of planning, selection, retention, and evaluation of prospective principals and superintendents. 3credits. personnel and their legal ramifications are emphasized. Updated views of bargaining/negotiating are also discussed. 3credits.

A-72 University of Phoenix, 2001-2002

PROFESSIONAL PROGRAMS

EDA 554 EDD 558 Instructional Program Management and Evaluation Curriculum Design and Development The purpose of this course is to help the administrator–in– This course focuses on understanding what curriculum is training to examine instructional supervision, organizational and how it is developed in schools. Foundations of techniques, and other skills needed to manage and evaluate curriculum planning is briefly examined, as is the role of the instructional program. The course focuses on methods of philosophy in curriculum planning. Procedures of staff supervision, curriculum development, instructional curriculum development, planning, implementation, and improvements, assessment, evaluation of instructional evaluation are major topics of the course, with an emphasis standards, and staff development. Students are expected to on practical applications. Curricular practices in elementary, demonstrate that they can engage staff and community as middle, and high schools are explored. Current topics they develop student standards and assessments, help staff include standards-based education and authentic evaluate learning, coach effective instruction, and promote a assessments. 3credits. school climate for learning. 3credits. EDTC 524 EDA 590A/B/C Instructional Design Administrative Internship This course is designed to provide students with the This course provides students interested in school instructional design skills they need to develop educational administration with a comprehensive, supervised internship courses and materials for adult learners. Students will study experience at a school site outside the University the relevant theories of instructional design and apply environment. 3credits. proven procedures for designing, developing, implementing, EDA 599 and evaluating objectives-based instruction. Specific focus Practicum in School Administration will be given to the creation of materials appropriate for This administrative practicum includes the opportunity for adult learners in classrooms and learning at a distance, the future school administrator to perform, under including attention to life experiences, entry level skills, supervision, the activities of a regularly employed school motivational needs, and modes of delivery. 3credits. administrator. Emphasis is placed on the ability of students EDTC 526 to meet all of the standards for administrators set forth by the Assessment and Evaluation in E-Education State Board of Education in the state of Colorado prior to This course focuses on developing the skills necessary to certification. Offered in Colorado only. 6credits. become effective assessors of adult learners. Students learn EDA 564 the fundamentals of traditional testing and explore how to The Role and Functions of the Principal design alternative assessments in an electronic environment. This course examines the changing roles and functions of the Interpretation of assessment data, strategies for tracking principalship and explores leadership in the context of student progress, and communicating results based on clear schooling. Research, theory, and practice are studied and criteria and standards will be presented. Critical assessment integrated to develop principals who are collaborative issues facing distance education programs will be analyzed instructional leaders for schools of the 21st century. 3credits. and debated. 3credits. EDD 520 EDTC 550 Critical Issues in Education Information Technology This course is designed to allow students to explore current This course is an overview of information technology and educational issues in the context of their social and covers hardware, software, programming, operating systems, philosophic foundations. By analyzing these controversial databases, networking, telecommunications, and the topics and their impact on education in today’s society, Internet. The purpose is to give a basic understanding of students utilize critical thinking techniques to make information technology that can be used as a foundation on philosophical decisions and take a stand on the issues. which to build e-education application courses. 3credits. Changing social conditions, cultural influences, and values EDTC 555 clarification are discussed in relation to schooling. 3credits. Internet and Distance Education Deliver This course compares and contrasts different education delivery systems. Both asynchronous and synchronous deliveries are explored. An emphasis is placed upon Internet delivery and Internet course management solutions. 3credits.

A-73 University of Phoenix, 2001-2002

EDTC 560 ESL 522 Applications of Multimedia and Web Page Design Identification and Assessment of Linguistically Diverse This course examines different elements of multimedia and Populations then applies them to presentations solutions that range from This course focuses on methods and techniques used for Microsoft PowerPoint to Web pages. Basic HTML is covered language and academic identification, assessment and as well as the integration of multimedia into Web page placement of linguistically diverse populations. It provides design. 3credits. an understanding of the historical perspective and pertinent EDTC 570 information surrounding issues related to current policies Courseware Authoring and practices for identification and assessment of students This courses compares and contrasts different approaches to for placement in ESL programs. Evaluation instruments used courseware authoring. A development life cycle model is in areas such as language proficiency, achievement and examined that includes analysis, design, development, learning styles are examined. 3credits. implementation, evaluation, deliver, and support. An Prerequisite: ESL 520 emphasis is placed upon the design and development of Web ESL 523 delivered courseware. 3credits. Methods and Materials for ESL Classrooms (Part I, EDTC 575 Language Arts and Literacy) E-Education in the Global Environment This course focuses on instructional strategies and This course focuses on the business of distance education methodologies for the bicultural student, especially in the from a global perspective. Educational systems, cultural areas of teaching oral language and literacy skills. The course differences as well as curricula of various global provides a knowledge base and allows for development of environments are explored. Students will study political and teaching skills used in alternative language service programs. cultural issues that impact education and its delivery of Included are methods, techniques, materials developments, education through distance (education) modalities. 3credits. and adaptations of existing curriculum to facilitate the second language reader and writer in developing critical ESL 520 thinking and effective decision-making skills. 3credits. Foundations of ESL Education Prerequisite: ESL 520 This course provides a comprehensive overview of historical, philosophical, and legal perspectives and ramifications in ESL 524 ESL education. It establishes the rationale for ESL education, Methods and Materials for ESL Classrooms (Part II, and examines current issues in limited English proficiency Content Area Instruction) (LEP) identification and assessment and second language This course provides knowledge and teaching skills in acquisition in the public school. The course provides alternative language service programs including methods, knowledge and sensitivity to the history and culture of other techniques, and materials development and adaptation to languages, groups, and multiethnic curriculum and facilitate teaching in the content areas of math, science, and instruction. 3credits. social studies. It provides a variety of strategies and models of lesson plan development and instruction for linguistically ESL 521 diverse populations including the gifted/talented and Understanding Language Acquisition and Cognition special education student. 3credits. This course examines second language acquisition theories, Prerequisites: ESL 520, and ESL 523 strategies, and the nature of cognitive and affective language development to assist the teacher of the bicultural student. ESL 525 The course focuses on language acquisition development Family and Community Involvement in Educational opportunities within alternative language service programs, Programs and it provides the basis for effective instructional strategies This course provides communication and human relation including methods, techniques, and materials to be used with skills to facilitate positive student self-concept, parent- linguistically diverse students. It examines the critical teacher cooperation, interaction among professional elements of learning issues associated with linguistically educators, the community, and social groups. It presents diverse students including the learning styles and several models for parent empowerment and involvement in interconnected variables that interact in second language the education of the linguistically diverse learner that learning and thought processes. The course also focuses on explicitly and implicitly convey a set of goals, assumptions, the structure and use of the English language to ensure oral attitudes, behaviors, and strategies. The course also examines and written accuracy and correct pronunciation and strategies to build partnerships between schools and intonation for those working with linguistically diverse communities and to improve minority family involvement in populations. 3credits. ESL programs. 3credits

A-74 University of Phoenix, 2001-2002

PROFESSIONAL PROGRAMS

ESL 598 HCSX 500 Integrating Language Acquisition and Content Instruction School Nursing Practice (Part I, Language Arts and Literacy Practicum Seminar) This course examines the contemporary role of the nursing This course involves the student in field experiences with a professional in the assessment, development, delivery, and ESL certified cooperating teacher and a building-based evaluation of comprehensive school health programming. It mentor teacher who is skilled in teaching those who are serves as a theoretical framework for competency skill linguistically diverse. Students will have the opportunity to building in addressing the health needs of school age develop lesson plan, design and implement small and large children as well as service delivery required for an effective group instruction, and engage in the observation of other school health program. Application of nursing theory to classrooms and pogroms. Students will attend workshop comprehensive school health programming is emphasized. seminars to analyze current issues relevant to language The course will focus on program management, professional proficiency and ESL education, as well as to discuss and development, planned change, research, health education, resolve issues pertaining to his/her own practicum interdisciplinary collaboration, and adaptation concepts. experience. 3credits. 3credits. Prerequisites: ESL 520 and 15 ESL credits. HCSX 503 ESL 599 Nursing Care of the Developmentally-Disabled Child Integrating Language Acquisition and Content Instruction This course focuses on congenital and acquired conditions of (Part II, Content Area Instruction Practicum Seminar) children that can culminate in development delays and This course involves the student field experiences with a ESL educational dysfunction. Students will develop knowledge certified cooperating teacher and a building-based mentor and skills in assessment, planning of nursing interventions, teacher who is skilled in teaching students who are and evaluation of supportive community resources. Other linguistically diverse. Students will have the opportunity to topics to be studied include mental retardation, growth and develop lesson plans, design and implement small and large endocrine disorders, sensory deficits, cancer, legal issues, and group instruction, and engage in the observation of legislation governing the handicapped student. A ”Learning exemplary teachers giving lessons in math, science and social Lab” will provide experience with supportive equipment studies to multicultural student. Students will attend necessary to assist handicapped students in achieving workshop seminar to analyze current issues relevant to optimal levels of health and learning. 3credits. language proficiency and ESL instruction in the content HCSX 506 areas, as well as to discuss and resolve issues pertaining to Health Assessment of the School-Age Child his/her own practicum experience. 3credits. This course provides the foundation for the development of a Prerequisites: ESL 520 and ESL 598 comprehensive health assessment data base for a school-age HCS 610 child. Students will develop the skills necessary for Physical Assessment interviewing, performing health histories, and conducting This course provides OB/GYN Nurse Practitioner students physical examinations on the school-age child. Students will with the fundamentals of taking a patient history (medical formulate appropriate nursing diagnoses based on the data and psychosocial), conducting a physical examination, and base obtained from the comprehensive health assessment. obtaining and assessing laboratory data. Students will begin Management of minor illness and health care problems to assess actual or potential health problems and utilize common to this age group is integrated into the health appropriate interventions and consultation. Verbal and assessment process. 3credits. written communication with patients, peers, physicians, and staff will also be addressed. The course incorporates forty hours of practice lab experience for students to utilize the techniques and equipment used to perform physical examinations. 3credits.

A-75 University of Phoenix, 2001-2002

HCSX 517 HRM 426 Nursing of High Risk Populations, Groups, and Employee Development Communities This course addresses the dynamic and broad range of issues This course focuses on the utilization of nursing and family requisite for managers and human resource professionals to theories in professional nursing and community health make training a strategic factor in organizational success. practice to promote the self-care of individuals, families, and Coverage includes general information on the mission and population aggregates. Based on community health nursing challenges facing training managers. Managing the training standards, students learn skills to assess and identify function, conducting needs analyses, instructional design, the populations at risk and to develop client-centered impact of technology on training delivery, job skills for interventions in collaboration with available community trainers, and future trends in training are covered. 3credits. resources. Utilizing the epidemiologic model, students HRM 427 identify levels of prevention and health promotion as related Critical Issues in Human Resource Management to the individual, family, workplace, and environment. This course focuses on five key issues that present the Current social and economic factors are explored. Five greatest opportunities and challenges for HR professionals workshops provide the framework for development of the today and examines the implications of the issues in policy nursing professional roles of teacher, caregiver, and manager formulation and program development. The course explores of care for populations. 3credits. ways to realign HR and to explain the professional HRM 422 competencies needed to take a leadership role in realizing Employment Practices organizational change. It examines the opportunities and This course addresses the complex roles and practices of benefits of planning for and managing a diverse workforce, human resource professionals as strategic partners in and defines the role of HR in transition to and in managing in realizing the organization’s objectives for market a team environment. This course also evaluates ways to performance and productivity. The topics provide a design and implement alternative work schedules, and foundation in important techniques and practices that are provides information on the Human Resource Certification critical for effective HR initiatives and performance of the Institute's exam and code of ethics. 3credits. firm in the areas of human resource planning, testing, Prerequisite: all other HRM course work staffing, appraisal, managing separations, and HR and HRM 434 technology. 3credits. Employment Law HRM 424 This course provides an overview of federal statutes and Compensation state-regulated areas that impact the personnel function. This course prepares the student in basic compensation Among the topics addressed are EEO and Affirmative design and decision-making required for planning, Action, OSHA, ERISA, FMLA, and ADA; employee privacy developing, and administering compensation programs that issues (polygraph testing, drug and alcohol testing, employer are compliant with government laws and regulations. searching and monitoring); and wrongful discharge. 3credits 3credits. HRM 425 INT 617 Benefits, Safety, and Health Survey of Marketing and Strategy Planning Concepts This course examines the roles of governments and This course is designed to introduce the student to the employers in providing retirement, health, and safety dynamic nature of contemporary marketing and business programs for employees' security and well being. Basic types strategy as a combined topic. The course stresses a need to of retirement and medical plans are compared and understand basic marketing and strategy concepts, and to be contrasted. Current trends in legislation and in life, health, able to apply them to solve real world business problems in and retirement plans are reviewed. Throughout the course, the development, implementation, and reformulation of students are given opportunities to practice the selection of business strategy. The course accentuates the need for employee benefits with the objective of helping to meet awareness of, and accommodation to, change in a company’s corporate goals. 3credits. internal and external environments, with particular focus on the needs of the customer. generic types of business strategies and techniques for analyzing strategies are also covered. Marketing plans, with specific emphasis on marketing mix considerations are explored. 4credits.

A-76 University of Phoenix, 2001-2002

PROFESSIONAL PROGRAMS

MGT 304 MGT 605 Service Operations Finance Risk Management B: Workers’ Compensation MGT 304 covers the basic principles of finance that are An overview of the risk management process as it pertains to essential to Service Operations Managers, including statutory workers’ compensation and employer’s liability evaluation of profit/loss statements and identification of insurance programs, including identifying loss exposures finance and accounting terminology. Cost/benefit analysis, and the utilization of risk management techniques. Worker’s budgeting, financial mathematics, and cost of capital are also compensation program financing and various types of covered. Topics include: 1) Analysis of Profit and Loss insurance options will be addressed. The identification of Statements, 2) Budgeting, 3) Cost/Benefit Analysis and pre–loss and post–loss goals will be addressed including Financial Statements, 4) Cost of Capital, and 5) Capital establishing claim management and cost–containment Budgeting Tools. 1credit programs, safety and loss control programs, and modified MGT 600 duty early return to work programs. The course will also Ergonomics/Human Factors address the interdependence of OSHA compliance, human This course provides an overview of the field of Ergonomics resources/EEO issues and worker’s compensation/ and provides numerous examples to show the settings that employer’s liability in today’s diverse workplace. 3credits. can be improved in manufacturing and in the office. Students NIS 560 will learn how to design products and works areas to fit the Professional Practice/Trends, Issues, and Theories user. 3credits. This course prepares nurses to define the role of the MGT 601 informatics nurse. Students will identify key trends and System Safety issues in nursing informatics standards, technology course in quantitative and qualitative methods for safety advancements, health care delivery changes, and regulatory/ analysis of systems, processes, equipment and other entities. accreditation requirements. The course will address Topics will include hazard analysis, fault tree analysis, monitoring systems to ensure that patient’s privacy/ behavior justification, HAZOP and PROCESS SAFETY confidentiality is secure and that allocation of technology- analysis. 3credits related resources is equitable. Students will use tools to redesign nursing activities to maximize automation MGT 602 utilization while maintaining integrity of professional Environmental Program Management nursing practice. When redesigning these activities, students This course will address all of the elements needed to comply will select nursing taxonomies and nomenclatures consistent with federal and state environmental regulations–SARA, with professional practice users. The course also will cover RCRA, Clean Air/Water Acts, storm water, etc., and various incorporating theories, such as communication, information, state regulations which are models for other states. 3credits. behavioral, management, systems, and nursing, during all MGT 603 phases of informatics implementation. 3credits Arizona Environmental Law (6 workshops) A course covering The Arizona Environmental Law. Topics NIS 561 include, but are not limited to, air quality, solid waste, System Analysis/Design and Human Factors hazardous, storage tanks, emergency planning, and criminal This course prepares nurses to assess clinician’s patient- liability. Students will learn the jurisdiction of state, federal, specific, agency-specific, and domain-specific data and and county agencies. 3credits. information requirements. Students will evaluate clinical MGT 604 information system design features that address flexibility, Risk Management A: Property/Casualty connectivity, performance, security and confidentiality, and An overview of the risk management process including the human factors (both physical and cognitive). Students also development of pre–loss and post–loss goals, identifying loss will define hardware and software aspects of the clinical exposures and the utilization of risk management techniques. information systems and evaluate systems for clinical Risk financing and risk control aspects will be addressed decision-making capabilities. 3credits. (6 workshops) regarding property and casualty exposures with special emphasis on property protection, builders’ risk, business interruption, general and auto liability, employment liability, pollution liability, and disaster planning and procedures. Various domestic and global insurance programs and types of coverage will be addressed. 3credits.

A-77 University of Phoenix, 2001-2002

NIS 562 OSC 301 System Implementation, Support, Testing, and Evaluation Operations Management This course prepares nurses to implement, test, support, and This course utilizes a set of operations management skills evaluate a clinical information system. Students will develop and tools that students can use to enable their companies to a project plan that includes identifying the project team, develop a competitive advantage in commercial activities, and change management considerations for environments that encompass global markets and implementing a clinical information system across the competition, e-business, and supply chain management. This enterprise. Students will design and develop training course will include operations management, personnel, programs, documentation, test plans, and policies and purchasing, logistics, engineering, human resources procedures that support the various users and the management, accounting, finance, and marketing. 3credits enterprise’s needs. This course also will cover developing Prerequisite: OSC 300 evaluation processes to monitor performance and safety of OSC 302 clinical information systems, effectiveness and efficiency of Lean Enterprise the system, and implementation and support processes, as This course provides an overview of “Lean Enterprise" as an well as demonstrate cost-benefit of systems. 3credits. (6 approach companies use to achieve world-class capabilities workshops) in satisfying customers. Students will learn how lean NIS 563 manufacturing principles and techniques impact a manager’s Information/Database Management and Computer ability to provide added customer value on the products and Technology services they procure. This is accomplished by improving This course prepares nurses to develop approaches to value-creating opportunities along the product’s supply or collecting and maintaining uniform information from value chain. A technique known as value stream mapping is automated health information records that support clinical introduced to help students determine where value can be patient care or populations, health care management, added and waste eliminated. 3credits. education, and research. Students will conduct data analysis Prerequisite: OSC 300 by developing query criteria and report formats for selected OSC 303 health information databases and institution specific Global Sourcing & Procurement administrative databases. Students also will design their own This course provides a managerial perspective of the database on user-defined problems and will examine the essential tasks and challenges associated with the sourcing hardware and software capacity required to support their and procurement of materials domestically and globally. database. 3credits. (6 workshops) Emphasis is on the strategic identification and contribution OSC 300 that purchasing can make to corporate and business Strategic Supply Chain Management strategies through the development of integrated This course provides an overview of “lean manufacturing” as procurement and sourcing strategies. This course further an approach companies use to achieve world-class emphasizes the importance of supply chain management in capabilities in satisfying customers. Students will learn how the timely procurement and delivery of materials, especially lean manufacturing principles and techniques impact a in the global environment. This course is an essential element manager’s ability to provide added customer value on the of procurement, materials management, supply chain products and services they procure by improving value management, sourcing management, logistics, and creating opportunities along the product’s supply or value operations management and procurement. 3credits. chain. A technique known as the value stream mapping is introduced to help students determine where value be added and waste eliminated. 3credits.

A-78 University of Phoenix, 2001-2002

PROFESSIONAL PROGRAMS

OSC 304 PMT 304 Integrated Logistics Management Procurement Process Management This course describes how companies can use logistics and This course focuses on the elements of administering and supply chain management practices strategically to satisfy managing the overall supply chain process including customer requirements, especially in the area of providing alignment with the organizational mission, development of lower costs and rapid order fulfillment. Students will learn appropriate policies and procedures, determination of managerial logistics responsibilities in the following areas: workload and staffing, training requirements and functional transportation, inventory management planning, evaluation to assure maximum efficiency and effectiveness in warehousing, packaging, materials handling, collaborative supporting the organization. 3credits. planning, forecasting and replenishment activities, and PMT 306 customer service. 3credits. Materials Management Prerequisite: OSC 300 This course focuses on strategies to maximize the flow of OSC 305 materials and services to the organization, and the logistics The Role of e-Business in Supply Chain Management management functions within the supply chain. 3credits. This course provides an overview of several major benefits of PSYCH 538 the application of e-business practices to current business Lifespan Development and Learning enterprises and discusses e-business trends and marketing This course integrates learning theories and principles with strategies implemented in numerous industries. Technical advanced study of childhood and adolescent development in ares such as networking and telecommunications, data relation to educational practice. The professional in the security, storage and retrieval of multimedia; business areas classroom explores perspectives on behaviorism and such as marketing, procurement, billing and payment, and cognitive and social learning in the context of their practical supply chain management; legal aspects such as information application. 3credits. privacy, intellectual property, taxation, and contractual and CMHC 550 legal settlements are also addressed. Students will learn how Human Sexuality incorporating e-business into Supply Chain Management The goal of this course is to learn about the many facets of facilities the reduction of product and service cost, and human sexuality in a safe and respectful environment. Topics improvement of customer response time and quality. include the physiology, psychology, and sociology of Implementing initiatives in e-business has emerged as a sexuality, including the effects of sexual attitudes and significant business strategy in the information age. 3credits. functioning on individuals and families; and clinical Prerequisite: OSC 300 applications, including the treatment of sexual difficulty and PMT 300 dysfunction. Students will develop familiarity with the Procurement Fundamentals language and terms of sexology and demonstrate an ability This course introduces the student to the basic procurement to apply this knowledge to clinical situations. Learning process. It covers the evolution of the purchasing function as activities include discussion, reading, out of class visits to well as the elements of requirements identification, learning environments, reflecting on personal experience, proposal/negotiation, supplier selection, contract and demonstrating skills in class. 3 credits. development, supplier development, and performance MFCC 540 evaluation. 3credits. Family Development PMT 302 This course introduces students to systems theory Supply Chain Management frameworks in family development. It presents systems This course is designed to introduce the student to the based models for assessment of family functioning, including strategic importance of the procurement process to the assessment of the interaction of biological and psychological organization. The student should be able to incorporate a variables. The course also provides an understanding of procurement strategy based on the organization’s strategy career and lifestyle development and related life factors from into the business process with the philosophy of supply chain a family systems perspective. 3 credits. management. This recognizes the importance of the suppliers in the total process and how one incorporates this philosophy into reducing cost, increasing service, and helping to assure supply using a cross-functional team. 3credits.

A-79 University of Phoenix, 2001-2002

MFCC 545 MFCC 560 Family Dynamics and Communications Family Interventions This course introduces students to theories of family This course presents students with theoretical frameworks to interaction and communication, the behavioral effects of foster an understanding of the various dimensions of human communication, the style in which information is development. Emphasis is placed on biological, cognitive, transmitted, and the clarity of the communication and psychosocial development within the context of gender, transmission. Students learn and practice modeling and culture, and social roles. Students evaluate clinical situations teaching communication skills to couples and families. and assess potential therapeutic interventions in context. Approaches for working with families presenting cultural, 3credits. gender, and value differences are addressed. Students also MFCC 565 learn skills to apply to communication issues presented by Advanced Marriage and Family Therapy families who are experiencing conflict, divorce, and abuse. This course requires students to apply marriage and family 3 credits. theory and skills acquired throughout the program and MFCC 555 allows them to gain a deeper understanding of working with Family Systems Theory diverse families and those with special needs. Students will This course provides an overview of the development of go through the process of working with a family, in role-play, family systems theory as a discipline and the variety of from intake to termination, incorporating practical therapeutic approaches which have emerged as a result. applications of assessment, treatment planning, therapeutic Fundamental assumptions and concepts of general systems interventions, progress notes, and termination summaries. theory are introduced and contrasted with individualistic Therapeutic interventions for the complex families of today theories of psychology. The historic development of family will be emphasized, including interventions for families in systems thinking is explored. Evolving therapeutic models acute and chronic crisis, and for various ethnic family are introduced and contrasted with family systems concepts. systems. 3 credits. This course explores the major systems theories' approaches to diagnosis, treatment, and change, and explores ethnic differences in family patterns and attitudes toward therapy. Critiques of systems theory and research issues are discussed. 3 credits.

A-80 ...... FACULTY AND ACADEMIC CABINET ...... ACADEMIC CABINET ......

Chairs Downey, Beverly, MBA Campus Administration Richert, Linda, PhD Palmer Noone, Laura, PhD/JD Dean, College of Ament, Allan, JD Regional Executive Director President Undergraduate Business Regional Executive Director of Academic Affairs Swenson, Craig, PhD and Management of Academic Affairs Northeastern Region Provost and Sr. Vice Lindquist, Brian, PhD Northwestern Region Shelton, Charlita, MSEd President for Academic Dean, College of Graduate Booker, III, James, MPA Regional Executive Director Affairs Business and Management Regional Exective Director of Academic Affairs University Administration and Honea, Adam, PhD of Academic Affairs Midwest Region Academic Deans Dean, College of Southeastern Region Wilson, Dennis, MBA/MS Barker, Robert, MBA Information Systems and Martin, Mary, PhD Regional Executive Director Executive Vice President Technology Associate Campus Director of Academic Affairs Mitchell, Susan, PhD Garner, Catherine, DPH, RN and Regional Executive Southwest Region Vice Provost Dean, College of Nursing Director of Academic Kaehler, Richard, PhD and Health Sciences Affairs Chief Academic Officer Tice, Elizabeth, PhD Central Region International Region Associate Vice President for Romine, Patrick, PhD Academic Affairs/Executive Dean, College Counseling Paden, Russell, MA Faculty Representatives\ Director, College of and Human Services Regional Executive Director Members of the Academic Education, Health and McAuliff, Jane, PhD of Academic Affairs Human Services, College of Dean, College of Education Online Region Cabinet are chosen from the Nursing and Health Price, Ernie, MA Campus Area Chairs as Sciences/Dean, College of Regional Executive Director representatives of the General and Professional of Academic Affairs practitioner faculty. Studies Western Region ...... COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT ......

Dean Hawaii Campus Oklahoma City Campus Puerto Rico Campus Downey, Beverly, MBA Wilson, Stefanie, MBA Earnest, Mona S., HRO Hernandez, Ana, MBA/ Embry-Riddle Aeronautical University of San Francisco MHRM Associate Dean University Online Campus Inter American University of Puerto Rico Poet, Anthony, EdD Jacksonville Campus Herrington, Stephen, MIM/MA Nova Southeastern Frantino, JoAnn M., MBA American Graduate School Sacramento Campus University Pace University of International Business/ Olsen, Don, MA Campus College Chairs Louisiana Campus Loyola-Marymount Boston Campus Zimmermann, Lawrence (Bill), Oregon Campus University Holt, Mike, MBA MBA, University of New Hanks, Robert, MBA St. Louis Campus Babson College Orleans George Fox University Sleet, Michelle, MBA Campus Maryland Campus Orlando Campus Maryville University Tolbert, Barry, MBA Richman, Flo, MSN, RN McNickle, Edythe A., MBA San Diego Campus State University of New Catholic University of University of Phoenix MacIsaac, Nancy J., JD York American Philadelphia Campus Western State University Denver Campus Nevada Campus McCarty, James, MS Southern Arizona Campus Hebert, Michael A., MS Newman, Richard E., MA University of Pennsylvania Reinhart, Donald L., MA Colorado School of Mines University of Evansville Phoenix Campus University of Phoenix Detroit Campus New MexicoCampus Preston-Ortiz, Dina E., MBA Southern California Campus Munson, Patricia L., MPA Edelman, Charles, MBA University of Phoenix Taba, Majdin, H., MS University of Michigan University of New Mexico Pittsburgh Campus University of Dallas Ft. Lauderdale Campus Northern California Campus Kent, Georgia, MBA Block, Eric, MS Price, Donald C., MS George Washington St. Thomas University University of San Francisco University

A-83 University of Phoenix, 2001-2002

Southern Colorado Campus Ach, Kay A., MPH Alexandro, John R., MA Amy-Carriere, Peggy, MA Knapp, Robert D., MS University of Minnesota San Jose State University Louisiana State University University of Southern Achter, H. L., MPA Al-Hashimi, Basil, MA Analla, Brian P., MBA California George Washington University of Wisconson University of Tennessee Tampa Campus University Aline, Patricia D., MBA Ancich, John M., MBA Harvey, Maurice R., MPA Ackerman, Bruce A., MBA University of San Diego Seattle University Troy State University University of Chicago Allan, Bruce S., MBA Andersen, Lawrence J., MBA Tulsa Campus Adams, Cheryl L., MBA University of London University of Colorado University of Phoenix Gazaway, Christopher, MBA Allen, David, PsyD Andersen, Mark, MACY Louisiana State University Adam, Donna M., MBA Kansas State University Southern Utah University Utah Campus St. Joseph’s University Allen, Donald D., JD Anderson, Barbara L., MTX Adams, Basil, C., MIM University of Santa Clara University of Southern Behunin, Melanie P., MBA University of Phoenix American Graduate School Allen, Jacinta C., MA California of International Washington Campus Anderson, Carl V., MBA Management Mid America Nazarene Williams, Stephen T., MBA Allen, Janathan L., LLM/JD Adams, Cheryl L., MBA University of San Diego/ College University of Washington University of Phoenix Southwestern School of Law Anderson, Charles H., MBA Campus Area Chairs Adams, Nancy K., MSW Allen, Lidia H., MBA University of Southern Area Chairs are appointed at each University of Utah Pepperdine University California campus in the following areas: Adams, Thomas, F., MPA Allen, Loretta K., MS Anderson, Ganya M., MA • Accounting Seattle University University of California, University of North Dakota Addesso, Patricia J., PhD San Francisco Anderson, Lynne E., PhD • Economics United States International Allen, Lori L., MA University of Minnesota • Financial Planning and University Webster University Anderson, Michael D., MBA Control Adelman, Edward B., JD Allen, Mark, MBA University of Redlands • General Business & Strategic DePaul University Pepperdine University Anderson, Mick C., MBA Management** Adkins, Bob R., MBA Allen, Michael A., MBA California State University, Loyola-Marymount Chico • Law National University University Allen, Rebecca S., MAOM Anderson, Robert P., MT • Leadership (DM-Online Aghamiri, Abdolmajid, PhD University of Phoenix only) University of Nebraska Allen, Robert D., MSSM Anderson, Tony C., MA • Management (General & Aghili, Shahriar, MS University of Southern Sonoma State University Operations) College for Financial California Anderson, Travis D., MS Planning • Marketing Allen, Thomas W., MBA University of Utah Ahmed, Aslam A., MCIS University of LaVerne Anderson, William B., JD • Organizational Behavior and University of South London Alley, Todd, JD Southwestern University Development Ahmed, Sam, MBA Louisiana State University Andoh, Paul K., MBA • Quantitative Analysis & Seattle University Allum-Poon, John D., MSEd Tulane University Applied Research Ahuja, Indra, MS/MBA St. Johns University Andrews Bruce E., MBA University of Delhi/ Faculty Alsop, Christopher R., MBA Asia Pacific International California State University, School of Management Abbas, Joseph, MBA California State Polytechnic San Bernardino University of Texas, University, Pomona Andrews, Cameron L., MA El Paso Aiello, Andrea R., MBA Altazan, Katherine M., MAEd University of Nevada, York University, Toronto Abel, Shoshana, PhD University of Southern Las Vegas Alam, Anwar, MBA University of California, Mississippi Andrews, Joscelyn A., MBA University of Phoenix Berkeley Altenhofen, Patrice D., JD University of New Haven Albey, Rhonda, PhD Aberer, Elaine K., MSN, RN Willamette University Andross, Norman E., MS California State University, University of California, Altshuler, Michael D., JD California State University, Los Angeles Dominguez Hills Cornell University Fullerton Albrecht, Ralph F., PhD Abram, Marie, PhD Alvarado, Susana, MAM Angel, Michael G., MBA Golden Gate University Ohio State University Webster University Harvard University Aldeman, Stephen B., JD Abramov, Vladmir Y., MBA Ament, Mary-Lynn, MBA Anhalt, Ronald J., MS California State University, University of Denver Seton Hall University Central Michigan University Hayward Alexander, Rhonda L., MA Anumba, Martin O., MBA Pepperdine University University of Dallas

A-84 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Aquilina, Michael A., MBA Azar, Rick, MACY Bandaries, Nathaniel M., JD Bayer, John A., MBA San Jose State University University of Texas, Southern University University of Southern Araki, Lynn A., JD El Paso Bandy, Alice M., MBA California University of Hawaii, Babin, Herbert J., MA Pepperdine University Beakey, Diane L., MA Manoa Webster University Banks, Larry V., MBA Brigham Young University Aranowski, Marvin J., MSA Bachofer, John L., MA University of Phoenix Bean, Leon G., JD Central Michigan University University of Phoenix Bannon, Dennis F., MBA Texas Tech University Archibold, Robert F., MPA Bachtold, David S., MBA Duquesne University Beatty, Dale R., MBA University of Colorado University of Windsor Barber, Jacques M., JD University of Phoenix Archipley, Tom J., MBA Baena, Tony, MBA University of Northern Beatty, Robert M., MBA National University University of Alberta California Claremont Graduate School Arduini, Sandra M., Azusa Bagby, Mary Jane, JD Barkley, Jerry G., MS Beck, Charles E., PhD Pacific University Golden Gate University Embry-Riddle Aeronautical New York University Armao, James R., MBA Bagley, Dawn E., MPA University Beck, James D., MBA Golden Gate University Texas A & M University Barnard, Garry W., MS Pepperdine University Armstrong, David W., MBA Baheti, Gangabishan, MS Virginia Polytech Institute Beck, Jonathan E., MS/MBA University of Denver Rutgers University Barnes, Keith D., MS University of Southern Arnold, Karen S., MA Bailey, Robert D., MAOM Central Michigan University California/California State National University University of Phoenix Barre, Todd, MPA University, Long Beach Arora, Mukesh, PhD Bailey, Rosalind T., MS Louisiana State University Beck, Patricia L., MIM West Virginia University The Naval Postgraduate Barredo, Ramos G., LLB American Graduate School Asaf, Mohammed (Max), MPA School Atendo University of International Management Seattle University Baird, Scott R., MBA Barrero, Nestor, JD Becker, Dwight R., MA Asamoah, Samuel R., MBA Brigham Young University University of California Azusa Pacific University Pittsburgh State University Bakdache, Talal, MS Barriga, Ramiro D., MBA Becker, Joseph F., JD Asch-Sloane, Sandy, MAOM National University Western International University of Phoenix Baker, Charles J. MA University Northern Illinolis University Ashley, Blake M., JD University of Detroit Bartels, Marilyn G., PhD Becker, Joseph G., MBA California State University, Loyola-Marymount Baker, James M., MBA Southern Illinois University Fresno University Golden Gate University Barth, Michael G., JD Beckson, Eric, MBA Ashley-Baisden, Delfina, MBA Baker, Michael C., MPA University of California, University of Colorado, University of New Mexico Davis University of Chicago Denver Baker, Michael J., MS/MBA Basiago, Virginia R., MBA Bedard, Mary B., MS New York State University Ashton, Norman L., JD Golden Gate University/ Golden Gate University University of Utah California State University, Baskin, Alan I., MBA Bedell, Kevin, MS The Naval Postgraduate Atchuson, Dana D., JD Dominguez Hills Seton Hall University Tulane University Baldwin, Debra A., MBA Bassett, Richard A., MSCIS School Atencio, Frank S., MPA University of Phoenix University of New Haven Bednar, Steven C., JD Brigham Young University University of Colorado Balfour, Janice M., MA Bassett, T. Mark, MBA Beels, Donna J., MTX Audler, Lawrence S., MBA City University Nova Southeastern Arizona State University Tulane University Ball, David A., MS University Beeman, Robert W., MBA Austin, Gary L., MBA Southern Nazarene Bastin, Dawn J., MBA Westminster College University California Lutheran University of Phoenix Austin, Sherri K., EdD Ball, Linda A., MSA University Beeson, Nancy A., MPA Long Island University University of Texas Central Michigan University Bauer, Benjamin, MBA/MPA Anna Maria College/ Begley, Linda K., MA Autrey, Donald R., MBA Ball, Sandra L., MACY Central Michigan University Webster University California State Polytechnic University of Utah University Ball, Wayne W., MAEd Bauer, Susan B., MS Behjatnia, Donna L., MS Axelrod, Ann B., JD Colorado State University Chapman University Florida Institute of Technology University of Hawaii Ballentine, Toby B., MBA Bauman, Jeffrey P., MBA DePaul University Behunin, Melanie P., MBA Azadegan, Arash, MBA Arizona State University University of Phoenix Seattle University Ballif, Michael E., MBA Baxter, Kerri A., MAOM Utah State University University of Phoenix Behunin, Terry B., MBA University of Denver

A-85 University of Phoenix, 2001-2002

Beitey, George A., MPA Bewley, Karen L., MA Blumenthal, Alan, MBA Bradley, Scott K., MS National University Ohio University Rochester Institute of East Connecticut State Belbeisi, Haider Y., MBA Bibbie, Duane A., MBA Technology University Wayne State University University of Phoenix Boardway, Gordon R., MBA Bradley, Sharron L., MS Belcher, Peggy M., MBA Biggs, Carolyn A., MAOM College of William & Mary Chapman University University of West Florida University of Phoenix Boebinger, Douglas B., MSCE Brady, Barbara M., MIM Beldon, Thomas S., JD Bills, Brent L., MBA Purdue University American Graduate School University of the Pacific Brigham Young University Bogenschultz, Monica, MBA of International Management Bell, Eugene C., PhD Bingel, James W., ME Regis University University of Houston Rensselaer Polytechnic Bohannon, Sharron T., MS Brady, Robert A., MBA Bell, Patrick J., MBA Institute Southern Nazerene Central Michigan University City University Bingham, Christopher B., MA University Brailsford, Michele L., MS Johns Hopkins University Bell Roderick A., PhD Western Michigan Bolen, Coyle (Steven) MS Indiana University University University of California, Brandt, Joseph M., EdD Los Angeles University of Northern Belles, Donald, MBA Birdsall, Mark W., MBA City University Brigham Young University Bollinger, Robin, MBA Colorado Bellinghiere, John J., JD Bishop, Ben, MACY University of California, Brandt, Sherry J., MA Berkeley City University National University New Mexico State University Bologna, Susan M., MBA Brara, Jay S., PhD Bello, Frank P., MA Michigan State University University of Hawaii California State University, Bjostad, Julie, MBA Fullerton University of Redlands Bolton, Steven D., MS Braswell, William H., MA Bendon, Michael S., MS Black, Debra A., MBA University of Denver Whitworth College Pepperdine University University of Phoenix Bond, Richard L., MA Braverman, Jessica A., JD University of Phoenix Golden Gate University Bennett, John W., MBA Black, Truett Q., MIM National University American Graduate School Bondy, Majorie W., PhD Bray, Timothy P., MS of International New York University University of Oklahoma Berdine, Michael D., MBA St. Mary’s College Management Bonn, Tristan, JD Beedveld, Mark D., MBA Berg, Lisa M., MBA Blackburn, Keith W., MAOM Creighton University Queen’s University University of Phoenix California State University, Booker III, James G. MPA Brekken, Jerome L., JD Chico Blackwell, III, Walter L., JD University of Central National University University of California Florida Bernett, William A., PhD Bren, Matjaz, MIM University of Illinois Blakely, Bradley S., JD Booth, Jacques L., MAOM American Graduate School Bernier, Annette R., MBA University of the Pacific University of Phoenix of International Management Seattle University Blakely, John W., MBA Borget, John D., MBA Babson College Utah State University Brendle, Carrie K., MS Bernstein, Jennifer E., MBA San Jose State University Nova Southeastern Blanco, Oscar, MAM/HROB Bougrab, Amar, MBA University Webster University California State University, Bridgewater, Felicia A., MA Berry, David, PhD Blau, Bruce R., MS Fullerton Webster University University of Pennsylvania University of Southern Bourdo, Thomas F., MEd Briem, Keith, MBA California Bowling Green State Embry-Riddle Aeronautical Berry, Deborah, MA University University Webster University Bledsoe, John A., JD Western State University Boustani, Joseph, MBA Briggs, Daketima G., MBA Bertrando, David A., MBA University of Phoenix School of Law Pepperdine University University of Alaska, Anchorage Berzes, Harry G., MPA Bledsoe, Roberta, MS/MA Bowen, Jr., Robert A., MA Arizona State University/ Webster University Brim, Melanie B., MHAD University of Arizona Northern Arizona Boyd, Shelley, MBA Indiana University Bethoney, Joseph T., MBA University Brinkman, Shelbra K., MS University of Illinois Blessman, Raymond F., MS Boyer, John F., MA Pepperdine University Betita, Kenneth S., MA Walsh College California State Northern Michigan Broberg, Joseph S., MSCE Bloss, Diana M., JD University University of Nebraska Polytechnical University University of Nebraska Bradley, Joseph F., EMBA Brock, Lisa M., MSHA Betts, Wade P., JD Blouin, Donald F., MBA Claremont Graduate Seattle Pacific University Williamette University Babson College University Brodie, Susan F., MA Betz, Kevin F., MABA Babson College University of Denver

A-86 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Broe, Steve, MS Buckley, Philip A., MBA Butler, Larry J., MBA Campbell, Jeff P., MHROD University of California, Rollins College University of California, University of San Francisco Irvine Buddell, Dolores E., MPA Irvine Campbell, Jeffrey J., MBA Bromley, J. Colleen, MBA California State University Butler, Robert J., MA California State University, Fontbonne College Bugarin, Tem, MPA/MS/MSE University of Colorado Fullerton Brook, Harvey J., JD Southeastern University/ Buzby, Mark A., MBA Campbell, John J., MS Western State University, The Naval Postgraduate University of North Florida University of Utah Fullerton School/Salve Regina Bynum-Simpson, Janice, MBA Campbell, Kenneth T., MS Brookins, Gregory, MACY College University of Detroit California State University, University of Southern Bugg, Fred G., MA Byrd, Anne S., EMBA Bakersfield California Webster University George Mason University Campbell, Robert H., MBA Brooks, James C., MSA Bullock, Wendy E., MBA Cain, Martin D., MBA Northwestern University Central Michigan University Robert Morris College Golden Gate University Campbell, William H., ME Brooks, John C., MBA Bunn, Frederick R., MBA Cain, Scott A., MA Johns Hopkins University University of Washington Webster University University of California, Campolo, Michael J., MA Brooks, Patricia L., MAOM Bunting, Cheryl K., MBA Davis University of the Redlands University of Phoenix Nova Southeastern Caldeira, Carl A., MBA Campos, Veronica, MA Brothers, Jeffrey, MACY University University of Rhode Island California State University, University of Denver Burger, R. Kyle K., MBA Caldwell, Anne L., MAOM Fullerton Brouse, Michael L., MBA Oklahoma City University University of Phoenix Cangemi, Patricia A., MIM California State University, Burgin, Gregory K., MBA Caldwell, Anthony L., MS American Graduate School Bakersfield California Lutheran University of Southern of International Broussard, Vernon, PhD University California Management Michigan State University Burgon, Terry J., MBA Caldwell, Robert M., PhD Cannold, Stuart A., EdD Brown, Edward E., MS Michigan State University Pennsylvania State United States International Golden Gate University Burke, Kevin J., MPA University University Brown, Eric C., MBA California State University, Calhoun, Ernest L., MS Cannon, Bruce A., MS Tulane University Hayward Troy State University Virginia Polytechnical Institute & State University Brown, Fredrick N., MBA Burns, Kevin P., MS Calhoun, Kenneth E., MS Florida Atlantic University Golden Gate University California State University, Cannon, Glen R., MABA Brown, Rian T., MBA Burns, Timothy G., JD Long Beach DePaul University City University Tulane University Callahan, Jeanne M., MBA Cantu, Delia M., MA New Mexico State Brown, Robert L., MBA Burr, Linda J., MHRM Columbia University University University of Montana University of Oklahoma Callahan, John R., MBA Cappellini, Jeffrey S., JD Brown, Sabrina P., MHS/MPP Burr, Terry L., MS Santa Clara University University of Michigan University of Oklahoma Callister, Edward A., MBA Temple University Brown, Terrance, MBA Burst, Ardis F., MBA University of Utah Capps, Jr., Daniel W., MBA Golden Gate University San Jose State University Harvard University Callom, Frank L., MBA Caputo, Clair, MAM/HROB Brown, Timothy R., MBA Burtner, Darrell W., MAOM Wilkes University Johns Hopkins University Southeastern Louisiana University of Phoenix Calzadilla, Nelson A., MAM University Burton, Gene E., PhD Webster University Carey, Michael G., MBA Browning, Beverly A., MPA North Texas University Camarata, Janet E., MS Western Michigan University University of Michigan Burton, James N., MBA Antioch University Carl, Rebecca L., MBA Brusate, Kenneth C., MS A Pepperdine University Cameron, Mark S., MBA Butler University Walsh College Busch, Randy L, MBA University of Phoenix Carlin, Beverly K., MA Brusman, Maynard M., EdD Nova Southeastern Cameron, William R., PhD Northern Arizona University Texas Christian University New Mexico State University University Bussell, Joel G., JD Campagna, Dennis, MA Carlson, Craig L., MS Bryant, Loyd, MBA Wayne State University University of Southern Purdue University Golden Gate University Butchko Jr., John, MBA/MAEd, California Carlson, Shannon M., MACY Brydges, Richard R., DA National University/ Campbell, Danny W., MS University of San Diego Pepperdine University Troy State University University of Southern California Bucher, Victor G., MS Butler, Kathleen M., JD Campbell, Frank A., JD Carlson, Stephanie D., MBA Golden Gate University Loyola University University of West Los University of Phoenix Angeles Law School

A-87 University of Phoenix, 2001-2002

Carlyle, Terry W., MS Chanove, Roland G., DA Christensen, Holly R., MBA Coffman, Scott F., MS Chapman College University of Texas, Austin University of Phoenix Florida State University Carman, Kevin R., MBA Charles, Gregory J., JD Christiansen, Larry K., EdD Coggins, Denise V., MBA National University Louisiana State University University of North Dakota University of Detroit Carney, Tony D, MBA Chasnick, Debbi, MBA Chuang, Jo-Yo (Roy), MBA.MS Cohen, Gerald J., JD University of Colorado Wayne State University Baker University/ Temple University Carr, Cathleen A., PhD Chasnov, Stefan E., MBA Ohio State University Cohen, Michael F., PhD University of Southern University of Chicago Chung, Norman K., MBA University of Wisconson California Chatham, Kenneth J., MACY Pepperdine University Cohen, Richard L., PhD Carrasquillo, Pablo, MACY University of North Florida Church, Maria J., MAOM California State Polytechnic Turabo University Chaturvedi, Seema, MS University of Phoenix University Carrico, Charles K., MS Boston College Cioccio-Ball, Cassandra, MBA Cohen, Robert, MA Lesley College Chau, Chester I., MBA Drake University California State University, Carroll, Richard A., MBA California State University, Ciola, Joseph P., MBA Los Angeles Golden Gate University Los Angeles Santa Clara University Cohn, Andrew B., JD Carroll, Vanessa G., MS Chavez, Albert H., MA Clark, Gena R., MBA Loyola-Marymount Johns Hopkins University New Mexico State California State University, University Carruthers, Mark A., MBA University Bakersfield Cohn, Calvin, MA Long Island University Chavez, Fernando, MS Clark, Gregory E., MS Pepperdine University Casey, Arthur J., JD Webster University San Jose State University Coit, David E., MBA University of Santa Clara Chawla, Gurdeep K., DBA Clark, Kristine J., EdD Keller Graduate School of Cashon, Steve B., MBA Golden Gate University University of San Francisco Management University of Tulsa Checketts, Alan G., MOB Clark, R. Dean, MBA Cole, Kimberly W., MBA Tennessee Technological Cassell, Ronnie H., MSA Brigham Young University East Texas State University University Central Michigan University Cheng, Nancy, EdD Clarke, Diane L., MHRM Cole, Leonard P., MBA Cassesa, Edward A., MPA Nova Southeastern University of San Francisco Florida Atlantic University University Clarke, Stephen O., MAOM University of Southern California Catanzaro, Steve M., MBA Cheng, William I., PhD University of Phoenix Colegrove, Leslie H., MBA Golden Gate University State University of New Clawson, David M., MBA York Pepperdine University Cateriano, Alfredo J., PhD Arizona State University Coleman, Craig S., PhD George Mason University Chengalath, Gopal, PhD Cleary, John D., MBA University of Manitoba California State University, University of Southern Caulum, Ross J., MBA California Arizona State University Chew, David W., JD Long Beach Coleman, Jennifer D., MM Cause, Michael W., MBA Southern Methodist Cleveland, Dennis M., MBA University Troy State University Western International California State University, Colgren, Richard D., PhD University Chi, Tony W., MBA/MS San Francisco University of Southern Clifford, Craig E., MBA University of Southern Causey, Joseph F., JD California Southwestern University California University of Phoenix Collins, Jeffrey C., JD Cavalaris, James C., MA Chiat, William S., MS Clopp, Molly P., MSN, RN University of Michigan Tulane University St. Thomas University University of California, San Childers, Leroy K., MBA Francisco Collins, Thomas L., MA Cayton, Ralph A., MBA Loyola University Michigan State University University of Missouri Cluff, Dean W., MBA Chinnaswamy, Jane M., MBA University of Utah Collis, Ronald, MBA Chamberlin, Steve, MTX Wayne State University University of Denver Northeastern University Cobb, Tammy S., MBA Colosimo, Liz, JD Chan, Bruce L., JD Chliwniak, Luba, PhD West Coast University University of Arizona California Western School of Santa Clara University Cochrane, Kevin D., MA Chohan, Abdul Q., MBA University of California, Law Chan, Darlene J., MBA State University of New Davis Colpaart, Melanie P., MBA University of San Francisco University of Phoenix York Codagnone, Robert, MSIE Chan, Donald F., MA Conerly, Keith E., MBA University of Hawaii Choy, Derrek G., MBA Northeastern University Central Michigan University Central Michigan University Chandler, Karen, MA/MBA Coffey, David P., MBA Choy, Jocelyn, MBA University of LaVerne Conley, Austin L., MBA Sonoma State University/ Woodbury University University of Redlands Babson College Coffey, Richard W., PhD Chrisman, June, MAOM Nova Southeastern University of San Francisco University

A-88 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Conlin, Maryanne, MIM Cox, James R., DM Cruz, Norberto, EdD Davis, Annette J., MPA American Graduate School Fuller Theological Seminary Virginia Polytechnic Florida State University of International Cox, Jeffrey T., MS Institute and State Davis, Gloria J., HRO Management San Francisco State University Webster University Conn, David A., PhD University Culp, Caryl A., PhD Davis, Kirk A., MBA State University of New Cox, Nathan J., MBA United States International University of Phoenix York University Golden Gate University Davis, Scott G., MPA Connolly, Brian J., MBA Craft, John W., MBA Culpepper, Chuck, MBA Weber State University University of Phoenix Golden Gate University University of Phoenix Davis, William P., JD Connolly, Michael J., MS Crafts, Linda F., MBA Culver, Daniel, MBA Golden Gate University Montana State University College of St. Rose University of Denver Davisson, Marvin E., EdD Conover, Patricia, MA Crandall, James (Curt), MA Curtis, Timothy, MBA/MS University of LaVerne Bastyr University Loyola-Marymount California State University, D’Avola, Edward B., MA University/San Diego State Conrad, Deborah L., MBA Dominguez Hills Aizona State University Oregon State University University Crane, Marcine E., MS Dawson, Dallas O., MIM Continzano, Charles, MS California State University, Curtiss, James C., JD American Graduate School University of Detroit LaRoche College Sacramento of International Conwell, John W., MBA Craner, Barrett C., MA Cutler, Sharon A., MSS Management University of Colorado University of Tulsa San Diego State University Day, Margaret A., MEd Cook, Scott R., JD Craven, Martin H., MBA Czubak, Andy J., MBA Northeast Louisiana University of Nebraska University of Utah University of Phoenix University Cooper, Alvin A., MS Crawford, Charles A., MA Daaboul, Malek M., ME Dazey, Anne J., MBA Lake Forest Graduate University of Redlands University of Toledo Golden Gate University School of Management Creagh, Richard P., MBA Dacanay, Felix G., MBA Dean, David E., MA Cooper, Brian, MBA Whittier College Cleveland State University University of Phoenix California State University, Creech, Nora M., MBA Dahlke, Charisse E., MA DeAngelis, Quinn, JD Bakersfield Loyola University Chapman University Southern Methodist Cooper, Larry D., MBA Crerand, Diane M., MAOM Dahlstrom, Timothy, MBA University University of Phoenix University of Phoenix University of Phoenix Deatherage, Marlene, MS Cooper, Lee D., MA Cribbin, Thomas M., MBA Dan, Ana, MS Central Michigan University University of Arizona Leland Stanford Jr. Purdue University Debryn, Ihor A., ME Copeland, Andrea L., MA University Daniel, Herbert L., MA University of Michigan Western Michigan Crisp-Hayes, Elaine, DBA Webster University Decker, Bradley J., MBA University Nova Southeastern Daniel, Leon, DPA Colorado State University Corash, Kristin M., MS University University of LaVerne DeCristofaro, Lawrence, MBA Colorado School of Mines Critchlow, Kim A., MBA Danielsson, Charlotte, JD Fairleigh Dickinson Cord, Sherwin M., MBA University of Phoenix Stanford University University DePaul University Crockett, Dilene R., MBA Danko, Robert J., JD DeFusco, Mark B., PhD Corrigan, Walter A., MBA University of Chicago Western State College of University of Southern California State University, Crosby, Michael, MAOM Law California Fullerton University of Phoenix Daoust, Robert L., MS Deidloff, Alan E., MBA Corrion, Edward J., MBA Cross, Mellissa L., MA Marylhurst University East Texas State University Arizona State University California State University, Darquea, Michelle, JD DeLaCruz, Alex, MBA Corsnitz, Bryan S., MBA Long Beach Touro College Pepperdine University University of California, Crossfield, John R., MA Dauble, Diane M., MA Del Rosario, Gloria H., MBA Davis University of North Florida University of Michigan California State University, Cort, John W., MBA Crowder, Darryl S., MAM Davey, Kirk J., MS Dominguez Hills Duquesne University University of Phoenix Golden Gate University Del Signore, Janice M., MS Costello, Russell J., MBA Crum, Gary R., MBA Davies, David E., MBA University of LaVerne Golden Gate University Florida Atlantic University Northwestern University DeLain, Cheryl, JD Cote, Anthony J., MBA Cruz, Cheryl, MSE Davillier, Elena M., MBA Western State University University of Michigan State University of New University of New Orleans Dell, David A., MS Covert, James E., MBA York, Albany Davis, Alan C., MBA University of Colorado Pepperdine University Golden Gate University

A-89 University of Phoenix, 2001-2002

Dellerson, Lisa A., MBA Dokes, Gary, MBA Duling, J. Matther, JD Egan, Carol M., JD San Diego State University University of San Diego Southwestern University DePaul University Delon, Brian S., EdD Donahue, James P., MS Duncan, Karen P., MBA Egger, Kenneth W., MBA University of San Francisco Drexel University Mercer University National University Demeku-Ousman, Getachew, Donahue, Michael W., MS Duncan, Stephan C., MA Eggers, Stephen C., MBA MBA Temple University Claremont Graduate School Southern Illinois University University of Phoenix Dooley, Charles P., MBA Duplessis, Leon P., PhD Ehoff, Clemense E., PhD Demers, Philip J., MS University of Nevada, Reno Rensselaer Polytechnic Golden Gate University University of LaVerne Dorf, James J., MS Institute Ekker, David A., MBA Derderian, Harry, MBA Northern Illinois University Durso, Edmond, MS/MA Chamnade University Western New England Dornhecker, Mikel W., Chapman University/ Ekstrom, James L., MBA/MS College National University Southern Illinois University University of Phoenix/ DeRosa, George, MHA Dorrell, Darrell D., MBA Duwe, Christopher J., MBA United States Army School Virginia Commonwealth Southern Illinois University University of South Florida of Engineering & Logistics University Dorsey, John V., MS Dwyer, Bruce E., MBA Elberg, Steven A., JD Desautels, Brian, MS Cardinal Stritch University Dalhousie University San Joaquin College of Law Seattle Pacific University Doty, Lon, MBA Eacott, Richard, MA/MAEd Elder, Deborah L., MA Desmarais Mark B., JD University of Wisconsin Naval War College/ San Francisco State Gonzaga University Tulane University University Dove, Lon, MPA DeWayne, Kathleen C., MA California State University, Early, Robert G., MS Ellingson, David M., MS State University of New Northridge Purdue University University of Southern York, Pittsburgh Dowd, Benjamin S., PhD Eastwick, John C., MBA California Di Gaetano, Anthony, MAOM University of Texas University of California, Elliott, Clinton D., MS University of Phoenix Long Beach Oklahoma State University Down, Michael H., MS Dice, Stephanie C., MHSA Oakland University Eaton, Kimberly, MBA Ellis, Carolyn, MBA Duquesne University Pepperdine University University of New Mexico Doyle, Jon E., MBA Dickens, Richard, MBA University of Phoenix Eberhard, Guilherme, MBA Ellis, Lorraine J., MS University of Wishington Drake, Michael J., MBA University of Tampa Madonna University Dieringer, Suzanne M., MA National University Ecks, Forrest W., MS Ellis, Roger C., MSIE University of South Florida Chapman University Purdue University Drinan, Michael J., MBA Diggs-Butler, Kay D., MSA University of Notre Dame Eddy, Lockwood R., MBA Elpidio, Ceasar, MBA/MA Central Michigan University University of Southern National University/ Drinkall, Denyce, MAOM Dilaura, Robert P., MBA University of Phoenix California Pepperdine University University of Dallas Driver, Clayton T., MS Edelman, Jonathan H., MA Elsayess, Mahmoud, MBA/MS Syracuse University Claremont Graduate Dillard, Jewel F., MA Golden Gate University Wayne State University Edie, Patricia, MBA School/California State Droke, Stephan K., MBA Loyola-Marymount University, Fullerton Dillard, Joseph F., JD University of Georgia University of Detroit University Ely, Michael E., MBA Drosky, Thomas W., MBA California State University, Disbennett-Lee, Rachelle, MS National University Edinger, Stewart E., MBA Southern Methodist Hayward Regis University Dryden, Ken H., MSA University Embury, Terrence L., MBA Dix, Ronald E., MAEd Central Michigan State Wayne State University Edison, Thomas, MA/MS Western International University University Doan, Leon F., JD Chapman University D’sa. Derek, MBA Air Force Institute of Enderle, Robert E., MBA Oklahoma City University San Jose State University Technology Loyola University Dobrovich, Donna F., MA Ducret, Mario E., MA Eduok, Edet W., MBA Engles, Roger V., MA Arizona State University University of North Claremont Graduate School Sam Houston State Doherty, Francis X., JD Colorado University St. John’s University Edwards, Dennis D., MA Dues, Patricia M., MBA University of Redlands Enger, Leonard E., MBA Doherty, Robert, MBA University of Phoenix Edwards, Monique M., JD University of New Orleans Stetson University Dugan, Chris A., MBA Southern University Law Enger, Stewart, MEd Dohrn, Lisa, JD Pepperdine University Center Boston University Southern Methodist Duggan, Thomas E., DE University Efremidze, Levan J., MA Colorado School of Mines Claremont Graduate School

A-90 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

English, Jeffrey, MBA/MS Falen, Gordon J., MBA Ferrell, Thomas J., MPA Flood, Larry R., MBA/MS Embry-Riddle Aeronautical Golden Gate University University of Central National University/ University/Joint Military Fan, Susan, MBA Michigan Brigham Young University Intelligence College University of Phoenix Ferrin, Frederick R., MS Floyd, Duane A., ME Erdwurm, D. Bentley, MS Fane, David L., MBA Northwestern University North Caroling State Texas A & M University St. Mary’s College Feyer, Herbert G., MABA University Erickson, Arlys K., MSA Fanning, Charles J., MBA Wayne State University Flynn, Earle W., MS Central Michigan University University of Southern Fichtelman, Mike, MBA Lesley College Erickson, Elaine F., PhD California Hofstra University Foegen, Dennis J., MS Walden University Fant, Stephen L., MAM Ficken, Jr., Bob H., MAOM University of Wisconsin Ershadi, Dariush N., DA Webster University University of Phoenix Fok, Leo K., MBA United States International Farnham, Christina A., JD Fidler, Christine A., MS California State University, University John F. Kennedy University Johns Hopkins University Bakersfield Ertwine, Carl H., MA Farr, Kenneth R., MBA Fields, III, David M., MBA Fonti, John, MBA Webster University California State University, Clarkson University Golden Gate University Erwin, Patrick (Mike), JD Fullerton Fields, John C., MBA Foote, Douglas D., JD/LLM University of West Los Farzin, Resa, MS Claremont Graduate School University of Colorado/ Angeles, School of Law University of London California State University, Fillmore, Gary L., MBA Escover, Thomas F., MBA Long Beach Pepperdine University Forbes, Paul E., MA Golden Gate University University of California, Fawls, Thomas E., MS Fioroni, Ettore R., MBA Eslinger, Jack O., MBA University of Southern Simon Frazier University Riverside University of Mississippi California Fisch, Elliot A., MBA Forchione, John G., MBA Loyola-Marymount Espinosa, Andres D., MBA Felder, Richard L., MBA National University Columbia University University Fischer, James C., PhD Ford, James L., MS Estock, Phyllis, MAEd Feldman, Henry (Hank), MBA The Union Institute Arizona State University Pepperdine University University of Texas Fischer, John C., MBA Etchingham, Gerald M., JD Feldman, Irving, MBA Eastern Illinois University Ford, James M., PhD University of California, University of California DePaul University Fisher, Elizabeth S., MA Santa Barbara Etter, Robert W., MBA Feldman, Robert H., JD/LLM University of Oregon Western Michigan University of Arizona/ Ford, Patricia, MAM/HROB Fitton, Norm, MBA University George Washington Webster University University of Chicago Ettinger, William A., JD University Forman, Robert A., MBA Fitzgerald, G. Alan, MBA Southern Illinois University Duke University Feldman, Stephen, PhD University of Phoenix Oregon State University Foss, Ronald B., MBA/MSSM Etzkin, Aaron M., MBA Fitzgerald, Pat O., DPA Southeastern Louisiana Feliciano, Jose F., MBA Pepperdine University/ Golden Gate University University Asian Institute of University of Southern Fitzpatrick, David G., MS California Evans, Janet L., MS Management Portland State University University of Colorado Feller, Richard R., MAOM Foster, Ronald, MS University of Phoenix Fivecoat, Charles V., MPA New York University Evans, Kelly A., JD California State University, Duke University Felton, Patricia, MABA/MBA Frampton, Nathan, MBA Bakersfield Everett, James D., MS Marygrove College/ University of Phoenix Flagel, Jan M., MBA Case Western Reserve University of Detroit, Merc France, Robert M., MBA Moorhead State University University Fennoy, Tony, MBA City University University of Phoenix Fleisher, Christian A., MBA Francisco, George R., MBA Evinay, Allen, PhD University of Miami University of Minnesota Fenwick, Ricky C., PhD University of Phoenix Fleming, Richard, MBA Ezell, Kerry M., MAOM The Union Institute Francom, David B., MS University of California, University of Phoenix Ferguson, Stuart H., MBA University of Utah Los Angeles Fadal, Sylvester O., MPA St. Mary’s College Francom, Neal J., MBA Flesh, R. David, MBA/MS University of Phoenix California State University, Ferguson-Rangel, Connie, JD Arizona State University/ Hayward Loyola University Frank, Edward P., MBA University of California, University of Southern Fagan, Ernest, MBA Ferracane, Louis J., MSSM Berkeley University of Redlands University of Southern California Fletcher, Kathleen M., MBA Faiella, David A., MBA California University of San Francisco Frank, Keith H., MBA University of California, Los Ferrado, Joseph J., MPA University of Phoenix Angeles Troy State University

A-91 University of Phoenix, 2001-2002

Frank, Stephan D., MA Fuchsen, Suzanne M., MEd Gasparich, John P., MA Giduck, John P., JD Georgia State University Iowa State University University of New Mexico University of Denver Frank, Valerie J., MAOM Fuentes, R. Ray, MBA Gaster, Charles B., MAEd Gienty, Don F., MA University of Phoenix Northern Illinois University Boston University Webster University Frankhuzen, Richard, MBA Fujimoto, Maurice M., MS Gatto, Lisa M., JD Gieske, Janice F., MA Golden Gate University University of Southern Drake University Arizona State University Franklin, Kenneth R., MS California Gaughan, Tom, MBA Gilchrist, Michael V., MBA University of Maryland Fujita, Tracy, MABA Loyola University University of Southern Franks, David B., MBA Hawaii Pacific University Gaumond, Paul J., MBA California University of Texas Fulk, Antonio N., MPA Arizona State University Gildea, Dorthea A., MIM Frantion, JoAnn M., MBA San Jose State University Gauthier, Dafna, MAOM American Graduate School Pace University Fulkerson, James L., MBA University of Phoenix of International Management Fraser, Bruce W., MBA Golden Gate University Gavrilovich, Vera I., MBA Golden Gate University Fuller, Brent M., MBA Northwestern University Giles, Gerald L., MA University of Utah Frawley, Kenneth G., MBA California State University, Gay, Philip T., MBA Rutgers University Dominguez Hills University of Colorado Giles, Gerard, MA Fredrick, Lou Ann, MBA Fuller, Ellen, MEd Gebhart, John W., MA Chapman University Pepperdine University Arizona State University Central Michigan University Gilkey, Gayle M., JD Western State University Freel, Don V., MBA Fullmer-Umari, Marilyn, MBA, Gehring, Blaine, MPL/MBA Portland State University Cornell University Kansas State University/ Gilles, Michael J., MBA Northwestern University Freeman, Claudia S., MBA Furay, John B., DPA University of Phoenix University of Windsor University of LaVerne Geiger, Michael A., MBA Gillespie, Jonathan S., MS Freeman, David E., MA Gaede, Wayne A., MBA Drexel University Troy State University Central Michigan University New Mexico Highlands Geiser, Carolyn J., MAT Gilliss, David A., MBA University Golden Gate University Freeman, Judd, JD Colorado State University Wayne State University Galatz, Susan M., MBA Genin, Larisa V., MBA Gillo, Bobby G., MBA/GM University of Portland Woodbury University Freers, Shirley M., EdD Golden Gate University Pepperdine University Galer, Michael M., DBA Geraghty, Michael E., MS Ginnaty, Richard, MBA/MBT., Freitas, Jesse L., MBA Nova Southeastern Barry University University of California, University Los Angeles/University of Notre Dame University German, David, MBA/MSCis Galiger, Dorothy A., MBA/MS Southern California Friedman, Daniel J., MBA California Lutheran University of Wisconsin/ Girton, Susan R., MBA Pepperdine University University/University of Silver Lake College Phoenix University of Phoenix Fritch, John, MS Pepperdine University Garcia, Mark S., MBA German, Mary, MSW/MA Given, Patricia J., MS A University of Los Angeles Wichita State University Fritzenkotter, Stephen, MBA West Virginia University/ Garcia, Michael J., MPA Roosevelt University Glasenapp, David F., JD National Univerrsity University of Colorado Gerold, Sean M., MBA University of Iowa Frohlich, Jerry A., MBA Garcia, Rudy M., MA Regents University Glasgow, Michael R., MBA University of Dallas Webster University Gevertz, Robert D., MBA Indiana Wesleyan Frohock, Marvin R., MA University Washington State University Gardiol, Pamela S., MAOM Texas Tech University University of Phoenix Glawe, Paule A., MBA Froschheiser, Conrad (Lee), Ghaemmaghami, Hamid, Gardner, Dixon L., JD MABA, San Francisco State Portland State University MBA Brigham Young University University Glover, Charles, MBA California State Polytechnic University Garfield, Burt, MBA Ghamsary, Mahmood, PhD University of Phoenix Frost, Amy L., MBA/MA Purdue University University of California, Gobena, Amanuel, PhD Riverside Utah State University California State University, Garlock, Jay D., MBA San Bernardino/University University of Alabama Ghosh, Debashis, MBA/MS Godfrey, Dana A., JD of Santa Monica Garrison, David B., MBA University of Phoenix/ Laverne College of Law Froumis, Andrew J., MBA California State College, University of California, Godsey, Dennis J., MS Davis St. Ambrose University Long Beach Troy State University Giacoppe, George N., MBA Fu, Xuanning, PhD Gasewind, Lorraine, HRO Goga, Lynn R., JD Tulane University Brigham Young University The American University Antioch University Gibson, Elizabeth, MMAE Fuchs, Kim C., MBA Gaspard, Elaine L., MBA University of Phoenix University of Pennsylvania Colorado State University

A-92 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Gojmerac, Charles, MDiv/ Grail, Michael M., MBA Grogan, Jeffrey J., MBA Hacklander, Effie H., PhD MBA Oklahoma City University University of St. Thomas Michigan State University Iliff School of Theology/ Gralnick, Nikki G., JD Grose, Karen A., MAOM Hadaway, Cathy A., MSE University of Colorado Ventura Collage of Law University of Phoenix Northern Illinolis University Goldberg, Kenneth I., DPA Granquist, Thomas, MBA/MA Gross, Laurence (Doug), MBA Hagan, Laurence P., MBA University of LaVerne Webster University University of Pennsylvania DePaul University Goldberg, Scott P., MBA Graw, Leroy H., EdD Groszkruger, Daniel P., JD Hager, Jennifer L., MS University of Hartford University of Southern University of San Diego Robert Morris College Goldsmith, Robert W., JD California Grotzinger, Carl, MS Hagerty, Diana R., MS Emory University Greaux, Michel, MS Drexel University San Diego State University Goldstein, Harvey, MBA Philidelphia College of Grover, John M., PhD Hahn, Eric E., MBA City University of New York Textiles & Science University of California, City University Goldwater, Jason C., MPA Green, Ailson J., MA Los Angeles Haines, Jennifer S., MEd Suffolk University University of Oklahoma Gruher, Monica M., MBA University of Florida Golojuch, Michael, MPA/MSA Green, Clarence D., PhD Pacific Lutheran University Hale, Patrick C., MBA University of Hawaii/ Wayne State University Gualco, David Dean, MBA/ Stephen F. Austin State University of Northern Greenberg, Deborah J., MS MPA University Colorado National University Golden Gate University/ Haley, Roslyn T., MPA Gommermann, Richard, MBA Greenberg, Joel M., MBA University of Southern California State University Creighton University California University of Virginia Hall, David D., MBA Gonzales, Daniel W., MBA Greene, Larry F., MEd Guarino, Thomas, MBA University of Tulsa San Jose State University Boston University Boston University Hall, Susan H., MA Gonzalez, Rafael, MA Greene, Richard B., MBA Guffey, Michael J., MBA Amber University Webster University City University University of Phoenix Halle, Matthew W., MBA Gonzalez, Robin A., MA Greene, Stephen J., JD Gugel, Paul E., JD University of Arizona University of Nevada, Reno Thomas M. Cooley Law University of the Pacific Haloulakos, George A., MBA Goodman, Jean T., MBA Greener, Catherine S., MBA School University of Southern Loyola-Marymount University of Michigan Guio, Jr., Presley, MBA California University University of Southern Greenlee, Lisa, MBA Halpin-Koch, Gemma, MACY California Goodman, Robert P., MTX Seattle Pacific University Florida Atlantic University Arizona State University Gulamali, Al N., MBA Gregory, David B., MS Halverstadt, David, MPA Goranson, Kenneth, MBA Washington School of Law Florida Institute of University of Puget Sound Technology Babson College Griffin, Anne, MPH/MS Hamman, Michael S., MBA Gulati, Pal, MA Gordon, David G., MAOM University of Illinois/ University of Southern Guru Nanak Dev University University of Phoenix Indiana University California Gundersen, Hans, MBA Gordon, Lance, MA Griffin, David L., MSA Hammond, Daniel, MBA San Diego State University Georgia College University of Washington University of Colorado Gordon, Robert L., MBA Griffin, Robert, MA Gunnell, William S., MBA Hammond, R. Mark., MBA University of Chicago University of Phoenix United States International Webster University Gupta, Praveen, MBA Gore, Diana B., MA University Hamp, Jacqueline M., MS Golden Gate University New School University Griffin, Thomas E., DBA Barry University Gust, Judith A., MS Gosch, Jeff A., MBA Nova Southeaster Hampton, Debra, MBA Webster University University Chapman University University of Phoenix Gottleib, Franz M., MBA Briffith, Brent W., MS Gustafson, Larry E., MBA Hancock, Sidney R., MBA Arizona State University Golden Gate University Embry-Riddle Aeronautical Stanford University University Guthrie, Steve D., MAOM Grabel, Morton J., JD Hancott, Daren E., MBA University of Phoenix California Western Law Griffith, John R., MBA St. Mary’s University School California State University, Guzman, Thomas A., MA Haney, Donald, MBA Gracianette, Alain R., MBA Bakersfield Pepperdine University Grand Valley State Pepperdine University Grimmer, Thomas, MBA Haas, John, MBA University University of St. Thomas Virginia Commonwealth Grady, Don J., MHRM Haney, William J., PhD University Golden Gate University Gringer-Flinn, Jane Ann, MBA Florida State University University of Phoenix Haase, Renne C., PhD Graham, David E., MBA Hannart, Yuric A., MBA Michigan State University Groff, Michael, JD United States International University of San Francisco University of the Pacific University

A-93 University of Phoenix, 2001-2002

Hannon, Claudia L., MA Hartman, Douglas R., MTX Headings, Raymond L., MS Herrick, Robert L., MBA University of Illinois University of Denver West Virginia University California State University, Hansbury, Corinne, MS A Hartnett, Robert P., MBA Heaslet, Steven J., MBA Stanislaus Bentley College Chapman University National University Hesler, Richard A., MAOM Hansen, Erik L., MBA Hartogensis, John, MBA/ME Heath, Stuart D., JD University of Phoenix University of Denver Pepperdine University/ University of Puget Sound Hess, Ted H., MBA Hanson, Deborah A., PhD Yale University Hebeler, Carl B., MA/MBA Ohio State University Walden University Harwell, Marvin D., MSA Florida International Hester, John W., MBA Hanson, Dennis W., MS Central Michigan University University/Suffolk University of Texas, Austin University of Wisconsin Harwin, Michael B.,JD University Hewett, Eugene S., PhD Hardester, John H., MBPA New York University Hebert, John M., MA University of Southern California State University, Hasenjager, Jerome, MBA California State University, California Hayward Indiana University Fullerton Heywood, Sonia M., MBA Hardesty, Jo-An, MBA Hatch, Bobbie S., MACY Hebestreit, Wendy, MBA Nova Southeastern University of Arizona Southern University Southwest Texas State University Hardiman-Ellis, Particia, MSW Hatcher, Stephen R., MBA University Hilken, Dale A., MBA University of Nevada, University of Phoenix Heckman, Jr., Philip E., MBA University of North Florida University of Phoenix Las Vegas Hau Rosa, Ismael O., MBA Hill, Beverly J., MS Hardy, Douglas R., MACY University of Phoenix Heinen, Jack H., MBA Florida International Harvard University University Brigham Young University Haub, Robert P., MBA Harmer, George A., MBA California State University, Heinrich, Philip F., MA/MBA Hill, Christopher D., JD Boston University Long Beach Indiana State University/ Arizona State University Arizona State University Harmon, Carol J., JD Hauer, Susan M., MAOM Hill, Duane, MA University of Denver University of Phoenix Heinz, Edward L., DPA University of Northern Iowa University of LaVerne Harmon, Darrell D., MOB Haugen, Gene A., EdD Hill, Keith H., MS Brigham Young University Seattle University Heinzman, Robert G., MBA University of Idaho Harmon, Mark, MBA Hausburg, Edward A., MAM City University Hill, Mark N., MS University of Pennsylvania Central Michigan University Heisler, James A., MBA National-Louis University LaSalle University Harnden, Thomas K., MBA Hawn, Sherry, JD Hill, Ronald L., MBA University of Redlands John F. Kennedy University Helwig, Ralph D., MBA National University Harnmuanphongs, Anita, Hayath, Israr, MBA/ME/MS Hilleman, Thomas W., JD MBA, University of LaVerne/ Hemingway, Kathy MS/MS University of Puget Sound Claremont Graduate School California State Polytechnic Santa Clara University/ Hinchee, David L., MBA University of Arizona Harper, Ian B., MBA University/ Louisiana State University University of California, California State University, Hempeck, Lynda M., MM Hingtgen, Davia L., MS Los Angeles Dominguez Hills Williamette University The Naval Postgraduate Harper-Wilhelm, Paula, Haynes, Andrew J., MBA Hendel, Robert, MBA School MAOM Duquesne University Pace University Hinojosa, Andres, MBA University of Phoenix Haynes, Mimi A., MBA Henderson, Bernard, MBA California State University, Harrah, Leslie R., MBA University of New Mexico University of Phoenix Fresno George Fox University Hays, Christel A., MBA Henderson, John N., MBA Hinrichs, Rand K., MPA Harrington, Dale J., MA University of Phoenix University of Washington University of Nebraska California State University, Hays, Jr., John E., MHROB Hennessy, Paul B., MSSM Hinske, Robert E., MACY Sacramento University of San Francisco University of Southern University of Arizona Harris, Elliott, MA Hayward, Scott B., JD California Hitchcock, Eric H., JD Webster University University of the Pacific Henson, Cynthia L., MBA University of Arkansas Harris, Kevin, MPA Hazard, Thomas W., MA National University Hitchman, Derrel A., MBA California State University Stanford University Herman, Harry L., MPA Mississippi University Hart, Charles L., MBA Hazarian, Emil, MS Golden Gate University Hodes, Stuart L., MBA Mount Saint Mary’s College California State University, Hernandez, Alfred, MBA Webster University Hart, Muriel M., MBA Dominguez Hills University of California, Hoeg, Kathleen W., MBA Pepperdine University Hazelrigg, William, MDiv Berkeley Columbia University Hartley, Richard M., MA St. John’s Provincial Herrick, Eric C., MBA Hoffman, David R., MBA University of University of Santa Clara Arizona State University

A-94 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Hoffmann, James E., MEd Hoppe, Michael P., MBA Hozian, Robert F., MBA Ide, Richard R., MPA Loyola University Georgia State University Western Michigan University of Southern Hoffmeier, Julayne (Jo), MAEd Horne, John R., MS University California University of Northern Iowa Central Michigan University Hsieh, Wei C., MBA Iger, Robert S., JD Hofman, Robert E., JD Horne, Sherry R., MSE National University Western State College of Western State College of Southern Illinois University Hubbard, Richard R., JD Law Law Horsley, Beverly J., MBA University of Cincinnati Ingram, Scott D., MBA Hohman, Thomas D., MA National University Huckabay, Warren, DBA University of Utah Syracuse University Horton, Mary L., MS Nova Southeastern Irawan, Novira P., MBA Holder, Ted, MBA Eastern Michigan University California State University Golden Gate University University Huffman, Stephen P., MBA Irvin, William B., JD Holland, Robert W., MBA Hosseini, Behzad C., MBA Claremont Graduate School Stanford University Minnesota State University Portland State University Hughes, Sharon, MBA Isbell, Victor K., PhD Hollie, Dana Y., MBA Houck, John D., MS California State University, University of Florida George Mason University The American College Dominguez Hills Isles, Scott A., MBA Hollingsworth, David C., JD Houser, Chester W., MS Huish, Gary B., MPA Carnegie Mellon University San Joaquin College of Law The Naval Post Graduate Arizona State University Ittner, Fred E., MBA Hollis, Mignonne D., MBA School Humpage, Anthony, MBA University of Michigan University of Phoenix Houser, Kristin, MA/MBA Western International Jackson, Nancy S., PhD University Holloway, Barbara B, MBA University of Florida/ University of Colorado California State Polytechnic University of California, Hunsaker, Mark D., MTX Jackson, Paul B., MPA University Berkeley University of Kentucky Brigham Young University Holloway, David L., MBA Houskeeper, Robert V., MS Hunt, John H., MS Jackson, Wambua M., MBA University of California, San Diego State University San Diego State University National University Los Angeles Housley, Richard, MHSA Hunter, Christopher M., MBA Jacober, Joseph P., MBA Holloway, Gilbert N., MBA Arizona State University University of New Mexico University of Phoenix University of Southern Hoviss, Herbert, MA Hunter, Susan V., MBA Jacobs, Gail L., MS California New York University West Coast University Southern Nazarene Holm, Edward F., MBA Howard, Gerald D., MBA Hunter, Todd, MBA University University of Southern Chapman Graduate School Westmiknster College Jacobson, Robert C., MBA California Howard, James, MBA Huntsman, Marvin T., MBA San Jose State University Holmes, Angela E., MS Northern Arizona University of South Jacobson, Sheldon S., MS California State University, University Alabama University of Denver Fullerton Howard Karen G., MBA Hunt-Wagner, Diane, MBA Jacoby, Holly, MM Holmes, William G., MBA Golden Gate University Arizona State University Aquinas College University of Denver Howard, Marshall L., MS Hupf, Mary J., MBA Jaeck, Ralph L, MPA Holt, Roger A., MA Indiana University San Jose State University Webster University Howard, Tyrone, MPA/MS Hussey, Gardner K., MBA Jarrah, Dina I., PhD Holt, Steven M., MA Arizona State University/ Hofstra University Golden Gate University Roosevelt University Bloomsburg University Hussey, Robert G., MBA Jarrell, Charles M., MBA Holton, Paul R., MBA Howden, Hollee H., MA University of Southern West Virginia University American Graduate School Harvard University California Jarrett, David B., MBA of International Howe, David, MBA Huston, Mark L., MA National University Management University of Michigan University of Pittsburgh Jarvis, Paula C., MS Holtz, Joanne M., MBA Howe, David H., MBA Huttmann, Steve J., MBA Central Michigan University University of Chicago University of Southern University of Phoenix Jarvis, Steven L., MBA Hontz, Thomas, MS/MBA California Huwe, Jeremy D., MBA University of New Mexico Pennsylvania State Howes, Gregory, MBA George Fox University University/University of Javid, Mahnaz (Mona), MAED Florida Institute of Huynh, Cuong (Peter), MBA University of Washington Phoenix Technology Pepperdine University Jemison, Thomas R., MBA Hooper, Tanya L., MS Howie, Jana J., MS Ibrahim, Jamal B., MBA/MS Arizona State University Louisiana State University Golden Gate University Western International Jenkins, Stephen J., MA Hopkins, James, JD Hoying, Cherlynn A., MBA University/University of Saint Louis University University of Puget Sound Golden Gate University Arizona

A-95 University of Phoenix, 2001-2002

Jennings, William H., DPA Johnston, Michael, MS/ MBA Joyce, Michael, MSCHE/MBA Keller, Kenneth W., MBA University of Southern Pepperdine University/ University of Oklahoma/ College of Notre Dame California Rochester Institute of University of San Francisco Keller, Nyle A., MBA Jensen, Alan, MA Technology Kahler, Raymond A., PhD University of Phoenix Brigham Young University Johnston, Randy, MBA Southern Illinois University Kelley, Edward J., MS Jensen, Garrett P., MAM City University Kahley, William J., PhD University of Nevada, Embry-Riddle Aeronautical Joiner, Mark, MBA Pennsylvania State Las Vegas University University of Missouri University Kellogg, Christine, MAOM Jeppesen, Lynda F., MS Jolin, William K., MBA Kahn, Amy E., MA/MIM University of Phoenix Utah State University Oklahoma City University The Fielding Institute/ Kelly, Cheryl A., MBA/MS Jethi, Rashesh J., MS Jonas, Frederick M., PhD American Graduate School University of Arizona of International University of Alabama Air Force Institute of Kemph, Lisa M., MHRM Management Jindal, Sushil K., PhD Technology University of North Florida Kahn, Drummand E., MS Birenda Narayan Jones, Alfred, MSA Kendrick, Eileen, MEd Chakrabarty University Central Michigan University University of Oregon Northwestern State Job, Andrew, MS Jones, Carolyn H., MBA Kajca, Robert J., MBA University Arizona State University Portland State University Fairleigh-Dickinson Kenley, Scott W., MA Jocks, Robert L., JD University Kakhsaz, Ali R., MACY University of LaVerne Florida State University University of Oregon Jones, Clint D., MBPA Kennedy, Robert (Bill), MBA Johnson, Arthur H., MEd University of Colorado Kaluzniak, Donna A., MPA California State University, University of Florida Jones, Ellis M., MA University of North Florida Stanislaus Johnson, David, MS/MS Webster University Kanouse, Kenneth C., JD Kennison, John P., MBA University of Southern Jones, Jeanne A., MBA Western State University California State University, California/Iowa State San Jose State University College of Law Long Beach University Jones, Joscelyn C., JD Kans, Keith R., MS Kercher, Dennice O., MBA Johnson, Donald W., MAOM University of Southern Troy State University Golden Gate University University of Phoenix California Kapoor, Jagdish L., MA/MS Kerins, Thomas E., MBA Johnson, Jeffrey T., MBA Jones, Mindy A., MBA Agra University/ Indiana University California State University, Pepperdine University University of Phoenix Kermoade, Brian K., MBA Johnson, Joseph F., MBA Jones, Patricia M., MBA Hayward California State University, National University Webster University Kar, Cyrus, MS Sacramento Pepperdine University Johnson, Peter M., MACY Jones, Rodney J., MSS Kerner, Lucy A., PhD Southern Utah University Utah State University Karczewski, Sigmund, MBA University of California, University of Detroit Johnson, Philip G., MBA Jones, Stephen A., MSA Los Angeles New Mexico Highlands University of Phoenix Kares, Judith L., JD Kerpan, Allen M., JD University Jones, Terry L., MA University of Iowa University of Denver Johnson, Robert D., MBA University of California, Karsten, Ronald F., MS Kerpsack, Barbara J., MBA University of Oregon Los Angeles Marylhurst College Golden Gate Univedrsity Johnson, Robert L., MBA Jones, Thomas A., MEd Kastrinsky, Alan J., MBA Kerr, William C., MS National University Wayne State University University of Denver Golden Gate University Johnson, Ron W., MBA Jones, Toni S., MEd Katz, Robert, MS Kessler, Paul S., MA Fordham University Wayne State University Polytechnic Institute of University of Redlands Brooklyn Johnson, Ronald F., MBA Jones-Campbell, Stefanie, MEd Kiekover, Debora A., MBA University of New Mexico Vanderbilt University Katz, Susan, MBA Western Michigan University of Wisconsin Johnson, Jr., Roy T., MBA Jones-Love, Jacqueline, MBA University University of West Florida Pepperdine University Kaufman, Eugene M., MBA Kieper, Mike F., MHROD Johnson, Thomas H., MBA Jonsson, Debbie K., MAOM California State University, St. Mary’s University Northridge University of Missouri University of Phoenix Kight, Richard (Tom). MBA Keagle, Paul A., MBA Johnson, William S., MBA Jorgensen, Hans A., MS St. Mary’s University University of Phoenix Mercer University West Coast University Kilburn, Keith P., MA/MA Keenan, Donnelle, MAEd Johnson-Redd, Larry, MPA Jorgensen, Paul E., MS Sonoma State University/ Golden Gate University University of Nevada University of Oklahoma University of San Francisco Johnson, Bob T., MPA Joseph, Mark J., MBA Keene, Sye E., MBA Kilgore, Donald C., MBA Whittier College Golden Gate University University of California, National University Davis

A-96 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Kim, Michael J., DE Kluth, Irvin H., MAOM Krisanda, Stephanie D., MBA Lambert, Keith A., MM Princeton University University of Phoenix Webster University Aguinas College Kimerly, Nancy C., MA Knapp, Denise (Dee), JD Kroll, Stevedn M., MBA Lambert, Rick K., MA National University University of Washington University of Phoenix University of Redlands Kin, Robert, EMBA/MA/MS Knapp, Robert D., MS Kroll, Steven M., MBA Lamee, Ronald M., MBA Claremont University/ University of Southern University of Phoenix Arizona State University University of Southern California Kroner, Linda A., MBA Lander, Laurence C., MS California Knight, George L., MA Pepperdine University Golden Gate University King, John H., MS Brigham Young University Krueger, Jr., Lee P., MBA Lane, Wiley K., EdD Chapman University Knight, Joseph V., MBA University of Phoenix Nova Southeastern King, Kevin L., MBA University of California Kruel-Wilken, Desiree, JD University Oklahoma City University Berkeley California Western School of Lange, David, MA King, Robert N., MAOM Knight, Leonard, DPA Law Michigan Stgate University University of Phoenix University of LaVerne Kruger, Wilburn C., MBA Lanier, Michael, MBA King, Tanya V., MS Knight, Marcia J., MA National University National University Case Western Reserve Claremont Graduate School Kruse, Linda M.,MS Lao, Theresa M., MA University Knobloch, Peter C., MS University of Utah Ball State University Kinne, Susan L., JD Case Western Reserve Kuebler, Joseph J., MS Large, John T., MSIE University of California, University Golden Gate University Georgia Institute of Hastings Knoblock, Kenneth E., JD Kuebler, Peter F., MBA Technology Kintz Roy D., MS National University University of Southern Larkin, Robert M., MS University of LaVerne Knuth, Betty J., MS California Michigan State University Kiouses, Stephan, MBA/MS Roosevelt University Kules, Jack L., MS Larry, Jr., Willie, MAOM California State University, Koch, Michael A., MA Troy State University University of Phoenix Bakersfield/Southern Webster University Kupecz, Michael S., JD Larsen, Eric C., MA Illinois University Kope, Lanny A., EdD University of Colorado University of Phoenix Kirschbaum, Joel R., JD Arizona State University Kurzyna, Laura J., JD Larsen, Kyle F., MA University of Minnesota Kort, Bruce J., MBA University of Detroit California State University, Kissinger, Robert D., PhD Wayne State University Kuster, Vicki L., MBA Sacramento Purdue University Kosbie, Robert, MBA Regis University Larson, Lynne, MAT/MIM Klarner, Laura L., MACY National University Kuzma, Richard F., MBA University of St. Thomas/ Florida State University Kosta, Walter P., MPA/MS Central Michigan University American Graduate School Klassen, Ronald L., MBA Golden Gate University/ Kwan, Rick K., MBA of International Pepperdine University Management California State Polytechnic St. Mary’s University Klausen, Sandra B., MA University Larson, Paul W., MBA Labib-Wood, Frederick, MPH University of Phoenix University of Bridgeport Kostelnik, Timothy, MBA/MS, University of Hawaii Kleckner, Bruce E., JD Michigan State University/ Larsson, Donald E., MBA Lackpour, Matin X., EdD University of Iowa University of Wisconsin Pepperdine University Nova Southeastern University Klein, William J., MS Koszalka, Michael E., MBA Laguaite, Allen A., MBA University of LaVerne Golden Gate University LaRue, Nori, MSA University of New Orleans Klein, William M., MA Kovitz, Robert P., MPA Central Michigan University Laguzza, Anne L., MAOM Missouri State University University of Southern Lash, Charles P., MBA Antioch University Kleinfelter, John, MBA/MA California University of Southern Lahargoue, Esther M., JD California Webster University Kowalchuk, Edward, MBA Southwestern University Pepperdine University Lashbrook, Velma J., PhD Klense, Steve M., MPH Laird-Magee, Tyler, MA University of Oklahoma Koziol, Linda, MBA West Virginia University University of Portland Kliewer, Charles, ME University of Colorado Lastapes, Alice, MBA Lall, Vivek, PhD Oregon State University Kozlowski, Larry, MS University of LaVerne Wichita State University Kline, Christopher, MAEd/ Central Michigan University Lau, Ron, MBA Lally, Toni, MBA University of Southern MBA Kramer, Robert M., PhD City University University of Phoenix University of Utah California Lamarca, Carmine P., MS Kloster, Paul E., MBA Kramer, Timothy T., MBA Lauffer, Andre M., JD Stevens Institute of University of Phoenix University of St. Thomas New York University Technology Kludt, Keith A., MBA Krantz, Jeffrey A., MHAD Lawrence, Doreen S., MA Brigham Young University University of Pittsburgh Wayne State University

A-97 University of Phoenix, 2001-2002

Lawrence, William C., MA Lewis, Mario M., JD Loeber, William G., MBA Luft, Roberto D., MBA University of Maryland University of Southern Ohio State University Xavier University Lay, Mary A., MBA California Lofton, Mellanese S., JD Lui, Jenny, MBA University of Phoenix Lewis, Mary J., DA University of California University of Minnesota Lee, Angel M., MA New York University Logue, Karen A., MBA Lum, Timothy, MBA University of California, Lewis, Mary P., MBA California State Polytechnic San Jose State University Los Angeles San Jose State University University Luna, Alex, MA Lee, Jason M., MA Lewison, Richard, JD Lohse, Terry A., MBA University of Redlands Hawaii Pacific University University of Puget Sound Golden Gate University Luna, Debra H., MACY Lee, Jeffey G., MBA Lezak, Frederick T., MBA Lomeli, Susan E., DPA University of Texas, George Washington St. Mary’s College University of LaVerne El Paso University Li, Mark, MS Long, Roger A., JD Lundberg, Phillip, MSHA Lee, Kathleen R., MA University of Missouri University of Tulsa Arizona State University University of Redlands Libhart, David L., MA Long, Sharon L., MBA Lundhagen, Edwin, MBA Lee, Ralph G., MBA University of California, San Diego State University University of Southern University of South Carolina Los Angles Long, Thomas R., EdD California Lee, Vernon, MACY Lightner, Robert E., MBA Case Western Reserve Lunsford, Jeanne L., JD San Diego State University Pepperdine University University Oklahoma City University Legarreta, Bernadette, MBA Lim, Franklin, MACY Longmeyer, Judith, MBA Luther, Mark F., MBA New Mexico State Case Western Reserve Northwestern University University of Colorado University University Longworth, Phillip G., MBA Luttrell, Ernest L., MS Lei, Jiangoing, MBA Lim, Joaquin A., MA University of North Eastern Michigan University of Pennsylvania Claremont Graduate School Carolina University Leidlein, Mark M., MBA Lindsay II, Thomas C., MBA Loomis, Joseph M., JD Lyijynen, Fred A., MSIE Michigan State University Aquinas College Golden Gate University Arizona State University Lenell, Meredith, JD Lindvall, John M., PhD Loper, Farrest G., ME Lyman, Shari, MS Golden Gate University Claremont Graduate School University of South Florida University of Utah Lenhart, Harold F., MBA Link, William H., JD Lorbeer, Scott H., MS Lytle, Preston O., MS University of Colorado John Marshall Law School Montana State University National-Louis University Lenn, Peter D., PhD Lipton, Gregory S., PhD Lorenz, Donna M., MBA MacArthur, Alfred, MPA/MA, Northwestern University University of Michigan University of Hawaii, University of Oklahoma/ Leonard, Henry S., MBA Lithgow, Paul A., MS Manoa Central Michigan University Chaminade University Wright State University Loring, Margaret A., MA MacGran, Ellen, MA/EMBA Leonhardt, David, MPA/MS Little, Jack E., MS New Mexico State Pepperdine University/ Troy State University/ United States Air Force University Claremont Graduate School Air Force Institute of Institute of Technology Lorton, Gregory, MBA Machos, Thomas F., MA Technology Little, Rachelle, JD California State University Pepperdine University Leonik, Robert G., MA/MS Widener University Lotfizadeh, Abdol H., MA Mack, Renee V., MBA Michigan State University Littlejohn, Michael, MAOM University of California, University of North Texas Lepkoske, Andrew J., MBA University of Phoenix Davis Mack, Thomas L., MAOM University of North Florida Livermore, Kellen E., MA Loughnane, Lawrence, DA University of Phoenix Lerma, Paul V., MBA University of New Mexico University of Limerick Macksoud, Joseph M., MSA National University Livingston, Nancy A., MBA Love, George W., MAOM Central Michigan University Lettieri, Robert A., MBA University of Phoenix University of Phoenix MacLellan, Kathryn M., MS Arizona State University Lizut, Roger, MS/MSEA Love, Paul, JD University of Central Levine, Barry, MBA University of Southern Pepperdine University Florida University of Connecticut California/Southern Lowry, Raymond O., MBA Madden, Janet M., MAOM Levy, Avner M., MS Methodist University University of Southern University of Phoenix Stanford University Lobell, Leona M., PhD California Madigan, Kenneth F., MBA Lewis, Chad T., MBA/MEd New York University Lublinsky, Rudolf N., PhD University of Detroit Western Washington Locklear, Jody C., MS Leningrad Institute of Magbee, Byron, JD University/University of University of Washington Electrical Technology Louisiana State University Puget Sound Loe, Robert B., MBA Lucinski, Laurie T., MBA Mahdavian, Bahram (Ben), Lewis, Joe A., MAEd Seattle University University of Arizona DPA, University of LaVerne University of San Francisco

A-98 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Mahini, Shahin (Sean), MBA Mann, Gene E., PhD Martin, Lorelei G., MBA Mayer, William E., JD California State University, Indiana University Marylhurst College California Western School of Hayward Mannis, Kent L., JD Martin, Marion M., MBA Law Mahmood, S. Tariq, PhD University of California, University of new Orleans Maynard, Tamara L., MAOM University of Southern Davis Martin, Paula E., MPA University of Phoenix California Manzanares, Dennis, JD University of Texas, Mazumder, Quamrul, PhD Mahoney, J. Patrick, PhD Georgetown University El Paso University of Tulsa Pepperdine University Maranto, Tony C., MBA Martin, Paula E., MPA Mazur, Gale R., MA Mahoney, Kathleen, MBA Centenary College University of Texas. George Washington University of Phoenix Marantz, Steven J., MBA El Paso University Maiocco, Val A., JD Western New England Martindale, John, MAOM McAFee, Sarah, MBA Western State University College Azusa Pacific University Golden Gate University Majumdar, Aniket, PhD Marcina, George L., MBA Marx, Corey A., MBA McAuliffe, Martin G., JD Clemson University California State University, Claremont Graduate School Suffolk University Mak, Danny, MBA Los Angeles Massey, Antoinette N., ME McBride, Nathan L., MBA San Francisco State Marcum, Richard W., MIM Howard University Utah State University University American Graduate School Mastrani, John F., MAOM McChesney, C. (Mac), MBA Makidon, David M., MBA of International University of Phoenix Suffolk University Management Saginaw Valley State Matcovsky, Mitchell, MS McClain, Bill R., MBA University Marek, Anthony, MA San Francisco State University of Pittsburgh Makofske, James P., MBA Kellogg University University McClain, Karen M., MBA Chapman University Mariam, Yohannes K., PhD Mather, Charles, MA University of Southern Maldonaldo-Martinez, McGill University Webster University California Graziano, MBA Markland, Kathryn A., MBA Mathern, Gary, MEd McClelland, Charles, MSA Bloomburg State University New Hampshire College Nichols State University California State University, Maleki, Hamid, MS Markley, Donna E., PhD Matheson, Robert (Mark), Long Beach University of Geneva Portland State University MBA, Harvard University McClelland, Robert, MEd Malgeri, Joseph J., MS Marlo, Susan A., MS Mathews, John T., MS Louisiana State University Walsh College Woodbury University University of Utah McCloskey, James E., MBA Malm, James R., MPA Marois, Henry L., MBA Mathews, Lawrence, PhD Temple University Pennsylvania State Western New England Wayne State University McClure, Maureen, MBA University College Mathieu, Andre E., MA Nova Southeastern Malpass, John, MBA/MS/MA/ Maroon, Jerry W., MBA/MS University of California,k University MS Golden Gate University/ Berkeley McCollom, John R., MPA Pepperdine University/ University of Tennessee Mathis, Brodie R., MBA Northern Illinois University Indiana University/Central Marquard, Maribeth, MBA Bernard Baruch College McComb, Sharon K., MA Michigan University/ Creighton University Matney, John W., MA Old Dominion University West Coast University Marquis, John R., MBA St. Mary’s College McCulloch, Joseph R., MBA Manchester, Mariner, PhD University of Southern Matthews, Edward, MBA University of Phoenix University of Idaho California Rutgers University McCullough, R. Patrick, JD Mandy, Gina A., MIM Marrin, Deidre A., MS Western State University California State University, Matthews, Richard L., MA, University of Colorado Central Michigan University McDonald, Marian S., MBA Sacramento Marriner, Harriet, MA Maurer-Schwartz, Sharon, MA, National University Manes, Margaret G., JD San Diego State University Northwestern University McDonell, Thomas J., MBA University of the Pacific Martin, Douglas U., MBA Maxfield, R. Jeffery, MPA University of Washington Manfredi, Marilyn J., MBA Golden Gate University Golden Gate University Brigham Young University DcDougall, Susan, MS Martin, Fred, PhD University of Washington Mangos, Jan E., MS Maxwell, Jean A., MA University of Sarasota University of Texas, El Paso McEuen, Michael J., MS Roosevelt University Martin, James L., MS Mayer, Jack B., MBA United States Air Force Maniaci, Philip, MBA Troy State University Nova Southeastern Institution of Technology Dowling College Martin, Janet L., MA University McFarlane, Kevin J., DBA Manktelow, M. Loretta, MBA/ University of Calgary Nova Southeastern MS Mayer, Steven P., MAOM Martin, Jerry, MBA University of Phoenix University University of Miami Texas A & M University

A-99 University of Phoenix, 2001-2002

McGill, Myra D., MPA McLeod, Hubert, MAOM Mevik, Andrea R., MBA Millings-Titus, Dawn, MBA California State University, University of Phoenix Loyola-Marymount St. Thomas University Hayward McLeod, Vivian Y., MS University Milliron, Maureen M., JD McGowan, David B., MBA Villanova University Meyer, Francis, MBA Detroit College of Law University of Washington McMahon, Robert C., MSA University of Pittsburgh Milton, Renata L., MS McGrath, Angela A., MA Central Michigan University Meyer, James E., MS Walsh College University of California, McMillan, John R., MPA University of Arizona Milward, Richard S., MS Santa Barbara University of Southern Meyer, Jean A., MBA University of California, McGrath, Charles W., MBA California Louisiana State University Davis Northwestern University McMillan, Michael, MBA Meyer, Richard A., MAOM Miraglia, John J., MS McGrath, Michael S., MBA Stanford University University of Phoenix Eastern College National University McMinn, Virginia A., MS Meyer-Lahargoue, Esther, JD Mirshafiee, Nasrolah (Benny), McGuckian, Dennis, MBA Loyola University Southwestern University MBA, Claremont Graduate Dartmouth College McNatt, Michael R., MBA School of Law School McGuinness, William, MBA/ Letourneau University Middleton, Charles G., MPA Mirza, Rocky M., PhD MDiv McNutt, Grady G., MS George Mason University Simon Fraser University Harvard University/ Golden Gate University Mike, Cynthia M., MAOM Miser, Sr., James L., MS/MS Fuller Theological Seminary McPhaill, Kevin J., MBA University of Phoenix Northwestern University/ McHatton, James, MABA California State University, Mikhail, Wagih E., MBA Purdue University Central Michigan University Fresno California State University, Mitchell, Bruce L., MBA McHatton, Rebecca, MA/MS Medina, Pete A., MA San Bernardino University of Memphis Central Michigan New Mexico State Miklasz, Ted M., MBA Mitchell, Judith L., MACY University/Nova University University of Phoenix University of Utah Southeastern University Meirelles, George A., MBA Milby, Gary D., MBA Mitchell, Michael D., MBA McHenry, Bruce A., MBA Santa lara University Bellarmine College Western Michigan Arizona State University Mekkers, Wallace L., MPA Miley, Thomas E., MHRM University McIntire, Lloyd A., MBA Auburn University Webster University Mitchell, Robin R., JD University of Colorado Melby, Carol A., MBA Millard, Alban W., EdD Vanderbilt University McIntosh, David W., MA University of Washington Pepperdine University Mobile, David, MBA Webster University Menald, Benajmin, MBA Miller, Allen, MOB Indiana University McIntosh, Gerald A., MA Barauch College Brigham Young University Moeller, Mark R., MBA/MCS Webster University Mendez, Ann M., MBA Miller, Bruce J., MBA National University/ McIntosh, Robert W., PhS University of Phoenix University of California, West Coast University University of Louisville Mendezona, Matthias G., MS Los Angeles Moffett, James E., MS McIntyre, Ruth W., EdD University of the Miller, Charles L., PhD Florida Institute of Seattle University Philippines Yale University Technology McIntyre, William A., MBA Mendoza, Ray A., MBA Miller, Deborah L., MS Mohlman, Frank T., JD National University University of Houston Chapman University Brigham Young University McKee, Linda A., EMBA Mendro, Leo E., MBA Miller, Dennis F., MBA Mona, Renee, MS University of New Mexico Florida Institute of University of Santa Clara University of Oregon McKenna, Christina, MBA Technology Miller, Gerry M., MBA Monaco, David L., MBA Golden Gate University Mense, Allan T., PhD Portland State University Arizona State University McKenna, Martin J., MS University of Wisconsin Miller, Gregory S., MS Monkman, Edward, MAEd/ Texas A & M University Mercer, Craig W., JD Arizona State University MA Rutgers, University/ McKenzie, Robert R., MAOM University of Denver Miller, Mark B., MBA University of Connecticut University of Phoenix Merchant, Rolnald, MBA University of Phoenix Monson, Marc S., PhD McKeown, Everett L., MS Gonzxoga University Miller, Michael C., MBA Chapman University Mergen. Gerald J., MS Pepperdine University Hawthorne University McKinney, Jeraldine (Jerri), St. Joseph’s University Miller, Robert A., MAOM Montevecchi, Bonnie, MA University of California, MSE, Purdue University Messer, Nancy R., MEd University of Phoenix San Fransisco McKinnon, David (Kim), PhD University of Florida Miller, Thomas R., MPA Moody, Duane L., MA University of Utah Metzner, Craig A., MBA Western Michigan McLaughlin, Barbara, MBA Western Michigan University Webster University University of Southern University Mooney, Timothy S., MBA California George Fox College

A-100 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Moore, Cliff G., JD Morris, Michael W., MS Murphy, Richard, DBA Nathan, Barry J., MA University of Michigan The Naval Postgraduate Nova Southeastern Williamette University Moore, Frederic L., MEd School University Nauta, Paul G., MBA University of Colorado Morritt, Ronald, DBA, Murray, David B., MBA University of Phoenix Moore, James R., MBA Nova Southeastern University of Phoenix Navolt, Lois M., MBA Western International University Murray, Gary, MBA University of Oregon University Mortensen, David A., MBA University of Utah Neal, Russell, PsyD Moore, JoAnn, MPA California State University, Murry, Samuel L., MA California School of California State University, Fresno University of Oregon Professional Psychologyl Northridge Mortenson, David L., MS/MS Murtland, James, MBA/MS/ Neamand, Allan H., MBA Moore, John N., JD Chapman University/ MS, National University/ Eastern College University of Southern College of William and George Washington Neely, Greg, MBA California Mary University Louisiana Technical College Moser, Kent W., MBA Moore, Juanda J., MBA Muscatelli, Patricia, MSE/ Nelson, Christina, MBA Southeastern University University of LaVerne MBA, Queens College/ Cleveland State University Moore, Rick A., MS Mosley, Joan D., MEd Santa Barbara University Nelson, David, MA/MAEd Wayne State University Troy State University Musselman, Paul, MBA California State University, Moore, Sheila J., PhD Mosley, Robert L., MS National University Fullerton/Chapman University of Arizona California State University, Musson, Joanne M., MBA University Moore, Stephen A., MBA Long Beach University of Albany Nelson, Luana M., MBA University of Arizona Mossavar, Farhang, DBA Muttukumaru, Gerald, MBA University of Arizona United States International Moore, William L., MBA University of Baltimore Nelson, Robert J., EdD University University of Southern Mwaura, Irene, MBA University of Tulsa Moulinet, Judy, MA California Emporia State University Nevers, Ann H., JD, RN Moorhead, Richard, MA/MBA Antioch University Myer, Gordon L., PhD University of Utah Webster University Moulton, David, MA University of Missouri Newman, Charlotte B., MA York University Moorman, Evelyn, MA Myers, Betty H., MS Webster University Moure, Brian C., MBA John F. Kennedy University Johns Hopkins University Newman, Jon E., MBA Emory University Mora, Robin R., MBA Myers, Gillian, MAM/HROB University of LaVerne Muck, Paul M., MA University of Southern Marymount University Neyland, Pamela D., MBA California University of Rochester Myers, Howard A., MBA Golden Gate University Morales, Pedro, MBA Mueller, Jeffrey R., MPA University of Santa Clara Ngammekchai, Surasak, MBA/ Golden Gate University New Mexico State Myers, Philip R., MS MIBA University Mulhall, Melanie I., MA Washington State University University of Colorado University of Illinois Morgan, Cheryl, PhD Nacozy, Frank, MA American Graduate School University of San Francisco Mullane, Michelle, PsyD University of California, of International Morgan, Hal D., MBA United States International Los Angeles Management University University of Phoenix Nagle, Barbara C., MAOM Ngo, Christine L., MBA/MhSC Morgan, James P., MBA Mullican, C. Denver, MBA/ University of Phoenix University of Florida MP/MPA New Hampshire College Nagle, Dennis J., MA Nials, Roy L., MBA Morgan, Sydney H., MBA Florida Institute of Wayne State University New Mexico Highlands Technology/University of Harvard University Nahal, Satnam S., MBA University New Orleans/Harvard Morgan, Terry, MBA/MS University of California, Nicholls, Bonita E., MBA University Pepperdine University/ Berkeley Nova Southeastern Golden Gate University Mundt, Michael, MA/MS University Pepperdine University/ Nance, Delores, MHE/MTX, Morin, Tim A., MBA University of Mississippi/ Nicolatus, Stephen J., MS Wyoming State University City University Arizona State University University of Arizona Murkey, Leonard, MS Morley, Craig A., MBA Nandy, Subhashis,PhD Nierman, Ross, MAEd/MBA New York State University Brigham Young University Pennsylvania State University of Northern Murphy, Catherine, MBA University Colorado/Nova University Morley, Richard A., MBA University of Phoenix University of California Nash, Kevin R., MA Nieves, Robert, MBA Murphy, Michael F., MA Moroney, James E., MBA University of Kentucky City University Washington University Southern Illinois University Nashner, Richard, MBA Niknafs, Andy A., MS California State University, Morris, Benjamin A., MBA University of Virginia Los Angeles Wayne State University

A-101 University of Phoenix, 2001-2002

Nilipour, Amir C., EdD Ogden, Carl H., MBA Overa, Thomas L., MBA Papaj, Jean M., MBA Pepperdine University Golden Gate University The Citadel State University of New Nilkar, Sripathi, MS Ogle, Jon E., MS Owen, Michael A., MBA York, Buffalo Ohio State University University of Central Hawaii Pacific College Papinchock, Joanne, PhD Nilsen, Eric J., MBA Florida Owen, Richard M., MBA University of South Florida Dowling College Ohlinger, Tracy J., MBA University of Central Papion, Gervy G., MBA Ninowski, Jeffrey S., MBA University of Phoenix Florida Tulane University Webster University Ohlmeyer, Jennifer I., MBA Owen, Thomas E., MBA Papke, Edgar H., MLA Nixon, George, EdD Golden Gate University University of Western Regis University George Washington O’Hollaren,Janet G., MPA Ontario Park, Kyong M., MS University Portland State University Owens, Brandon A., MABA Southern Illinolis Noah, Marilyn H., MBA Okinaga, Mia S., MBA Webster University University, Edwardsville San Francisco State University of Pennsylvania Owens, David W., MBA Park, Sue K., MBA University Oldroyd, Bradley A., MBA Webster University University of Texas, Austin Norcross, David C., MS University of Utah Owens, Kay D., MBA Parker, Joseph B., MBA University of Wyoming Oliver, Angela J., MBA University of California, University of Virginia Nordin, John (Ted) MBA University of Toledo Irvine Parkin, Brad C., MS Stanford University Oliver, Bonnie, MBA/MA Owens, Larry T., MBA University of Tennessee Norman, Douglas F., MPA University of North Regis University Parks, Ricardo L., MHRM Brigham Young University Florida/ University of Oyster, Eric, PhD University of Oklahoma Normandin, Luc R., MBA Central Florida University of Washington Parnll, Charlesw E., MSIR Portland State University Oliver, Denise, MAM/HROB Pacella, Phyllis, PhD Loyola University of Norris, Cathy J., MSW George Washington Walden University Chicago University of Nebraska University Pacheco, Jerry, MBA/MA Parsons, Duane C., ME Novak, Jr., Edward, MBA Olsen, Eric C., MS/MS University of New Mexico Virginia Polytechnic Oregon State University Kansas State University/ Padello, Melvin J., MBA Institute November, Raymond R., JD University of Arizona Pepperdine University Partipilo, Anthony J., JD Case Western Reserve Olsen, Scott L., JD Paden, Joseph B., MBA University of California University Southwestern University, Western International Pascaloff, John H., MBA School of Law Nowell, Linda, JD University Golden Gate University University of San Fernando Olson, Steve D., MS Page, Alan R., MBA Pascarelli, Richard, MBA Valley The Naval Postgraduate University of Oklahoma San Francisco State School Nuccio, Eugene J., PhD Pahl, Danette R., JD University University of Chicago Onders, Randal, MS University of Wisconsin Pascaretti, Carmen J., EdD The Naval Postgraduate Nykiel, Thomas C., MBA Paine, Herb, MA University of Michigan University of Illinois School John Hopkins University Pate, Glenn L., MACY Oates, Lynn F., MS/MS A O’Neil, Mary A., MAOM Palin, Elaine F., MS University of Kentucky University of Phoenix Golden Gate University/ Pepperdine University Paterson, Soly, MBA O’Neill, Shaun E. F., MBA University of Arkansas Palley, Paul, MS San Jose State University Roosevelt University Obrien-Rose, Michele, MBA University of Illinois Patille, Louis A., DA Orlando, Timothy G., PhD University of Colorado Palmer, Emanuel S., PhD HD Pennsylvania State Ocampo, Gilbert T., MBA Wayne State University University of De San Jose University Golden Gate University Ornstein, Richard, MACY Palmerine, Anne C., MBA Pastrick, Mary C., PhD University of Arizona Ochoa, Lisa A., MBA University of Pittsburgh University of Wisconsin O’Rourke, Patrick P., MS Wayne State University Pallmitier, Sharon, MBA Patterson, Sharon A., MSA University of London Ockinga, Ladonna K., JD Grand Valley State Central Michigan University University of Nebraska Orr, Leslie L., MA University Paul, Stephen M., MBA Oderinde, Helen R., MS Purdue University Palmo, Pamela D., MS/MS Golden Gate University Augusta State University Orze, Kenneth, MS Troy State University/ Pava, David L., MBA Purdue University Odonkor, Joel, PhD HD University of Pittsburgh St. Mary’s College The Fielding Institute O’Sullivan, Donald R., MS Panboon, Daniel , MBA Pawar, Anil, PhD University of Colorado O’Donnell, Raymond., MBA Monterey Institute of University of Frankfurt University of Phoenix Outler, Eugene, MCis International Studies Payne, Daniel H., JD Webster University Saint John’s University

A-102 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Peacock, Brooks J., MA Petty, Jean C., MS Polis, Michael G., JD Pretulak, Ronald T., MBA Brigham Young University University of San Francisco University of the Pacific Central Michigan University Peak, John C., MBA Petty, Ronald E., MBA Polite, Jerome, MBA Price, Albert C., MPA Southern Illinois University Oklahoma City University California State University Golden Gate University Pearson, Gloria D., MBA Phalen, Lisa J., MAOM Polizzi, Paula D., MBA Price, Marcia L., JD DePaul University University of Phoenix University of California, San Joaquin College of Law Pearson, Peary A., MS A Pham, Vinh Q., MBA Los Angeles Prins, Victoria L., MPA Central Michigan University University of California, Pollock, Robert G., MSea Arizona State University Pease, Burke M., MAOM Irvine Stanford University Pryor, Gary P., MBA University of Phoenix Phan, Don T., MBA Polyack, Jolene R., MBA University of Chicago Peaslee, Robert, MBA/MA University of Pennsylvania Loyola University Pryor, Kristin J., MA University of New Mexico Pharis, Frank M., MBA Pomerantz, Steven D. EdD University of Nevada, Peck, Jeffrey W., MBA Southern Nazarene University of San Francisco Las Vegas University of Phoenix University Pomeroy, Steven H., MS Ptaszynski, Daniel, MSCS Pedot, Bob H., MA Phillips, Doug P., MBA Arizona State University Georgia Institute of Boston University University of Minnesota Popadak, Geraldine, PhD Technology Peet, Edward R., MBA Phillips, James L., MA The Union Institute Puente, Daniel A., MA Rochester Institute of Wayne State University Porch, Thad E., MACY California State University, Technology Piccillo, Sandra K., MBA University of New Mexico Long Beach Pelkey, William L., PhD University of Redlands Porter, Bruce W., MPA Purpura, June M., MBA University of Northern Pickett, Lawrence M., MA University of Arizona Boston University Colorado California State University, Porter, Jay K., MS Putney, Richard L., MS Penn, Robert M., JD Bakersfield Brigham Young University Michigan State University University of West Los Picou, Margo F., MA Porter, Pamela H., MA Pyszkowski, Lileen, MBA Angeles San Diego State University Central Michigan University New Mexico State University Penton, Antoinette M., JD Pike, Marilyn K., MBA Porter, Jr., Wes, MAM Santa Clara University University of Phoenix Pennsylvania State Queensberry, Gary, MBA Perilli, Dawn G., MBA Pindroh, Robert A., MBA/MA University University of South Florida Santa Clara University University of LaVerne/ Post, Dianne L., JD Quesnel, John H., MS Perkins, James H., MS California State University, University of Wisconsin Indiana Wesleyan Irvine University University of Denver Post, Jennifer M., MS Perkins, Peter C., MS Pinkava, Charles L., MBA Chapman University Quinlin, Daniel J., MBA University of Denver Wharton University Potrop, Martin H., MSW University of Notre Dame Peters, Donna, MA Piscitello, Victor J., MBA Yeshiva University Quinn, Andrew W., MBA University of Phoenix California State University, Antioch University Powell, Caleb, MA Long Beach Peters, Jennifer L., MBA Pisias, Michael N., MBA Webster University Golden Gate University Quinn, Deborah A., MS National University Powell, James, E., MBA Peters, Patricia L., MA Plotkin, Randall L., MBA Jacksonville University Indiana State University University of Connecticut Pepperdine University Powers, Nita M., MS Quinn, Timothy J., MA Central Michigan University Petersen, Victor J., MBA Plumer, Dan L., MS University of British Golden Gate University University of Bridgeport Columbia Quirin, Jill E., PhD Northern Illinolis University Peterson, Andrew J., PhD Pluzdrak, Nancy L, MBA Powl, Theodore G., MBA University of Pittsburgh Pepperdine University Golden Gate University Quon, Glen, MS Peterson, Richard E., MBA Poche, Rene, MPA Prather, Dirk C., PhD California State University, Los Angeles Embry-Riddle Aeronautical Troy State University Arizona State University Rahal, Dame B., MA University Poddar, Smita, MIM Preslesnik, John W., PhD Florida State University Peterson, Steven K., MBA American Graduate School Michigan State University of International Raider, Steven W., MS Utah State University Prescott, Charles, MS Pettibon, Mary Ann, EMBA Management Troy State University University of Northern Colorado University of Pittsburgh Pogue, Laura, MBA Preston, Barry, JD University of Michigan Rainey, Lola C., JD, LLM Pettit, Mark, MBA Western State University Polen, Ellen H., MAOM University of Arizona University of Phoenix Prettyman, Elizabeth, MBA University of Phoenix Raissian, Mehrnaz K., MBA Petty, Jean C., MS University of Phoenix University of San Francisco Polino, Mark D., MBA National University Rollins College

A-103 University of Phoenix, 2001-2002

Raltz, Gene A., MBA Reimer, Donald M., MA Richardson, Lowell C., MAOM Robinson, Sr., Stephan, MBA Michigan State University University of Detroit University of Phoenix Averett College Rampley, Shana A., MBA Reitmeyer, Mark, MS Richardson, Willie D., MSA Robley, Joan B., MA University of New Mexico West Virginia University Central Michigan University University of Phoenix Randall, James L., MBA Remai, Brent, MBA Richins, Suzanne M., PhD Rocha, Roger R., MBA Queen’s University University of West Ontario, Utah State University Golden Gate University Randolph, Tony D., MSA Canada Rickards, Florence R., MBA Rodriguez, Luis F., MBA Central Michigan University Remer, Laurie, MA Simon Fraser University St. Louis University Rands, Leroy William, MBA, George Washington Reick, Donald R., MBA Rogers, Thomas G., PhD Brigham Young University University Bradley University Graduate Theological Union Rankin, William B., MS Rendulic, Paul A., EdD Riemersma, Carla G., PhD Rojewski, Gerald G., MBA Embry-Riddle Aeronautical Florida International University of San Jose University of Phoenix University University Riese, Jean W., MBA Roman, Jaime R., JD Rannefeld, David N., MBA Renero, Gabriel, MBA Florida Atlantic University University of California Michigan State University Georgia State University Riggi, Ronald J., MS Romans, Russ, MBA Rasmussen, Gary D., MBA Renner, Cynthia E., JD/ LLB State University of New Sangamon State University Stanford University Western State College of York, Binghamton Rosche, Anne, M/HR Law Rasmussen, Wayne F., MBA Rintala, Gerald, PhD Golden Gate University Renner, Gary, MA Northwestern University University of Arizona Rose, Earlie O., MPS University of Notre Dame Rassp, Greg I., MBA Rintoul, Graham M., MS Auburn University Renold, Carl, PhD Pepperdine University University of Southern Rose, Margie C., MPA Ratchford, Timothy, MBA University of Southern California Eastern Michigan California Golden Gate University Rittenhouse, A. E., MS University Rensberry, Margaret, MSA Rauluk, Valerie A., MBA University of Pennsylvania Rose, Richard D., EdD Central Michigan University New York University Rivas, Theodore, MAM/HROB University of San Francisco Restani, Jon R., MBA Rausch, Alan J., MA Webster College Rose, Rickey K., MBA Illinois State University National University Rivera, Arthur F., MS University of LaVerne Ray, Nancy E., MBA Retts, Charles R., EdD University of Maryland Rosenberg, Sarah R., JD Nova Southeastern Marylhurst University Roane, Michael L., MBA Lewis and Clark College University Raymond, Richard, MBA Duke University Rosengren, Kimberly, MBA/ Rex, Michael C., MA Harvard University Robb, Mark L., MBA TM Ball State University Reams, Lester C., DPA University of Phoenix University of Phoenix University of LaVerne Reyes, Rosa A., MACY Robbins, Roy W., MBA Rosoff, Gary, JD/PhD University of Wisconson Rechinitz, Deborah, MBA University of Phoenix Pace University/ Reynolds, Richard B., DBA Case Western Reserve Roberts, Daniel M., JD Columbia University United States International University University of Houston Ross, Kay E., MBA University Recine, Vincent F., MBA Roberts, Frank A., MBA University of Washington University of Phoenix Rhoe, Reginald M., MM Tulane University Ross, Richard E., MBA Northwestern University Reed, Deforest, MBA Roberts, Franklin D., MA University of Alaska Rhyne, Charlene E., DPA University of Nebraska Oklahoma State University Rossell, Fred, MS Portland State University Reed, James K., MBA Roberts, Misha R., MCSE California University of Rice, Benjamin Z., JD University of Colorado University of Kentucky Pennsylvania Loyola University Reed, Keith, MBA Roberts, Richard A., MS Rotelli, Cecilia M., MAOM National University Rice, Bryan, E., MIM University of Wisconsin University of Phoenix American Graduate School Reehl, James R., JD Roberts, Rosario, MHROD Rothchild, Howard L., MA of International University of Pittsburgh University of San Francisco University of Pittsburgh Management Reeves, Barbara A., MBA Robinson, Edward W., MA Rotunno, Phyllis, MS Richards, Neil B., MBA University of North Florida Eastern Michigan University of Southern St. Francis College University Rouadi, Ted M., MBA California Robinson, Gary D., PhD Reichert, Stanford E., JD Case Western Reserve St. Bernardine of Siena Richards, Suzanne, MPH Columbia University University College Reid, Steven W., EdD Robinson, Jill L., MBA Rouse, Edrin W., MS Richards, Tom M., MBA Eastern Michigan Texas A & M University National University California State University, San Bernardino University

A-104 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Rouse, Roger W., MBA Saimre, Karl E., MBA/MIM Sarnowski, David J., MBA Schottle, Robert A., MS University of California, University of Hawaii/ University of St. Thomas University of Southern Irvine American Graduate School Satnick, Robert L., MBA California Rouse, Ruby A., PhD of International Pepperdine University Schiramm, Robert V., MBA University of Connecticut Management Saunders, Vivian, MPA University of Dayton Roussas, Steve, MS Salazar, Carlos A., MBA California State University, Schriver, Judy M., MBA Arizona State Univerity California Lutheran Hayward University of Phoenix University Rowling, Sheryl L., MBA Savliwala, Mustafa N., MBA Schroeder, Paul G., MS San Diego State University Salazar, Mark C., MBA University of Pennsylvania California State University, Rubin, Jonathan R., MBA University of Phoenix Sawka, Gary M., MBA Northridge Florida Atlantic University Salina, John E., MBA Harvard University Schroeder, Ronald H., PhD University of Phoenix Rudowski, Scott, MHRM Sayles, Shirley A., MS Louisiana State University Chapman University Salinas, Alberto B., MBA California State University, Schroeder, Terry A., MSA Harvard University Ruegge, Wayne A., MTX Los Angeles Central Michigan University University of Denver Salinger, Tony W., MBA Scales, Pamela C., MBA Schueler, Kurt N., MBA Ruelas, Patricia J., MA Colorado State University University of Detroit University of Phoenix University of Phoenix Salokas, Michael G., MSA Scanlin, Thomas E., MBA Schuester, Rodger L., MBA Southern Connecticut State Ruff, James J., MAOM University of Northern University of Phoenix University University of Phoenix Colorado Schultz, John H., MBA Salsman, Monte L., MBA Rulon, Thomas A., JD Scarbrough, Ernest, DBA Arizona State University Northwestern University Marylhurst College Nova Southeastern Schultz, Michael D., MS Rumley, Joseph D., MBA Salvagno, John F., MS University University of Southern California State University, Pepperdine University Scascitelli, Joseph R., MEd California Domingues Hills University of New Rush, Norman E., MACY Schumaker, Clarence, PhD Saman, Amir D., MS Hampshire University of Utah Catholic University of Brunel University Schaller, Robert C., PhD America Rusher, Melvin T., MSA Central Michigan University Samaniego, Ricardo, MA/MA/ University of Denver Schwab, Leslie S., MPA MA, New Mexico State Rusoff, Robert H, MA Scharff, Nathan H., MBA Long Island University University/University of University of San Diego Ohio State University Schwanke, David, MACY Notre Dame/University of Schaugaard, Gary L., MBA Utah State University Russell, Beverly A., MBA/MS Texas, El Paso St. Mary’s College Swartz, Douglas A, MBA West Virginia University Samson, Dennis, MBA/TM Schifano, Joseph V., MBA University of Chicago Rutel, Stephen M., MBA University of Phoenix San Jose State University College of William and Schwartz, Marc A., MBA Sanchez, Raul M., MBA Mary Ruth, Paul C., MA Webster University Ipade-Mexico Schildhouse, Rex A., MBA University of Nevada Schwartz, Stephen, MBA Sandberg, Wayne E., MPA Marymount University Arizona State University Ryan, Claudine M., MBA California State Uiversity Schlaack, John E., MSA Schwebel, Jr., Edward G., MBA, University of California, Sandell, Paul G., MBA Los Angeles Central Michigan University University of Phoenix University of Phoenix Ryan, Thomas E., MBA Schlemmer, Ann O., MBA Schwendiman, Ronald, MBA, Sandoval, Fredrick R., MPA Case Western Reserve Indiana University Brigham Young University Northern Arizona University Ryman, Rene S., MA/MBA University Scivally, Franklin R., MA Schlossinger, Lewis, MBA Central Michigan Universtiy University of Denver/ Sanguinetti, Sonja, MA Lake Forest Graduate University of Iowa Scott, Hanson L., MBA University of British School of Management Schmude, Judith G., PhD Auburn University Columbia Marquette University Sabot, David A., JD Scott, Steven L., MBA Santiz, Marcel A., MS Schneider, Cheryl A., MS California Western School of Walsh College Webster University Law Amber University Saouli, Mohamad A., MBA Scott, Timothy L., MBA Sachinvala, Villi N.,MBA Schneider, Jeffrey, DC Webster University University of Redlands University of Phoenix Los Angeles College of Scrandell, Aklemia, MACY Sargent, Andrew H., JD Chiropractic Saenz, Babette, MPA University of North Florida John F. Kennedy University Schock, Bruce R., MA University of New Mexico Schribner, Cynthia, MBA Sargent, Dennis J., MS Pennsylvania State Saha, Babita, PhD Oregon State University University of Phoenix University of Alabama University Sarkany, Lynn M., MBA Seaman, Mark, MA Towson State University Claremont Graduate School

A-105 University of Phoenix, 2001-2002

Searcy, Linda, EdD, RN Sharpe, James, MBA Shumaker, Barbara A., MA Slentz, Harvey, JD United States International Pepperdine University California State University, University of Louisville University Shaw, Kimberly, MACY/MIM Bakersfield Slesinger, Jonathan A., PhD Sears, David L., MBA University of Texas, Shuman, Janilyn G., MSW University of Michigan University of Phoenix El Paso/American Graduate Arizona State University Sloan, Enid (Dee) S., MS Seaton, Richard L., MBA School of International Siddell, Ronald, MA Chapman University Management University of Detroit City University Sloniker, William E., MS Seaver, Cecelia, MBA Shaw, W. Frederick, DRPh Sienkiewicz, Paul, MS/MA University of Wisconsin University of California, Syracuse University Loyola University/ Small, Leslie W., DA Sebhatu, Tekle B., PhD Berkeley Northern Illinois University Indiana University Walden University Shea, Michael L., JD Siggard, Royce E., MBA Smith, Andrew M., MBA University of Denver Sedin, David L., MBA Brigham Young University California State University, California State University, Sheaffer, Timothy A., JD Silver, Steven R., MA Dominguez Hills University of the Pacific Sacramento Kansas State University Smith, Angela R., MBA Seegmiller, Brent, MACY McGeorge School of Law Simington, Marie, MA/MBA Wayne State University Weber State University Shealor, David D., MBA Arizona State University/ Smith, Brent, MBA Pepperdine University Seeley, David P., MBPA University of Phoenix Brigham Young University Sheets, Randall K., PhD Webster University Simmons, Linda, MAOM/ Smith, Britt, MTX Colorado State University Seemiller, Corey R., M CEd MBA Golden Gate University Sheikh, Shahid A., MBA University of Phoenix Northern Arizona Smith, Daniel T., MBA University California Lutheran Simms, Darold C., EdD University of Phoenix University Segall, Stewart R., MBA Northern Arizona Smith, Donnie L., MBA Shell, William E., MPA University Case Western Reserve Pepperdine University University Wayne State University Simon, Marilyn K., PhD Smith, Evelyn J., MIM Shepherd, James C., MBA Walden University Selby, Sally A., MBA American Graduate School California State University, Florida Institute of Simpson, David M., MBA of International Technology Bakersfield Westminster College Management Sheridan, Kevin J., MBA Serra, Sarah M., MA Sims, Richard G., MA Smith, Frank A., MBA University of Southern Central Michigan University University of Dayton University of California, Serva, Jr., Frank J., MBA California Sims, Rodman A., MS Berkeley University of New Haven Sherman, Don, MA Purdue University Smith, Gregory R., MSA Sessions, John R., MBA Sims, Roger L., MBA Central Michigan University Sherman, Kenneth, MBA/MS University of Pittsburgh University of Washington Smith, James G., MBA Iona College/Long Island Sevin, Virginia R., MBA Simson, Marilyn L., MA California State University, Robert Morris College University Webster University Bakersfield Seyoum, Wubeshet, PhD Sherman, Robert G., PhD Sinks, Craig M., MAM Smith, James O., MBA Arizona State University Northern Illinois University University of North Dakota University of Illinois Sherrill, Marcus L., MS Shaffer, Craig B., JD Sisneros, Patrick D., MBA Smith, Jeanmarie, MAM U. S. Air Force Institute of Tulane University University of Pennsylvania Webster University Technology Shah, Neil P., MBA Sittner, George A., MBA Smith, Kevin P., MHRM California State University, Shin, Sung-Ho, EdD Golden Gate University University of San Francisco Vanderbilt University Long Beach Siville, Randal D., JD Smith, Key B., MAOM Shingledecker, Richard, MBA Shaha, Steve H., MA/MEd National University University of Phoenix Wayne State University Arizona State University Skidmore, John E., MBA Smith, Michael L., JD Shirhall, Edward C., MS Shaharier, Abu T., PhD College of William & Mary Wayne State University University of San Francisco Arizona State University Skinner, Cheryl D., MA Smith, Miles V., MIM Shaheen, Linda M., MS Shoe, Maurice C., MBA University of New Mexico American Graduate School University of Phoenix Madonna University Skolnick, Robert J., MBA of International Short, Roger, MS Shamshoian, Mary A., MA San Diego State University Management University of Michigan University of San Francisco Skrydlak, James S., MBA Smith, Pamela, MBA Shortridge, Richard JD Shannon, Jeanne A., MS Stanford University Texas A & M University University of Tulsa Golden Gate University Slatter, Jeffery P., MBA Smith, Samuel G., MBA Shapley, Joseph F., MBA Shull, Joseph S., MS University of Southern Webster University California State University Pepperdine University California

A-106 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Smith, William J., MBA Spondike, Keith E., MBA Stell, Donald E., MS Stompe, Mary F., MBA Cleveland State University Wayne State University University of Southern Sonoma State University Snedden, James R., MBA Sporer, Gail R., MA California Stone, Gregory L., MBA Golden Gate University University of California, Stempek, Ronald F., MBA University of Phoenix Snyder, Michelle, PhD Santa Barbara Golden Gate University Stout, Charles B., PhD University of New Mexico Sprague, Roland E., ME Stennick, Lisa M., MBA University of Illinois Snyderman, Gary M., PhD Pennsylvania State University of Texas Stow, Fredreric S., JD Temple University University Stephens, Carl C., MA Temple University Sofias, Charles MBA Sprechman, Marilyn, MS/MA, Chicago State University Stradleigh, Norman, MEd Indiana Northern University of Bridgeport/ Stephens, Mona L., MS University of Oklahoma University University of New Haven California State University, Stragalas III, George, MS Sokol, Angie K., MSA Spring, G. Everett, MBA Sacramento University of Denver University of Hawaii Central Michigan University Sterling, Stephen A., MBA Strait, Michael P., JD Solomon, Gary A., MBA Spring, Mark, JD California State University, University of Denver George Washington Hayward National University Strati, Anthony J., MBA Solomon, Michael, MSSM University Stetzer, Edward, MBA University of Notre Dame University of Southern Sridar, Ramamurti, DBA St. Joseph’s University Straub, Thomas J., MBA Nova Southeastern California Stevens, David R., MABA National University University Central Michigan University Sommerstorfer, Horst MS Straughan, Debra P., MS Stack, Debbie L., MA Central Michigan University Stevens, Richard S., MA Strayer University University of Phoenix University of Southern Soranaka, Maureen A., MAOM Straus, David A., JD University of Phoenix Staight, George, MBA California Whittier College California State University, Sorensen, David E., MBA Stevens, Sheila, MPA/MA Strombom, Laura, EMBA Fullerton Golden Gate University/ University of California, Golden Gate University Berkeley Standen, Elizabeth A., MA University of California, Strong, Stephen, MIM Antioch University Berkeley Sosnowski, Michael A., BA American Graduate School Wayne State University Stanfield, Stewart R., MA Stevenson, Demetrius, MBA of International Webster University University of Phoenix Sour, Ben, MAS/MBA Management Stanley, Mary J., MA Stevenson, Jane H., MPA Embry-Riddle Aeronautical Stuller, Joan, MA Biola University Syracuse University University/University of California State University, Utah Stanley, Peter A., MBA Stewart, Carol J., MBA Northridge Southern, Steven C., MBA Loyola University Southern Methodist Suchoff, Daniel, MBA University Indiana University Stansell, Kenneth A., MBA Syracuse University University of LaVerne Stewart, Deborah B., MBA Spatafora, Dominick, MPA Suhr, Jeannette T., MS San Diego State University The American University Starkey, Terry W., MBA Chapman University Brenau University Stewart, Janisse L., MSA Spaulding, Wendy L., MEd Sullivan, Timothy J., MBA Northern Arizona Stauffer, Alfred R., MS Central Michigan University University of Pittsburgh University Columbia University Stewart, Mary B., MPA Summers, Mark C., MBA West Virginia University Speas, Edward C., MBA Stead, Robert A., MBA Arizona State University University of Northern University of Texas Stewart, Steven C., JD Sundock, Beverly M., MS Colorado New England Law School Stearns, Robert S., MBA Wayne State University Spence, Dennis G., MBA National University Stilgenbauer, Richard, MBA, Sunnarborg, Michael T., MS University of Phoenix Stebbins, Elizabeth J., PhD Baldwin-Wallace University Bemidji State University Spence, Robert, MA United States International Still, J.Brantly, MAOM Sussman, David H., MAOM Florida State University University University of Phoenix University of Phoenix Spiegl, Fred, MS Steele, Charles E., JD/PhD Stimpson, Mark P., MPA Suter, James E., MBA University of Southern Duquesne University/ Brigham Young University California State University, California University of Pittsburgh Stimson, Terry D., PhD Hayward Spiess, Susan R., MBA Steele, Gerda G., EdD The Fielding Institute Sutliff, Jacqueline, MBA University of Phoenix Columbia University Stinson, Harold C., MS University of Phoenix Spoelma, Susan G., MBA/MA Steging, Jon A., MBA Troy State University Sutton, Allen, MBA Golden Gate University/ Northern Illinois University Stluka, Patrick J., MBA University of Denver University of Texas, Austin Steimle, Cynthia K., MBA/MS National University Spoerri, Patricia E., MSSM St. Mary’s College/ Stoecker, Susan M., MPH St. Thomas University Illinois Stat University Yale University

A-107 University of Phoenix, 2001-2002

Svehlak, Chris S., MS Terrell, Jeffrey S., MA Tibodeau, Robert, MS/MS Troy, Mary Ann, MA U.S. Air Force Institute of University of California, University of Nebraska/ Central Michigan University Technology Los Angeles University of Southern Truax, Todd J., EMBA Swango, Gregory B., MS A Tesfaye, Solomon S., MBA California University of Iowa Oklahoma State University Catholic University of Tietmeyer, E. Keith, MA Trumbauer, Maria Angela, Sweeney, Sean S., MBA Leuven, Belgium Webster State University MBA St. Joseph’s University Teshome, Melaku, EdD Tietz, Monica L., MA/MBA California State University, Sweeter, Janice M., MS Northern Illinois University Oklahoma City University Fullerton Boston University Tetz-Hall, Teria S., MA Tijerina, Kathryn C., JD Tsai, Albert, MBA Sykes, John W., MS The Fielding Institute Stanford University Pepperdine University Baker University Thayer, Lynette A., MA Timko, John J., MPA Tschaggeny, Stan, MBA Sysak, Kathleen M., MIM Eastern Michigan University of Southern University of Chicago American Graduate School Thiele, Brian G., MBA California Tse, Yam-Chung (Steve) MBA of International Golden Gate University Timpone, Jr., Frank J., MBA University of California Management Thomas, David A., PhD Florida State University Tsung, Philip W.,MBA/ME Tabbytite, Wilford S., MBA University of Southern Tinder, Mark E., MBA Cornell University Oklahoma City University California National University Tubb, Linda S., MS Tabussi, Stehen J., MA Thomas, David Reed, MBA Tirrrell, J. Jack, MEd California State University, University of Southern University of Texas, El Paso University of Arizona Sacramento California Thomas, Judy A., MBA Tjahjadi, Ray, MBA Tucker, Judy M., MS Taft, Shaun M., MSA Regis University California State University, Pepperdine University Central Michigan University Thomas L. C., DBA Fresno Tuiafono, Gasolo G., MBA Taglia, Joseph A., MBA University of Sarasota Tobias, Allan D., JD Hawaii Pacific University Ohio State University Thomas, Roberta L., EdD John F. Kennedy University Tungol, Wilfredo O., JD Takahashi, Melvin, MAEd/ University of Florida Tohtz, James (Eric), JD University of Hawaii MPA Thomas, Tracy L., MBA St. Louis University Turner, Calvin W., MPA Virginia Polytechnic Loyola University Toler, Rhonda K., MA Troy State University Institute/George Thome, Alissa, MBA Cleveland State University Turner, Jeffrey S., MBA Washington University University of LaVerne Toloff, Theodore J., MS University of Tulsa Talbert, Joan, MBA Thompson, Carla J., EdD Walsh College Tusek, Sara S., MEd National University University of Tulsa Toney, Frank, DBA Vanderbilt University Talbott, Jamesena, MPA Thompson, David S., MBA Nova Southeastern Tuszynski, Steve, MS/MBA University of Pittsburgh University of Denver University University of Southern Tapley, Richard G., MA Thompson, Marcia K., JD Topper, Heather M., MBA California University of Arizona George Mason University Arizona State University Twomey, Micheal F., MBA Tarin, Joe E., MPA Thompson, Rick L., MBA Towne, Roberta, MBA National University University of Texas, Bradley University University of Phoenix Ullah, Khan, G., MBA Ex Paso Thomson, Leslie, MSA Towner, Mary Lou, MBA Golden Gate University Tate, Michael E., JD Central Michigan University San Diego State University Ulmer, Steven, MS University of Detroit, Mercy Thorne, Bill R., MBA Trainor, Michael F., MBA University of Illinois Tate-Blake, Carmeta, EdD Oklahoma City University Drexel University Ulrich, Jon W., MA Florida International Trappen, William J., JD California State University, University Thornton, Robert, MABA/ MAM, Claremont Graduate Temple University Northridge Tatz, John P., JD School Treveloni, Richard A., MBA Ulveling, John E., MS University of Iowa Thorp, Arthur, MBA/MBA/ Babson College Troy State University Taylor, Barbara L., MAOM MSSM Trinkle, Susan D., MBA Uman, David B., MBA University of Phoenix City University/ Pepperdine University Baruch College Temple, William A., MBA Golden Gate University/ Trisko Karen S., MA/MBA Usner, Eugene A., MSW National University University of Southern Governors State University/ Louisiana State University Templeton, Melody, MA California Keller Graduate School of Utley, Joel S., JD Villanova University Thull, Fredrick G., MBA Management University of Tulsa Tennis, Joel M. MA University of New Mexico Trodella, Robert A., PhD Uva, Anthony V., MBA Antioch University United States International University of Colorado, Terdal, Tatiana Moroz, MA University Boulder Yale University

A-108 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Vakil, Sushant (Sam) MBA Volmar, Bradley C., MA Walls, Christopher C., MS Watson, Robert L., MBA University of Texas Brigham Young University Johns Hopkins University Indiana University Valentin, Cesar, MBA Volz, James M., MBA Walsh, Damon T., MS Watt, Cecilia A., MBA University of Turabo University of Houston The Naval Postgraduate University of Texas, Vallance, Charles A., MBA Von Phalen-Fedoroff, Gerold, School El Paso Florida Institute of JD, Whittier College Waltensperger, George, PhD Wayne, Jay C., MS Technology Vonachen, Kathleen A., MPA University of Oklahoma University of California, Vampotic, Karyn R., JD Wichita State University Walters, Sally R., MA Los Angeles State University of New Vonfeld, Beverly J., MBA Webster University Wcislo, Paul D., MS York Portland State University Walthall, Harold M., JD Northwest University VanAlstyne, Harold D., JD Voss, Kenneth E., MAEd/MA Texas Tech University Weaver, Charles, MBA Claremont Graduate School Villanova University/ Wambolt, H. Ross, MSA Eastern Michigan VanBuren, George A., MBA University of Rhode Island California State University, University Pepperdine University Vukeles, Paul W., JD Dominguez Hills Weaver, Marcia, MHROD Vance, E. Blaine, MBA Northrop University Wambugu, Joseph H., MBA University of San Francisco University of Phoenix Vyncke, Curtis J., MBA California State University, Weaver, Melvin H., MBA VanValkenburgh M. Matthew, South Illinois University San Bernardino City University MAVM, Embry-Riddle Waddell, Christina, MBA Wandoloski, Matt J., MS Webb, Mark E., MBA Aeronautical University University of Phoenix Long Island University University of Texas, Austin VanZoest, Jan M., PhD Wade, Thomas E., MBA Wang, Yeh, Marie, MA/MA Webb, Thomas L., MBA State University of Utrech University of Phoenix University of Missouri/ University of Redlands Vasilef, Michael W., MBA Wagner, Allan, DBA University of Nebraska Weber, Deanna J., MBA Xavier University United States International Wang, Billy L., MBA Westminster College Vaughn, C. David, MS University California State University, Weber, Henry W., MS Long Beach Southern Polytechnic State Wahlstrom, Melinda S., MA Michigan Technological University Antioch University Ward, Barbara A., MPA University Vaughn, Lewis, MS A Walden, Joseph L., MBA/MS Golden Gate University Weber, Mary, MAOM Walsh College Florida Institute of Ward, III, Sidney J., EdD University of Phoenix Vega, Robert L., MAM/MBA Technology University of Southern Weber, Ronald A., MA California University of Redlands/ Walker, Autherine, MA Webster University Chaminade University University of Arkansas Ware, Robert T., MS Wecksler, Wayne R., PhD Vencel, Keith L., MS Walker, David J., JD Northeastern University University of California, Golden Gate University Detroit College of Law Warner, Allen P., MS Riverside Michigan State University Vernazzaro, Emile L., MS Walker, Jackie S., MBA Weeks, Aubrey, MBA University of Nevada, College of Notre Dame Warnick, Robert W., MPA Webster University Las Vegas University of Utah Walker, Kenneth, PhD Weeks, William G., MS Vesey, Nancy R., MBA University of Colorado Warren, Dennis M., MBA Kettering University Webster University Walker, Robert H., MS Arkansas State University Weier, amela M., MPACCY Vetter, Mark, MBA Northwestern University Warren, James R., MAOM University of Nebraska California State University, University of Phoenix Walker, Sharla M., MAOM Weinberger, Bobbi, MA Northridge University of Phoenix Warren, Morrison E., MBA Webster College Viano, Maureen A., HRO University of Phoenix Walker, Wayne G., JD/PhD Weiner, Kenneth A., MBA University of San Francisco Harvard University/Rand Warren, Stephen L., MBA Oregon State University Vico, Peter L., MBA Graduate School of Policy University of Charleston Weinreich, Philip H., MBA Drexel University Studies Wasson, David B., JD University of Southern Vieira, Joseph G., MBA Wallace, Michael, MBA Pepperdine University California University of Rhode Island Regis University Wasson, Dick D., MBA Weintraub, Myron, MSCis Villemure, Michael J., MBA Wallace, Ralph, MBA Portland State University Drexel Institute of Russell Sage College Michigan State University Waterman, Daniel F., MAOM Technology Vinnedge, Dale A., MBA Waller, Martin R., MBA University of Phoenix Weislo, Dennis G., MA University of Phoenix University of Phoenix Waters, Rhonda F., PhD Wayne State University Vitabile, Tamara L., MBT Wallis, Steven E., MA The Union Institute Weissman, Richard G., MS University of Southern Sonoma State University Watilo, Kirk W., MPA Lesley College California University of Southern California

A-109 University of Phoenix, 2001-2002

Welch, Della M., JD/EdD Wheaton, Glen R., MS Wilbanks, Ronald S., EdD Williams Van Rooij, Shahron G., Western College of Law/ Oklahoma State University Nova Southeastern PhD University of Utah Wheeler, Susan R., MBA University City University Weitzman, Douglas W., JD Columbia University Wilburn, Derrick T., MBA Willis, David, MPA Southwestern University Whipps, James W., MT University of San Francisco Harvard University School of Law Dallas Theological Seminary Wilds, Joseph J., MBA Willner, Arthur, MBA Welch, Della M., EdD/JD Whitacre, Paul M., MBA/MSEE Washington State University Golden Gate University University of Utah/ Xavier University/ Wilf, Charles M., PhD Wilson, Arleathia C., MS Western College of Law The Naval Postgraduate University of Pittsburgh National-Louis University Welch, Dorothy A., MS School Wilfong, Al, MA Wilson, Dennis, MS/MBA Troy State University White, Frank W., MBA Azusa Pacific University University of Arizona Welch, James F., MBA Auburn University Wilkie, Gregory D., MAEd Wilson, Jr., Raymond (Andy), California Lutheran White, Karen E., MBA Boston University MBA, Arizona State University University of Washington Wilkins, Penny A., MAM University Welch, Skot, MM White, Lee J., MBA University of Phoenix Wilson, Roger, JD Aquinas College Northwestern University Wilkinson, Jeffrey W., JD San Joaquin College of Law Weld, Delores L., MAOM White, Richard A., MS University of Utah Winchester, Michael L., JD University of Phoenix Roosevelt University Wilkinson, Peter R., PhD University of Arizona Welsh, Richard, MBA White, Richard P., MBA United State International Wing, Sandra J., MBA Drexel University Arizona State University University University of Phoenix Welsh, Thomas G., MBA White, Robert M., JD/LLM Wilkinson, Winston A., JD Winham, Donna M., MA San Jose State University Brooklyn Law School/ Howard University University of Arizona Welsing, Conrad J., MBA Tulane University Willette, Evan L., MBA Winne, William J., MBA Michigan State University White, Rodney M., MBA University of Chicago National University Welzant, J. H., MS DePaul University Williams, Bonita F., MBA Winner, Richard G., MBA Central Michigan University White Vaughn A., MSCis Arizona State University California State University Wendover, Robert, MAEd Western International Williams, Bruce A., MBA Winston, Akunna E., MA Colorado State University University University of Phoenix Webster University Werner, Kenneth P., MS Whiteman, Jamison, MHAD/ Williams, Constance, MA Winters, Marlene K., MAM Pepperdine University MS Golden Gate University University of Redlands Baylor University/ Werner, William B., JD Williams, James F., MS Witchel, Arnold, MAOM University of Cincinnati University of Northern Pepperdine University University of Phoenix Colorado Wertz, Robert, MABA Williams, Lawrence (Sid), MS, Witter, Gregory R., MBA Whiteman, John T., MA University of Northern Tennessee State University Loyola-Marymount Colorado Webstre University Williams, Nicole F., MPA University Whiting, Jeffrey S., MBA Wesley, William J., MBA Golden Gate University Wnuk, Joseph J., MA University of Arkansas University of California, Stanford University Los Angeles Williams, Rudy, PhD Wesolowski, Thomas E., MBA Case Western Reserve Wolf, Karen P., MBA Whiting, Kenneth D., MBA/ University of Notre Dame University Nova Southeastern MA West, Beverly M., MBA Williams, Stephen, MS University Washington State University University of Phoenix Chapman University Womack, Ralph M., MS West, Duane H., MS Whitley, James J., MBA California State City University Williams, Steve, MS Alilene University San Diego State University Polytechnical Universityu Whittall, Donald E., MPA West, Kevin D., MACY Williams, Susan A., MBA Wong, Jennie, EdD University of Central Brigham Young University Oakland University Pepperdine University Florida Westover, Thomas, MBA Williams, Wayner S., MS Wong, Kim, JD Pepperdine University Whittington, James L., MA Boston College University of Redlands University of Florida Watzl, Christopher B., MBA Wong, Robin Y., MBA Whittington, Joseph, MBA Williams, William A., MA Youngstown State University of Phoenix University of Phoenix University of North University Wood, Bruce A., MBA Colorado Williams, Zeneo, MA/MBA Weyers, Bruce K., MBA University of Southern Harvard University Arizona State University Wiesinger, Mickey W., MBA University of Phoenix California/Southern Illinois Wood, Demian P., MA Whaley, James P., MS University Georgia State University Wigen, Clifford L., MBA University of North Dakota Golden Gate University

A-110 University of Phoenix, 2001-2002 FACULTY AND ACADEMIC CABINET COLLEGE OF UNDERGRADUATE BUSINESS AND MANAGEMENT

Wood, Natalie T., MBA Yok, Larry, MBA Zolno, Sherene, MS Edith Cowan University University of Puget Sound San Francisco State Woodruff, David E., MS Yoon, David J., MBA University Florida Institute of University of California, Zwart, Gail A., PhD Technology Los Angeles University of LaVerne Woods, Anthony W., MS York, James E., MAOM Zwick, Marc E., LLM University of Illinois University of Phoenix Wayne State University Woods, Thomas, MAOM Yost, John C., MBA University of Phoenix Santa Clara University Woodward, Noel L., MBA Young, Anita H., MS University of West Florida Nova Southeastern Wooldridge, Vernon, MEd University Northern Arizona Young, Joanne H., MS University Florida State University Worcester, Lewis A., MTX Young, Katherine A., MBA University of Denver Southwestern Texas State Worden, John E., MBA University Wayne State University Young, Michael, MA Wright, Frances C., MAOM Arizona State University University of Phoenix Youngs, Alan C., MBPA Wright, Kelly W., JD University of Northern University of Puget Sound Colorado Wright, Mark E., MS Yudelson, Jerry, MS/MBA Baker University Harvard University/ University of Oregon Wunnenberg, Kathe, MBA University of Phoenix Yunker, Karen S., MBA Wunnenberg, Richard, MBA University of Colorado University of Phoenix Zaba, Georganna H., MBA University of North Texas Wyatt, Warren L., MPA Florida Atlantic University Zaccaria, James F., JD Villanova University Wynne, David C., MSA George Washington College University Zajac, Charles A., JD Detroit Colege of Law Wynnyckyj, Paula E., MOB Pepperdine University Zamenski, Zachary E., MBA Brigham Young University Yamashita, Bruce N., MBA California State University, Zekanis, Henry A., MBA Fullerton Pepperdine University Yann, Ron J., MBA Zemaitis, John J., MBA Pacific Lutheran University The American University Yano, Miles, MS Zets, Eleanor A., MA University of Santa Clara Rollins College Yap, Eric E., MBA Zimmerman, Marc E., MA University of California, George Mason University Berkeley Zimmermann, Lawrence F., Yasgoor, Karen S., MC MBA Pepperdine University University of New Orleans Yates, Paul L., MACY Zink, Donald L., MS Brigham Young University University of Michigan Yeatman, Dennis F., MS Zinter, Leah M., JD Boston, University Thomas Jefferson School of Law Yepez, Joseph T., MBA California State University, Zirlen, Richard M., MS Bakersfield University of Rhode Island

A-111 ...... COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT ......

Dean Online Campus Campus Area Chairs Aldrich, Maggie M., MS Lindquist, Brian G., PhD Gail, Robert C., DIBA Area Chairs are appointed at each Boise State University Purdue University Nova Southeastern campus in the following areas: Alegria, Reynaldo R., MAJ Associate Dean University Accounting University of Puerto Rico Finkel, Lee, JD Oregon Campus Economics Alexander, Elwood (Woody), Ohio State University MBA, University of Byers, Thomas E., PhD Financial Planning and Control Klagge, Jay, DPA University of Illinois Missouri, Kansas City General Business & Strategic Arizona State University Orlando Campus/ Management** Alexander, Kathryn, MA Campus College Chairs John F. Kennedy University Devin, Tricia W., EdD Law** Alexander, Peter, MBA Cleveland Campus Pepperdine University Leadership (DM-Online only) California State University, Campbell, Bruce, MBA Philadelphia Campus Management (General & University of Washington Hayward Thompson, Gloria, MBA Operations) Colorado Springs York College Alexander, Richard A., JD Marketing Mercer School of Law Vacant Phoenix Campus Organizational Behavior and Alexander, Scott R., MBA Denver Campus Doran, George t., PhD Development University of Redlands Phillips, Michael P., MA New York University Quantitative Analysis & Alexander, William L., JD Dallas Theological Seminary Pittsburgh Campus Applied Research Santa Clara University Detroit Campus Zderkowski, Jerzy, MBA) **This is a name change. Alexiou, James G., MA Zajac, Charles, JD University of Pittsburgh Faculty Boston University Detroit School of Law Puerto Rico Campus Abbott, Jack, MBA Alfred-Ockiya, Constantine, Ft. Lauderdale Campus de Jesus, Roberto, PhD Pepperdine University PhD Hammond, Lois, DBA Abendroth, Jerry L., MA Colorado School of Mines Nova Southeastern Marrero, Wanda I., PhD University of South Dakota Ali, Malik A., MBA University University of Texas, Austin Abiaka, Innocent N., DPA Harvard University Grand Rapids Campus Rotterdam Campus Arizona State University Ali, Nancy B., PhD Vacant Vacant Aboud, Jeffrey C., MBA Kent State University Hawaii Campus Sacramento Campus San Jose State University Allen, Mark S., PhD Messinger, Thane J., JD Quade, Robert C., PhD Abramowitz, Kathryn, MAM University of New Mexico University of Texas, Austin University of Illinois University of Phoenix Allen, Mitchell L., MBA Jacksonville Campus San Diego Campus Abril, Michael S., JD Golden Gate University Polding, Brian E., PhD Reilly, Michael S., PhD University of Southern Allen, Richard, MBA/MA University of Florida Walden University California University of Denver/ Louisiana Campus Southern Arizona Campus Ach, Thomas J., MSIE New York University Colorado State University Arnaud, Wanda L, EdD Webb, Donnetta W., MA Allen, Crystal R., MBA University of Oklahoma Nova Southeastern University of Nebraska Adams, Melinda T., MBA St. Mary’s College Almas, Mark R., JD University Southern California Campus Adelberg, Charles R., PhD Thomas Cooley School of Maryland Campus Monteilh, Lawrence R., DPA University of Minnesota Law Kellogg, E. Susan, PhD University of LaVerne Aguilar, John W., MBA Alpert, Ronald A., MIM The Union Institute Tampa Campus University of Phoenix American Graduate School Nevada Campus Mjutaba, Bahaudin, DBA Ahmed, Betty E., MBA of International Vacant Nova Southeastern Stetson University Management New Mexico Campus University Ajagu, Christopher, PhD Al-Samarrai, Najib N., PhD Utah Campus Hardeman, Marsha K., JD University of California, University of Southern University of New Mexico Lassen, Gregg, JD San Diego California University of Houston Northern California Campus Akamine, Williams, MBA/MA Altamura, Peggy A., MIM Tilley, Merten A., PhD Washington Campus University of Hawaii American Graduate School of International The Union Institute Gravett, Wanda S., PhD Akin, Vickie L., MBA Management Oklahoma City Campus University of Nebraska University of Colorado Amason, Robert F., MSIE Cobb, Christine, MBA Alcala, Martha A., MBA Georgia Institute of University of Oklahoma National University Technology

A-113 University of Phoenix, 2001-2002

Ament, Allan, JD Askew, Warren S., PhD Bailey, Scott D., MS Bay, R. Curtis, PhD Northwestern University University of Maryland Portland State University Arizona State University Amish, Nan Andrews, MBA Aslani, Behrouz A., PhD Baily, Stewart, ME Baysinger, Stephen M., MS University of Michigan Stanford University George Washington Troy State University Anderson, Anice I., MS Atkins, Charles D., EMBA University Beach, Linda M., MBPA Arizona State University University of Houston Bair, Deborah L., MPA Southeastern University Anderson, Jerry, MBA/MA Atkinson, Heather R., LLM Arizona State University Beaird, Jack Allen, University of Denver/ The American University Baker, William P., MBA MBA/MSCis Kansas State University Augenstein, Steven, JD Drexel University Chapman University/ Anderson, Kate A., JD Western New England Balakrishnan, Sitaraman, University of Phoenix Lincoln Law School College MS/MSEE Beals, Alica P., MBA Anderson, Lois D., PhD Aversa, Donna M., JD Louisiana State University Golden Gate University Indiana State University University of Arizona Balch, Edwin H., JD Beck, Allan M., MA Anderson, Thomas C., PhD Avila, Carlos S., MBA Baylor University Central Michigan University University of California, Inter American University Banta, Vivian A., MBA Beck, Byron, JD Berkeley of Puerto Rico University of South Carolina Brigham Young University Andrews, Gary J., MSA Avila-Sanchez, Moises, LLB Banton, Mernoush, DBA Beck, Terri M., MBA Central Michigan University Inter American University Nova Southeastern Golden Gate University Anene, Edwaard O., MBA of Puerto Rico University Becker, Tim, DBA Eastern Michigan Axel, David J., JD Barcia, Mark J., MBA United States International University Rutgers University University of New Orleans University Angino, Philip E., MS Axelrad, Steven H., MBA Bardhan, Soumendu, MS Beckles, Lloyd, MA Lake Forest Graduate City University of New York University of North University of Missouri School of Management Ayers, Brad C., MBA Carolina Beddows, Thomas H., MIM Anice, Nader F., JD University of Denver Bargfrede, George B., MA American Graduate School Nova Southeastern Ayres, Jr., James E., JD Central Michigan University of International University Detroit College of Law Barnes, Richard B., MBA Management Annunziata, Lydia R., JD Azari, Cynthia E., EdD University of Puget Sound Bedrick, David M., JD Georgetown University Seattle University Barnes, Robert L., MSA Lewis & Clark University Anthony, Thomas E., MBA Babb, Jerry C., MBA Central Michigan University Beebe, Richard W., JD University of Akron University of Tulsa Barnes, S. Mark, JD University of Baltimore Apodaca, David G., ME Babin, Matthew, MBA/MS University of Utah Behe, John M., MSA University of California, Los Fairleigh Dickinson Bartel, Robert T., MS Central Michigan University Angeles University/Rutgers Brigham Young University Behnke, Phil H., MBA Applebe, Trent, MA University Bartlett, Michael W., MSIE University of Denver University of British Baca, Charles D., MBA/MS Auburn University Beiermeister, Frederick J., MS Colombia University of New Mexico/ Barton, Raymond J., JD Stanford University Arenson, Ivan E., MBA University of Colorado Thomas Cooley School of Belinski, Kathleen, MAOM Stanford University Baca-Storey, Theresa D., JD Law University of Phoenix Armstrong, Gerald A., PhD University of New Mexico Bascom, Carl L., MA Bell, Michael A., MSIE Oregon State University Backstrom, Kristen, MAOM San Francisco State University of Central Armstrong, James P., PhD University of Phoenix University Florida Loyola University Badri, Samir K., PhD Basmajian, Susan L., MSW Bellampalli, Gunaranjan, MBA Armstrong, Jay J., MSE University of Nebraska, California State University, University of Phoenix University of Pennsylvania Lincoln Fresno Beller, Abbie H., MBA Arnold, Alica K., MBA Bailey, Eugene R., DBA Basso, Dalila, MPA Western International Bentley College United States International Ball State University University Arnold, Robert M., MBA University Bates, Ralph D., MBA/GM Benbow, Richard L., MA Alfred University Bailey, Greg (Skip) D., PhD University of Phoenix St. Louis University Arnwine, Patrick O., EdD New Mexico State Battaglia-Filice, Gia M., MA Bender, Larry, MPA University of North Florida University San Jose State University University of Dayton Askari, Javad (Jay) A., MS Bailey, Leon R., MBA Bauer, Michael W., MBA Benedict, Christopher, MBA Eastern Michigan Regis University Golden Gate University Eastern Michigan University Bailey, Robert R., MS Bauzá Escobales, Jorge, MPA University Oklahoma State University University of Puerto Rico

A-114 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Beehadj, Raquf, MBA/MSCS Bise, Robert G., PhD Bosworth, Connie S., MBA Brewer, Dale E., MAS/MBA Webster University/ Claremont Graduate California State University, Embry-Riddle Aeronautical University of Central University Northridge University/University of Florida Bissell, Joseph M., MBA Bouchard, Pauline J., MBA LaVerne Benner, Paul N., MBA University of Phoenix Boston University Brewer, Danny E., MS University of Phoenix Bitner, Gerald R., MBA Boustani, Jean-Marie, MBA Anna Maria College Bennett, Paul, MBA Indiana University Boston College Brewington, Edward L., MBA University of Missouri Bjork, William E., JD Boutin, Susan L., MBA Long Island University Benson, Rebekah W., MBA University of Wisconsin George Washington Brickman, Richard, PhD Webster University Black, Courtney, MS University University of Nevada, Bentall, Gregory R., MBA Brigham Young University Bova, Jerry A., MS Las Vegas Indiana State University Blahetka, Russell E., MBA Baker University Brisco, David F., MA Beretz, Paul B., MBA San Jose State University Bowland, Jack A., MBA American Graduate School of International Golden Gate University Blair, Paul R., JD University of Denver Bergeon, Joseph S., MBA Western State University Bowles, Joey J., MS Management Arizona State University College of Law Oklahoma State University Brock, Carey A., MAOM University of Phoenix Berger, Barry A., JD Blake, Evan E., MBA Bowman, Richard A., MBA Temple University University of Dallas University of Utah Brockdorf, Soren, MABA Florida State University Bergman, Paul G., MIM Bland, Galen L., JD Boyd, E. Forrest (Skip) MS/ American Graduate School Lewis & Clark College MBA, University of Brockenborough, Harriet, MA of International Blane, Gerald D., MBA Southern California Howard University Management Northeastern University Boyd, Harvey T., MBA Bronsard, Donald R., PhD University of Connecticut Bergstein, Robert A., MBA Blitzer, Roy J., MBA California State University, Western New England University of California, Hayward Brown, Daniel S., PhD College Berkeley Boyd, Michael B., MBA Louisiana State University Berlin, Donald L., DA Blumberg, Alvin E., MBA University of North Florida Brown, James A., PsyD University of South Carolina University of Utah Boylan, Michelle M., MAM Biola University Berman, Martin, EdD Boda, Susan M., MA Webster University Brown, Scott A., MBA University of New Mexico Regent’s University Boyle, Conor, DBA University of Phoenix Berns, Elizabeth, JD Bodenhorn, Philip G., MA University of Washington Brown, Warren L., MBA University of Puget Sound University of Chicago Brady, Karl, MBA California State University, Berry, Glory J., MA/MBA Boedeker, Dennis R., MBA University of Phoenix Long Beach University of Phoenix/ University of Iowa Brainard, Norton H., JD Brown-Cooper, Susan R., JD Golden Gate University Western State University, Bogard, Elizabeth A., JD Temple University College of Law Berryman, Warren D., MBA University of Denver Brancale, Francis, J., MBA Kent State University Brugman, Roy, MBA Bogdanovich, Rich, MBA/MPA Pace University Beukers, Robin A., MCS University of Denver Branch, Dan A., MBA/GM California State University, Dominguez Hills University of British Bollinger, Mary (Terry), University of Phoenix Columbia Bruna, Emilio, MA MAOM/MBA Brannman, Lance, PhD University of Texas, Bienkowski, Lisa (Lee), PhD University of Phoenix University of Wisconsin University of Kentucky El Paso Bonilla, David Q., MBA Brault, Sharon K., MBA Biersmith, Stephen M., MBA University of Phoenix Florida Institute of Bryant, Susan N., MBA University of Texas, Austin University of Missouri Bonnell, William E., MBA Technology Bubick, Raymond J., MS Bigelow, Albert F., MS University of Phoenix Braunstein, Janet F., PhD Indiana University University of Colorado Bookter, Annette, PhD Claremont Graduate Buddenbohm, Hal, MBA/MS Biggs, Hal, MBA Louisiana State University University University of Santa Clara Pepperdine University Borgmann, Egon W., MBA Brehmer, Graciela M., MBA Billings, David S., MBA University of Pennsylvania California State University Bugarin, George J., MBA Wayne State University Pepperdine University Borton, Scott W., MBA Brennan, Patricia A., MAEd Bugay, David P., MBA Binder, David A., MBA University of Dallas University of San Francisco University of Michigan Oakland University Bose, Dipendu B., MBA Brett, Randall P., MA Burke, Carmel J., MBA Birzon, Michael R., JD Western Ontario University Northwestern University North Carolina Central Webster University University Burkhard, John H., MBA University of New Mexico

A-115 University of Phoenix, 2001-2002

Burns, Colleen, MSA Caparrós-Gonzalez, Víctor, Chan, Linda Y., JD Chronowski, Barbara, MA Central Michigan University MA, University of Puerto University of the Pacific Monterey Institute of Burns, Jessie, MCis Rico Chandrasekar, T. R., International Studies Southeastern University Capella, Elena, MPA MSEE/MBA Ciraldo, Robert A., EMBA Burrell, William S., MA University of San Francisco University of Oklahoma/ The American University University of California, Cappels, Thomas M., MBA Oklahoma State University Clark, Carrie J., MSA Berkeley San Jose State University Chapman, Bruce L., DBA Central Michigan University Burton, Donald N., DBA Cardona-Muniz, Nelson, JD, University of Texas Clark, Richard, JD Nova Southeastern Inter American University Chapman, Kenneth, MABA Golden Gate University University of Puerto Rico University of New Mexico Clark, Scott W., JD Bustos-Choy, Fatima, MAOM Carey, Casey K., MBA Chapman, Michael J., MBA University of the Pacific University of Phoenix Regis University Western New England McGeorge School of Law Butler, LaDonna L., MS Carlson, Robert J., MS College Claudio-Flores, Andres, MA, California State University, Oklahoma State University Chapman, William, MBA Michigan State University Los Angeles Carlton, Stephen F., MCS Miami University Claxton, Selma R., MBA Byers, Thomas E., PhD John Hopkins University Charnell, James V., JD University of South Florida University of I*ll;inolis Carolan, Ellen T., MBA University of the Pacific Cleary, James P., MBA Bylina, Richard J. MBA Northern Illinois University Chartier, Charles, DBA Central Michigan University San Jose State University Carpenter, Daniel L., MBA United States International Close, Arthur C., MBA Byron, Amanda J., MA National University University Xavier University School for International Carritte, Nancy L., MA Chatton, Moira E., MBA Clubb, Shelly F., MS Training National University University of Georgia University of Wisconsin Cadieux, Todd A., MS Carstensen, Larry MS Chaudhry, Farooq I., PhD Cochran, Judie, EdD Golden Gate University University of Florida Arizona State University Northern Illinois University Call, Deidre J., JD Cartagena, Oscar A., MBA Chavez, Frank, MBA/MS Cody, Sandra L., MAOM Duke University Inter American University Pepperdine University University of Phoenix Callahan, Caryl A., PhD of Puerto Rico Cheek, Charles J., JD Coe, Mary A., MBA Harvard University Carter, Kelly E., MBA Williamette University Arizona State University Callewart, Albert H., MBA University of Maryland Chen, Archie S., EdD Coffaro, Loluis, MTX University of Detroit, Carter, Rodney B., JD University of San Francisco Golden Gate University Mercy University of Oregon Chen, Destiny W., JD Coffer, James H., JD Camacho, Israel, JD Carusone, Joseph N., MBA Southwestern University, University of San Francisco Inter American University University of Phoenix School of Law Coffing, Darren L., MS of Puerto Rico Carver, Dennis I., MBA Cheng, Francis T., PhD Texas A & M University Camereno, Bryant R., JD Indiana University University of Utah Cohen, Douglas S., JD Stetson University Casadonte, Anthony, MBA Cherry, James, G., MS University of Denver Cameron, Susan F., JD Central Michigan University San Jose State University Cohen, Richard J., JD San Joaquin College of Law Cash, James F., EMBA Cherry, Michael A., JD University of Texas Camp, Catherine A., MSA Ohio State University Washington University Cohen, Warren E., MS Central Michigan University Castiglioni, Steven L., DPA Cheuvront III, Forrest, JD Purdue University Campbell, Earl A., MSA University of Texas Nova Southeastern Colburn, Mark, MS Central Michigan University University Chiasson, Peter A., MBA University of Wyoming Campbell, Kathleen E., MS Clark University Caughey, Dan M., MBA Cole, Terry D., MBA California State University, Western New England Chiu, James M., Bradley University Fresno College M ARCH/MBA Cole, Timothy P., MBA Campbell, Thomas F., JD Princeton University/ Cavin, Nelda, MBA Pepperdine University Thomas M. Cooley Law Our Lady of the Lake Harvard University Coleman, Harold, JD School University Chrisbaum, Dennis, MBA/MA Western State University Candray, Arnold, J., MBA Centeno, Ann M., MS University of Wisconsin/ College of Law Eastern Washington Columbia University University of San Francisco Coleman, Phillip V., DPA University Christensen, Allan, M Ced Cerny, James D., EMBA Golden Gate University Cantor, Eugene H., JD DePaul University Brigham Young University Collins, Timothy M., JD Emory University Christofferson, Sonja, MIM Chamberlain, F. Kelly, University of Detroit Cantwell, Robert W., MBA MBA/MS American Graduate School Brigham Young University Loyola College of International Managment

A-116 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Conard, Bruce A.,MBA Cram, Phillip L., MBA Daley, Michael D., MBA Degard, Paulette, PhD Ohio State University Texas A & M University Temple University The Union Institute Conn, John, MBA Cramer, David W., MIM Dalton, Dennis R., DPA D’Elia, Harry F., MSCIS Roosevelt University American Graduate School University of Southern University of Phoenix Connors, Ralph J., MSIE of International California Dell’Osa, Daniel A., JD New Mexico State Management Daly, Baron J., MIA Southern Methodist University Crawford, Kaye D., MBA American Graduate School University Conrad, Mickey N., JD St. Mary’s College of International Demchuk, David, MABA University of Denver Creamer, William P., MBA Management University of Phoenix Conter, Robert V., PhD Widener University D’Amico, Carl J., MBA Dempsey, Edward L., MA University of Arizona Criddle, Kay, MBA San Francisco State U. S. Naval War College University Cook, Redge L., MBA University of Puget Sound Denigris, John, PhD University of Colorado Crossen, James, JD D’Ambrosio, Richard T., JD Walden University University of Illinois Cope, Patricia, MBA University of Santa Clara Dennis, Jan S., PhD Columbia University Crowther, Don K., MBA Daniel, Grady (Patrick), MHAD University of California, Copeland, John William, MS, University of Virginia Chapman University Los Angeles Cordes, Keith D., MBA Cruz, John A., MEd Daniel, James A., MSSM DenTeuling, Cees, MBA Xavier University Azusa Pacific University United States Air Force International Management Institute of Technology Cordes, Keith D., MBA Cruz-Capeles, Nicasio, EdD Centres Xavier University University of Minnesota Danko-Lord, Kathryn H., MBA DeParis, Richard, DPA Correll, Joleen, MAEd Cuartas, Sergio L., MBA Wilmington College University of LaVerne University of Nebraska University of New Haven Dart, Richard F., MMis DePrez, Johan, PhD Western International Cortes, Angel, MA Culler, Ronald D., MBA Rutgers University University University of Puerto Rico University of Bridgeport Derrick Mark D., MBA Daugherty, Janet B., MBA Cory, David C., JD Cullins, Robert H., MPA University of Phoenix University of Florida University of Nevada, Columbia University Dettloff, Gary R., JD Costabel, Attilio A., JD Las Vegas Davie, Roger C., JD Detroit College of Law Texas Tech University University of Miami Culver-Kapetan, Kristi, JD Deveaux, Alain H., MBA Davig, James H., MBA Cotlar, Morton, DBA University of the Pacific University of Phoenix Houston Baptist University University of Georgia Cummings, Annette, MBA Diamond, Thomas, PhD Dávila, Mario E., MBA Cotton, Kenneth E., MBA University of Detroit, California School of University of Denver Mercy New York University Professional Psychology Coulson, James S., MBA Cunningham, Christine, MBA, Davis, Carole M., MBA Diaz, Rafael B., JD Oakland University University of Southern University of Notre Dame Howard University California Cunningham, Peter, MA Davis, J. Michael, PhD Dickie, William D., PhD University of Florida Covington, J. Curtis, MA University of London Waldon University Santa Clara University Curlee, Wanda L., MA Davis, Pamela L., MBA Diffenderfer, David, MBA Cowdery, Roy A., MBA University of Kentucky University of Central University of Arizona Oklahoma Western Michigan Curran, Jahn P., MIM DiGregorio, Silvio H., MBA University American Graduate School Davis, Ronald D., JD University of Arizona University of Wisconson Cox, Amy E., MBA of International Dillard, Stephanie J., MS Lehigh University Management Davis, Scott T., MS Golden Gate University Cox, Terry F., MBA Curti, Anthony A., MS Golden Gate University DiPaolo, Peter T., DBA California State University, Walsh College Dawes, Christopher C., MBA Nova Southeastern Long Beach Curtis, Richard M., MBA Florida State University University Cox, Vaughn, MBA Wake Forest University Day, Barbara J., MA Dipretore, Robert E., MS University of Utah Dabek, Joseph J., MBA Sonoma State University Silver Lake College Craddock, John L., MBA New York University Deas, Dennis, MBA Dirks, Barry D., MBA Pepperdine University Dahne, Scott E., MBA/MS University of Phoenix New York University Craig, Diana L., MS University of Phoenix’ Deckert, Jr., Walter R., MS Dixon, Burton K., MA West Virginia University John Hopkins University The Naval Postgraduate University of California, School Craig, Gary W., MAOM Dailey, John P., MAOM Davis University of Phoenix University of Phoenix Deert, Robert T., MBA Doig, Marilyn B., JD Daley, Donald P., JD St. Peters College DePaul University Duquesne University

A-117 University of Phoenix, 2001-2002

Dominguez, Jesse V., JD Dresden, David, MS Durbin, Jeffrey A., MBA Ellis, Theodore C., MBA South Texas College of Law Northern Illinois University University of Rochester Harvard University Dominguez Nieves, Edwin, MBA, Drew, John C., PhD D'Urso, Daniel, MBA/MS Ellison, Audrey, MBA/MS Inter American University Cornell University California State University, Simmons College/Southern of Puerto Rico Dreyer, Timothy C., JD Fullerton/Rivier College Connecticut State University Donald, Deborah A., MEd North Kentucky University D’Urso, Patricia A., MM Ellzey, Max D., MBA/MDiv Wayne State University Driscoll, Kevin B., EdD Pennsylvania State Pepperdine University/ Doncaster, Steve, JD Nova Southeastern University New Orleans Baptist Arizona State University University Duval, Thomas, J., MA Theological Seminary Donlon, John J., JD Dronkers-Laureta, John, PhD Pepperdine University Elmore, Francis B., MBA St. John’s University Golden Gate University Dwyer, Dennis W., MBA Auburn University Donnally, Patrick, MSIE/MBA Dudek, Charles J., MBA University of Phoenix Elver, Deborah K., MIM West Virginia University/ DePaul University Dzyranin, Ann C., MBA American Graduate School of International Rollins College Dudley, Theresa, MN, RN New York University Donner, Jack S., MA University of Phoenix Eade, Lori L., MS Management West Virginia University Dudziak, Gayle K., EdD California State University, Emmons, J. Boone, MA John F. Kennedy University Donohoe, Gregory W., PhD Indiana University Haywood Engelken, James, MBA/TM University of New Mexico Dudziak, Thaddeus, MBA/MS Earle, Doric E., MBA University of Phoenix Donohoe, Richard C., MA Marion College/ University of Connecticut Webster University University of Lowell Eason, Tomas M., MBA Englestad, Steve D., MSCS Dore, Russell L., EdD Duffin, Dennis J., EdD University of Florida California State University, San Diego University of Washington University of Southern Easter Mays, Deborah, MSA, Envick, Brooke R., PhD D’Orlando, Michael J., MBA California Central Michigan University University of Nebraska University of New Haven Dugan, Virginia, EdD/JD Ecker, George, PhD Erhan, Ali I., MA Dorn, Jonathan, MBA University of New Mexico Stanford University University of San Diego Duncan, Elizabeth A., MIM Eckert, Gary M., DBA West Michigan University Dorr, Valerie F., PhD American Graduate School Nova Southeastern Erickson, Gary M., JD Northwestern School of Law Colorado State University of International University Management Escobedo, Ernesto, PhD Dorson, Keith R., MBA Edel, Stephen J., MBA Capella University University of Phoenix Duncan, III, John T., JD University of the Pacifi University of Dayton Eslinger, Craig M., MBA Dotson, Deanna, JD Ehrentraut, Christopher J., MS Western State University Dunham, Austin B., JD University of Arizona University of of Law Western State University Ehrler, Richard E., MBA Esparza, Jessie, MBA University of Texas, Doty, Richard A., MBA Dunham, Ruth G., MIM California State University, San Antonio Drexel University American Graduate School Stanislaus of International Esposito, Kevin L., JD Doucette, Steven, MS Eichman, Bruce W., MSA Brigham Young University Management Central Michigan University Rutgers University Downs, Jeffrey S., MA Dunlap, Scott L., MBA Eichmann, Heidi A., JD Estes, Edwin, JD Golden Gate University Pepperdine University California State University, Detroit College of Law Fullerton Dunn, Frederick, MBA/MSSM Einhorn, Lawrence M., JD Euler, David A., MBA Golden Gate University/ Rensselaer Polytechnic Doyle, Glenn C., MSA Tulane University The Naval Postgraduate University of Southern Eischen, Kyle, MIM Institute California School University of California, Eyster, James K., MBA Dunnagan, Mikel L., JD Hope International Drake, Kenneth, MBA/MA San Diego Oklahoma City University University Pepperdine University/ Eisenberg. Larry H., MPA California State University, Dunstan, Linda R., PhD University of Texas Ezeh, Pius O., MA Northridge University of New Mexico Eko, Ebele O., DA West Michigan University Drake, Timothy G., MDiv Duplantis, Donna M., University of North Faggione, Marco D., MS North Park College & MAM/HROB Carolina New York Institute of Marymount University Technology Seminary El Nahtawy, Yosry I., MCS Drayer, Gary D., MAEd Durand, Mark R., MIM City University of New York Fahs, Glen M., PhD University of Phoenix American Graduate School Eldridge, Michael S., JD University of Michigan of International Drescher, Sol, DE Brigham Young University Fallon, William M., MBA Management Iona College City University of New York Elenteny, Barbara A., PhD Walden University

A-118 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Farcht, Joseph, MBA Fisher, Robert C., MBA/MS Friedman, Maria A., DBA George, J (Michael) EMBA University of Utah University of Southern Nova Southeastern Claremont Graduate Fargen, Seth B., MBA California University University Southern Illinois University, Fisher, Steven R., MBA Friedman, Sanford, MBA Germann, Kenneth R., JD Carbondale San Diego State Uiversity University of Hawaii St. Mary’s College Farrell, Darla J., MBA Fitch, Frederick, MA Friery, John J., JD Gettleson, Anita R., MIM Claremont Graduate Central Michigan University Fordham University American Graduate School University Fitzwater, Terry L., MHRM Frischkorn, Dennis W., MBA of International Farshait, Paul, PhD University of San Francisco University of Phoenix Management Odessa State University Fleetham, David D., MS A Fry, Richard L., MBA Giannandrea, Marc, MBA Fassett, Dennis P., MBA Eastern Michigan National University San Francisco State University University of Southern University Frye, Paul D., MBA California Flick, Gregory J., MA National University Gibb, Victor N., JD Lewis & Clark Law School Faurer, Judson, PhD Central Michigan University Fuentes, Carlos M., MA University of Denver Folkert, Paul T., MBA Universidad de Monterrery Gibbons, William J., MSA Feeny, Anne Louise, MS Arizona State University Gallenenson, Jayme, MBA Union College LaRoche College Folsom, Gregory S., MBA Dominican College Gier, Donald R., MBA Chapman College Feldman, Joel K., PhD University of Southern Galley, Regnald C., JD University of Miami California Texas Southeastern Gilbert, Arnold V., MS Fenton, Steven C., MA Ford, Gregory P., MBA University University of New York University of Northern Stanford University Gannon, James, MS Gilbert, David A., MBA Colorado Ford, Pamela W., MS Rochester Institute of Southern Illinois University Ferguson, Sandra L., PhD Chapman University Technology Gilbert, Jeff B., MBA Walden University Fordan, Barry L., MS/MBA Garcia, Arthur A., MA University of Phoenix Ferguson, Theodore, PhD University of California/ Webster University Gilbert Mark P., MA Walden University University of Phoenix Garcia, Leocadio G., MPA Bowling Green State Ferguson, William, MBA Fowler, Howard M., MS Golden Gate University University Florida State University James Madison University Garcia Colon, Rafael, MABA Giles, Rebecca W., JD Ferrell, R. Garth, JD Fowler, Joseph, MCS/MS Inter American University University of North Brigham Young University Webster University/ of Puerto Rico Carolina, Chapel Hill Ferrilla, Brian K., ME University of Louisville Gardner, John H., MBA Gilliss, Douglas, JD Stanford University Fox, David R., MBA University of Alaska University of Dayton Fick, David T., MBA University of Redlands Garrett, Lane S., MS Gilman, Ronald C., MMIS University of St. Thomas Frakes, Jeffrey A., PhD Arizona State University Florida Institute of Technology Fick, Gilbert M., MA University of Cincinnati Gaskins, Leslie S., MBA York University Francis, Gale K., JD Golden Gate University Gilmore, Karen M., MBA Fierro, Jasmine, MS/MA Brigham Young University Gavin, Aaron E., MA George Mason University St. Mary’s University/ Francis, Peter A., MBA University of San Francisco Gimba, J. Greg. DBA Nova Southeastern John F. Kennedy University University of Phoenix Gawryk, John, MS University Figueroa, Lillian, MCS Frank, Rose Ann, MAOM Walsh University Glenn, Michael, EdD Inter American University University of Phoenix Gaylor, Michael, EdD of Puerto Rico Fraser-Beekman, Stephanie, University of New Mexico George Washington University Figueroa, Migdalia, JD PhD Gazzara, Kevin D., MBA Glennon, Jean F., MS/MA University of Puerto Rico The Fielding Institute Philadelphia College of Golden Gate University/ Figueroa, Samuel, JD Fredericks, Howard V., MBA Textiles & Science Inter American University St. John’s University San Francisco State Geary, Thomas R., MBA University of Puerto Rico Free, Kenneth C., MBA DePaul University Glickman, Leslie, PhD Fillenberg, Cheryl R., MBA University of Missouri Geer, Jean S., MEd/MBA Walden University Colorado State University Kansas City Idaho State University/ Glover, James E., PhD Finch, Stephen C., MBA Freeman, Nellis L., MBA University of Hawaii, Grand Valley University National University Manoa Auburn University Finkelmeier, Robert L., EdD Friedel, Brian K., MBA Gehring, Gay, MA Gobelman, Lawrence, MBA Western State College of University of Cincinnati Rollins College Adams State College Colorado Fippin, M. Catherine, MS University of San Francisco

A-119 University of Phoenix, 2001-2002

Goblirsch, Richard P., MBA Granger, Ronald A., MBA Grove, Pamela J., MBA Han, Peter (Xiaoxing), PhD University of Colorado, Missouri Southern State San Francisco State Georgetown University Denver College University Hanchey, Brian, JD Godzac, John A., MBA Grano, Joseph S., MBA Guetter, Paul M., MAM University of Missouri Regis University Babson College Kellogg Graduate School of Hand, John S., MS Gold, Stuart S., EMBA Grant, Eric S., MBA Management McGill University Loyola University St. Mary’s College Gueye, Souleymane, DBA Hannen, Thomas A., PhD Golden, Edward P., JD Grant, Keith B., PhD University of Paris University of California, New York University The Union Institute Guilbault, Melodi, MBA Berkeley Goldenring, John, MD/MPH Gray, Larry A., MBA Queens College Hansen, Burdette, PhD Georgetown University/ Golden Gate University Guisingerm, Allen W., MBA University of Iowa University of California, Grayum, Ronald, MS City University Hansen, Joseph F., MPA Berkeley Troy State University Gulbransen, Robert, MACY University of Utah Goldman, Henry, PhD Green, Linda L., MBA Brigham Young University Hansen-Brown, Laura J., JD Iowa University Santa Clara University Gullen, John D., JD Widener University Goldstein, Gary, MBA Green, Margaret E., MBA University of Michigan Hanson, Donald W., MBA Golden Gate University Arizona State University Gunther, Linda, MBA Babson College Golob, Michael P., MS Green, Michael S., JD University of Phoenix Harris, James R., MBA Central Michigan University University of Arizona Gustafson, Joan E., MBA Long Island University Gonzales, Larry D., MBA Green, Tamera L., JD University of St. Thomas Harrison, John B., MBA University of Dallas University of Detroit Guzman-Giegel, Camelo, JD University of California, Gonzales, Richard M., JD Green Virginia A., MA Catholic University of Los Angeles Gonzaga University New York University Puerto Rico Hart, Robert A., MS Gonazlez, Alicia J., MBA Greenhut, David, MBA/MS Haar, Robert A., MS Florida State University Xavier University University of California, Los Rensselaer Polytechnic Hartman, Jeanne, MA Gonzalez, Jorge, PhD Angeles/University of Institute University of Utah Caribbean Center for California, Berkeley Haberman, Everett, MS Hartmann, Marshall C., MBA Advanced Studies Greenlee, Arthur C., MSSM University of Oregon Georgia State University Good, Dennis L., PhD U.S. Air Force of Technology Hadburg, Bruce P., MBA Harvey, Evicta L., MBA University of New Mexico Greenwald, Ruth, MA/MS Santa Clara University University of Tennessee Goodin, James A., DPA City University/University Hadfield, Robert D., MBA Harvey, John, PhD University of LaVerne of California, Berkeley University of Utah University of Wisconsin, Goodman, Nicholas A., JD Greer, Lowell, MBA Hale, Robert L., MPA Madison University of Arizona Chaminade University University of Southern Harvey, Walter H., JD Goodwin, Robert E., JD Griego, Eric G., MPA California New York University University of Oregon University of Maryland Hall, Julie, MBA Hasan, Nash A., MBA Goodwin, Robert J., MBA Griffith, Philip M., MBA Old Dominion University City University Brigham Young University University of New Orleans Hall, Neil B., PhD Hatch, Dale C., JD Gordan, Allan, JD Grikschat, James A., MABA University of New Orleans Brigham Young University Michigan State University Central Michigan University Hall, Walter F., MS Hatfield, Carroll (Pete), JD Gordan, Deborah G., PsyD Grizzell, Eric N., MBA Troy State University University of West Los University of California, San Jose State University Hamamoto, Robert, MBA Angeles, School of Law San Francisco Grogan, Sean P., MS Chaminade University Hatfield, Toni M., MS Gough, Gregory S., MAOM The American College Hamilton, Donald C., MEd Oklahoma State University University of Phoenix Groll, David H., MBA Boston University Hatleberg, Clarence J., PhD Graf, Isabel K., PhD University of Santa Clara Hamilton, Scott A., PhD University of New Mexico University of Illinois Grondal, Gwenn, PhD Oregon State University Hatton, Paul M., MBA Grafals-Rosado, Elvis, MBA University of California, Hamilton-Cawley, Jan, EdD Xavier University University of Phoenix Berkeley Vanderbilt University Hauert, Scott A., JD Graham, George J., PhD Grossblatt, David M., JD Hamlin, Annie M., MSA University of Dayton Northern Arizona University of Baltimore Utah State University Hawes, John E., MIM University Grothe, Stephen C., MBA Hams, J. Brad, MHROD American Graduate School Graham, Scott R., MS University of Redlands University of San Francisco of International Troy State University Management

A-120 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Hawkins, Douglas W., MA Henry, Maria J., MIBA Hogan, Michael, MBA Houck, Donna M., JD Harvard University Nova Southeastern University of Phoenix California Western Hawkins, Jenny W., MBA University Hogan, W. Eric., MBA School of Law Thomas Jefferson School of Hergert, Jeff, MBA Pepperdine University Houshmand, Steve, MA Law City University Hogenhout, Loek T., MBA Victoria University of Hayden, Larry D., MAOM Hernandez Valdes, Antonio JD Hanze School of Manchester, England University of Phoenix Inter American University Management Howard, Richard E., MS Hayden, Michael, MBA/MCS of Puerto Rico Holden, Douglas S., JD University of Massachusetts University of Texas/ Hess, William R., MA Pepperdine University Howe, N. Darris, MPA University of Oregon Ball State University Holder, Gregory P., JD Brigham Young University Hayes, Charles R. Heusinkveld, Wayne R., John Stetson University Hoying, Jr. Edwin, MBA/MPA MBA/MA/MA MA/MBA/MS Holdsworth, David R., MS Golden Gate University Harvard University/ George Washington The Naval Postgraduate Hudock, James P, MBA Salve Regina University/ University/Santa Clara School University of Southern Naval War College University Holland, Nancy A., MS California Hays, Philip L., MBA Heywood, David R., MIM Chapman University Hudspeth, Max, MBA Colorado State University American Graduate School Holland, Robert, MS/MBA University of Phoenix of International Hayward, David L., MS Stanford University/ Huffman, Ward S., MBA University of Utah Management Pepperdine University University of Colorado Hearne, Gregory, MBA/MS Hibbard, Lawrence, MAOM Holley, James Q., MPA Huggins, Joseph, MA/MBA University of Phoenix California Lutheran San Jose State University New York University University/California State Hill, Anderson C., JD Holley, Nancy J., PhD Hull, Norman L., JD University, Dominguez Hills University of Florida The Fielding Institute University of Florida Hearne, Linda S., MA Hill, Gordon R., MBA Holm, Lynn, PhD Hunt, Kenneth B., PhD John Hopkins University Arizona State University Stanford University Walden University Hebert, Dean M., MEd Hill, Irma D., PhD Holmes, Jr., Horace, DPA Huntsman, Rulon J., JD University of Arizona California School of University of Southern University of Utah Heck, Christine, MBA/MS Professional Psychology California Hurd, William J., PhD Pepperdine University/ Hill, Judy S., MSA Holmes, Michael G., MA University of Southern Golden Gate University Central Michigan University National University California Heineman, Judith, MHRM Hill, Wendell C., MBA Holt, Julianne M., JD Hurtado, Abraham, MPA University of San Francisco University of St. Thomas South Texas University Golden Gate University Heinrich, John W., MBA Hill-Dietrich, Sandra L., MS Homertgen, Lynn D., MBA Husar, Rosteslaw(Rusty), University of Pennsylvania Oakland University Pepperdine University MSEE, Loyola College Heinrich, Steven, MS Hirst, Elizabeth G., EdD Homolac, Karen A., MA Hussain, Mohammed, DE Polytechnic Institute of New University of Tennessee, University of Oregon University of Arkansas York Knoxville Hooper, Paul R., MS Huston, Alice J., JD Heins, Dennis H., MA Hiss, Arlene L., PhD University of Texas, University of West University of Alabama United States International El Paso Los Angeles Heiskell, Ronald E., MBA University Hornbacher, Frederick, MBA Hutchins, Bruce J., MIM University of Phoenix Hitchcock, Tim, MBA University of Pennsylvania American Graduate School New Hampshire University Hejna, Dennis R., MBA Hornbeck, Rick N., JD of International DePaul University Ho, Ho, MBA Loyola Law School of Los Management University of Chiago Helgoth, Donald E., MBA Angeles Hutt, Cameron C., MBA University of Colorado Ho, Raymond, DBA Horowitz, Daniel A., JD University of Western Hellinga, Gerald, MA Nova Southeastern Southwestern University Ontario University Central Michigan University Horst, Jeffrey T., MBA Hyden, Timothy M., JD Hodgetts, Richard M., PhD Hemmerling, Rolf W., MA University of Akron University of the Pacific Roosevelt University University of Oklahoma Horvath, Joan C., MS Hynous, Robert L., MABA Hoffman, Donald A., MM Hempe, Kurt F., MBA University of California, Wayne State University Pepperdine University Northwestern University Los Angeles Ikoku, Alvan E., PhD Henderson, William A., MS Hoffman, Keith M., JD Hospodar, John G., MA University of Southern University fo Pittsburgh Golden Gate University University of Phoenix California Hendry, Darlye E., MHRM Hoffman, Susan P., MBA University of Oklahoma University of Phoenix

A-121 University of Phoenix, 2001-2002

Imhoff, Charles M., MBA Jefferson, Wilson C., JD Jones, Curtis D., MPA Kanowitz, Seth, MSSM Case Western University College of William and California State University, University of LaVerne Imre, John, MS Mary Long Beach Kanz, John W., PhD Antioch University Jenik, Gregory A., MIM Jones, H. Stanley, JD Claremont Graduate Inama, Christopher R., JD American Graduate School Northrop University University University of California of International Jones, James E., JD Kape, James T., MBA Management Inderlied, Thomas W., MPA University of Alabama University of Phoenix Golden Gate University Jennings, Gordon L., PhD Jones, James M., MS Kaplan-Zamos, Judith, The Union Institute Ingersoll, William C., MBA Oklahoma State University MSN/MAM, RN Vanderbilt University Jennings, Robert S., MBA Jones, Kenneth W., PhD Florida International Ingram, Charles E., MAOM Wright State University The Union Institute University/Claremont Graduate University University of Phoenix Jensen, Ed J., MIM Jones, Terry R., MD American Graduate School Karasick, Gary S., MBA Inserto, Fathiah E., PhD University of Iowa of International Indiana State University The Fielding Institute Jones, Thomas D., JD Management Karbon, Patrick J., PhD Irby, R. Scott, MBA University of Carolina University of California, Jensen, Edward L., MS Jonker, Donald E., MBA University of North Texas Pace University Berkeley Golden Gate University Karim, Shabbir, MA Jensen, Gordon M., MBA University of Oregon Ison, Norberto, PhD Jones, Thomas N., JD University of Phoenix Kansas State University University of Connecticut Karlsven, George J., MPA Jiménez, Carlos, JD Brigham Young University Iversen, Chris G., MBA Jonke, Edward C., MS John F. Kennedy University University of Puerto Rico Case Western Reserve Karno, Steven R., PhD Jabbour, John G., MBA Johanson, Raymond, MA University Walden University Central Michigan State California State University Josayma, Cynthia A., MA Karnowski, Thomas., DBA University United States International Jackson, Bobbie, MAM/HROB University of Hawaii, Johnson, Alice A., MBA University Webster University Manoa University of Colorado Kary, Raymond E., PhD Jackson, Lola J., MBA/MA Juarros, Jesse R., MBA University of Phoenix/ Johnson, Arthur D., MBA California State Polytechnic University of Iowa Arizona State University University of California, University, Pomona Kaskel, Neal T., MBA Los Angeles Johnson, Dora B., EdD Juceam, Donald S., MBA Northwestern University University of Northern Jacobsohn, David L., JD University of Iowa Katz, Cherol B., JD University of Southern Colorado Jung, Charles R., MS Western State University, California Johnson, Joanne G., MSW United States Air Force College of Law University of Utah Jacobson, Kurt, JD Institute of Technology Katz, Jack S., MPA Villanova University Johnson, Larry R., MBA Jung, Jeff, MA University of Colorado Pepperdine University Jacobson, William, MBA California State University, Kawecki, Walter, JD Baruch College Johnson, Richard I., MEd Sacramento John F. Kennedy University Jacques, Russell B., MS Pennsylvania State Kafantaris, Judith K., DPA Kayhan, Morteza (Michael), University Northeastern University University of LaVerne MA, Stanford University Johnson, Stanley H., MBA Jakows, Lawrence J., MBA Kaiser, Amanda C., JD Kazerounian, Judith, MBA Northern Arizona University of Notre Dame University of Memphis Saint Leo University University Jakubec, Ladislav, MBA Kaiser, Ken, MBA Keady, John J., MBA University of East Asia, Johnson, Thomas J., MBA University of British Harvard University University of Pennsylvania Macau Columbika Keays, Mark P., MS Johnson, Vincent, MIM Janke, David C., MBA Kalezic, Ileana, MBA University of Southern American Graduate School Brigham Young University Saint Leo College California of International Kam, Ralph T., MPA Keefer, Paul A., MBA Jasinski, Paul A., MBA Management Fairleigh Dickinson University of Southern National University Johnston, Judy G., MBA University California Kelley, George G., MS/MBA/ Pepperdine University Jay, James (Michael), MSE/ Kamali-Nejad, Ahmad, MSIE MA, Marylhurst College/ Johnston, Kenneth, JD MBA University of Nebraska University of Portland University of Michigan/ University of Denver Kamin, Maxine C., DBA Kelley, John C., MS Rutgers University Johnston, William J., MBA University of Florida University of Denver Rollins College Jean, Brian M., MS Kanigel, David, JD University of California, Jones, Brian P., JD University of Florida Riverside Lewis & Clark University

A-122 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Kellner, Madeline, MBA/MS Kleiman, Elliot, B. PhD Kramer, Robert, MBA/MS Land II, Edward, MAM California State University, Sussex College of Long Island University/ North Carolina State Sacramento/University of Technology University of Maryland University Tennessee, Knoxville Klein, Carin J., DPA Kratz, Howard W., PhD Lande, Irvin M., PhD Kelly, James P., MBA Nova Southeastern University of South Carolina Northwestern University Dowling College University Kratzin, Thomas, PhD Landis, Daniel M., MIM Kelly, Jerry L., MEPM Klemic, George G., DBA University of Hanover American Graduate School University of Arizona Nova Southeastern Kraus, Steven MBA of International Kelsey, Daniel G., MEd University University of New Orleans Management Wayne State University Klemow, Jason L., MBA Krebs, John D., MBA Landoline, Kenneth, MBA Kemp, Thomas H., PhD George Mason University University of Phoenix Seton Hall University University of Utah Klinefelter, Grace A., DBA Kreiss, James D., JD Lane, James M., DBA Kewin, Nancy A., MBA Nova Southeastern University of Iowa United States International University University Pepperdine University Krolik, James J., PhD Key, Maureen L., MS Klotz, Karrin L., JD University of Michigan Lane, Richard C., PhD Pepperdine University University of Wisconsin Kronk, James J., MBA American State University Keys, James, MS/MA/MA Knaggs, Grant L., MAS University of Detroit Lane, Richard R., PhD Montclair State University University of Southern Salve Regina University/ Kulka, Linda T., MBA California Naval War College/ Knapton, Guy A., MBA Jacksonville University The Naval Postgraduate Cranfield University Lang, Fred, PhD Kumar, Moh, MSE School Knarr, Lori L., MS Wayne State University California Institute of Integral Studies Khan, Farooq A., MBA/MS Florida Technical College Kunimura, Dennis E., MS Western Michigan Lange, Charles E., MCS Knutsen, Wayne W., EdD University of Texas, University/Middle East California State University, University of San Francisco San Antonio Technical University Fullerton Koch, Gerald L., MA Kushins, Harold M., EdD Khanwilkar, Pratap, MBA/MS University of Phoenix University of California, Lange, Lawrence R., MA University of Utah Eastern Michigan Koh, Steven J., MBA/MS Berkeley Killigan, Beatriz M., MFA University University of Southern LaFrance, Jacques E., PhD University of Miami Langham, James M., JD California University of Illinois Killilea, Laurie, MBA/MEd University of Maryland Kohnen, James B., EdD LaHargoue, Brian L., JD Golden Gate University/ University of San Francisco Southwestern University Lanigan, Jerome M., MS Springfield College California State University, Kolb, Franz, MS Laher, Craig Y., MBA Kim, Sehwan N., PhD Sacramento Brigham Young University Clemson University University of Maryland Larkin, Robert A., MS Kolbert, Sandra, PhD Lahey, Elizabeth A., MBA King. Charles N., MBA University of Arizona Walden University University of Illinois University of British Koliba, Homer L., MBA LaRow, Robert E., MBA Columbia Lahey, Tim, MABA Northern Illinois University University of Nevada, St. Mary's College King, Melinda S., MA Larsen, Steven D., MBA Las Vegas Laird, Robin T., MS George Mason University St. Louis University Kolodziejczyk, Peter, MSEE National University King, Patrick J., MBA University of Colorado Lasky, David, MBA Laisure, Sharon G., MPA Jacksonville University Komm, David S., MS/MBA University of California, University of North Los Angeles King, Susan M., MBA University of Connecticut/ Carolina Adelphi University Lawwen, Gregg, JD University of Phoenix Lam, Hwai-Tai C., PhD King-Stargel, Thrisha M., MA University of Houston Kondis, Peter, DBA University of California, Pacific Lutheran University Lassonde, Ronald S., MS United States International Los Angeles Kingsley, Alan F., MPA University Abilene Christian Lambrides, Paul D., MS University University of Texas Konno, Curtis S., MBA Troy State University Lathan, Calvin A., EdD Kinsella, Steve, MBA University of Phoenix Lamer, Maryann D., MA Southern Illinois University University of Southern Korinek, Daryl L., PhD University of Oklahoma Kirsch, Lawrence G., MBA Montana State University California Lancaster, Ryan J., MIM Emory University Kositsky, Nathan, MS Laurel, Wendy S., JD American Graduate School Stanford University Kisela, James F., MBA University of Calgary of International University of Chicago Koska, Leslie,MA Management Kish, Tamas D., MBA/GM Harvard University University of Phoenix

A-123 University of Phoenix, 2001-2002

Lawes, Robert B., MIM Liesman, William R., MIA Long, Victoria A., MTX MacDonald, Douglas, MS/ American Graduate School Columbia University University of Denver MPA, University of Utah/ of International Lieu, Tzeng-Shwu (Sue), PhD Longley, Jack W., MBA Brigham Young University Management University of Pittsburgh University of South Dakota Machnic, John A., PhD Lawrence, Frederick, PhD Light, Joel, MA Long-Pence, Kathryn, MSA Virginia Polytechnic Arizona State University Wichita State University California State University, Institute Lawrence, Steve P., MS Lilien, Shirley A., JD Fresno Machuca, Ana, MBA University of San Francisco University of Arizona Loock, Paul W., JD/LLM Webster University Lax, Emanuel S., MBA Lindsey, Michael L., JD University of Detroit/ Mack, Jeri L., MS St. Joseph University Villanova University Wayne State University National Louis University Lazarre, Jack, PharmD Lineberger, Terry L., MPA Lopes, Phillip M., MA Mackoy, Karen M., MBA University of Southern San Jose State University University of Wisconsin Keller Graduate School of California Management Linsdell, Jeanne H., PhD Lopez, Rosalie M., JD Lehman, David, MBA/MS Golden Gate University University of Houston Madrid, Mario A., MBA West Coast University/ University of Phoenix Lipman, Melvin S., JD Lopez, Steven, MBA Colorado State University Brooklyn Law School New Hampshire College Maes, Lawrence C., MBA Lehrburger, Lillian S., JD Lipner, Larry, EMBA Lorentzen, Robert W., MBA Central Michigan University Ohio State University Nova Southeastern University of Phoenix Mahdavi, Mitra, MBA Lemire, John P., MBA University Lorenz, Gary L., PhD Golden Gate University Thomas College Lipowsky, Josef, PhD University of Minnesota Majeski, Karen L., MBA Lenert, Louis H., MS University of Fribourgh Loro, Stephen L., EdD University of Texas, California State University Liptrot, Mike S., MEd Auburn University El Paso Leonard, Jerilyn K., MA Colorado State University Loubier, Cynthia L., PhD Malak, Gabriel M., MA Ohio State University American University Liswood, Aaron S., MBA California School of L’Esperance, Henry R., MA Golden Gate University Professional Psychology Malchiodi, Michael A., MS Central Michigan University The Naval Postgraduate Little, Gene E., MBA/MA Low, Colbert K., JD Letellier, Val, MIM University of LaVerne/ University of California, School American Graduate School Pepperdine University Davis Maldonado Diaz, Alba I., MA of International Wayne State University Liu, Richard C., MBA/MS Low, Debra, MHSA/MS Management San Jose State University/ Arizona State University/ Malone, Timothy M., MAM Levesque, Joseph J., MBA Stanford University University of Illinois, University of Redlands University of Dallas Lofald, Daniel R., PhD Urbana-Champaign Mangat, Kuljit K., MA Levine, Randall E., MA University of Florida Lowe, Ronald J., MBA Middlesex University Royal Roads University Florida Institute of Lofaso, Matthew, JD Mangrum, Vera P., MBA Technology Levine, Roger S., MAM Southern University Indiana Weslayan University of Redlands Loyd, Pamela A., MSA University Logan, Russell, MBA Levins, Jess W., DBA Webster University Central Michigan University Manning, Pamela L., MA Nova Southeastern Lohaus, Peter E., MBA Lucas, Diana M., MBA Webster University University Eastern Michigan University of Minnesota Manson, Keith A., JD Lew, James C., DBA University Thomas Cooley Law School Loher, Victor A., MSPH University of Southern Lucero, Randy J., MA University of South Florida Marable, Alger C., MBA California Webster University Rutgers University Lombard, Doris A., SCD Lewandowski, Robert, JD Pace University Ludeking, Mary Ellen, EMBA Marcotte, Donald O., MBA Wayne State University Rutgers University London, Ray W., PhD Colorado State University Lewin, Donald G. JD Lugo, Sheila S., PhD University of Southern Mariani, Gina M., JD Santa Clara University Jacksonville Theological California San Francisco Law School Lewis, Douglas B., MBA Seminary Long, Dennis E., MS Marino, Paulette, DBA Syracuse University Rochester Institute of Luke, Joshua D., MA University of Kentucky California State University Lewis, Fred S., MEd Technology Marinucci, Anthony F., JD University of Miami Lund, Erik K., JD Long, Eva, PhD Seton Hall University California Western Liao, Xiaozhong D., PhD The Fielding Institute Mariscotti, Christopher, MBA Florida State University School of Law Long, Mary J., MA California State University, Liddell, Nicole, MA University of San Francisco Maby, Richard, DBA Fresno Queen’s University Nova Southeastern University

A-124 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Markham, Rodney E., MPA McCabe, Caroline, M., MA McGrath, Timothy, JD Meyere da Silveira Zuquete, Texas Tech University University of Hawaii Western State University Jose, MBA Marquez, Maricarman, JD McCabe, Mary Beth, DBA College of Law St. Mary’s College University of Puerto Rico United States International McGuigan, Donald E., EdD Meyers, Mark A., JD Marrero, Brunilda, DBA University University of California, Tulane University Nova Southeastern McCalister, Michael, DrMgmt Los Angeles Michalski, James, JD University The Union Institute McGuinness, Keith P., MS Harvard University Marrero, Wanda I., PhD McCann, Michael H., MBA Georgetown University Michalski, Walter J., EdD University of Texas, Austin Pepperdine University McIntire, Richard M., PhD Pepperdine University Marrin, Donald M., MBA McCarthy, Michael E., MBA State University of New Michel, Alexandra D., MS Pepperdine University University of Phoenix York, Stony Brook University of Central Texas Martin, David L, JD McCarthy, Ronald W., JD McIntosh, Claude T., PhD Miklos, Mark A., MS University of Santa Clara University of Santa Clara Ohio State University University of Southern Martin, Faye M., MBA McClure, Lynne, PhD McKinley, Kevin, MA/MS California Duke University Arizona State University San Diego State University Miller, David A., MS Martin, Kevin R., JD McClure, Paul T., PhD McKinley, Mike K., MBA University of Southern Loyola University University of Southern St. Mary’s College California Martínez, Carlos A., MBA California McLendon, Nancy, MSCS Miller, Greg, MA University of New Haven McCollum, Ben B., MBA University of Texas, City University El Paso Maselli, Barbara J., MS Northeastern State Miller, James W., MS Chapman University University McNicholas, Thomas, DBA Colorado State University, Mason, Joseph W., MA McConnell, Kenneth, MBA Golden Gate University Boulder University of Oklahoma University of Phoenix McQueen, Georgia, MBA Miller, Joseph S., MA Pepperdine University New York University Massah, Stave F., MS McCormack, James F., MA University of Texas, Webster University McQuery, Charles W., MBA Miller, Ralph F., MSSM Arlington McCoy, Michael D., MBA Eastern Illinois University University of Southern Masse, Cecile T., PhD Fairleigh Dickinson Medero, Carlos, MBA California The Union Institute University Turabo University Miller, Richard R., PhD University of Hawaii, Massey, Calvin L., MBA McCoy, Michael L., MA Medina, Evaristo, MA Manoa National University California State University, University of Puerto Rico Chico Millet, Murray R., MBA Mastin, M. Frank, MBA Meisel, David, MABA Harvard University McCoy, Peter F., MBA University of Puget Sound University of California, Los Angeles Mastrangelo, Anthony, MBA Pennsylvania State Mejias, Miguel A., MBA University Milling, Bryan E., MBA Pepperdine University University of Phoenix McCrobie, Daniel, PhD University of Texas, Austin Mathewson, Jessica, MBA Melnick, Michael L., MBA Claremont Graduate Mills, Timothy I., MBA/MS DePaul University Northwestern University University Menge, Fred, MS Golden Gate University/ Mathur, Atul B., PhD U. S. Air Force Institute of Virginia Polytechnic McDaniel, Donald, MACY University of Phoenix University of Texas, Technology Institute and State Menke, Cathleen V., MBA Arlington Miner, Jack G., MAM University University of Southern McDonald, Gregory E., JD Northwestern University Matías-Soto, José L., JD California Inter American University Texas Tech University Menke, Robert O., MA Minnich, Thomas E., MS Northwestern University of Puerto Rico McEwan, Bruce E., MBA University of New Mexico Western New England Mirabella, James W., DBA Matthews, Alan E., MA Merx, Georges, MS/MS College Nova Southeastern Ohio State University San Diego State University McFadden, Michael, MBA University Mausser, Eric, MPA Messinger, Jeffrey T., MBA Brigham Young University University of Denver University of Phoenix Mirachi, Joseph J., MABA Baruch College Maxey, Phillip, JD McGahey, Nancy, MA Meyer, Chris C., MBA University of New Mexico Miranda,, Frank C., JD John Marshall Law School Nova Southeastern McGeary, Robert E., MA Nova Southeastern Maxwell, Willie P., PhD University University of New Mexico University The Union Institute Meyer, James, MABA McGeorge, Douglas, MBA Indiana University Mirsaide, Javad, MS/MBA Mayer, Barbara, MA/MPA California State University, University of Michigan/ University of Texas, Tyler Meyer, Sharon M., MBA Fresno Golden Gate University McGowan, John J., MPA University of Colorado University of New Mexico

A-125 University of Phoenix, 2001-2002

Miskiman, Don E., MA Morris, Virginia (Ginger) E., MS Murray, Kathryn M., MA Nixon, Wm. Barry, MA University of Alberta Southern Nazarene University of Phoenix New School for Social Mitchell, Sheryl L., MSA University Murray, Peter E., DBA Research Central Michigan University Morse, Eve L., MAOM University of Sarasota Noell, Larry S., MA Moasts, Michael L., University Oklahoma State University Myers, Audrey I., MA San Diego State University of South Florida Moesley, Jerry D., PhD Rollins College Nommensen, Neil A., JD Mohaghegh, Saeed, MA/MBA University of Denver Myers, Lee A., MBA California Pacific School of Clark Unive3rsity Moser, Gary, MS University of Phoenix Law Mohr, Joseph E., MBA Northern Arizona Myers, Matthew E., MIM Noone, Laura Palmer, JD University of Chicago University American Graduate School University of Iowa Molina, Jose A., PhD Moses, Daniel, PhD of International Nordstrand, Thomas, MBA Pennsylvania State Kennedy Western Management University of New Mexico University University Myers, Oliver K., JD Norton-Leitch, Jamie A., MBA Molinari, Margaret, PhD Mosley, Rosa M., JD University of Utah University of San Diego Wright Institute Western State University Nagai, Nelson T., MS Nowak, Phil D., MPP Montañez Miranda, Félix, JD College of Law West Coast University University of California, Catholic University of Moulton, Harry B., MA Nanna, Michael J., PhD Berkeley Puerto Rico Webster University Wayne State University Nowicki, Marvin E., PhD Monteilh, Lawrence R., DPA Mourino, Edwin, MEd Nanu, Cristian, MBA?MS Southern Illinois University University of LaVerne University of Southern Tulane University/ Nunke, Bonnie L., MBA Montgomery, William, MBA, Mississippi Polytechnic Institute University of Santa Clara Southern Methodist Muegge, Tracy D., MBA Nation, Mary C., MBA Oakland, Daniel M., MBA University Utah State University Eastern New Mexico University of Massachusetts Moody, Michael A., DrMgmt Mueller, Marcia E., MA University Oaks, Stephen C., MBA Nova Southeastern Marymount University Neis, John M., JD Pepperdine University University Mulholland, George P. PhD University of Texas O’Brien, John T., JD Moore, David J., MS Oklahoma State University Nelson, Conan L., MS Brooklyn Law School The American University Mulholland, Michael, MBA Wright State University Obringer, Robert H., JD Moore, James C., MBA University of Phoenix Nelson, Julie, JD Rutgers University Drexel University Mundschenk, John S., MIM University of Iowa O’Connor, Peter J., PhD Mootz, John M., MBA American Graduate School Neuhauser, Charlotte, PhD University of Florida National University of International Wayne State University O'Connor, William James, DBA, Management Mora, Grana, Jose R., PsyD Nevins, Christopher G., JD Nova Southeastern Caribbean Center for Munoz, Humberto J., MHSA St. Mary’s University University Florida International Advanced Studies Neyland, Phillip Q., MBA O’Connor, William John, MBA Moraites, Teri L., MBA University University of Virginia Canisius College University of Phoenix Munoz III, Adolfo, MAEd Nguyen, Lam, MS Odonnell, Joseph J., MS Antioch University Moran, Mary Jo., PhD Golden Gate University Boston University Murphy, Joseph J., MIA The Fielding Institute Nielsen, Niels N., MIM O’Donnell, William T., PhD Massachusetts Institute of Moravick, Kimberlee A., MA American Graduate School The Union Institute Technology University of San Diego of International O’Farrill, Esteban, MA Morelli, Frank A., PhD Murphy, Kevin J., EdD Management Inter American University Arizona State University Boston University Nielsen, T. John, EdD of Puerto Rico Murphy, Richard J, MBA Morgan, Christol, MPA/MA Brigham Young University Ogar, Thomas A., LLM Florida Metropolitan The American University/ Nierman, Carol S., MS Columbia University University Stanford University Rochester Institute of Ognjanovic, Milomir, MBA Morgan, Glenn, JD Murphy, Richard L., MBA Technology Hawaii Pacific University Golden Gate University Loyola University Nik-Khah, Said, MS/MBA Ono, Daryl K., MBA Murray, David L., MBA Moring, John, MS University of Washington/ University of Southern Claremont Graduate University of Southern University of Southern California University California California O’Quinn, Floyd C., MBA Morris, Michael, MBA/TM Murray, Jim, MBA Niswander, Dan A., PhD University of Utah Golden Gate University University of Phoenix Nova Southeastern Ordonio, Robert R., MSCS Murray, Joseph P., MAOM University Naval Postgradute School University of Phoenix

A-126 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Orenstein, Eric D., EMBA Parker, Carol M., JD Peter, Kenneth R., MBA Pollard, Dennis J., PhD University of Miami University of Texas, Southern Illinois University Claremont Graduate Orme, Clifton N., MBA El Paso Peters, Mary E., MS University Brigham Young University Parker, Charles R., PhD National Louis University Polston, Morris V., MAOM Ormiston, Ronald G., MBA United States International Peters, Timothy J., MBA University of Texas Golden Gate University University University of Northern Ponce, Derek E., MBA Ornellas, Robert J., JD Parrott, Michael G., MBA Colorado University of California, University of the Pacific University of LaVerne Peterson, Lois J., MS Berkeley O’Rourke, William, MBA Parsonson, Peter S., MS National Lewis University Ponka, Lawrence J., MA Auburn University Georgia Institute of Peterson, Richard W., MBA Central Michigan University Ortiz, Raymond, ME Technology Arizona State University Pope, Rupert B., MBA Universidad Politecnica de Passaretti, Robert A., MBA Pettigrew, Calvin M., MBA University of Dallas Puerto Rico Pepperdine University Rutgers University Porter, Cherie G., JD Osborne, Derek C., MBA Pastore, Robert R., MBA Pfahler, Russell R., MBA University of the Pacific United States International University of Michigan Xavier University Porter, Sheila D., JD University Patnode, Clarence A., MS Pfeiffer, Michael R., JD University of Colorado Osborne, Don C., JD University of Arizona University of San Diego Posluns, Ronald J., PhD Indiana University Patton, D. Keith, PhD Phelps, Vada J., MBA Syracuse University Osorio-Flores, Juan, MBA University of South Carolina University of Denver Post, John, MSSM University of Puerto Rico Paul, S. Pamela, PhD Phelps, Yvonne V., MA University of Southern Osterlin, Darlene W., MBA University of Maryland California State University, California University of Calgary Payne, Donna, PhD Los Angeles Post, Robert A., MS Oswald, Daniel, JD Colorado State University Phillips, Charles J., PhD Carnegie-Mellon University Brigham Young University Payne, Robert E., MBA Century University Potts, James W., JD Othus, Kathleen M., EdD University of California, Pierce Russel, MSEE/MBA University of West University of Sarasota Irvine University of Washington/ Los Angeles, Law School Otis, Philip C., MBA Pearce, Joseph M., MBA Florida Institute of Poulsen, Erik G., MS University of Phoenix Tulane University Technology University of California, Los Angeles Ott, Edward M., MBA/TM Pearce, Loren E., MS Pinion, Andrea J., MBA University of Phoenix University of Utah University of Sarasota Powanga, Luka, PhD Colorado School of Mines Owens, Howard E., MBA Pearsall, David W., DA Pitts, Claud, DBA Pepperdine University Fordham University United States International Powell, Gregory M., PhD Paddock, William J., MIM Pechewlys, Charles, LLM/MS University University of Florida American Graduate School George Washington Piva, Mark A., MBA Powers, Franklin E., MA of International University/Rensselaer Claremont Graduate Webster University Management Polytechnic Institute University Powers, Kenneth W., MS Pagan, Ana M., MHROD Pelletier, Paul A., LLB Piwtorak, Stephen, MABA University of Northern University of San Francisco University of Toranto Michigan State University Colorado Pagano, Michael C., MBA Penna, Anthony O., MBA Pizur, Anthony, MA Powers, Ray T., MBA Duquesne University Fairleigh-Dickinson Brown University University of Phoenix University Paine, Catherine G., MBA Plantine, Donald G., EdD Preising, Mark W., MBA Golden Gate University Pennock, Robert W., MTX University of Tulsa City University Painter, John O., MBA California State University, Pocchiari, Michael, MAEd Pressburger, Ernest, MBA Haywood Harvard University Vanderbilt University Fairleigh Dickinson Perkins, Marna A., MBA University Palmer, Gary, DPA Poffenberger, William, PhD Arizona State University University of Southern Wayne State University Prevot, Kenneth G., PhD California Pernsteiner, Carol A., DBA Poirier, John M., EdD Massachusetts Institute of Palmer, Meredith L., JD Nova Southeastern Nova Southeastern Technology University Stetson University University Price, Barry, MS Pertierra, Marisa, MA/MBA Nova Southeastern Park, Benjamin W., MBA Joje, Elizabeth B., MBA National University University Golden Gate University University of Houston Perugini, Edward N., MPA Price Joan C., MBA Park, David W., PhD Polasko, Kenneth J., PhD Cornell University Rutgers University Sandford University University of Detroit, Mercy Petefish, Michael D., MBA James Madison University

A-127 University of Phoenix, 2001-2002

Primus, John, PhD Ramirez, Gisela I., MBA Restivo, Al C., MA Robertson, David N., MSCis Golden Gate University Inter American University Goddard College University of Phoenix Pritts, David E., MA of Puerto Rico Rhodes, Ben W., MBA Robinson, Durinda L., JD Saint Francis College Ramos-Cruz, Carlos, MPL University of Tampa Southern University Propoggio, Ronald J., PhD University of Puerto Rico Rhymes, Ken, JD Robinson, Jeffrey A., PhD Walden University Ramsey, William S., JD University of Houston Nova Southeastern Prough, Steven D., MBA University of Baltimore Rice, Judy C., MAM/HROB University University of Phoenix Ranasinghe, Kamal, DBA University of San Francisco Robinson, Roger S., PhD Pudas, Jonathan A., MAM United States International Rich, Leann M., MBA Walden University Bowie State University University University of Washington Rocha, Debra A., MS Pugno, Martin L., MS Rangus, Joseph A., MBA Richard, Joan E., M Ced Salve Regina University Walsh College University of Southern Vanderbilt University Rodgers-Price, Linda, MAM California Pugsley, James P., MS Richert, Linda S., PhD University of Redlands Utah State University Raphael, Michael A., PhD University of Pittsburgh Rodriguez, Manfredo, MBA University of Akron Pumphrey, David L., MS Richey, James M., MBA Inter American University Georgia State University Rasiah, Mark R., MBA University of Phoenix of Puerto Rico Pusey, Jerrold D., MBA University of California, Richins, Richard C., MS Rodriguez-Malave, Jorge, MBA Berkeley Pepperdine University California State University Inter American University Ratcliffe, Robert G., MBA of Puerto Rico Pyle, Murray J., MM Northridge West Coast University University of Waterloo, Richman, Ronald J., MS Rodriquez-Mercado, Jose, MBA Canada Rauseo, Nancy A., EMBA University of Colorado University of Puerto Rico Quade, Susan M., MIM Nova Southeastern Richmond, Kenneth, MAM/ Rogers, John R., MS University American Graduate School HROB, Webster University National University Raymond-Loher, Ilfra, MSPH of International Rideout, Heather M., MABA Roman, Roberto, MBA University of South Florida Management University of Phoenix University of Puerto Rico Rea, Robert H., MBA Queensberry, Jo-Rene, MSHA, Riedel, Patricia G., MS Rooney, John L., DBA Florida Institute of University of Phoenix Pepperdine University United States International Technology Reap, Daniel J., MHRM Riggsby, Anne W., MBA University Hawaii Pacific University Quigley, Philip E., MBA Georgia State University Roquemore, Deanna, MS Southern Methodist Reardon, James, MBA University of Southwestern Rigney, Rebecca A., MBA University Harvard University Louisiana University of Washington Quingua, Rolli, MBA Reckert, Thomas J., JD Rosano, Maurice (Mickey), JD Riley, Mary A., PhD National University Loyola University Claremont Graduate Western State College of Law Quinn, Kylene, PhD Redburn, Raymond J., PhD University Portland State University Indiana University Rosenberg, Jean, MBA Rine, Larry D., MA"OM Arizona State University Quinones-Perez, Luis, MBA Reeber, Roy W., MBA Northwestern University Inter American University Pepperdine University Rosenfeld, David A., MBA Ritter, Jeff, MBA of Puerto Rico Reed, John H., PhD Long Island University University of Phoenix Quinzi, Anthony J., PhD Louisiana State University Rivello, Joseph M., MBA Rosenthal, H. Burt, MS Florida State University San Jose State University Reed, William A., MS Golden Gate University Ragatz, Jon E., MAM Thomas Edison State Ross, Linda M., MEd Rivera, Alex N., MBA Northwestern University College University of Minnesota California Lutheran Ragin, Watson T., MBA Reeves, Gary R., MBA University Ross, Robert E., MBA East Carolina University University of Texas, Austin Rivera, Jose R., MBA California State University, San Jose Rahimian, Esmail, MA Rehbine, Nancy L., PhD Universidad Mundial National University Capella University Rosser, Paul M., MHS Rivera-Matos, Richardo, MBA University of Denver Raines, Gerald, MABA Rendon, Felipe R., MBA University of Puerto Rico Wayne State University Pepperdine University Rousseau, Elaine W., PhD Robbins, Rob (Lowell), MBA, Rainwater, William, MBA Reiner, James H., MS University of Southern University of Arizona Harvard University University of Kansas California Roux, Vicent M., MBA San Francisco State Ramdas, Rameysh, MS Renko, Paul J., MIBA Roberts, Chris, MBA University University of Georgia Wayne State University University of Phoenix Rowe, Daniel M., MBA Ramirez, Carlos, MBA Rennix, Victor E., MSS Roberts, Judith M., MSE Inter American University Syracuse University Florida State University University of South Carolina of Puerto Rico

A-128 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Rowe, David E., JD Sammis, Norman, MS Schleicher, Janice M., MBA Seaman, Charles J., JD Brigham Young University The Naval Postgraduate Univerity of Detroit University of Miami Rowe, Kevin, MA School Schlueter, Georg J., PhD Sears, Kay L., MAOM Massachusetts Institute of Sanchez, Juan, MACY Aachen Institute University of Phoenix Technology Turabo University of Technology Segol, Genevieve, PhD Rucker, Jacqueline, JD Sandler, Leland, MBA/MA Schmidt, Deborah A., MBA Princeton University Loyola-Marymont Pepperdine Universtity/ Indiana Wesleyan Selitti, Ted A., MBA University San Francisco State University San Jose State University University Rudd, Gordon, MBA Schmidt, Michael, DBA Seneriz-Lizardi, Victor, MBA, West Texas A & M Santos, Gloria, MABA Indiana University University of Puerto Rico University University of Puerto Rico Schneider, Mary Ann, MSCis Ser, Elliot M., DBA Rudolph, Linda M., MBA Santos, Sandra, MBA Barry University Nova Southeastern Pepperdine University University of Puerto Rico Schoenecker, Joy L., MBA University Rudy, John F., JD Saracco, Don, MA University of Phoenix Seretis, Ioannis J., MA Stetson University Ball State University Schonland, Rodney C., JD Webster University Ruffner, Grace J., MBA Sarramia, Tomas, PhD Southern New England Serva, Donald P., MBA Golden Gate University State University of New School of Law Golden Gate University York Ruiz, Nelson R., MBA Schrager, Debra S., MABA Seteroff, Steve, DBA College of Notre Dame Saur, Thomas W., JD State University of New Nova Southeastern Russ, Donald D., MBA Wayne State University York University New York University Sauter, Jeffrey R., MBA Schroeder, Edgar J., MBA Seto-Mook, Leona K., MBA Russell, Raymond L., DVM University of California, University of Detroit University of Hawaii Los Angeles Kansas State University Schrott, Jason L, MIM Sevilla, William H., MBA Russette, John W., DBA Savod, Michael H., MBA American Graduate School Golden Gate University Golden Gate University of International Nova Southeastern Sewart, John J., PhD University Sawitzke, Kenneth L., MA Management University of California, Russin, Richard J., JD John Carroll University Schueller, Charles G., MBA Davis University of Maryland Dickinson School of Law Sayrs, Lois W., PhD Shamash, Albert F., JD Rust, John E., MBA Northwestern University Schuh, Lee H., JD Stanford University University of California, University of Texas, Schade, John J., PhD Shank, Judson F., MBA El Paso Claremont Graduate Los Angeles University of Phoenix Rutland, Samuel P., MPA University Schuh, Suzann M., PhD Sharghi, George K., DBA The American University California State University, Schafer, Robert E., MPA United States International Haywood Marywood College Schultz, Angela K., MBA University University of Massachusetts Ryan, Laurie A., MHRM Schaff-Johnson, Deborah, PhD Shaver, Ronald E., EdD University of North Florida Walden University Schwark, August C., MBA University of Nevada, Ryan, Tara L., MS Schag, Timothy M., MABA Washington University, Las Vegas St. Louis Chapman University Wayne State University Shaw, Lance D., MBA Sabella, Thomas, JD Schalow, David L., PhD Schwartz, Fred, MBA Arizona State University Pepperdine University John B. Stetson Law School University of Arkansas Shaw, Paul, MAOM/MBA Sacks, Richard J., MBA Schaum, Fred W., MBA Schwartz, S. Emily, JD San Diego State University New York University University of Michigan Santa Clara University Shawl, Stanley H., MS Safa, Barry, MBA Scheffel, Mark H., JD Scott, Charles L., MBA Bryn Mawr College Brigham Young University State University of New New York University Sheeler, Christine T., MBA York Schejbal, Julie A., JD Scott, Hugh J., MBA Loyola University Syracuse University Salerno, Carolyn, EdD Duke University Shepard, John B., MS/MP University of San Diego Schild, Willy, PhD Scott, Leigh, MABA Chapman University/ Salgado Calzada, Griselle, New York University Wayne State University Troy State University MCis Schipper, Jeffery D., MBA Scott, William J., MBA Shepard, Rowland A., MBA University of Puerto Rico University of San Diego Simon Fraser University University of Arkansas Salstrom, Roger L., MBA Schirer, Richard A., MBA Scrivner, Gary N., PhD Sheppard, Kenneth A., MBA Indiana University University of Phoenix University of Colorado University of Phoenix Salveson, Melvin E., PhD Schiro, James B., PhD Scuffos, Harry G., MBA Sheppard, Thomas, PhD University of Chicago Walden University San Jose State University University of Texas

A-129 University of Phoenix, 2001-2002

Sheridan, Theresa A., MBA Simon, Richard L., JD Smith, Paul N., PhD Stanford, Monty C., PhD University of Phoenix Hofstra University University of New Orleans University of Texas, Austin Sherlock, Robert D., JD Simpson, Adelle M., MM Snider, Gordon J., MBA Stanglewicz, Christopher, MS. University of Utah National Louis University University of California Walsh College Sherwin, Nick D., MBA Simpson, Brian P., PhD Snyder, James W., MSA Stanklewicz, Ronald, MSEA Pepperdine University George Mason University Central Michigan University Syracuse University Shields, Joseph C., MPA Simpson, Jerry I., MPA Snyder, Ronald L., DBA Starkweather, Michael W., JD George Washington The American University Nova Southeastern University of Wisconsin, University Sinatra, Salvatore, DRMGMT University Madison Shields, Richard J., MAOM University of North Soares, Gordon W., MS Starling, Michael, MAOM University of Phoenix Carolina Massachusetts Institute of University of Phoenix Shinners, Donald W., MBA Sinclair, Timothy R., JD Technology Starrett, Dawn M., PhD University of Phoenix Wayne State University Sofranac, Rodo, MBA United States International Shipley, Lanny R., MM Singh, Adolf, MIM Arizona State University University Northwestern University American Graduate School Solinger, Carol, MBA Staub, Ian J., MBA Shipley, Margaret G., MA of International University of Maryland City Universty of New York Texas Tech University Management Soto, Dorene E., MBA Stead, James A., MA Shockley, Sarah A., MA Singh, Raj, PhD University of Nevada, Reno Brigham Young University Monterey Institute of University of Southern Southern, Derek L., MBA Steinbrecher, Steven, MPA International Management California Fairleigh Dickinson California State University Shook, Jonathan E., JD Sitaraman, Kumar H., PhD University Steiner, Joseph, MBA/MS University of Tulsa University of Arizona Speers, Mitchell L., MBA Golden Gate University/ Short, Vincent E., MHRM Sitkewich, Jorge, MS University of Chicago California State University of San Francisco Carnegie Mellon University Speeth, Lauren M., DBA Polytechnical University Shrater, Joel S., MSEE Siu, Alfred C., DBA Golden Gate University Stell, Warren J., MBA Newark College of Golden Gate University Speights, David, PhD Loyola University Engineering Skertich, James G., DBA University of California, Stelma, Louise, MHRM Sidrow, Michael R., PhD United States International Los Angeles University of San Francisco University of California, University Spencer, Terry R., PhD Stenvall, John T., DBA Riverside Skubish, W. Steve, MBA Utah State University Arizona State University Sienkiewicz, Walter J., MBA Regis University Spiselman, David MA/MBA Stephens, Leslie R., MBA University of Chicago Slike, Sherril, MA New School of Social University of Portland Sigalow, David L., JD University of Colorado Research/New York Stern, James M., JD Illinois Institute of Sloboda, Brian W., PhD University University of San Francisco Technology Southern Illinois University Spiteri, Daniel J., MA Sternieri, James T., MBA Silber, Mark B., PhD Small, Margaret, MHROD Northwest University Dowling College Ohio State University University of San Francisco Spivey, Philip C., MIM Stevens, Drew J., MBA Silberman, Cary J., JD Smedley, Bonnie L., MBA American Graduate School University of Phoenix of International John F. Kennedy University University of North Florida Stevens, Gregory L., PhD Management Silveira, Emilia E., PhD Smith, Ann F., MPA Florida State University Spotswood, Robert K., MBA Karl Marx University of University of New Orleans Stevens, Jonathan C., JD Economics Smith, Brian R., MBA Pepperdine University Loyola Marymount Silver, Gregg L., MBA Brigham Young University Spradley, Suzanne, MSCis University Golden Gate University Clemson University Smith, Edwin W., MA Stevens, Paul T., MBA Silver, Susan, MA Vermont College Sprague, Sara K., EdD California State University, Arizona State University Santa Clara University Smith, Judith M., PhD Fullerton Simmerer, Mary C., MPA The American University Sriparavastu, Loknath, MSEA Stewart, Vivienne H., LLM Grand Valley State Smith, Larry W., MS Western Michigan University of British University University Utah State University Columbia Stabno, Carolee A., MC Simmons, Ronald J., JD Smith, Morris A., MBA Stillman, Martha, MA/MCis College of Notre Dame Golden Gate University University of Pittsburgh Yeshiva University/ Staheli, Max, MBA Columbia University Simmons, Timothy J., JD Smith, Morton M., MS University of North University of Maryland University of Utah Stinson, Jeff, MPA Carolina Stalberger, Thomas, MBA California State University, University of Colorado Fresno

A-130 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

Stoddard, Ralph C., JD Szafranski, Michael, MBA Thompson, Douglas I., MBA Toombs, Deborah, J., EMBA University of Florida University of Tampa Columbia University Nova Southeastern Stout, Charlotte A., MAOM Szaniawski, Ted, MBA Thompson, Evelyn, MS University University of Phoenix New York University Northwestern University Torbit, Jerry B., MBA/MS Stratton, M. Beth, JD Szczepanski, David N., MS Thompson, Ronald F., MS National University/ University of San Diego Central Michigan University University of Tennessee The Naval Postgraduate School Straub, Steven O., MS Tabah, Albert, MBA Thompson, Victoria R., MBA Pepperdine University Western International Pepperdine University Torres Dilan, Adelaida, MABA Inter American University Stretch, Robert, MAEd/MS University Thomson, Arlene, MSW/MBA University of Phoenix/ Taheran, Majid (James), MS University of Central of Puerto Rico Troy State University West Coast University Florida/City University of Torrez, Michael L., MPA Bernard Branch College Stringham, Dell S., MIM Tallman, Richard J., MA New York University of South Carolina Ohio State University Thorn, Michael, EMBA/MSSM Trabin, Jack C., PhD Wayne State University Strockis, Jan, MBA Tan, Renee J., MA Pennsylvania State New York University San Francisco State University/University of Tracy, Kevin P., MCS Strube, Michael D., MBA University Southern California Oakland University University of Oklahoma Tanner, James, MS Threet, Douglas, MA/MA/ Tran, Tuan, MBA, Pepperdine MA/MSCis/MBA/MS Stucker, Darryl G., EdD Utah State University University/University of Virginia Polytechnic University of San Francisco Tansil, Abner J., JD Wayne State University California, Los Angeles/ Institute/University of Stultz, Thomas L., MAOM Santa Clara University California, Santa Cruz/ University of Phoenix Tarr, Jeffrey S., JD Thurman, Lorna G., DBA Winona State University/ Stumpo, David M., MS Loyola Marymount United States International University of Missouri LaSalle University University University Trapp, David J., JD Sturgess, Eric, MIM Taylor, Bruce E., MS University of Santa Clara Chapman University Thyfault, Michelle R., MBA American Graduate School University of Texas, Tredway, Ron, EdD of International Taylor, Charles P., MS El Paso North Carolina State Management Colorado State University Tibbles, Ronald E., MBA University Sturm, Phlip R., PhD Taylor, Eileen Z., MACY St. Louis University Trenor, Curtis F., MBA Virginia Commonwealth University of Southern Golden Gate University University Florida Tierney, Keith J., JD California Western Treu, Dennis L., MBA Suhar, Richard A., ME Taylor, John, MBA School of Law Lake Forrest College Lehigh University National University Tijerina, Manuel, JD Triplett, Johnnie R., MS Sumner, Sara A., MBA Taylor, John C., MBA Stanford University Purdue University University of Redlands Stanford University Tillman, Cheri L., MIM Trombley, James, MBA/MA Sundararajan, Venkagesan Taylor, Sears R., MBA American Graduate School University of Phoenix/ (Prasa), MBA Southern Illinolis of International Eastern Michigan Rollins College University, Edwardsville Management University Sunday, David A., MBA Tellier, Mark J., MS Tilman, G. Wayne, MBA Trosino, Shirley J., PhD San Diego State University University of Central University of Richmond Claremont Graduate Florida Sunderman, Jeffrey S., MBA Tipton, David J., PhD University University of Southern Terrell, Kelly L., MS St. Louis University Tsui-Tam, Fanny, MBA/MA California National-Louis University Tolbert, Joseph, MBA Brigham Young University Sutherland, Richard R., JD Teufel, Robert A., JD Golden Gate University Tubbs, Alisa M., MBA/MIM Harvard University Southwestern University Tolman, Larry R., MBA Arizona State University/ Svendsen, Paul W., MBA Thacker, Vernon, MAOM University of Phoenix American Graduate School Portland State University University of Phoenix Tomas, Sam, MS of International Swanson, Elizabeth, JD Thode, Paul D., MBA Management Arizona State University University of Utah Golden Gate University Tucker, David S., PhD Tombazian, Charles, MBA Swenson, Craig D., PhD Thomas, Michael L., MA University of Arkansas University of Colorado, Walden University University of West Florida Boulder Tulk, Thomas K., PhD Swink, Mark E., MBA Thomas, Satish, MBA Tongren, John D., MBA Colorado School of Mines Southern Illinois University Oral Roberts University University of Michigan Syring, Leslie, J., MBA Thompson, Cecil B., MA Eastern Michigan University of California, University Los Angeles

A-131 University of Phoenix, 2001-2002

Turkowski, Gerald, MA/MA VanDerWerff, Jan Henk, DE Vroman, Rhonda L., MBA Watkinson, James W., MBA University of Denver/ Eramus University Arizona State University College of St. Thomas University of IllinoisTurner, Vandermark, Michael, PhD Vukanovich, Kimberly, MBA, Watson, Christine L., MA Bruce E., MPA The Fielding Institute University of Nevada, University of Denver University of Nevada Vanta, Reynaldo S., MBA Las Vegas Watts, Merrill M., MBA Tuscher, Melvin F., EdD University of San Diego Wagner, Autumn M., MBA Harwood University University of Southern Varco, Walter, MBA University of San Francisco Weaver, Harry L., MS California University of Chicago Wagner, Jack G., MBA University of Arizona Tvorik, Stephen J., PhD Vartebedian, Richard, MBA University of Phoenix Weaver, Mark A., MA/MA Walden University Wayne State University Wagner, Michael J., PhD George Washington Twarynski, Angeline, MA Vasquez, William L., DBA University of Arizona University?San Francisco Central Michigan University Nova Southeastern Wahl, Lien T., MBA State University Twing, Glenna K., MAOM University Golden Gate University Weaver, Terry L., MPS University of Phoenix Vazquez, Jose R., MBA Walitsch, James K., MS Lynn University Tyner, Judy A., DPA University of Puerto Rico University of California, Webb, Kenneth A., DA University of LaVerne Vazquez-Negron, William, Los Angeles The Union Institute Tyschper, Thomas J., MBA MBA, University of Walker, Charles G., MS Weckesser, Robin, MAOM Western International Pittsburgh The Naval Postgraduate University of Phoenix University Vélez, Rolando, MBA School Weedman, Clifford, PhD Ulfers, David P., MS Inter American University Walker, Elaine, MA United States International California State University, of Puerto Rico Webster University University Fresno Vera, Lionel A., MBA Wallace, Ronald J., MBA Wegner, Kevin R., MBA Umshler, Sue E., MSCe Sacred Heart University University of Phoenix Lewis University University of New Mexico Vercillo, Tony M., MBA Walro, Ronald A., JD Weibel, AnneMarie, MBA Unger, Judith A., MA United States International University of Oregon University of California, University of Michigan University Walsh, John F., MS/MBA Los Angeles Unland, Michael S., MA Verma, Kewal K., PhD Pepperdine University Weight, Robert, MSAE New Mexico State Alfred University Walsh, Richard C., MS University of Michigan University Vermeer, Richard D., MBA United States Air Force Weiner, David H., MBA Vacin, Edward M., MBA Lehigh University Institute of Technology Case Western Reserve National University Vesper, Ethel R., PhD Walton, William L., MBA University Vaish, Harish, PhD University of Missouri National University Weiner, Sara P. PhD Georgia Institute of Vicuna, Edward F., MS Waltz, Robert L., MAOM University of Connecticut Technology Chapman College University of Phoenix Weingarten, Kenneth, MBA Valentin, Antonio R., PhD Vigil, Frank E., MS Ward, Arthur E., MBA California State Polytechnic Empresarial University of University of Texas, Wayne State University University Costa Rico El Paso Ward, Eddie R., MBA Weinstein, Gloria F., PhD Valenty, John (Jack), MS Vigil, Juan I., MS/MPA University of Oregon Southwest University The Naval Postgraduate Troy State University/ Waremburg, Robert N., MBA Weltzer, Robert E., PhD School University of New Mexico University of North Florida University of Texas, Valenzuela, Ana, MBA Vilaro-Nelms, Paul, JD Arlington Georgetown University Warner, Joel W., MS University of Puerto Rico St. Thomas University Wengreen, Cory A., MIM Valeri, Don P., MBA Vincent, John E., PhD Warsavage, Barbara, DA American Graduate School University of Alberta of International Stevens Institute of Stanford University Valeske, Joy R.,MIM Technology Management Washington, Barbara., MA American Graduate School Viswanathan, Shekar, PhD West, Donald W., JD of International Pepperdine University University of Windsor University of the Pacific Management Washington, Warren, PhD McGeorge School of Law Vobejda, Vern V., MPA United States International Vanacour, Martin, DPA Whitcomb, David, MS University of Colorado University Arizona State University University of Southern Von Ber, Ina, PsyD Wasserman, Nicole C., Vandenberg, Judith, MBA United States International California University of California, MBA/MHSC University University of Florida White, Kenneth, PhD Berkeley University of Washington Von Leffern, Edward, MA Wasson, James W., MBA VanDerHoeven, Gerrit, ME The American University University of Phoenix Erasmus University

A-132 University of Phoenix, 2001-2002

COLLEGE OF GRADUATE BUSINESS AND MANAGEMENT

White, Montone, MS Woo, Antonio, MS Zembala, Sara A., MBA Utah State University University of Texas, Keller Graduate School of Whiteley, James M., MBA El Paso Management Gonzaga University Wood, Kelly A., MBA Zepeda, Fernando, Whorton, Wayne W., MBA University of Nevada, MAEd/MBA/MPA University of Santa Clara Las Vegas Inter American University of Puerto Rico/Pepperdine Wijnen, Alex G., MBA Wood, R. Spencer, JD University/University of University of Oregon Widener College Southern California Wilder, Lawrence R., EdD Wood, Richard N., PhD Western Michigan University of Arizona Zicarelli, John D., PhD University of Minnesota University Woodfield, Terry J., PhD Zimmerman, Anita, PsyD Wilhelm, Mark R., MA Texas A & M University Indiana University Rensselaer Polytechnic Woods, Scott M., MBA Insitute University of Redlands Zimmerman, Jon, MBA Wilkerson, James F., PhD Wootenh, Rebecca D., MAM St. John's University Florida State University University of South Florida Zmuda, Catherine B., MBA Golden Gate University Williams, Albert A., PhD Worth, Richard C., MC University of Georgia Arizona State University Zmuda, Richard J., MBA Pepperdine University Williams, George A., JD Wu, Nicky K., MBA West Virginia University University of Colorado Zobisch, Paula J., MBA Williams, James D., DBA Wynne, Steven M., JD University of Central Oklahoma United States International Loyola University Zodl, Joseph A., MA/MBA University Wyrick, Richard D., MSIE New School for Social Williams, Michael, MBA University of Tennessee Louisiana State University Research/Western Yen, Les, MS International University Williams, Steve M., MS University of California, Zucca, Gary J., DAA Purdue University Los Angeles University of Florida Wills, Lisa D., JD Yessman, Allen J., MACY Zuckerman, Anne D., JD University of the Pacific Nova Southeastern University of Bridgeport Wilmes, Karl W., MAM University Webster University Yim, Herbert K., MHSA Zuffoletto, James, JD Western State University Wilson, Charles G., MBA Baylor University Zutler, Carolyn L., MSHA University of Pennsylvania Yim, Kevin H., MBA California State University, Wilson, Katherine S., JD California State University Fresno Howard University York, Jr., Robert E., MA Central Michigan University Zweig, Jay A., JD Wilson, Stefanie D., MBA University of Texas University of Miami Yoro, Kimberly A., MBA Wilson, Walter P., PhD Chaminade University United States International Young, James D., PhD University Auburn University Winner, Darrell S., MBA Young, Stephen B., MBA University of California, West Coast University Riverside Yount, Dan A., MBA Wiseman, Eric G., PhD University of Phoenix Harvard University Yung, Vicki S., MA Wisner, Preston A., MS Texas Tech University University of Alabama Zachlod, Craig E., EdD Witty, Willis J., MBPA University of San Francisco Golden Gate University Zaid, Khalid K., MABA Wolf, Robert B., PhD University of Florida Santa Clara State University Zeidler, Larry W., MBA Wong, Albert, PhD University of Colorado University of Windsor Zelinka, Fredrick, MBA Hofstra University

A-133 ...... COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES ......

Dean Oregon Campus Campus Area Chairs Albert, Stephen L., MA Tice, Elizabeth T., PhD Adams, Elizabeth, DA Area Chairs are appointed at each University of Colorado Saybrook Institute State University of New campus in the following areas: Albonetti, Michael J., MA Associate Dean York, Albany Communications California State University, Schuttler, Richard, PhD Orlando Campus Humanities Haywood Walden University Shepard-Tew, Diane, PhD General Studies Alcantra, Paul A., MBA Campus College Chairs University of Florida Science University of Phoenix Cleveland Campus Philadelphia Campus Social Science Anderson, Sue R., MS Shatzman, Aaron, PhD San Diego State University Deckard, Gary, EdD Math Graduate Theological Union Stanford University Aldouri, Raed, PhD BSM (discretion of campus) Denver Campus Phoenix Campus University of Texas, Faculty Kuhlman, Clara K., PhD Levin, Victoria, MA El Paso The Fielding Institute Boston College Abdullayev, Alisher S., PhD Alfero, Socorro, MA/MBA Institute of Mathematics of Detroit Campus Pittsburgh Campus Western New Mexico Accademy School of USSR University/New Mexico Muhammad, Judith K., MA Muench, Sharon, MAOM Aberasturi, Paul, MA University of Detroit, Mercy University of Phoenix State University San Diego State University Ft. Lauderdale Campus Sacramento Campus Allan, David E., PhD Abernathy, Robert A., MA Louisiana State University Sommer, Stephen M., MA Weiss-Handcock, Wendy, PhD Center for Humanistic Saybrook Institute University of Nevada, Reno Allison, Bob, MS Studies Oklahoma State University Grand Rapids Campus St. Louis Campus Abram, Suzanne L., JD/PhD Portscheller, Mary, EdD Amato, Carol J., MA Kirchmer, Martha D., MA University of Louisville/ University of New Mexico Illinois State University California State University, Indiana University Sacramento Hawaii Campus San Diego Campus Abrishamkar, Farhad, MS Amezaga-Rivera, Lesbia, MA Shiroma, Stacy H., MEd Jeremiah, James D., MA Technical University of New York University University of Hawaii Dallas Theological Seminary Aacheu, West Germany Amos, Janice L., MA Jacksonville Campus Southern Arizona Campus Ackerman, Lowell J., DVM Northeastern Illinois Lewis, Jonathan, MAEd Lowell, James, EdD University of Guelph University New York University Chapman University Ackermann, Harald W., MS Anderson, Hal, MS Louisiana Campus Southern California Campus Brigham Young University Brigham Young University Ryerson, Sunny, MS Shahzadi, Jacqueline, PhD Acree, Delores F., MPA Anderson, Marilyn K., MA University of Arizona University of Southern University of Oklahoma California California State University, Maryland Campus Acton, James J., MA Fullerton Southern Colorado Campus McKinley, Michael D., MA LaSalle University Anderson, Mary Lou, MS The American University Vacant Adamson, Darryl R., MA Central Washington Nevada Campus Tampa Campus University of Texas, Tyler University Miah, Mohammed, PhD Dollar, Nancy A., MA Adkins, Carl A., PhD Anderson, Richard E., EdD University of Pittsburgh University of Phoenix Kansas State University Wayne State University New Mexico Campus Tulsa Campus Adler, John J., MS Anderson, William R., PhD Kimbrough, William, MDiv Wilburn, Judith, MEd The Naval Postgraduate Walden University Conserative Baptist University of Central School Andrade III, Joseph L., MS Theological Seminary Oklahoma Aehegma, Aelbert C., MA California State University Northern California Campus Utah Campus Beacon College Annand, Sherye P., MA Frese, Dennis W., PhD Haines, Jeffrey A., MS/MA Aguiar, Elizabeth J., MA Louisiana Technical College University of San Francisco Kansas State University/ George Washington Anselmo, Salvadore, MAEd The Naval Postgraduate Oklahoma City Campus University Tulane University Wilson, Michael, School Ahearn, Jonathan C., MFA Anthony, Peter, MS University of Oklahoma Washington Campus Claremont Graduate Chapman University Online Campus MacAndrea, Lannie, MA University Eastern Washington Anthony, Wilhelmina, PhD Moser, Lee T., MFA Ainsworth, Charles H., PhD Claremont Graduate University University of Montana Washington State University University Oleson, Angela S., MA Albano, John T., MBA Apegian, Diane H., MA Marquette University St. Mary’s College Pepperdine University

A-135 University of Phoenix, 2001-2002

Arguello, Carlos G., MS Badger, Alfred J., MA Bean, David M., MBA Benton, George O., JD National University Ohio State University Aibilene Christian University of California, Arjmand, Shahriar (Sean), MS Bailes, Dale A., MA/MFA University Berkeley University of Illinois University of South Bean, Erik P., MA Benton, Lani L., MFA Arkeketa, Susan M., MA Carolina/University of Michigan State University Utah State University University of Oklahoma Southern California Beatty, Gregory T., MA Bereaud, Francois A., MSE Armitage, Jacquelyn D., EdD Bailey, Gary E., MA University of Iowa State University of New University of Elmira College Beauchamp, Tom, MAEd York Massachusetts, Amherst Baird, Michael W., PhD Arizona State University Berg, Jeannine C., MA Arnold, Joan, MBA/MA/MA Southwestern Baptist Becker, John D., MA University of Tulsa University of Notre Dame/ Theological Seminary Emory University Berg, Nancy A., MA Harvard University/ Baker, Sunny Jo, DrMgmt Becker, Paula L., MBA Stanford University Catholic University of Arizona State University Southern Methodist Berger, Sheldon N., PhD America Balistocky, Joseph M., JD University University of Illinois Arreguin, Esteban (Steve) Temple University Beckwith, Douglas C., JD Berman, Lester H., MSCe MPA/MS, University of Ball, David C., MA University of Nebraska, Wayne State University Southern California Webster University Lincoln Bernitt, Thomas, MA/MBA/ Asburn, John E., MA Balshor, Susan M., MA/MA, Bednarczyk, Adalbert, MS MS/MS Michigan University California Institute of Asian Massachusetts Institute of The Naval Postgraduate Ashley, Juliet, MA Studies/California State Technology School/Hawaii Pacific California State University, University, Sacramento Bedore, Joan M., PhD University/Central Northridge Barker, Brad C., MPA University of Oklahoma Michigan University Atwal, Rajinder S., MS Brigham Young University Bedrosian, Tod, MA Bernstein, Richard A., PhD California State University, Barker, Connie M., MSE University of Denver University of South Florida FresnoAurand, Eric W., PhD University of Southern Beekman, Carl E., PhD Bernstein, Steven, MA University of North Texas California The Union Institute City University of New York Austin, Linda A., MA Barker, Patrick M., PhD Beeson, Denise D., MA Berry, MaryAnne S., MA Southern Illinois University Claremont College San Francisco State Mills College Avery, Lynn F., MA Barnes, Richard L., MS University Bessel, Jennifer L., PhD Sonoma State University Boston University Behman, Magdy B., MA California School of Avery, Virginia, MS Barnett, Carolyn R., MAEd Fuller Theological Seminary Professional Psychology University of Oregon University of Phoenix Beizer, Nanci B., MS Best, Heather M., MA Aytch, Dyan, MA Barnett, Delia M., MA Emerson College University of British Wayne State University Columbia University of Denve4r Bell, Coleman B., MEd Aytch, Dyan, PhD Barnett, Katherine, MEd, University of South Florida Bettino, Carol, MAEd Wayne State University Arizona State University Bell, Corlette L., MA Northern Arizona University Babb, James B., MA Barney, Joseph P., MA Howard University Liberty University Bettridge, Carol C., MA Michigan State University Bell, Rebecca S., MBA University of Northern Bach, Peter J., PhD/EdD Baron, Connie, MA University of California University of Southern Colorado Iowa State University Bell, Whitney A., JD California/University of Barrett, Francis L., MSAE Wayne State University Bevans, Scott R., MBA/MS Southern California Pepperdine University/ Purdue University Bellinghiere, Janice K., MA Backer, Hans A., DPM Columbia University Barrientos, Antionette J., MC San Diego State University California College of Bhargavan, Jayaseetha, PhD Lewis & Clark University Belmontez, Trina M., MS Podiatric Medicine Bangalore University Battaglia, William A., MA National University Badal, Ashour, MA San Jose State University Bhatt, Kailash, MS The Fielding Institute Benecke, Robert C., MBA Iowa State University Bau, William P., MS University of Maryland Badal, Fred B., MSEE Bhuta, Niranjan, MS University of Southern Bennett, Anne-Louise, MA San Jose State University Technical Higher Education California University of Nevada Baddour, Bandaly N., MS Institute, Munich Baumgartner, Peter, MSIE Bennett-Johnson, Ernestine, Middle Tennessee State Polytechnic Institute of Bickford, David L., MS University EdD University of North Brooklyn Grambling State University Baden, Robert B., MS Carolina Baxendale, William R., PhD Bentham, Aubrey F., EdD New York University Billingsley, Gayle, PhD University of Kansas Morgan State Walden University

A-136 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Bingley, Craig G., MA Bouagnon, Valerie D., MBA Bright, Charles E., MBA Buickians, Zaven, MS University of San Diego LaVerne University University of Central West Coast University Bishop, David R., MAT/MDiv Bowen, Danika E., MA Florida Bukowski, James, PhD St. Louis University/ California State Polytechnic Bright, Honore H., MS Indiana University Loyola University University Boston University Bulling, Leila T., MA Bishop, Paul W., MA Bowers, Jr., Anne, PhD Brokopp, Charles D., DrPh Claremont Graduate National University University of Toledo University of North University Bissell, Byron L., PhD, RN Bowley, Gina L., MA Carolina Bunker, John K., MBA Drake University/ California State University, Bronsnard, Patricia, MAT/MS, San Francisco State University of Iowa Long Beach Jacksonville University/ University Bjalobok, Faith, MPHil Bowman, Deanna, EdD Southern Connecticut State Burgess, Sara A., MEd/MA Duquesne University Auburn University University University of Idaho/ Blackford, Marfy E., MA Bowser-Anderson, Darin, MA/ Brooks, Rodney S., DM Washington State University California State University, MS, Fuller Theological California Gradate School of Burleson, Rita A., MA Sacramento Seminary Theology University of Texas, El Paso Blackman, Annette, MA/MPH Bowsher, Holly L. MEd Brown, Christoopher, MSEE Burns, Robert D., PhD San Francisco State University of Texas, Drexel University Purdue University University/University of El Paso Brown, Daniel P., MA Burough, LeAllan L., MS California, Berkeley Boyajian, Timothy, MPH Colorado State University University of Wyoming Blackman, Bernard, PhD University of California, Brown, Ellen W., MS Burpeau–Di Gregorio, Michele, Florida State University Los Angeles Grand Valley State PhD, University of Arizona University Blair, Nicole, PhD Boyer, Linda A., PhD Bushen, Roanne M., MA University of Tennessee Pennsylvania State Brown Kenneth, MDiv Western Michigan Blashak, Ted C., MA University New Orleans Baptist University University of New Mexico Brackett, Lyza M., MS Theological Seminary Butchart, Robert B., MCEd Bloyd, Rebekah A., PhD Eastern Illinois Univerfsity Brown, Linda (Lynn), MA Boston University University of Denver University of Cincinnati Bradburn, Bruce R., MDiv Butler, James P., MS Blue, Nancy J., MSSW Biola University Brown, Pamela H., MA University of Denver University of California, University of Texas, Austin Bragg, Kristin E., MA Byford-Brown, William S., MS Blum, Todd A., MEPM California Stte University, Berkeley California State University, Duke University Fullerton Brown, Queen E., MS Sacramento North Carolina A & T Blundell, Irene, MAM/HRob Bramlett, Bruce R., PhD Byrd, Larry L., MS University University of Phoenix Graduate Theological Union New Mexico State Brown, Robert E., MS Boetig, Donna E., MA Bray, Eileen, MSCis University Johns Hopkins University Fairleigh Dickinson Michigan State University Byrnes, Jane M., MSHA Boghossian, Peter G., MA University Brown, Vickie M., MA Central Michigan University Southern A & M College Fordham University Breen, Robert, MS Cahill-Weisser, Daniel, DA St. Louis University Brum, Aiko M., MS Bohne, Jeffrey K., MAOM University of California, Troy State University University of Phoenix Brendza, Daniel A., MA Berkeley California State University Bryan, Joe S., MPA/MS Boianghu, Alex, MSEd Caine, Brenda N., MBA Queen’s College Brennan, Diana, MEd/MS Golden Gate University National University West Coast University Boileau, JD Boston College/California Calder, Margi, MS State University, Bryan, Timothy L., DA University of San Diego University of California, Dominguez Hills Iliff School of Theology Los Angeles Bois, John W., MA Brenner, Bernard M., MS Bryant, Gerald L., MBA University of Washington Caldwell, Harry B., PhD Massachusetts Institute of National University Vanderbilt University Bolton, David H., MDiv Technology Talbot Theological Seminary Buck, Kevin P., MS Cameron, Margaret., MAEd Brewer, Susan A., MEd George Washington Bonaker, Steven W., MS Northern Arizona Arizona State University University University San Jose State University Brickey, Carolyn W., JD Buhler, Dorothy P., MS Cammarata, Carol A., MBA Bond, Mitzi D., EdD Georgetown University University of Alaska University of Phoenix University of North Carolina, Greensboro Bridges, Elizabeth, MBA/MS, Buican, Ileana G., MA Campbell, Amy L., PhD Atlanta University / University of British Booth, Robin G., MS Southern Methodist Southern University Columbia University University of British Columbia

A-137 University of Phoenix, 2001-2002

Campbell, Harold W., DA Casey, Paul, MA Ching, Stephanie, MA Conboy, Linda R., MEd John Hopkins University Norwich University University of Hawaii University of Hawaii, Campbell, Jo Lynda L., MEd Casey, Susan L., MAEd Chinn, Earl, MS Manoa Wichita State University James Madison University United States International Conger, Karen I., PhD Campbell, Melinda L., PhD Cashell, Christine M., MA University Walden University University of California, Antioch University Christensen, Alan Perry, MPA Conley, Michael, MA/MBA Davis Catanzariti, Carol J., JD Brigham Young University Ball State University/ Campbell, Robert M., PhD University of Hawaii Christensen, Cara, MAEd University of Phoenix Stanford University Cejka, Joseph, MDiv University of North Florida Conoway, Geraldine, MAJ Campbell, Stuart E., MA Princeton Theological Christensen, Michael, PhD Marygrove College University of California, Seminary University of Utah Conway, Al L., MA Davis Center, Donald B., MA Christman, N. James, EdD University of California Cantrell, Pamela, PhD University of Houston University of Southern Cookus, John W., MA University of Nevada Chakhovskoi, Andrei, MS California Governors State University Capalla, Michele M., MT Moscow Institute of Physics Clark, Angela, EdD Cooper, Lon M., ME Harvard Divinity School & Technology Pepperdine University Colorado School of Mines Capps, Larry W., MS Chambers, Cameron, MS Clark, Carol L., PhD Cope, Dawn R., MBA University of Washington Nova Southeastern University of Utah University of Phoenix Capriccioso, Richard, MD University Clark, Frederick, MBA/MEPM Copeland, Gary R., DM University of Michigan Chan, Linda M., MSEE Suffolk University/ Fuller Theological Seminary Caputo, Jim F., MA University of California, Los University of Denver Copeland, Karen A., MA Adams State College Angeles Clarke, JoLynn J., MAOM Antioch University Carlisle, Anne H., PhD Chang, Edward C., PhD University of Phoenix Cora-Ramsey, Dinah, JD Case Western Reserve State University of New Clayton, James E., PhD University of Puerto Rico York, Stoney Brook University Michigan State University Coray, Jeffrey W., MA Carmel, Michelle P., D.EnV Chao, Samuel H., PhD Cleague, Janna S., MS California State University, University of Miami Fuller Theological Seminary State University College, San Bernardino Carnabuci, Patricia M., MA Chappell, Stephen, F. MEd Buffalo Corey, Jon, PhD Syracuse University Mississippi State University Cline, Donald L., MA University of Southern Carney, Bonny R., MBA Charney, John B., JD Arizona State University California Rivier College Southwestern University Cline, Larry, EdD Cosme, Wanda M., MA Carolan, Trevor J., MA Chau, James C., MABA Southeastern University New York University California State University California State University, Cluff, Mary Lynn, MA Covalt, Patricia, PhD Hayward Carr, Firpo W., MA University of Georgia The Union Institute University of Redlands Chen, Edith, PhD Coe, David K., PhD Covello, Gina, MA University of California, Carr, Jr., Robert F., MS University of Hawaii Monterey Institute of Clarkston, University Los Angeles Cohen–Hadria, Patricia, MA International Studies Carras, Thomas P., MS Chen, Jie, PhD University of Phoenix Coverston, Harry S., MA University of Iowa Niagara University Colby, Patricia, PhD Church Divinity School of Cheng, Chosen T., MSIE the Pacific Carroll, Michael, MA Pacificia Graduate Institute Carnegie-Mellon University University of Notre Dame Coleman, Carol A., MA Cowan, Teresa, MPHil Cherry, Paul L., MPA Wayne State University Carroll, Nicole C., MA University of LaVerne San Jose State University University of Delaware Coley, Francesca M., PhD Cowperthwaite, William, MA, Carruth, John C., MS Chidester, Lawrence, MPW Oklahoma State University San Diego State University University of Oregon University of Utah Collazo, Jose A., MS Cox, Karen T., MA Childers, Tommy K., PhD Fairleigh Dickinson Carter, George E., PhD Louisiana State University University of West Florida University Univerity of Oregon Collins, Ronald W., PhD Childress, Susan L., MA Craddock, Janys M., MEd Carter, Janice C., MAT Saybrook Institute Tulane University California State University, Collins, Sandra M., MAEd Tulane University Stanislaus Carter, King E., EdD Grand Canyon University Craft, Donna A., EdD Chilka, Rashmi, PhD University of San Francisco University of California, Colston, Valarie, MA University of Washington Los Angeles San Diego State University Craft, Jerry L., MAEd Chillis, Rosa M., MEd Linfield College Case, Joanna B., MAEd College of Santa Fe Wayne State University

A-138 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Craig, David B., MA Daniels, Leslie L., PhD Deering, Rosemarie J., PhD Donohue, Robert A., DM University of Hawaii University of Tennessee, University of Kansas California Graduate School Cramer, Alayne L., MA Knoxville D’Entremont, Nicole B., MS of Theology Monterey Institute of Darguzas, Frank J., MEd University of Southern Donovan, Linda S., MA International Studies University of South Florida Maine California State University, Cranon-Charles, Angela , MA Darmody, Nicole, MAOM/ DeManche, L. Michael, MPA Fullerton California State University, MBA Western New England Doolin, Kristin A., MBA Long Beach University of Phoenix College University of Phoenix Crawford, Forrest C., EdD Darr, Dixie L., MEd D'Hondt, Russell R., MPA Dorenbush, Cheryl, MA Brigham Young University Colorado State University National University San Diego State University Crawford, Jeffrey, PhD D’Asto, Michael R., MA DeKornfeld, Thomas J., MA Dos Ramos, Joseph M., MC University of Texas University of Iowa Brown University California State University, Crawford, Susanna E., DA Daum, Joseph R., MBA Delcambre, Patrick K., MPA Fresno University of California, Wright State University Golden Gate University Doshi, Niraj K., MS Berkeley Davanport, Debra B., MA DeLaCruz, Ellen I., PhD Finch University of Health Crawford-Muratore, Jane, PhD Loyola-Marymount University of Arizona Sciences Brigham Young University University Delvalle, Lydia, MA Dove, Sheree R., MPA Creedon, Carl, MA DaVee, Kevin W., MS/MS Inter American University Northern Arizona Biola University Oklahoma State University/ of Puerto Rico University Crew, J. Daryl, MS University of Tulsa DeSchweinitz, Alexander, MA Dowling, Ellen C., PhD California State University, Davidson, Arnold C., PhD Trinity University University of New Mexico Hayward Florida State University DeTorres, Joseph L., PhD Downey, Carlton M., MA Criswell, James R., MS Davidson, Keith A., MS Golden Gate University Northwestern State University Wright State University University of Idaho Deupree, Lois J., MA Crooks. Jeanette M., MPHil Davidson, Phillip L., MOP Fresno Pacific University Doxsee, Drew A., MA Boston University The Fielding Institute Devery, Kim A., MAED Denver Seminary Cross, Sharyl, DPS Davies, Suzanne V., MA University of Phoenix Doyle, Robert H., MA Georgia Insitutite of University of California, John F. Kennedy University DeVicariis, Ralph, MBA Technology Los Angeles Davila, Zulma, MA San Diego State University Drobny, Dana T., MA Crowell, Mark R., MA University of Puerto Rico Diaz, Carlos, MS University of Illinois Davis, Jeffrey, MEd University of Illinois University of Iowa Culley, Kilburn E., PhD Wichita State University DiBiase James A., PhD Drotos, Andy L., MAEd University of Phoenix Boston College Davis Lisa A., PhD University of California, Cullicott, John F., MS The Union Institute Davis Drummond, Sally E., MA San Jose State University Northwestern University Davis, Pamela A., JD Dickelman, Eric K., MBA Cummins-Black, Sherri, MS Loyola University Loyola-Marymount Dugan, Mary Jane K., PhD Colorado State University Davis, Tracy L., MA University University of Pittsburgh Cunningham, Alfonza, MBA University of California, Dickey, Fred, MA Dunn, Arni R., MA Golden Gate University Riverside Vermont College Chapman University Dabit, Nicola A., MAEd Davisson, Darrell D., PhD Digerlando, Stevens S., MA Dunne, Danny, MA Vanderbilt University John Hopkins University California State University, University of the Pacific Dahle, Mikalee A., MA Dawson, David J., MA Fullerton Durr, Lois C., MEd University of Nevada, Reno National University Dinerman, Carl E., PhD Univerity of Hawaii, Manoa Dale, Margaret A., MA Deakin, Debra L., MA Indiana University Dury, Thomas, MA Sonoma State University California State University, Diskowski, Barbara, EdD Graduate Theological University Daly, Alaine, MAEd Fresno University of San Francisco Northern Arizona Deall, Thomas A., MC Dixon, Thomas, MS Duty, Patricia L., MA University Holy Cross College Texas A & M University University of South Florida Daly, Denise P., MS Dean-Crawford, Mittie, MSW Do, Barry H., MBA Dwyer, Jan P., MBA San Francisco State Wayne State University Golden Gate University University of Chicago University Debo, David R., MABA/ME D’Onofrio, David J., MSEa Eakins, Robert G., MA Daniels, Gloria, MA Carnegie Mellon University University of Michigan California State University, University of Utah Deek, Tawfiq S., MS Sacramento California State University, Long Beach

A-139 University of Phoenix, 2001-2002

Earl, Eleanor L., MA/MFA Escalera, Elizabeth, LLM Feldman, Richard, MFA Foletta, Helen P., MA Old Dominion University/ University of Texas, University of Iowa San Jose State University New York University San Antonio Felkins, Pamela, MA Foley, Nancy R., MBA Earle, David W., MC Escobar, Bonnie Y., MPA Northern Arizona San Francisco State Texas A & M University University of Texas, University University Eash, Dianne M., MA El Paso Fellows, Matthew R., MA Foley, Thomas C., MBA California State University, Escobedo, Ernest G., EdD University of Kansas Roosevelt University Bakersfield Harvard University Fensom, Roderick K., MS Forbis, Deborah A., MA Eastin, Jr., Bill W., MBA Escover, John L., MA Roosevelt University University of Hawaii Loyola University University of Redlands Fergus, Thomas J., MA Ford, Carolyn, PhD Ebert, Christopher P., MPA Escover, Matthew M., MA San Jose State University Wayne State University Golden Gate University San Jose State University Ferguson, Anna M., MAEd Foster, Valerie B., MEd Edelman, Andrew J., EdD Espericueta, Rafael, MS University of Michigan Northern Arizona Nova Southeastern University of California, Ferrell, Charlotte A., MA University University Irvine Wayne State University Foust, Kirstin V., PhD Edmonson, Alan, MA Esterman, Joel S., MEd Ferris George, MBA/MFA Louisiana State University New Mexico Highlands Temple University Harvard University/ Fox, Carolyn P., MBA University Estes, Kenneth W., DAA University of Southern University of Phoenix Edstrom, Barrett, MBA University of Maryland California Fox, Robert L., MA University of Colorado Etherton, William L., MAOM Festa, Lorraine B., MA/MS John F. Kennedy University Edwards, Anne M., PhD University of Phoenix The Fielding Institute/ Francis, Frederick A., MDiv University of Oklahoma Eusterbrock, Terrie M., MA California Lutheran College Princeton Theological Edwards, Kerry D., PhD Northern Illinois University Fett, Elaine J., MC Seminary University of Colorado Evans, Lemuel A., PhD Oakland University Francis, Joan R., EdD Edwards, Terri L., MA Fordham University Filley, Oliver D., MAEd Nova Southeastern Northeastern State Evans, Victor D., MA University of Texas, University University New York University El Paso Frank, Barry N., MA Ee, Juliana S., PsyD Everett, L. Robin, MBA Finke, Eugene I., PhD Brooklyn College University of North Texas University of Kansas New Mexico State Franklin, Deborah E., MEd University Eisel, Erik M., PhD Everson, Elisa A., PhD Wayne State University University of California, Georgia State University Finnegan, Dierdre M., MA Franklin, Lance, MSCE Los Angeles Ewen, Kurt E., MA University of New Orleans Wayne State University Eklund, James W., MBA Catholic University of Fiofori, Ferninand O., PhD Franzwa, William L., MBA Pepperdine University Leuven University of Colorado California State University, Ellsworth, Scott M., JD Eze, Hebert M., MA Fischer, Shelley L., MA Hayward Brigham Young University Fuller Theological Seminary University of Nevada, Fraser, David A., MS/MA Emery, Alan L., MA Fain, Mary Jo, MA Las Vegas Nova Southeastern University of California, St. Thomas Theological Fisher, Alan L., MA University/Reform Los Angeles Seminary Arizona State University Theological University Emminger, Tess M., MS Fama, Denis A., MA Fisher, Stephen N., MD Frederick, Gail L., MS California State University, University of San Francisco University of Illinois Rush University Los Angeles Fama, Joseph D., MA Fistell, Ira J., JD Frediani, Jeanette M., MA Eng, Herman T., MS University of San Francisco University of Chicago University of California, California State University, Davis Farahanchi, Ali DC Fitzgibbon, Scott, MEd Los Angeles Los Angeles College of University of Pittsburgh Fredrickson, Keith S., MBA Enger, Malcolm, EdD Chiropractics Flattley, Patrick J., MSEd San Diego State University Arizona State University Farmer, Janet A., MA National University Freedman, Marsha, EMBA Enos, Greg, PhD University of Akron Fleck, David C., PhD Florida International Dallas Theological Seminary University Farris, Phoebe M., PhD University of Miami Ensign, Jr., Wayne Y., PhD University of Maryland Fletcher, David G., MPA Frein, Mark W., PhD University of Arizona University of British Fate, Suzanne L., MC University of Nevada, Erikson, Philip, MA Ball State University Las Vegas Columbia University of Cincinnati Feigelman, Edward, MS/MA Flood, William H., MAEd Frigo, Victoria, MA Manhattan College Yeshiva University/ University of Deleware New York University

A-140 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Frisby, Lewis O., MA Gebler, Catherine, MA Goodhue, William N., MS Griffin, Delores, PhD Pepperdine University University of Detroit University of Cincinnati University of South Carolina Froelich-Freeman, Deborah, Geffert, James A., MS Goodrich-Mosher, Sheryl, MA Griffin, Patrick H., PhD PhD University of Wisconsin California State University, University of Southern Kansas State University Geis, Harold J., PhD Fullerton California Froerer, Kathy M., MHE Columbia University Gor, Victor, MS Griffin, Paul R., MS Brigham Young University Geiser, Diane E., MA West Coast University Arizona State University Frost, Bruce P., MPH/MS Drake University Gordon, Patricia J., MDiv Grim, Paul E., MS Indiana University Geisler, Allan A., MA Howard University Stanford University Furdek, Patricia A., MA Wayne State University Gordon, Thomas A., MA Griffith, William L., MS University of St. Michaels Genc, Ece (AJ), MS Fort Hays State University Georgia Institute of Furr, James R., DM University of Istanbul Gosnell, Peter W., PhD Technology Dallas Theological Seminary Gentry, Roy T., PhD University of Sheffield Griset, Patricia C., MAOM Fusco, Alice C., PhD Indiana University Gotfredson, Karin, MA University of Phoenix United States International Georgiou, Ion P., MS National University Groff, Guy R., MEd University University of Illinois Gottlieb, David M., PhD University of Maryland Gabriel, Barbara, MA Gerdes, Louise I., JD University of Maryland Gross, Nile A., MS California Institute of University of Florida Gracely, Brett W., MS University of New Orleans Integral Studies Getty, Glenn E., MS University of California, Gross, Robin D., MSE Gacis, Achilles S., MA Marlyhurst College Berkeley University of Wisconsin University of Hawaii Ghormley, James C., MPW Grady, Dolores A., MA Grosshans, Geoffey, MA Gaines, Thomas, MA University of Southern University of Northern Columbia University University of Detroit California Colorado Grossl, Linda A., MAEd Galbraith, Gary J., MA Ghumman, Punit K., MBA Grafton, Sandra S., MSE Fresno Pacific College Central Michigan University California State University, Eastern Illinois University Grothe, Ruth, MA/MBA Gallagher, Dan J., MS Hayward Graham, Majorie H., EdD University of Redlands University of Utah Gibson, William H., DA Boston University University of LaVerne Gallagher, Jay W., PhD University of Texas, Austin Graham, Roderico (Tom) MA Grow, Lynn M., PhD University of California, Giles, Sharon L., MS Ball State University University of California Davis San Diego State University Grandi, Jennifer L., MAM Gruber, Timothy W., MA Gamal, Irwin, B., MA Gill, Herman A., MA University of Redlands St. Mary’s College of California State University, San Jose State University Grangel, Antony J., MA California Long Beach Gills, Elaine P., MS Villanova University Grudzen, Gerald, MA/MDiv Gannon, Caitlin L., MA Pepperdine University Grant, William J., MS Columbia University/ University of Arizona Maryknoll Seminary Ginn, Tong N., MA Oklahoma State University Garberina, Margaret, PhD San Francisco State Grasso, Rena M., PhD Gueno, Justine G., MA University of New Mexico University State University of New University of New Orleans Garcia, Kathryn M., MSW Gleason, John S., JD York, Buffalo Guerin, Marianne, PhD University of California, University of California Green, Michael J., MS University of Maryland Berkeley Gobeli, David A., PhD The Naval Postgraduate Guerra, Julia R., MA Gardner, Frederick J., MBA University of California, School University of Maryland University of Phoenix Los Angeles Green, Sharie L., MS Guerrieri, Alicia J., MBA Garff, Judith S., MA Godbold, Donald H., PhD San Diego State University University of Arizona University of Utah University of Michigan Greenberg, Mark A., MEd Guerrini, William S., PhD Garlock, Sheila, MAEd Goedhart-Humphrey, Christin, University of Dayton Walden University California State University, MBA, University of LaVerne Greenberg, Robin A., MS Guleyupoglu, Suleyman, PhD Chico Golden, Dennis, EdD New York University University of Alabama Garwood, John E., PhD Southern Illinois University Greene, Molly K., MPA Guran, Red P., MEd Case Western Reserve Gomes, Edward J., MS Arizona State Universtiy University of New Mexico University National University Greiner, Anna (Cathleen), PhD Guthrie, Wallace E., MBA Gauby, Karl M., PhD/JD Gomez, Laura, MEd/MHE Claremont Graduate Rollins College Arizona State University University of Utah/ University Guymon, Timothy E., MA Gaudin, Lenore, MA Brigham Young University Greto, Victor A., MA West Virginia University Pepperdine University University of Colorado

A-141 University of Phoenix, 2001-2002

Guzman, Carlos V., MS Harbert, Lynda, MSEd Hauck, Gary L., PhD Henry, Brian P., JD California State University, University of Southern Michigan State University University of Detroit Fullerton California Hauser, George D., MS Henry, Digby J., MC Habashi, Fouad F., MS Hargrove, Erin R., MS Holy Names College Chapman University California State University, University of Texas Havlicek, William, MA/MFA Henry, Tom R., MA Los Angeles El Paso University of Iowa University of Northern Hackenberg, Donald, PhD Harlow, Nicole A., MA Hayaski, Michael H., MEd Colorado University of Nebraska California State University, Carthage College Hepburn, Alexandra M., PhD Sacramento Hacker, Helmut (Fred), PhD Hayden, Robyn L., MAEd University of Pennsylvania Knightsbridge University Harmer, Craig T., MAM University of Phoenix Herb, Rhonda D., MAEd (England) Williamette University Hayes, Robert G., MA California State University, Haddock, Lisa C., MBA Harmon, Dusty, MA California State University, Fresno San Diego State University University of Nevada, Reno Bakersfield Hering, Norman C., MS Hagevik, Sandra T., PhD Harmon, Larry L., MA Hays, Lawrence (Grant), MC/ San Francisco State University of Denver University of Texas, MA University Hajjar, Souraya A., MPH El Paso University of Phoenix/ Herman, Judith M., PhD University of Texas Harmon, Wanda E., MA Monterey Institute of United States International Halbe, Carol L., MA/MA Trinity College International Studies University Michigan state University/ Haro, Pete, MA Headley, Stephen A., MA Hermann, Larry P., MBA University of Southern Northwestern University Texas Tech University California State University California Harrington, Lori D., MA Healey, Pamela A., MPH Hernandez, Ernest, PhD Hall, Barbara, MA/MAEd University of California, San Jose State University University of California, University of San Diego Berkeley Healy, Michelle M., MA Riverside Hall, Woukeenia Y., MA Harris, Joyce I., MDiv University of San Francisco Herring, Paula C., MBA Southern University Interdenominational Heath, Panagiota, PhD University of Phoenix Hamilton, Eric R., PhD Theological Center University of New Orleans Hess, Dale E., PhD Northwestern University Harris, Myra A., JD Heath, Renee G., MA University of Oregon Hamm, Robert L., MAT Arizona State University Washington State University Hess, Marilyn J., MEd Lewis & Clark College Harris, Vivian, MBA Heaton, Teresa C., MS Kent State University Hammond, Mark C., MS University of New Mexico Old Dominion University Hesselbein, Deborah, MA University of Arizona Harrison, Thomas, MA Hebard, Rachael B., MAT University of San Francisco Hampel, Sharon L., PhD University of Oklahoma Lewis & Clark University Hester, Addie, MEd University of Denver Hart, Lynn C., JD Hedgecock, Walter (Wally), MS Louisiana State University Hampton, Larry K., MS Brigham Young University Troy State University Hetu, Marcel A., MA Atlanta University Harvey, Kimberly L., MS Hefferon, Brian T., MSIE University of San Francisco Hancock, Tira, MS Leland Stanford Junior Wayne State University Hiebert, Bruce, MDiv Washington State University University Heflin, Kyla M., MA Mennonite Biblical Hanna, Janet L., MS/MA Harvey, Phillip W., PhD University of Northern Seminary University of Southern Colorado State University Colorado Higgins, Norman E., MA California/California State Harwood, Sterling, JD/PhD Hegazy, Mohamed A., PhD Rowan University University, Fullerton Cornell University Utah State University Hightower, Sandra, MAOM Hannon, Carole J., PhD Haskvitz, Sylvia E., MA Heidt, Karen D., MA University of Phoenix University of Oklahoma San Francisco State University of Detroit Hightshoe, Jameds B., DA University Hansen, John B., MBA/MSEE Helbing, William J., MA University of Denver San Diego State University/ Hassinan, Wael T., MS University of California, Hikel, Mary Lyn, PhD University of Southern State University of Santa Barbara University of Washington California New Jersey Hellman, Sally G., MS Hill, Darla K., MA Hansen, Ronald W., DM Hastings, Anne S., PhD University of Nevada, Michigan State University Texas Christian University University of North Las Vegas Hiltbrand, Robert F., MA Carolina Hanson, Anthony L., MA Hemmaplardh, Kongkun Colorado State University University of California, Hatch, Vicky, MS (Paul), PhD, Purdue Himmelstein, Sharon, MS Irvine Westminster College University Cornell University Harang, Thomas K., MDiv Hatmaker, Grace M., MSN, RN Hendrix, Gene E., PhD Himmer, Cynthia L., MS Fuller Theological Seminary Widener University Case Western Reserve Central Missouri State University University

A-142 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Hingelberg, Edwin, MDiv Hotaling, Marjorie W., EdD Izold, Mark D., MS Johnson, Helen W., MEd Boston University Ball State University Ohio State University University of New Mexico Hirning, Monica J., MA Hovsepian, Felix, PhD Jachowski, Douglas R., MSE Johnson, Karen M., JD University of California, University of Warwick Stanford University Howard University Davis Hoyle, Elizabeth L., MAT Jackson, Brian K., MS Johnson, Koe H., MD Hirons, Thomas W., MA Oakland University University of Oklahoma University of California, The Fielding Institute Hoyle, Timothy H., MA Jackson, Connie C., MBA Berkeley Hirsch, Thomas W., DM Michigan State University Florida Institute of Johnson, Murray L., PhD Concordia Theological Hnrcir, Janet A., MA Technology Heed University Sminary University of New Mexico Jackson, Gloria, MS Johnson, Norman, MAEd Hittinger, John P., PhD Hubbard, Alexandra H., MS California School of Arizona State University The Catholic University University of Wisconson Professional Psychology Johnson-Conrad, Lynn, PhD Hochenedel, Heidi, PhD Hubert, Wayne P., PhD Jackson, Robert, MA/MA University of Hawaii Tulane University Claremont Graduate University of Missouri/ Johnston, Bruce B., PsyD Hockemeyer, Karen S., MA University Central Michigan University Forest Institute of San Jose State University Huckabee, Phyllis, MBA Jacobs, Alice, EdD Professional Psychology Hodge, Rick L., MDiv Texas Tech University Nova Southeastern Jolley, Susan M., MBA University Andrews University Hull, Linda P., MA University of Phoenix Hodges, Robert, MEd University of Tennessee Jacobs, Robert E., MSE Jones, Aaron H., MS University of Dayton Hunt, Larry E., PhD University of Utah Hoeber, John G. MS University of Missouri Jacobs, Susan D., MA Jones, Charles H., MEd Boston University Hunter, Melanie R., MA Northern Illinois University Wayne State University Hoffman, August J., PhD University of Tulsa Jacquemet-Barrington, Michael, Jones, Dennis L., MAEd PhD, LaSalle University University of California, Hunter, Yvonne, JD University of Colorado Los Angeles Arizona State University Jacques, Leo, PhD Jones, Jacqueline, MPA University of Arizona Hoffman, Richard H., EdD Hurley, Jennifer, MA Golden Gate University Nova Southeastern Boston University Jalbert, Carla, MS Jones, James B., MSW University Hurt, Paul R., D. Env California State University Tulane University Hollingshead, Carolyn, PhD University of California, Jalilizeinali, Reza, MSE Jones, Kerry B., MA Washington State University Los Angeles University of California, University of Kansas San Diego Holm, Axel C., MA Hutchinson, Leonardo, MEd Jones-Parker, Marilynn, PhD University of Arizona Simon Fraser University Jaramillo, John A., MBA Oklahoma State University Holman, Todd, K., MS Huval, Danny, PhD University of Phoenis Jordan, Jacqueline R., MA West Chester University Georgia Institute of Jaussi, Haldon R., MBA John F. Kennedy University University of Phoenix Homewood, L. Jim, MS Technology Jordan-Mills, Josephine, MA, Portland State University Hynds, Steve, MBA Javid, Arifa K., PhD University of South Florida Jamia Millia, India Hoobyar, Renee, MA University of Phoenixd Josserand, Jeffery J., MA California State University, Iglinski, Joni B., MA Jegla, Kathy S., MA Temple University Fullerton University of San Diego Oakland University Kabir, C. Reza, DEng Hoover, Robert B., MBA Immel, A. Richard, MA Jencks, Hugh A., MA Asian Institute of Claremont Graduate Leland Stanford Junior Western Michigan Technology University University University Kahn, Janet L., JD Hopkins, Brian N., MS Ingram, Laurie C., MBA Jennings, Bea H., MA San Francisco State University of Massachusetts Long Island University University of Phoenix University Hopkins, Emily H., MA Ingram, Robert M., MA Jensen, Jeanette L., MSEd Kanerova, Marketa, M CEd University of Oklahoma Brown University Bucknell University Charles University Hopp, Carol L., MS Inkelis, Karen L., MA Johnson, Cedric B., PhD Kannenberg, Rand L., MA Lewis & Clark College Adelphia University Fuller Theological Seminary University of Colorado Hopper, John W., MBA Inungu, Joseph N., DrPh Johnson, Daphne E., MAEd Kaplan, Francene E., PhD Pepperdine University Tulane University Northern Arizona United States International University Horel, Robert A., MA Iyasere, Marla W., PhD University University of California, University of New York, Johnson, Deborah., MA Kaplan, Tobey H., MA Davis Binghamton Loyola-Marymount San Francisco State Horner, Neilann K., MS University University University of Illinois

A-143 University of Phoenix, 2001-2002

Kasch, Chris R., PhD Kimbrough, Carolyn, MAM Krishnamurthy, Aruna, PhD Lauinger, Leigh A., MEd University of Illinois Central Michigan University University of Florida Boston University Kasen, James C., MSW Kinchen, Gary, MEd Kroll, Ronald J., MS Laurin, Mark A., MA University of Utah Louisiana State University University of Pittsburgh University of Denver Keagle, William A., MSEA King, Koralyn G., MA Kruse, Marlin J., PhD Lawliss, Linda L., MA George Washington Azusa Pacific University University of Michigan San Diego State University University King, Lamoyne D., MA Kugler, Vicki A., MSW Lawson, Darryl J., MS Keating, Thomas, MA/MSEd Cleveland State University West Virginia University University of Southern Duquesne University King, Patrick E., MBA Kumaran, Kris, MBA/MSEE, California Keller, Joseph A., MFA University of Phoenix McMaster University, Lazara, Vincent A., PhD Columbia University Kinney, Kathy L., MS Canada/University of New University of Arizona Kellet, Cyril F., MA Utah State University Brunswick, Canada Lazzarini, Robert L., MBA University of Massachusetts Kirby, Judy M., MA Kunkle, Jim J., MS University of Washington Kelley, James F., JD St. Cloud University U. S. Air Force Institute of Lee, Jessica A., PhyD Technology University of Santa Clara Kistler, Kevin G., EdD California School of Kelley, Nancy A., MA Pepperdine University Kunze, Robert W., MBA Professional Psychology Brigham Young University Kivisto, Margaret A., MA University of Phoenix Lee, Margaret R., MS Kelly, Daniel J., MAEd Wayne State University Kupecz, Kathryn A., MPH Illinois State University Indiana University University of New Mexico Klein, Lisa R., MA Lee, Mei Toy, MBA Kelly, Mark P., MS Pacific School of Religion Labbe-Morrell, Geralyn, MSW Baldwin-Wallace College Southern University of New Louisiana State University Klepacki, Linda M., MPH Lee, Raymond M., MA Kemp, Karen R., MAOM Illinois Benedictine College Orleans Louisiana Technical University of Phoenix Klingenberg, Douglas, MAOM Lackpour, Sepideh, MSOM University Samra University of Kemp, Robert L., MS University of Phoenix Lee, Timothy S., PhD Oriental Medicine University of Chicago Tuskegee University Klumker, Gary L., PhD Ladah, Michael S., MSIE Kendall, Leslie, MA/MAEd Brigham Young University Leeper, Jeffrey, MA Wayne State University Louisiana State University California State University, Knight, Melanie, MA Sacramento/University of University of Washington Lamacchio, Timothy E., MSW Lehtonen, Eric J., MA University of South Florida California, Berkeley Koch, Robert L., MA San Diego State University Lameter, Christoph, MDiv Keng, Govan, MSSM Western State University Leone, Steve J., MA Washington State University Fuller Theological Seminary California State University, Konnick, Ronald J., MSIE LaMotta, Antoinette, MA Fresno Kennedy, Ellen K., MEd Wayne State University Our Lady of the Lake Immaculate Conception Letscher, Amy E., PhD Koopman, Robert, MA Seminary University Reformed Theological University of California, Lane, Barbara Ann, MS Berkeley Kennedy, James E., MAOM Seminary University of Southern University of California, Lewin, Antonie R., MA Korpon, Kenneth N., MA California Berkeley Webster University Northern Arizona Kennedy, William J., MPS University Lane, Shari L., MBA Lewis, David E., PhD University of Phoenix Auburn University Korzenowski, Greg, PhD University of Arizona Lange, Donald (Mike), MA Keskey, Lee C., MBA/MS The Union Institute Lewis, Joseph W., PhD Pepperdine University/ University of Southern Temple University Kottka, Ken A., MA University of Southern California University of Oklahoma Lewis, Kenci L., MA California Lanzerotte, Joyce K., MEd California State University, Kotzer, Roseanne, MSW University of Missouri Kessler, Sheila R., PhD Boston University Sacramento University of Washington Lapides, Sara A., MA Kraft, Ines A., PhD Lezette, Rose Marie, MEd Key, Robert W., MAEd/MBA Wayne State University Harvard University Indiana State University University of Phoenix Lapp, Joy L., MA Li, Ling (Linda) MA/MA/MIM Kramer, James L., MA Khattab, Abbe, MS Bethany Theological Ball State University/ San Francisco State Seminary New Mexico State University Valparaiso University/ University Lash, Christopher C., MA American Graduate School Kreis, Linda, MABA Kibel, Ellane L., MS California State University, of International Chaminade University Portland State University Northridge Management Kretsch, MarySue, PhD Kimball, Hugh R., MA Latimer, Alicia M., MHRM Liban, Emmanuel B., MS University of Kansas Brigham Young University Oklahoma University Loyola-Marymount University

A-144 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Licona, Katherine (Kay), MEd, Lorber, Steven A., MS/MS Mahak, Francine, PhD Matteson, Jay J., PhD Sam Houston State Wayne State University University of Utah Florida State University University University of Michigan Mahdavi, Faramarz, MS Matthews, Brian, A., MS Lifferth, Robert A., MPA Lorenzo, Annette, MPA Golden Gate University Brigham Young University Brigham Young University California State University, Maiershofer, Eric C., MA Matthews, Emily P., MA Lillard, Jennifer L., MA Northridge University of California, Louisiana State University University of California, Lovelace, Janice, PhD San Diego Mattson, Phyllis M., MS/MS Davis California School of Major, Barbara C., EdD Harvard University/ Lillywhite, Eric C., MBA Professional Psychology University of San Francisco University of Wisconsin Brigham Young University Loveland, Gregory A., MS Maker, David MS May, Angela C., PhD Lim, Leslie, MS California State University, National University The Union Institute Northridge University of California, Makuh, Robert J., EMBA Mayer, Virginia M., PhD Los Angeles Lowe, William H., MBA Claremont Graduate Harvard University University of Phoenix Linnon, Nancy S., MAEd University Mayhew, Gary S., EdD Brown University Lowry, Larry A., MDiv Mancini, Edward L., DPM Texas A & M University Linver, Janice E., MA Samford University Dr. William M. Scholl Mayper, Merrill A., MAOM University of Phoenix Lucas, Deborah J., MPH College of Podiatric University of Phoenix University of South Carolina Medicine Lipovetsky, Eugene, MA/MS Mazzei, Tina M., MA Claremont Graduate Lucas, George E., MBA Mandraccia, Steven T., MS Connecticut College University/California University of South Florida University of Texas McAFee, Michael S., MS Institute of Technology Lucht, Gary C., DM Marantz, Linda, MA Portland State University Lipson, Linda M., MC Fuller Theological Seminary University of Illinoic McCabe, Julie, MA Immaculata College Lujan, Lawrence J., PhD Marchok, Patricia, MA University of Denver Lirenso, Alemayehu, PhD University of California, Arizona State University McCants, Karen W., MEd University of East Anglia Berkeley Mariani, Ilva, MS South Carolina State College Lloyd, Linda K., MA Lumpkin, L. Marie, MSE California State University, McCarrell, Clark G., MS Brigham Young University University of Michigan Long Beach University of Nevada, Lloyd, Ted A., MA/MPA Lundberg, Carol A., MA Marin, Mara, MSE Las Vegas Naval Post Graduate Azusa Pacific University City University of New York McCarty, Gary, MA/MA School/University of Lupo, Susan A., MA Marlin, Daniel A., MSCHE University of Southern Northern Colorado University of Central New Jersey Institute of California/California State Locascio, Christopher, MS Florida Technology University, Long Beach California State University, Lynch, Audry L, EdD Marohn, Timothy J., MCS McCormick, Don W., PhD Hayward University of San Francisco University of Houston Case Western Reserve Lochart, Jeanne G., MAOM Lynch, Carol M., MA Martin, Daniel L., MS University University of Phoenix San Francisco State University of Detroit McCormick, Maxine, MAEd Lochridge, Lisa F., MA University Martin, Gregory, MPA Austin Peay State College University of Central Lyncheski, Staphanie, MA Troy State University McCoy, John, MA/MBPA Florida Marquette University Martin Gregory L., JD San Francisco State Lockhart, Ann J., MS MacEachern, Kimberly, JD University of Oklahoma University/California State University of Denver Arizona State University Martin, Norman G., MBA University, Hayward Loeffler, Cynthia L., MAEd MacFie, Brian P., MA University of Iowa McCrary, Eugene. MA University of Illinois Rutgers University Martirano, Michael J., EdD Central Michigan University Lofton, Robin M., JD MacKain, Kristine, PhD Nova Southeastern McCrea, Dorothy, MA University of Pennsylvania Michigan State University University University of San Francisco Logan, Victoria, PhD Mackintosh, William, PhD Mason, William C., MA McCullough, G. Edward, MA California Institute of Oxford University, England California State University Azusa Pacific University Integral Studies Macri, Cynthia H., EdD Massoumi, Michael, MIM McCullough, Martin, MS/MS Logsdon, Donald F., PhD Nova Southeastern American Graduate School New Mexico State Trinity State University University of International University/ University of Long, J. Bruce, PhD Magis, Mark, MA Management New Hampshire University of Chicago Loyola University Mathews, Julia M., PhD McDonald, Carol, MMin/MA Loomis, Timothy S., MSCis Magruder, David C., MAT Wayne State University Azusa Pacific University University of Phoenix University of New Mexico Matos-Negron, Wendy, PhD University of Puerto Rico

A-145 University of Phoenix, 2001-2002

McDonough, Lynda Melton, Carolyn L., MAOM Miller, Thomas S., PhD Moody, William J., MA La Roche College University of Phoenix University of Utah University of Nevada, McElroy, Dennis, R., MSSM Mendez, Marife, MABA Mills, David E., PhD Las Vegas University of Southern Florida State University Indiana University Moore, Jan M., MPA California Menzing, Todd E., MA Mills, David W., MS Golden Gate University McFarland, Gerry M., MA University of California, Utah State University Moore, Paul L., MS Antioch University San Diego Mills, Tara M., MA University of North Texas McGirk, John W., MS Mercier, Paul A., MS/MBA Monterey Institute of Morales, Maria E., MS Eastern Washington Eastern Michigan International Studies University of California, University University/Rensselaer Minassian, Frederick, MS Berkeley McGrath, Lambert R., EdD Polytechnic Institute California State University Moretti, Michael E., MS Columbia University Meredith, Ruth, MA Northridge California State Polytechnic McGraw, Kenneth E., PhD University of New Mexico Minassian, Michael, MA University University of Southern Meriwether, Jeffrey, MA California State University, Morgan, George P., DBA California Western Washington Dominguez Hills United States International McGuire, Christina, MHRM University Miner, Michael D., MA University University of Oklahoma Mettee, Dorothy L., PhD University of Maryland Morgan, Gregory L., MS McGurn, Margaret, DA University of Denver Minor, Jr., Elza, MA University of Southern Pacifica Graduate Institute Meyer, Bobbi J., MSD Occidental College California McIlwain, Susan M., MS University of Southern Minor-Lawrence, Evelyn, MS Morgan, Jr., James P., DM Mississippi College California University of Wisconsin St. Mary's Seminary and University McIntire, Dale M., MA Meyer, Joseph N., MA Minto, William R., PhD San Francisco State Marquette University University of Western Moring, Gary F., MA University Meyerhofer, Russell J., MC Ontario John F. Kennedy University McIntire, Mark, MA University of Colorado Mishkind, Vitalia, MAT Morris, Michael R., MA Oblate College Meyers, David F., MS Indiana University Brigham Young University McIntyre, Michael A., MA Humboldt State University Mitchell, Linda, MA Morrison, Clarice M., MPA University of San Francisco Mezzacappa, David, DA California State University, Arizona State University McLain, Monday, PhD Pennsylvania State San Bernardino Morton, Tom, MAT Walden University University Mito, Lorraine S., MEd Manhattanville College McLaury, Janice E., MA Michelman, Molly C., MS University of Hawaii Moss, Barbara, MSW San Francisco State Pennsylvania State Modirzadeh, Yeganeh, MA University of Denver University University San Francisco State Moss, Gary L., OD McLean, Alvin H., PhD Middleton, James L., MA University Massachusetts College of University of Massachusetts University of Northern Modrzewski, Maryellen, MA Optometry McNally, Rosemary A., MA Colorado California State University, Mossman, Robert E., PhD University of Michigan Middleton, Robert D., ME Long Beach University of Pittsburgh George Washington McNelis, Kathleen, PhD Moke, Nancy S., DA Mott, William H., MS University Ohio State University University of Denver Chicago State University Miglio, John F., MA Mead, Jeffrey B., MAT Molina-Ray, Caroline R., PhD Moughan, John, MFA/MA Manhattanville College Temple University University of California Florida State University Mead, Ron D., MA Milazzo, Cynthia A., MA Molinari, David U., MS Moulton-Beaudry, Lauren, PhD Fairleigh Dickinson American University University of Calgary Pepperdine University University Mearns, Susan L., PhD Moll, Richard G., MBA Mudie, Mark I., MS Miles, Donald J., MA University of Kansas Oakland University Montana State University Brigham Young University Meglioli, Andres, PhD Mollenhauer, Doug S., MS Mueller, Dale, EdD, RN Lehigh University Miller, Aidan M., MSA Boston University Pepperdine University Central Michigan University Mehrabi, Anayat, PhD Monday, Jr., Elden R., MBA Muench, John E., MSW Miller, Ileen K., MHSC University of Economic University of Phoenix Washington University Wichita State University Science, Berlin Montagnino, Christa, MA Muenker, Nancy, MA Miller, Linda I., MBA Meidell, John E., MA University of Texas, El Paso Stanford University Sonoma State College George Fox University Montgomery, Sherry A., MC Muhammad, Judith K., Meldman, Louis W., PhD Miller, Sandra J., MHS Arizona State University University of Detroit, Mercy Nova Southeastern University of Michigan University

A-146 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Muir, Jill L., MEd Nelson, Karin, MSEd Norris, Norman D., EdD Ortiz, Joseph R., MA University of Utah Hofstra University Nova Southeastern Chapman University Muirhead, Brent L., EdD/PhD Nelson, Owen N., MSE University Orton, Renee, M. MA Grand Rapids Baptist University of Wisconsin Norton, Ken, MDiv California State University, Seminary/Capella Nelson, Richard E., MAEd St. Paul School of Theology Northridge University Temple University Nwabueze, Nedesta L., MA Osborne, Eleanor R., MA Mulja, JoAnne, MS Nelson, Rolf D., MA University of Detroit San Jose State University California State University, Indiana University Nzinga, Vincent L., EdD Osborne, John W., MPA Fullerton Nelson, Sheldon, MS/MA Harvard University University of Southern Munro, JoAnne, MS Brown University/ O’Brien, Allister, MPA California California State University, Queen’s College Seattle University Osburn, David L., MBA Fullerton Ness, James J., PhD O’Dell, Laura, PhD Utah State University Munson, Carolyn A., MAOM Southern Illinois University Arizona State University Oser, Sara P., MA University of Phoenix Neu, Lois E., MA Ofori-Awuah, Kwabena, MSCE University of Colorado, Murphy, Sean E., MA University of British University of New Mexico Boulder University of South Florida Columbia Ogden, Patricia C., MS Oshiro, Rod H., MSCE Murphy, Susan, PhD Neuburger, Kimberly, MST/MS Brigham Young University University of Hawaii, University of Washington Manoa Portland State University Oguntoyinbo, Olalekan, MA Murray, Judy A., PhD Neufeld, Berney R., PhD University of Alabama Osick, Jane E., MA Walden University University of California, Indiana University O’Keefe, Michael E., MA Murray, Robert P., MS Nevins, Nancy L., MA University of New Mexico Irvine California State University, California State University, Olade, Moses A., PhD Ostalecki, Jerome, MS Long Beach Central Michigan University Fullerton University of British Myer, Donna M., MAOM Newell, Mary N., MFA Columbia Osterlitz, Barry A., MS University of Phoenix New Mexico State Wayne State University Olander, Marilyn V., MA Myers, Richard D., MS Newman, Stephanie K., JD Miami University University Johns Hopkins University Pepperdine University Olesen, Marc C., MS Otero, Jose F., MS University of Puerto Rico Myers, Steven L., MA Nicholas, Erika M., MS Stanford University University of Oregon Oxford, Thomas P., ME California State University, Oleson, Angela S., MA University of Florida Myers, Todd E., MPA Northridge Marquette University Louisiana State University Oyefodun, Adesina A., PhD Nichols, Cheryl A., MSW Olivieri, Luis F., MA Naess, Ronald M., MBA University of San Francisco Florida State University Tulane University Golden Gate University Nicoletti, John J., MA Olsen, James H., EdD Ozello-Reed, Barbara, DCH American Institute of Nagel, Barbara, MAOM Pepperdine University University of New Mexico University of Phoenix Hypnotherapy Niknam, Mohammed, MSCE Olson, David L., MA Paden, Russell R., MA Nance, Velma Crosslin, EdD University of Southern Denver Seminary University of Southern California University of Kansas Olson, Judith K., MBA/MA California Nikolova, Ivanka, PhD University of Phoenix/ Page, Christopher J., MAOM University of Phoenix Nanovic, Sharon L., MEd Institute for Problems in Arizona State University Lehigh University Mechanics, Moscow, USSR Paggi, Robin R., MA Olson Wendy D., MAEd California State University, Natogma, Abdulai E., MDiv Nizamani, Fara, MA University of North Florida Fuller Theological Seminary Barry University Sacramento O’Neil, Mary-Evelyn, MA Nawrocki, Rebecca, MAOM Noall, L. Brooke, MEd University of Kentucky Paisley, Ariel M., MAEd University of Oregon University of Phoenix University of Utah O'Regan, Anthony, PhD Palazzo, Richard F., PhD Nebrida, Victor, MA Nolan, Mary E., EdD University of California, Oklahoma State University California StateUniversity University of LaVerne Santa Barbara Los Angeles Parish, Eric V., MAOM Nolan Ruth M., MA Orme, Todd A., MS Neeper, Ralph A., MS Northern Arizona Oklahoma State University University of Phoenix Purdue University University O’Rourke-Kelly, Margaret, Parish, Heidi M., MA Wichita State University Neffenger, Carel, MA Nolin, Christopher J., MDiv PhD, Walden University University of Southern Southwestern Baptist Parker, Lorraine T., MS Orr, Jeff S., MA California Seminary University of Bridgeport Brigham Young University Nelson, Bob, MS Nordeen, Irene, MS Parlee, Bert, PhD Ortego, Sheila R., PhD Stanford University California State University, University of New Mexico California Institute of Northridge Integral Studies

A-147 University of Phoenix, 2001-2002

Parsons, Tracey L., MA Perez, Eunice, MA Piernot, Craig A., PhD Pratter, Mark L., MS University of New Mexico State University of New Colorado State University Columbia University Partain, Richard B., MA York, Albany Pierson, Larry D., MA Predmore, Michael, MA California State University, Perez, Yvonne N., MBA Pepperdine University University of Northern Bakersfield California State Polytechnic Pinkham, Jerry, MA Colorado Paskin, Laura H., MSE University University of Oklahoma Pregnolato, Charlotte, MA University of Wisconsin Perino, Dana M., MBPA Pinkston, Steven A., MA Pepperdine University Pasternak-McMurry, University of Illinois Claremont Graduate Premo, David J., MS Malgorzata, MA Perkins, Jacqueline, MIM University Boston University University of Warsaw American Graduate School Pinney, William F., MA Prenez, Jon E., MA Patel, Sanjay M., ME of International California State University, University of Denver Management University of Illinois Hayward Price, Ernest E., MA/MPA Patterson, David W., MS Perkins, Jane, MA/MS Pins, Susan F., PhD National University Ohio State University University of Oklahoma University of Florida Prioste, Stephanie A., MA Patterson, James G., MA Perkins, Judith A., MA Pitot, Michelle M., EdD St. Mary’s College Eastern Michigan John F. Kennedy University University of San Francisco Pursley, Mark R.. MA University Perkinson, Wendy L., MA Pitt, Hal E., MA Fuller Theological Seminary Eastern Michigan Pavesich, Vida, MA University of Northern Pusch, Dianne M., MBA University University of California, Colorado University of Phoenix San Diego Perlman, Stephen L., MA Plasterer-Chu, Kay, Pynes, Jayne E., MA Paxton, Laura B., EdD California State University, MA/MHAD University of Texas, Northridge Texas A & M University Ball State University/ El Paso Peroomian, Vahe, PhD Indiana University Payne, Barbara C., JD Quinlan, Douglas, MA University of California, Hofstra University Pleasant, Timothy W., JD Northern Colorado Payne, Dana E., MA Los Angeles Stetson University University Virginia State University Persons, Heather, MA Pleis, Wayne, MA Rabago, Kathleen R., MA University of British Peacock, Terry S., MAEd San Jose State University University of California, Columbia University of Hawaii Plotkin, Elizabeth J., MS Los Angeles Peschka, Corrine M., MA Pearce-Lowell, Jennifer, PhD University of Wisconsin Radcliff, David W., MBA Drew University University of Texas, Poe, Catrina M., MAOM University of Phoenix El Paso Pearlman, Alicia S., MBA University of Phoenix Raines, Mark C., MA Pesta, James E., MPS/MPA College of Insurance Poferl, David J., PhD Georgetown University Loyola University/ Pearson, Sandra, S., MPA Case Western Reserve Ramsey, Mary R., MA National University California State University, University Virginia State College Hayward Peterson, Don E., MA/MDiv Poland, Stephen G., PhD Chapman University/ Rancik, Theresa, MFA Peavy, Sr., Don E., JD Purdue University San Diego State University Methodist Theological University of Texas, Austin Polick, Charles J., MT School Rangel, Hector J., MP Peck, Richard J., MBA Beacon Bible College California State University, Peterson, Kristine E., MA University of South Carolina Sonoma State University Porter, Brian F., MBA Fresno University of Phoenix Peer, Curtis S., MS Peterson, Lynn K., MA Raphael, Kathleen, MA California State Polytechnic Porter, Debra A., MS St. John’s College University of Colorado University National University Rasak, Michael, MA Pettinger, Doug L., MEPM Peery, Harry E., MS Porter Sondra L., MA University of Detroit University of Denver Ohio State University California State University, Ratcliff, Terry D., MA Philip, Annette D., MPA Fullerton Pence, Mary Jane, MEd Pace University Arizona State University University of Florida Pottmeyer, Sharon B., MS Pickup, Joan L., MSW Rath Morgan, Steven A., MS Pendergraft, Darin M., MS Portland State University Portland State University Tulane University University of California, Powell, Michael G., MA Ratliff, Celina, MBA Picraux, Danice R., PhD Riverside California State University, Maryhurst University Claremont Graduate Northridge Penoyer, Steve M., M Ced University Ratner, David L., PsyD Sul Ross State University Powers, Analine M., PhD Pielke, Robert G., PhD North Central University Pereira, Christina C., MA Wayne State University Claremont Graduate Raynie, Steve A., PhD University of Arizona Pratt, Elizabeth A., MS University Louisiana State University University of South Carolina

A-148 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Reddington, Susan, MA Richmond, Sandra M., PhD Rodgers, Erin L., EdD Ryan, James P., MS University of Washington, University of Arizona University of Pittsburgh California State Polytechnic Seattle Rickel, Todd A., PhD Rodriguez, Myrna E., PhD University Reddy, Mary Ann, PhD Kent State University Caribbean Center of Ryan, Patricia A., MA University of Pittsburgh Ridel, Robert W., PhD Postgraduate Studies San Francisco State Reed, Dennis E., MA/MA University of California Rodriguez-Mejias, Javier, University University of San Rider, Steven P., PhD MCSE, Georgia Institute of Sabel, Joyce S., MA Francisco/California State University of Arizona Technology Pacificia Graduate Institute University, Fullerton Riedell, Karyn, PhD Roger, Jerry L., EdD Sabolic, JoAnne R., MA Reed, Stephen A., MA Arizona State University University of Tulsa California State University, University of Notre Dame Riegner, Elizabeth J., PhD Romeo, Sebastian J., MAEd Northridge Reed, Timi M., MAEd Florida State University San Francisco State Sachinvala, Navzer D., PhD University of Phoenix University Case Western Reserve Riley, Elaine, PhD University Reedy, Michael, MS Louisiana State University Ronan, Richard J., PhD State University of New University of Hawaii Sadik, Amina, DA Ripley, Catherine E., MA York, Binghamton University of Toronto Rooks, Clay D., MA Université De Nantes Reese, Pamela L., MA Ririe, Robin R., MA California State University, Sadler, Paul R., MS University of Houston Fresno Northern Arizona Pepperdine University Reich, Robert A., MA Roqermore, Felicia L., MBA University Rittenhouuse, Stanley E., DM University of Utah Webster University Saenz, Jr., Luis A., MA Southern Baptist Reimer, Chris J., MS Theological Seminary Rose, Kris A., MFA University of Texas, El Paso University of North Rivera, Jana, MA Emerson College Carolina Sage-El, Adrienne, MD University of Arizona Rosik, Joy, MA Reith, Charles C., PhD Trinity Evangelical Divinity New York University Rivera Serrano, Ramon, PhD University of New Mexico School Sager, Robert J., JD Indiana University Rentfrow, Diane D., MA Ross, Doug A., PsyD Western State University Rivero, Fleisa, MA University of South Dakota Center for Advanced Lehigh University Saghir, M. Shahid, MS Golden Gate University Requard, Margaret G., MA Studies of Puerto Rico Ross, James D., MBA/MS Webster University Golden Gate University Sagouspe, Jackirae, MAEd Rivet, Charles J., MA University of Southern University of San Francisco Resis, Sandra L., MA Louisiana State University University of Illinois California Saiswick, Kim, MS Roach, Beverly H., MS Reuben, Kenneth, MAOM University of Utah Roth, Arnold, PhD Nova Southeastern University of Southern University University of Phoenix Roberson, Russell, MBA/MS California Salazar, Inocente J., MDiv Reynolds, Joan E., MA Marquette University/ Roth, Robert C., PhD Maryknoll School of Utah State University West Coast University University of Michigan Theology Rhodes, Jeane, PhD Robertson, Jeanne, PhD The Union Institute Louisiana State University Rotino, Joseph L., MS Salcedo, Alden, MBA/MS California State University, University of Redlands/ Riccardi, Constantino, MA Robinson, Denise P., PhD Dominguez Hills National University Graduate Theological Union Marquette University Rubin, Howard E., PhD Saleebey, William M., PhD Rice, Gary L, MA Robinson, Gayle, JD Point Loma College University of Michigan University of California, Western State University Los Angeles Rice, Nuha F., MS Rubinoff, Michael W., PhD Robinson, Janet K., MBA University of Denver Salehi, Kombiz, MBA/MS Montana State University Loyola-Marymount Rucks, Isabelle C., MA Pepperdine University/ Richards, Steven, MBA University Arizona State University University of Illinois City University of New York Robinson, Kirk C., PhD Rudd, Ellen T., MA Salomone, Bryan J., MAEd Richardson, Katherine, MA University of Cincinnati San Francisco State Michigan State University John F. Kennedy University Robison, Richard P., MA University Richardson, Steven H., MS University of Utah Ruggiero, James C., MEd Framingham State College Saltzman, Gloria, MA University of North Florida Roby, Clare E., MS Rumpf, Louis, MA University of California, Richert, Linda, PhD Indiana Weslayan Berkeley San Diego State University University of Pittsburgh University Samson-Slater, Susan, MA Rust, Harold L., MS Riches, Suzanne V., PhD Roche III, John F., MS Kansas State University University of Utah George Washington Stanford University University Rutledge, Sherry S., MS Golden Gate University

A-149 University of Phoenix, 2001-2002

Sanchez, Earl F., MPA Schroeder, Bethany, Selgrath, James P., PhD Sherkow, Judith A., MS University of Texas, MSN/MA, RN Washington State University Northern Illinois University El Paso San Jose State University/ Sell, Robert M., MSIE Shiflett, Keith, MBA/MSEE Sanders, Craig, MA/MA Cornell University California State University, Rollins College/Georgia University of Idaho/ Schroeder, Leroy A., MBA Fresno Institute of Technology University of Washington University of LaVerne Senn, Debra J., PhD Shim, Jay K., MS Sanders, Mary J., MA Schulkind, Thomas J., MA Walden University University of Southern Michigan State University Hofstra University Sension, Mark S., MA California Sani, Rashid (Ray) H., MS Schunk, Philip L., MAEd University of Texas Shin, Elizabeth H., MA University of Wisconsin University of North Texas Sevanian, Sebouh, MS/MS University of California, Santos, James M., MS Schuyler, Sharon S., MS Arizona State University/ Irvine Eastern New Mexico Pennsylvania State Salford University Shipley, Donald K., MS University University Sevier, Martha Lynn, MA Virginia Comonwealth Sather, Tom M., MA Schwartz, Barry J., DA California State University University Stanford University New York University Shahbazian, Faramarz, PhD Shipley, Sharyn A., MA Saucier, Cindi S., MS Schwartz, Dennis S., PhD New York University Brandies University College of St. Francis University of Oklahoma Shamash, Ellis R., PhD Shiroma, Stacy H., MEd Say, Tania J., MBA Schwartz, Enid A., MC/MS University of California, University of Hawaii National University University of Phoenix/ Los Angeles Shreve, Chris A., MA Scalf, Danny, MS University of Arizona Shambaugh, Barbara F., EdD Wayne State University Chaminade University Schweitzer, Karl E., MS University of Massachusetts Shreve, Lia C., MS Scalzo, Robyn, MS Boston University Shaner, James G., PhD Eastern Michigan Virginia Polytechnic Scott, Duncan L, MA University of Missouri, University Institute and State California State University, Columbia Shrout, Gregory W., MA University Dominguez Hills Shapiro, Lee, JD California State University, Schatzman, Susan I., PhD Scott, James, C. MA/MDiv University of Missouri, Northridge Brigham Young University Sonoma State University/ Kansas City Shulenberger, Eric, PhD Schilling, Daniel G., MAOM San Francisco Theological Sharpe, Heather F., MA Scripps Institute of University of Phoenix Seminary Indiana University Oceanography Schleicher, Donald W., EdD Scott, Lucille E., MA Shaver, Patricia A, MAT Sidline, George B., MSEE University of Southern University of Florida Loyola University San Jose State University California Scow, James W., PhD Shaw, Barrington D., MBA Siegel, Caryn J., MBA Schmahl, Michael S., MA Columbia University Long Island University University of California, Los Angeles California State University, Seaquist, Jeffrey M., MEd Shaw, Dennis F., MA Sacramento Northern Arizona Johns Hopkins University Silva, Don, MSCHE/MS/MBA Schmidt, Bonnie J., MBA University Shearer, Laura B., MA New York University/ Harvard University/ Golden Gate University Seay, Greg, EdD North Carolina State University of New Mexico Schmidt, Cathy A., MMAE Oklahoma State University University Silva, Jayson G., MA University of Delaware Seehafer, Kathleen A., MS Sheasby, Walter R., MS Schmidt, Scott F., MA University of Oklahoma University of Oregon Providence College Northern Michigan Seiderer, Glynis, MA/MEd Shecket, Bill, PhD Silverman, Irene, MA University of Iowa University Pepperdine University/ Gonzaga University Harding University Simmons, Robert L., MS Schmitter, Laura J., MBA Shecket, Susan, MA University of Arizona Webster University Seigel, Gary A., PhD Washington State University Rutgers University Simmons, Thurman, MA Scholz, Elizabeth A., JD Sheldon, June L., MA University of Miami Selberg, Ronald L., MSEE San Jose State University New Mexico Highlands University Schoonmaker, Tracey A., MA U. S. Air Force Institute of Shelton, Charlita L., MSE Technology Simms, Jamie P., MS Idaho State University National University Seldner, Betty J., MA Northern Arizona Schreibfeder, Bruce M., MA Shelton, Raymond S., MSA California State University, University Ball State University Pepperdine University Schretlen, Joan D., MSW Northridge Simon, Judy, MS Shepard, Stephen, MS/MA University of Illinois University of California, Selgrath, Jacquelyn N., MA Stanford University/ California State University, Simon-Corridon, L. Beverly Berkeley Phillips Graduate Institute Bakersfield EdD, Nova Southeastern Shepard, Timothy M., MEPM University Denver University

A-150 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Simper, Mary S., PhD Sobota, Sara J., MAEd/MA Staeheli, Michael R., MA Stoops, Deborrah A., MA The Union Institute Marymount University/ University of Oregon California State University, Simpson, Michael T., MBA University of North Stahl, Lisa A., MA Bakersfield Chaminade University Carolina Columbia University Stout, Shannon E., MS Sims, Gaye L., MAEd Sodhi, Ravi S., MBA Stahmer, Gloria R., MA University of North Florida University of Phoenix California State University, University of Northern Iowa Strain, Lega K., MS Los Angeles Singer, Jay J., PhD Stallman, Jane L., MA/MBA Texas Christian University University of Pennsylvania Solan, Ann M., MBA Occidental College/ Street, Ruth (Roberta) MA Dowling College Sinscalchi, Timothy, MS Claremont Graduate California State University, Boston College Soland, Sylvia L., MA University Northridge Sitze, Romay J., MA University of Illinois Standefer, Harold R., MS Stribling, Michael P., MA New Mexico State Sole, Kathleen M., MA East Texas State Teachers Fuller Theological Seminary University San Francisco State College Strinisha, Janet M., MBA University Six, Ellen M., PhD Stanglin, William L., MAOM Pennsylvania State Jesuit School of Theology Solensky, Rose M., MA University of Phoenix University Sklar, Kathy E., MA Wayne State University Stapleton, Terry L., MA Stroh, Kathryn S., MSS University of Michigan Solis, Jean N., MA San Francisco State University of Colorado, University of Maryland University Denver Sklar, Stephanie C, MA Brown University Sookhoo, Roy P., MSEE Starkey, Nancy M., MEd Stromberg, Richard C., MS National University Brenau University Utah State University Skolaski, Shaun L., MAA Sonoma State University Sophy, Kevin, MSCS Stary, Michael A., PhD Strome, Sandra L., MS Slaff, Jon N., M CED National University Ohio State University California State University, Los Angeles University of South Florida Sorokac, Joseph A., MA Stasch, Jerome S., MBA University of Detroit National University Strong, Patricia E., MSA Smith, Craig, MPA/MS Central Michigan University Indiana University Soukup, Steven P., MAEd Steeper, Karen S., MA University of South Dakota University of Denver Stuart, Brent H., MIA Smith, Danvis S., MA Southwestern Baptist Soyka, David A., MA Stefko, Mark A., MBA Iowa State University Theological Seminary Rutgers University Florida Institute of Studer, Maureen M., MA Technology San Francisco State Smith, Forest D., PhD Spaniel, William J., MA University Louisiana State University University of Nevada Steinberg, Katherine, MA University of Denver Stull, Thomas M., MA Smith, Gay Lynn, MA Spell, Charles M., MBA California State University, Arizona State University Steiner, Richard F., OD Mount St. Mary’s College Dominguez Hills Spencer, Craig, MS Southern California College Subramanian, Viswanathan, of Optometry MS Smith, James W., PhD University of Rochester University of Rhode Island University of Nebraska Spier, Gerd W., MA Steinman, David W., MA University of Oregon Sukuta, Sydney M., PhD Smith, Katherine Z., PhD University of California, Wright Institute Berkeley Stern, Carol J., MBA University of Nevada, Reno Smith, Patricia J., MS Spiesman, Guy D., PhD University of Southern Sullivan, Janie, MBA/MAEd California University of Phoenix University of California, University of Utah Los Angeles Spunaugle, Douglas K., MA Stern, Herman A., MS Sulski, Denise C., MAOM Franklin and Marshall University of Phoenix Smith, Robert G., PhD Webster University University of Southern Squillace, Anthony S., MA/MA College Summers, Randal W., PhD California California State College, Steuart, Thomas (Al) A., PhD University of Alberta University of Florida Smith, Tracy M., MS Fullerton/Long Beach State Sutay, Joyce A., MA Lesley College College Stevenson, Nancy L., MS California State University, University of Kentucky Hayward Smukler, Linda, MA Squires, Kelly S., MA City College of New York University of Michigan Stevenson, William W., MA Sutton, Eve E., MAEd Snetsinger, Pete, MA Staal, Mark A., PhD California State University, Stanford University Long Beach Chapman University Pacific Graduate School of Suzara, Nina M., EdD Psychology Stewart, D. Richard, MA University of San Francisco Snider, James V., PhD University of Michigan University of South Carolina Staats, Mark L., MBA Swanson, Andree C., MHRM University of Phoenix Stewart, Gail C., MS University of Oklahoma Snook, Thomas L., MBA University of Phoenix Staedel, Fred P., MBA Texas Woman’s University Swatez, Gerald M., PhD University of Phoenix Stone, William G., MBA University of California, University of Puget Sound Berkeley

A-151 University of Phoenix, 2001-2002

Swoboda, Joseph, MA Toro, Sandra L., MA Vail, Glenn G., MS Vierra, Donald L., MS Seattle University University of Texas, California State University, Santa Clara University Szafranski, Gwendolyn A., MA El Paso Los Angeles Vignali, Martisa E., MAEd Rollins College Torres, Carmen, J., MPhil Valalik, William, MA University of Phoenix Talar, Jeannine E., MS New York University West Virginia University V’Marie, Dianne, MS University of Wisconsin Torres, Eduardo, MA Valentin, Ana H., MPH University of Arizona Tandy, Kathleen Q., PhD San Francisco State University of Puerto Rico Voliter, Robert C., EdD The Fielding Institute University Valentin de Vasquez, Eva, PhD University of Hawaii Tao, Clara K., PhD Torres-Torres, German, MA University of Bridgeport Voltura, Gerald, MA Florida State University University of Phoenix Valenzuela, Rene A., MA University of Nevada Taradash, Gloria D., PhD Townsend, John, PhD University of Texas, Voorhies, Melinda, MS University of New Mexico Texas A & M University El Paso University of Tennessee Tayler, Paul L., PhD Townsend, Tamela A., MA Vall, Andrew E., MS Waagen, Gerald W., PhD University of Utah Arizona State University Columbia University Utah State University Taylor, Carl J., MFA Trafican, Dan L., MSCE Valoris, Gloria A., MA Wagschal, Joanna, MSS/MEPM West Michigan University University of Southern San Francisco University University of Denver Taylor, Kathryn A., MA California Valteau-Williams, Karen MSW Waite, Ray L., MA Purdue University Treadwell, Mona R., MA Southern University of New California State University, South Dakota State Orleans Taylor, Thomas O., MAOM San Francisco University University of Phoenix VanAsperen, Morris E., MBA Walker, Eleanor, MA Trieu, Hung B., MA Pepperdine University Teenor, Kelly, MS University of Washington California State University, San Francisco State Vance, Margie F., MBA Walker, James M., MBA University Fullerton University of Redlands Santa Clara State University Trim, Stanley C., MBA Ternay, Marilyn R., PhD Vanden Borsch, Mary A., MS Walker, Regina J., MS/MA California State University University of North Texas University of Michigan Golden Gate University/ Trottier, David R., MA Thalken, Bradley M., MBA VanHoesen, Georgia E., MA University of Northern National University Goddard College Webster University California Tharp, Linda G., EdD Troyanovich, John M., PhD Varela, Richard, MA Wall, Richard J., MA Michigan State University University of Northern Webster University California State University, Colorado Truscott, Robert B., MA Varner, James, PhD Dominguez Hills John Hopkins University Thomas, A. David, EdD University of California, Wallace, David W., PhD Brigham Young University Trzyna, Thomas N., PhD Irvine University of North Texas Thomas, Deborah C., MAT University of Washington Vartolomei, Dan, MS Wallace, Ray, MA University of Rochester Tukey, David D., PhD Bucharest Polytechnic University of Alabama University of Minnesota Institute Thomas, Robert C., EdD Waller, Roger, MBA University of Sarasota Turner, Arthur E., MA Vasquez, Ashley R., MS University of Michigan Conservative Baptist Washington University Thompson, Brad, MBA Walsh, Roderick K., MS Keller Graduate School of Theological Seminary Vega, Victor A., ME San Jose State University Management Turner, Norma J., MAM/MA New Mexico State Walsh, Valerie A., MC University of Phoenix/ University Thompson, Maureen A., PhD University of San Francisco Arizona State University Texas Woman’s University Veith, Dale J., PsyD Waltman, Terri L., MS Turner, Timothy D., MA Pacific University Thompson, Robert R., PhD Oklahoma State University Stanford University Regent University Vernell, Margarie, MA Walzer, Andrew H., PhD Thorsett, Karen A., MBA Tyler, Diane L., MSE San Francisco State University of Minnesota State University of New University California State University, Wang, Charles Q., MEd York Fresno Vest, Stephen L., MBA/MS University of Delaware Tymon, Phillip A., JD California State University, Thranian, Arash, PhD Warburton, Yi J., PhD University of California, New York University Dominguez Hills/U. S. Air Northwestern University Force Institute of Davis Uber-Kellogg, Nancy E., PhD Ward, Gertrude C., DC Purdue University Technology Thurston, Tim J., MDiv Palmer College of Viaene, Stephanie, MS Emory University Uskali, Thomas, MA Chriopractic University of New Orleans University of Oregon Thyfault, Harold, MA Warren, Mary G., MS University of Colorado Vadney, Donald A., MEd Victorine, Tory B., MS Syracuse University Westfield State College California State University, Sacramento

A-152 University of Phoenix, 2001-2002

COLLEGE OF GENERAL STUDIES AND PROFESSIONAL STUDIES

Warren, David, MPA Westwood, Derek, PhD Williamson, Craig K., MIM Wright, Douglas S., MS Brigham Young University University of Michigan American Graduate School University of Utah Washington, JoAnn L., MS Weymouth, Sharon P., MA of International Wright, Kay F., EdD Embry-Riddle Areonautical National University Management Oklahoma State University University Whalen, Roy E., MA Willis, Donald (Steve), MA Wright, Michael G., MA Watanabe, Nan T., PhD Bowdoin College University of Southern Brooklyn College California University of Illinois Whipple, Thomas O., PhD Yamani, Elaine, MS Watkins, Seth E., JD Bowling Green State Wilson, Arthur D., MBA University of Utah National University University of California, University Young, David G., JD Hastings White, Jacquelyn A., PhD Wilson, Carmen M., MEd University of Pennsylvania Watterson, Yvonne C., MAEd University of Central Marygrove College Young, Joseph M., DA University of Phoenix Florida Wilson, Chloe Tahnja, MBA/ Drake University MIM Webb, John W., MA Whyte, Mark K., MS Young, Roberta A., MS Arizona State University/ California State University, Dallas Theological Seminary San Francisco State Long Beach Wiedfeld, Robert F., MABA American Graduate School University of International Webber, Jon, PhD Loyola University Young, Tasia, MPA Management Walden University Wiederrecht, Ann, MA University of New Mexico Wilson, Therese M., EdD Webster, Elinor L., MEd Antioch University West Zackrison, Edwin H., PhD Northeastern University State University of New Wiefling, Kimberly M., MS York Andrews University Webster, Kelvin J., MS Case Western Reserve Wimmer, Nadine, MA Zaher, Carol A., MD Portland State University University University of Pennsylvania University of Utah Wecksler, Margo A., MSE Wilcox, Donald A., PsyD Zanger, Beverly R., MEd Winston, Michael C., MA Dominican College University of San Francisco Bowling Green State California State University, Wedemeyer, Celene T., MS Wilcox, Fletcher R., MA Los Angeles University California State University, Arizona State University Winston, Nanette, MSS Zapernick, Lois E., MBA Fresno Wilczek, Thomas A., MS University of Phoenix University of Denver Weissfeld Mark, MA University of Colorado Zemp, Doretta S., MA/MS Winters, Celeste A., MA Arizona State University Wilder, Dawn M., MDiv Antioch University/ Marshall University Weitzen, Robin G., MA Fuller Theological Seminary California State University, Tulane University Wirtz, David, B, MA Dominguez Hills Wildflower, Caroline K., MSSW Columbia University Welch, Randy, MA University of Washington Zervitz, Samuel A., MA Wolcott, Patricia A., MPH Pennsylvania State Wiley, William D., MS Johns Hopkins University Loma Linda University University Arizona State University Zhang, Caleb J., MBA/MS Wolfe, James W., MA Wells, Ida, MA Will, Anne, PhD San Jose State University John F. Kennedy University Louisiana State University The Union Institute Zigmond, Rosalyn, MA Wendover, Wendy E., Wolff, Ronald P., MA/MPA University of Colorado Will, Peter C., PhD Indiana University/ MAEd/MAOM University of Missouri Zilberman, Leorah, MA California State University, University of Rhode Island/ Williams, Bryon J., MP University of Santa Clara University of Phoenix Northridge Clemson University Zimmerman, Raymond, MS Werba, Victoria C., MSW Wolner, Louis J., MS Williams, Donna M., MEd State University of New University of Southern Aurora University California Wayne State University York Werft, Andrew E., MAOM/ Zocco, Vincent, EdD Williams, Jennifer P., MA Wong, Connie M., MBA MDiv Queen’s University University of Wyoming University of Phoenix/ California State University, Williams, Morris H., MBA Fresno Zoror, Khodr M., MIA/MALS Gordon-Conwell University of Phoenix Wong, Hoover, DM University of Pittsburgh/ Theological Seminary Duquesne University Williams, Paul A., MA Fuller Theological Seminary Wesley, Carolyn J., MBA Zuckerman, Tod I., JD University of Phoenix University of California, Woodroffe, Sheila A., MS Los Angeles University of California Wessels, Kai, JD Arizona State University Williams, Thomas T., MA Golden Gate University Woods, Edmond F., MA University of California, University of Nevada, West, Gregory G., MA San Diego Las Vegas Oklahoma State University Williams-Hudson, Joyce, MS Word, Charlotte A., MS West, Mary S., MBA Texas State University National University Louisiana State University

A-153 ...... COLLEGE OF EDUCATION ......

Dean Faculty Arden, Rita A., MAEd Beale, Janet L., MAEd/MA McAuliffe, Jane L., PhD Aaroe, Lisa A., PhD Washington State University Arizona State University Arizona State University Arizona State University Armendariz, Carlos, MEd Beauford, Bob, MEd Associate Dean Abraham-Kenney, Mary, MEd University of Arizona University of Texas, LaRue, Marla L., EdD University of South Florida Ashby, Suzanne R., EdD El Paso Nova Southeastern Adair, Tory L., MS University of Arizona Becker, Mark S., MEd University Utah State University Atkins, Judy A., MEd Northern Arizona Assistant Dean Adams, Ann, PhD University of LaVerne University Londer, Gary B., EdD University of Utah Awakuni, Gale H., PhD Bedolla, Elizabeth C., MEd University of Arizona Adamson, Jacqueline, MEd The Union Institute Northern Arizona Campus College Chairs Arizona State University Aycock, Don E., MAEd University Denver Campus Adauto, Inez E., PhD Northern Arizona Bell, Betty Jean, MEd Lander University Smith, Brian Q., EdD University of New Mexico University University of Pittsburgh Akers, Dale E., MS Azarmsa, Reza, EdD Bell, Elizabeth G., EdD University of Arkansas Hawaii Campus Indiana University University of Northern Colorado Bennett, Lester L., PhD Anzelon, Kathleen, MNEd, RN Aleman-Gonzalez, Victoria, The Union Institute University of Phoenix MA, University of Phoenix Baca, Cynthia F., MAEd Adams State University Bennett, Ronnie L., MEd Louisiana Campus and Alexander, Stephen C., MS University of San Diego Puerto Rico Campus Utah State University Bacer, Kathleen D., PhD Pepperdine University Bennion, John W., PhD Agosto-Delgado, Soledad, PhD Alicea, Angel, PhD Ohio State University Pennsylvania State University of Connecticut Bachali, Mandy G., MEd University Alkire, Gloria J., EdD Arizona State University Bentley, Loren B., MA Nedw Mexico State Nevada Campus University of LaVerne Bahns, Janice M., MAT Lewis & Clark College University Robinson, Michael, EdD Alvarado, Maria L., MEd Betzx, Muhammad K., PhD University of Nevada Arizona State University Baker, Scott A., MEd Lewis & Clark College University of Texas, Austin On-Line Campus Alvarez-Corona, Marti, MA Western New Mexico Baldwin, Stephen A., MAEd Bierly, Jr., Hal B., MAEd Knott, Cindy K., MEd Idaho State University University of Phoenix Arizona State University University Barber, Thomas J., MSW Bingham, Lyndith F., MAEd Orlando Campus Ammon, Tina K., EdD Arizona State University Denver University Sam Houston University Vacant Ancell, Allen G., MA Barberini, Thomas G., MA Birkholz-Vasquez, Shanna, MA Phoenix Campus California State University, Columbia University California State University, Mathur, Sarup, PhD Los Angeles Barker, Kathryn C., PhD Fullerton Arizona State University Anderson, Daniel D., EdD University of Alberta Black, John M., MEd University of Wyoming Southern Arizona Campus University of Southern Barnett, Katherine H., MEd Vacant California Arizona State University Black, Kathyrn A., MAEd University of Arizona Southern California Campus Anderson, Morgan, MBA Bartlett, Bruce F., PhD DeSantos, Donald A., EdD Brigham Young University Colorado State University Blair, Karyn L., EdD University of Southern Anderson, Spencer R., MA Barton, Craig D., PhD University of Arizona California Adams State College Wayne State University Blanton, Patricia A., MS North Carolina A & T State Utah Campus Andine, Cinthia A., MEd Bastista, Norma L., EdD University Vacant University of Arizona University of Puerto Rico Bocage, Anela M., MS Campus Area Chairs Andrews, W. Dene E., PhD Bauer, Carol A., EdD Chaminade University Area Chairs are appointed at each University of Southern Rutgers Universitgy campus in the following areas: Mississippi Bauer, Lawrence K., EdD Boerner, Kathy L., MEd Arizona State University Admin. & Supervision Andujar-Matos, Glorimar, JD Arizona State University Inter American University Bogan, Margaret, PhD Counseling Baumann. Geraldine, MEd of Puerto Rico Arizona State University Curriculum & Instruction University of Arizona Aquino, Reynato S., MAEd Bolte, George W., EdD Curriculum & Technology Baumann, Janet E., PhD University of the East California School of University of Colorado E-Education Arbelo, Lorraine, EdD Professional Psychology Bonaro, Valerie L., MA Special Education University of San Francisco Inter American University Bayles, George W., EdD Teacher Education of Puerto Rico Brigham Young University

A-155 University of Phoenix, 2001-2002

Bonfield, Eric G., MAEd Campbell, Anne Marie, MA Colegrove, Boone C., MEd Cottam, Jan Michael, MM University of Victoria University of South Florida University of Utah University of Utah Booth, Janet C., MS Campbell, Robert E., PhD Collea, Maria L., MSEd Cox, Dale S., MEd University of Utah University of North Texas College of St. Rose Arizona State University Boren, Robin A., PhD Campbell, Rodney L., MEd Collier, Kevin M., MEd Cranwell, Tracy R., MA University of Colorado Brigham Young University University of Texas, University of Northern Bounds, Marion E., PhD Campisano, Christina, MEd El Paso Colorado University of Arizona National University Collins, Ryan L., MEd Crawford, Cindy R., EdD Bovyer, Pamela A., MA Carlson, Elaine L., MS Adams State College Nova Southeastern University of California, Iowa State University Colon, Brandie M., EdD University Berkeley Carnero, Gregorina, MACY University of Houston Crawford, Mary L, MAEd Bowers, Judy, MEd/MS University of Puerto Rico Colon, Marcelino, MAEd University of Phoenix University of Arizona / Carole, Peter J., MS Inter American University Crawley, Keith, EdD Northern Illinois University Nova Southeastern of Puerto Rico University of Northern Brainard, John K., MAEd University Colvin, Dan J., EdD Colorado Adams State College Carrel, Janice M., MEd University of Northern Crespo-Fernandez, Leila, MA, Braman, Ormond R., DA University of Florida Colorado University of Puerto Rico University of Southern Carter, Yvonne D., EdD Combrink, Don E., EdD Crews, Jack F., EdD Mississippi Northern Arizona Northern Arizona Northern Arizona Branch, Kevin W., MEd University University University Brigham Young University Chamberlain, Thomas, PhD Combrink, Myrtle L., EdD Crisp, Patrick, MEd Brand, Julie, M CEd Yeshiva University Northern Arizona Arizona State University University North Dakota State Charles, Claire, MS Crites, Annabel L., MEd University University of LaVerne Comer, William (Rex), MA University of Arizona California State University, Bringaze, Patricia A., EdD Chenault, Carolyn, MEd Cuendet, Patricia R., EdD Northern Illinois University Arizona State University San Bernardino Arizona State University Bruening, M. Diane D., Christ, Mary H., MEd Conger, Cathy O., PhD Curci-Reed, Lori L., EdD Kansas State University MEd/MA, Arizona State University of Arizona University of West Florida University/University of Conlon, Stephanie J., MA Chun, Joyce H., MEd Curry, Cynthia J., MEd Missouri Columbia University University of Hawaii, University of Nevada Bryk, Steven D., MEd Manoa Connell, Susan G., MEd Curry, D. Bruce, MEd University of Toronto Chun, Peter H., EdD Arizona State University Vanderbilt University Buchanan, Suzanne, MAEd Brigham Young University Conner, Marjorie K. MEd Curry, Jennie L., EdD University of Phoenix University of Northern Cianfarano, Samuel, EdD Nova Southeastern Colorado Burch, Connie R., MAEd Northern Arizona University Arizona State University University Conroy, Janet, MAEd/MA Curtis, Marilyn P., MEd Burdick, Steven F., MC Cisar, Catherine A., MC University of Arizona/ Nova Southeastern University of Iowa University of Colorado, University of Phoenix University Denver Cooper, Ruth G., PhD Clark, Cathy J., MAEd Cutshall, Rex R., PhD University of Arizona Burns, Mary, PhD University of Phoenix Kennedy-Western University of South Florida Coprivnicar, Frank J., EdD University Clark, Heather G., MA Burns, Paul A., PhD Arizona State University University of Southern Czellusniak, Vernon L., PhD California University of North Texas Clark, Sue, P., MAEd Nova Southeastern Corash, Dennis N., PhD University Burnside, Stephen A., EdD Grand Canyon University Brigham Young University University of Denver Daniel, Susan, MAEd/MS Clarridge, Pamela B., PhD Cordell, Ron, MC University of Kentucky/ Bush, Michele M., MA University of Arizona Arizona State University Point Loma Nazarene University of Nevada, Clements, Mark W., MAEd University Las Vegas Butler, Jane A., JD College of Ohio Cordero, Iris E., EdD Daniels, Blake H., MAEd University of Arizona Cleveland, Jackie P., MAEd Inter American University Brigham Young University Cade, William, PhD Arizona State University Wisconsin State University of Puerto Rico Darling, Sandra K., PhD Clouse, Clara E., MEd Callaway, William H., JD Cornett, Matthew, MS/MA University of Minnesota Arizona State University California Lutheran University of Arizona Davenport, Kathleen A., EdD Cohn, Susan J., MCed University/University of Florida Atlantic University Calvert, John D., EdD Brooklyn College Southern California Arizona State University

A-156 University of Phoenix, 2001-2002

COLLEGE OF EDUCATION

Dávila, Sonia, I., PhD Driscoll, Kathleen M., MS Filip, Dorothy, EdD Funk, M. L., MA Pennsylvania State Western Illinois University University of Arizona East Carolina University University Duarte, Stella, MC Fillenberg, Carol K., PhD Gabriele, Tom L., MA Davis, Ronald P., EdD Arizona State University Colorado State University California State University, Nova Southeastern Duhon-Ross, Alikce, PhD Finch, Selene, M., MS Dominguez Hills University The Union Institute University of Wisconsin Gadd, Jeffrey I., MBA Dean, Carole Kaye, EdD Dunning, Thomas B., MEd Fischer, David L., EdD Arizona State University Northern Arizona University of Illinois Nova Southeastern Gamble, III, Frank J., PhD University Durbin, John P., EdD University University of Connecticut Dean, Jasmes P., MAEd Arizona State University Fishcer, Joshua T., MA Gambles, Camille, MS University of Phoenix Durbin, Vicki L., MEd/MA Oral Robert University University of Utah DeBarr, David C., MAT University of Colorado/ Fleming, Michael W., MAEd Garcia-Rosaly. Leticia, EdD Northwestern University University of Northern Clemson University Inter American University Deery, Robert J., MEd Colorado Fleming, Miri M., PhD of Puerto Rico Trenton State University Durica, Rosemary A., PhD University of Arizona Garrett, Gayle A., MEd Dekruif, Linda, MEd/MSEd Texas A & M University Flores, Juan, MEd Grand Valley State Northern Arizona Duron, Dorka L, PhD University of Portland University University/ Claremont Graduate School Flott, Paula C., MS Garvin, Jeffrey T., MBA Northern Illinois University Dustman, Patricia A., EdD Nova Southeastern Howard University DeLecki, Nancy S., MAEd Arizona State University University Gaston, Barbara J., MAEd Northern Arizona Edwards, Rita J., EdD Fochi, Patricia J., MAEd University of Arizona University Northern Arizona University of Phoenix Gaston, James M., PhD Dell, Geralyn E., PhD University Follmer, Terrence J., MAEd Texas A & M University University of New Orleans Eilam, Natalie W., PhD University of Phoenix Gerber, Sharilyn, MEd Dellinger, MaryAnn, MA University of Denver Forbes, Nancy B., MEd Brigham Young University University of Arizona Elliott, Nancy J., MA University of Arizona Gerye, Robert A., MAEd DeMille, Dianne L., PhD California Stgate University, Foulger, Ann, MSW/MS University of Kansas Walden University Long Beach University of Utah/ Giannelli, Thomas H., MS Dennis, Francey H., MA Engelman, Wendy, MAEd Oregon College of National University University of Nevada University of Phoenix Education Gilbert, Richard K., PhD Detzel, Richard R., EdD Erickson, Carol, EdD Fox, Frederick B., MAEd University of Southern Northern Arizona Northern Arizona Arizona State University California University University Francis, Denise M., PhD Ginty, Ed, EdD Deveney, Vincent, MAEd Erickson, Daniel E., MAEd Berbadean University University of Northern Whitter College University of Idaho Fraser, Suzanne R., MA Colorado Devries, Melissa D., MAT Fahy, Michelle B., MEd Columbia University Giorsetti, Philip J., MA Gran Canyon University University of Maryland Frazee, Linda N., PhD Northern Arizona Diedrich, Carrie K., MAEd Faverty, Patrick W., EdD University of Colorado University University of Colorado University of LaVerne Frazier, Charles S., MA Gladder, Kip A., PhD Ditcharo, Bobbie, EdD Feaster-Johnson, Shawn, Northern Arizona University of Oregon Nova Southeastern MAEd/MAEd University Gladstone, Greer E., MAEd University Michigan State University/ Frederickson, Travis A., PhD University of Nevada, Reno Domm, Ellen C., PhD University of Northern University of Idaho Glowacki, Michael R., MEd Wayne State University Colorado Freeman, Chris A., MS University of Wisconsin Donovan, Judy, MAEd/MBA Feldman, Brian, EdD University of Tulsa Golding, Jane E., MS Western Michigan Nova Southeastern Freeman, Kurt, MAEd University of Southern University/Eastern University University of Phoenix Maine Michigan University Fernández-Power, Maria E., Friend, Becky L., MAEd Goldman, Catherine A., MS Douglas, Jason, MEd PhD Fordham University University of Colorado National University Texas A & M University Fey, Mary Katrina, MA Fritch, Wayne S., PhD Goldman, Edward E., EdD Douglas, Randall R., JD Northeastern Illinois University of California, University of Nevada, Arizona State University University Riverside Las Vegas Dressler, Boyd E., EdD Fidler, Michael D., EdD Frunzi, Kay L., PhD Gomersall, Benjamin, MAEd University of Colorado Northern Arizona University of Colorado University of Texas, University El Paso

A-157 University of Phoenix, 2001-2002

Gonzalez-Velasco, Marta, PhD Hamilton, Sharon R., MS Hernandez-Rivera, Victor, MPA, Husted, Karen K., MA Carribean Center for Nova Southeastern University of Puerto Rico University of Kansas Advanced Studies University Hewitt, Nathaniel E., MA Ihry, Laurie A., MA Goodwin, Barbara, MAEd Hammer, Leanne B., MA North Carolina Central University of Iowa Northern Arizona Lesley College University Ikei, Fay K., MSE University Hardy, Barbara A., PhD Hickman, Debbie A., MA Western Washington State Gordon, Deborah, R. MEd University of Southern Arizona State University College Northern Arizona Mississippi Hiemstra, Donald, MA Interlied, Karen E., MAEd University Hardy, Stephanie T., MA Western Michigan University of Phoenix Gould, Albert W., PhD California State University, University Inserra, Rosanne G., MS University of Arizona Los Angeles Hill, Steven A., MSW Nazareth College of Graham, Jeff C., EdD Hargis, David L., EdD University of Utah Rochester Nova Southeastern University of New Orleans Hilton, Judith M., EdD Ireland, Vincent R., MAEd University Hargraves, Lori L., MA University of Denver Lesley College Grant, Kay V., PhD University of New Mexico Hjorth, Sharon G., MEd Isham, Steven R., MAEd University of Arizona Harms, Lorin R., MA University of Arizona Arizona State University Greenfield, Sarah C., PhD Arizona State University Hochberg, Jonathan, MBA Iwamoto, Dawn M., EdD Arizona State University Harris, Rick, M CEd George Washington Northern Arizona Greer, Keith D., MAEd University of Nevada, Reno University University Northern Arizona Hart, Pamela J., MEd Hodo-Haley, Linda M., MA Jabol, George J., PhD University Brigham Young University California State University, University of Michigan Griffin, Marilyn L., PhD Harvey, Karen, MAEd/ Dominguez Hills James, Laurie Y., MAEd University of Southern MAOM/MEd Hoeksema, Linda F. City University California University of Colorado MBAED/MAEd/MC Jamieson, Gail, PhD Griffith, Gary, MA/MAEd University of Phoenix University of Denver Arizona State University Middlebury College/ Lesley College University of Phoenix Jaquez, Isela M., MA Northern Arizona Harwell, Sandra H., PhD Hoey, Douglas A., MAEd New Mexico State University University of South Florida University of Manitoba University Grohman, Mellonie, MAEd Hasbrouck, Gail A., MAEd Hofeling, Stephanie, MAEd Jarratt, Karrie A., MEd Northern Arizona Central Washington University of Phoenix University of Utah University University Holaway, Kimberlee, MEd Jasmer, David L., EdD Gronert, June C., MEd Haugen, Raymond C., PhD University of Arizona University of Northern University of Nevada, University of Arizona Housden, Teresa M., EdD Colorado Reno Havens, Mildred A., MEd University of the Pacific Jeffers, Suzanne R., MAT Gudis, Barbara A., PhD University of Arizona Howe, Gail (Karen) S., MEd New Mexico State Nova Southeastern Hayward, Lee, MEd Brigham Young University University University University of Colorado Hradnansky, Terre A., MA Jeffries, Mary Francis F., MS Hagen, Michael J., MEd Heavener, Patricia J., MA University of Illinois National University Arizona State University Newark State University Huddleston, Roger, MAEd Johnson, Cecilia E., PhD Hagen, James L., MA Heinemann, Carol M., MS Northern Arizona Purdue University California State University, Alabama A & M University University Johnson, Gregg R., EdD Northridge Hemingway, Hollis, MEd Hugo, Janna L., PhD Brigham Young University Hager, Shirley A., MA University of Arizona University of Denver Johnson-Palmer, Janice, MEd University of Colorado Henly, John W., MAEd Humphrey, Claudette, MAT City University Haker, John F., MA City University Michigan State University Gonzaga University Johnston, Jeffrey W., MA Henry, Don C., MA/MA Hunter, Joseph E., MSE Arizona State University Hale, Diane K., MEd Chapman University/ Southern Oregon State Jones, Carolyn, MEd Northern Arizona Webster College University Colorado State University University Henry, Robert T., MS Hunter, MaryAnn, MAEd Jones, Suzanne, C., MA Hamblin, Merrell C., MAEd State University of New University of Northern University of Phoenix Stanford University York, Albany Colorado Hamilton, Diane, EdD Junger, Joan F., EdD Hermerath, Mary, MAEd Hunter-Rowse, Patricia, MEd, Oklahoma State University Arizona State University Northern Arizona Western New Mexico University University

A-158 University of Phoenix, 2001-2002

COLLEGE OF EDUCATION

Kalle, Robert J., PhD Klein, Janet, MAEd Lemieux, Lucille C., DA Mabbitt, Cheri L., MAEd State University of New University of Phoenix University of California, Northern Arizona York, Albany Kneip, Peter T., MAEd Los Angeles University Kanai, Therese M., DA Northern Arizona Lemons, Pamela, PsyD Mabbott, James A., MSE Walden University University University of Utah Portland State University Kasen, Rona, MEd Knepper, Shannon M., MAEd Lessee, Judyth, MEd/MS Magby, Patti R., MSE Boston University East Carolina University Temple University/ Henderson State University Kautz, Charles E., MEd Knox, Cherie L., MAEd Villanova University Magnuson, Karen, PhD University of Missouri Arizona State University Levi, Jr., Erskine L., MA Colorado State University Keith, James L., MA Knutson, Richard W., MEd Azusa Pacific University Maldonado Santiago, Noel, Arizona State University University of Arizona Levine, Carol C., MA EdD, University of Kelly, Eugene W., EdD Koch, D. Suzanne MEd University of Michigan Massachusetts University of Colorado Wichita State University Lichte, Mark E., PhD Maples, Andrea A., MA Kelman, Laura E., MA Kolsun, Bruce A., MS University of Wisconson University of Nevada, Reno University of Nevada, Duquesne University Liebert, Ida, R., EdD Marafino, Joseph A., EdD Las Vegas Korwin, Anthony R., MEd Nova Southeastern Northern Arizona Kemker, Renee, MA Bowling green State University University University of Northern University Light, Bonnie M., MEd Markiewicz, Margaret, MA Colorado Kosa,-Correia, Kristine, MAEd Auburn University Northern Arizona Kempis, Janet T., EdD Seattle Pacific University Lindberg, Sandra J., MA University University of San Francisco Kozimor, Steven J., MEd University of Minnesota Marlin, Sheri R., MEd Kennedy, Dot E., MAEd Arizona State University Lindsey, Lokelani M., MA University of Arizona Northern Arizona Kregar, Kent W., PhD University of Hawaii, Martin, Gregory E., MEd University University of Denver Manoa Northern Arizona University Kersey, Sherry L., EdD Kugler, Melinda K., MAOM Lohavanijaya, Judith, MAEd, Nova Southeastern University of Phoenix Northern Arizona Martin, Jill L., EdD University Lambert, Gerald A., EdD University University of Northern Colorado Keys, Walter, MAEd Nova Southeastern Long, Linda M., MA University of Texas, University California State University, Martin, Mary A., PhD El Paso Fullerton University of Denver Lancaster, Karen H., MA Khajeaian, Abbas, PhD University of Alabama Long, Marianne M., EdD Martínez, Andrew A., EdD University of Colorado Lane, Maribarbara, MSW Utah State University University of Nevada, Las Vegas Kiang, Chopin S., MS Colorado State University Long, Matthew K., MAEd Nova Southeastern University of Phoenix Martinez, Carmen D., PhD Lane, Sharon T., MS University New York University Nova Southeastern López, Alice M, EdD Kiehne, Lynn S., MHA University University of Puerto Rico Marx, Yvonne R., MAEd University of Minnesota Langello, Michael G., MA López, Roseanne M., MEd University of South Florida Kiernan, Nancy, A. PhD University of Denver University of Arizona Matheson, Jeanne W., MS University of Minnesota University of Utah Larson, Paul D., PhD Loughrin, Patricia, Phd Kiger, Kathleen M., MA University of Iowa Arizona State University Matos, Ramon L., MA Viterbo University University of Puerto Rico Lawson, Sharyl K., MAEd Lucas, Patty A,, McNeese State Kilker, Jean, MA Fresno Pacific University University Matsuzaki, Naomi, MEd Arizona State University Ledoux-Renteria, Josephine, Lumpa, Dale, MAEd University of Hawaii, Manoa Kilmurray, James A., PhD PhD, University of University of Missouri Harvard University Colorado, Denver Lund, Kathryn A., PhD Mauro, Mark A., MAEd University of Phoenix King, Joyce M., MS Lee, Christopher J., MAEd University of Arizona Nova Southeastern University of Minnesota Lundy, Susan H., MEd Maxedon, Sandra J., MEd University Lee, James P., MA Arizona State University University of Arizona Kintz, Elisa G., MEd Arizona State University Lusk, Matthew M., EdD May, Susan D., MEd University of LaVerne University of Arizona Lee, Sammy, PhD University of Nevada, Kirkbride, Steve W., MAEd University of Arizona Las Vegas McCabe, Mark J., MEd University of Missouri University of Arizona Lemieux, Albert J., MAEd Ma, Staci A., MA/MS Klause, Sara S., MEd Seattle University Pepperdine University McCarty, Mona L., MAEd Northern Arizona Lesley College University

A-159 University of Phoenix, 2001-2002

McCorkle, Mary Belle, EdD Niller, Danielle G., MEd Muna, Jane D., EdD Orlando Irizarry, Juan, JD University of Arizona University of Nevada, Brigham Young University Inter American University McCrea, Kelli C., EdD Las Vegas Munoz, Maria J., MAEd of Puerto Rico University of San Francisco Miller, Marilyn G., MS New York University Ortiz–Soto, Carmen, EdD McDermott, James R., PhD Nova Southeastern Murnane, Linda E., MAEd University of Puerto Rico University of Colorado University Arizona State University Osner, Terence W., MEd McDermott, James R., PhD Mills, Veronica S., MEd Nagy, Sandra A., MEd University of Hawaii University of Colorado Arizona State University Slippery Rock University Overton, June B., MA/MA McDonald, Kevin S., MEd Milo, Beth M., MSE Nava, Roberto, EdD University of South Florida/ Northern Arizona Eastern Illinois University University of the Pacific Tennessee Technological University Minckler, Rick P., MEd Negron, Jamie, PhD University McGee, Gloria J., MEd Western Washington New York University Padilla-Velez, David, PhD University Ohio State University University of Tennessee Nelson, Anne F., DBA McGuckin, Patricia, MS Minion, Diane M., MAEd Nova Southeastern Pang, Bryan, MCEd Nova Southeastern Northern Colorado University University of Hawaii, University University Nelson, Cheryl L., M Ced Manoa McKinney, Karen L., MA Mire, Annette, MEd Shippensburg University Pascale, Lucille M., PhD Louisiana State University Seton Hall University Colorado College Nelson, Dennis W., EdD McLaren, John D., EdD Mirizio, Frank P., MAEd Arizona State University Patch, Kenneth P., PhD University of Phoenix Arizona State University Brigham Young University Neuville, Thomas J., MBA McLennan, Sunny, MA Mitchell, Susan O., PhD University of Phoenix Pattridge, Greg C., PhD University of Northern Arizona State University Newbold, Donna C., MEd University of Denver Colorado Mohr, Jr., Paul B., EdD Brigham Young University Pazeian, Michael H., MAEd Arizona State University California State University, McLeod, Charles R., EdD Newman, Anita I., MAEd Long Beach University of Arizona Molina, Jr., Ventura, MAEd Western Washington McLoone, Barbara B., PhD University of Texas, University Peabody, Sherry, L. MAEd Arizona State University El Paso Newman, Craig W., MEd Northern Arizona University McMaster, Arthur W., MA Montano, Rebecca R., MEd Nova Southeastern University of Maryland University of Arizona University Pearce, Mary S., PhD University of Arizona McVey, Allen, JD Montini, Catherine, MAEd Newman, Walter, K., EdD University of Arizona University of Phoenix Northern Arizona Pedicone, John J., PhD Meacham, Masrtha, PhD Moore, R. Sam, MS University University of Wisconsin University of Texas, University of Utah Newton, Julie, MEd Pedrosa, Idalia, EdD Austin Moore, Rock D., EdD University of Utah Inter American University of Puerto Rico Mejias-Algarin A., Luis, PhD, University of Sarasota Nicholas, Eileen M., MEd Pennsylvania State Morgan-Larsen, Kathryn, PhD, Brigham Young University Perez, Gabriel, EdD University Arizona State University Nielsen, Sharon T., PhD University of Puerto Rico Mello, Lawrence T., EdD MKorinaka, Barry S., JD University of Arizona Perez, Sandra I., EdD Inter American University Boston University Southwestern University Nordbye, Peter L., PhD of Puerto Rico Mercado-Hernandez, Hilton, School of Law University of Oregon Perlov, Hilary A., MAEd JD, Pontifical Catholic Morris, Jolene M., MEd Nunez, Emma L., EdD University of Puerto Rico University of Utah Inter American University Brooklyn College Merced, Olga C., PhD Moulds, Larry D., PhD of Puerto Rico Perry, Joyce F., MS University of Phoenix Walden University Nova Southeastern Oberg, Brent C., MA Messina, James J., PhD University Regis University Peterson, Michelle, MAEd University of Phoenix State University of New Moya, Therez M., MEd Odom, Larry, MEd York Arizona State University Brigham Young University Peterson, Rosemary A., MS Mian, Hafeez, PhD Mrasek, Kathleen D., MSE Ogrodski, Rosella C., MEd Colorado State University Indiana University of University of Pennsylvania University of North Texas Platt, John (Jack) L., EdD Pennsylvania University of Northern Mueller, Michelle, MA Orcutt, James E., MAEd Colorado Miller, Brian P., EdD Loyola-Marymount University of Colorado Western Michigan University Poe, Mary E., PhD Orengo, Janette, EdD University Mullins, Jane, PhD Inter American University Texas A & M University University of Arizona of Puerto Rico

A-160 University of Phoenix, 2001-2002

COLLEGE OF EDUCATION

Pomeranz, Marla C., MEd Renny Doan, Analizabeth, MEd, Roels, Claudia, MA Schoen, Marla B., MA Northern Arizona University of Arizona Arizona State University University of Colorado University Reuben, Elaine S., MS Rollins, Gaylin, EdD Schott, Thomas E., PhD Pomeroy, Johanna P., PhD Southern Connecticut State Utah State University Louisiana State University Arizona State University College Rosario, Cesar, EdD Scott, Linda J., EdD Pommerening, Sandra, MEd, Rhodes, Robert, EdD Columbia University Nova Southeastern University of Texas, Arizona State University Rosenberg, Andrew E., MA University El Paso Ricco, Gregory J., PhD University of Arizona Scoville, Kenneth H., MEd Posey, Linda J., MAEd Loyola University Ross, Eva P., MAEd Arizona State University University of Texas, Richards, Janet S., MA University of Phoenix Scrivner, Kelly A., MEd El Paso Chapman University Rossi, Robert R., MEd University of Texas, Powell, Helen J., EdD Richardson, Norma S., EdD Arizona State University El Paso Wayne State University Arizona State University Roudebush, David C., PhD Seaver, Jean B., MSN, RN Powell, Pamela D., MEd Ricotta, Carole B., EdD University of Denver Florida Atlantic University Morehead State University University of Colorado Rourk, Darcy L., PhD Secola, Melisa M., PhD Prescott, Sharon L., EdD Ridge, JoAnn M., MS Kansas State University Marquette University Brigham Young University Arizona State University Rozich, Janiced L., MSEd Seiden, Enid M., MA Prettyman, Marilyn, EdD Ridolfi, Paula E., MS Purdue University University of Colorado Brigham Young University Wright State University Rueda, Edmundo J., MEd Seidenfeld, Alan R., EdD Priestley, Maureen A., MEd Riepl, Dixie, MSEd University of Texas, University of Denver University of Arizona National University El Paso Selaya, Sally D., MAEd Prushinski, Susan M., MSEd Riesgo, Kathryn, MAEd Rumney, Rose K., MAEd Arizona State University Wilkes University United States International Arizona State University Sengsavath, Debra E., MEd Puffer, Clark L., EdD University Russell, MaryAlice, EdD University of Colorado Brigham Young University Riley, Richard L., EdD Oregon State University Serrano, Norma, PhD Pukys, Karen C., MEd Northern Arizona Rutmayer, Edward J., EdD University of New York, Arizona State University University University of Southern Buffalo Purcell-Robertson, Rita, PhD Rios, Jr., Cruz, MEd California Shaw, Geraldine A., MRC University of Virginia University of Texas, Ryder, Malcolm K., JD University of Florida Quaney, Janice C., MEd El Paso University of Arizona Sheeran, Nancy L, MAEd University of Utah Ritter, Darlene M., MA Sanchez, Elba I., MCEd California State University Quatrini, Michael, MEd Los Angeles State College University of Puerto Rico Shell, Cynthia K., M CEd Sul Ross State University Rivera, Stacie L., MEd Sanders, Rebecca J., PhD University of Hawaii, Quinlan, Susan L., MA LaVerne University Walden University Manoa Arizona State University Rivera-Ruiz, David, PhD Sandoval, Linda L., MAEd Sheram, Joan L., MAEd Quinn, Kevin F., MA/MA Pennsylvania State University of Phoenix California State University University University of Michigan / Santana, Thomas, J., MEd Shimada, Terrie L., MAEd Ashland Theological Roach, Jr., William L., PhD Boston College California State Seminary University of Mississippi Sargent, Laurence R., EdD Polytechnic University Raffin, Deborah S., EdD Roberts, William E., EdD University of Northern Shimkus, Georgia, MEd Arizona State University University of San Francisco Colorado Arizona State University Rames, Elinor J., MEd Robertson, Judith W., MA Scarborough, Harriet, PhD Shiraki-Sakaino, Carrie, MA, Arizona State University University of Arizona University of Arizona California State University, Randle, Kathy L., MBA Robinson, Laura M., MA Scarborough, Thomas, PhD Long Beach National University University of Missouri University of Arizona Shirk, Betsy S., MEd Northern Arizona Ransel, Sandra L., PhD Robison, Gary K., EdD Schemel, Thomas F., MS University University of Oklahoma University of Utah Mankato State University Shook, Royce, MAEd Raybuck, Susan A., MAEd Robison, Michael S., EdD Schmidt, Douglas E., MAEd University of Akron University of Nevada, University of Phoenix City University Reed, Rebecca C., MAEd Las Vega Schmidt, Grant E., MAEd Shuster, Ron, MA University of Northern University of Phoenix Rodgers, Erin, PhD University of Phoenix University of Pittsburgh Colorado Reed, Richard S., EdD Schneider, Nefeli H., PhD Silcox, David C., MS University of Northern Rodriguez, Maria C., MA University of Colorado Colorado, Greeley Pacific Oaks College Purdue University

A-161 University of Phoenix, 2001-2002

Simeone, Philip, MA/MS Spitler, Dave W., MEd Sweeney, Doris E., PhD Thompson, Charles, MAT/MA, College of Notre Dame/ University of Nevada, Walden University University of LaVerne/ Queens College Las Vegas Sydenham, Andrea, MAEd California State University Simeone, Susan K., EdD St. Arnauld, Cheri A., PhD Chapman University Thommpson, Paulette. MEd Northern Arizona Nova Southeastern Szanto, Edit E., MBA National University University University Washington State University Thompson, Valencia S., MA Simmons, Margaret, MPH Staires, Deborah S., MA Takatsuka, Gail, MEd Atlanta University University of Arizona Northern Arizona University of Hawaii, Thornton, Melanie S., MAEd Simon, Susan K., MA University Manoa Georgia Southwestern State Villanova University Stamper, James N.,JD Tamo, Beatriz, MA University Sirianni, Arthur, MA/MSEd/ University of Denver University of San Francisco Ting, Shelley C., MEd MSW Stancill, Burke H., MS Tangen, Kenneth L., PhD University of Hawaii, New York University/ University of Nevada, University of Washington Manoa Pace College/Arizona Reno Tankersley, Dawn, MEd/MIM Tippins, Susan S., MEd State University Stanfield, Judy R., EdD Arizona State University/ University of North Florida Sirko, Diana L., MA Brigham Young University American Graduate School Tobin, Eileen, MA University of Colorado Stephens, Ronald L., MEd of International University of Northern Skawski, Donald S., MA Utah State University Management Colorado College of St. Thomas Stewart, Vicki C., MEd Tannar, O. Symone, MEd Tokumine, Wendy S., MA Sloane, Ellen, MSE University of Hawaii University of Arizona University of California, City University of New Stine, Victor L, PhD Tarleton, Tim D., EdD Los Angeles York, Brooklyn College Michigan State University Nova Southeastern Tolar, Kathleen C., MEd Slyter, Marlene (Marty), MA, Stoker, Dorian, M., MAEd University Arizona State University University of Northern Brigham Young University Tascian-Williams, Mary, MAEd Tolbert-Smith, Shirley, PhD California Stone, Craig T., MAEd Pepperdine University The Union Institute Smidt, Mary J., MSEd University of Phoenix Taylor, Jocelyn A., MS Toppel, Holie R., MAT University of Wisconsin, Storey, Raymond A., MS Utah State University National Louis University River Falls University of Houston Taylor, Lael L., MS Torres-Colon, María, PhD Smit, Richard D., MS Storey, Syretha, MAEd California State University, University of Connecticut Florida State University University of Arizona Fullerton Torres-Ortiz, Judith, PhD Smith, Emily M., MEd Storm, Alan L., PhD Taylor, Stephen K., MEd University of Puerto Rico Michigan State University Florida Institute of Brigham Young University Traaen, Teri J., EdD/DPA Smith, Jeffrey J, MEd Technology Test, Lorraine, MA Arizona State University Arizona State University Street, Andrea, MA California State University, Tracey, Brian T., MEd Smith, Lynda M., M CEd California State University, Long Beach Arizona State University University of Nevada, San Bernardino Thogersen, Calvin, M CEd Tranquillo, Mary D., PhD Las Vegas Strike, James W., MSE Arizona State University The Union Institute Smith, Susan K., MAEd California State University, Thomas, Freda (Linette), EdD, Trapasso, Susan M., MA Kent State University Hayward University of Southern State University of New Sneden, Mark W., MPA Stryk, Diane M., MEd California York, Stony Brook University of Colorado Northern Arizona Thomas, Jeffrey A., PsyD Tresmontan, David, MPA Snyder, Rene M., EdD University University of Northern College of Notre Dame University of Arizona Colorado Stubbs, Nancy A., MA Trimarche, Joseph J., MEd Sorensen, Mary K,, MAEd Michigan State University Thomas, Pamela J., MS University of Hawaii Marquette University Nova Southeastern Stupey, Nicholas, R., MEd Trimis, Edward A., MA Sorrentino, Ann, MA Arizona State University University California State University, State University of New Sturgeleski, Connie K., MA Thomas, Paul E., EdD Los Angeles York Azusa Pacific University University of Colorado, Troidl, Robert C., EdD Spangler, Dawne D., MEd Denver Thomas, Susan L., MAEd Tennessee State University Northern Arizona Northern Arizona Svorinic, Mark P., MEd Truett, Dannene K., MEd University Arizona State University University Arizona State University Spears, Naomi M., MA Swanson, Philip N., PhD Thome, Stephanie, K., MS Tsosie, Jensen, Lillian, M Ced, California State University, Illinois State University Vanderbilt University University of Phoenix Hayward Swartzbaugh, Philip, MAEd Ohio State University

A-162 University of Phoenix, 2001-2002

COLLEGE OF EDUCATION

Tucker, Phyllis L., ED Walker, Brian H., MEd Williams, Theone A., MAEd Young, Brenda M., MPH Nova Southeastern Brigham Young University Northern Arizona University of Arizona University Wallen, Larry E., MS University Young, David L., MA Turner, Freda, PhD University of Dayton Williamson, Ann E., MEd University of British Walden University Waltman, Harold L., EdD University of Illinois Columbia Turpin, John C., EdD Arizona State University Wilson, Locorfd D., PhD Young, Jean A., PhD University of Toledo Ward, Mary Ann, MA Walden University Illinois Institute of Tyksinski, Deborah J., MS/MS University of Nevada, Wilson, Patricia M., PhD Technology Binghamton University/ Las Vegas Oklahoma State University Young, Marilyn J., MS/MA Syracuse University Wardle, Francis, PhD Winans, Rebeckah A., MEd Pepperdine University/ Ungar, Lisa E., MEd University of Kansas Arizona State University United States International University University of Arizona Warfield, Elizabeth A., PhD Winders, Beverly A., MAEd Urey, Masryanne, MEd University of Arizona University of Colorado Youso, Michelle L., MEd Northern Arizona Arizona State University Warthen, Deborah J., MAEd Wingfield, Marjorie, MSN, RN Vals, Cindy K., MAEd Pennsylvania State Arizona State University University Claremont Graduate School University Winiarski, LaVonne S., MA Zahn, Barbara M., PhD University of Denver Van Horn, Cecilia A., MS Watkins, Donna M., PhD University of Phoenix Zarate, Mark Z., MA University of Akron University of Northern Winslow, Victoria L., MSEd City University Van Loenen, Rita, PhD Colorado University of Northern Arizona State University Webb, Kurt W., MAEd Colorado Zaring, Julie A., MS Vanderezyl, Eldon L., PhD University of Northern Winston, Harriet A., MEd Central Missouri State University Iowa State University Kentucky Miami University Zeitlin, Natalie, MEd Vandewege, Alice A., MA Weber, Jill E., MBA/MEd Wise, Susan, PhD Memphis State University University of Colorado University of Dayton/ University of Birmingham Harvard University Zen, Melissa J., MEd Vázquez, John, PhD Witmer, John A., MS Boston University Weeks, William C., EdD University of Iowa University of Hawaii Velázquez Cosme, Carmen, Nova Southeastern Witt, Beth L., MEd Zerr, Richard S., MAEd University North Dakota University EdD Northern Arizona Inter American University Weinschenk, Samuel, EdD University Zimmerman, Marjorie, MA Nova Southeastern University of Northern of Puerto Rico Wong, Mai-Lon, EdD Velazquez, Francie, EdD University Nova Southeastern Colorado University of Massachusetts Weiss, Iris G., MAEd University Zisow, Marcie A., EdD Arizona State University Nova Southeastern Velez, Salvador A., MBA Wood, Meredith, MA/MAEd University University of Phoenix Welch, Michael L., PhD University of Colorado, University of California, Ziv, Sharon A., EdD Vicari, Anthony F., MEd Colorado Springs University of Nevada, Los Angeles Woods, Kathleen A., MA Nova Southeastern University Las Vegas Welstead, Callie R., PhhD Northern Arizona Walden University Zobel, Shauna R., MEd Vigil-Kramer, Arlene, EdD University University of Nevada, University of Colorado West, James L., EdD Worley, Hannah K., EdD Utah State University Las Vegas Villas, Sherry E., MAEd Wayne State University University of Phoenix West, Mary Ellen, MEd Wray, Diane C., MA Zunino, Ben J., MEd University of Nevada, Reno Virtuoso, Rosemary F., MA University of Utah Arizona State University Zych, Beth D., MEd Alfred University Whitaker, Elizabeth M., Wynn, Ron J., EdD MEd/MS/MBA Arizona State University Voelker, Mary P., PhD Nova Southeastern University of Arizona Zychowicz, Marlene, EdD University of Utah University White, Tamara M., MS Northern Illinois University Voinovich, Virginia J., EdD Yakimovicz, Ann, PhD Arizona State University Brooklyn College Texas A & M University Volkl, Michael, MAEd Wiley, Robert C., EdD Yazwa, Jeffrey R., MEd Oregon State University University of Northern Northern Arizona Colorado Williams, Frederick, M CEd University University of North Florida Volpe, Marcia A., MAEd Yeatts, Gary F., MEd University of Arizona Williams, Roger D., MAEd Miami University Wadleigh, Stacy P., MS California State University, Yoshimura, Garret, MAEd Los Angeles Indiana University University of Hawaii

A-163 ...... COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY ......

Dean Phoenix Campus Achatz, Thomas, MSE/MS Arthur, VIII, Prince, MBA/TM Honea, Adam E., PhD Busby, Mark, MIM (Acting) University of Michigan/ University of Phoenix Stanford University American Graduate School Rensselaer Polytechnic Ascencio, Fernando, MBA Assistant Dean of International Institute University of Phoenix Smith, Blair A., MBA Management Ackerman, Allan J., MS Ashford, Robin K., MS A California State University Pittsburgh Campus University of Nevada, University of Denver Las Vegas Campus Department Chairs Benedek, John T., MCS Ashraf, Jamal, MSE Adams, Lonnie R., MBA Colorado Springs Campus University of Pittsburgh California State University, University of Phoenix Long Beach Vacant Sacramento Campus Agbayani, Nestor A., MSCE Attia, Mohamed, MBA Denver Campus Kaufman, Harriet R., MSSM University of Southern Massachusetts Institute of Pepperdine University Reimer, Dwight, MBA Technology California Ayer, Sirdhar K., MCS University of Colorado Ahern, Thomas M., MSE San Diego Campus Indian Institute of Detroit Campus Dowling College Technology of Bombay Poorman, Kenneth A., MSCIS Vacant Ahn, Michael Y., MS Naval Postgraduate School Aylstock, Roger G., MBA Ft. Lauderdale Campus University of Oregon University of Southern Southern Arizona Campus Weiss-Hancodk, Wendy, MS Alameldin, Tarek, DA California Saint Thomas University Smith, Roger H., MS University of Pennsylvania University of Southern Babinski, James E., MAM Hawaii Campus Aldemir, Mustafa (Tony), MS Claremont Graduate California McIntosh, Robert, PhD National University University Southern California Campus University of Louisville Alder, Reuel, MS Bagarozzi, August J., MS VonUrff, Charles A., MS Jacksonville Campus University of Utah West Coast University Princeton University Vacant Alexander, Philip M., MPA Bagley, Richard C., MBA Southern Colorado Campus Northern Arizona University of Phoenix Louisiana Campus Vacant University Bagwell, Robert W., MBA Keyes, Tommy, MBA Tulsa Campus Algorri, Gregory A., MBA University of Phoenix University of Phoenix Whisenhunt, Susan S., MHROD University of Phoenix Baird, Robert W., MBA Nevada Campus Oklahoma City University Alikhani, F. Brian H., MBA Washington University Warren, James R., MAOM Utah Campus University of Phoenix University of Phoenix Baker, Thomas M., MCS Sardoni, Kenneth, MCIS Allen, Lucius B., MS Colorado Technical New Mexico Campus University of Denver Wayne State University University Lively, Kelly K., MBA Washington Campus Ames, Scott E., MBA Ball, Jr., John R., MBA University of Denver Gould, David, EdD Oklahoma City University University of Phoenix Northern California Campus Seattle University Andelin, Roger M., MBA Banerjee, Sujoy, ME Vitor, Carrol, MBA Campus Area Chairs Pepperdine University Princeton University University of Chicago Area Chairs are appointed at each Anders, Greg E., MS Barba, Stephen J., MSCIS Oklahoma City Campus campus in the following areas: Case Western Reserve Claremont Graduate Hall, Charles, MS Business Systems Dvelopment University University University of West Florida Databases Anderson, Lynda F., MBA Barker, James W., PhD Online Campus Jacksonville University Nova Southeastern Netwaorks & University Perrin, Dale E., PhD Telecommunications Anderson, Patrick A., MBA Nova Southeastern National University Bar-Ness, Jack, MBA/MCS Programming & Operating University Systems Anderson, Timothy J., MSCS Santa Clara University/ Weuzmann Institute of Oregon Campus Web Development Santa Clara University Science Mostafavi, Seyed (Mike), MS Faculty Anderson, Tomothy R., MBA Portland State University University of Phoenix Barnier, Kay D., MS/MBA Abel, Dan R., MS Orlando Campus Antill, Richard I., MS Rutgers University/ University of Denver University of Texas, El Paso Vacant Idaho State University Abraham, Samuel, PhD Barrow, Orrin L., MS/MS Philadelphia Campus Arlen, Robert E., MS Nova Southeastern University of Southern Colorado School of Mines Brennan, Dennis J., MBA University California/California State Drexel University Arnold, Harold L., MS University, Northridge University of Maryland

A-165 University of Phoenix, 2001-2002

Bashaw, Cheryl L., MBA Berry, Loren (Butch), MBA Brandt, Howard A., PhD Cabrera, Domingo, MAOM Northern Arizona Regis University University of Miami University of Phoenix University Bianco, Dominick, MBA Braner, Daniel J., MSCIS Callahan, Joseph C., MBA Basiulis, Algis P., MS Golden Gate University University of Phoenix The American University University of Southern Bicer, Jack, MS Boysen, Eric A., MSEE Camarillo, Rene, MBA California George Washington University of New Mexico Western International Bates, Carl M., MBA University Brennan, Michael W., MBA University University of Hartford Binder, Gregory C., MS Pepperdine University Campbell, David R., PhD Batty, Michael, MBA University of Arizona Brill, Michael F., MMIS The Naval Postgraduate University of New Mexico Bitter, Henry, MBA West Coast University School Bauer, John C., MBA California State University, Brogan, Jamia Q., MBA Cantwell, Tom, MBA Regis University Haywood Regis University University of Redlands Bauer, Randall S., MBA Blake, R. John, MIA Brooks, Randolph H., MA Capeci, P. David, MBA Fairleigh Dickinson University of Michigan University of Phoenix University of Phoenix University Blum, Kimberly D., PhD Brooks, Stanton M., MA Carnes, Chapn (Patrick), MBA Baugh, Mark L., MAOM Walden University Webster University Boston College University of Phoenix Bobis, Kenneth G., PhD Broome, Davide W., MSCIS Cass, Richard J., MFA Bawa, Harpreet S., MS Illinois Institute of Lawrence Technological University of New Wayne State University Technology University Hampshire Baxter, Doug, MSCS Bocage, Charles, MSCIS Brown, Charles L., MPA Celano, Joseph, MBA Stanford University Hawaii Pacific University San Diego State University Southern Illinois University Beard, Patricia A., MEd Boehme, Scott V., MCS Brown, Mary E., MS Cha, Vamin S., JD Wayne State University Utah State University Arizona State University University of Nebraska Beck, Jonathan F., MBA Bohn, Thomas M., MBA Brown, Robert C., MBA Chandler, Gerald, MA/MS Portland State University Marylhurst College California State University, Troy State University/ Becker, Allen D., MA Bokil, Sushma V., MS Fullerton Naval War College Metropolitan State Oakland University Brown, Steven T., MA Charles, Gerald T., MBA University Bonat, Ernest, MS Webster University Loyola University Beckley, Ernest F., MS Kiev Polytechnical Institute Brown, Timothy R., MS Chatman, Reginald, MBA United States Air Force Bookbinder, Hal, MS/MA University of California, University of Colorado Institute of Technology New York University/ Berkeley Chatterton, James, MBA/MS Beckstarnd, Scott S., MS University of Northern Brown, William M., MBA Pepperdine University Utah State University Colorado City University Chen, Edward T., PhD Beenau, Brent W., MBA Booth, Jim W., MBA Bruce, David S., MBA Brown University University of Phoenix University of Phoenix University of Phoenix Chen, Yii-Ming (Stanley), MA/ Bell, John H., MBA/MPA Borgesi, Steven, MSE Brunetto, Barry J., MBA MS, University of Texas, Jacksonville State University Pennsylvania State Nova Southeastern Austin/University of Bell, Thomas A., MBA/MS University University Southern California, Los Angeles University of Maryland Borie, Joel A., MBA/MS Buck, Bonnie Jo, PhD University College Arizona State University/ Nova Southeastern Chernoff, Ileene R., MBA Bennett, Dana, MEd Institut de Physique Et University Sacred Heart University Louisiana State University Chimie Industrielles, Lyon, Buki, David, MSCS Chin, James K., PhD France Berg, Craig N., MS Azusa Pacific University University of San Francisco Bowes, Gerald T., MBA United States Air Force Buki, Susan J., MBA Chollar, Richard A., MS University of Santa Clara Institute of Technology Pepperdine University University of Southern Bowler, Brand J., MBA California Bergman, Michael, MS/MBA Burek, Jeremy R., MBA Rutgers University/ Loyola-Marymount Arizona State University Christenson, Mark, MSA University Nova Southeastern Burk, Erlan, MS Central Michigan University University Boychak, Marlene J., MBA Arizona State University Church, Farideh, MS Bergstrom, Richard W., University of Phoenix United States Army Burkham, Lyndell R., MSCIS DRMgmt Boyle, Elaine M., MBA Logistics Management University of Phoenix Colorado Technical University of Phoenix College University Burt, Terry L., MBA Boyles, Larry W., MS Western International Ciaramitaro, Barbara, MSA Berry, Alan R., MSCIS University of Southern Central Michigan University University University of Phoenix California

A-166 University of Phoenix, 2001-2002

COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY

Clarke, Kai E., MBA Cross, Ronald C., MPA Dearman, James M., EMBA Edstrom, John F., MS University of Phoenix National University Claremont Graduate University of Northern Clayden, Steven, MA Crow, Elizabeth C., MBA University Colorado San Diego State University University of Phoenix Deen, Crystal L., MAOM Edwards, Sonya, MBA Clement, Brian F., MBA Crowley, Nancy L., PhD University of Phoenix California State University, Webster University United States Air Force DeFazio, Vincent J., MBA Sacramento Clements, John L., MS Institute of Technology Jacksonville State University Egbukichi, Nnamdi C., MBA Straer College Crum, Ray C., MS Dejewski, Susan, MBA/MA Puget Sound University Clift, Thomas A., MBA Stanford University Pepperdine University/ Eggers, Arthur G., MBA National University Crummer, Charles A., PhD California Institute of University of Phoenix Cochran, Albert (Tom), JD University of California Technology Eghtedari, Ali G., MS University of New Mexico Crump, Mark L., MA/MBA DeRose, Rony, MT Portland State University Fuller Theological Seminary Cochran, Mitchell T., MA Webster University Eidson, Fred, MPA University of California, Culp, Michelle L., MA Derr, Louise E., MS Golden Gate University Riverside California State University, University of Colorado Eldridge, Brooke R., MA Cohen, Dan S., MSA Sacramento Devine, Robert J., MSCS Central Michigan University Central Michigan University Curtis, George J., MBA/MSCIS University of California, Ellis, Brian R., MBA Berkeley Coller, John MS University of Phoenix University of Utah United States Air Force Curtis, Michael A., MS Diaz, Gustavo a., MA/ME Ellison, Diane E., MACY Institute of Technology Nova Southeastern Pennsylvania State Arizona State University Collin, Marcel P., MBA University University Engblom, Raymond A., MS Northwestern University Cushman, John P., MBA Diestelkamp, Dawn, MPA/ Drexel University MBA Collins, Joseph E., MS Pepperdine University Erickson, Joel R., MA California State University, Golden Gate University Dalcher, Gary D., MBA Brigham Young University Fresno Congleton, William, MBA/MS California State University, Ericson, Edward C., MEd Harvard University/ Fresno Dietiker, Walter, PhD University of Southern University of Manchester Northeastern University Damiano, Louis J., MSCIS California Dillard, Henry W., MS Conjurski, Dale C., MBA Drexel University Ericson, Lisa T., MCIS Azusa Pacific University University of Phoenix Damron, Mark H., MSEE University of Denver Dixit, Praful, MS Conklin, Bruce A., MS University of California, Erndt, Brandon F., MBA Utah State University Santa Barbara Stevens Institute of University of Phoenix Technology Conner, Guy R., MS Darby, David S., MA Esparza, Ray R., MSCIS Dixit, Vish, PhD West Coast University Webster University Roosevelt University University of Southern Conner, Michael D., MSE Dartt, James W., MA/MBA Estes, William (Bill), MBA California Pennsylvania State Eastern Michigan New Mexico University University University/ Donald, Candace C., MBA University of Phoenix Evans, Casey M., MBA Conner, Thomas, MAM National University University of California, Downard, Melanie (Kim), MBA West Coast University Dater, Harvy, MMIS Hayward West Coast University Westminister College Coughenour, James M., MBA Evans, Kevin W., MBA Draiss, Edward F., MCS California Univerisyt of Davern, James J., PhD Southern Illinois University University of Central Florida Atlantic University Pennsylvania Evans, Richard A., MS Craig, Darryl, MBA Florida Drummond, Edward, MS Kansas State University San Jose State University Simon Fraser University Davis, Michael A., MIM Evertz, Wilhelm, MA American Graduate School Duliere, William S., MBA/MS Craig, Samuel D., MT University of Mannheim of International Waynesburg College/ National University Fairbanks, Mark C., MBA Management Lamar University Crandall, Robert F., MSCIS University of Phoenix University of Phoenix Davis, Jeffrey S., MT Dunham, Guy A., MT Golden Gate University Dallas Theological Seminary Falkenhan, Marc H., MCIS Crary, Fred D., PhD Webster University Davis, Michael H., MAM/ Duprey, Robert, MBA University of Wisconsin Farazi, Taraneh G., PhD MSEE University of Phoenix Crigler, Mark G., MBA University of Southern University of Redlands/ Dye, Gayle, MS University of Phoenix California The Naval Postgraduate Embry–Riddle Aeronautical Cross, Janita F., MBA School University Faurer, Theodore M., MA Lindenwood College Stanford University Edman, Steven J., MEd Arizona State University

A-167 University of Phoenix, 2001-2002

Fazelpour, Alireza, MS Fritsche, Mary, MSIE Technolgy Habib, Martin M., MPM Middle East Technical Arizona State University Giuliano, Jackie A., PhD City University University Fritz, John F., MBA The Union Institute Haight, William J., MSCIS Feldman, Howard B., MA Lindenwood College Glatfelter, Michael, MBA/TM University of Phoenix Webster University Frost, David E., MSSM University of Phoenix Hale, Richard E., MS Fennell, Bill D., MMIS University of Southern Godat, Eric A., MS University of Oregon West Coast University California The Naval Postgraduate Hall, Robert A., MS Fenton, Thomas J., MS Frye, Thomas M., EdD School California State University, West Coast University Columbia University Goett, Joseph P., MBA Sacramento Ferguson, James, MA/MEd Fulgencio, Hector, MBA University of Phoenix Hallam, Ronald, MBA/MS Webster University/ Golden Gate University Goncharov, Alex R., MS Golden Gate University/ Our Lady of the Lake Fuller, Gerald, G., MA California State University, University of Southern University University of Phoenix Long Beach California Ferlise, V. Jill, MBA/MCSM Fuller-Fredrick, Leah J., MS Gonzalez, Joe R., MBA Haluska, Kathy, MEd/MPM Creighton University Louisiana State University Pepperdine University Indiana University of Fernamdez, Paul J., MBA Fullmer, Vickie M., MBA Goodwyn, James G., MS Pennsylvania/Carnegie- Mellon University University of Phoenix University of Phoenix Bowie State University Hammond, Charles E., MBA Finley, David C., MBA Fung, Bryan P., MS Gorbatov, Eugene, MS Golden Gate University University of Utah University of Southern University of Texas Hanlon, Kelly O., MS Fisher, Fay E. (Fitz), MBA California Gordon, Glen W., MBA University of Colorado Galusha, Jill M., MEd Pepperdine University Hawaii Pacific University Fitch, Chester D., MCIS University of Southern Gort, James A., MAM Hanna, Edward M., MS Pepperdine University University of Denver Mississippi Aquinas College Hardy, Deborah J., MA Flaten, Alan V., EMBA Ganley, Dale, MS/MA Grafel, Deidre L., MA California State University, Nova Southeastern Boston University/ Jacksonville University University University of Arizona Los Angelea Grant, Gayle, MA Flores, Antonio I., MBA Ganzel, Terry M., MEd Kean University Harpin, Barbara, MAOM/MBA Anna Maria College/ Renssalaer Polytechnic University of Nebraska Graves, Clark P., MS University Lesley College Gardner, Colette E., MS University of Phoenix Flowerree, Richard C., MS West Coast University Harris, Charles A., MA Gray, Jonathan D., MA The Naval Postgraduate University of West Florida Gardner, Lisa K., MA George Washington School University of New Mexico University Harris, Donald A., MAOM University of Phoenix Fogal, James R., MSie Garibaldi, Jasper P., MS Green, WillikamH., MSCIS California State University, Harris, Pamela R., MSA University of Colorado University of Phoenix Fresno Central Michigan University Gasser, William M., ME Gresham, Carolyn I., MCIS Folsom, Michael W., PhD Harris, Tracy L., PhD University of Colorado Florida Institute of University of Alberta Gavin, Paul D., MSCIS Technology Nova Southeastern University Fong, Earl, MSCS University of Phoenix Griebel, Richard, MBA/MSIE San Francisco State Harrison, Joseph B., MBA/MS Gaylord, Brad, MBA/MS University of Phoenix/ University University of Santa Clara/ University of Phoenix/ Pennsylvania State Forberg, John D., MPA Kansas State University University University of Southern California California State University, Geary, Marilyn L., MAEd Griffin, John A., MBA Stanislaus Hart, Gary, MA California State University, University of LaVerne Fosdick, Paul E., MCIS California State University, San Francisco Gruenwald, Hermann, EdD Southern Illinois University Long Beach Ghodsi, Shahrokh, MBA University of Oklahoma Foucha, Gerome M., MA Santa Clara University Hartman, Dean J., MBA Guder, Amy K., MS University of Santa Clara Webster University Gih-Lueker, Frances M., MBA University of Southern Hartman, Jonathan, MS/MSCS Fraser, Bruce P., MS California State Polytechnic California Queen’s University, The Naval Postgraduate University, Pomona Guevel, Rick L., MBA Kingston School Gillow, Edward, MBA/MSEE Sacramento State University Frazier, Joe D., MSCE California Lutheran Hartwig, Nancy, MS Guliuzza, Richard A., MBA Oklahoma State University Utah State University University/University of University of Phoenix Harvey, John, MS Freeman, Linda, MBA Arkansas Guthrie, Sally A., PhD San Diego State University Saint Mary’s University Gilson, Bernard N., MS University of Tennessee Stevens Institute of

A-168 University of Phoenix, 2001-2002

COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY

Hathorn, Sylvester K., MS Hodgdon, Ellis B., MS Itri-Arleo, Joanne, MS Johnson, William R., MBA Philadelphia College Georgia Institute of California State Polytechnic California Lutheran Hauptman, Joseph M., MEd Technology University University University of Missouri Hodgson, Gordon C., MBA Ivy, Maurice, MBA Jones, Stephen, MSSM Hazy, James C., MBA Azusa Pacific University University of St. Thomas George Washington University of Pittsburgh Hogg, Joseph D., PhD Jacks, Larry, MA University Hecker, Barbara J., MSCIS University of Pennsylvania Webster University Jordan, Thomas M., MS Golden Gate University Hohmann, Timothy J., MS Jackson, Ean J., MS Rensselaer Polytechnic Institute Hefler, David A., MAM University of Southern Southern Methodist University of Redlands California University Joseph, Priyabal, MBA/MS Heim, Harry V.,, MBA Holder, Richard W., MS Jackson, James N., MSA Pepperdine University/ University of Idaho Golden Gate University South Dakota State Central Michigan University University Joshi, Ajay M., MS Helgeson, Lars, MBA/MSea Jackson, Jessie A., MSEE Pennsylvania State University of New Mexico/ Holladay, Richard L., PhD Massachusetts Institute of Rensselaer Polytechnic Ohio State University Technology University Institute Holzschlag, Molly E., MA Jafarkhani, Naser, MS Jou, How C., MCSC Utah State University Hemmings, Harold E., MA New School for Social Northrop University Webster University Research Jansen, James A., MSCIS Jung, Brian E., MS University of Arizona Hendrickson, Scott, MBA Hom, Richard C., DA University of Phoenix Golden Gate University University of California Janzou, Steven H., MS Juszynski, Robert, MAOM Henkel, David P., MS Horan, Michael J., MBA Georgia Institute of University of Phoenix University of Southern University of Phoenix Technology Kaercher, Craig K., MSA California Horiuchi, Catherine, MA Jeane, Shirley A., MBA Central Michigan University Henry, Michael D., MS University of Utah University of Southern Kahn, Michael, MBA Rochester Institute of Howell, S. Quincy, JD California California State University, Technology University of the Pacific Jenks, Rob P., MBA Hayward Heravi, Naser E., MCS Hudson, G. Marty, PhD National University Kaid, Lorelie M., EMBA New Mexico Institute of Florida State University, Jennex, Murray, DA City University Mining and Technology Tallahassee Claremont Graduate Kamiya, Clayton K., MBA Heroux, Natalie A., MCS Hueber, De3an C., MBA University Chaminade University Michigan State University California State University, Jensen, Carol Ann, MBA Kapoor, Ashok, MBA/MS Herreros, Mauricio, MBA Chico University of California, University of Hawaii/ Nova Southeastern Hughes, Fred S., MS Los Angeles Indian School of Mines, University Brigham Young University Jensen, Glen A., MBA India Hibbler, Fredric J., PhD Hughes, Randy D., MBA Michigan State University Kean, Yin P., MSEE University of Idaho Westminster College Jensen, Jon S., MSCIS University of Illinois Hieber, Rosemary, MBA Hulce, Bradley A., MBA University of Idaho Kelsey, W. Nesbitt, MBA University of Phoenix Baker College Jensen, Murry E., MBA/TM Golden Gate University Hild, Daryl R., MS Hum, Allen, MSE University of Phoenix Kemp, Casey C., MBA University of Arizona University of Santa Clara Jhu, Jay H., MCS New York University Hill, Edgar T., MBA Hume, Stanley R., MBA University of California, Kenney, William R., MS University of Utah Regis University Los Angeles National University Hill, Lopez H., MBA Hurley, Sr., Charles V., MA Johnsen, James M., MCSC Kern, Kristoher S., MSCIS Chapman University University of Northern University of West Florida University of Phoenix Hine, Paul M., MBA Colorado Johnson, Craig D., MBA Keyes, Jessica A., MBA National University Hushbeck, Jr., MBA Trinity University New York University Hirr, Otto A., MS University of Phoenix Johnson, Edward L., MSCIS Khan, Abdul H., MS/MBA Oregon Graduate Institute Hussain, Naushad, MBA University of Phoenix Loyola University/ of Science & Technology Long Island University Johnson, Eric L., MBA Colorado State University Ho, Chi H., MS Isom, Anthony, MCIS City University Khatib, Sam, DBA University of Massachsetts Western International Johnson Robert L., MS/MA Ohio State University Hoban, William E., MSCIS University The Naval Postgraduate Khor, Johnny C., MCS Boston University Ito, Alan S., MBA School/Naval War College North Illinois University University of Hawaii Johnson, Steve W., MSCIS University of Phoenix

A-169 University of Phoenix, 2001-2002

Kim, Harvard C., MPA Lamb, Eli, MCS Leuca, Ioan, PhD Macias, Jr., Joe, MA University of Hawaii, Indiana University Rutgers University University of Redlands Manoa Landry, Michael W., JD Lewis, Jeff C., MBA Maddock, Jerome T., MS Kim, Hong Suk (Paul), PhD Thomas M. Jefferson School Northern Illinois University Dexel University University of Southern of Law Lewis, Timothy K., MA Maddrey, Elizabeth R., MS California Langdon, Joseph, MAM/ California State University, Illinois Institute of Kim, Young S., PhD HROB Northridge Technology Purdue University United States International Lillie, Dwight H., PhD Madera, Rita G., MSCIS King, David R., MCIS/MCS/ University Michigan State University Regis University MS Law, Larry A., MBA Lim, Siew-Ghee (John), Maio, Joseph R., MA University of Denver University of Missouri MS/MBA College of Notre Dame King, John R., MBA Lazarevich, Aleksandar, MS University of Missouri Makar, Janice M., MS University of Phoenix University of Arizona Linke, David R., MBA/MS Florida Institute of Kinsman, Karen M., MSSM Lechner, Richard A., MBA University of Denver Technology Antioch University University of Phoenix Linker, Bruce I., MBA Malison, Diane E., MAEd Kirkland, Sandra L., MBA Lee, Allan W., MBA Long Island University Northwestern State Arizona State University Simon Fraser University Lischka, Joseph J., DAA University Klieb, Leslie, PhD Lee, Bertram I., MS University of Colorado Maloney, John J., MMIS State University of University of LaVerne Lisle, Frank C., PhD American Intercontinental Groningen Lee, David A., MS Syracuse University University Kloepfer, William S., MBA University of Reno Little, Bradley, MAM/MSCIS Maloney, Thomas F., MBA University of Chicago Lee, Jack, MSCIS Bellevue University Russell Sage College Knutson, Darrel R., MS University of Phoenix Livingood, Richard A., MA Marcellus, Gregory E., MA Webster University Lee, Michael, MBA Liberty University University of South Carolina Kogan, Robert, MBA University of Western Loftis, Jacki L., MBA Marler, Tom P., MAOM Arizona State University Ontario University of Nebraska University of Phoenix Kolesinsky, Mark J., MSCIS Lee, Robert E., MSSM Lombardo, Kenneth J., MBA Marlett, Robert L., MS University of Phoenix University of Southern University of Washington Naval Postgraduate School California Kolker, Melinda R., MSCIS Long, Timothy H., MCS Marrer, Gary D., MBA University of Phoernix Lee, Tamara D., JD University of California, Binghamton University Kollas, Philip L., JD University of San Diego Davis Marshall, Jack K., MS Lewis and Clark College Lee, William, MBA Lopez, Jose A., MBA Northern Illinois University Koontz, Jr., Theodore, MBA California State University, University of Phoenix Marshall, Larry W., MBA Sacramento Hawaii Pacific University Lubanski, Mike, MBA University of Phoenix Koppy, David L., JD Leers, Terry, MS University of Phoenix Martin, Janet J., MBA Antioch University University of Miami Lucas, James D., MEd Regis University Korzh, Yakov, ME Legatski, Richard D., MBA Boston University Martin, Thomas C., MAEd Electrotech-Kiev University University of Denver Luddy, Peter J., MBA Sam Houston State Kozyra, Gail P., MCS Leigh, Stephanie R., MBA/TM Wayne State University University University of Phoenix University of Detroit Lum, Alan D., MBA Martinelli, Russell J., MBA Krisnamurthy, Lalitha, MS Lemen, Robert (Todd), MS New York University University of Phoenix University of Southern Louisiana State University Lundberg, Wayne A., MBA Masso, Jawad J., MBA Kurtz, Donald P., MBA California University of Phoenix San Diego State University Golden Gate University Lenhof, Dan, MBA Lundell, Larry L., MM Mastrini, Charlesw J., PhD Nova Southeastern Kurup, Ranjit, MS West Coast University University of Denver University Oregon State University Lundy, Jon K., MS Mathews, Wilvan, MS Lenhoff, Joseph R., MSCIS Kyle, Robert E., MABA/MABA University of Maryland University of Nevada University of Phoenix Golden Gate University/ Lyman, Spencer E., MBA Matola, Erich T., MA California State University, Leonard, Eric D., MBA University of Phoenix University of Notre Dame Florida Institute of Hayward Lyons, Jonathan, MCIS Matoushek, Kristin A., MBA Technology Lafky, Deborah, MS Webster University University of Wisconsin University of Pittsburgh Leonard, Lester, MSW Ma, Ken M., DEng Mattus, Robert J., MSSM Louisiana State University Lam, Kwok Wai, MBA/MS University of Wisconsin University of Southern University of Southern Lesure, Marc T., MS California California Arizona State University

A-170 University of Phoenix, 2001-2002

COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY

Mayfield, William G., MCIS Mendicino, Edward C., MBA Mynyk, Michael, MBA Olsen, R. Kay, MBA University of Denver Golden Gate University New Mexico Highlands University of Phoenix McAninch, Rose E., MS Messer, Doublas A., MAOM University O’Reilly, Christopher, MAM University of Illinois University of Phoenix Nachtigal, Lynn A., MSSM Northwestern University McCain, Sharon J., MS Mi, Yi, PhD University of Southern O’Rourke, Edward, MBA LaSalle University University of Southern California University of Chicago McCallister, Matthew, MS California Nadeem, Mohammed, MS/MS Orozco, Osvaldo, MS Carnegie Mellon University Miller, James S., JD Institution Osmania University of Texas, University/National McCallum, Michael, MBA Memphis State University El Paso University of Tulsa Miller, Joseph, MS University Orringer, Richard L, MS/MS McCann, Steve M., MSCIS Golden Gate University Naert, Rene M., PhD State University of New Walden University University of Phoenix Moffat, Bruce J., MBA York/University of Naravulu, Venkatesh, MSE Pittsburgh McCauley, Barney, MSEA University of Utah University of Central California State University, Moghrabi, Abdul R., MEd Osborne, J. Richard, MBA Sacramento University of Washington Florida Golden Gate University McClenney, Walter O.,MS Mohammed, Ezam, MCS Nash, Cynthia K., MA Osorio, Roberto, PhD John F. Kennedy University The Naval Postgraduate University of Waterloo University of California, Nayfack, Nicholas, MBA/MS Berkeley School Mohan, Steven D., MA National University/ McCormick, Craig A., MBA Webster University Owens, William J., MBA California State University, University of Southern University of Utah Moore, Mehl, Margaret, MA/ California Long Beach MS Packer, Bradford L., MBA Nerney, James C., MA McDowell, James T., MSSM Marshall University/ Pepperdine University San Jose State University University of Southern Boston University Palmieri, John A., MS Newsom, Jacquelyn S., MS California Moore, James L., MAOM University of Southern McEvoy, Brian F., MS University of Phoenix University of Southern California California National University of Moore, Richard E., MBA Panicker, Hema, MS Nguyen, Cung Q., MS Ireland California State University University of Missouri Johns Hopkins University McFarland, Ronald D., PhD Morad, Osama A., PhD Pardo, David, PhD Nguyen, Tuan P., ME Nova Southeastern George Mason University University of Southern University Pennsylvania State California Moralas, Raul G., MBA University McGee, David R., MEd California State University Parks, James E., MBA Nickey, Cindi L., MS Arizona State University Morgan, Sheron L., MS California State University, University of Phoenix Long Beach McGraw, Robert T., D.Env National University University of Virginia Nikora, Leo S., MSEE Parris, Winfred (Wynn), MSCIS Morrell, Margaret R., MA Purdue University United States Air Force McGregor, Patrick J., MBA Webster University California State University, Nipper, Scott, MBA Institute of Technology Morrison, Jon F., MBA Golden Gate University Stanislaus New Mexico State Pederson, Carl M., MCS Nochebuena, Rogelio, MBA The Naval Postgraduate McKelvey, Sandra S., MBA/ University MSCIS, Webster University Pepperdine University School Morrow, Richard J., MS Norris, Randall K., MS Pederson, Carol A., MBA McKinnjie, Ralph M., MS Florida Institute of National University Technology California State University, City University Chino Mead, Robert D., MS Moses, Belinda J., MS Penland, Ronald, MA North, James B., MBA Webster University Seattle Pacific University Embry-Riddle University Utah State University Pensiero, Susan P., MS Mehlert, Thomas G., MAEd Mulhern, Edward, MS Novak, Daniel L., MA Rensselaer Polytechnic University of Phoenix Florida Institute of Meimer, Erwin K., MBA Technology Central Michigan University Institute University of Phoenix Mulholland, Peter A., MBA Nwamba, Valentine C., MS Perkins, Blair S., EdD University of Alabama University of Southern Mejia, Alberto, MS Simon Fraser University Nwaogu, Eze N., MS California California State University, Murphy, Kevin P., MCS Texas A & M University Perry, Janice, MS Fullerton Illinois Institute of Melendez, Jorge L, PhD Technology Olivas, Gerald W., EdD Seattle Pacific University Walden University Myers, Robert M., DBA United States International Peterson, Susan E., MBA University East Tennessee State Melnik, Gregory, DRMGMT Nova Southeastern University Siberian University of University Oliver, II, William R., MSCIS Technology, Russia Columbus State University

A-171 University of Phoenix, 2001-2002

Phillips, Denniks, PhD Pursel, Robert W., MBA Ricci, Philip M., MAEd Rothman, Joseph S., MS Utah State University Rider College University of Rhode Island Massachusetts Institute of Pickford, Thomas W., MBA Purser, Keith, MS Richardson, Edmund, MEd Technology University of California, Seattle University Utah State University Rudd, Edwin I., PhD Los Angeles Qiu, Henry, MS Richardson, Thomas, MS University of Southern Pierce, William, MBA/TM California State University, Bowie State University California University of Phoenix Los Angeles Richter, David L., PhD Rudloff, Dennis MSSM Pineda, Julian, PhD Quick, Edward E., MMIS North Central University University of Southern California University of California, Western International Ricks, Pete T., MBA Santa Barbara University University of Phoenix Rugg, Jeff H., MS Pingel, Cheryl R., MEd Quirk, Kenneth P., MBA/TM Rima, Christopher J., MSCIS Louisiana Tech University University of North Florida University of Phoenix University of Phoenix Russotto, Thomas V., DBA George Washington Piper, Victoria P., MBA Raigoza-Steele, Linda D., MCIS Ritzcovan, James M., Iona University California State University, University of Denver College Northridge Russotto, Thomas V., DBA Raker, Robert J., MS Riviera, Rocky J., ME Podorsek, Jeffrey J., MA Colorado State University University of Colorado George Washington University University of Detroit Raman, Raghu P., MS Roberson, Allen D., MBA Sakallah, Faten A., MS Pollack, Bary W., PhD University of Florida University of Phoenix Stanford University Oregon State University Ramasamy, Kanaga (Raj), MS Roberts, Shawn E., MBA Salazar, Bill J., MBA Polsinelli, Catherina, MSA Madurai University University of Phoenix Walsh College University of Phoenix Ramde, Rakesh, JD Robinson, Earl, MCIS Popalzai, Azam M., MS University of Pittsburgh University of Detroit, Mercy Saltgaver, Ronald K., MS University of Colorado California State Polynechnic Ramos, Alexander J., MSE Robinson, Garry L., MBA/MSE University, Pomona Sanborn, James C., MSCS University of Michigan Portland State University/ University of Maryland Porter, James H., MBA Rao, Ravi S., MSEE Oregon College of Georgia State University University of Texas, Austin Education Sanders, Greg C., MSCIS Portner, Marc S., MBA Rathore, Tariq R., MS Robinson, Steve, MA University of Phoenix LaSalle University Seattle University Arizona State University Sanderson, William, PhD Utah State University Potter, Tracey J., MS Ray-Sims, Deborah, MS Roche, Deborah T., MS Bowie State University Golden Gate University University of Pittsburgh Sandoval, George G., MBA Stanford University Powell, Angela R., MBA Reandeau, Michael, MBA Rochford, Stephen H., MS University of Missouri City University Colorado Technical College Sardegna, Christina, MBA Powers, Edward N., MS Reavis, Dryl, MSIE Rodis, Lawrence A., MMIS University of Notre Dame University of Phoenix Texas A & M University University of Phoenix Saripalli, Ramakrishna V., MS Clemson University Pratt, Kevin B., MMIS Reed, Dean P., MBA Rodrigues-Velez, Javier, MS Bowie State University University of Phoenix University of Puerto Rico Satchell, Dwight R., MBA National University Pratt, Maredith A., MS Reed, Marvin M., MBA Roebuck, David C., MBA Golden Gate University Hawaii Pacific University Rollins College Scalzo, Mark A., MABA Price, John W., MSCIS Reid, Kenneth, B., MBA Roig, Ricardo, MCS University of Phoenix University of Phoenix University of Phoenix Nova Southeastern Schaberg, Eric S., MCS University of Central Prichard, Lawrence (Ed) MM/ Reinhart, Albert P., MBA University Florida MSE, Northwestern Arizona State University Rosa, Gonzalo, MCIS University/Southern Illinois Schauer, Anna L., MS Renganathan, Suresh, MBA/ Florida Institute of University TM Technology Mississippi State University Priest, Lorraine F., MBA University of Phoenix Rose, Hal R., MBA Schickedanz, Timothy E., MS University of Phoenix Golden Gate University Rettberg, Dion D., MA California State University, Prins, Steve L., PhD West Coast University Fullerton Schneider, George E., MBA University of New Mexico Iona College Reusser, Wilbur L., MCIS Rosen, Paul M., MSCIS Puckett, Dennis E., MS University of Denver Colorado Technical Schneider, John J., MS Colorado Technical Revels, Mark A., MS University University of North Dakota University University of Denver Ross, D’Narda (Dee) D, MS/ Schoen, Steven C., MA/MBA Purcell, Daniel F., MS MEd University of Hawaii, Reynolds, Donald J., MS George Mason University Georgia State University/ Manoa Rensselaer Polytechnic Purdy, Bradley K., MSCIS Institute Pennsylvania State University of Phoenix University

A-172 University of Phoenix, 2001-2002

COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY

Schoenfeld, Paul I., MBA Sheoran, Pinny P., EdD Smith, William, MS/MBA/MS Stewart, Mark A., MCIS University of California University of Cincinnati National Defense University of Alabama Schreider, Larry S., MAOM Shepherd, James H., MBA University/University of Stewart, Michael S., EMBA University of Phoenix University of Connecticut Southern California/ Florida International Schroeder, Douglas J., MBA Sherwood, Everettt M., MS Smith-Carnegie, Raquel C., University University of Colorado University of Arizona MBA Stewart, Morris, MBA/MSEE New York Institute of Schubel, Henry R., MBA Shirley, C. Randall, MS Monmouth University/ Technology Golden Gate University Nova Southeastern The Naval Postgraduate Socci, Vincent P., MBA/MS School Schulman, Charles, MSEE University Georgia Institute of Shivers III, Samuel, MSCIS University of Phoenix/ Stewart, Tanis M., MBA/MS State University of New Technology University of Phoenix Golden Gate University/ York California State University, Schultz, Lisa A., MA Shirivastava, Rajendra, Sokolowski, Douglas R., MSA Los Angeles Webster University DRMGMT Central Michigan University Stokes, Clarence C., MBA/MA Schultz, Michael A., MBA/MS Louisiana State Univrsity Arizona State University Sigmon, Kurt D., MS Sola, Dan R.,m DA Golden Gate University/ United States International Southern Illinois University Schultz, Sharon I., MBA Arizona State University University Strang, John D., MBA University of Massachsetts Sikta, Faithi A, PhD Sortor, Marvin E., MSIE Westminster College Scott, Kim F., MBA/MS Ohio State University University of Florida Strauss, Karen G., MA Pepperdine University/ Simmeth, David F., MS University of Southern University of Southern Sowden, Kathy M., MSCS New York University National University California California Strine, Ann M., MA Speight, Lonnie, MBA Indiana University Scudder, Jeffrey E., MBA Simon, Leonard S., MBA Santa Clara University University of Phoenix University of Phoenix Studarus, John P., MSCIS Sperling, Michael L., MBA Carnegie-Mellon University Scully, Robert T., MBA Simons, Deborah K., MSCIS University of Kentucky University of Denver University of Connecticut Studer, Joe M., MBA/MA Sears, William C., MS Simpson, Jerry S., MBA/TM Springer, David A., MSCIS University of Texas, Austin California State University, University of South Carolina University of Phoenix Subach, James A., PhD Sacramento University of Arizona Seay, Sarah, MS Sirota, Jacqueline E., MAEd Springer, Donal H., MBA/MS Central Michigan University San Diego State University Such, Kelly P., MS University of Santa Clara/ National University Seddeek, Ashraf, MS Smith, Bennie, MMIS California State University San Francisco State West Coast University Sullivan, James A., MA Stanhope, Anthony, MBA University Smith, Donald E., MS Webster University City University Sen, Saswata, MS University of Southern Sumter, Robert L., MA Stanton. Jack, MBA Bowie State University California Webster University National University Serri, Hossein M., MCIS Smith, Doug, MS Sung, Chen-Han, DA San Jose State University Oregon State University Star, Jenise, MS University of California, Stevens Institute of Sewell, Wayne L., MS Smith, Joseph D., MSCIS Berkeley Technology George Washington University of Phoenix Swafford, Jr., Richard, PhD Staub, Jerry L., MBA Southern California University Smith, Kevin S.,m MBA Pepperdine University University Shah, Dinesh, MS Wayland Baptist University Stanford University Stec, Phyllis, MBA Swan II, Howard S., MS Smith, Laura M., MSCIS Fairleigh Dickinson Shamskhou, Martin M., MS University of Detroit Idaho State University University California State Polytechnic Smith, Marilyn E., MA Swanson, Bruce D., DBA Stephenson, Thomas., MCIS Nova Southeastern University National University Johns Hopkins University University Sharbaf, Mehrdad S., MSEE Smith, Ralph Q., PhD Northrop University Stevens, Donald G., PhD Sward, Ricky E., PhD University of Southern University of Nebraska Sharma, Bineet K., MCS California United States Air Force Stevens, Michael D., MS Institute of Technolgy Southern Illinois University Smith, Rochelle E., MS National Technological Swingler-Sweet, Denise, MCCis Sharma, Rajat, MBA/MS Georgia State University University University Clark Atlanta University University of Southern Smith, Roger H., MS California Stevens, Richard A., MS Ta, Quoc A., MSEE University of Southern Seattle University Sheldrick, Dennis A., MBA California University of Washington Stewart, Betty, MSCIS University of California, Tadepalli, Rao V., MS University of Phoenix Berkeley University of Madras

A-173 University of Phoenix, 2001-2002

Taff, Linda K., MBA Trang, John S., MBA Vargo, Joy W., MS Whitehurst, Alan, PhD Oklahoma State University University of Phoenix Purdue University University of Illinois Tafoya, Daniel J., MAOM Trapane, Samuel, MHRM Vazquez, Alejandoro R., MSCS Williams, Averill J., MS University of Phoenix Webster University New Mexico State San Diego State University Taitano, Ramona M., MSEE Trask, Mark J., MBA University Williams, Darrick M., MM California Polytechnic State University of Wisconson Vega, Juan, MCIS University of Oregon University Trinh, Viet Q., MS University of Puerto Rico Williams, Henry E., MS Talladivedula, Venkat, MSCE National University Verona, Michael R., MCIS Nova Southeastern University of Arkansas Tripp, William G., MBA/TM University of California, University Talwar, Deepak P., MS University of Phoenix Davis Williams Richard B., MBA Eastern Michigan Trippe, Anthony P., DBA Verosky, John J., MBA San Diego State University University United States International Arizona State University Williams Rosa J., MS Tam, Kai Wing (David) MSCIS University Vijaisimh, Kadambi A., MS Wright State University Brigham Young University Tsuda, Alan M., MBA Polytechnic Institute of New Williams, Tennyson M., MBA Tan, Daniel C., MBA Yale University York University of Phoenix San Francisco State Tupper, Joseph (Joth) L., MA VonWorley, Warren, PhD Williams, Thomas R., MCIS University University of California, Nova Southeastern University of Denver University Tannehill Jr. Norman B., MS Berkeley Williamson, Gary B., MS Robert Morris College Turner, Andrew J., MBA Vozella, Christopher, MS University of Arizona University of Central Tapia, Denise A., MBA University of Redlands Wilson, Shannon T., MBA University of New Mexico Turner, Kirk E., MBA/MS Florida University of Phoenix Tarry, Suzanne M., MS University of Oklahoma/ Wachtler, Robert, MIM Wilson, Walter B., MBA American Graduate School University of Michigan University of Southern Brigham Young University California of International Tatapudi, Srini V., MMIS/ Wilt, Tina M., MSCIS Management MSCIS Turner, Scott A., MS University of Phoenix Indian Institute of Idaho State University Walker, James J., MBA/MA Webster University Winegar, A. Wayne, MBA Technology, Kanpur Tyner, Renardo D., MS University of Utah Wall, James H., MS/MBA Taylor, Mark H., MBA Auburn University Winger, Clifford M., MS Pepperdine University Wayne State University/ Uhrik, Carl T., PhD University of California, Lake Forest University Taylor, Matthew, MS/MBA University of Illinois Davis Arizona State University/ Underwood, Danny R., MA Wallace, Steven, MHRM Chapman University Winther, Joseph C., MS Temple University Webster University The Naval Postgraduate Walsh, Richard E., MS Taylor, Robert, MBA Upshaw, Myrdena M., MBA School University of Phoeix Boston University Nova Southeastern Wolters, Christopher, MS Wang, Henry, MS Tenney, Betty L., MS/MBA University Stevens Institute of Ohio State University/ Ury, Frank L., MS/MBA Golden Gate University Technology University of Washington University of Southern Ward, James M., MCIS/MBA Wong, David K., MS Webster University/ Terry, Patrick R., MSSM California/University of California State University, National University University of Southern California, Irvine Northridge California Warda, George S., MSCIS Vagi, Frqank, MS Wood, Robert J., MS Thayne, Brent E., MPA Coleman College University of Phoenix Indiana State University California State University Vagle, Royle J., PhD Warren, Michael A., DPA Wood, Spencer K., MSCIS Arizona State University Thompson, Paul, MA/MS University of Northern National University University of West Florida Colorado Watts, James J., MA Woodhull, Pamela, MSCIS Pennsylvania State Thompson, Phyllis, MS Vail, Curtis F., ME Strayer University University of Oregon University of Illinois University Woods, Timothy J., MA Todd, Roger L., MBA Valach, Paul M., MBA West, Annette, MBA California State University, Duke University City University University of Phoenix Fresno West, Linda K., MBA Tompkins, Lee W., MBA Valletta, Louis A., MBA Woolard, Maceo R., MBA Oklahoma City University George Washington Philidelphia State National University University University Wetsch. John R., PhD Worthen, Bruce W., MS Tong, Albert Y., PhD Vandeward, Jay A., MS Nova Southeastern University of Utah University Yale University Seattle University Wright, Brian K., MS Wheeler, Adrienne, MBA Trainor, Gregory J., MBA Vargas, Richardo S., MS The Naval Postgraduate New York University University of Illinois Barry University School

A-174 University of Phoenix, 2001-2002

COLLEGE OF INFORMATION SYSTEMS AND TECHNOLOGY

Wright, Michael C., MBA Northeastern University Wu, Jiande, MSE Ohio State University Wu, Penn, MPM Keller Graduate School of Management Wu, Ronald Y., MBA University of California Xu, Jonathan J., MBA University of Phoenix Yager, Catherine L., MSCIS University of Phoenix Yanez, Michael G., MS University of Southern California Yang, Mingsheng, PhD University of Missouri Yanine, Emilio, MBA/MSEA, University of Arizona/ University of Texas, El Paso Ybanez, Jesse A., MS St. Mary’s University Yost, Jon, MS West Coast University Yothers, Jack L., MA University of Southern Alabama Young, Ivon R., MS The Naval Postgraduate School Young, John W., MS Bowie State University Young, Michele I., MBA Mercy College Young, Peter, F., MA University of Hawaii Zee, Gabriel, PhD University of Hawaii Zhang, Ning, MSCS University of Arizona Zhuk, Jeff, MS/MCS Belorussian University (formerly USSR) Zimba-Turner, Buba, MSCIS University of Phoenix

A-175 ...... COLLEGE OF NURSING AND HEALTH SCIENCES ......

Dean Sacramento Campus Anderson, Evelyn, PhD, RN Bajoie, Deborah, MHSA Garner, Catherine, DRPh, RN Strawn, Angela M., MS, RN University of Surrey, College of St. Francis University of North University of California, England Baker-Mosley, Brenda, Carolina, Chapel Hill San Francisco Anderson, Jeanne L., MS, RN MN, RN Associate Dean San Diego Campus Arizona State University University of Phoenix Patton, Beth, MA/MN, RN Pickus, Anna (Jean), MSN, RN Anderson, Margaret, EdD, RN Bang, Hyeson, MHA, RN University of Phoenix University of San Diego University of San Francisco Indiana University Assistant Dean Southern Arizona Campus Andrews, Mary L., MSN Barbieri, Elizabeth A., MS University of Phoenix University of South Florida Fuller, Pamela K., MN, RN Lehrman, Ela–Joy, PhD, RN University of Phoenix University of Arizona Andrus, Kathleen H., MSN, RN Barnum, Karl R., DPH, RN University of California, University of Southern Campus College Chairs Southern California Campus San Francisco California Denver Campus & Southern Carter, Sandra, MN, RN Colorado Campus University of California, Anema, Marion G., PhD, RN Barrow, Dorothy A., MS University of Iowa Andrews University Roan, Linda L., MN, RN Los Angeles Anzelon, Kathleen, MNEd, RN Bartholomeaux, Fran, MS, RN University of Phoenix Tampa Campus University of Phoenix University of Arizona Detroit Campus Bauer, Carol, EdD Apodaca, Riva M., MS, RN Bartlett, Deborah L., MSN, RN Dziedzic, Antoinette, Rutgers University California State University University of Phoenix MSN, RN Utah Campus Madonna University Archer-Gift, Cynthia, PhD, RN Bartnick, Deborah L., MSN, RN Tuckovich, Linda, MS Wayne State University Indiana University Grand Rapids Campus Case Western Reserve Arehart, Pennye B., MN, RN Batchlor, Diane E., MSN, RN Ruhlandt, Ronell (Roni), MSN, University Florida State University University of Phoenix RN Campus Area Chairs Arellano, Fred, MSN, RN Bauer, Barbara J., MS, RN Grand Valley State Area Chairs are appointed at each University University of Texas, Arizona State University campus in the following areas: El Paso Hawaii Campus Health Sciences Beasley, Sharon K., PhD, RN Armstrong, Julie, PsyD, RN Southern Illinois University, Mitchell, Adele, MS/MS, RN Nursing Adelphi University/ Pepperdine University Carbondale Nurse Practitioner New York Medical College Arnold, Jean M., EdD Bechtel, Gregory, PhD, RN Faculty Jacksonville Campus Columbia University Texas Woman’s University Acocello, Judy A., MS, RN Ashare, Joann R., MSN, RN Bell, Joy Florence, PhD, RN Nwoga, Imelda A., PhD, RN California State University, University of Florida Wayne State University University of Washington Long Beach Louisiana Campus Ashby, Rosemary E., MS, RN Bell, Shirley, PhD, RN Adams, Catherine, EdD, RN University of South Florida West Virginia University Simoneaux, Jan, MN, RN University of Massachusetts Louisiana State University Atkins, Marsha, DN, RN Belles, Katherine, MSN, RN Adams, Sue, MS, RN Case Western Reserve University of Phoenix New Mexico Campus Arizona State University University Benavidez-Clayton, Catherine, Billops, Dee, MS, RN Ahern-Smith, Fran, DNS, RN Ayers, Deborah, MSN, RN MS, RN, University of University of New Mexico Boston University Wayne State University Colorado, Boulder Northern California Campus Aiken, Tonia M., JD, RN Aylesworth, Priscilla B., MS, Bender, Nancy D., MSN, RN Wolfsen, Connie, MS, RN Loyola University RN University of San Francisco University of California, San Akes-Caves, Sharon A., MS State Univesity of New York Bennett, Marsha, DNS, RN Francisco California State University, Bacon, Jacqueline G., MA Louisiana State University Online Los Angeles Central Michigan University Bentz, Rhoda K., MSN, RN Collins, Alison, MSN Albrecht, Kari M., MS, RN Bafaloukos, Carol, MSN, RN University of Southern Indiana University California State University, University of Phoenix California Dominguez Hills Orlando Campus & Ft. Lauderdale Bailer, Linda M., MSN, RN Bergllund, Ronald G., MPH Campus Alsip, Andee S., MS, RN California State University, University of Michigan California State University, Fleming, Shelby, MSN, RN Dominguez Hills Berry, Zina S., PharmD Dominguez Hills University of Florida Bailey, Bougainvilla, MS, RN University of Arizona Anderson, Beverly A., MS Phoenix Campus University of Florida Bindrich, Irene A., MSN, RN Texas Woman’s University Lorimor, Becky, MSN, RN Baird, Martha J., MSN, RN Governors State University University of Texas University of Kentucky

A-177 University of Phoenix, 2001-2002

Binkley, Timothy R., MHC Burchert, Lucy A., MS, RN Casias, Corina, MSN, RN Crutcher, Deborah A., MS, RN University of South Carolina University of California, University of Texas, University of South Florida Blake, Carol, MSN, RN San Francisco El Paso Culjis, Janelle, MSN, RN University of Phoenix Bundy, Ruth V., PhD, RN Cassimere, Myrna, PhD, RN California State University, Blanchard, Diane, EdD, RN Claremont Graduate School Louisiana State University Dominguez Hills Louisiana State University Burki, Elizabeth A., PhD, RN Catton, Carolyn G., MS Curran, Connie, MSN, RN Blenner, Janet L., PhD, RN Northwestern University University of Northern University of San Diego New York University Burroughts, Lynda, EdD, RN Colorado Curry, Jerri, MA Bley, Patricia A., MN, RN Florida International Ceppaglia, Judy, MS, RN University of San Francisco University of Phoenix University California State University, Curtis, Alexa, MSN, RN Blodgett, Grace, MBA/MSN, Burt, Sharon D., MA, RN Los Angeles University of San Diego RN, University of Phoenix/ University of San Diego Chapman, Deborah, MN, RN Curtis, Jane M., MS, RN University of Utah Burton, Christina, MSN, RN University of Florida University of New Mexico Bock, Marc Andre, PhD University of Alberta Chard, Robin R., MSN, RN Cutler, Marcia A., MSN, RN United States International Burton, Nancy L., MSA Barry University University of Phoenix University Central Michigan University Chavez, Crystal L., MS Czubatyj, Anna M., MSA Bono, Barbara J., MPH Calhoun, Gloria J., MS/MSN, California State University, Central Michigan University Long Beach University of South Florida RN Dagnone, Carla D., MHAD Boom, Kathryn, EdD, RN West Virginia University Chinn, Sandra J., MBA University of Ottawa University of Phoenix University of San Francisco Callanan, Karry M., MS, RN Dale, Diane S., MN, RN Bormann, Jill, PhD, RN Arizona State University Clarke, Linda L., MN, RN University of California, Wayne State University Calvin-Vanderglas, Cynthia, University of Phoenix Los Angeles Bowen, Netta M., MS, RN MSN, RN Coberly, Margaret, MA Daley, Anne T., MS Syracuse University University of Pennsylvania University of Hawaii, University of Wisconsin, Manoa Bowman, Robin R., MS, RN Camp, Deborah L., MN, RN Milwaukee Russell Sage College Louisiaia State University Cohen, Meyer W., MHA Danis, Susanne J., MSN, RN Boyd, Janine F., MS, RN Campbell-Joshua, Rhoda, MSW Baylor University Florida International Northern Illinois University Southern University Collen, Leland H., MA University University of Wisconsin Boyle, Mary, MSN/MBA, RN Candelaria, Judith, MSN, RN Davids, Sharon L., EdD, RN Incarnate Word College Indiana University Collins, Diana W., MSN, RN Arizona State University George Mason University Bradford, Pamela D., MPH Cano, José, MSN, RN Davis, ReNel, PhD, RN University of South Florida University of San Diego Cook, Deborrah, A., MS, RN University of Colorado Bradley, Darlene, Card, Pamela S., MSN, RN University of Michigan Davis, Ruth W., DNS, RN MAOM/MS, RN University of Illinois, Cook, Gwendolyn, PhD, RN Louisiana State University University of Phoenix/ Chicago University of Michigan Dawson,. Kathy R., MSN, RN California State University, Carper, Diane C, DBA Cotter, Dolora, MA, RN Azusa Pacific University Long Beach Nova Southeastern Columbia University Dean, Gladys M., DPA, RN Bravo, Kimberly J., MSH, RN University Coughlin, David J., MBA University of LaVerne University of Northern Carrico, Donna J., MS, RN New Hampshire College Deason, Janna G., MS, RN Florida University of Michigan Courteau, Joan C., MSN, RN California State University Brewer, Jan M., PhD, RN Carter, Johnnie M., MSA, RN University of Texas, Deason, John S., MSN, RN Texas A & M University Central Michigan University El Paso University of South Brinlee, Buford L., DPA Carter, Linda B., MSN, RN Cox, Beverlee A., PhD Alabama University of South Carolina San Diego State University Simon Fraser University, DeBiase, Carol A., EdD Brown, David R., MBA. RN Carter, Mary F., MS, RN Canada Northern Illinois University University of Phoenix University of Detroit, Mercy Cozart, Carla C., PhD, RN DeFriese, Alice M., MS, RN Brown, Karen A., PhD, RN Carter, Yvonne A., MSN, RN University of Florida Boston College University of Utah Wayne State University Cramer-Bertram, Cathy, Dellefield, Mary,PhD, RN Brown, Leah A., MSN Casente, Constance, EdD MS, RN University of California, University of Phoenix Louisiana State University Pace University Los Angeles Brown, Loraine, Cash, Edith C., MN, RN Crichton, Gayle, MSN, RN DePeralta, Erdulfo, MA, RN MS/MA, RN University of North University of Texas, New York University California State University, Carolina Arlington Deryke, Patricia A., MS, RN Dominguez Hills/California University of Hawaii, Pacific University Manoa

A-178 University of Phoenix, 2001-2002

COLLEGE OF NURSING AND HEALTH SCIENCES

Dileo, Janet W., MPH, RN Farmer, Bonnie C., PhD, RN Gaitor-Stampley, Vonda G., Goldfeld, Aron P., JD Tulane University University of Rhode Island MSN, RN University of Miami Dittman, Patricia W., MN, RN Faucher, Dina A., PhD, RN University of South Goldsmith-James, Camille, Florida Atlantic University Wayne State University Alabama MN, RN, University of Doherty, Mary J., MSN, RN Fiammengo, Colleen, MSN, Gall, Kristyn M., MSN, RN California, Wichita State University RN Wayne State University Los Angeles Doloresco, Laureen, MSN, RN University of San Francisco Gallaway, Louise J., EdD, RN Goodman, Deborah A., MSN, University of Kansas Fisher, Cheryl A., MSN, RN University of Toledo RN University of New Mexico Dominguez, Sheila, PhD, RN George Madison University Gallick, John F., DPA University of California, Fite, William H., DN, RN Golden Gate University Gordon, Alta A., MS, RN Los Angeles University of Alabama Gallup, Peggy, MSN, RN University of Michigan Donaldson, Klynn D., MSW Fitzpatrick, Vicki L, PhD East Carolina University Gordon, Cecilia, MSN, RN Brigham Young University Jacksonville Theological Gardner, Katheryn T., PhD University of Hawaii Donaldson, Robert J., MS Seminary University of Denver Gordon Jean, DBA, RN St. Mary’s College Fogle, Maureen A., MAEd/ Garity, Sandra L., MS, RN Nova Southeastern Donica, Christine, MSN, RN MBA Brigham Young University University Madonna University University of New Garon, MaryAnne, DNS, RN Goto, Lavinia S., MPH/MBA Hampshire/ University of Hawaii, Douglas, Ionie A., MSN, RN University of San Diego Pfeiffer University Manoa Wayne State University Garrett, Liana, MN, RN Fontaine, Karen E., MS, RN Goudy-Egger, Laynette, MSN, Dunbar, Berthenya, MS, RN University of California, University of South Florida California State University Los Angeles RN, Wayne State University Dominguez Hills Eacott, Mary C., MN RN Gaudin, Bernard, MSN, RN Gracey, Karin M., MSN, RN Ford, Karen R., MSN, RN Wayne State University University of Phoenix University of Texas University of Phoenix Grassmick, Paula, MS, RN Earl, Catherine, DPA, RN Gebhart, Rebecca, MSN, RN Ford, Yvonne L., MS, RN University of Northern Western Michigan Andrews University University University of Michigan Gehring, Dale J., MS Colorado Early, Gayle J., MS, RN Fordham, Teresa A., MS University of Cincinnati Greene, Diane B., MSN, RN College of New Rochelle University of Texas University of Hawaii, Geise, Jean, DNS, RN Manoa Forsyth, Nancy G., MS, RN University of California, Greene, Norman R., MBA University of Detroit Xavier University Ebener, Mark K., PhD, RN Los Angeles University of Florida Fowler, Alan L, MSA Gerber, Lois A., MPH, RN Greeneich, Diane, DNSc, RN Edwards, Nicki E., PhD, RN Central Michigan University University of Michigan University of San Diego University of California, Fox, Maureen A., MS Gerkey, Kai E., MBA Gregoire, Susan F., MN, RN San Francisco University of South Florida Oklahoma City University Emory University Egbert, Linda, MSN, RN Fraley, Lynn, DRPh, RN Gettinger, Linda, MSN, RN Griffin, Gail N., MSN, RN University of Utah University of California, Florida International University of Colorado Eichner, Winona, MN, RN Berkeley University Griffin, Ndidi, EdD, RN University of Phoenix Francis, Andrew, MBA Gigstad, M. Peggy, MS, RN University of San Francisco University of Phoenix Elrod, Rachel E., MS, RN University of Arizona Guilliford, Deryl E., MS, RN University of Colorado Freeman, Rozslyn, MAM Gipson, Linda S., MSN, RN University of Cincinnati University of Redlands Epstein, Dana R., PhD Duke University Haas, Diane L., PhD, RN University of Arizona Frey, Karen A., MS, RN Giska, Mary Lou, MSN, RN Wayne State University Evans-Bechtold, Patricia, MS, University of Michigan University of Texas Hale, Beth A., MS, RN RN, California State Friedman, Willard J., EMBA Glanville, Cathryn L, EdD Arizona State University University, Sacramento University of Dallas Nova Southeastern Haley, Rob, DRPh, RN Faber-Bermudez, Irva, Fritsma, Darlene, MSN, RN University University of North MSN, RN University of Florida Glassford, Victor J., MS, RN Carolina Wayne State University Froehlich, Sharon, MN, RN Indiana Wesleyan Hall, Laura T., MN, RN Fain, Modestine, MS/MA, RN University of Phoenix University University of California, St. Xavier University/ Fujii, Daryl E., PhD, RN Godfrey, Jeanette, PhD, RN Los Angeles Northeastern Illinois University of Wyoming The Fielding Institute Hall, Marguerite E., MS, RN University Fukuda, Naomi, MS, RN Gold, Claire H., MBA/MS University of Detroit Fair, Christine, MN, RN University of Hawaii, University of Phoenix/ Halle, Judith N., PhD Northern Illinois University Manoa Boston University University of California, Los Angeles

A-179 University of Phoenix, 2001-2002

Halpin, Angela, MN, RN Hileman-Ford, Deborah, MS/ Janus, Cheryl, MBA, RN Judkins, Barbara, EdD, RN University of California, MN, RN, University of National University Columbia University Los Angeles LaVerne/ Janzen, Sandra K., MS, RN Judkins, Carol J., MS, RN Hamel, Elisabeth, EdD, RN University of Phoenix University of Minnesota University of San Diego University of San Diego Hill, Bonnie, MS, RN Jenkins, Mary Lou, MS, RN Julian, Debra W., M Hammack, Bonnie, MSN, RN University of Minnesota California State University University of Texas, Dallas University of Florida Hill, Jean L., MHA Jennings, Mary Lou, MS, RN Kamikawa, Cynthia, MSN, RN Hanawalt, Ann K., MSH Tulane University University of California, University of Hawaii, University of North Florida Hirokawa, Robert G., DC San Francisco Manoa Hanson, Dorothy, MA, RN Palmer College Jett, Shirley, MSN, RN Kassis, Noura I., EdD, RN West Virginia College Hoffman, Stephanie, San Diego State University Nova Southeastern Hardy, Monica D., MA PhD HD Jobes, Merrilee A., JD, RN University Webster University Pennsylvania State Nova Southeastern Keely, Beth R., PhD, RN University Harmon, Kim S., MSN, RN University Claremont Graduate School University of Arizona Hofmann, Linda C., MS, RN Johns, Cordelia, MN, RN Keiser, Catherine, MSN, RN Harmon, Stephen, MS Brigham Young University University of California, University of Phoenix University of California, Los Hope, Brenda J., MS, RN Los Angeles Kemmerling, Beverly, Angeles California State University, Johnson, Barbara, EdD, RN MS, RN Chico Harper, Robin K., MSN, RN University of Southern University of Rochester University of Texas Horstein, Charlotte, EdD, RN Mississippi Kennedy, Sally J., MS, RN Harrop, Martha, MSN/MBA Pepperdine University Johnson, Dorothy, DNS, RN Arizona State University Hunter College/ Hosbach, Virginia, MSN, RN University of California, Kenner, Carole A., DNS, RN Saint Thomas University Oakland University Los Angeles Indiana University Hayes, Maureen, MSN, RN Hotz-Siville, Julie, MSN, RN Johnson, Edna G., MN, RN Kenney, Jan, MSN, RN Wayne State University University of Phoenix University of South Carolina University of Rochester Haynes-Brokopp, Margaret, Hougaard, Judy E., MS, RN Johnson, Horace, Kent, Denise A., DPA, RN MS, RN, Idaho State University of Utah MN/MPH, RN University of Southern University Hufford, Kristi L., MS, RN University of California, Los California Angeles/San Diego State Head, Sylvia E., MA Sonoma State University Kent, Kimberly A., JD, RN Santa Clara University Hull, Edna B., MSN, RN University Arizona State University Heath, Richard C., MS, RN University of South Johnson, Judith D., MN, RN Khaghani, Fatemeh, University of Phoenix University of North Texas Alabama EdD, RN Johnson, Patricia, MEd, RN Hedman, Michael C., MBA Hunter, Delores M., PhD, RN Pepperdine University Temple University National University University of Maryland Khaleghi, Patricia, MSN, RN Johnson, Paul MA/MS, RN Heineken, Janet R., PhD, RN Hunter, Patricia R., MN, RN University of Kentucky University of Denver University of California, Webster University/ Kiley, Michael, PhD University of Illinois Henderson, Patricia, Los Angeles University of California, Johnson, Lisa D., MN, RN MSN, RN Huntsberger-Major, Jeanne, Santa Barbara University of Phoenix Wayne State University MS, RN, University of Kilpatrick, E. Gray, MBA Colorado Johnson, Jr., William, MEd Henkels, Virginia M., JD, RN University of Tennessee, University of San Diego Ingram, Michelle, MS, RN University of Hawaii Chattanooga Henry, Colleen Y., MN, RN Georgia State University Johnston, Linda, MBA/MSN, Kipperman, Stephanie, MSW RN, University of South University of Phoenix Isaeff, Tatiana, EdD, RN San Francisco State University of San Francisco Florida University Herring, Mary A., MSN, RN Jones, Linda T., MSN, RN University of Hawaii Jackson, Emma, Kissinger, Catherine, MS/MA, RN University of South Florida MN, RN Hess, Darlene, PhD, RN University of New Mexico University of Colorado Jordan, Judith L., MSN, RN University of California, University of Colorado Los Angeles Hice, Diane, Jahns, Jana, MEd Texas A & M University Jordan, Laurine, MSN, RN Klakovich, Marilyn, MS/MAOM, RN San Diego State University DNSc, RN University of Illinois/ James, Valerie K., MSPH University of Phoenix University of Arizona Jorgensen, Barbara, MS, RN University of San Diego Hicks, Elaine, PhD, RN Jansak, Elaine M., MS Arizona State University Kneedler, Julia A., EdD, RN University of Northern University of Michigan California State Polytechnic Juarbe, Teresa C., PhD, RN University University of California, Colorado San Francisco

A-180 University of Phoenix, 2001-2002

COLLEGE OF NURSING AND HEALTH SCIENCES

Koerner, Bernadette, MS, RN Leaven-O’Neale, Mary, MNA/ Lowe, John R., DN, RN Martin, Shirley D., PhD, RN Oakland University RN University of Miami University of Florida Koger, Ludmilla, MS, RN University of Phoenix Lukes, Eileen N., MSN, RN Martinez, Dolores, MS, RN University of California, Lee, Carol J., MS, RN University of Wisconsin University of Colorado San Francisco University of Michigan Lupinacci, Donna, MSN, RN Martinson, Kathryn, MSN, RN Komanetsky, Susan, MSN, RN Lee, Charlene H., MA Hunter College University of Florida University of Florida Webster University Lyles, Marcia C., MSN, RN Marx, James, MS, RN Koran, Zebuline E., MSN, RN Lee, Ellen K., MS University of Florida Ohio State University Aurira University California State University, Lynn, Marilyn M., MS, RN Matulich, Nancy A., MSN, RN Kostenbauder, Mary, Long Beach University of Colorado University of Texas, Austin MSN/MEd, RN Lemmon, Vicki L., MS, RN Lyon, Karen C., PhD, RN McCain, Jeannette, MS, RN University of Florida/ California State University, New Mexico State University of South Florida University of Central Dominguez Hills University McCanless, Lauri L., MS, RN Florida Lennon, David L., MA Lyon, Robirda M., MS, RN University of Arizona Kreitler, Patrice, MN, RN California State University, California State University, McCartt, Peggy A., MSN, RN University of Phoenix Fresno Los Angeles University of Florida Kroetz, Janet M., MN, RN Leon, Linda D., MS, RN Macomber, Linda, MBA, RN McCaustland, Margaret, MSN, University of Phoenix California State University, Northeastern University RN, Wayne State University Kroha, Edith T., MSN, RN Los Angeles Magpantay-Monroe, Edna, MS, McClane, Kimberly, MBA/MS, California State University, Leonard, Flora E., MSN, RN RN, University of Maryland, RN, National University/ Sacramento University of Phoenix Baltimore California State University, Kupecz, Deborah, MSN, RN Liesveld, Judy A., MS, RN Maguire, Denise J., MSN, RN Dominguez Hills University of Texas Arizona State University Boston University McDaniel, James, EdD, RN Kurczyn-Valle, Elizabeth, Lima, Christine, Mahon, Christine F., MS, RN North Carolina State MSHA MN/MBA, RN Arizona State University University College of St. Francis University of Washington/ Maiden, Jeanne, MSN, RN McGhan, Cherly, MSN, RN University of Hawaii, Kusuda, Donna M., MS, RN San Diego State University University of Florida University of Colorado Manoa Maka, Ka'imi A., MEd McGinty, Debra K., MN, RN Lindsay, Catherine, MA, RN Kynard, Andrea, MN, RN Drury College University of Washington University of California, San Jose State University Malloch, Kathleen, PhD, RN McIntire, Nora L., MS, RN Los Angeles Lines, Marci, MBA/MS, RN University of Colorado University of Phoenix University of Phoenix/ Ladd, Janey S., MS Manardo, Cynthia, MSN, RN McLean, Carol Jean, MS, RN University of LaVerne California State University, Wayne State University California State University, Lafitaga, Trang, MSN, RN Dominguez Hills Manning, Lois, MS/MS, RN Los Angeles University of Hawaii, Linn, Sandra V., MSN, RN DePaul University University of LaVerne/ McLellan, Janet, MSN, RN Manoa California State University, California State University, Linnard-Palmer, LuAnne, EdD, Lai, Lonnie, EdD Dominguez Hills Long Beach University of San Francisco RN, University of San Mapes, Virginia, MS/MS, RN Meinersmann, Krista, PhD, RN Francisco Lange, Mary P., MS, RN Lesley College/ Georgia State University California State University, Loose, David S., MS, RN Boston College University of California, Meagher, Thomas, MSN, RN Dominguez Hills Marlin, Mary Frances, University of Texas, San Francisco Lange, Patricia Mary, MSN, RN El Paso PhD, RN Lorenz, Barbara T., MSN, RN University of San Diego Melton, Sandra S., PhD, RN Wayne State University University of South Florida Marshall, Karen, MSN, RN University of Southern Lankford, Barbara, MN, RN Lorenzo, Lenora, Case Western Reserve California, Santa Barbara MS/MSA, RN University of Mississippi University Mercurio, Cheryl, MS, RN Central Michigan Laser, Craig S., MAOM, RN Marshall, Lynette, MSN, RN Azusa Pacific University University of Phoenix University/University of Hawaii, Manoa Yale University Merkel, Sandra, MS, RN Laughon, Deborah, DBA, RN Lott, James, MBA Martin, Bobbi M., MSN, RN University of Michigan Nova Southeastern Clarkson College University of Redlands Mesa, Robin B., MS, RN University Martin, Carole H., MA University of California, Lowe, Ann S., MS Lawler, Russell S., MS John F. Kennedy University San Francisco University of Georgia California State University, Long Beach Martin, Jewel J., MS, RN University of Detroit

A-181 University of Phoenix, 2001-2002

Metzger, Jacqueline F., MSN, Murchison, Nancy, MSW O’Donnell, Nancy, MS, RN Pelusi, Jody L., PhD, RN RN Tulane University University of Colorado University of Arizona Columbia University Murphy, John F., JD O’Donoghue, Cheryl, Penn, Janice M., PhD, RN Metzger, Nancy, MS/MS, RN Northeastern University MS, RN Texas Woman’s University University of Illinois/ Napper, Barbara, MS, RN Armstrong Atlantic State Pennington, M. Sue, MSN, RN University of Arizona University of California, University University of Alabama Metzer-Bruno, Elizabeth, Fullerton O’Flynn, Sonja M., MSN, RN Peoples, Beverly Y., PhD, RN MN, RN Navidi, Kimberly A., MPA State University of New Iowa State University University of Pennsylvania York Western Michigan Pepicello, Sandra, PhD, RN Meyer, Jill B., MS, RN University Oakley, Brett W., MS University of Toledo University of Colorado Nawrocki, Tina L., MSN, RN College of St. Francis Perez, Alice, MSN, RN Michelson, Sheryl, MS, RN Catholic University of Oakley-Clancy, Linda, University of California, Boston Collegey America MSN, RN San Francisco Old Dominion University Mikal-Flynn, Joyce, MSN, RN Nedd, Daphne M., MSN, RN Perez, Sandra R., MS, RN California State University, Wayne State University Odello, Betty J., MN, RN Madonna University Sacramento Nelson, Karen A., MS, RN University of California, Petersen, Theresa, MSN, RN Los Angeles Miles, Susan J., MN, RN Boston University Gonzaga University University of Phoenix Olafioye, Salewa A., MD Nelson, Nellie, MSN, RN Peterson, Beverly J., MS, RN University of Health Science Miller, Barbara J., MPH University of Virginia University of California, University of Michigan Newberry, Connie, MSN, RN Olson, Diana E., MS, RN San Francisco Milton, Doris, PhD, RN Tampa University University of California, Phelps, Regina L., MN, RN San Francisco New York University Newman, Sandra, MSN, RN University of Washington Orlen, Carole, MS, RN Mims, Barbara L., PhD, RN Grand Valley State Pickney, Hellen B., MSN, RN Texas Woman’s University University of Michigan University University of Pennsylvania Osborne, Joan M., MSN, RN Mirch, Mary E., EdD, RN Niederhauser, Victoria, Pieczynski, Bernadette, MSN, Pepperdine University DRPh, RN Florida International RN, Wayne State University University Mitchell, Betty Jo, MSN, RN University of Hawaii Pierce, Regina B., MHE Oswald, Regina M., MS, RN University of South Niwinski, Riochard H., MHAD Wayne State University Alabama Chapman University Texas Woman’s University Pieta, Barbara A., EdD, RN Ottmann, Sally A., MSN, RN Monroe, Barbara S., MS Nix, Phyllis (Jean), State University of New Arizona State University MS/MA, RN University of San Diego York Moore, Gloria J., MSN, RN Loma Linda University/ Oxley, Gozil M., PhD, RN Plummer-Thomas, Galynn, California State University, University of California, University of Florida MSN, RN, California State Los Angeles San Francisco Moore, Ima J., MN, Rn University, Sacramento Nolan, Robin J., MSN, RN Pack, Jeanette, MSN, RN University of Phoenix Poker, Anna M., MS, RN Morales, Hector, MSN, RN University of Tampa Wayne State University University of Maryland, University of Texas, Nolan, Rosilyn W., MS, RN Palmer, Floreyce, MSN, RN Baltimore California State University, Barry University El Paso Prasad, Manoj K., PhD Los Angeles Morales-Aina, Magdalena, MA Parker, Jimmie C., MSW Century University Norris, Mackie H., PhD, RN University of Texas, Webster University Pratt, Leslie S., MPA Moran, Sharon K., DRPh, RN Emory University El Paso University of San Francisco University of Hawaii Norrish, Barbara R., MS, RN Parker, Patricia L., DPH, RN Prince, Dana B., MS, RN Wayne State University Cheighton University Morris, Rita I., PhD, RN University of Colorado North-Weir, Charlene, PhD, RN Pascascio, Dellone, MN, RN The American University Prokop, John A., MSN, RN University of Utah University of Phoenix Morse, Gwen, PhD, RN Univesity of South Florida Nunn, Patricia E., MPH, RN Paul, Carolyn E., PhD, RN University of Arizona Prothe, Gail M., MS, RN Moser, Nancy D., MN, RN University of Michigan California State University, Arizona State University Los Angeles University of Phoenix Nwoga, Jude C., MD Quigley, Patricia, PhD, RN University of Wisconsin Pawlik, Kathreen, MSN, RN Mullen, Anthony F., MS University of Florida O’Bannon-Lemmi, Freda, MSN, Wayne State University Elimra College Radovich, Patrica A., MS, RN RN, University of Payne, Patricia A., PhD, RN Mullis, Marcia R., MS California State University, University of Cincinnati California, Los Angeles University of Texas, Austin Long Beach Mulloy, Paula I., MSN, RN O’Connor, Maureen, MPRS Pellegrin, Mark, MSHA New York Institute of University of St. Francis Barry University Technology

A-182 University of Phoenix, 2001-2002

COLLEGE OF NURSING AND HEALTH SCIENCES

Ramella-Lopez, Loretta C., Rowe, Mary Margaret, MS, RN Silverstone, Susan, MBA Sterling-Fisher, Carmon, MSN, EdD, RN California State University, University of Colorado RN, University of Nevada, Columbia University Dominguez Hills Simmonds, Gwennet, MSN, RN Las Vegas Ramirez, Rosalie, MSN, RN Rowley, Constance, MEd, RN University of Kentudky Stern, Craig S., PharmD San Jose State University Wayne State University Simpson, Jack R., MS/MHA University of Southern Ransone, James C., MSN, RN Rubin, Rita L., MN, RN University of Southern California Barry University University of Maryland Calfornia/Virginia Stewart, Linda B., MN, RN Rea, Karen L., MSN, RN Rust, Ann B., MS, RN Commonwealth University University of San Diego California State University, Sonoma State University Sitzman, Judith M., DNS, RN Stocks, Lisa M., MS, RN Fresno Ryan, Judith, MPH, MSN, RN University of California, University of Arizona Reiter, Suzanne, MSN, RN University of South Florida/ San Francisco Stoudmire, Charlotte L., MN, Case Western Reserve University of Phoenix Slavinsky, Elaine, MEd RN University Sadler, Gail M., MSN, RN University of Hawaii University of Phoenix Renfro, Patrick M., MS, RN University of Tampa Smith, Eleanor F., EdD, RN Stull, Alison J., MS, RN University of Colorado Sanagustin, Maria, MSN University of Southern University of North Dakota Reynolds, Joni L., MS, RN University f San Agustin California Strauch-Verschaeve, Paulette, University of Colorado Sanderson, Sylvia, MSN, RN Smith, Emilie, MSA/MBA, RN MSN, RN Richards, Merlyn, MSN, RN Florida Atlantic University Central Michigan University of Phoenix University/ Barry University Sandoval, Ramiro, MBA Suit, A. Louise, EdD, RN Rifas, Ellene M., EdD, RN National University Chaminade University Memphis State University University of San Francisco Sarff, Laura J., MS, RN Smith, Janice S., MS, RN Sullivan, Anne, MS, RN University of Colorado Riggs, Norman T., MBA, RN California State University, University of Arizona California State University, Dominguez Hills Smith, Mary M., EdD, RN Sweeney, Nancy L, PhD, RN Texas Southern University Dominguez Hills Schaefer, Barbara E., MS, RN Ohio State University Rinne, Charlene S., PhD, RN University of Oklahoma Smith, Thomas J., PhD, RN Swisher, Melanie L., MN, RN University at Albany Schnepp, Catherine, MS, RN University of Texas, Austin University of Phoenix Ripley-Brothers, Denise, MSN, University of California, Snyder, Renee P., PhD, RN Sypitkowski, Rita J., MS, RN RN, University of San Diego Sacramento Utah State University California State University, Ritter, Lois A., MS, RN Schrader, Kathleen, DNS, RN Sommer, Jean A., MN, RN Los Angeles San Francisco State University of California, University of Phoenix Tannas, Cheryl L., MSN, RN University San Francisco Soo Hoo, Wayne E., MSN, RN Okland University Roberts, Dorothy, MSN, RN Schrier, Allan L., DPH, RN Azusa Pacific University Taylor, Helen A., MS, RN Beth-El College of Nursing University of Southern Sordo, Ellen M., MSN, RN University of Massachusetts Robbins, Leslie K., MSN, RN Caliifornia University of Phoenix Temple, Michele L., MS, RN University of Texas, Seaman, Mary C., MSN, RN Souza, Theresa E., MS Arizona State University El Paso University of California California State University, Theriot, Lyle J., MSHA Robinson, Robin, MSN, RN Shannon, Patricia A, MS, RN Fresno University of St. Francis University of Phoenix Arizona State University Spencer, Janine A., MS, RN Thomas, Eileen C., MS, RN Rogers, Deborah B., MS, RN Shearer, Patricia E., MS, RN California State University, University of Colorado Fresno University of Phoenix, University of California, Thomas, Suzanne L., MS, RN San Francisco San Francisco Spicer, Joan G., PhD, RN Texas Woman’s University Rosas-Nichols, Terri, MS, RN Sherman, Jacqueline, University of California, Thornock, Susan B., MS, RN San Francisco University of California, PhD, RN University of Utah Los Angeles University of Illinois Springer, Pamela J., PhD, RN Thrapp, LeAnn , MAOM, RN University of Idaho Roschitsch, Christy, MS, RN Shields, Deborah L., MN, RN University of Phoenix California State University, University of Phoenix Stein, Dionne M., MSN, RN Tice, Wesley, MPH Dominguez Hills Shinkle, Rosanne, MN, RN University of Southern University of South Florida Mississippi Rossman, Faith I., MN, RN Emory University Tidwell, Candice A., MN, RN University of California, Steiner, Heather, MS, MN Shogren, Andrew T., JD University of California, Los Angeles Arizona State University University of Washington Los Angeles Rowan, Kathy S., MPH Stephenson, Rosie G., MBA Shultes, Nancy A., MS, RN Todd, Linda A., MS, RN University of California, University of Colorado California State University, Sonoma State University Los Angeles San Marcos Siebold, Marilyn, PhD, RN University of Sarasota

A-183 University of Phoenix, 2001-2002

Tomlinson, Katherine, Wakatsuki, Dianne, MS, RN Wiles, Judy D., MS MSN, RN University of Hawaii, University of California, Wayne State University Manoa San Francisco Tracy, Kathryn L., MBA Walker, Deborah S., DNSc, RN Wilkes, Vi E., MA/MS, RN Oakland University University of California, Bradley University/ Trapp, Barbara A., PhD Los Angeles Rush University University of Michigan Walker, Diana L., MSN, RN Wilkins, Lewiette, Treaster, Jean E., MSN, RN University of Phoenix MBA/MN, RN University of Phoenix Washburn, Marilynn, MAM University of Southern Trejo, Lori A., MS, RN University of Phoenix California/University of California, Los Angeles Sonoma State University Wasserman, Stephanie, Williams, Ruby A., MS Treloar, Linda L., PhD, RN MS, RN University of New Mexico The Union Institute University of Southern California Williams, Susan P., MNA, RN Trent, Barbara A., EdD, RN University of San Diego Waugh, Bonny J., MSN, RN University of Phoenix Trudeau, Virginia, MS, RN California State University, Williams, Sylvia, MA/MS, RN Dominguez Hills Trinity Evangelical Divinity University of Arizona Weinrub, Edith, PhD, RN School/University of Turner, Katie, MS, RN Nova Southeastern Wisconsin California State University, Bakersfield University Willis, Jacqueline E., MS, RN Texas Woman’s University Twigg, Nancy L., MS, RN Weis, Alexandrea, MN/MS, RN Wilson, Brenda D., MS, RN University of Arizona Louisiana State University/ California State University, Tzeel, Albert, MD/MHSA California College for Long Beach University of Michigan, Ann Health Sciences Arbor Wilson, Charlotte, MSN, RN Weitzman, Kay A., EdD, RN University of California, Ullmann, Barbara D, MS, RN Fairleigh-Dickinson Los Angeles Arizona State University University Wilson, Denise, MSN, RN Ulmer, Sandra L., MS, RN Welbourn, Linda L., MSN, RN University of Phoenix California State University, Samuel Merritt College Dominguez Hills Wilson, Karen E., MN, RN Welch, Diane, MS, RN University of Phoenix Ungeheuer, Michael, MN, RN University of California, Winegar, Marlene E., MS, RN University of Phoenix San Francisco California State University, Urban, Doreen A., MS, RN Wellman, Barbara, MSN, RN Sacramento California State University, Boston University Long Beach Woodyard, Linda, MS, RN West, Deborah, MS, RN University of Colorado Urbanski, Susan P., MN, RN Rutgers University Worrell, Cynthia, MS, RN University of Phoenix Wheeler, Judy C., MSN, RN Arizona State University Velasquez, Donna M., MS, RN Wayne State University Wright, Mary J., MN, RN Arizona State University White, Angelique, University of Phoenix Victor, Lucille, MS MN/MA, RN College of St. Francis Yulle, Arnita G., MSN, RN Louisiana State University/ Wayne State University Von Essen, Susan, MS, RN Xavier University of Zell, Rosanne M., MSN, RN San Jose State University Louisiana Madonna University Vonglis, Ann Marie, MS, RN White, Geraldine, MS, RN Zerwekh, Joanne, EdD, RN California State University, University of California, East Texas State University Long Beach Los Angeles Vourakis, Christine, DNS, RN White, Hugh R., MBA University of California, Webster University San Francisco White, Susan V., PhD, RN Vuckovich, Paula, MSN, RN University of Florida Wayne State University Whitehead, Diane, EdD, RN Wahl, Sharon, EdD, RN Florida International Nova Southeastern University University

A-184 ...... COLLEGE OF COUNSELING AND HUMAN SERVICES ......

Dean Anderson, Bonnie K., MA Carter, Francis P. MSW Duane, Donna K., PhD Romine, Patrick B., PhD University of San Francisco University of Hawaii United States International University of Wyoming Banegas, Michael R., MC Carter, Hellen J., PhD University Campus College Chairs Webster University Walden University Dunn, Maurice, PhD Hawaii Campus Barber, Andrew V., PhD Cawthorn, Rick A., MA California School of New Mexico State Santa Clara University Professional Psychology Duellberg, Donna, EdD Boston University University Claudio, Hector R., EdD Duron, Diana, MSW Bircher, Del A., MSW University of Puerto Rico University of Texas, Phoenix Campus Austin University of Utah Cohn, Michael J., EdD Kerstner, Patricia L., PhD Black, Susan E., MA Ball State University Dusoe, Michael, PhD Arizona State University National University Colburn, William A., MA University of Utah Puerto Rico Campus Bliss, Mary C., MEd Forest Institute of Edwards, Susan J., M CEd Rodriguez de Moreno, Ana University of Nevada, Professional Psychology California State University, Margarita, EdD Northridge Las Vegas Colquitt, Rachel L., MSW University of Puerto Rico Bolman, Katherine, EdD University of South Florida Ellis, Wendy, MC Sacramento Campus The Fielding Institute Conrad, Darlene C., MN, RN Arizona State University Dalley, Robin, MA Bouchard, Michael R., MA University of Washington Ely, Donald E., MC Boston University University of San Francisco University of New Cooper, Barbara R., EdD San Diego Campus Hampshire St. Mary’s University Fielding, James C., MDiv Southern Baptist Hagenburger, Paul, MA/MAEd Bourke, Margie, MS Cordasco, Annie E., MAEd Chapman University/ San Diego State University University of Phoenix Theological Seminary California State University, Bowden, Sharon Toddy, PhD Crowder, Mary A., MPA Fitzpatrick, Peggy A., MSW California State University, Los Angeles Texas A & M University Golden Gate University Sacramento Southern Arizona Campus Braun-Harvey, Douglas, MC Cruz, Teresita, MAEd Floda, Tony L., MEd Gray, C. Malcolm, PhD National University University of Puerto Rico South Dakota State University of Colorado Brent, M. Terry, MSW Damon, Marlene, MA University Utah Campus California State University, Fairleigh Dickinson Foster, Ralph, MD/MPH Fresno University Beck, Don, PhD Central American Health University of Utah Brundage, Janice K., PhD Daniv, Alexander O., PhD University of Arizona Sciences University/ Campus Area Chairs Mississippi State University San Diego State University Bruns, Catherine A., MC Area Chairs are appointed at each Dansie, Lamonte J., EdD Fox, Erik L., PhD Chapman University University of Northern campus in the following areas: California School of Buckley, Alison, MA Colorado Professional Psychology • Clinical California State University, Day, Rhonda F., MSSW Sacramento Garcia-Castro, Maritza, PhD University of Wisconsin Yeshiva University • Community Burgess, Vicky D., PhD D’Elena, Robert L., MA Gault, Jan L., MA Northwestern University State University of New • Criminal Justice University of Illinois Burnham, T. Lee, PsyD York Gay, Jacqueline F., MSW • Human Services University of Minnesota DeLeon Fuentes, Jose, PhD California State University • Marriage & Family Burns-Stanton, Kathleen, MA Caribbean Center for National University Advanced Studies Gazaway, Betty, PsyD United States International Campbell, Cathryn P., MSW Derbyshire, Lee W., MA • Mental Health University California State University University of Nevada, Faculty Genco, Diane, MAEd Cardenas-Gimber, Pilar, M CEd Reno Adamson.Darren W., PhD Northern Arizona University of San Diego Deshay, William L., MA Brigham Young University University Cardwell, Cindi S., MEd California State University, Adkinson, Marvalee, MAEd Gerstein, Jaclyn S., EdD Texas Tech University Dominguez Hills Colorado State University Northern Illinois University Carey, Paul W., PhD Deutsch-Marshall, Deni, MSW Africh, Toni B., MSSW Gersten, Ellie L., MSW University of Portland California State University, State University of New Sacramento Arizona State University Carranza, Olga, PhD York, Stony Brook Gimpel E. Ann, MA/MS University of California, Devlin, Patrick N., MA Ali, Shirley A., MS University of the Pacific/ Santa Barbara Liberty University University of Pittsburgh University of California, Davis

A-185 University of Phoenix, 2001-2002

Gloor-Little, Lita J., MA Idleman, Gregory D., MS Lemons, Pamela J., PsyD McKnight, Tami J., MA John F. Kennedy University Nova Southeastern University of Utah Univesity of Nevada, Gold, Jerry, PsyD University Liberty, Leslie S., MSW Las Vegas California School of Janpol, Henry, EdD California State University, Means, William J., MA Professional Psychology Northern Arizona Sacramento National University Goldman, George, PhD University Lind, Michael J., MA Mitchell, Marilyn S., PhD George Washington Jarmon, Bernard, PhD Gonzaga University Arizona State University University Arizona State University Ljungberg, Kristin L., MA Moore, Katherine A., MA Gottlieb, Miriam M., PhD Jarreau-Wihongi, Lynn, MSW Calfornia Institute of University of San Francisco University of Maryland University of Houston Integral Studies Morrison, Annette, MSW/MS Goulet, Wayne F., EdD Jones, Cheryl Y., MSW Locke, Douglas A., MA Arizona State University/ Northern Arizona University of Oklahoma Azusa Pacific University City University of New York University Jones, Daniel E., MA London, Michele L., MA Morrison, Carrie A., PsyD Griffith, Sherry, MSW Rosebridge School of San Diego State University United States International University of Utah Integrative Psychology Lotecka, Ernest L., PsyD University Grosch, Robert J., MA Joy, Marlene, PhD The Union Institute Mowafy, Lyn (Marilyn), PhD Graduate Theological Union Walden University Lucas, Mark R., MS University of Arizona Gross, Bethany J., PhD Joyce, Cynthia A., MA University of North Texas Myer, Laura L., MSW Nova Southeastern John F. Kennedy University Lunceford, Lynn, MA University of Nevada, Reno University Kalous, Thomas, PhD California School of Negrón, Priscilla, EdD Haan–Alvarez, Johanna, EdD Ohio State University Professional Psychology University of Puerto Rico Northern Arizona Kammersgard, Eric K., MA Lydston, Jacqueline A., MSW Newman, Amanda, MA University National University Walla Walla College National University Hammond, Ann E., PsyD/DA Kavar, Louis F., PhD Lyman, Irene T., MC Newman Barbara J., PhD The Fielding Institute/ University of Pittsburg Western Oregon University The Fielding Institute University of New Mexico Kay, Norma, MSW Lynne, Tracy, PhD Nichols, Mark A., MEd Harris, Jacqueline A., MA Carlton University Institute of Transpersonal University of Arizona University of Nevada, Kemph, Bruce G., PhD Psychology Nixon, John A., EdD Las Vegas Texas A & M University MacNamara, Susan E., PsyD University of Northern Heaney, Elizabeth, MA Kent, Branda L., MSW University of Utah Colorado John F. Kennedy University University of Nevada, Madlen, Carola, MC Nycum, Mary Ann, MA Henderson, Gary L., MA Las Vegas National University Chapman University Pepperdine University Kirby, Lisa R., MSW Magis, Mark, MA O’Guin, Roger, MA Herbig, Richard, PhD University of Wisconsin Loyola University, Chicago National University Loyola University Kleine, Sheldon, PhD Magoffin, Lisa, MA Okon, Deborah M., PhD Hernandez, Maureen A., MA Purdue University California State University, Pacific Graduate School of National University Kocherhans, Jeff, PhD Dominguez Hills Psychology Herndon, Caroline, PhD University of Utah Mann, Anne V., MA Onufrak, Elizabeth N., PhD California School of Korbanka, Juergen, PhD Catholic University of University of Florida Professional Psychology California Institute of America Oppawsky, Jolene, PhD Hickey, Terrence, MS Integral Studies Marcotte, Elodie (Dee), MSEd Universitat Muchen University of Arizona Kramer, Lyn D., MA University of Colorado Orr, David E., MA Higgins, Bejai J., MC University of San Francisco Marrero, Carmen C., EdD California State Polytechnic San Diego State University Krasselt, Paula M., MA Inter American University University Holley, Rom, MD Webster University of Puerto Rico Pankow, Shannon A., PhD HD University of New Mexico LaDue, Gregory A., MS Marshall, Karen L, MM/MSW Virginia Polytechnic Houston, Michael A., MSW San Diego State University Duquesne University/ Institute and State California State University, LaBranch, Penny L., M CEd San Diego State University University Sacramento University of Nevada, Reno Martinez, Brunilda, EdD Pellegrino, Maryann H., MA Huenefeld, Nancy E., PhD University of Puerto Rico University of South Florida Latimore, Robert E., JD Pennsylvania State Wayne State University Mayer, Gerald S., PhD Pense, Kenneth D., MA University University of Utah Azusa Pacific University Lawrence, Gabrielle B., PhD Hurd, Jeff, PhD Columbia University McKenna, Patricia, PsyD University of Utah University of California, Berkeley

A-186 University of Phoenix, 2001-2002

COLLEGE OF COUNSELING AND HUMAN SERVICES

Peterson, Jeanne M., PhD Schroll, Ed F., PhS Tanita, Glenn D., DMH Wilborn, Verona d., MSEd California School of University of San Francisco University of California, Murry State University Professional Psychology Serna, Sophie M., MSW San Francisco Wood, Maureen, MA Pickett, Cynthia, MSW New Mexico Highlands Tedeschi, Gary J., PhD Sonoma State University University of Nevada, Reno University University of Missouri, Williams, Thomas T., PhD Price, Donald A., PhD Serrano, Nereida, PhD Kansas City Brigham Young University Florida State University University of Mayrland, Thoelke, Leilani, MA Yamawaki, Niwako, MS Putzka, Gregory, MS College Park Pacific Lutheran University University of Utah California State University, Shepard, Elizabeth., PhD Thomas, Belinda, MRC Zahn, Cynthia A., MEd Sacramento Vanderbilt University University of San Francisco University of Arizona Rast, Ralph E., MA Shingleton, Richard N., PhD Thomas, Sandra K., MA University of the Pacific Brigham Young University New Mexico State Reider, Michael, MA Sideman, Lawrence M., PhD University California State University, Pacific Graduate School of Tomishima, Shelly A., PhD Los Angeles Psychology University of Utah Reimer, Carl E., MA Simmons, Robert C., PhD Tompkins, Cathy H., MA National University University of Utah Texas Woman’s University Reyes-Ribera, Jose A., EdD Simonet, Christopher, PhD Trausch, Clarence P., EdD Inter American University California School of Northern Illinois University of Puerto Rico Professional Psychology Turner, Collen, PhD Rhode, Robert, PhD Slavick, Marilyn R., MA University of California, Ohio State University Antioch University Los Angeles Rinaldi, Gala J., MC Smith, Denny, PhD Urquhart, Elizabeth A., MEd University of San Francisco Purdue University University of Massachuetts Rinaldi Jovet, Roberto L., PhD Smith, Jeffery R., PsyD Vandenaker, Pam W., MS Caribbean Center for American School of California State University Postgraduate Studies Professional Psychology Velez-Cordero, Magali Robbins, Kathy, MC Smith, Joy R., MA PhD/EdD University of San Diego University of San Francisco University of Puerto Rico Robinson, Marianne C., MC Smith, Leonard N., MS Vitagliano, Jennifer L., MC University of New Mexico University of Arizona University of Phoenix Rodd, Jeffrey, MSW Smith, Richard, EdD Vroman, Carol S., MEd University of Washington Oklahoma State University Wayne State University Rodriguez, Maria A., PhD Snellgrove, William H., MSW Wallace, Thomas, PhD New York University New Mexico State Andrews University Rombouts, Ernestine J., MSW University Walsh, Stephen M., EdD University of Denver Spenser, Angela M., DA University of Oklahoma Rusnak, John, PhD California School of Waters, Christine S., MA Arizona State University Professional Psychology University of San Francisco Rutherford, Kevin E., M CEd Steinfeld, Alice J., MA/MEd Watson, Summer D., MA University of Nevada, Reno University of Arizona National University Sadowsky, Joel J., MEd Stott, Albert, DM Weiner, Neil, PhD University of Arizona McCormick Theological Arizona State University Seminary Sassman, Shirley, MPH Weissman, Andrews S., PhD Golden Gate University Stromee, Victoria M., MEd California School of University of Arizona Scheitinger, Linda, MA Professional Psychology Middle Tennessee State Stroud, Keith W., MSSW Wells, Barbara S., MA University University of Utah University of Colorado, Schiff, Diane B., MSW Sugg, Judith G., MA/MBA Denver Florida State University Lewis & Clark College/ Wiggins, Jr., Alfred W. PhD University of Florida Schilit, Rebecca, PhD Indiana University University of Michigan Sutter, Linda L., MS Wiggins, Frances K., MA Schimmelpenninck, Marie, MC University of LaVerne University of Nouth Florida Hahnemann (Allegheny) University

A-187 ...... ADMINISTRATION ...... Board of Directors University Catherine Garner, DPH, RN Hal Morgan, MBA ...... Administration Dean, College of Nursing Assistant Dean, College Internal Members ...... and Health Sciences of Undergraduate John G. Sperling Laura Palmer Noone, PhD/ Patrick Romine, PhD Business and Chairman/Secretary JD Dean, College of Management Programs President Laura Palmer Noone Counseling and Human Pam Fuller, MN, RN President Robert Barker, MBA Services Assistant Dean, College of Nursing and Health Todd S. Nelson Executive Vice President Jane McAuliffe, PhD Sciences Senior Vice President Craig Swenson, PhD Dean, College of Marla LaRue, PhD Peter V. Sperling Provost and Senior Vice Education Associate Dean, College Treasurer President for Academic Lee Finkel, JD Affairs of Education Public Members Associate Dean, College Susan Mitchell, PhD of Graduate Business Richard Schuttler, PhD Richard Bond Vice Provost and Management Associate Dean, College Chairman, Bond & of General and Nina Omelchenko, MA Jay Klagge, DPA Company Professional Studies Vice President of Associate Dean, College Mary Jo French University Services of Graduate Business Tandy Elisala, MA Doctor of Endocrinology Elizabeth Tice, PhD and Management Registrar Carl Hodges Associate Vice President Beth Patton, MA/MN, RN Beth Barilla, BA President & CEO, for Academic Affairs and Associate Dean, College Director of Admissions Planetary Design Executive Director of the of Nursing and Health David Bickford, MS Alan Wheat Artemis School Sciences University Librarian Wheat and Associates Dean, College of General Anthony Poet, PhD Jack Holloway, MAOM Former U.S. and Professional Studies Associate Dean, College Sr. Director, Institutional Congressman Beverly Downey, MBA of Undergraduate Research and Jorge Klor de Alva Dean, College of Business and Effectiveness Apollo International Undergraduate Business Management Wayne Foraker, MBA President and Management Blair Smith, MBA Sr. Director, Institutional William Goodling Brian Lindquist, PhD Assistant Dean, College Research and Former U.S. Congresman Dean, College of of Information Systems Effectiveness Former Chairman, Graduate Business and and Technology Committee on Education Management and the Workforce Adam Honea, PhD Directors Emeritus Dean, College of Leonard W. Huck Information Systems and Valley National Bank of Technology Arizona President and CAO, Retired

A-189 University of Phoenix, 2001-2002

Campus Tom Johnson, MBA Anne Gillespie, MBA Lawrence M. Gudis, MA, Administration Vice President/Director Campus Director MIM ...... Southern Colorado Pittsburgh Campus Regional Vice President Dianne Pusch, MBA Campus Jackie Armitage, EdD Southwest Region Senior Regional Vice Randy Lichtenfeld, MBA Campus Director Phil Lundberg, MHSA President Vice President/Director Boston Campus Vice President/Director Western Region New Mexico Campus Jodie Plossel, MBA Phoenix Campus Daniel Waterman, MAOM Lori Santiago, MBA/EB Regional Vice President Kathy Alexander, MA Vice President/Director Vice President/Director Southeastern Region Vice President/Director Northern California Oklahoma Campuses Candida Acosta, PhD Southern Arizona Campus Andrew Clark, MBA Rector Campus Julayne A. Hoffmeier, Regional Vice President Puerto Rico Campus Steve Soukup, MAEd MAEd Midwest Region Ron Hill, MBA Vice President/Director Vice President/Director Patrick King, MBA Associate Campus Nevada Campus Sacramento Campus Vice President/Director Director Mark Cameron, MBA Bruce Williams, MBA West Michigan Campus Orlando Campus Regional Vice President Vice President/Director Ted Blashak, MA Luis Cordero, MA Northwest Region San Diego Campus Vice President/Director Campus Director Vice President/Director Jennifer Cisna, MA Detroit Campus Puerto Rico Campus Utah Campus Vice President/Director Rocky Sheng, MAOM Shane Clem, BA Pat Hardie, BBA Southern California Campus Director Associate Campus Campus Director Campus Cleveland Campus Director Oregon Campus Grace Blodgett, MSN, MBA Scott Huger, MAEd Jacksonville Campus Rene Mona, MS Vice President/Director Vice President/Director Lynn Mulherin, MA Campus Director Hawaii Campus Dallas Campus Vice President/Director Washington Campus Debra Baldwin, MBA Paul Hamlin, PhD Ft. Lauderdale Campus N. Darris Howe, MPA Senior Regional Vice Regional Vice President George Lucas, MBA Campus Director President Northeast Region Campus Director Utah Campus Central Region Vice President/Director Tampa Campus Daren Hancott, MBA Larry Banks, MBA Maryland Campus Brent M. Fitch, MBA Campus Director Vice President/Director Mark DeFusco, PhD Campus Director Vancouver Campus Colorado Campus Campus Director Louisiana Campus Brian E. Mueller, MAEd Robert Paul, MAOM Philadelphia Campus Lisa Grote, MBA Vice President/Chief Vice President/Director Associate Campus Operating Officer Houston Campus Director Online Campus St. Louis Campus Jan Henk Van der Werff, DE Senior Vice President, Europe Campus Director, Rotterdam

A-190 ...... FACILITIES ......

Southwest Region Fort Huachuca Campus Western Region Saddleback Valley Campus Phoenix Campuses Building 52104 Southern California Fort Huachuca, AZ 85613– Town Center Plaza 800 228-7240 Campuses 6000 26632 Town Center Drive 4635 East Elwood Street Diamond Bar Campus Foothill Ranch, CA 92610- Phoenix, AZ 85040 520 459–1093 1370 South Valley Vista 520 459-8319 FAX 2808 480 966–7400 Drive, Suite # 140 800 888-1968 480 921-1044 FAX (main) Nogales Campus Diamond Bar, CA 91765- 800 776-4867 (AZ only) 870 W. Shell Road 3921 San Bernardino Campus 301 East Vanderbilt, Ahwatukee Campus Nogales, AZ 85621 800 888-1968 909 396-5854 FAX Suite # 200 14647 South 50th Street 520 377-2290 520 377-2296 FAX San Bernardino, CA 92408- Phoenix, AZ 85044-6467 Edwards Air Force Base 3557 480 557-2700 Sierra Vista Campus Campus 800 888-1968 480 557-2717 FAX 460 East Fry Blvd. 140 Methusa Avenue Edwards AFB, CA 93524- 909 890-2375 FAX Chandler Campus Sierra Vista, AZ 85635 520 417-2080 1401 Ventura Campus 2975 West Linda Lane 520 417-2099 800 888-1968 2051 N. Solar Drive, # 120 Chandler, AZ 85224-7340 805 258-5917 FAX Oxnard, CA 93030-2649 480 557-2800 Tucson Campus 800 888-1968 480 557-2805 FAX 555 East River Road Fountain Valley Campus 10540 Talbert Avenue 805 988-1711 FAX Mesa Campus Tucson, AZ 85704-5822 520 881-6512 Fountain Valley, CA 92708- Woodland Hills Campus 1811 South Alma School 520 888-6561 FAX 6027 5955 De Soto Avenue Road, Suite # 150 800 888-1968 Woodland Hills, CA 91367- Mesa, AZ 85210-3001 Yuma Campus 714 968-8649 FAX 5107 480 831–8510 See Southern Arizona 800 888-1968 480 839-5982 FAX Gardena Campus Nevada Campuses 818 226-0571 FAX 1515 West 190 Street 2nd Gilbert Campus Nevada Campus Floor Northern California 2160 South Power Road 333 North Rancho Drive, Regional Office and Gardena, CA 90248-4319 Mesa, AZ 85208-6681 Suite # 300 Campus 800 888-1968 480 557-2600 Las Vegas, NV 89106-3797 7901 Stoneridge Drive, 310 225-5757 FAX 480 854-4754 FAX 702 638-7249 Suite #130 & 100 Northwest Campus 702 638-8035 FAX La Mirada Campus Pleasanton, CA 94588-3677 14320 Firestone Blvd. 15601 North 28th Avenue Henderson Campus 925 416-4100 or 416-4000 Suite # 150 925 734-6353 or 734-6350 Phoenix, AZ 85023-4061 4 Sunset Way, Building E La Mirada, CA 90638-5526 FAX 602 863-2600 Henderson, NV 89104-2015 602 863-4900 FAX 800 888-1968 Bakersfield Campus 702 433-7408 714 670-9152 FAX Scottsdale Campus 702 433-6796 FAX 4900 California Avenue Lancaster Campus 8801 East Raintree Drive, Nellis AFB Campus A-300 1216 West Avenue J, Bakersfield, CA 93309-7018 Suite # 100 554 MSS/MSE Suite # 500 661 633-0300 Scottsdale, AZ 85260-3668 4475 England Avenue, Lancaster, CA 93935-2944 661 633-2711 FAX 480 557-2667 Suite 217 800 888-1968 888 828-2755 480 557-2668 FAX Nellis AFB, NV 89191–6506 661 940-7203 FAX Tempe Campus 702 652-5527 Fresno Campus Ontario Campus 1150 W. Grove Parkway, 702 651-0035 FAX 2490 West Shaw Avenue, 337 North Vineyard Avenue, Suite # 101 Reno Campus Suite # 105 Suite # 100 Fresno, CA 93711-3305 Tempe, AZ 85283-4407 5310 Kietzke Lane, Ontario, CA 91764-4453 559 446-2660 480 459-2130 Suite #102 800 888-1968 559 438-0263 FAX 480 459-2180 FAX Reno, NV 89511-2040 909 937-2423 FAX 888 722-0055 Southern Arizona Campuses 775 828-7999 Pasadena Campus Novato Campus 800 659-8988 775 828-7979 FAX 299 North Euclid, Suite # 100 5099 East Grant Road, Southwest Campus 75 Rowland Way, Suite 100 Pasadena, CA 91101-1531 Novato, CA 94545-5001 Suite # 120 2975 South Rainbow Blvd, 800 888-1968 415 898-4449 Tucson, AZ 85712-2732 Suite E-2 626 793-9245 FAX 415 898-9095 FAX 520 881–6512 Las Vegas, NV 89102-6596 877 274-6364 520 795-6177 FAX 702 876-1687 702 876-3299 FAX

A-191 University of Phoenix, 2001-2002

Pleasanton Campus Fairfield Campus Oceanside Campus Maui Campus 5725 West Las Positas Blvd. 370 Chadbourne Road 2204 El Camino Real, One Main Plaza Pleasanton, CA 94588-4084 Suisun City, CA 94585-9636 Suite #200 2200 Main Street, Suite # 401 925 847-7640 707 426-9500 Oceanside, CA 92054-6306 Wailuku, HI 96793-1681 925-847-7676 FAX 707 426-0711 FAX 760 967-0244 808 249-2500 800 764-4867 Roseville Campus 760 471-4275 FAX 808 249-8383 FAX Port Hueneme Naval Base New York Life Building Rancho Bernardo Kapolei Campus Campus 2250 Douglas Blvd., #100 Campus 1001 Kamoiila Blvd., NCBC Roseville, CA 95661-3860 16486 Bernardo Center Suite # 306 Port Hueneme, CA 93043 916 783-4886 Drive, Kapolei, HI 96707-2014 Riverpark Campus 916 783-7829 FAX Suite # 201 808 674-9535 San Diego, CA 92128-2519 8355 North Fresno Street, Rancho Cordova Campus 808 674-2655 FAX 858 673-5870 2nd Floor, Suite 200 2882 Prospect Park Drive, 858 673-5869 FAX Midwest Region Fresno, CA 93720-1533 Suite #100 559 451-0334 Rancho Cordova, CA 95670- Kearny Mesa Campus 800 834-2438 559 451-0381 FAX 6019 3890 Murphy Canyon Road, Midwest Region San Francisco Campus 916 636-9440 Suite # 100 Administration San Diego, CA 92123-4403 185 Berry Street Lobby 3, 916 636-9449 FAX 5480 Corporate Drive, 858 509–4381 Suite # 1600 San Joaquin Campus Suite # 260 858 576-0032 FAX Troy, MI 48098-2641 San Francisco, CA 94107- 17000 South Harlan Road, 858 673-5869 FAX 248 925-4100 1729 #3A 248 267-0147 FAX 415 495–3370 Lathrop, CA 95330-8738 San Marcos Campus 415 495-3505 FAX 209 858-0298 277 Rancheros Drive West Michigan Campus 800 448-6775 209 858-2840 FAX San Marcos, CA 92069-2976 318 River Ridge Dr. NW 760 599-1950 San Jose Campus Sacramento Valley Walker, MI 49544-1683 760 510-8420 FAX 3590 North First Street Campus 616 647-5100 San Jose, CA 95134-1805 Crown Corporate Center South County Campus 616 784-5300 FAX 408 435–8500 2890 Gateway Oaks Drive, 1040 Tierra Del Rey, 888 345-9677 408 435-8250 FAX Suite #100 and 200 Suite # 100 Livonia Campus 800 640-0622 Sacramento, CA 95833-3509 Chula Vista, CA 91910-7865 17740 Laurel Park Drive Walnut Creek Campus 916 286-6000 619 656-5077 North 916 648-0108 FAX 619 656-5075 FAX 370 North Wiget Lane Livonia, MI 48152-3906 Walnut Creek, CA 94598- San Diego Campuses Hawaii Campuses 734 591-9133 2406 800 473-4346 827 Fort Street 734 591-7767 FAX 925 952-3990 Del Mar Campus Honolulu, HI 96813-4317 Southfield Campus 925 946-0233 FAX 808 536-2686 11682 El Camino Real, 26261 Evergreen Road, 888 925-6882 808 536-3848 FAX 2nd Floor Suite #500 Sacramento Campuses San Diego, CA 92130-2092 Hawaii National Guard Southfield, MI 48076-4174 800 266-2107 858 509-4300 Campus 248 354-4888 3949 Diamond Head Road 248 354-5969 FAX Sacramento Campus 858 509 4399 FAX Honolulu, HI 96816-4495 Troy Campus 1760 Creekside Oaks Drive, 32nd Street Naval Base Suite # 100 Campus Miliani Campus 5480 Corporate Drive, Sacramento, CA 95833-3632 Navy Campus Education Leiehua Building Suite # 240 916 923–2107 Center 300 Kahelu Avenue #10 Troy, MI 48098-2641 248 925-4100 916 923-3914 FAX University of Phoenix, Miliani, HI 97789-3911 808 625-7004 248 267-0147 FAX Beale AFB Campus Box 368-222 3335 Buchanan Street 808 625-7749 FAX 17849 16th Street San Diego, CA 92136-5098 Beale AFB, CA 95903-1711 619 515-0670 530 788-7810 619 515-0671 FAX 530 788-0314 FAX

A-192 University of Phoenix, 2001-2002 FACILITIES

Missouri Campuses Southern Colorado Texas Campuses Northwest Region Campus St. Louis Campus Dallas/Ft.Worth Campus Oregon Campuses Riverport Executive Center 5475 Tech Center Drive, Churchill Tower 13221 SW 68th Parkway #500 II, Suite # 100 Suite #130 12400 Coit Road, Suite # 100 Tigard, OR 97223-8368 13801 Riverport Drive CO Springs, Colorado Dallas, TX 75251-2009 503 403-2900 St. Louis, MO 64043 80919-2335 972 385-1055 503 670-0614 FAX 314 298-9755 719 599-5282 972 385-1700 FAX 719 5199-7973 FAX Albany Campus 314 291-2901 FAX Houston Campus 800 834-4646 Linn Benton Community Ohio Campuses 11451 Katy Freeway, New Mexico Campuses College Cleveland Campus Suite # 200 IA Building Room 225 800 333-8671 Houston, TX 77079-1903 5005 Rockside Road, 6500 Pacific Boulevard SW 713 465-9966 Suite # 325 New Mexico Campus Albany, OR 97321-3755 713 465-2686 FAX Independence, OH 44131- 7471 Pan American Freeway 541 917-4277 2194 N.E. Northeast Region Clackamas Campus 216 447-8807 Albuquerque, NM 87109- 216 447-9144 FAX 4645 Maryland Campus One Monarch Center 12550 SE 93rd Avenue, #300 Dayton-Troy Campus 505 821–4800 8830 Stanford Boulevard, Clackamas, OR 97015-9986 505 821-5551 FAX Suite # 100 510 West Water Street 503 403-2900 Suite 150 Kirtland AFB Campus Columbia, MD 21045-5424 Hillsboro Campus Troy, OH 45373 Albuquerque, NM 87116 410 872-9001 937 332-7400 505 268-5383 410 536-5727 FAX 3600 SW John Olsen Place, 937 335-4367 FAX 505 254-9709 FAX Rockville Campus Bldg., #1 Hillsboro, OR 97124-5807 Wisconsin Campus 9601 Blackwell Road, Santa Fe Campus 503 495-1900 Suite # 100 13890 Bishops Drive, 2201 Miguel Chavez 503 629-8926 FAX Suite # 110 Santa Fe, NM 87501-6914 Rockville, MD 20850-3472 Utah Campuses Brookfield, WI 53005 505 984-2188 240 314-0511 262 785-0608 505 984-2365 FAX 240 314-0139 FAX 4393 South Riverboat Road, 262 785-0977 FAX Timonum Campus Suite # 250 Santa Teresa Campus Salt Lake City, UT84123 1954 Greenspring Drive, Central Region 1270 Country Club Road 801 905-4150 Suite # 100 Santa Teresa, NM 88008 801 268-1214 FAX Colorado Campuses 505 589-0116 Timonium, MD 21093-4111 Salt Lake City Campus 800 441-2981 505 589-1711 FAX 410 560-0055 410 560-134 FAX 5251 Green Street Colorado Campus Oklahoma Campuses Salt Lake City, UT 84123- 10004 Park Meadows Drive Massachusetts Campuses Oklahoma City Campus 4617 Lone Tree, CO 80124-5453 Boston Campus Broadway Executive Park 801 263–1444 303 694-9093 6501 North Broadway, 150 Grossman Drive, 801 269-9766 FAX 303 694-0911 FAX Suite # 207 Suite # 100 Ogden Campus Aurora Campus Oklahoma City, OK 73116- Braintree, MA 02184-4949 781 843-0844 2484 Washington Blvd., 3151 South Vaughn Way, 8246 Suite # 600 Suite # 100 405 842-8007 Pennsylvania Campuses Ogden, UT 84401-2319 Aurora, CO 80014-3517 405 841-3386 FAX Philadelphia Campus 801 393–3160 303 755–9090 Tulsa Campus 170 South Warner Road 801 394-2702 FAX 303 694-9496 FAX Suite # 200 Town Center Office Com- Provo Campus Turnpike Campus plex Malvern, PA 19355-1460 561 East 1860 South th 610 989-0880 8700 Turnpike Drive 10810 East 45 Street, #103 Provo, UT 84606-7312 Westminster, CO 80031 619 989-0881 FAX Tulsa, OK 74146-3818 801 373-6475 303 487-7155 Pittsburgh Campus 918 622-4877 801 373-8808 FAX 303 487-7161 FAX 918 622-4981 Penn Center West Four, Northglenn Campus Suite #100 10190 Bannock Street Pittsburgh, PA 15276-0101 Northglenn, CO 80260-6083 412 747-9000 303 755-9090 412 747-0676 FAX

A-193 University of Phoenix, 2001-2002

Salt Lake City Downtown Baymeadows Campus Puerto Rico Campuses Campus 8131 Baymeadows Circle Puerto Rico Campus 675 East 500 South, West #101 Carr, 177 KM2 (Los Filtros) Suite # 400 Jacksonville, FL 32256-1811 P.O. Box 3870 Salt Lake City, UT 84102- 904 636-6645 Guaynabo, PR 00970-3870 2818 904 443-7657 FAX 787 731-5400 801 579-0065 Jacksonville Campus 787 731-1510 FAX 801 579-0522 FAX 4500 Salisbury Road, 800 981-0688 Taylorsville Campus Suite # 200 Mayagüez Extension 4393 South Riverboat Road, Jacksonville, FL 32216-0959 Center Suite #100 904 636-6645 KM.3.2. Camino Pitillo Salt Lake City, UT 84123- 904 636-0998 FAX Sector Miradero Barrio 2527 Orlando Campus Sabanetas 801 268-1111 Mayagüez, PR 00680 2290 Lucien Way, Suite # 400 801 268-1924 FAX 787 834-2150 Maitland, FL, 32751-7057 787 265-2500 FAX Vancouver Campus 407 667-0555 4401 Still Creek Drive, 407 667-0560 FAX Online Region Suite # 200 Tampa Campus Burnaby, British Columbia Online Campus and 100 Tampa Oaks Blvd, V5C 6G9 Administrative Offices 604 205-6999 Suite # 200 3157 East Elwood Street Temple Terrace, FL 33637- 604 205-9049 FAX Phoenix, AZ 85034-7209 1920 Washington Campuses 602 387-7000 813 626-7911 602 387-6020 FAX 877 877-4867 813 630-9377 FAX 800 366–9699 South Center St. Petersburg/Clearwater 7100 Fort Dent Way, Campus International Campuses Suite #100 1901 Ulmerton Road, The Netherlands Campus Seattle, WA 98188-7500 Suite # 150 Rivium le straat 1 206 268-5800 Clearwater, FL 33762-2300 2909 LE Capelle a/d Ijssel 206 241-8848 FAX 727 561-9008 The Netherlands Bellevue Campus 727 592-9423 FAX 011 31 10 288-6344 13231 SE 36th Street #200 South Orlando Campus 011 21 10 288-6349 FAX Bellevue, WA 98006-1328 5750 N. Major Blvd., 206 268-5800 Suite # 300 425 373-0423 FAX Orlando, FL 32819-7946 407 345-8868 Mountlake Terrace Campus 407.352-2208 FAX 6100 219th Street SW, Louisiana Campuses Suite # 200 888 700-0867 Mountlake Terrace, WA One Galleria Boulevard, 98043-2282 Suite # 725 206 268-5800 Metairie, LA 70001-2082 425 670-3727 FAX 504 461-8852 504 464-0373 FAX Southeastern Region Baton Rouge Campus Florida Campuses 2431 South Acadian Thru- Ft. Lauderdale Campus way, Suite # 110 600 N. Pine Island Road, Baton Rouge, LA 70808-2375 Suite # 500 225 927-4443 Plantation, FL 33324-1393 225 927-9233 FAX 954 382-5303 954 382-5304 FAX

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