DOCSLIB.ORG

2018 Catalog

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2018 Catalog 2017 - 2018 Catalog 1400 Penn Avenue www.artinstitutes.edu/pittsburgh Pittsburgh, PA 15222 1-877-532-9841 Publication Date: April 26, 2018 Table of Contents PRESIDENT’S WELCOME ............................................................................................................................................ 3 HISTORY ....................................................................................................................................................................... 4 MISSION ........................................................................................................................................................................ 4 LICENSING, ACCREDITATION AND MEMBERSHIPS ................................................................................................ 4 GENERAL EDUCATION ............................................................................................................................................ 120 FOUNDATIONS ......................................................................................................................................................... 125 COURSE DESCRIPTIONS ........................................................................................................................................ 127 FACULTY ................................................................................................................................................................... 201 ADMISSIONS INFORMATION .................................................................................................................................. 231 SCHOLARSHIPS ....................................................................................................................................................... 261 GENERAL INFORMATION ........................................................................................................................................ 268 2016-2017 ACADEMIC CALENDAR ......................................................................................................................... 279 POLICIES .................................................................................................................................................................. 281 See aiprograms.info for program duration, tuition, fees, and other costs, median debt, salary data, alumni success, and other important info. 1400 Penn Ave. Page 2 of 336 Pittsburgh, PA 15222 PRESIDENT’S WELCOME Dear Students, On behalf of The Art Institute of Pittsburgh, I am so pleased to welcome you into a college community with a distinctive history characterized by graduate success. We are looking forward to the inspired ideas and creativity you’ll bring to life here. When you arrive, you'll become part of something important. Something bigger than you can imagine and defined by the power of your imagination. As a student at The Art Institute of Pittsburgh, you'll find yourself immersed in a community of expressive problem- solvers who make a difference with inspired creativity. You are the reason we are here. Your success is our single motivation for advancements in curriculum, our quest for excellence and our investment in resources of every type. At The Art Institute of Pittsburgh, your investment in education is met with a strong sense of purpose. Here, you'll meet a team of inspired educators and experienced professionals ready to welcome, embrace and challenge you to reach new heights with innovative paths to successful learning. Now is the time to make it count. As you begin, take a moment to define your personal mission and ask yourself exactly what you want to achieve. I'll ask you to set high goals for yourself and plan to take advantage of everything our campus is prepared to offer: experienced, dedicated faculty; scholarship opportunities; access to industry-utilized technology; the support of dedicated career services professionals and a robust college life experience. Above all, enjoy this important time in your life during which you'll develop and discover the creative professional you are here to become. Welcome to The Art Institute of Pittsburgh. Sincerely, George W. Sebolt President 1400 Penn Ave. Page 3 of 336 Pittsburgh, PA 15222 HISTORY The Art Institute of Pittsburgh was founded in 1921 by Willis Shook in the city of Pittsburgh. The Art Institute of Pittsburgh is the flagship college for Education Management II LLC, which was formed in 1969. On January 19, 2018, The Art Institute of Pittsburgh was acquired by Dream Center Education Holdings (DCEH), a subsidiary of the Dream Center Foundation, a California 501(c)3 non-profit Foundation. The college prepares students for careers in design, media arts, fashion, and culinary industries. The college includes The Art Institute of Pittsburgh Online Division. MISSION Mission: To provide an education in design, media arts and culinary that prepares students for individual and professional success. Values: 1. We provide a distinctive, quality education 2. We value student success 3. We respect students, faculty and staff 4. We engage our communities 5. We support sustainable growth and strategic investment Vision: The Art Institute of Pittsburgh’s vision is to be America’s leader in creative arts education. Strategic Initiatives The Art Institute of Pittsburgh has adopted the following four initiatives to guide the institution: - Operational Effectiveness - Positive Growth - Academic Quality - Culture of Assessment The Art Institute of Pittsburgh seeks to provide an optimal learning experience for each of its students. To provide evidence of learning achievement in the classroom, students are required to participate in university level assessment activities (i.e. Educational Testing Service Proficiency Profile, Standardized Assessment of Information Literacy Skills, course embedded assessment and portfolios) on an ongoing basis throughout their academic studies. Current university level assessment activities are focused on general education learning outcomes (skills in the areas of mathematics, communications, critical thinking, etc.) in the undergraduate programs, in addition to the learning assessment, which takes place in each academic program. LICENSING, ACCREDITATION AND MEMBERSHIPS The Art Institute of Pittsburgh is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, Pennsylvania 19104. Telephone: (267) 284-5000. The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. The Art Institute of Pittsburgh is authorized by the Pennsylvania Department of Education to confer the Bachelor of Science degree, Associate of Science degree, and diplomas. The Department of Education can be reached by writing to the Commonwealth of Pennsylvania, Department of Education, Office of Postsecondary and Higher Education, 333 Market Street, Harrisburg, Pennsylvania 17126, or by telephone at (717) 783-6788. 1400 Penn Ave. Page 4 of 336 Pittsburgh, PA 15222 The Art Institute of Pittsburgh is licensed by the Alabama Commission on Higher Education, 100 North Union Street, Montgomery, Alabama 36104-4340. The Art Institute of Pittsburgh is licensed by the Alabama Community College System, 135 South Union Street, Montgomery, Alabama 36104-4340, 334-293-4500. The Art Institute of Pittsburgh programs are exempt from the Alaska Commission on Postsecondary Education authorization as an online or distance delivered program and the institution does not have a physical presence in the state. The exemption from authorization is a provision under 20 AAC 17.015(a)(5) The Art Institute of Pittsburgh has been granted certification of the following degree programs by distance technology: Bachelor of Science in Advertising, Bachelor of Science in Culinary Management, Bachelor of Science in Graphic Design, Bachelor of Science in Game Art and Design, the Bachelor of Science in Fashion and Retail Management, Bachelor of Science in Hotel and Restaurant Management, Bachelor of Science in Interior Design, Bachelor of Science in Media Arts & Animation, Bachelor of Science in Photography, and Bachelor of Science in Web Design & Interactive Media by the Arkansas Higher Education Coordinating Board. The Art Institute of Pittsburgh is authorized by the Arizona State Board for Private Postsecondary Education (17400 West Adams Street, Suite 3008, Phoenix, AZ 85007, 1.602.542.5709, https://ppse.az.gov/). The Art Institute of Pittsburgh is authorized by the Georgia Nonpublic Postsecondary Education Commission (2082 East Exchange Place, Suite 220, Tucker, GA 30084-4113, (770) 414-3300, http://gnpec.org/ . The Kansas Board of Regents has approved The Art Institute of Pittsburgh to operate in the State of Kansas. The Kansas Board of Regents may be contacted at the following address: Kansas Board of Regents. Private Postsecondary Education Division, 1000 SW Jackson St., Suite 520, Topeka, Kansas 66612-1368 Telephone: (785) 430-4240. The Art Institute of Pittsburgh is currently licensed by the Board of Regents of the State of Louisiana. Licenses are renewed by The State Board of Regents every two years. Licensed institutions have met minimal operational standards set forth by the state, but licensure does not constitute accreditation, guarantee the transferability of credit, nor signify that programs are certifiable by any professional agency or organization. The Art Institute
Load more

Recommended publications
  • Herbs with Vegetables
    Selected Nutrients in Certain Vegetables Cokium Vitamin A Ascorbic Calories mg. Value I.U. Acid mg. -------- --------------- 20 Calories or less Per Serving* Asparogus 18 19 790 23 Beans, snap green 15 31 340 8 Broccoli, spears 20 66 1,875 67 Cabbage, row 13 25 65 24 Cabbage, ,ooked 18 38 110 28 Carrots, l row 5:12" x 1" 20 18 5,500 4 Cauliflower 13 13 35 33 Celery 8 20 120 5 Cucumbers, 16-7V2' 1 x 211 8 9 Trace 6 Endive, 2 oz. 10 46 1,870 6 Lettuce, Boston type, %-4" head 8 19 532 4 lettuce, lcel.,o:g, \1'-4%" heod 15 23 375 7 Pepper, greE'n 1 15 6 260 79 R<Jdishes, 4 5 12 Trace 10 Spinach, cooked 20 84 7,290 25 Sprouts, Mung beon 15 8 10 9 Squ<Jsh, summN 15 26 410 10 Turnips, cooked 17 27 Trace 17 21 to 65 Calories Per Serving* Beets, diced 25 12 20 5 llrus,e! sprouts 23 21 340 57 Carrots, cooked 23 24 7,610 4 Onions 30 25 40 7 Peas, green 58 19 430 17 Pumpkio 38 30 7,295 6 S0uerkra11l 23 43 60 17 Squash, winter 65 26 4,305 13 Tomato, one 5 o:i:. 35 20 1,350 34 Tomato juice, conned 25 8 1,090 20 Other Vegetables* Beans, Imm immature 90 38 225 14 Corn es 5 345 6 Potolo, baked, on!!' 5 oz. 90 9 Trace 20 Potato, French fried, 10 pieces 155 9 Troce 12 Potato, mashed {milk and butter) 93 2~ 165 9 Sweet potato, baked, one 155 44 8,910 24 Swee! potolo, condied 295 65 l l,030 17 Swe~ potato, conned 117 27 8,500 15 S..an,~, Mature Ory Common vori;;,ties-red, i::onned 115 37 Trace Common vorieties-<:anned/tomoto $auce 160 70 80 3 Limo, cooked 130 28 Trace Trace Peas, spt,t, cooked 145 14 50 * V2 cup serving unless otherwise indicated.
    [Show full text]
  • DOCUMENT RESUME Foods
    DOCUMENT RESUME ED 410 466 CE 074 662 TITLE Foods: Guide to Standards and Implementation. Career & Technology Studies. INSTITUTION Alberta Dept. of Education, Edmonton. Curriculum Standards Branch. ISBN ISBN-0-7732-5283-5 PUB DATE 1997-00-00 NOTE 475p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Career Development; *Competency Based Education; *Cooking Instruction; Curriculum Guides; *Food Service; *Foods Instruction; Foreign Countries; Learning Modules; Secondary Education; Standards; Teaching Methods IDENTIFIERS Alberta ABSTRACT With this curriculum guide, teachers can assist secondary students in Alberta (Canada) in meeting the following objectives: develop skills that can be applied in their daily lives, refine career planning skills, develop technology-related skills in food preparation and service, enhance employability skills, and apply and reinforce learning from other subject areas. The curriculum is organized is strands and modules. This guide for the food service strand contains 37 modules that define what a student is expected to know and be able to do. The guide is organized into the following sections:(1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies;(2) strand rationale, philosophy, and organization;(3) planning for instruction for career and technology and foods courses;(4) curriculum and assessment standards for introductory foods competencies;(5) curriculum and assessment standards for intermediate foods competencies;(6) curriculum and assessment standards for advanced foods competencies;(7) assessment tools;(8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guide. (KC) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.
    [Show full text]
  • Winter Vegetable Cookery Mary A
    South Dakota State University Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange Cooperative Extension Circulars: 1917-1950 SDSU Extension 9-1926 Winter Vegetable Cookery Mary A. Dolve Follow this and additional works at: http://openprairie.sdstate.edu/extension_circ Recommended Citation Dolve, Mary A., "Winter Vegetable Cookery" (1926). Cooperative Extension Circulars: 1917-1950. Paper 249. http://openprairie.sdstate.edu/extension_circ/249 This Circular is brought to you for free and open access by the SDSU Extension at Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. It has been accepted for inclusion in Cooperative Extension Circulars: 1917-1950 by an authorized administrator of Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. For more information, please contact [email protected]. JCT l 9 1926 E VICE R Extension Circular 250 SeptembeJ.', 1926 Winter Vegetahle Cookery MARY A. DOLVE Specialist in Food and Nutrition EAT and SERVE more vegetables. EAT and SERVE 'hem every day because they are rich in mineral matter, which the body must have to build and r Epair bones, teeth and other tissues and to keep it in good running order. They also contain vitamins necessary for health and normal growth and development of the body. Because of their bulk, vegetables also help to prevent con­ stipation. A variety of vegetables is available to the South Dakota home­ makers during the winter if they will but look ahead for theni. The garden should be planned with the idea of storing and canning vege­ tables for winter use. The farm homemaker can well keep in mind that when she is canning, she is saving for herself the wages of those who can, transport and sell the products she would otherwise buy.
    [Show full text]
  • BEFORE the FEDERAL TRADE COMMISSION Washington, DC 20580
    BEFORE THE FEDERAL TRADE COMMISSION Washington, DC 20580 In the Matter of ) ) QuinStreet, Inc. and Reach Network, Inc. ) ) ) ) Complaint, Request for Investigation, Injunction, and Other Relief Submitted by Veterans Education Success Pursuant to the Commission’s Rules, 16 C.F.R. § 2.2, Veterans Education Success respectfully requests that the Commission institute an investigation of businesses that operate unfair and deceptive lead generator websites in violation of Section 5(a) of the Federal Trade Commission Act, 15 U.S.C. § 45(a). The unfair and deceptive practices at issue are those of QuinStreet, Inc., Reach Network, Inc., and their partner schools. These businesses operate websites that engage in unfair and deceptive lead generation practices, promote predatory colleges, and target veterans and servicemembers. I. Complaining Party: Veterans Education Success Veterans Education Success, located at 1250 H St NW, Washington, DC 20005, email [email protected], and phone number (202) 838-5050, is a non-profit organization that works to advance higher education success for all military-affiliated students and provides free counseling and legal assistance to students using their GI Bill and military benefits. II. Deceptive Lead Generators A. QuinStreet, Inc. QuinStreet is a publicly traded marketing firm1 that uses advertising strategies to promote clients over the internet. It was founded by Doug Valenti.2 QuinStreet maintains its headquarters in Foster City, CA.3 Its career page also features employment positions in Bend, OR; Charlotte, NC; New York, NY; Sao Paulo, Brazil; and Pune, India.4 1 QuinStreet, Inc., Common Stock (QNST) Quote & Summary Data, NASDAQ, https://www.nasdaq.com/symbol/qnst (last visited Oct.
    [Show full text]
  • The Dissertation Guidebook
    The Dissertation Guidebook The Dissertation Guidebook www.WaldenU.edu THE DISSERTATION GUIDEBOOK Revised September 2010 Walden University Academic Offices 155 Fifth Avenue South, Suite 100 Minneapolis, MN 55401 1-800-WALDENU (1-800-925-3368) Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org; 1-312-263-0456. © 2010 Walden University, LLC TABLE OF CONTENTS Introduction ................................................................................................................................... 1 The Walden Dissertation Statement .......................................................................................................... 1 How This Guidebook Is Organized........................................................................................................... 2 Part 1. The Dissertation Process .................................................................................................. 3 Process Overview ...................................................................................................................................... 3 Nominating the Dissertation Supervisory Committee .............................................................................. 4 Registering for Dissertation Credits .......................................................................................................... 4 Completing the Prospectus .......................................................................................................................
    [Show full text]
  • The Art Institutes Effective from September 6, 2018 to September 1, 2023
    DEVRY UNIVERSITY TRANSFER GUIDE 866-338-7973 Transfer credits from The Art Institutes Effective from September 6, 2018 to September 1, 2023 DeVry University has developed this Degree Program Transfer Guide to assist students transferring from the Art Institutes to DeVry. This guide doesn’t represent all courses required for DeVry programs; rather, it provides a list of courses that, when completed at the Art Institutes may transfer to DeVry. For a complete list of course requirements in each DeVry program, please see the Academic Catalog. This guide is based on a review of the Art Institutes courses by DeVry as of 9/06/18 and is subject to review and modification at any time and without prior notice. Limitations and restrictions may apply. Programs included in this guide are: Bachelor’s Programs Certificate Program Business Administration Management Website Design Communications Multimedia Design & Development Computer Information Systems Technical Management Process Applicants seeking to transfer credit must: 1. Request a formal credit evaluation prior to beginning the first class at DeVry University; and 2. Provide to DeVry an official transcript from the institution where the credit was earned. Please see a DeVry University admissions representative to request a transfer credit evaluation. Transfer credit is considered on an individual basis and awarded only upon receipt of an official transcript. Limitations and Restrictions Admission and transfer credit applicability are subject but not limited to DeVry University's admission requirements, program requirements, and academic policies, including but not limited to the external transfer credit policy. Additional state-specific requirements for transfer credit acceptance may apply.
    [Show full text]
  • Private Equity's Failing Grade AFR PESP 031618
    Private equity’s failing grade Private equity investment in for-profit colleges For more than a decade, private equity firms have helped drive growth in the for-profit college industry in the United States, acquiring and helping to grow chains including the Art Institutes, Argosy University, Walden University, the University of Phoenix, and Ashford University. In acquiring and investing in for-profit colleges, private equity firms have turned to their regular playbook of buying companies and layering on debt, but in this case, it is the largely the federal government that provides the debt and students, especially low-income students of color, who end up with that debt, often without having received an education that prepares them for a job. While the for-profit college industry has faltered in recent years, private equity has continued to make investments, notably Apollo Global Management’s acquisition of University of Phoenix owner Apollo Education Photo: Ryan McKnight (CC BY-SA 2.0) in early 2017. As the Trump administration rolls back the greater regulatory scrutiny the for-profit college industry has faced during the last several years, it is private equity that stands to benefit the most, posing continuing dangers to students, taxpayers, and the integrity of the federal financial aid system. Private equity firms that have invested in for profit colleges include: - Apollo Global Management (Apollo Education/ University of Phoenix) - KKR (Laureate Education/ Walden University, EDMC/ Art Institutes and Argosy University) - Goldman Sachs and Providence Equity (EDMC/ Art Institutes and Argosy University) - Warburg Pincus (Bridgepointe Education/ Ashford University) - Willis Stein & Partners, Landmark Partners and Vision Capital (Education Corp of America/ Brightwood College and Virginia College) - JLL Partners (Education Affiliates/ All-Star Career College and Fortis College) - TA Associates (Full Sail University and Vatterott Educational Centers) - Quad Partners (Blue Cliff College) A more comprehensive list is at the end of this report.
    [Show full text]
  • Andover-1913.Pdf (7.550Mb)
    TOWN OF ANDOVER ANNUAL REPORT OF THE Receipts and Expenditures ««II1IUUUI«SV FOR THE FISCAL YEAR ENDING JANUARY 13, 1913 ANDOVER, MASS. THE ANDOVER PRESS *9 J 3 CONTENTS Almshouse Expenses, 7i Memorial Day, 58 Personal Property at, 7i Memorial Hall Trustees' Relief of, out 74 Report, 57, 121 Repairs on, 7i Miscellaneous, 66 Superintendent's Report, 75 Moth Suppression, 64 Animal Inspector, 86 Notes Given, Appropriations, 1912, 17 58 Art Gallery, 146 Notes Paid, 59 Assessors' Report 76 Overseers of Poor, 69 Assets, 93 Park Commissioner, 56 Auditor's Report, 105 Park Commissioners' Report 81 Board of Health, 65 Playstead, 55 Board of Public Works, Appen dix, Police, 53, 79 Sewer Maintenance, 63 Sewer Sinking Funds, 63 Printing and Stationery, 55 Water Maintenance, 62 Punchard Free School, Report Water Construction, 63 of Trustees, 101 Water Sinking Funds, 63 Repairs on old B. V. School, 68 Bonds, Redemption of, 62 Schedule of Town Property, 82 Collector's Account, 89 Schoolhouses, 29 Cornell Fund, 88 Schools, 23 County Tax, 56 School Books and Supplies, 3i Daughters of Revolution 68 Dog Tax 56 Selectmen's Report, 23 Dump, care of 58 Sidewalks, 42 Earnings Town Horses, 48 Soldiers' Relief, 74 Elm Square Improvements, 43 Snow, Removal of, 43 Fire Department, 51 77 Spring Grove Cemetery, 57, 87 Haggett's Pond Land, 68 State Aid, 74 Hay Scales, 58 State Tax, 55 Highways and Bridges, 33 Street Lighting, 50 Highway Surveyor, 46 Street List, 109 Horses and Drivers, 4i Town House, 54 Insurance, 63 Town Meeting, 7 Interest on Notes and Funds, 59 Town Officers, Liabilities, ior 4, 49 Town Warrant, 117 Librarian's Report, 125 Account, Macadam, 35 Treasurer's 93 Andover Street, 37 Tree Warden, 50 Salem Street, 39 Report, 85 TOWN OFFICERS, 1912 Selectmen, Assessors and Overseers of the Poor HARRY M.
    [Show full text]
  • 2005-2006 Capella University Catalog
    • Catalog Cover.05-06 4/15/05 5:26 PM Page 2 2005 - 2006 UNIVERSITY CATALOG Volume 05-06, No. 1 • July 2005 • Catalog 05.v1.4-6 4/15/05 5:05 PM Page 1 2005 University Catalog Volume 05-06, No. 1 July 2005 Undergraduate and Graduate Programs School of Undergraduate Studies School of Business and Technology School of Education School of Human Services Harold Abel School of Psychology 225 South Sixth Street Ninth Floor Minneapolis, Minnesota 55402 TOLL-FREE 1-888-CAPELLA (227-3552) FAX 612-977-5060 www.capella.edu © 2005 Capella University. All rights reserved. 2 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu Welcome to Capella University . .5 Petition for Credit for Table of Contents About Capella University . .6 Undergraduate Learners . .20 Mission Statement . .6 Petition for Credit for Graduate Learners 20 Educational Philosophy . .6 Description of Credit Awarded . .20 University History . .6 Disability Accommodation . .21 Affirmative Action . .6 Discrimination, Harassment, and Assault . .21 Ownership of University . .6 Dismissal from the University Policy . 21 Institutional Accreditations . .6 Dissertation Publishing . .22 General Overview . .7 Drug and Alcohol Policy . .22 Academic Program Options . .7 Grading Policies . .22 Course Formats . .7 Grading Academic Residencies . .7 Repeating Courses Capella's Commitment to Appealing a Grade Learner Success . .7 Grade Value Summary Learner Services . .7 Graduation Requirement and Computer Requirements . .9 Commencement . .25 Undergraduate Academic Honors Admissions Policies . .10 Application to Graduate Admissions Requirements . .10 Application to Receive Certificate Admissions Components . .11 Commencement Admissions Decisions . .11 Intellectual Property . .25 Offer of Admission Interlibrary Loan . .26 Full Admission Overdue Books Conditional Admission Book Recalls Denial of Admission Learner Code of Conduct .
    [Show full text]
  • Dissertation Completion: Higher Education's Invisible Problem
    Journal of Educational Research and Practice 2017, Volume 7, Issue 1, Pages 74–90 ©Walden University, LLC, Minneapolis, MN DOI:10.5590/JERAP.2017.07.1.06 Dissertation Completion: No Longer Higher Education’s Invisible Problem Sarah M. Marshall Central Michigan University Barbara Klocko Central Michigan University Jillian Davidson Central Michigan University Researchers agree that one in two doctoral students will not complete their degree, but there is little agreement on how to support and encourage these students in their scholarship. A qualitative inquiry was used to examine the reasons for delayed or expedited dissertation completion by doctoral students in an educational leadership program at a Midwestern university. Identified challenges of the dissertation process included imposter syndrome, writing anxiety, and overall productivity. Also identified were supports for the dissertation process, including the cohort model and strong mentorship. Findings indicated that doctoral candidates were highly influenced by personal or environmental factors and the perceived value of institutional support. Additionally, once delayed completers overcame their barriers and engaged in the dissertation process, their behaviors and strategies mirrored expedited completers. Keywords: dissertation, dissertation barriers, dissertation completion strategies, imposter syndrome, writing anxiety Introduction Students who quietly walk away from doctoral programs, burdened with guilt, embarrassment, and accumulated debt, were once considered higher education’s “invisible problem” (Lovitts, 2001, p. 4). Cassuto (2013) claimed that this attrition may have been concealed by graduate schools because it suggested institutional as well as individual failure. Programs and universities are now seeking viable strategies to address this problem with full transparency (Grasso, Barry, & Valentine, 2009). The future of higher education institutions may be dependent upon moving doctoral students to completion more successfully.
    [Show full text]
  • CATALOG Catalog 2016 – 2017 Effective Date: October 3, 2016
    CATALOG Catalog 2016 – 2017 Effective Date: October 3, 2016 8208 Melrose Drive, Lenexa, KS 66214 Page 1 of 150 Table of Contents INTRODUCTION ..........................................................................................................................................................................3 WELCOME TO THE ART INSTITUTES INTERNATIONAL – KANSAS CITY ................................................................ 4 ABOUT THE ART INSTITUTES INTERNATIONAL – KANSAS CITY ............................................................................. 5 PROGRAMS OF STUDY ..............................................................................................................................................................7 ASSOCIATE OF APPLIED SCIENCE DEGREE PROGRAMS ............................................................................................... 9 BACHELOR OF ARTS DEGREE PROGRAMS ..................................................................................................................... 13 COURSE DESCRIPTIONS ........................................................................................................................................................ 34 GENERAL INFORMATION ..................................................................................................................................................... 67 TRANSFER CREDIT ................................................................................................................................................................
    [Show full text]
  • Doctoral Studies
    Faculty Credentials College of Doctoral Studies This list represents all current University of Phoenix® College of Doctoral Studies faculty members who have taught at least one credit-bearing course as the primary faculty member in a degree and/or certificate program between October 1, 2018 and September 30, 2019. Next to each instructor’s name is the year he or she began teaching for University of Phoenix and the highest academic degree earned. Full Name Year First Taught Degree(s) Akintunde, Olufemi 2009 Doctor Of Business Administration, Argosy University - Sarasota Akojie, Patricia A 2004 Doctor Of Philosophy, University Of Kentucky Algaze, Louis J 2004 Doctor Of Philosophy, University Of Miami Allen, Heather 2012 Doctor Of Philosophy, The University Of Georgia Alston, Judy 2016 Doctor Of Education, The Pennsylvania State University Amankwaa, Linda 2005 Doctor Of Philosophy, Georgia State University Amason, Robert F 2000 Doctor Of Philosophy, University Of Florida Anastasia, Christina M 2009 Doctor Of Philosophy, Capella University Anderson, Cheryl L 2007 Doctor Of Philosophy, Walden University Anderson, Darnell 2008 Doctor Of Philosophy, Wayne State University Anderson, Mark A 2009 Doctor Of Education, Nova Southeastern University Andreescu, Dorin 2010 Doctor Of Management, Lawrence Technological University Appunn, Frank D 2009 Doctor Of Philosophy, Capella University Archer-Banks, Diane 2015 Doctor Of Philosophy, University Of Florida Arduengo, Nancy 2002 Doctor Of Philosophy, Fielding Graduate University Aucoin, Julia W 2011 Doctor Of Nursing Science, Louisiana State University Health Sciences Center Avella, John 2006 Doctor Of Education, Nova Southeastern University Bachand, Jeanie 2006 Doctor Of Education, Johnson And Wales University Badal, Alen 2016 Doctor Of Philosophy, Union Institute And University Bagdady-Asal, Hoda 2005 Doctor Of Philosophy, Walden University Bailey, Liston W 2009 Doctor Of Philosophy, Capella University Bailey, Nancy 2006 Doctor Of Philosophy, University Of Wyoming ©2019 University of Phoenix, Inc.
    [Show full text]