university-of-phoenix-and-amvets-increase-scholarship-commitment-for-2010

2016 ◽  
Keyword(s):  
University Of Phoenix

Writing a Dissertation - University of Phoenix Style

2010 ◽  
pp. 127-135 ◽  
Author(s):  
Norma J. Turner
Keyword(s):  
Growth And Development ◽  
Doctoral Program ◽  
Degree Program ◽  
Successful Completion ◽  
University Of Phoenix ◽  
The People ◽  
The University ◽  
Insight Into

This chapter presents an overview of the doctoral program at the School of Advanced Studies at the University of Phoenix. By providing the program and process involved in obtaining a doctorate at the University of Phoenix, both active and potential students would have knowledge about the general requirements and courses. They would also gain insight into the philosophy of the doctoral program and understanding of the program’s continual growth and development. This chapter includes information on the people and the processes, both internal and external to the University of Phoenix, involved in the successful completion of the degree program.

scholarly journals Erratum

AAOHN Journal ◽  
1996 ◽  
Vol 44 (5) ◽  
pp. 264-264
Keyword(s):  
Public Service ◽  
Medical Monitoring ◽  
University Of Phoenix ◽  
Correct Information

In the March 1996 issue (vol. 44, no. 3, pg. 141), the author information for Eileen Lukes, MS, RN, COHN, CCM was printed incorrectly. The correct information is as follows: Ms. Lukes is Coordinator for Medical Monitoring, Arizona Public Service Co. and nursing instructor, University of Phoenix, Phoenix, AZ. We regret the error.

scholarly journals Book Reviews

2013 ◽  
Vol 34 (3) ◽  
Author(s):  
Joann Kovacich
Keyword(s):  
Later Life ◽  
Transitions Of Care ◽  
Annual Review ◽  
Michigan State University ◽  
State University ◽  
University Of Pittsburgh ◽  
University Of Phoenix ◽  
Healthy Longevity ◽  
Concordia University

Annual Review of Gerontology and Geriatrics 2010-2013 Volume 30, 2010: Focus on Biobehavioral Perspectives on Health in Late Life (Keith E. Whitfield, ed.) Linda J. Keilman , Michigan State University Volume 31, 2011: Pathways Through the Transitions of Care for Older Adults. (Peggye Dilworth-Anderson and Mary H. Palmer, eds.) Rachel Sona Reed, The Pasadena Village Volume 32, 2012: Emerging Perspectives on Resilience in Adulthood and Later Life (Bert Hayslip Jr., Gregory Smith, eds.) Lydia K. Manning, Concordia University, Chicago Volume 33, 2013. Healthy Longevity: A Global Approach (Jean-Marie Robine, Carol Jagger, and Eileen M. Crimmins, eds.) Richard Zimmer, Sonoma State UniversityTranscending Dementia through the TTAP Method:  A New Psychology of Art, Brain, and Cognition (Linda Levine Madori) Jennifer A. Wagner, Bowling Green UniversityHandbook of Life-Span Development (Karen L. Fingerman, Cynthia A. Berg, Jacqui Smith & Toni C. Antonucci, eds.) Ruth N. Grendell, University of Phoenix/Point Loma Nazarene UniversityHealth, Illness, and Optimal Aging: Biological and Psychosocial Perspectives Second Edition. (Caolyn M. Aldwin and Diane Gilmer Fox) Elisha R. Oliver, University of OklahomaBy Himself: The Older Man’s Experience of Widowhood. (Deborah K. Van den Hoonaard) Lindsay L. Martin, Michael E. DeBakey VA Medical CenterThe Validation Breakthrough: Simple Techniques for Communicating with People with Alzheimer’s and Other Dementias. Third Edition (Naomi Feil and Vicki de Klerk-Rubin) Stacey L. Barnes, Marquette UniversityGrandma, a Thousand Times (Teta, Alf Marra) (Film) Philip Kao, University of Pittsburgh

scholarly journals Strategies To Win: Six-Steps For Creating Problem Statements In Doctoral Research

2011 ◽  
Vol 2 (11) ◽  
Author(s):  
Kimberly D. Blum ◽  
Amy E. Preiss
Keyword(s):  
Doctoral Students ◽  
Education Students ◽  
Problem Statement ◽  
Step Method ◽  
Teaching Online ◽  
University Of Phoenix ◽  
Face To Face ◽  
Know How ◽  
Doctoral Research ◽  
The University

The problem in a doctoral dissertation is the most critical component of the study. (Creswell, 2004; Simon & Francis, 2004; Sproull, 1995). The problem explains the rationale for the study, validates its importance, and determines the research design. Many students do not know how to write a problem statement despite its importance (Simon & Francis, 2004). Currently no systematic process exists to teach students how to write a problem statement. The problem is compounded for distance education students who do not have face-to-face instructor contact. This article will present a six-step method for teaching online doctoral students how to write a problem statement. The process is used at the University of Phoenix Online School of Advanced Studies (SAS).

A Model for Online Instruction and Faculty Assessment

2010 ◽  
pp. 10-21 ◽  
Author(s):  
Michael Thomas Shaw ◽  
Thomas M. Schmidt
Keyword(s):  
Course Development ◽  
Learning Materials ◽  
Faculty Assessment ◽  
Doctoral Level ◽  
University Of Phoenix ◽  
Course Materials ◽  
Electronic Collaboration ◽  
E Learning ◽  
On Line ◽  
The University

Differing methods of course development can lead to widely varying results. The University of Phoenix develops courses for both on-campus and on-line (e-learning) delivery, using electronic collaboration as well as in-person teamings. Course developers at the University rigorously measure feedback about course materials, and revise courses based on learners’ input. This paper describes a model for developing and delivering e-learning doctoral-level curricula based on current research and a learner needs analyses. Suggestions for further improvements and surprising results about the most effective method for deriving E-learning materials are explored.

Experimentation With Competency-Based Education at the University of Phoenix

2021 ◽  
pp. 277-298
Author(s):  
Ward Wesolowski
Keyword(s):  
Higher Education ◽  
Student Experience ◽  
Iterative Approach ◽  
Curriculum Policy ◽  
Faculty Roles ◽  
University Of Phoenix ◽  
Competency Based Education ◽  
Large Institution ◽  
Competency Based ◽  
The University

The author of this chapter, Ward Wesolowski, served as the Dean of Operations in the Center of Competency-Based Education (CBE) at the University of Phoenix. In this role, a substantial amount of experimentation was conducted to uncover insights relating to technology, faculty roles, curriculum, policy, and most importantly, the student experience in CBE. In an endeavor as complicated as creating CBE offerings at a large institution of higher education, there was only one thing that was certain: failure. At University of Phoenix, it was important to fail fast, learn, improve, and try again. This iterative approach allowed Ward and his team to quickly see what worked and what did not, so improvement efforts could be focused on the elements requiring the most attention. Valuable insights and recommendations are contained in this chapter for anyone aspiring to produce CBE offerings for students in higher education.

Benchmark Academy Study Ties Customer Experience to Emotional Branding

2018 ◽  
pp. 41-54
Author(s):  
Erik P. Bean
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Student Success ◽  
Educational Research ◽  
Customer Experience ◽  
Leadership Studies ◽  
Education Programs ◽  
Student Interactions ◽  
University Of Phoenix ◽  
Positive Effects

How do academies use customer experience (CX) leadership theory? How do they employ and measure it? How is emotional branding related to customer experience? No matter how rigorous higher education programs become, understanding the student and faculty customer experience can have many positive effects. Staff and faculty need to understand how to create meaningful student interactions leading to loyalty that can foster networking opportunities for student success throughout the school's prospective, current, and alumni network. A content analysis and brief survey was employed to examine a University of Phoenix research center Website iteration to define the customer personas of dissertation chairs, its largest customers who utilize the Center for Leadership Studies and Educational Research (CLSER) center for guidance to formulate research studies geared towards publication. These customers (known as affiliates) also were measured whether they believed that implicit promises made were kept, a necessity of purposeful CX strategy and that signifies the degree of emotional connection.

Advances in Online Education at For-Profit Colleges and Universities

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Jorge Klor de Alva
Keyword(s):  
Online Education ◽  
Close Association ◽  
Public Institutions ◽  
University Of Phoenix ◽  
Face To Face ◽  
Effective Learning ◽  
For Profit ◽  
Two Factors ◽  
Private And Public ◽  
The University

Online education has been associated closely with for-profit higher education since 1989, when the University of Phoenix began to offer degrees fully online. Since that time, this modality of education has expanded widely and is now in place or on the drawing boards of most of the nation’s private and public institutions. However, the very fact of its close association with the fast growing for-profit sector has long led a number of academics to question online education’s capacity to deliver quality instruction where effective learning can take place. The four articles in this issue should mark a turning point in this skepticism, not by showing that online education is “as good as or better” than face-to-face—a fact now too widely accepted to merit defense here—but by illuminating the path by which online education will ultimately make such skepticism more quaint than considered. Two factors help to ground this assertion.

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