We were coming back from the Yakov Smirnoff show, where the star himself signed our special t-shirts. The Food Channel crew pounced on us at the Cold Stone Creamery and interviewed us about why we like ice cream.
Friday, August 15, 2008
Cold Stone Creamery, Branson, Missouri
Wednesday, August 6, 2008
History of Grand Canyon University
A Death and a Dream: The Canyon Story
The Grand Canyon University story began in the 1920s with the demise of a small Baptist college, Montezuma College, in New Mexico. Two or three students and faculty of that school, consecrated there to the cause of Christian education, cached away a dream of one day building another school for the glory of God. The dream resurfaced in the mid 1940s in a business meeting of Arizona Southern Baptists in Casa Grande, Arizona. Pastor L. D. White of Calvary Baptist Church plunked a shiny silver dollar on a wooden table at the front of the room and proffered its value as the first donation toward a Baptist college in Arizona. Dozens of others followed, including a widow with a jar of pennies and a Montezuma alumnus who wrote a hundred dollar check. Enthusiasm seized everyone—everyone except Dr. Willis J. Ray.
Dr. Ray, a pastor and executive secretary of the fledgling Arizona Southern Baptist Convention, thought his fellow Baptists were getting in over their heads. Asked to take up the offering, he politely declined. Events over the next few years nearly proved him right. Enthusiasm for the project waned, as problems, setbacks, debts, and discouragements accumulated. Everyone gave up on the hope of the Baptist college—everyone except Dr. Willis J. Ray. His faith crystallized even as others’ dissipated, a fact the first board of trustees began to appreciate. Eventually, they asked Dr. Ray to serve as the little college’s first president. A Montezuma alumnus, Vernon Shipp, became the first chairman of the board of trustees. Another, Dr. Roland Beck, became its first professor. And so, Grand Canyon College came into existence.
In 1949, classrooms opened to 93 students in Prescott, Arizona. Two years of financial drought followed, spelled by occasional showers of generosity and the steady, sturdy growth of academic excellence and an athletic reputation. On October 8, 1951, Grand Canyon College relocated to the present campus in Phoenix. A handful of faithful pioneers—Roland Beck in education, Betty Beck in English, Niles Puckett and D. C. Martin in religion, H. E. TenHarkle and Grace Weller in music, Shihj-Ming Wang in mathematics, Clarice Maben in history, and David and Mildred Brazell in athletics—left their respective chances for prosperity to build the tiny college into a beacon of Christian education.
Their work paid off with the announcement of regional accreditation by the North Central Association in 1968. National championships began to accrue in basketball, baseball, and women’s tennis. With the 1980s, the academic program expanded into colleges of education, nursing, business, performing arts, and arts and sciences. Masters programs were developed in education, and shortly thereafter, in business.
The 1980s also witnessed an expansion of “Canyon’s” guiding theme. “Spiritual Emphasis” weekly sermons by the Reverend Tom Wolf of Los Angeles fired the spirit and seized the imagination of Grand Canyon’s faculty, staff, and students in 1982. Wolf proposed that all Christians are commissioned to missions and missions’ support and that the college was uniquely positioned to address that commission. He argued that mission work should increasingly depend not solely on evangelists but also on laymen, who give witness while cultivating their secular professions in the international marketplace. These ideas became part of a new global emphasis at Grand Canyon University.
GCU Website
Grand Canyon University - Four Pillars
Academic Advancement
Our demanding curriculum will empower you to stretch your intellectual capacity and gain vital knowledge and critical thinking skills that will be at your command throughout your life and career. Go for it!
Christian Camaraderie
GCU is much more than classroom learning and competitive sports! You’ll immediately make new friends who become your lifelong “brothers and sisters in Christ.” And you’ll participate with them in serving your fellow students and the surrounding community. Serving Christ is not a Job…it’s an Adventure!
Extracurricular Excellence
If participating in sports makes your heart pound, we’ll give you the playing field! We offer a broad range of intramural as well as intercollegiate opportunities. Who knows, you could be our 13th GCU baseball star to play for a Major League Baseball team!
Wellness & Well-Being
Get healthy, stay healthy! If that’s your personal goal, you’ll achieve it at GCU! Work out in our fully equipped fitness center, or take advantage of our tennis and basketball courts. Our state-of-the-art health care center gives nursing and athletic training majors the perfect place to develop their care-giving skills, too.
Apollo Group Names New CEO
From BizJournal:
Apollo Group names Charles Edelstein CEO
July 7, 2008 5:42 PM ET advertisement
Stocks mentioned in this article: Apollo Group Inc (APOL).
Apollo Group Inc. Monday announced it has appointed Charles B. Edelstein as CEO and member of the board of directors, effective Aug. 26.
John G. Sperling, founder of Phoenix-based Apollo Group (NASDAQ: APOL), continues to act as executive chairman of the board.
The move comes two weeks after Brian Mueller resigned as president and director of Apollo to take over as CEO of Grand Canyon University, which is in the process of going public.
Edelstein, 48, joins Apollo from Credit Suisse, where he served as a managing director and headed the global services group within the investment banking division as well as its Chicago investment banking office. Edelstein founded and oversaw Credit Suisse's advisory practice in the education industry, where he served as adviser to many of the largest education companies, including Apollo Group.
Edelstein sits on the Chicago board of directors for both Teach for America and Junior Achievement.
Apollo stock concluded Monday's trading at $55.23 per share, a gain of 5 cents on the day. The stock had been trading in the $54 range at midafternoon, but rallied in the final hour to hit $56 per share before a final retreat to the closing price.
Its 52-week range is from $37.92 to $81.68.
Apollo Group is a Phoenix-based provider of higher education focusing on working adults. Its subsidiaries include the University of Phoenix and Western International University.
Bio from Milliken Institute:
Managing Director, Global Head, Global Services Group, Credit Suisse First Boston LLC
Charles (Chas) Edelstein is a Managing Director of Credit Suisse First Boston, Head of its Global Services Group and Head of its Chicago office. Since joining CSFB in 1987, Edelstein has worked on a wide range of transactions including debt and equity capital markets executions, merger and acquisitions advisory work, corporate finance advisory work and a variety of other investment banking services. He has advised many of the CSFB’s most important clients including Apollo, BP Amoco, Career Education, Corinthian Colleges, DeVry, Ford Motor Company, and S.C. Johnson. In addition to his managerial responsibilities, Edelstein founded and oversees CSFB’s leading advisory practice in the Education industry. He also sits on CSFB’s GIS Management Committee. Edelstein’s previous experience includes three years as a management consultant with Price Waterhouse (now PriceWaterhouseCoopers). Edelstein earned his B.A. with highest distinction at the University of Illinois and his CPA from the State of Illinois. He also earned his MBA from the Harvard Business School, where he graduated as a Baker Scholar with high distinction.
He gave $1,000 to Obama for America.
University of Phoenix and CIW Certification
From Business Wire:
University of Phoenix to Offer Certified Internet Webmaster Program
Business Wire, Nov 1, 2000 E-mail Print Link Business Editors
PHOENIX--(BUSINESS WIRE)--Nov. 1, 2000
Apollo Group, Inc. (Nasdaq:APOL) announced today that its wholly-owned subsidiary, the University of Phoenix, will begin offering Certified Internet Webmaster (CIW) certification courses from ProsoftTraining.com (Nasdaq:POSO). The courses will be available at select campuses beginning in January 2001.
"Today's announcement means that a large share of our students will now have access to CIW, the de facto standard in Internet certification," commented Dr. John G. Sperling, chairman and CEO of Apollo Group. "The principles upon which CIW is based, namely certification defined by industry-accepted job roles and vendor-neutrality, are well-matched with the principles of the University of Phoenix."
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Five Ways To Successfully Negotiate A Salary The University of Phoenix will carry the CIW curriculum as a subset of its larger IT degree programs, enabling its students to graduate with at least two industry-accepted credentials.
"We are obviously excited to have the University of Phoenix adopt our CIW program," remarked Jerry Baird, CEO of ProsoftTraining.com. "The Apollo Group subsidiaries comprise the largest private institution of higher education in the United States. They have been accredited by the North Central Association of Colleges and Schools since 1978 and are innovative in meeting their students' needs. Their successful expansion into online learning and new campuses proves they have a winning formula."
Through the agreement, University of Phoenix students will have the ability to work toward certifications in website administration, programming or design, while achieving their bachelor's degree.
"The CIW program addresses real problems that our working students face every day," said Sperling. "The better prepared they are, the better they become to their employers."
Apollo Group, Inc. has been providing higher education programs to working adults for over 25 years. Apollo Group, Inc., operates through its subsidiaries the University of Phoenix, Inc., the Institute for Professional Development, the College for Financial Planning Institutes Corporation, Western International University, Inc. and Apollo Learning Group, Inc. The consolidated enrollment in its educational programs makes it the largest private institution of higher education in the United States. It offers educational programs and services at 54 campuses and 96 learning centers in 35 states, Puerto Rico and Vancouver, British Columbia. Combined degree enrollment was 100,900 students as of August 31, 2000. For more information about Apollo Group, Inc. and its subsidiaries, call 800/990-APOL or visit Apollo on the World Wide Web at http://www.apollogrp.edu.
About CIW
CIW is the industry-leading certification program for Internet professionals. CIW defines the critical job roles and associated skills required to deploy today's e-business solutions. The industry-validated job role designations provide a "road map" that helps individuals and companies prepare Internet professionals to develop and deploy e-business technologies. The vendor-neutral program gives participants exposure to the leading technologies in numerous subject areas. After mastering the basic concepts in the CIW Foundations series, students are prepared to pursue CIW Professional certification in job role areas such as Site Designer, e-Commerce, Application Developer, Enterprise Developer, Server Administrator, Internetworking Professional or Security Professional. Students can focus on specific job roles, or pursue the new master-level certification tracks--Master CIW Administrator, Master CIW Enterprise Developer and Master CIW Designer. Over 10,000 professionals have certified their credentials through the CIW program.
About ProsoftTraining.com
ProsoftTraining.com is a supplier of computer training content solutions for end-user and technical training. The company's ComputerPrep brand includes content for areas such as Internet, Linux, CompTIA, Cisco, Microsoft, Oracle and telecom professionals. Prosoft offers Internet certification through its industry-leading CIW certification program, creating and certifying the skills that today's e-business workforce needs to support the growth of B2B and B2C applications. The industry-validated job role designations defined in the CIW program provide a "road map" that helps individuals and companies prepare Internet professionals to develop and deploy e-business technologies. The vendor-neutral program gives participants exposure to the leading technologies in numerous subject areas. ProsoftTraining.com's Internet certification programs have the endorsement of the Association of Internet Professionals and the International Webmasters Association. Certification testing is available through the Prometric and VUE testing networks. Learn more about CIW at www.CIWcertified.com and about Prosoft and its other programs at www.ProsoftTraining.com and www.computerPREP.com.
COPYRIGHT 2000 Business Wire
COPYRIGHT 2008 Gale, Cengage Learning
Website Guides to Online Education
Get Educated has a degree mill essay, about warning signals that a school is fraudulent.
Earn My Degree
State University lists and ranks state schools and online schools.
University of Illinois Online.
Harvard University Distance Education
Online Prowler about Yale University - written by students.
Online Law Schools - from About.com
Walden University Review
From University Reviews Online:
An Unbiased Review of Walden University
Walden University offers programs designed for working students based on the scholar-practitioner model, which stresses the mastery of both scholarly research and professional skills. The school also upholds the value of positive social change and aims to produce graduates who will make meaningful contributions to their communities.
Pros:
Walden University has 58 campuses around the world plus an online school, making it easier for students from different countries to take advantage of its resources.
Walden is part of the Laureate International Universities Network, giving students access to graduate residencies in Spain, Chile and England, as well as access to a global career center and global mentorship program.
Though Walden is a school for working professionals, it strives to maintain a balance by emphasizing the importance of academic scholarship, not just career preparation.
Cons:
Because there are so many students enrolled at Walden all over the world, some may find that the school lacks a the unified structure of traditional universities.
Walden University offers a limited number of degree programs, especially undergraduate programs.
Fact Sheet:
There are over 270,000 students enrolled at Walden University's 58 campuses and online.
Walden is accredited by the The Higher Learning Commission and a member of the North Central Association, plus several other professional councils and organizations.
Undergraduate and/or graduate degrees are offered in areas like education, child development, psychology, business administration, information systems management, nursing, public health and others.
Walden University's Conference on Social Change attracts over 1,000 social change leaders from around the country to discuss sustainability, globalization, war and peace, and other topics.
Student Life
Walden features many university services, including undergraduate tutoring, career services, a research center, a writing center, library, academic advising, and benefits and support for international students and military students. The Student Support Team guides online students through student orientation, tech support, finding resources and maneuvering around the online campus.
Tuition
Tuition at Walden varies by college and level of each program. Tuition for education programs ranges from $220 per quarter credit hour to $695 per semester hour, for example.
Review of DeVry University
From University Reviews Online:
DeVry University Online Review
Devry University is one of the oldest and most widely recognized online universities. The following is a review of DeVry, including its pros and cons, and what sets it apart from other online universities.
With its roots dating back to 1931, Devry University is the oldest of the online universities. Like the best of its competitors, DeVry is fully accredited and offers an excellent reputation. Unlike many of its competitors, however, Devry University offers students over 70 physical locations where, in addition to their online studies, they can take classes.
What makes DeVry University different
The greatest difference between DeVry and its online competitors is simply the fact that it began as a brick and mortar university and remains one today. Meaning, that DeVry students have the unique opportunity to choose to take courses online or opt to take some in live physical classrooms. Because of its
dual nature, DeVry is able to offer students a wider range of classes and majors than most of its competitors. On that same vein, because the university has so many physical locations, the school is uniquely able to provide many students with employment as they proceed through their education. While some students have complained that the pay, $6.50 to $10.00, is not excellent, the fact that this opportunity does not exist at all with other schools is important to keep in mind.
Unlike many of its online competitors, most students are quite satisfied with the quality of their education. But because the university has been around for so long, some students claim that the classes are formulaic. By this they mean that classes are often so detailed and outlined that neither students nor professors feel they can deviate from the lesson plan and indulge their creative impulses. Another of the commonly reported deficiencies of DeVry is the fact that employers often discount their degree as compared to brick and mortar University degrees. That is not to say that it does not translate into job opportunities, but rather that some students have found that their degree does not open the same doors a brick and mortar university degree would. As far as actual employment is concerned, however, it is hard to argue with the university's statistic that 90% of graduates are employed within 6 months of graduation.
DeVry University in a nutshell
Pros: Offers both online and brick and mortar classes at over 70 locations. Excellent teaching quality relative to competitors. Good in-school employment program. Wider variety of classes and degrees than most competitors.
Cons: Classes often feel formulaic and restrictive of creativity. DeVry Degree does not carry as well with employers as hoped for.
Our rating: * * * * (out of 5)
The bottom line: If you are looking for the flexibility to take some classes in physical classrooms, or want a wide variety of class and degree choices, then this university is for you.
Review of Grand Canyon University
From University Reviews Online:
Grand Canyon University Reviews
Frequently ranked among the top 10 online universities, Grand Canyon University online, has some of the best professors in the nation. What follows is a Grand Canyon University review, including its positives and negatives and what sets it apart.
An Unbiased Review of Grand Canyon University
Grand Canyon University, located in Phoenix, AZ, is a private Christian university that offers degrees at the bachelor's and master's levels. The school was founded in 1949 and still abides by its Five Guiding Principles: integrity and ethics; student-oriented programs and attitude; communication; action-oriented philosophy; and self-leadership. Grand Canyon University welcomes traditional college students and working adults.
Pros:
Grand Canyon's online school makes it possible for extra busy students and students who do not live in the Phoenix area to benefit from the university's programs and services.
The corporate education program at Grand Canyon, also known as the Center for Educational Excellence, sponsors certificate programs, customized training programs and curricula, seminars and research projects for corporations and individual professionals interested in continuing education and practical training.
Grand Canyon's unique GCU Military Science Department lets students apply for an Army ROTC scholarship and participate in the ROTC training program.
Cons:
Students in the online program will not benefit from the same student social and athletic activities as students on campus.
Non-Christian students may feel uncomfortable at the many references to Christian morals and the various Christian-focused curricula and activities.
Fact Sheet:
Over 16,000 students are currently enrolled in Grand Canyon's campus-based or online programs.
Grand Canyon University is accredited by The Higher Learning Commission of the North Central Association, as well as by specialized and programmatic accrediting agencies.
Online programs and degrees earned on campus are offered at the undergraduate and gradate levels in the following fields: education, nursing and heatlh sciences, business, and the liberal arts. Specific programs include Bachelor Science in Elementary Education, Bachelor of Science in Biology: Biomedical Science, Registered Nurse to Master of Science-Nursing: Nurse Education, Bachelor of Science in Accounting, MBA with various specialties, Bachelor of Arts in History, Bachelor of Arts in Christian Studies, Bachelor of Science Justice Studies, and many others.
Grand Canyon is one of the fastest growing private universities in Phoenix.
Student Life:
There is a strong emphasis on fostering Christian community and Christian values at Grand Canyon University, even in campus life and student service activities. Grand Canyon athletes participate at the NCAA Division II level and in intramural clubs in sports like basketball, football, volleyball and softball.
University of Phoenix and Technology
From University Reviews Online:
Review of the University of Phoenix Online
When you think online university or distance learning, the first name that typically comes to mind is the University of Phoenix Online. Established in 1989, it was the first accredited online university and today maintains a student body of over 57,000, making it one of the largest schools in the country. While not everything about the University of Phoenix is ideal, there is much to like.
What makes the University of Phoenix Online different
As the first accredited University, Phoenix has a name recognition that other online universities simply cannot match. Because most students attend the university to improve their job prospects, this is an important characteristic, as this recognition translates into more job opportunities. In fact, graduates report a better experience in the job market, as there does not seem to be a discounting of the Phoenix degree by employers, a common occurrence with many of the University's competitors. But beyond job opportunities, Phoenix also excels above most of its competitors with respect to teaching. Students by and large report contentment with the quality of teaching and counseling services, a relative rarity in the online education world.
But not every aspect of the school is impressive. Although the educators are by and large better than those of competitors, Phoenix is still plagued by inconsistency, meaning that some classes are instructed and managed with excellence, but far too many are lacking. One area where the school falls behind some of its competitors is in the area of technology. With an online university, usability of the interface is key, and it is here that Phoenix comes up short. Despite the school's claims to the contrary, the computer system is not sophisticated in all areas, relying on programs like Outlook Express to conduct emails.
The University of Phoenix Online in a nutshell
Pros: Was the first accredited online university, established in 1989. Best reputation in the job market. Has superior, albeit spotty teaching. Offers the flexibility to take up to 27 credits in a semester. Low 1:11 student to teacher ratio.
Cons: Spotty teaching means students have to be careful about which courses they select. A lacking technology department means you will be relying on not fully integrated technology, potentially a big problem as emails are a necessity in online education.
Our rating: * * * * * (out of 5)
The bottom line: If you are looking for an education that will definitely translate into job opportunities or if want a lot of personalized teaching and don't mind an occasional technical hassle, then this university is for you.
Capella University and Technology
From University Reviews Online:Capella University Review
Capella University is regarded as the best technologically integrated online university in the world. The following is a review of Capella University, including its pros and cons, and what sets it apart from other online universities.
Capella University was formed in 1993 and became fully accredited in 1997. With over 650 faculty and 13,000 students the University is one of the largest in the online world. Based in Minneapolis Minnesota, the University is divided into five different schools: Education, Business, Technology, Human Sciences, and Psychology. While Capella offers a wide array of advantages, it also is plagued by some rather serious deficiencies.
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Capella University - Request a free information packet sent to you directly from Capella University by clicking the "More Info" button now.
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What makes Capella University different
Capella University is widely regarded as the most technologically advanced of all online universities. Its iGuide system, has replaced the online chatrooms and perennially malfunctioning webcams of its competitors with a fully integrated system. With an online university it is important not to underestimate usability, and here Capella has excelled beyond all others. Another advantage of Capella is the formation of an alumni network. Students of brick and mortar universities have long taken advantage of the benefits of intra-university networking, but it has largely been limited to Capella in the online world. This is a real benefit to the thousands of annual graduates who many of which, through the alumni network, find older graduates ready to offer a leg-up in the employment world.
But not every aspect of Capella is ideal. Though the school does well in finding students jobs after graduation, it offers very few opportunities to do so while in school. While some of Capella's competitors will help students find work while enrolled, or even offer work through the university, only those Capella students based around Minneapolis are able to take advantage of Capella's employment. Another major deficiency of Capella is the failure of its Psychology to school to get approval by the American Psychological Association. Plagued by management problems, the school has consistently come up short of students expectations even though it has a relatively long history.
Capella University in a nutshell
Pros: Strong recognized name. Unparalleled classroom experience and teaching quality. Great alumni network. Tons of options when it comes to class choices. Competitive Pricing. Excellent special needs accomodation.
Cons: No real in-school employment program. Lackluster Psychology school. Many part-time professors who lack experience with online teaching.
Our rating: * * * * (out of 5)
The bottom line: If you are looking for good post-graduate job opportunities or don't want to suffer spotty classroom facilities, then this university is for you.
Tuesday, August 5, 2008
Bogus Degrees
Here is a documented story about someone who bought a diploma for $200 and called himself "Dr."
Education credentials blog.
Higher Education - Another Purpose
We often talk about education being a path to new jobs and better opportunities. That is certainly true. Every ethnic group has risen from poverty through education.
Another aspect of higher education is even more important. Education changes our entire perspective and makes us thirst for more knowledge. People have wondered why staff get more scholarship money than the instructors. My guess is that faculty would pack classes. They know how to learn. They know what additional credits will do for them. They enjoy learning.
Teaching has given me an insatiable drive to read. I always read before I began teaching. I will concede that. But being given a new subject to teach creates a desire to know that topic better than the students. I knew a little about Islam. Suddenly I was supposed to teach 14 centuries of Muslim history in one week. Books I would never have opened became a great source of interest to me. I swapped some of my old favorites for a copy of the Cambridge History of Islam. I read a three-volume history of the Byzantine Empire – several times. The Byzantine Empire fought the Muslim armies until it was defeated. I read Gibbons Decline and Fall of the Roman Empire, which led up to the Muslim era.
Critical thinking class made me dust off my logic textbooks. Logical arguments from Greece and Rome related to the ancient history I studied for teaching about Islam. Now I teach critical thinking fairly often through Axia. The mental tools cannot grow rusty when they are used so often.
Earning a degree in adult education was a practical move for me. I could see the expansion of online education and enrolled in that program. Learning adult education theory was like learning how an auto works. I can drive without knowing how a car functions, but it is more interesting with some background knowledge.
Journalism was another pragmatic move for me, since I wanted to teach more writing courses at a higher level. All I wanted to do was earn the credits to teach more. I was surprised to find a new world of literature opening up to me, even though I have read literature since high school.
Most students are aware of the rules about healthy food, whether those rules are followed or not. Studying something just to know more about it is another kind of nutrition, feeding the brain and the soul. America was founded by intellectuals like Thomas Jefferson, Ben Franklin, George Washington, and Thomas Paine. Yes, one essay by Paine kept America in the war and gave us independence. The essay was a best-seller starting with eight one-syllable words: “These are the times that try men’s souls.”
Higher education always bears fruit. No one should ever doubt that opportunities arise from advanced preparation. More importantly, higher education has value by itself, as it lifts mankind from barbarism.
“Education is simply the soul of a society as it passes from one generation to another.” ~G.K. Chesterton (Quotegarden)
$280 Million Verdict Against Apollo Group Tossed
PHOENIX (AP) — A federal judge has overturned a $280 million verdict against the for-profit company that owns the University of Phoenix.
Apollo Group Inc. was ordered to pay shareholders that amount in January after a jury decided it fraudulently misled investors about its student recruitment policies.
By doing so, jurors said, Apollo violated federal securities laws.
But in an 11-page ruling, U.S. District Judge James Teilborg decided that the evidence at trial was insufficient to support the jury's ruling.
Associated Press via Google News
Alice Cooper and GCU
Alice Cooper and Jordin Sparks were dedicating a real school of rock in Phoenix today including a concert hall and recording studio. It is a $7 million teen center led by rocker Cooper called “The Rock” and is located at Grand Canyon University.
Alice Cooper established the Solid Rock Foundation with Chuck Savale in 1995. Their goal is to honor Christ by helping children meet their spiritual, economic, physical and social needs in their community.
Both Alice and Jordin are Christians from Phoenix and want to give the teens a center to have fun and learn while keeping away from crime and drugs.
I remember Alice Cooper in his crazy rebellious years and never dreamed he would be helping keep teenagers out of trouble rather than getting them into it. I’m glad it’s happened though and hope the idea spreads.
What will the School of Rock be offering?
They will be teaching children how to perform in the music industry, as well as lighting, staging, mixing and recording music. While the school is mainly based on music, it will include a skateboarding park, computer lab, game room, childcare center and coffee house. The childcare center is a wonderful idea because there are plenty of young mothers who still want to learn.
“With Grand Canyon University’s support, we are fulfilling a vision we’ve had for several years — to provide teens and children with a central place to learn, have fun, and explore their creativity in a supportive environment,” says Alice Cooper, Solid Rock’s chairman. “I hope that in years to come, The Rock will be the first of many such teen centers in Arizona and around the country.” (Phoenix, Dec. 14 /PRNewswire)
Kathy Player - New GCU President
July 31, 2008
Kathy Player Named GCU President
I’m pleased to announce that Dr. Kathy Player has been appointed president of GCU, taking over the reins from Donald Andorfer, who has served in the interim role for the past two years. Kathy has played a key role in the growth of GCU since she came to the University 10 years ago. Her move into this position will be pivotal as our University continues to grow as a leader and innovator in higher learning.
Kathy was named provost and chief academic officer last year, and during her time in this position made significant strides in connecting to our student body on a personal level. She has been a visible presence on campus, meeting individually and in groups with both online and on-campus students to gather feedback on how to enhance their experience. Kathy’s strategic vision and leadership will be key as the University continues its focus on enriching the experiences of all our students.
Prior to her position as provost, Kathy was dean of the Ken Blanchard College of Business. She oversaw the expansion and reaccreditation of the College and was instrumental in the establishment of the highly regarded Ken Blanchard Executive MBA program. Kathy also is a well-established leader in healthcare education, and has authored several publications on the nursing profession, including her most recent books, Words of Wisdom from Pivotal Nurse Leaders (Sept. 2008) and Pivotal Moments in Nursing: Leaders Who Changed a Path of a Profession, Volume II (March 2007). She lobbies actively at both the local and national level on behalf of nurses and nursing issues, and served as second vice president of the American Nurses Association (2006-2007). She currently serves as an Advisory Board Member for St. Luke’s Behavioral Health Hospital, as a board member on the Arizona Nurses’ Foundation and was past president of the Arizona Nurses’ Association. She was awarded the RWJ Executive Nursing Fellowship in Leadership (2002-2005) and is an invited member of the Global Nursing Exchange.
Kathy graduated with her doctoral degree from Argosy University (formerly the University of Sarasota) in Counseling Psychology and holds a Master of Business Administration from Grand Canyon University, Master in Nursing Leadership in Health Care Systems, Master of Science degree in Counseling from Nova Southeastern University, and a Bachelor of Science degree in Nursing from St. Joseph’s College.
Please join me in welcoming Kathy to this new role. We look forward to charting a continued path of growth for GCU.
Brian Mueller, CEO
Kathy Player Named GCU President
I’m pleased to announce that Dr. Kathy Player has been appointed president of GCU, taking over the reins from Donald Andorfer, who has served in the interim role for the past two years. Kathy has played a key role in the growth of GCU since she came to the University 10 years ago. Her move into this position will be pivotal as our University continues to grow as a leader and innovator in higher learning.
Kathy was named provost and chief academic officer last year, and during her time in this position made significant strides in connecting to our student body on a personal level. She has been a visible presence on campus, meeting individually and in groups with both online and on-campus students to gather feedback on how to enhance their experience. Kathy’s strategic vision and leadership will be key as the University continues its focus on enriching the experiences of all our students.
Prior to her position as provost, Kathy was dean of the Ken Blanchard College of Business. She oversaw the expansion and reaccreditation of the College and was instrumental in the establishment of the highly regarded Ken Blanchard Executive MBA program. Kathy also is a well-established leader in healthcare education, and has authored several publications on the nursing profession, including her most recent books, Words of Wisdom from Pivotal Nurse Leaders (Sept. 2008) and Pivotal Moments in Nursing: Leaders Who Changed a Path of a Profession, Volume II (March 2007). She lobbies actively at both the local and national level on behalf of nurses and nursing issues, and served as second vice president of the American Nurses Association (2006-2007). She currently serves as an Advisory Board Member for St. Luke’s Behavioral Health Hospital, as a board member on the Arizona Nurses’ Foundation and was past president of the Arizona Nurses’ Association. She was awarded the RWJ Executive Nursing Fellowship in Leadership (2002-2005) and is an invited member of the Global Nursing Exchange.
Kathy graduated with her doctoral degree from Argosy University (formerly the University of Sarasota) in Counseling Psychology and holds a Master of Business Administration from Grand Canyon University, Master in Nursing Leadership in Health Care Systems, Master of Science degree in Counseling from Nova Southeastern University, and a Bachelor of Science degree in Nursing from St. Joseph’s College.
Please join me in welcoming Kathy to this new role. We look forward to charting a continued path of growth for GCU.
Brian Mueller, CEO
Grand Canyon University Announces New Provost
From the Desk of President, Dr. Kathy Player
I’m very pleased to announce that Dr. Cheri St. Arnauld has been appointed to the position of Provost and Chief Academic Officer. Dr. St. Arnauld came to GCU in October 2007 from Maricopa Community Colleges and was hired as the Senior Vice President of Academic Affairs.
Dr. St. Arnauld has a strong leadership background in the educational arena and was instrumental in leading GCU’s College of Education through the development and implementation of the new doctoral program. She played an integral role in leading the College of Education through the reaccreditation process with the Arizona Department of Education (ADE). Dr. St. Arnauld worked diligently to restructure and bring the institutional recommendation programs in line with ADE expectations. Recently, ADE awarded the College of Education maximum approval for accreditation in 6 major programs.
Dr. St Arnauld is recognized as a leader and expert at both the state and national levels. She has served on the Arizona Business and Education Coalition, the National Association of Community College Teacher Education Programs, and several task forces and committees at the request of Arizona Superintendent Tom Horne. She was an adjunct professor at the University of Phoenix and has developed curriculum in the graduate programs in Education Administration.
Dr. St. Arnauld earned her doctorate in Educational Leadership from Nova Southeastern University. She holds a Masters in Education in Curriculum and Instruction, and a Bachelor of Arts in Elementary and Special Education from Arizona State University. Cheri holds Arizona credentials in Elementary Education (K-8), Special Education (K-12), and Superintendent.
Please join me in congratulating Dr. St. Arnauld on her promotion!
Kathy
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CNN Money:
Why we chose it: This up-and-coming online program kicked off its first semester in January, offering The Entrepreneurial Economy, an entry-level entrepreneurship course that tackles the basics of starting your own business. To major in entrepreneurship, students will take a total of 10 courses that address topics such as business plan writing, government compliance, marketing, and social responsibility. The program was designed by chair of the College of Entrepreneurship Michael Gerber, an entrepreneur and best selling author on the subject of small business. "Gerber shares his philosophy of 'awaking the entrepreneur within,' educating the faculty about what it takes to be successful," says Kathy Player, provost and chief academic officer. The school also stresses the importance of technology and online communities in its lessons. Grand Canyon student Dannny Kessler, who owns Angels With Attitude (angelswithattitude.tv), a company that teaches self-defense tactics to women, enjoyed learning about the possible applications of blogging to his business. "Francine Hardaway, our Public Relations and Networking Skills teacher, introduced us to blogging," says Kessler, 26. "Since then, I've started a blog about personal safety and women's self-defense that has helped me reach out to my clients, and boost my credibility."
Why Athens Still Matters, 1
In a brief period of time, about 100 years, a remarkable city, Athens, generated the finest examples of our Western culture, which remain our models of excellence today:
1. Philosophy – Socrates, Plato, Aristotle
2. History – Herodotus, Thucydides, Xenophon
3. Drama – Sophocles, Euripides
4. Comedy – Aristophanes
5. Architecture – The Parthenon
6. Sculpture – Phidias, Praxiteles
7. Politics – Democracy
8. Literature and poetry – Building on Homer (800 BC)
Athens went into a period of decline, mostly because of the 27-year war with Sparta, the Peloponnesian War. Persia was also a constant threat, having made repeated attempts to conquer Greece (Barr, 1961).
Alexander the Great (356-323 BC)
Suddenly, a great Macedonian general was murdered, perhaps by his ex-wife, the mother of Alexander. The son did not automatically become the leader of Macedonia, but he quickly assumed power, swept down across Greece, and consolidated power. Then Alexander proposed an attack on Persia, to revenge losses from previous wars. He went on a 10 year conquest of the civilized world, reaching India, but turning back when his veterans refused to conquer one more land.
Alexander the Great took Greek culture with him (Fox, 2003). Tutored by Aristotle as a youth, he spread Hellenistic culture across the lands he conquered. Although his death meant the division of his empire, Hellenistic learning and achievements lasted in all those lands, especially in the city in Egypt he modestly named after himself, Alexandria.
Why Athens Still Matters, 2
but the Greeks had the brains."
The Roman Republic and Empire
When the Alexandrian empire was receding, another one was growing. Rome threw off its monarchy in 510 BC and established a republic until 44 BC. Roman citizens voted for their leaders and began an expansion westward toward England and eastward toward India. They dominated northern Africa and controlled the Mediterranean Sea.
The mark of education in Rome was Greek culture. The Romans modeled their gods after the Greeks, changing the names only slightly. Zeus Pater (Zeus the Father) became Jupiter. Aphrodite the love goddess became Venus. Hermes the messenger became Mercury. Roman literature, drama, comedy, and philosophy looked to Athens for models to emulate. Roman architecture and sculpture reflected their admiration for the greatest Greek accomplishments.
Rome did not die with the Sack of Rome in 410, but Western Europe became fragmented when officials left their posts and tracts of land were taken over by hungrier and more ferocious Germanic tribes. The Church of Rome and the Bishop of Rome grew in importance across Europe, providing literate priests and scholars who filled the vacuum left by the decline of Rome.
Medieval Europe
The Medieval period of Europe (410 to 1453 AD) was dominated by the Latin language and by the Church of Rome. Although Christianity was born in Judaism, the religion was spread and defended through the medium of classical studies. The theologians were philosophers who knew Aristotle and other writers in Latin. Augustine (around the time of the Sack of Rome) was brilliant in Latin and in Greek. Thomas Aquinas, 12th century, wrote exclusively in Latin.
Byzantine Empire (330 AD to 1453 AD)
When the Roman Empire of Western Europe was declining, the Eastern Empire established in Byzantium grew in power. Constantine established his New Rome in Byzantium, which became Constantinople in his honor. The Byzantine Empire was not only incredibly wealthy but also largely Christian. Constantine became a baptized Christian on his deathbed and pointed his domain in the direction of Christianity. For eleven centuries Constantinople was the center of Christianity. A long period of decline began with the Fourth Crusade when the Latin Christians (Church of Rome) sacked Constantinople and ruled the city for 50 years. The Eastern Empire was also whittled away by the growing power of the Ottoman (Turkish) Moslem Empire (Norwich, 1997).
Why Athens Still Matters, 3
Renaissance and Reformation
The Fall of Constantinople on May 29, 1453, horrified the West, who did little to help the struggling city. However, the final days led to Greek scholars and Greek treasures emigrating to Italy, helping to spark the Renaissance. Classical scholarship, art, literature, sculpture, architecture, took on a new life and spread across Europe. The concept of freedom began to percolate through the Medieval world of kings and popes.
Athens remained the model for culture. European education revolved around classical scholarship. An educated gentleman (and some notable ladies) were well versed in Latin and in Greek, although Greek was not in the curriculum for everyone. The Reformation grew out of the Renaissance, starting with the scholarship of Erasmus, who published a Greek New Testament. Martin Luther hatched the egg that Erasmus laid, as some wits said, when he posted his 95 Theses (in Latin) in 1517 and wrote in German for the first printing press, cobbled from an old wine press, by Gutenberg.
The Renaissance and Reformation surged ahead with the printing press, sending religious literature in the modern languages of Europe (and in Latin) across the civilized world. The theologians of the Reformation were necessarily Greek, Latin, and Hebrew scholars. They argued their viewpoints through the language of philosophy, especially Aristotle.
Protestant ministers were expected to learn Greek. Books were relatively inexpensive compared to the manuscripts of the past.
Why Athens Still Matters, 4
England – Protestant or Catholic
England was the battleground for religion. Henry VIII was ordered to marry his late brother’s widow. His lack of a male heir convinced him that his incestuous marriage was cursed. The divorce from Catharine of Aragon and marriage to Ann Bolyn led to his break with Rome. Catherine gave birth to Mary (known as Bloody Mary for persecuting Protestants). Ann gave birth to Elizabeth, who favored the Protestant leanings of her country and her father. Elizabeth’s fabled reign, immediate after Bloody Mary’s, was especially tolerant of religion. Scholarship flourished. England was relatively free, prosperous, and stable. Shakespeare wrote his sonnets and plays, all of them imbued with classical learning.
Queen Elizabeth was finally forced to have her cousin Mary Queen of Scots executed for high treason. However, Mary’s son, James VI of Scotland, became James I of England and Scotland, the first of the Stuart kings. One author said of the Stuarts, “They left an indelible bad impression on England (Trevelyan, 1996.).” James I, Charles I, Charles II, and James II all plotted to make England Roman Catholic again. This led to two important developments:
1. Parliament gained influence and the throne lost power, giving English citizens more rights and freedom.
2. Protestants tired of the strains of religious tension (such as the Catholic plot to blow up Parliament) and headed for America.
America – Haven for Religious Freedom
The founding of America by educated English citizens during this period made the earliest citizens completely opposed to the rule of the Church by any monarch. They also arrived with a sense of Parliament having powers over and above that of any king. The American Revolution focused on the rights of man established by the Creator. “We are endowed by our Creator with certain inalienable rights, among them, life, liberty, and the pursuit of happiness.”
The Founders were well aware of the decline of Rome because Edward Gibbons published his sensational Decline and Fall of the Roman Empire in 1776. They looked to the Roman Republic and the earlier Athenian democracy as the ideals of government. When they established their tiny little schools in America - Harvard, Yale, Princeton, Dartmouth, the University of Pennsylvania, William and Mary College – they taught their students Latin, Greek, and the elements of a classical education.
Why Athens Still Matters, 5
Greek Revival – 1900s
Greek learning underwent a revival at the turn of the century, 1900, when Greek fraternities and sororities were started to promote Greek learning, not toga parties. Greek and Roman scholarship were considered the foundation of a sound education. Until a few decades ago, all high school students who wanted to apply for college were told, “You must have two years of Latin or the good schools will not want you.”
Our present culture may not care much for classical scholarship, but Athens and Rome still weigh heavily in our history, literature, and art. When people visit Washington DC, they see Greek and Roman temples, homage to our classical past.
Why Athens Still Matters, 6
References
Barr, S. (1961). The will of Zeus: A history of Greece. New York: Delta.
Fox, R. L. (2003). Alexander the great. London: The Folio Society.
Norwich, J. J. (1997). A short history of Byzantium. New York: Vintage .
Trevelyan, G. M. (1996). England under the Stuarts. London: The Folio Society.
Overcoming the Distance in Distance Education, 1
Introduction
Initial research for this project uncovered basic problems in online education. They relate to each other because both difficulties stem from the convenience and distance of e-education. One problem was the need for a personal approach for the students in a distance education environment. The other problem was the need for instructors to have a sense of belonging in a university environment when they may never meet fellow instructors or administrators face-to-face. Therefore, the objectives for the training program are aimed at the instructors and the administrators of the school. The purpose of the objectives is to overcome the distance in distance education. Gibbons and Wentworth stated:
Facilitator training has a significant impact on student learning. Training provides an opportunity for facilitators to learn about online learning, but also provides a model for best practices. Training is essential to the successful design and delivery of an online course. To allow instructors to teach online without formal training may be condemning the process to failure (Gibbons & Wentworth, 2001).
Training may address the normal concerns for the school in having a successful program but omit the personal side.
One researcher touched upon an obstacle in the minds of traditional faculty who are asked to support or participation in online education. McLean wrote:
Universities around the world have made significant investments in educational technologies. Though the number of faculty adopting these technologies has been increasing, there remains a large number who express reluctance to adopt them (Jacobsen, 1998). Universities are currently in a position where there is inconsistent adoption of educational technology, and many are searching for ways to promote its use for instruction. Technology holds great potential for enhancing teaching, but faculty must be willing and prepared to use it (McLean, 2005).
The translation from traditional teaching to distance education is not without hazards.
Overcoming the Distance in Distance Education, 2
First Teaching Objective: Administrative Warmth
The school will set up a classroom (OLS news folders), materials folder, chat folder, and Learning Team folders for training. The administrators have many tools for communicating quickly with everyone. This teaching plan would focus on true personal interaction with the faculty and ways of implementing it. Some concepts would include such methods as an annual personalized birthday card sent to faculty members. Another approach would be to have a second annual contact, either by phone or email, which encourages the faculty member and elicits that individual’s concerns. The current online meeting program has some advantages in getting new information to faculty, but is completely inadequate in reaching people personally. Learning Team assignments would include collaborative planning in ways to implement warmth. The materials folder would include some research on how to counter alienation among online faculty, but also essays on how to make a positive impression by treating faculty as individuals with important contributions to make.
Second Teaching Objective: Faculty Warmth
If the administrators interact with faculty individually and personally, the instructors will experience and mirror that approach with students. The University of Phoenix tries to encourage this kind of attention in the online classroom, but the results seem to be mixed, based on student comments and the author’s experiences. The online classroom would be set up with newsfolders, as mention above, with one for the main classroom, one for chat, one for materials, and others for Learning Teams. Collaborative learning would work well with this kind of experience. Faculty could share their methods of being personal and showing concern in the classroom. Their positive experiences would stimulate the same kind of approach among the other faculty. The trainer could use experiences and studies from UOP to illustrate how this influences teaching success and student retention. The materials might include studies, but they would focus more on examples of what to do and what to avoid, some of which is already being done in the faculty development classes.
Third Objective: Better Feedback
Professional writers have often experienced a severe backlash from publishing what they imagined were mild comments about one problem or another. Many instructors do not realize how their brief comments often seem abrupt, rude, ill-founded, and absurd. The worse the feedback is, the less a student wants to respond to the boilerplate statement, “Please respond if you have any questions.” Flattened insects do not ask questions and probably never consider the faculty member being exhausted, sick, in the middle of a medical crisis, or just clueless.
This objective could be addressed with the second objective in the same class. The two concerns are addressed differently but in the same spirit – making the technological online class more personal. Collaborative learning would pool the intellectual resources of the faculty with effective leadership from the trainer
Overcoming the Distance in Distance Education, 3
Development Time and Cost
Development time would be one month from approval. The trainers would be selected with trial classes before upscaling to the entire enterprise, if the results merited widespread implementation. The cost would be minimal due to the infrastructure already being in place. The trainers would be paid the standard amount for short-term workshops. The administrative workshop could be completed in two days, the instructors’ workshop in three days. The materials cost would depend upon license fees being necessary for reproduced essays.
Assessment of the Program
The administrators and faculty would first be asked to comment on the classes, using UOP resources. Issues would include whether the program caused them to rethink and improve their online interaction. A more significant assessment would be to follow some administrators and faculty in their efforts to implement the changes. Various instruments could measure the response of faculty to administrators and students to instructors with the changes made.
Additional Approaches
The University might consider certification in a master teacher program, which would require specialized faculty development courses for the designation, when successfully completed, with the incentive of additional pay. The Apollo Corporate University already has similar programs for management.
Conclusion
Limited research has shown a need for warmth in administrative work and online education. Administrators and faculty can be trained to add the human dimension more often to the distance education environment. The stated learning objectives will help close the gap between expectations and experience in e-education. Learning will be more effective and satisfying when the objectives are met.
Overcoming the Distance in Distance Education, 4
References
Gibbons, H. S., & Wentworth, G. P. (2001, June 6, 2001). Andrological and pedagogical training differences for online instructors. DLA Proceedings, , . Retrieved February 24, 2006, from http://www.westga.edu/~distance/ojdla/fall43/gibbons_wentworth43.html
Illinois Online Network, (2006). Instructional strategies for online courses. Retrieved February 25, 2006, from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
Jackson, G. L. (2006, February 7, 2006). Needs Assessment.
Kilfoil, W. R. (2003, June, 2003). Strategic planning in distance education. Distance Education and Training Council, , . Retrieved February 23, 2006, from http://www.detc.org/downloads/Strategic%20Planning%20in%20Distance%20Education.pdf
McLean, J. (2005, Winter, 2005). Addressing faculty concerns about distance education. Online Journal of Distance Learning Administration, Volume VIII, Number IV, Winter 2005 Retrieved February 24, 2006, from http://www.westga.edu/%7Edistance/ojdla/winter84/mclean84.htm
University of Phoenix Leader - CEO of Grand Canyon University
Brian Mueller
CEO/President/Director at
Apollo Group, Incorporated- Shares A
Phoenix, Arizona
SERVICES / EDUCATION & TRAINING SERVICES
Officer since 1993
Director since January 2006
Track This Person
53 years old
BRIAN E. MUELLER became President and a director of Apollo Group in January 2006 and has been with Apollo Group since 1987. Mr. Mueller served as Chief Operating Officer of Apollo Group from December 2005 to January 2006, Chief Executive Officer of UPX Online from March 2002 to November 2005, and Chief Operating Officer and Senior Vice President of UPX Online from May 1997 to March 2002. Mr. Mueller served as Vice President/Director of UPX, San Diego, from 1995 to 1997, and Vice President/Director of UPX, New Mexico, from 1993 to 1995. From 1990 to 1993 he was Director of Enrollment of UPX, Phoenix Campus, and before that, he was an Enrollment Advisor of UPX, Phoenix. From 1983 to 1987, Mr. Mueller was a Professor for Concordia University. Mr. Mueller received his Master of Arts in Education and his Bachelor of Arts in Education from Concordia University.
Grand Canyon lures Apollo chief
University of Phoenix parent loses president to rival after passing him over in CEO search
Dawn Gilbertson
The Arizona Republic
Jun. 26, 2008 12:00 AM
The president of University of Phoenix parent Apollo Group Inc. is leaving the for-profit education giant for tiny Grand Canyon University, a would-be, crosstown rival with a fraction of the revenue and students.
Brian Mueller's sudden resignation from Apollo and hiring as CEO of Grand Canyon Education Inc. were announced simultaneously by the Phoenix-based companies on Wednesday.
Active Learning, Diversity, 1
Adult Education Teaching Styles
Teaching styles can be described with many different terms: authoritarian, demonstrator, delegator, and facilitator. The authoritarian style dominated the old Medieval style university, where lectures climaxed in a test or a final paper, the students passive recipients of wisdom. The demonstrator works best when the students have hands-on material to learn, such as web design. The delegator transfers responsibility to individuals and groups, allowing them to help decide how the course will be taken. The facilitator emphasizes active learning, with many activities designed to engage the student in educational growth (Shaw Corporation, 2005).
Facilitator
When I am teaching computer science at Glendale Community College, I emphasize activities rather than passive listening, which is especially deadly with an unmotivated class taking a required course. Instead of using the PowerPoint slides, beautifully designed to go with the text, I engage the class in a Socratic dialogue about computer use, from the home computer to the marketplace (airline tickets, checking out at Wal-Mart), to the job market. The most fun a class had took place when I taught them web design with Word and gave the class freedom to create their own personal websites (college appropriate). They had to learn the basics of the Web, follow directions in saving the right files to the right web folder, and link their computer science homework within the web pages.
A facilitator assumes that the class genuinely wants to learn, in spite of contrary evidence. In fact, no group of adults, young or old, will appreciate sitting and listening for long periods. Their best use of time and talent involves actively learning. The more practical the course, the more they need to work the keyboard rather than listen to theories and definitions. This method is especially important since computer science ages so quickly. The students need to extirpate their fears with trial and error, not learn the terminology of Windows 3.1. I was tested on Windows 3.1 when I passed the A+ test but I have never worked with that ancient operating system.
Active Learning, Diversity, 2
Translation to Distance Learning
The authoritarian style does not translate well to Distance Education. The facilitator role works well because online education has a passive component. No matter how spiffy the courseware graphics might be, people are still sitting at a computer and responding to visual material. A facilitator can make up for this by letting the class have the equivalent of running to the board to carry out a group activity (Felder, 1993.).
Some ways to make the online classroom more active in learning include:
· Posting occasional graphics to add some humor to the class. A blushing face to illustrate the instructor’s error always works well.
· Showing students how to do good research. The instructor can help students reach new levels of research and writing by showing them how. In this way, the facilitator can also be an effective demonstrator.
· Helping with student attitudes and background education through extra material. The instructor has no limits in providing extra material for the students to use. The main folder or course materials folder can be used for supplementary material on writing, research, APA, time management, and case study method.
All students want to be valued and stimulated in a delivery mode, which can be passive and cold (University of Idaho, 2005).
Active Learning, Diversity, 3
The online classroom necessarily includes many different cultures from around the world, many different economic levels, and widely variant political and religious perspectives. When I teach online world religion, one of the most divisive courses in potential, I encourage diversity in the following ways:
1. Posting a message on mutual respect the first day of class. I welcome people expressing themselves but caution them against attacking the beliefs of others.
2. Asking various religious groups to explain their culture. When people feel free to discuss their own religion, I let them serve as the experts in that religion for the class. Everyone benefits from this approach.
3. Warning students who make others defensive. For instance, one student began making fun of Latter Day Saints, and feigned innocence when he continued the attacks. “I am just quoting former Mormons.” A private message and a note in the classroom showed that would not be allowed to continue.
This particular course has taught me how many different variations there are to consider in Adult Education.
Conclusion
The role of the facilitator works best in Distance Education because online work requires additional stimulation to overcome the passive nature of the computer. Facilitating also works well in dealing with the global nature of the classroom today and its cultural diversity.
Active Learning, Diversity, 4
References
Felder, R. M. (1993.). Reaching the second tier:Learning and teaching styles in college science education. Journal of College Science Education, 23, 286-90. Retrieved November 27, 2005, from http://www.ncsu.edu/felder-public/Papers/Secondtier.html
Shaw Corporation, (2005). Teaching styles. Retrieved November 27, 2005. from http://members.shaw.ca/mdde615/tchstyles.htmUniversity of Idaho, (2005).
Online education. Retrieved November 27, 2005., from http://www.uidaho.edu/eo/dist2.html
Distance Education Program
Introduction
A faculty member was standing at a graduation in a bright blue academic gown. “Where did you go?” The blue-gowned one said, “Capella.” The response was curt, “Never heard of it.” He offered, “It’s in Florida.” Capella University is one of the better known new schools in America, with headquarters in Minneapolis, Minnesota, rather than Florida. The founder, Steven Shank, ran Tonka Toys, and then decided to found a university (Wikipedia, 2005).
Capella University
Founded in 1993, Capella has about 12,000 students. Capella commissioned a study of online education this year in conjunction with the American Society for Training and Education. The survey results became the focus of the article on the school (Tampone, 2005). The study emphasizes the reasons for adults studying at an online university, specifically Capella, which has undergraduate and graduate programs, including a Ph.D. and a doctorate in psychology.
The primary reason for online education is convenience, according to the article, but other reasons are offered as well. One interesting reason is that no single student dominates in an online school. Everyone gets to participate and even to participate freely. Those who teach online and onground realize that no face-to-face classroom can have 20 students speaking at once. The verbally aggressive students tend to shine. Online, everyone can communicate as much as he or she wants. This difference can be quite satisfying for the student who is more reticent onground.
Capella University
Although Distance Education is the trend of the moment, tuition reimbursement programs still rely 85% on land-based training, as the survey showed (Tampone, 2005). The trend is moving toward online education because technology can delivery the programs anywhere, unlike the traditional classroom. Corporations are looking at online education for professional development, but they also want their employees to have face-to-face training. The article suggests that blended educational methods of delivery will be the most popular in the future. However, the author does not mention that the University of Phoenix has online, onground, and a hybrid, FlexNet.
Capella and the Disabled
Capella markets its program for the disabled, but a spate of letters to the Chronicles of Higher Education raised some questions about the marvel of online education for the disabled (Chronicles of Higher Education, 2005). Both WebCT and Blackboard are roundly criticized for being difficult to handle, difficult to view, and expensive. Those with no disabilities see the advantages of online education, but there is so much variety in physical problems that another generation may have to generate simpler and more effective technologies for all users, but especially for the handicapped.
Capella has shown that an online university can grow and reach a respectable number of students within a few years. In contrast, Bethany Junior College bragged after WWII that they finally had 100 students enrolled, after decades of work. The technology demands and global recruiting for online students will probably produce some consolidation in the coming years. More likely the online schools will continue to be strong while the small colleges of the past will run into the costs of an aging physical plant, salaries and benefits for tenured professors, and smaller numbers of young students who can afford a more leisurely degree.
References
References
Chronicles of Higher Education (2005, September 30, 2005). Letters. Chronicles of Higher Education, , . Retrieved November 21, 2005, from ProQuest
Tampone, K. (2005, October 7, 2005). Online education growing in prominence. The Business Journal, 19, 16. Retrieved November 20, 2005, from ProQuest
Wikipedia (2005). Capella University. Retrieved November 21, 2005, from http://en.wikipedia.org/wiki/Capella_University
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