As a young employee at University of Phoenix (UOP) many, many years ago, I recall being introduced to the concept of Prior Learning Assessment. Having been in my late-teens to early-twenties, I couldn't personally connect to the idea, having very little prior learning (a.k.a. experiential/life learning) myself that I could use to convert into college credit. I do remember understanding the benefit this was to our adult students working towards their bachelor and master degrees, however.
In this article found in The Chronicle of Higher Ed, the author shares that traditional colleges and universities are finally open to the concept of awarding credit to students for the life and work experience. This, of course, is a structured process that must adhere to guidelines each college or university sets forth to stay within accreditation requirements. Interestingly, the articles states that UOP has been doing this for many years...um, try decades.
Nontraditional higher ed, once again, has led the way in an area of learning that traditional schools are just acknowledging as beneficial tools to assist students on their path towards graduation.
Showing posts with label nontraditional higher education. Show all posts
Showing posts with label nontraditional higher education. Show all posts
Friday, March 19, 2010
Monday, February 8, 2010
Yes, I am a Phoenix...
I am a Phoenix. Similar to the bird that emerges from the ashes, so too has the value of my education. Or so one would think considering the massive growth and sustained profitability my alma matter has proven. Many years ago when I was still young and naive, I found it difficult not to resent the jabs that people and the media took at my school. Words and phrases such as 'diploma mill' and 'second-rate college' were thrown around freely, and I admit, at times it worried me. At the time, which was approximately around the mid-90's, nontraditional education was still misunderstood. Traditional educators balked at anything nontraditional, it seemed.
Fast forward about fifteen or so years and I stumble across an article such as the one posted in The Chronicle of Higher Education today - For-Profit Colleges Change Higher Education's Landscape. An institution that started with opposition from the very beginning has proven to be a driving force in the landscape of not just nontraditional higher ed, but in higher ed as a whole. 30+ successful years with an average of 9% increased enrollment every year is solid proof of that.
Honestly, it simply blows my mind that enrollment at University of Phoenix now tops over 455,000 students. It is a feat not easily accomplished and not reached without obstacles and challenges. No other U.S.-based universities can claim this type of success, and for that, I'm proud to be a Phoenix.
Fast forward about fifteen or so years and I stumble across an article such as the one posted in The Chronicle of Higher Education today - For-Profit Colleges Change Higher Education's Landscape. An institution that started with opposition from the very beginning has proven to be a driving force in the landscape of not just nontraditional higher ed, but in higher ed as a whole. 30+ successful years with an average of 9% increased enrollment every year is solid proof of that.
Honestly, it simply blows my mind that enrollment at University of Phoenix now tops over 455,000 students. It is a feat not easily accomplished and not reached without obstacles and challenges. No other U.S.-based universities can claim this type of success, and for that, I'm proud to be a Phoenix.
Thursday, December 17, 2009
E-books: The Read of the Future
Many of us in higher ed have been utilizing e-books in our nontraditional online classrooms for years. Some institutions, University of Phoenix (UOP) specifically, have done a fantastic job at integrating technology and learning, with e-books being a logical step in the process. Why not provide students with course materials that will be available to them at the click of a mouse? It would save time and money in the long run, while at the same time stretching the use of technology in a different direction.
I recall the transition of going from hard copy books to e-books while working as a director for the South Florida campus of University of Phoenix. If I can recall correct, this was somewhere around 2002 or 2003 (don't hold me to that, though). A small campus in comparison to many of the older, established campuses in the Western part of the country, our campus director thought it would be a good idea for the department heads to split up the groups, which met four out of five evenings per week, and do personal announcements of this very important transition. Well, let me just say that the reception was not well taken.
Overall, students were not happy with the decision the university had made. Certainly understandable when, traditionally speaking, textbooks always came in hard copy format. This change would not give them an option, without additional expense on their part. There was an uproar of disgruntled students with many valid concerns and some valid complaints. As the director over the student services department, I knew that the phone calls and emails would most likely hit my desk first. And, the phone did ring and emails did arrive. But, we got through that transition and looking back, the benefits far outweighed the valid concerns and complaints.
Although I can't say that UOP was the only school introducing e-books to their student body, I'm confident it was the largest, for-profit, nontraditional educational institution doing it at the time. As the years have passed, UOP has not only transitioned all of their courses from hard copy texts to e-books, but they have created a course materials 'package' for each course accessible to students via their student website. I must admit that after teaching for a few different schools, theirs is by far the most comprehensive, well-developed package of resources for each course. And amazingly, the cost to the student is minuscule in comparison to the cost of hard copy text books and course materials at most institutions.
These days, the big issue these days is which e-book reader to choose for personal reading. E-books are now the rage and you'll find more novels, memoirs, reference books, etc. available in this format. There are several e-book readers on the market these days and I imagine that more will pop-up as we move forward and more books become available electronically.
In the article The Future of E-books presented in The Chronicle of Higher Ed a few days ago, the author discusses the devices that are available to consumers now and what to expect. I found this article interesting because I'm in an industry that has managed to gain access to textbooks in electronic format long before these devices hit the market. This seems to be the next logical step in reading; for educational and personal purposes. What are your thoughts?
I recall the transition of going from hard copy books to e-books while working as a director for the South Florida campus of University of Phoenix. If I can recall correct, this was somewhere around 2002 or 2003 (don't hold me to that, though). A small campus in comparison to many of the older, established campuses in the Western part of the country, our campus director thought it would be a good idea for the department heads to split up the groups, which met four out of five evenings per week, and do personal announcements of this very important transition. Well, let me just say that the reception was not well taken.
Overall, students were not happy with the decision the university had made. Certainly understandable when, traditionally speaking, textbooks always came in hard copy format. This change would not give them an option, without additional expense on their part. There was an uproar of disgruntled students with many valid concerns and some valid complaints. As the director over the student services department, I knew that the phone calls and emails would most likely hit my desk first. And, the phone did ring and emails did arrive. But, we got through that transition and looking back, the benefits far outweighed the valid concerns and complaints.
Although I can't say that UOP was the only school introducing e-books to their student body, I'm confident it was the largest, for-profit, nontraditional educational institution doing it at the time. As the years have passed, UOP has not only transitioned all of their courses from hard copy texts to e-books, but they have created a course materials 'package' for each course accessible to students via their student website. I must admit that after teaching for a few different schools, theirs is by far the most comprehensive, well-developed package of resources for each course. And amazingly, the cost to the student is minuscule in comparison to the cost of hard copy text books and course materials at most institutions.
These days, the big issue these days is which e-book reader to choose for personal reading. E-books are now the rage and you'll find more novels, memoirs, reference books, etc. available in this format. There are several e-book readers on the market these days and I imagine that more will pop-up as we move forward and more books become available electronically.
In the article The Future of E-books presented in The Chronicle of Higher Ed a few days ago, the author discusses the devices that are available to consumers now and what to expect. I found this article interesting because I'm in an industry that has managed to gain access to textbooks in electronic format long before these devices hit the market. This seems to be the next logical step in reading; for educational and personal purposes. What are your thoughts?
Friday, December 11, 2009
Kudos for nontraditional higher ed institutions!!!
Empowering words from a high official with the Department of Education for nontraditional higher ed institutions. Twenty years ago this would have never happened. The changes in higher education in our country are summed up by the last paragraph in this article...
"Two-thirds of the students who are underrepresented in higher education enter through community colleges and your colleges," she said. "It's time people understood that nearly half of all students in the country are already in community colleges and career colleges, and the rest are in institutions that are in many ways becoming nontraditional." (Blumenstyk, 2009, Dec. 11).
Take a moment to read the article.
Kudos to educators and administrators in nontraditional higher ed!!!
Blumenstyk, G. (2009, Dec. 11) The Chronicle of Higher Education. High Official in Education Department Has Warm Words for For-Profit Colleges. Retrieved December 11, 2009 from http://chronicle.com/article/High-Official-in-Education/49466/?sid=pm&utm_source=pm&utm_medium=en
"Two-thirds of the students who are underrepresented in higher education enter through community colleges and your colleges," she said. "It's time people understood that nearly half of all students in the country are already in community colleges and career colleges, and the rest are in institutions that are in many ways becoming nontraditional." (Blumenstyk, 2009, Dec. 11).
Take a moment to read the article.
Kudos to educators and administrators in nontraditional higher ed!!!
Blumenstyk, G. (2009, Dec. 11) The Chronicle of Higher Education. High Official in Education Department Has Warm Words for For-Profit Colleges. Retrieved December 11, 2009 from http://chronicle.com/article/High-Official-in-Education/49466/?sid=pm&utm_source=pm&utm_medium=en
Monday, December 7, 2009
Proposed rule changes for enrollment...
Late last week I read an article in The Chronicle of Higher Education regarding the U.S. Department of Education's proposed changes, regarded to as 'tweaked' changes, to existing regulations that will affect for-profit institutions in higher ed. The article states that many people in higher ed are calling the proposed changes as too aggresive. Not surprisingly, it is advocates and admissions offices from traditional institutions who have "urged the department to do away with the safe harbors, arguing that the exemptions, which allow colleges to pay enrollment-based commissions under certain circumstances, encourage recruiters to sign up unqualified students" (Gonzalez, 2009).
Having never been employed in an enrollment department at a college or university, I have worked directly with enrollment and the students they recruit into degree programs from the perspective of student services, academic advising and, in the past nine years, as a faculty member. I have seen and head of aggressive and unethical practices on the part of enrollment staff and as a faculty member, have worked with students who clearly are not prepared for or qualified to be a college student.
By sharing this, I'm not knocking the enrollment/admissions department of any institution. On the contrary, colleges and universities must rely on the department, referred to as the 'bread and butter' of the institution by many, to recruit, qualify and prepare individuals for their college path. In my experience, I have also worked with many ethical, selfless, education-focused and education leaders whose primary goal is to help individuals better their lives by enrolling in college. Many of my colleagues, who I worked with in their early years in enrollment, are now managers, directors and executive leaders of many higher ed institutions - for-profit and not-for-profit.
This is where I'm torn. Unfortunately, I have seen the repercussions of ineffective enrollment staff on the back-end of a students educational experience with a university. I've heard stories of credits promised, shortened time for degree completion, recommendations for mis-use of Title IV funding, etc. While not the majority of what I've witnessed and experienced, it has been enough for me to understand and know this is an issue that does need guidelines. Although I'm not sure I would trust representatives from traditional institutions to be the driving force behind the changes of the safe harbors. It will be interesting to see how this pans out.
Article --> Officials of For-Profit Colleges See Department's Proposed Rule Changes as 'Aggressive'
Gonzalez, J. (2009, Dec. 1). Officials of For-Profit Colleges See Department's Proposed Rule Changes as 'Aggressive'. Retrieved December 6, 2009 at http://chronicle.com/article/For-Profit-Colleges-See/49305/
Having never been employed in an enrollment department at a college or university, I have worked directly with enrollment and the students they recruit into degree programs from the perspective of student services, academic advising and, in the past nine years, as a faculty member. I have seen and head of aggressive and unethical practices on the part of enrollment staff and as a faculty member, have worked with students who clearly are not prepared for or qualified to be a college student.
By sharing this, I'm not knocking the enrollment/admissions department of any institution. On the contrary, colleges and universities must rely on the department, referred to as the 'bread and butter' of the institution by many, to recruit, qualify and prepare individuals for their college path. In my experience, I have also worked with many ethical, selfless, education-focused and education leaders whose primary goal is to help individuals better their lives by enrolling in college. Many of my colleagues, who I worked with in their early years in enrollment, are now managers, directors and executive leaders of many higher ed institutions - for-profit and not-for-profit.
This is where I'm torn. Unfortunately, I have seen the repercussions of ineffective enrollment staff on the back-end of a students educational experience with a university. I've heard stories of credits promised, shortened time for degree completion, recommendations for mis-use of Title IV funding, etc. While not the majority of what I've witnessed and experienced, it has been enough for me to understand and know this is an issue that does need guidelines. Although I'm not sure I would trust representatives from traditional institutions to be the driving force behind the changes of the safe harbors. It will be interesting to see how this pans out.
Article --> Officials of For-Profit Colleges See Department's Proposed Rule Changes as 'Aggressive'
Gonzalez, J. (2009, Dec. 1). Officials of For-Profit Colleges See Department's Proposed Rule Changes as 'Aggressive'. Retrieved December 6, 2009 at http://chronicle.com/article/For-Profit-Colleges-See/49305/
Wednesday, December 2, 2009
Back to Where it Began
Last night I taught a group of freshman level students in a classroom that I'm most certain I once sat in as a student. If not as a student, I most certainly attended a work meeting in this classroom. As I ponder this, I realize what a unique position I find myself. Not many people have the opportunity to return to where it all began.
The building where the classroom is located is also the same building that I once occupied as an employee on various floors throughout the years. On the first floor I worked as an Admissions Coordinator, on the second floor I worked as an Education Administrator, and on the seventh floor, I was an Academic Counselor and Reentry Counselor. In other positions I was housed in the four-story building across the courtyard. At the very beginning of my career with UOP, I worked at off-site, satellite campuses (for those of you who might recall, the Downtown and Northwest Campuses are where I worked, respectively). I worked in nearly every department within the Student Services department. At that time in my life (my early twenties), I had no clue that one day I would be a director over this department.
Fast forward to last night...walking into the seven-story building, up the stairs to the second floor, into classroom 204...I'm no longer that young girl starting her career. I'm the teacher, faculty, instructor, professor...so many titles for what I do these days. I'm no longer shy, insecure, inexperienced. I'm back to the same place where I started, yet, because of nontraditional higher education, I'm a completely different person. The experience I gained as an employee of the University of Phoenix went beyond the entry-level coordinator and administrator roles that I held in the early years. It took me from having a job, to having a career.
In his book, Rebel with a Cause, Dr. John Sperling states, "...my own aims always have been centered around social change, and about increasing opportunities for those born without the middle-class entitlements that our consumer culture seems to take for granted." It was his own aim, that changed the course of my life. Sent me down a path that may not have happened otherwise. I am well-rounded, cultured, open-minded, experienced and educated because of his goal to bring about change in higher education.
It was Dr. Sperling's firm stance on the need for nontraditional higher ed, that has allowed me to return to the place where it all began. Older, wiser, appreciative, and, with the goal of giving back. Thank you Dr. Sperling...I'll never take all you did for granted.
The building where the classroom is located is also the same building that I once occupied as an employee on various floors throughout the years. On the first floor I worked as an Admissions Coordinator, on the second floor I worked as an Education Administrator, and on the seventh floor, I was an Academic Counselor and Reentry Counselor. In other positions I was housed in the four-story building across the courtyard. At the very beginning of my career with UOP, I worked at off-site, satellite campuses (for those of you who might recall, the Downtown and Northwest Campuses are where I worked, respectively). I worked in nearly every department within the Student Services department. At that time in my life (my early twenties), I had no clue that one day I would be a director over this department.
Fast forward to last night...walking into the seven-story building, up the stairs to the second floor, into classroom 204...I'm no longer that young girl starting her career. I'm the teacher, faculty, instructor, professor...so many titles for what I do these days. I'm no longer shy, insecure, inexperienced. I'm back to the same place where I started, yet, because of nontraditional higher education, I'm a completely different person. The experience I gained as an employee of the University of Phoenix went beyond the entry-level coordinator and administrator roles that I held in the early years. It took me from having a job, to having a career.
In his book, Rebel with a Cause, Dr. John Sperling states, "...my own aims always have been centered around social change, and about increasing opportunities for those born without the middle-class entitlements that our consumer culture seems to take for granted." It was his own aim, that changed the course of my life. Sent me down a path that may not have happened otherwise. I am well-rounded, cultured, open-minded, experienced and educated because of his goal to bring about change in higher education.
It was Dr. Sperling's firm stance on the need for nontraditional higher ed, that has allowed me to return to the place where it all began. Older, wiser, appreciative, and, with the goal of giving back. Thank you Dr. Sperling...I'll never take all you did for granted.
Monday, November 30, 2009
A product of nontraditional higher ed...
As mentioned in the “about me” section of this blog, I have spent the past 20 year, my whole career, in nontraditional higher ed. While I have dabbled in various forms of traditional higher ed, not only as a student but also as a faculty/teacher, my dedication remains true to nontraditional higher education. In many ways, I owe who I am and what I have to this industry and although I’m far from an industry expert, my time, experience and education lead me down this path.
In my professional experience I spent 16 years working full-time for the University of Phoenix, which laid the foundation for nontraditional higher ed in our country. My last full-time position with the university was as the Director of Operations and Student Services for the South Florida Campuses. Currently, I am an Adjunct Faculty member at the Phoenix Campus. I am proud to be a graduate, proponent, educator and product of the organization built by Dr. John Sperling. My detailed CV (an academic version of a resume) can be found here.
This university, run as a business and referred to as the “Company” by Dr. Sperling himself, would not only make its mark in the world of higher education and the business world, but it would also make its mark in my life. Spending the past 20 years of my life tied to this organization in a part-time, then full-time, and once again, part-time capacity, has been a dominant force in molding who I am as a person, employee and now, educator.
The purpose of this blog is to share my perspective, opinion (academically sound ones and personal ones), experiences and insight to the world of nontraditional higher ed.
Subscribe to:
Posts (Atom)
