Ever considered teaching part-time at University of Phoenix? This guide is designed to help you decide.

1. Is University
of Phoenix
right for you?
A guide for faculty candidates
Pictured top left to right: Gemma O’Donnell, RN, MSN, CCM, Faculty, College of Nursing /Pilar Vargas, Psy.D., Faculty, College of Social Sciences/Ellis Jones,
M.A., Faculty, School of Business/ William T. O’Donnell, Ph.D., Faculty, School of Business/Ben Pundit, NMD, Lead Faculty, College of Social Sciences

2. Table of Contents
Welcome! 3
Our beginning 3
What makes University of Phoenix so different? 3
Course scheduling 3
The academic model 4
Practitioner faculty 4
Curriculum development and assessment of student learning 5
For-profit status 5
Mission and purposes 6
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3. Welcome! What makes
Welcome. As faculty candidates for University of Phoenix, you University of Phoenix
will be assessing your fit with our culture, just as we will be
assessing your fit with our unique teaching and learning model. so different?
We understand that for many of you, taking the steps to teach
University of Phoenix is so different from traditional educational
after spending years in your profession is a big milestone. Even if
institutions that we raise both questions and praise among the
you have taught at other institutions University of Phoenix requires
traditional higher education community. University of Phoenix
that you participate in a specialized certification program that will
was founded on the basic principle that teaching non-traditional
prepare you for a successful teaching experience with us. You want
learners requires a fundamentally different approach. The principle
to make sure that if you invest your time in us, you are making
is not a new one — it has been validated over and again by
the right decision.
academic research and literature on learning theory.
Hopefully after reading this material, you will have a better
It is well-known that once young adults enter the workforce, they
understanding of who we are and why we are different from other
are no longer “empty vessels” waiting to be filled. They arrive to
universities. While it is not intended to be all-inclusive, it should
class already having formed opinions, concepts, and values and
provide you — along with the other materials in our assessment
they want to share them. They have conflicting priorities ranging
program — with additional information to help you in your
from family to professional to civic responsibilities and little time
decision process.
to accomplish them all. They have a need to learn concepts that
they can immediately apply to their jobs or lives. They are also not
Our beginning tolerant of bureaucracies that take up more of their precious time
and make them feel powerless or diminished. The following
In 1976 University of Phoenix reinvented the way working adults observations explain how University of Phoenix responded to
could achieve a higher education and made academic innovation, these learner concerns, with particular emphasis on where we
quality and accountability our hallmark. University of Phoenix parted from tradition and why.
pioneered an educational and service model specifically geared
toward the way adults learn best and made our programs widely
available to working students using common-sense scheduling Course scheduling
and fresh new approaches to academic delivery.
How does the shorter, more focused course schedule
University of Phoenix questioned the status quo in every aspect of employed by University of Phoenix better meet adult
our academic culture and operations because we were focused on students’ needs?
becoming a university with teaching and learning as the center-
piece and adult learners as the highest priority. This revolutionary It is impossible to discuss the University of Phoenix teaching/
approach extended to the University’s early decision to organize as learning system without mentioning its departure from the
a for-profit entity, an act that has propelled our growth, widened traditional semester schedule. The University’s unique course
our outreach to students both nationally and internationally and schedule is essential to providing working adults access to
provided the resources for continuous improvement, academic education. In essence, University of Phoenix departed from the
accountability and assessment, and excellence in our classrooms. agrarian-based academic calendar with long semesters and
frequent holiday breaks and in its place, developed a course
Today, University of Phoenix is the largest private university in calendar in keeping with an adult pace and lifestyle. Students
North America. We have over 200 campuses and learning centers take one course at a time, each course lasting five to six weeks.
in the United States and Puerto Rico. We are regionally accredited Additionally, because courses begin and end so frequently at
by the Higher Learning Commission and are a member of the University of Phoenix, students can begin a program of study
North Central Association (ncahlc.org). We have been the almost any month of the year.
recipient of awards for quality, the focus of academic research
on “good work” and a leader in online and adult education. This adult-centered schedule enables learners to complete their
undergraduate degree requirements in about three to four years
We are a non-traditional university, attracting a great deal of (depending on credits needed on entry) and their master’s degree
attention and controversy in spite of, or perhaps because of, our in about two years, even while they continue to hold down jobs
success. University of Phoenix emerged as an institution of higher and raise families. The schedule benefits our faculty members too,
learning for working adults at a time when there were almost as they can schedule their teaching assignments in shorter
no options for adults to complete a bachelor’s degree without increments around their personal and professional obligations.
dropping out of the workforce. Our devotion to serving working
students and the strong need for our services has driven our
non-traditional education model and provided the impetus for
creating a different kind of university. 3

4. The academic model Collaborative Learning
University of Phoenix students are required to take responsibility
What are the academic fundamentals at not only for their own learning but for that of their classmates as
University of Phoenix? well. In most courses, students work in learning teams of three to
five students. The small classes and even smaller learning teams
While the “features and benefits” required meeting the needs provide assistance, encouragement and motivation. The teams
of our learners — small class size, rapidly paced courses and accommodate various learning styles, as members contribute their
convenient class schedules — it is not our academic model. strengths and receive assistance with their weaknesses, whether
Delivering education that inspires and motivates adult students academic or interpersonal. Collaborative learning creates the
is much more complex. push-pull of both peer pressure and peer support.
Our academic model was conceptualized several years prior to The Use of Practitioner Faculty in Professional
the development of the University of Phoenix. After a decade of Degree Programs
research on teaching and learning, University of Phoenix founder, Adult students have a particularly strong need to make connec-
Dr. John Sperling and his collaborators at San Jose State and U.C. tions between the theoretical and the practical. The integration of
Berkeley, made a fundamental academic decision that shaped all knowledge is both empirically and conceptually linked with its use
else; divide the learning objectives equally between the affective and aids in an understanding of its value. In turn, knowledge that
and cognitive domains. This was essential in designing a learning is valued is more likely to be remembered, extended, refined and
environment that was both compelling and engaging for adult transmitted. Based on these principles, the decision was made for
learners. the professional degree programs to appoint faculty members
While cognitive learning is generally understood as the domain who are professionals actively working in their field. Our faculty
of knowledge, facts and information, the affective domain is less members are masters at making the connection between the
understood because it encompasses the realm of values, attitudes theoretical concepts presented in the literature and their context
and interpersonal skills. The cognitive skills and knowledge in the world of work.
required for a field of study are clearly identified by the University
of Phoenix in degree program handbooks and curriculum.
However, it is the less tangible affective domain that is central to
Practitioner faculty
the motivation of adult students, and key to overall success.
What are the advantages of academically prepared
How are learning objectives addressed in faculty who also hold industry jobs?
the affective domain? University of Phoenix employs a number of core (full-time) faculty
From the world of work, the skills normally classified as affective — members who oversee curriculum and instruction and participate
cooperation, motivation, responsibility, teamwork, loyalty, in scholarly research. Some content areas, primarily in the
commitment, leadership, and self-confidence are often more liberal arts, are taught by faculty who are educators in those areas,
highly linked to a person’s success than their cognitive skills or and not necessarily employed in them. However, the majority of
technical knowledge. Within the affective domain, students’ our faculty members are associate (part-time) faculty who are
passions are aroused and their cognitive knowledge becomes experienced practitioners — usually working full-time in their
more fully integrated. The affective domain is addressed in the professions and teaching part-time for the University. Being
University’s academic model using a variety of learning strategies, currently employed in their fields and/or staying current through
just as multiple methods are employed in order to impart participating in scholarship, and maintaining licensures and/or
cognitive learning. However, the following University of Phoenix certifications allows faculty to stay current in industry knowledge,
methods are central to addressing the affective domain: practical application and other trends among their fields.
In addition to teaching, University of Phoenix faculty members
Small Group Facilitation participate in academic governance, make professional
The preferred instructional choice at University of Phoenix is presentations and/or hold offices in their communities.
facilitative versus didactic. While brief lecturing is appropriate to
certain subjects or topics, long lectures are generally not conducive
to engaging the learner in the learning process. Keeping classes
small and using discussion/facilitation instructional techniques
across an entire degree program provides students with a place to
practice, to try out new ideas, to validate their assumptions and
to test their communication and leadership skills. In turn, this
active involvement contributes to the building of self-confidence.
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5. Curriculum development ment of learning outcomes provides assurance that students have
learned what they should learn and know what they should know
and assessment of at the completion of any class or degree program.
student learning For-profit status
Is it possible for faculty who are not tenured to have
academic freedom — especially when each instructor How does a for-profit university balance its profit
does not develop his or her own curriculum? goals with its academic goals?
The University’s practice of using centrally-developed curriculum For-profit institutions are relatively new on the scene in higher
that can be customized and tailored, rather than having individual education, and negative myths about mixing education and profits
instructors create their own curriculum for each course, is another die hard. Critics had academic concerns about public land grant
departure from tradition. Course goals, learning outcomes, institutions in the mid 19th century and about community colleges
materials and readings are selected by the University of Phoenix in the 1950s and 60s, but these were soon replaced with
central curriculum development department. University of Phoenix recognition of their place in the landscape of higher education and
faculty members have the academic freedom to express their own for-profit universities are now finding their place as well. Research
ideas about the material, its importance (or unimportance), how it has shown, for example, that for-profit universities are as con-
fits within the field, or any other issue they deem significant. They cerned with academic accountability as their non-profit peers.
are always required to teach to the learning outcomes which are University of Phoenix balances fiscal and academic goals by making
specified in the developed curriculum, but they are not expected both fundamental to our culture and organizational structure.
to reach those learning outcomes in the exact same way. Every So while strategic management controls focus on fiscal responsi-
faculty member brings his or her own experience, opinions, and bility, strategic academic controls focus on academic integrity and
expertise to the material. Each class is different and may require accountability. This is accomplished by providing faculty with a
different approaches. governance process that ensures and requires their input, provid-
How does curriculum consistency benefit students ing students with appropriate services and materials for learning,
and their employers? and institutionalizing learning outcomes assessment and other
mechanisms for both external and self-examination.
The curriculum of University of Phoenix has its roots in both
practicality and academic accountability. Associate faculty Being organized as a for-profit institution compels University of
members who work at their professions during the day and teach Phoenix toward growth. Growth is part of what feeds our culture
at night generally appreciate the efficiency and quality of a of innovation, providing development opportunities for our faculty
collective process where both content experts and curriculum and staff, and ensures that physical and human resources are avail-
design experts contribute. They recognize that for an institution able for academic programs and improvements. It is critical to our
with multiple campuses and delivery systems across the nation, identity. However, profit-making is not the University’s sole mission
utilizing common course goals and outcomes in a given course is or even its key institutional driver. Like many traditional colleges
crucial to maintaining academic integrity and accountability. and universities, our mission is socially informed and encompasses
It is important for students and employers to know, for example, making positive change and growth in our students and society
that a course taken online is the same course offered at a local as a whole. This is what gives meaning to our employees and what
campus; that a course completed in one state is of similar quality motivates our faculty to teach.
as a course completed in another; and, that a course taught by one
faculty member will include the same learning outcomes if the
course is taught by another.
Mission and purposes
Most importantly, the central reason behind the University’s use
of common course goals and outcomes is to be able to measure
student learning. Because learning outcomes are specified, they
can be measured, enabling the University to be more accountable
to both our internal and external constituents. Widespread mea-
surement (by program, by course, by campus, etc.) has enabled
University of Phoenix to norm itself against others (in the disci-
plines that have been normed) as well as against itself. These mea-
sures tell the University how well our students are performing, how
well the institution is performing, and where improvement efforts
and financial resources should be placed. Moreover, the measure-
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6. The Mission of University of Phoenix is to provide access to higher
education opportunities that enable students to develop the
knowledge and skills necessary to achieve their professional goals,
improve the productivity of their organization and provide leader-
ship and service to their communities.
Our purpose is to
– acilitate cognitive and affective student learning, knowledge, skills
F
and values, and to promote use of that knowledge in the student’s
workplace.
– evelop competence in communication, critical thinking,
D
collaboration and information utilization, together with the
commitment to lifelong learning for enhancement of students’
opportunities for career success.
– rovide instruction that bridges the gap between theory and prac-
P
tice through faculty members who bring to their classroom not
only advanced academic preparation, but also the skills that come
from the current practice of their professions.
– rovide General Education and foundational instruction and
P
services that prepares students to engage in a variety of
university curricula.
– se technology to create effective modes and means of instruction
U
that expand access to learning resources and that enhance
collaboration and communication for improved student learning.
– ssess student learning and use assessment data to improve the
A
teaching/learning system, curriculum, instruction, learning
resources, counseling and student services.
– e organized as a for-profit institution in order to foster a spirit
B
of innovation that focuses on providing academic quality, service,
excellence and convenience to the working student.
– enerate the financial resources necessary to support the
G
University’s mission.
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