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Southern California Campus (SoCal) Academic Affairs Newsletter December 2006 University of Phoenix Vol. 12, No. 6 THIS ISSUE Thank You from Dr. Warren Washington Director of Academic Affairs Page 1 Academic Affairs Department Page 3 College of Health Sciences & Nursing Page 5 College of Education Page 7 College of Graduate Business & Management Page 8 College of Criminal Justice Administration/ FlexNet Program Page 12 College of Social & Behavioral Sciences Page 15 College of Undergraduate Business & Management Page 17 College of Arts & Sciences Page 20 College of Information Systems & Technology Page 23 Directed Studies Program Page 26

From Dr. Warren Washington, Director of Academic Affairs FINAL REMINDER!!! Faculty Web Page All faculty are REQUIRED to have a Faculty Web Page Please go to the mycampus website under the “Service Tab” (on the left) and complete the development of your Faculty Web page. We will soon require all faculty members to post their course syllabi here. All faculty members MUST have their Web page completed on or before 9/1/06. Faculty without a Web page after 9/01/06 will not be scheduled for courses, so establish your Web page now.

Please Read This Carefully!!!!!!! Late Arrival; Early Departure In order to continue providing our students with quality instruction, faculty must be in the classroom from 6:00 p.m. - 10:00 p.m. This is our policy. Arriving late and/or leaving early compromises our ability to deliver value to our students. The best way to ensure that class runs until 10:00 is to have enough materials and/or activities prepared, especially in workshop 5 or 6 when students give presentations. There are many ways to use the time in a productive and effective manner. For example, setting up round robin debates after students have presented works well in challenging students to think critically as well as defend their solutions to business problems.

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Academic Affairs Department

University of Phoenix Southern California Campus

Campus Administrators Jennifer Cisna Regional Vice President Western Region Matthew Johnston Vice President Southern Territories Karen King Regional Director Western Region LeeAnne Herbold Campus Director SoCal Campus Dr. Warren Washington Director of Academic Affairs Jim Ghormley Associate Director Academic Affairs Campus College Chairs Sandy Carter College of Health Sciences and Nursing Dr. Dena Graves College of Education Dr. Carlos Guzman College of Graduate Business & Mgt. Johnny McLoud-Hoover College of CJA/FlexNet Program Dr. Allie Pashley College of Social & Behavioral Sciences Dr. Lester Reams College of Undergraduate Business & Mgt Dr. Jackie Shahzadi College of Arts & Sciences

Academic Affairs Administrators Sondra Burgoyne Directed Studies Administrator Laura Chakalian Education Program Manager Lisa Lundberg Education Program Manager Bennie Mc Connell Nursing Program Administrator Renee Larson Senior Credential Analyst Barbara Nagle Faculty Service Manager Symone Starr-Parker Academic Manager Diane Terry College of Behavioral Sciences & Social Sciences Program Manager Beverly Vandercook Nurse Practitioner Administrator Gentry Bradley University Relations Officer

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Campus Administrators

Jim Ghormley Associate Director Academic Affairs Academic Affairs Administrators

Laura Chakalian Education Program Manager

Lisa Lundberg Education Program Manager

Renee Larson Senior Credential Analyst

Symone Starr-Parker Academic Manager

Diane Terry College of Behavioral Sciences & Social Sciences Program Manager

Beverly Vandercook Nurse Practitioner Administrator

Bennie McConnell Nursing Program Administrator

Barbara Nagle Faculty Service Manager

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College of Health Sciences and Nursing

Sandy Carter, Campus College Chair

As we approach the holiday season I would like to personally thank you for your contributions to the university, campus, college and our students. The success of our students is directly related to the excellence of our faculty, and I feel fortunate for the faculty who teach in the Nursing and Health Care Programs. So I wish you and your loved ones a joyous holiday and much prosperity in the New Year. Speaking of 2007, I wanted to provide you some detailed information regarding the new version of the BSN, since new students will be enrolled in this program beginning February 2007 : E R S I T Y O F P H O E N I X The Bachelor of Science in Nursing (BSN), accredited by the Commission of Collegiate Nursing Education (CCNE), is a program designed to develop the professional knowledge and skills of registered nurses. The curriculum builds on a foundation of biological, physical, and social sciences, which contribute to the science of nursing. The liberal arts components enhance the development of the intellectual, social, and cultural aspects of the professional nurse. This baccalaureate program includes behavioral objectives that concentrate on the development of the nurse's role as caregiver, teacher, and leader. Utilizing human caring as a framework, registered nurses are prepared as generalists who are able to apply critical thinking, progression skills, and knowledge to client outcomes and health care systems. The Bachelor of Science in Nursing degree program has a 41-credit required course of study and a 6-credit elective requirement. The required course of study includes a capstone course that synthesizes baccalaureate outcomes. The required course of study fulfills only part of the 120-minimum-credit requirement for degree completion. HCS301 Undergraduate Nursing Studies The course is designed to aid adult learners in acquiring or improving critical thinking, teamwork, research, and communication skills, which are necessary at the University of Phoenix. Students will develop strategies for achieving educational goals that will help them be successful in the undergraduate program as well as in their professional development. Students will also be introduced to the University library and the Center for Writing Excellence and learn how to access those resources successfully. NUR391 Professional Nursing Practice This course focuses on the professional role and discipline of nursing. Students will examine the image of nursing and develop strategies for improvement. Standards of professional practice will be discussed in relation to the profession, role, and value behavior.

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HCS350 Health Care Communication This course will focus on professional communication related to the role of the registered nurse. This course is designed to explore the knowledge and skills required to communicate therapeutically with clients and communicate effectively with other professionals of a health care team. The art of delegation will be examined. NUR403 Theories and Models of Nursing Practice This course is designed to focus baccalaureate students on the behaviors, attitudes, and values necessary for theory-based professional nursing practice. Concepts of professional nursing are presented within the unifying framework of Jean Watson's theory of caring. NUR427 Health and Disease Management This course focuses on pathophysiology, principles of motivation, learning theories, and their application to disease processes. A review of diseases from a systems approach will be stressed along with discussions regarding the impact of diversity, delivery of patient education, complementary and alternative therapies, and community resources. NUR440 Health Assessment and Promotion for Vulnerable Populations This course is designed to assist professional nurses in developing interviewing skills, refinement of physical assessment techniques, and preventative health interventions when working with diverse and vulnerable populations. The importance of therapeutic communication in performing a health assessment is emphasized. HCS438 Statistical Applications The emphasis in this statistical applications course is on thinking about research issues in a statistically sound and practical fashion. Students will learn how to formulate and ask the right questions, how to collect data effectively, how to summarize and interpret information, and how to understand the limitations of statistical inferences. NUR443 Evidence-Based Nursing Research and Practice This course will focus on current review of nursing research literature and research utilization through evidence-based practice. Three areas of research competencies will be examined which include interpreting and use of research in nursing practice, evaluation of research, and conducting research. NUR405 Healthy Communities: Theory and Practice This course will examine the role of nursing in community health and create conditions that promote healthy living. Theories of community health and nursing practice will be explored though concepts of health promotion, tertiary, primary, and preventative care of individuals, families, and communities. Students will complete 50 clinical hours. NUR408 Epidemiology: Global and Public Health Epidemiology provides the basis for significant public and global health decisions. This course will explore key issues related to public and global health relevant to professional nursing practice.

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Through the use of epidemiology methods, students will track the natural history of a disease, identify its frequency, distribution, and cause. This course contains 50 hours of clinical experience. HCS478 Health Law and Ethics The legal and ethical aspects of the nurse’s role in the delivery and management of health care are examined in this course. This course will introduce ethical responsibilities and decision making models related to various health care situations while exploring legal accountability to the individual, clinical, and health care providers. HCS482 Health Care Informatics This course is designed to examine computer and electronic modalities that assist patient and client management. The automation of data management through information systems, expert systems, and telecommunications will be examined in the context of health care informatics. The use of technology to help make decision and to improved the health status of individual, families and communities will be emphasized. NUR492 Senior Practicum: Leadership and Management This course will provide the student the opportunity to synthesize previous knowledge and skills in a supervised practicum experience with the guidance and approval of the faculty. The final project will integrate the academic and practical knowledge the student has acquired in their program. This course contains 25 hours of clinical experience. Please identify the courses that you are interested in teaching, review the Course Approval Forms for the required academic preparation, graduate coursework, work experience and instructional experience. Complete CAFs for those courses you are qualified to teach and submit the completed CAFs directly to me at Sandy.Carter@phoenix.edu. Thank you very much. Sandy

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College of Education

Dr. Dena Graves, Campus College Chair Hello to the wonderful faculty members in the College

of Education. Our beloved staff and faculty member, Norman Martin, passed

away on Saturday, December 16, 2006. Norm placed our student teachers at school districts throughout Southern California. He also did orientations and student teacher supervision. Norm was a true inspiration to each and every one of us. For the past four years, he battled cancer, yet never missed a day of work. Ruth Rapp wrote in a remembrance, “Norm did love life and that included his family and grandchildren who were all so important to him. Each and every time I talked with Norm, whether on the phone or in person, he related to me a story about one of his grandchildren. He was so very proud of them and each held a special place in his heart. I knew that when Norm was still walking with his cane that each movement he made was filled with anguish. Norm would never tell anyone this because he never complained. If asked, ‘How’s it going, Norm?’ He would have a smile on his face and tell me that everything was fine. In fact, in the four years of my knowing Norm, never did he complain. Norm’s philosophy was to always look on the bright side of life because life is for living.”

There is a great schedule of Content Meetings and Technology Training for 2007. They will start on Tuesday, January 9, 2007 in Gardena and Tuesday, January 16 in Costa Mesa. All College of Education faculty members are encouraged to attend. You will not need to sign up in advance. The time span is 6:00 pm to 10:00 pm. This month faculty members completed a list of potential icebreakers for each of the workshops in the MAED program. The list will be sent to your Task Stream email account. Be sure to keep your Version Three student Task Stream evaluations current. This will be part of the grade in the student’s last class, and the electronic portfolio is a graduation/credential requirement. As a reminder, if you are scheduled for an E class, it does not meet and is the new method of recording Version Four on Task Stream. Simply require the students to provide proof of posting and then give the same grade as the paper copy in class. At the last general faculty meeting, suggestions were made for faculty to meet at the Computer Using Educators (CUE) conference in Palm Springs and/or at the ACSA Conference in Anaheim. Everyone would be on their own for costs, but we could meet for content/sharing meetings. Please email me if you are interested. Applicable web sites are: http://www.cue.org/conference/ and http://www.ascd.org/portal/site/ascd/index.jsp/ or https://shop.ascd.org/conferences/login.cfm?conference_code=AC07

Again, thank you so much for your fantastic work with our students! “Impacting student learning, one educator at a time.” College of Education

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College of Graduate Business & Mgt. (GBAM)

Dr. Carlos Guzman, Campus College Chair GBAM Today Welcome Again Carlos Guzman, PhD Welcome to the December edition of our newsletter!!! I hope that during this holiday season you reflect on what has been accomplished for Graduate Business and Management and the positive impact you are making in the lives of our students. The college as a whole has performed very well, achieving an average overall SEOCS rating of 92% or better for faculty effectiveness. As noted before, I am so appreciative of each and every one of you in relationship to the quality that is provided in the classroom. Our faculty members are the key to continued success within GBAM. This newsletter will provide general updates on the College of Graduate Business and Management. _______________________________________________________________________________ General Updates Faculty Training for Quantitative Courses The GBAM team is in the process of creating some training on how to use various software applications for statistical computations. The goal is to get all faculty socialized to using time-saving statistical tools and provide students with support on how to use them as well. Stay tuned… Course Needs We continue to need more approved faculty within the following content areas: Statistics/Research (MBA/510), Human Resources (MBA/530), Operations (MBA/550), Managing the Business Enterprise (MBA/502) and Economics (MBA/501) as well as our specialization courses: MBATM/591, MBATM/592; MBAGM/591, MBAGM/592; MBAPA/591, MBAPA/592; ACC/589, ACC/559, ACC/569, ACC/579, ACC/599; MBAHR/591, MBAHR/592. If you qualify for any of these courses, please fill out a Course Approval Form (CAF) and submit to my attention at: carlos.guzman@phoenix.edu

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Generic Benchmarking Structure There have been some challenges for the benchmarking assignment as it is written in rEsource. Such occurrences are evident when learning teams contain 5 or 6 members. As noted on the student website, instructions are given to have each team member write a 350 word synopsis of the issues involved in the scenario. What we are finding is a lot of overlap within the final learning team paper. As a remedy to this challenge, I have provided a structure to help students better articulate and consolidate their research findings and “best practices” for the scenarios:

Syllabus Structure for the Learning Team Benchmarking Paper MBA/520 Sample

1. Issues involved with Intersect - Collectively as a team: 350 word synopsis of issues facing the company 2. Identified Companies (Major Heading) Company 1 (sub-heading):

- How did the company respond to the issues - Outcomes of this company - Identify key course concepts Company 2 (sub-heading): - How did the company respond to the issues - Outcomes of this company - Identify key course concepts Company 3 (sub-heading): - How did the company respond to the issues - Outcomes of this company - Identify key course concepts

Company 4 (sub-heading): - How did the company respond to the issues - Outcomes of this company - Identify key course concepts

3. Best Practices for Intersect (Major Heading)

- What can Intersect learn from each company?

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- Alternative 1: Best practices

- Alternative 2: Best practices

- Alternative 3: Best Practices

- Alternative 4: Best Practices

Syllabus Alignment and rEsource Before teaching a course, it is a good idea to open the syllabus that is on rEsource and ensure that the assignments (whether PBL or alternative) are in alignment with what the students see. There have been instances where faculty are not properly aligning the assignments with the week by week format on rEsource resulting in confusion and frustration for our students. If you have any questions about this process, please feel free to contact me at: carlos.guzman@phoenix.edu _______________________________________________________________________________ Assessment, Assessment, Assessment Every night that you teach, there are wonderful opportunities to assess our students to determine whether or not they are grasping the key learning objectives. The questions I pose to all of you are, “how do you know that our students are learning what they are supposed to learn?” “What are the tools that you use within the classroom?” “To what extent do you challenge your students?” “How do you approach the quiet student?” “How do you handle the short response, ‘that’s interesting’” Let us collectively challenge ourselves to take it to the next level the next time we walk into the classroom. Make the assessment process a fun and engaging experience!!! Content Meetings and Training Continue for GBAM

Attendance is improving. In order for all of us to keep up-to-date and enhance our facilitation skills, attending content meetings and trainings is vital. Let’s all make it a point to continue active involvement within the college by attending ongoing meetings and trainings. You can apply via mycampus by clicking Yourcampus, then, Faculty Training and then, Graduate Business and Management. I will post trainings and content meetings via an e-mail broadcast prior to posting on mycampus. We at the College of Graduate Business and Management look forward to seeing you at these meetings. Remember, in order to stay active, you must attend at least 1 content meeting per year in addition to other activities. _______________________________________________________________________________

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“We would accomplish many more things if we did not think of them as impossible.” Vince Lombardi

Course Updates Some of the courses in MBA v.20 have been updated to reflect alternative assignments. Please decide on which assignments you wish to require as part of your syllabus. The structure must be consistent. For example, if you choose to have students perform the “alternative assignment” for workshop 2, you need to continue this process through workshop 3. For workshops 4-6 you can continue with using alternative assignments or opt for working the PBL scenario. However, in some cases (i.e. MBA/510) students are already assigned the PBL scenario assignment (USA World Bank) for workshop 1 via the rEsource website. In this instance, you must include the relevant assignments for the PBL scenario for workshops 1-3 in your syllabus if such has already been designated via the student website for workshop 1. Courses impacted by update: MBA/510, MBA/520, MBA/530, MBA/550, MBA/570, MBA/590

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College of Criminal Justice Administration & FlexNet Program

Johnny McLoud-Hoover, Campus College Chair

Happy Holidays I wish each of the faculty members in the College of Criminal Justice Administration and the FlexNet Program Safe and Happy Holidays and I look forward to working with each of you in the upcoming year 2007!!!!!! And thank you for the quality instruction you have provided to our students. Criminal Justice Administration Degree Program Update The Southern California Campus has received permission to start a new degree program. The new program is the Master of Science Administration of Justice and Security. I am pleased to report that a new group will start in this program January, 2007. If you know of any undergraduate students who might be interested in the Master of Science Administration of Justice and Security program, please refer the student(s) to their Academic Counselor. FlexNet Program Update Recently there have been several inquiries about whether the FlexNet Program will continue in the So Cal Campus. I am pleased to inform you that any incoming new student wishing a FlexNet Class will be allowed to enroll if we have enough students to start a new group. Therefore, the Flex Program is alive and well. We currently have 700 students enrolled in the Program, and I look forward to more students enrolling in the future. FlexNet Training Schedule

Date Location OW MTW Day

1/11/2007 South Coast 1/11/2007 2/8/2007 Thurs

1/27/2007 Ontario 1/27/2006 2/24/2007 Sat

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2/10/2007 Culver City 2/10/2007 3/10/2007 Sat

3/17/2007 Long Beach 3/17/2007 4/14/2007 Sat

4/21/2007 San Bernardino 4/21/2007 5/19/2007 Sat

5/5/2007 Woodland Hills 5/5/2007 6/9/2007 Sat

6/23/2007 Gardena 6/23/2007 7/21/2007 Sat

Items to remember: - Be sure to complete your Faculty Webpage. - Be sure to update your Faculty Profile. CJA Lead Faculty Please feel free to contact your CJA lead faculty listed below if you have any questions. Ronald Black (818) 957-4431 rjblack@email.uophx.edu Learning Centers: Gardena, Pasadena, Woodland Hills Wesley Fox (909) 274-5066 wfox@email.uophx.edu Learning Centers: Diamond Bar, Murrieta, Palmdale/Lancaster Albert Mendoza (951) 233-4388 amendoza02@hotmail.com Learning Centers: San Bernardino, Long Beach, La Mirada Albert Vasquez (626) 705-4296 albert_vasquez@hotmail.com Learning Centers: South Coast, Saddleback Valley, Ventura Regena Weatherford (909) 641-3834 reetaz@email.uophx.edu Learning Centers: Ontario, Culver City, Victorville

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College of Social & Behavioral Sciences

Dr. Allie Pashley, Campus College Chair

From the Desk of Dr. Pashley

FRIENDLY REMINDERS

Therapist or Instructor? While most of us who teach wear several different hats – it is really important to maintain professional boundaries. At times, some students will attempt to use the classroom setting as a replacement for psychotherapy. Please be clear, in the syllabus and in your classroom, that your role is an educator and discourage personal self-disclosure and psychotherapeutic advice- giving.

Participation points are not given to students for simply showing up to class. They are to be earned. The points are earned by being prepared and actively engaging in the learning process. All syllabi should reflect 5 points per workshop.

Are your students citing research? Please put the brakes on the cited works of “google”, “wikipedia”, and the like. We want our students to become proficient in navigating their way through the online library and becoming adept in identifying reliable and valid research. As instructors, we are looking for scholarly research from academic journals and books to support students’ thoughts. It is ethical conduct to base one’s work on the most recent scientific and professional knowledge that has been established in the field of Counseling, Human Services, Psychology, and Mental Health, in general.

Break time is 15 minutes in length. Provide feedback – utilize the written and oral feedback forms (found on

mycampus) under “Forms.” Also, beginning workshop two – distribute a “points rubric” that lists the weekly assignments and participation points so the students can see how they are progressing in the course (or lack thereof). It also minimizes grade disputes once the class has been completed.

QUESTION OF THE MONTH Question: “I have the course syllabus posted on my faculty webpage and I even emailed the syllabus to students a week before workshop one. What happens if the students do not submit the assignment for Week One?”

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Answer: This is a great question. The students know to check rEsource for course information. This is one reason why we NEVER change assignments due Week One. However, we can change the point value. I would suggest keeping the points between 3 and 5. There are times when some students are being enrolled into a class at the last minute. For students enrolled the day of class, a 48-hour grace period is permitted (this should be stated in the syllabus). Stick to your guns. If the assignment is not submitted, refer to your late assignment policy and stand by it. HUMAN SEXUALITY AND SEX THERAPY If you are course-approved for Human Sexuality and Sex Therapy [CMHC/551] you will find there is no electronic copy of the textbook. Due to publishing issues you will have to request a hard copy. It is the instructor’s responsibility to initiate this process. Please contact Mr. Thomas Nelson, Academic Affairs Coordinator to request a copy. His extension is 31105, and his email is: Thomas.nelson@phoenix.edu. I suggest ordering a copy as soon as you are assigned the course. NEW YEAR – NEW PROGRAM! I am very pleased to announce Master of Science in Psychology is here! (applause, applause). The program is scheduled to roll out in January, 2007. Course approval forms are up and running. There are 12 psychology courses in the program and 1 communication course. Teaching in this program requires a doctorate degree in psychology (some allow a doctorate in social work or counseling). You will find the CAFs listed under Liberal Arts once you click on the Course Approval Forms link from the mycampus webpage. HAPPY HOLIDAYS! When I take moment to catch my breath between all the happenings here in Academic Affairs – I sit back and reflect on all my blessings. There are many. One of which is coming on board as Chair. I appreciate the tremendous support I have received from my faculty. When I scheduled meetings – you registered! When I asked for CAFs – you submitted them! When I requested your attendance at commencement and General Faculty Meeting – you were there! When I needed an instructor at the last minute for a class – you raised your hand! You returned my emails and phone calls, and when an evaluator showed up to your class – you welcomed the process. As I sit here pecking at the keyboard, I feel so incredibly grateful for chairing a college staffed with dedicated faculty. I appreciate all that you do to support the college and its students. Thank you. I wish my faculty a very blessed holiday season – may it be filled with wonder and an abundance of love and joy.

Being entirely honest with oneself is a good exercise. – Sigmund Freud

The one exclusive sign of thorough knowledge is the power of teaching.--- Aristotle

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College of Undergraduate Business & Mgt.

Dr. Lester Reams, Campus College Chair

Thank You For everything that you do for the University and Happy Holidays

Once again I want to thank everyone for the tremendous work

that all of you have been doing in the classroom. Everything that you do gets our students closer to their ultimate dream of graduation. It is also the holiday season and the time for reflecting on family, friends and the things that have been accomplished in the past months. I want to take this time to wish everyone a happy and joyous holiday as we move towards the coming the new year.

The purpose of this communication is to: 1) bring together the topics of Classroom

Management, Facilitation Thoughts, Feedback and Facilitation Approaches (2) share the difference between BSB Version 23 and BSB Version 21 and 3) provide a reminder of sharing of facilitation tools and best practices. Dr. Lester Reams _______________________________________________________________________________ Reflections In the prior newsletter, I discussed the topic of classroom management, facilitation thoughts, feedback and facilitation approach. In this article, I will bring these items together in the order that each should follow. Facilitation Approach (Prior to Class) - In preparing for your courses, your should follow these suggested steps. Step 1 Create a mini-lecture which defines the topic, indicates the history and shows how the concept is used in industry. Step 2 Ask open-ended discussion questions so that the students can think about how the concept is applied in industry. Step 3 Devise a class activity that fortifies the topic presented in the mini-lecture. Step 4 Summarize the most important points learned about the specific topic covered. And Step 5 Use the Classroom Assessment Technique (CAT) to determine the students’ level of understanding. Classroom Management (During the first class) – The purpose of classroom management is to gain control of the class during the first class meeting. As faculty, you are the main representative of the University. How the class is managed will determine how the student will perceive the quality of their education from the University of Phoenix. Hence, it is important that all faculty conduct an introductory exercise, provide a bullet-proof syllabus, present an agenda, remind students of existing policies and enforce the University policies. If the faculty member delays or fails to take the actions just mentioned, there is the risk of loss of control of the class.

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Facilitation Thoughts (During all Classes) - The aim of this section was to show that faculty should take the time to determine the students’ level of understanding of a class concept(s), as indicated in the Classroom Assessment Technique (CAT). Per CAT, this is also called “Taking the Pulse of Class”. The reason for using CAT is that it reinforces the UOP motto of “Learn it Today. Use it Tomorrow”. The best approach to “Taking the pulse of the class” is to survey the class a the beginning, middle, and end for the level of understanding; use quizzes and other assessment tools, provide student with opportunities to submit anonymous feedback; and simply stop the course so that students can ask questions so that they feel comfortable with the material before moving to a new topic. Feedback (During All Classes) – The point to remember is to always provide feedback to students. Feedback allows the student to determine their status in the class and will allow them to make adjustments in their assignments. The best approach is to create a feedback sheet for each student and keep the sheets in separate folders. Include a copy of the feedback sheet in the syllabus and email feedback to students or have the completed feedback sheets available so that students can compare their scores with your scores. I hope this summary provides a big picture of how these topics are linked together. __________________________________________________________________ BSB V23 vs BSB V21 In comparing the BSB V23 with BSB V21, you will note there appears to be no difference in the classes, except for the new courses that have been developed for various majors. However, per a teleconference with Dean Freda Hartman, it was revealed that BSB V23 is taking a more measured approach in order to determine the effectiveness of the curriculum. Dean Hartman also indicated that the familiar courses such as GEN 300, Management courses (MGT 330, 331 or 344) Research courses (RES 341/342) Finance courses (FIN 370) Accounting (ACC 300) Business Law (BUS 415), Economics (ECO 365) and Marketing (MKT 421) are the foundation courses. After completing the final foundations course, the student must take the new Integrated Business Topics (BUS 475) before progressing to their major. The assignments for BUS 475 are designed to measure the effectiveness of the foundation course curriculum. Based on the results of the assignments, the findings will be reviewed and used for future modifications of the curriculum. When compared with BSB V21, there was no way to method of measuring curriculum effectiveness. __________________________________________________________________ Facilitation Tools and Best Practices As a reminder, please feel free to share any facilitation tools or best practices that you are using. I am interested in placing them on the Website, so that all faculty have access to these tools and practices. An article about you and your tool or best practice will be included in the newsletter.

Look for people who will aim for the remarkable, who will

not settle for the routine. … David Ogilvy…

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College of Arts & Sciences

Dr. Jackie Shahzadi, Campus College Chair

College of Arts and Sciences Academic Affairs December 2006 Newsletter

Welcome New Faculty! Recent additions to the teaching faculty of the SoCal College of Arts and Sciences include Jeffrey Thrift, Laura Greathouse, Tim Lynch, Helen Arbogast, Lynette Faciane, Ann Simun, Monet Moore, Stacey Squires, Natasha Billups, Gwendolyn Jones, Evangelina Ho, and others! Welcome to all our new additions and to faculty returning after a leave of absence. It is very important to remember to contact the Campus College Chair when you get assigned your first class. We can do a great deal to help you get started on the right foot with a mentorship or just some helpful hints.

How Do Students Learn in Teams?

The Associate Dean of the College of Arts and Sciences is collecting ideas on incorporating good team development exercises for the Introductory Course Sequence courses, beginning with GEN/101. Sometimes students do not enroll in SOC/110, Team Development and Conflict Resolution until they have already experienced teams in a variety of other courses. Students need to learn about good teamwork very early in their coursework, so the team development exercises need to be built into the very first courses they take.

If you have suggestions or best practices that you have used to have your students learn about good teamwork, please forward them to me (Jackie.Shahzadi@phoenix.edu), so I can send them onward to Phoenix.

Revising Workshop Zero for GEN/101

If you teach GEN/101, Skills for Lifelong Learning, you know that the course is six weeks long. The extra workshop is added on the front of the course as “Workshop Zero,” to provide the students with extra orientation to the rEsource page, the University Library, and the syllabus. Workshop Zero is four hours long, and so a great deal more information can be added there to introduce students to some of the basic concepts needed for studying at the SoCal Campus of

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University of Phoenix. One idea is to make the Study Group video available via DVD to be shown in all classrooms for beginning students. Do you have other ideas for a revised version of Workshop Zero? Please send them to me via email. (Jackie.Shahzadi@phoenix.edu)

Student End of Course Surveys

Sometimes we may get the feeling that only students with complaints will take the time to fill out and submit the Student End of Course Surveys! If only complainers use this instrument, we are missing a great opportunity to get a full, informative picture of the student experience in your classes. As you facilitate the second-to-last workshop, remind your students that the SEOCS is taken very seriously by the institutional researchers in Phoenix. Reports from the SEOCS are used in curriculum revision and requests for personal call-backs are answered by staff at the learning centers. Encourage your students to give the SEOCS careful and thoughtful attention. Ask your students if they have completed the SEOCS, and let them know that you hope they will express their opinions, both positive and negative, on this feedback instrument.

A Few Basics of Syllabus Development

A long teaching history at SoCal Campus is not a guarantee that one knows and uses all the syllabus building resources available and required! Sometimes experienced instructors will re-use a syllabus from a previous class with only the dates and group number updated. Re-using an old syllabus might be a problem.

The SoCal Policies and Procedures (syllabus template) was revised in July, 2006, and posted in the “Your Campus” site of the Faculty Website. Any syllabus six months old is probably out-of-date. Be sure to check both the rEsource syllabus and the SoCal syllabus template for changes each time you develop a syllabus for a new class.

New faculty learn how to develop a syllabus in the New Faculty Certification workshop, but there are two syllabus items that are frequently forgotten when it comes time to develop a real syllabus: the SoCal policy of allotting 5 points per workshop for participation and the adjustment of the grade of “A” to reflect earned grade points from 96 to 100. Including both these items on each syllabus insures that a student missing one workshop will not be able to earn the grade of “A.”

When you have your Faculty Webpage all set up, upload your syllabi there. Very soon, our Area Chairs will routinely audit syllabi by going to your Faculty Webpage and taking a look at the syllabus you have posted for your students.

Repeating the Reminder: Gregg Reference Manual and APA Manual Pilot Study

SoCal Campus is participating in a pilot study, to judge the effect of not requiring students to purchase the APA Manual and the Gregg Reference Manual. Enrollment counselors will not request students to purchase these textbooks before entering your classes, although the general requirement will still appear in rEsource. Please alter your syllabus to substitute the SoCal APA

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Style Quick Reference Guide and the tutorial materials in the Center for Writing Excellence for the APA and other writing assignments. Very often What’s the Rule?, located in the electronic library, can be used in place of the Gregg Reference Manual for grammar and punctuation exercises. Be sure to substitute “Recommended Texts” for the “Required Texts” notice on page one of your syllabus. The pilot study affects all entry-level courses in all colleges, with the exception of Nursing for which the APA Manual is still a requirement. The APA Manual and the Gregg Reference Manual are still recommended, but not required, for use during this pilot study. You may also want to refer students to the Website, www.APAstyle.org for extra APA help. I would appreciate your keeping track of any effects (anecdotal evidence is fine) that you notice as a result of this change, so we can evaluate results of this pilot study. Thank you for your efforts in the classroom with our new students. Your skill with entry-level issues does pay off in student learning and retention.

Some people see things as they are and say, ‘Why?’ I dream things that never were and say, “Why not?’---George Bernard Shaw

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College of Information Systems & Technology Dr. Charles A. von Urff, Campus College Chair

Dr. von Urff has moved to Nevada.

Goodbye Charlie! We will miss you!!

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Directed Studies Program Sondra Burgoyne, Directed Studies Administrator Dear Directed Study Faculty: Now that we are in the midst of the holiday season, it is a good time to remind you of the importance of checking the holiday breaks for each Directed Study on its Contact Log/Score Sheet as well as on the mycampus website. If the dates to not correspond on these two areas, please contact the Directed Studies Department immediately. Please note that there is now a mandatory Directed Studies holiday break from 12/25 through 1/01. While no due dates for a Directed Study student may fall within that time frame, the beginning of a student’s attendance week could very well start during the holiday week (for example, an attendance week could begin on 12/26, if the scheduled due date is on 1/02/07). Do not forget to post any attendance and grades due during the holiday season! If the student has questions about his/her schedule, please refer the student to his/her Academic Counselor. Please feel free to contact any staff member on the Directed Studies team if you have any questions or concerns. As we get ready to start a new year, I thought this would be an opportune time to remind you of some Directed Study policies: Soliciting: When a student requests a Directed Study, the student is clearly informed that he or she cannot chose the instructor. Please make sure that you are giving your classroom or FlexNet students this same message: If a student asks if you can/will facilitate his/her Directed Study, make sure that your response does not sound like a promise or stated wish. Simply inform the student that he/she may certainly request a specific instructor; however, please stress that it is never a guarantee that the student will be assigned to that instructor. Student Contact Log/Score Sheet: The student Contact Log/Score Sheet is to be filled out to reflect accurately what assignment(s) the student submitted during each week as well as to show the type and length of each verbal contact (telephone or face-to-face meeting). The Student Contact Log/Score Sheets must be submitted to the Directed Studies Department within one week of the course completion date. Initiating Contact:

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The Directed Study packets are emailed to you and your student at the same time. Once you receive the packet, send the student a welcoming email and include the Directed Study course syllabus. This would be a good time to review the scheduled weeks with the student and to work out the week 1 teleconference or face-to-face meeting date and time. Please do not wait for a student to contact you before sending the student the Directed Study syllabus. It is imperative that the student receive the syllabus before the start of the first week of his/her Directed Study. Feedback: Provide detailed, written feedback to each student within one week of each assignment’s submittal. Make sure that you keep a copy of each assignment (with your feedback) for a period of 60 days after the course completion as we are required to quality check a minimum of 10% of Directed Studies. You will be notified of any Quality Checks within 60 days of the Directed Study course’s completion. Accurate Attendance Posting: Post the attendance (whether it is a Yes attendance or a No attendance) accurately on the mycampus website within 24 hours of each scheduled week’s due date. If a student does not submit work for any particular week after the first, a non-attendance must be posted. Verbal contact (a one-half hour teleconference or a one-hour face-to-face meeting) may earn the student an attendance only for the first week of the course. After the first week, only the submittal of work by the student will constitute an attendance. A promise by the student to submit work never constitutes an attendance. Staffing: The Directed Studies Department was recently downsized to two staff members (Barbara J. Johnson and myself). Please note that any contacts or Directed Study documents from faculty may be forwarded only to the extensions, email addresses, and fax numbers listed below. Please submit the Student Contact Log/Score Sheets via fax or to our departmental email: Directed.Studies@phoenix.edu. The Directed Studies Team would like to thank you for the excellent service and support which you provide our students. We wish you a joyous holiday season, and we are looking forward to continuing to work with you in 2007! Sondra Burgoyne Directed Studies Administrator Email: Sondra.Burgoyne@phoenix.edu Fax: 714) 913-2828 Ext: 31169 Barbara Johnson Directed Studies Coordinator Email: Barbara.Johnson@phoenix.edu Fax: 714) 913-2851 Ext: 31166