21st Century Skills–

Programmatic Analysis
 Executive Summary

• The team has identified 12 skills that are pivotal for the 21st century. These skills are aligned with the University of Phoenix Annual
Academic Report and are based on academic research outside of Apollo.

• In a survey of over 70 people across Product Marketing and the Academic Team (including the deans, key faculty, and CCCs) we
tested how University of Phoenix teaches these skills across each school and college. The survey included a long list of
mechanisms the university as a whole uses to teach 21st Century Skills in order to ensure they apply to each program.

• The findings from the survey support the claims made in the general UOPX deck:
• The academics we queried agree with almost all statements made in the general deck. There are some exceptions (see
slides 3 and 4) but these were minor compared to the general agreement

• The academic team also gave a great range of examples of how each program helps students acquire 21 st century skills. Some
notable examples include:
o Critical Thinking and Problem Solving: Nursing students must understand nursing decision trees and use evidence-based
problem solving as part of their course work.
o Ethical Decision-Making: In Psychology, Counseling and Human Services, students learn the Code of Ethics for their
profession and critically evaluate scenarios that present different challenges requiring ethical decision-making.
o Collaboration: The new CJ Simulation database tool used in the lower intro courses is an excellent, interactive examples of
how the students are visually and verbally introduced to best ways to collaborate with others
o Leadership: In the School of Advanced Studies, we have developed our entire curriculum for practitioner programs around
the “Scholar-Practitioner-Leader” Model in order to ensure our students can lead within academic and industry
o Initiative, Self-Direction, and Entrepreneurialism: Change of MBA curriculum within School of Business allows students to
choose assignments that are relevant to either corporate careers or small business
o Entrepreneurialism: A good example of this is a web class where the students built their own working website for selling art.
The class designed, coded and then advertised the website.

• In addition to these examples this exercise brought to light some cases in which UOPX could do more to enhance these skills.
For example, a number of academics felt that “Global Citizenship” could be taught more proactively and that “Agility and
Adaptability” had some room for improvement

2
 List of skill-building mechanisms we tested (1/2)
1) "Critical Thinking, Problem Solving, Questioning"
Cooperative project-based class work and discussions provide adaptive learning environment that focuses on students’ current, relevant real world work issues
Small class sizes lead to rich discussion and regular, ongoing student faculty interaction
Required class participation
Learning teams focus on applied learning, cooperative project-based group work, intimate interaction, reflection and group presentations
Market driven curriculum allows students to focus on current, real world issues
Learning systems and methodology designed to help working learners succeed
Access to life-long learning allows students to maintain skills updated and relevant based on individual need
2) "Collaboration"
Small class sizes lead to rich discussion and regular, ongoing student faculty interaction
Cooperative project-based class work and discussions provide adaptive learning environment that focuses on students’ current, relevant real world work issues
Opportunities for group work and individual assignments
Learning teams focus on applied learning, cooperative project-based group work, intimate interaction, reflection and group presentations
Graduation teams designed to work with students to assure success from matriculation through graduation
Technology platform allows students to connect, interact and engage regardless of time and geography
Nationwide network of campuses
Global network of students, alumni, faculty, staff
3) "Leadership"
Learning teams focus on applied learning, cooperative project-based group work, intimate interaction, reflection and group presentations
Group and individual assignments offer opportunity to engage, lead and motivate teams
Focus on public speaking and presentation skills
Faculty experts are leaders in fields in which they teach, providing mentorship and professional development opportunities
Technology platform allows students to connect, interact and engage regardless of time and geography
4) "Communication"
Group and individual assignments require interpersonal communication , writing and presentation skills
Modality of learning environments create technological fluency across a variety of media
Learning environment, learning approach and global student population assure exposure to and engagement with diverse student and faculty perspectives
Technology platform allows students to connect, interact and engage regardless of time and geography
5) "Agility, Adaptability, Flexibility"
Practitioner faculty deliver market-driven curriculum allowing students to apply knowledge in real time
Students able to solve current, relevant issues in safe environment
Modality options allow students to make learning and education one facet of multi-faceted lives
Flexible scheduling allows students to live,work,volunteer,and learn
Accelerated curriculum review and revision process gives students access to most current best practices in respective fields
Technology platform allows students to connect, interact and engage regardless of time and geography
Open-Ended Response
6) "Initiative, Self-Direction, Entrepreneurialism, Resourcefulness"
Graduation teams provide service and support to empower students to manifest innate entrepreneurial abilities
Group and individual assignments offer opportunity to engage, lead and motivate teams
Cooperative project-based class work and discussions provide adaptive learning environment that focuses on students’ current, relevant real world work issues
Flexible scheduling allows students to be self-directed
Practitioner faculty deliver market-driven curriculum, allowing students to apply knowledge in real time
Student able to solve current, relevant issues in safe environment

3
 List of skill-building mechanisms we tested (1/2)
“7) Innovation, Creativity, Curiosity, Imagination"
Cooperative project-based class work and discussions provide adaptive learning environment that focuses on students’ current, relevant real world work issues
Learning modality builds technology and media fluency
Graduation teams provide service and support to empower students to manifest innate entrepreneurial ability
Practitioner faculty deliver market-driven curriculum allowing students to apply knowledge in real time
Student able to solve current, relevant issues in safe environment

8) "Accessing, Analyzing, Synthesizing Information"

Group and individual assignments require students to research and analyze wide range of information using diverse tools and technology to craft individual opinions and theses
Market-driven curriculum focusing on real-world, cross functional issues forces students to think broadly about interconnectedness of issues
Online research tools provide access to academic research, empirical research, meta analyses, opinion pieces, blogs, industry information and collections
Cooperative project-based class work and discussions focus on students’ current, relevant real world work issues allowing students to synthesize and apply information
Open-Ended Response

9) "Global Citizenship, Social and Cross-Cultural Understanding"

Diverse classrooms
Global student population
Small class sizes lead to rich discussion w/ faculty and staff that offer diverse experiences and perspectives
Small class sizes enable relationship building opportunities among students, faculty and industry leaders
Opportunities for cooperative project-based group work that incorporates range of perspectives and experiences endemic of a diverse, global classroom
Technology platform allows students to connect, interact and engage regardless of time and geography

10) "Productivity and Accountability"

Learning teams focus on applied learning, cooperative project-based group work, intimate interaction, reflection and group presentations
Code of conduct
Required participation
Plagiarism checker
Technology platform allows students to connect, interact and engage regardless of time and geography

11) "Ethical Decision-Making"

Market-driven curriculum focusing on real-world, cross functional issues forces students to think broadly about interconnectedness, repercussions, and cause and effect
Plagiarism checker
University Ombuds person
Code of conduct
Simulations (particularly in Business, Nursing and CJ&S) allow students to see outcomes and impact of decisions
Ethics-integrated curriculum

12) "Multi-Disciplinary Decision-Making" 4

Market-driven curriculum focusing on real-world, cross functional issues forces students to think broadly about interconnectedness, repercussions, and cause and effect
Colleges allow areas of emphasis enabling a more cross-disciplinary approach
 Skill are aligned to each program

Strong Agreement among Academic Teams with each of the skills building mechanisms

Skill-building mechanisms
Nursing
1 1 1 2 1 2 1 1 2 2 2 2 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1
1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 2 2 1 1 1 2 2 2 2 2 2 2 1 1 2 2 1 1 1 1 2 1 2 2 2 2 2 2 1 1 1 1 2 1 1 1 1 1 1 1 1 1
1
1
1
2
1
2
1
1
2
2
2
1
1
2
1
1
1
1
2
1
2
1
2
2
2
1
2
1
2
1
Each column is
1
1
1
1
1
1
1
2
2
1
1
1
2
2
1
1
2
1
1
2
1
1
1
1
2
1
2
1
1
1
2
2
1
1
2
1
2
1
1
2
1
1
1
1
2
1
2
2
1
2
1
2
2
1
1
1
2
1
1
1
1
1
1
1 1
1
1
1
1
2
1
1
1
1
2
1
2
1
2
1
1
1
1
1
2
4
4
1
2
1
2
2
1
2
3
1
2
1
1

one of the skills

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 2 1 1 2 1 1 2 2 2 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 1 1 1 1 3 2 2 3 1

CJS
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1 listed on pages 2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
4
1
1
1
2
1
1
1
1
1
1
1
1
1
1
1
4
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1 1 2 1 1 1 1 1 1 1
2 1 1 1 2 2 1 1 1 1 2 2 2 2 2 1 1 1 1 2 2 2 2 2 2 1 2 2 2 2 3 2 1 3 1 1 1 2 2 2 1 2 2 1 1 1 3 1 1 2 2 1 2 2 2 2 1 2 3 2 1 2 2 1 1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
and 3
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1 1
1
1
1
1
1
1
1
1
1
1

College of Social Sciences

1 1 1 1 2 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 2 1 1 2 1 1 2 1 1 1 4 2 4 4 1 1 2 1 2 1 2 2 2 1 1 1 1 2 2 4 1 2 1 1 1 1 1 4 2 1 2 1 1 1 2 1 2 2 2 2 1 1 1 1 2 2 1 2 1 1 1 1 1 2
1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 2 2 1 2 1 2 1 1 1 1 2 1 1 1 1 1 1 2 1 1 2 1 1 2 1 1 1 1 1 2 1 1 1 2 1 1 1 2 2 2 1 1 1 1 1 1 1 1 1 1 1 2 2 2 1 1 2 4 2 2 1 3 2 1
1 1 1 1 1 1 1 1 1 1 1 3 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1
2 2 2 1 3 2 1 2 1 1 2 3 3 4 3 3 2 1 2 3 1 1 1 1 3 2 2 2 3 3 3 2 1 3 2 1 2 3 2 2 2 2 2 2 2 1 1 2 2 1 2 2 1 1 1 2 1 2 2 1 1 2 2 1 2
1 2 1 1 2 4 4 2 1 1 1 2 2 2 2 1 1 1 1 2 1 2 2 2 2 2 4 2 1 2 2 2 2 2 4 2 1 2 2 4 2 2 2 1 2 2 2 2 2 1 2 1 1 1 2 2 2 4 1 2 1 2 2 4 2

1 2 1 1 1 1 4 1 1 1 1 4 1 1 1 2 1 1 1 1 1 1 4 1 1 1 1 1 4 1 2 1 1 1 1 1 4 4 4 1 2 1 1 1 1 2 3 1 1 1 2 2 1 1 1 1 4 4 4 2 1 3 1 1 2
1 1 1 1 1 1 1 1 1 1 1 2 1 2 3 1 1 2 1 1 1 2 2 2 1 1 1 1 1 1 2 1 1 2 1 1 1 2 2 1 1 2 1 2 1 1 2 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1

SAS Each row is a

1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 2 2 1
2
2
1
1
2
1
2
1
2 1
different
1 1 2 2 2 2 1 2 1 2 1 1 1 1 2 1 1 1 1 1 3 1 2 1 4 2 2 2 2 1 2 2 2 2 1 2 2 1 2 2 1 1 1 2 1 2 2 2 2 1 2 2 4 2 2 2 2 2 2

respondent
2 1 1 2 2 2 2 2 2 2 2 1 1 1 1 2 1 2 1 1 2 1 2 1 2 1 1 2 1 1 2 2 2 2 1 1 1 2 1 1 1 2 2 1 1 2 2 2 2 1 2 1 1 1 1 2 1 1 1 1 2 2 1 2

IS&T
1
1
2
2
1
1
1
1 (Dean, CCC, etc)
1
1
1
1
1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 2 2 2 2 1 1 1 2 3 1 1 1 2 2 2 1 1 2 1 1 1 1 1 1 1 2 1 3 1 2 2 1 1 2 1 3 1 1 1 2 1 1 1 1 1 1 1 1 2 2 2 2 1 1 2 2 2 2 1 2 2 1
1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 4 2 1 4 1 1 1 1 2 1 1 1 1 1 1 4 4 1 4 4 1 1 1 1 1 1 4 4 4 1 2

Education
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 1 1 4 1 1 1 1 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Military
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 1 1 1 4 1 1 1 1 1 1 2 1 4 2 1 1 1 1 1 4 4 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 1 1 2 1 4 2 2 1 1 2 1
1 1 1 1 1 1 1 1 2 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 2 1 1 1 1
1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 1 1 1 2 1 1 1 1 1 1 1 1 2 1 2 2 1 2 2 1 4 1 1 1 2 1 1 4 1 1 1 1 1 1 4 4 1 4 4 1
1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Natural Sciences
1 1 1 1 1 1 1 1 1 1 1 2 1 2 1 1 1 2 2 1 1 2 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 2 1 1 2 1
1 1 1 2 2 2 2 1 2 1 2 1 2 2 2 2 1 2 1 2 1 2 1 2 1 1 2 4 1 2 2 1 1 4 1 1 1 2 2 1 1 1 2 2 1 1 1 1 1 1 2 2 1 1 1 2 1 1 1 1 2 1 1 2 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 2 1 4 1 1 1 1 3 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 3 1 1 1 1 2 1 4 4 1 1 1 1 1 1 1 3 1 1 3 4 1 2 1 1 2 1

Business
1 2 1 1 2 1 1 2 1 1 1 2 2 1 1 1 1 1 1 2 1 2 1 2 1 1 2 1 2 2 2 1 1 1 1 1 1 2 2 1 1 1 2 1 1 1 2 2 2 1 2 1 1 1 1 2 2 1 1 1 1 2 1 1 1
1 1 2 2 2 2 2 1 1 2 1 2 1 1 1 2 1 2 1 2 1 1 1 1 1 1 4 2 2 2 4 1 1 2 1 1 2 1 4 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 1 1 1 1 4 1 1 1 1 1 1

Yes, I complete agree that this applies to my school/college

I agree that this applies to my school/college in certain ways
but not in others
No, this does not apply to my school/college
I don’t know

5
 Skills that some respondents did not agree with

Category Mechanisms that more than 1 respondent disagrees with Programs with
some
disagreement
Collaboration Graduation teams designed to work with students to assure success from Social Sciences
matriculation through graduation IS&T
Natural Sciences
Collaboration Global network of students, alumni, faculty, staff Social Sciences

Initiative, Self-Direction,
Entrepreneurialism,
Resourcefulness
Multi-Disciplinary
Decision-Making
Graduation teams provide service and support to empower students to CJS
manifest innate entrepreneurial abilities Social Sciences
IS&T
Natural Sciences
Colleges allow areas of emphasis enabling a more cross-disciplinary IS&T
approach Natural Sciences

Agility, Adaptability, Flexible scheduling allows students to be self-directed CJS

Flexibility
Global Citizenship, Global student population CJS
Social and Cross-
Cultural Understanding

For the most part, there was strong agreement for all skills. However, in any marketing
communications we should be aware that there was some disagreement in the above.
6
 Critical
1) Critical Thinking, Problem Solving, Questioning (1/3) Thinking

School/ College Skill-building mechanisms for Critical Thinking, Problem Solving, Questioning

Nursing • Bio Ethics is used in course discussion and case studies. Studies of human responses and decisions. Confidentiality, case
studies, ethic committees, complex ethical issue and the role of the nurse in these ethical problem solving questions.
• Nursing decision trees
• Evidence based decision making from research and evidence.
Criminal Justice • Criminal Justice and Law are constantly changing as a result of reactions to incidents. In Criminal Justice it is imperative to
analyze the most current controversies to determine where the changes are going to be.
• Examples would be an instructor who brings in current events for discussion and dissection. Arizona's immigration law, John
Gardeners' case, and the Amanda Knox case provide students with contemporary legal and criminal issues to evaluate and
integrate the learning objectives.
• A more specific examples would be the ethical scenario worksheets employed in the CJA 324 class. An excellent blend of
theory and application regarding stakeholders, options, and an internal survey of the individual's decision making process.
Absolutely essential for the modern and future CJ professional
• clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. This is
what CJ&S is supposed to be.

Social Sciences • Some of the curriculum emphasizes review of theories and interventions and how they apply to specific populations. This
encourages students to think critically and/or question the empirical relevance and cultural issues in delivering these
interventions and applying theories.
• The BSHS Field Experience requires critical thinking, problem solving, and questioning
• In Psychology, Counseling and Human Services, students learn the Code of Ethics for their profession and critically evaluate
scenarios that present different challenges requiring ethical decision-making.
• In the graduate marriage and family program, one of the best ways to enhance critical thinking is to do role plays

School of Advanced • The dissertation is perhaps the ultimate for critical thinking, problem solving, and questioning skills. Students create their own
Studies problem to solve around topics that engage them in their program of study. Then students need to read and question a range
of materials to provide the critical mass of information that allows students to generate hypotheses, research designs, and
analytical skills to solve the problem and accept or reject certain hypotheses. Strong dissertations demonstrate a student's
capability to read widely and well, apply what has been read in a scholarly manner, and take leadership in a given field by
providing a new or revised view regarding a particular topic.

Cont. Ed • Keeps teacher current in the field with up to date best practices. Prepares students to sit for industry recognized certification
exams.
7
 Critical
1) Critical Thinking, Problem Solving, Questioning (2/3) Thinking
School/ Skill-building mechanisms for Critical Thinking, Problem Solving, Questioning
College
IS&T • We use hands-on technology exercises. For example, in a web design class we build websites. In a systems analysis
and design class, we design a system. Technology subjects require a high level of critical thinking and problem solving
skills.
• Virtual Organization "Real World" Problems requiring Learning Team Collaboration utilizing current Industry Best
Practices to develop, present, and critique viable Solutions.
• One of the BSIT concentrations, Business Systems Analysis (BSIT/BSA) is primarily focused on this area.
Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial
literacy; and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as
creativity and critical thinking.
Military • Many students are in 3rd world countries assisting individuals attempting to apply business methodologies in new re-
emerging markets. Many times requiring military students to think critically on how to solve problems they are faced in
peace keeping missions due to the importance of showing a collaborative effort with the people.
Natural Sciences • We use the Virtual Organizations in some of our courses to give students that real-world application which fosters
critical thinking and problem-solving skills. For example, in HCS/577, we give students access to financial data that
they often cannot access from their employers. This allows students to actually use and apply the data to a current
situation and increases their understanding of financial data in health care.
Business • MGT 350, Critical Thinking, is a core course in the business curriculum. Students frequently comment that it is one of
the best courses they have taken at UOPx
Humanities • Through the exploration of the humanities students learn how to think creatively and critically, to reason, and to ask
questions. These skills allow us to gain new insights into everything from poetry and paintings to business models and
politics. The College of Humaniites strengthens student skills in analytical thinking, problem-solving, independent
thinking and acceptance of new ideas, as well as other cultures and peoples. Enhanced Support Systems: Access to
the Center for Writing Excellence, the Center for Math Excellence and skills workshops designed to help students
develop critical skills. Our University Library, which provides students to access thousands of periodicals, magazines,
books, and other articles. Student to Teacher Ratio: The School of Humanities has a 13:1 student to teacher ratio to
provide an intimate learning experience. Optimized curriculum: Our curriculum is updated frequently with help from
industry professionals so students learn the latest trends.

8
 Collaboration
2) Collaboration (1/2)

School/ Skill-building mechanisms for Collaboration

College
Nursing • Collaboration is essential to healthcare and is demonstrated though interdisciplinary communications in the hospital,
community and out patient sector. Students are required to identify other resources necessary to ensure good patient
outcomes. These are identified in individual assignments, group activities, team assignment, classroom discussion
and discussion questions.
• Working in the classroom in small groups to resolve healthcare problems allows for practice in the job /or practice.
Learning delegation, collaboration, authority, and role is critical to the role of the nurse in practice. Often times cases
studies or interactive scenarios are played out to resolve issues in collaboration with other members of the team.
Criminal Justice • We address the CJ system, as a system. This implies and is broken down into the collaboration required to move from
arrest, to courts, to corrections, to parole and community collaboration. Although the CJ system appears to be a
group of disparate entities working towards their own esoteric goals, we stress the interdependency of these groups.
The new CJ Simulation database tool used in the lower intro courses is an excellent, interactive examples of how the
students are visually and verbally introduced to this concept. Their interactive participation further illustrates this skill
set.
• Collaboration is the key to working successfully with others in the workplace or in life. Whether you are a natural
collaborator or more comfortable working independently, there is always room for improvement. A few simple steps
can take you from lone wolf to team player. CJ&S is all about team work.
Social Sciences • Group activities in class on counseling topics prepare students for work in the field. * In field experience, we discuss
experiences in a format similar to case consultation in the field. This encourages collaboration and teamwork.
School of • Collaboration skills come in several forms for SAS. First, we have the leadership/followership component of our
Advanced Studies programs which help to form better leaders and more participative and contributory team members. Additionally,
collaboration should be focused around larger academic pursuits not smaller in class activities. For example,
colleagues working across co-horts on a research paper. A students working with his or her dissertation chair. Several
students and a faculty member working on a conference presentation. It is a higher more scholarly level of
collaboration that we seek in SAS.
Cont. Ed • College Extension use collaborative learning to conduct research, brainstorm, and employ best practices.
• Courses promote collaboration among teachers.

9
 Collaboration
2) Collaboration (2/2)

School/ College Skill-building mechanisms for Collaboration

IS&T • Technology projects are always collaborative in the "real world." UOP team projects reflect this same level of high
collaboration.
• For the College of IS&T the Learning Team Collaboration Model "mimics" a "Real World" Project Team. In fact as a
Facilitator this Model was very easy for me to adapt to as a result of my extensive experience as a Systems Consultant.
• When requested at the start of a class I teach a mini module on how to resolve team conflicts during team meetings. The
students have reported (over the years) that the module has helped quite a bit in resolving confrontations with less anger.
Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Military qualitative research showed that students enjoy studying at UOPX because they can collaborate with classmates
who are non-military and are located in other parts of the world. They enjoy learning what is outside of the "military world".
• The opportunity for military students to collaborate with students who have never been exposed to a military environment
can be eye- opening for both parties. Sometimes, military students have been raised (since childhood) in a military
environment, then joined the military (or married someone in the military). In those cases, the collaboration with students
who have no military exposure may be an important bridge for the military students for once they graduate
• In the military, a successful team project could me the difference in whether the mission is a success, the specific tasks are
accomplished, and all members return home safely. Military Graduation teams work hours specific to the military student.
Ensuring these students receive exceptional customer service where ever they are located around the work. Unfortunately,
the classroom interactions are not always as easy. Working with learning teams in different time zones can make it difficult
for the military learner.
Natural Sciences • N/A
Business • N/A
Humanities • The notion of collaboration is also an important component of courses in the philosophy discipline and its use is
emphasized in these courses.
• Rewriting assignment instructions so that students have to truly collaborate on team assignments rather than their tendency
to simply divide and conquer.

10
 Leadership
3) Leadership (1/2)

School/ Skill-building mechanisms for Leadership

College
Nursing • Leadership is the message of all programs. From reinforcement of the lifelong learner to health policy the nurse is
charged with being knowledgeable about their profession from an academic and regulatory stance. The new IOM
recommendations call for RNs to practice to the full extent of their education which drives the emphasis in our
courses to be the patient advocate and apply the knowledge to strive for better patient outcomes. This may include
participation in professional organizations to support legislative changes to advance the profession, and nurse leaders
to guide the way.
• Preparing for our future leaders in nursing and healthcare in the cornerstone of the programs. Nurses sit on policy
committees, ethic committees, practice committee and serve in a variety of leadership roles. The programs helps
them build confidence in their thinking, reasoning, and delivery on communication as a leader. We hear that our
graduate are articulate, able to present a point of view well, and lead an important discussion. Employers say that our
students' ability to write a proposal, formal legal documents are very good. It is important that nurses have
demonstrated skills in practice, (all areas), education, and public policy.
Criminal Justice • The specific management focus of the BSCJA and BSOSM expose the student, through the course of their
curriculum, to a constant leadership and management (two separate concepts) approach. Practical application
exercises allow the students to exercise their minds and invoke the discretion required to make the real-world decision
in this field. Examples would be the Prosecutorial exercise which provides the student with 10 detailed cases to
prioritize. Others would include faculty-practitioner provided exercises where the student is to evaluate and decide
how to handle specific situations; a DUI arrest, charges of brutality in a prison, a citizen complaint of a rude officer,
etc.
Social Sciences • * Students explore their role as a leader/manager in a human services context. We discuss and encourage reflection
on leadership skills that are unique to our field.
• Professional development emphasis in Counseling program; required presentations in most courses.
School of • Leadership is a core consideration in all SAS programs. While emphasized more in some than others, Leadership
Advanced Studies along with scholarship and practice form the foundation for our practitioner programs and the SPL model that underlies
them philosophically. Leadership is something that is individual for each student and the level of leadership they
ascribe to should be reachable through our programs. Within the PhD programs, while leadership is a component, the
primary focus is on scholarly practices and research within the respective disciplines.
• As we are developing new avenues for student research to be published, this will help doctoral learners advance their
leadership skills in publishing their studies and findings.

11
 Leadership
3) Leadership (2/2)

School/ College Skill-building mechanisms for Leadership

Cont Ed. • College Extension offers an administrative internship in which K-12 classroom instructors intern in an approved school
setting to complete 270 field experience hours in administration.
IS&T • Leadership surfaces because in the IS&T College Students are required not only to complete Assignments but more
importantly present, defend, and promote the Solutions generated from the Assignment. A competitive Environment on the
Individual as well as the Learning Team Level forces Individuals in the Class to assume Leadership Roles.
• 1. IS&T projects require careful planning and good leadership skills if the project is to be successful. It is customary for
students to rotate the role of project manager such that each student gets a chance to demonstrate his or her leadership
skills. 2. The end result of UOP school projects is the final team presentation. 3. IS&T faculty are experts in their field and
use their expertise to lend a real-world atmosphere in their classes. 4. The UOPX technology platform is particularly
meaningful within the IS&T college as it mimics how real IT teams actually work.
Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Military trains service members to be leaders. Studying at UOPX enables them to impart their leadership skills in the
classroom and also apply them to working in the civilian world.
• - Lead by example; reach back to military leadership experience to aid our students entry and retention in class. -
University is about to contract with Skillsoft to provide a comprehensive leadership experience for employees, which will
translate to how we interact with our students. Skillsoft will provide short courses, bundles of course work to target specific
competencies, and a full virtual library of over 2500 leadership and management titles.
Natural Sciences • N/A
Business • N/A
Humanities • Communication courses and leadership courses teach the foundation ofleadership which is used to augment other
disciplines

12
 Communication
4) Communications (1/2)
School/ College Skill-building mechanisms for Communication
Nursing • Written, verbal, visual, skills are essential for the nurse in communication with other healthcare providers, patients, families,
communities, legislators, and colleagues. Demonstration of this is done in class discussion, case presentations, patient
information pamphlets and educational materials, as well as written communication through essays, reports, and patient
documentation.
• Communication with other disciplines is critical. The nurse-physician is a great example of the need to communicate
effectively. Communication skills include preparing for the discussion, showing evidence, articulating the problem and
recommending solutions. Written and oral communications are equally important. Our programs provide the confidence to
communicate effectively with other disciplines.
Criminal Justice • Frequently my faculty will take a position to engage and stir the conversation. This position may not necessarily be the
position they truly hold, but rather a position for the sake of argument. I start many of my classes with the statement that a
diversity of positions is needed to have a healthy society, and that I don't want the students to simply mimic my position, and
from time to time, debate me. I tell them agreeing with me is not as important as being able to back up their position that is
contrary to mine. I demonstrate to them how to back their position up with evidence.
• Coursework in: * Interpersonal Communications * Managing CJ Personnel Skill Sets acquired throughout the degree
program:  Leadership and team facilitation 
• Our students learn CJA specific communications skills from our Interpersonal Communications class which handles,
courtroom testimony and report writing skills.
Social Sciences • * Communication in class and on teams is presented as an opportunity to develop skills that are critical to success in the
human services. Students are encouraged to give and receive feedback on communication and interpersonal skills. * One
of the 12 Human Services core competencies is communication, so students evaluate and set goals for the development of
this CC throughout coursework (especially in field experience).
• BSHS - uses field studies for the student to apply skills in a Human Service Organization Counseling - has a counseling skill
center at each campus to allow students to counsel people from the community for free under the direction of a licensed
therapist
School of Advanced • Students have several major milestones or progressions related to both written and oral communication. The initial course in
Studies SAS programs COM/705 requires students to demonstrate a level of writing that exemplifies the traits necessary to be
successful in doctoral education. Additionally, a written dissertation proposal and written final dissertation are major
communication milestones students must complete. From a verbal perspective, face-to-face residencies require students to
present and communicate on a number of ideas across a number of levels as both a leader, follower, and researcher.
Additionally, an oral defense of the completed dissertation, requires students to demonstrate the ability to successfully
communicate their research and findings.

13
 Communication
4) Communication (2/2)

School/ College Skill-building mechanisms for Communication

Cont Ed. • College Extension courses have assessments in which the students create lesson plans, instructional plans, teaching
strategies, and best practices.

IS&T • Writing communications is required in all courses. The oral communications is developed and support adequately at the
on campus locations. The Accrediting Board for the Information Technology program has commented that the current
technology used by our online program does not adequately support the development of our students oral communications
skills..
Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Military learn how to communicate in their military jobs. Studying at UOPX enables them to learn how to communicate with
non-military and with others around the world.
• Many military students are connecting to classrooms from all around the world. The ability to learn to communicate with a
diverse student and faculty base assists students with communication skills necessary to complete missions around the
world.
Natural Sciences • N/A

Business • N/A

Humanities • We have an entire degree in comm. It covers a variety of topics. In electives we provide assignments that encourage
different ways to communicate - including personal presentations media presentations. As a college in liberal artswe have
many disciplines. There is not a discipline specific model that may be found in business or nursing.

14
 Agility
5) Agility, Adaptability, Flexibility (1/2)
School/ College Skill-building mechanisms for Agility
Nursing • Technology is the wave of the future; and it is changing tomorrow, it is imperative that nurses maintain technology
competence to ensure the best patient outcomes. Students must demonstrate technological competencies through skill
labs, clinical experiences, demonstrations and alternatives assignments.
Criminal Justice • In a recent class, the students had a moment where they realized the power they held themselves in establishing their own
team charters. They realized the flexibility that they could have by being more creative than simply making the same team
charter they had made time and time before. The team charter, which had become too mechanized, suddenly became a
new lesson by way of discussion of how much flexibility and power they could establish in truly creating a new charter that
addressed past problems not covered by past charters.
• "Accelerated curriculum review and revision process gives students access to most current best practices in respective
fields" This one is very hard to justify as almost all CJ textbooks and materials are not written by CJ professionals.
Sociologist sitting behind a desk somewhere invariably apply a more liberal slant to their work, and most CJ texts provide
little information or bearing on real-world job application. To this end, at every adult learning college I have taught, there is
little flexibility, adaptability, or agility. CJ procedures change to quickly and are too varied from one city to the next for
textbooks and curriculum to be of much value in the CJ&S College. The valuable up-to-date information is provided by
faculty practitioners.
• Instructors with real world experience impart their knowledge across the Criminal Justice System's 3 domains: Law
enforcement, Courts, Corrections and also within Security to allow students the flexibility to have the skills needed to obtain
leadership roles within any of these fields. Skill Sets acquired throughout the degree program: Critical, flexible thinking
and goal-oriented behavior
Social Sciences • BSHS and Counseling students learn this skill during field placements, practicum and internship, where they are exposed to
real world situations and challenged to solve problems as they emerge.
• Discussion of real-world case scenarios in the field. * Students choose and schedule their field experience off of the
approved field experience site list, so that they may make a choice that works well with their personal and work schedules. *
The field experience courses have clear learning objectives, but allow flexibility for addressing the specific areas (within
these learning objectives) where student are needing to develop competencies at their field experience sites. Discussion of
experience at site allows the student and facilitator the opportunity to identify growth areas and address them within the field
experience.
School of Advanced • DOC/731R the collaborative case study residency focuses on the idea of academic agility and adaptive flexible leadership in
Studies a five day face-to-face residency environment. While not the only mechanism for teaching and assessing these skills, it is the
most direct.

15
 Agility
5) Agility, Adaptability, Flexibility (2/2)
School/ College Skill-building mechanisms for Agility
Cont. Ed • College Extension courses are taught in a thre
• Continuing education courses for teachers are taught in a condensed format and give campus many options in structuring
the ground learning environment.e workshop (weekend - on ground) and a three week (online) modality.
IS&T • UOPX is unusual in that curriculum is kept quite current and topical. Thus, IS&T students learn about state of the art
technologies as soon as those technologies hit the market. More importantly, assignments require students to incorporate
these advances in their work.
• For example providing Computer Models of Java Programming in the Course Materials Forum of OLS for Student review
and analysis.
• We stress "out of the box" solutions. At the start of classes we give examples of where other learning teams have used
all used equipment to solve problems, or have used fax machines in unique or novel ways.

Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Military students require flexibility due to repeated deployments and training. Our counselors exercise agility, adaptability,
and flexibility by helping the student negotiate all of his financial options and by academically working with the student to
ensure retention and graduation.
Natural Sciences • N/A
Business • N/A
Humanities • The College of Humanities has new fresh learning content. These programs allow students to transfer in outside
coursework along with selecting electives that interest them to finish their degree program.

16
 6) Initiative, Self-Direction, Entrepreneurialism, Initiative
Resourcefulness (1/2)
School/ College Skill-building mechanisms for Initiative

Nursing • N/A

Criminal Justice • Resourcefulness is a hallmark of the CJ&S system. The Minnesota v. Riff Case Study is an excellent tool that has been
moved around to a few different courses. It teaches resourcefulness through an extremely detailed study of criminal law. It
also demonstrates the complex concepts of criminal law, while involving and inspiring student learning, creativity, and
initiative.
• The Master of Science in Administration of Justice and Security degree program provides students with the knowledge and
self-direction to administer criminal justice and security programs or organizations.
• Some of these skills are learned through our Research Methods course.
• Being resourceful is the epitome of a good CJ&S individual.
Social Sciences • In many cases, students select their own topics for papers and take the initiative to investigate the topic on their own. Field
placement, practicum and internship experiences allow opportunities for self-direction.

School of Advanced • Dissertations tend to be solitary ventures; while it is important for learners to take initiative, to be self-directed, and
Studies resourceful, these behaviors generally do not happen in a group setting related to dissertations or research.
Entrepreneurialism does not always mix well with the scholarly activities involved in research design, analysis, and
dissertation writing simply because the connection of developing economic gain from leveraging risk frequently runs counter
to the deliberate nature of dissertation work.

17
 6) Initiative, Self-Direction, Entrepreneurialism, Initiative
Resourcefulness(2/2)

School/ College Skill-building mechanisms for Initiative

Cont. Ed • College Extension students have a Culminating Activity that is a 21-hour outside of class project that allows the students to
create projects in their content areas or grade levels.
• Courses promote that teachers apply classroom lessons to their individual classrooms and school environment.
IS&T • A good example of this is a web class where the students built their own working website for selling art. The class
designed, coded and then advertised the website.
• For example in a Visual Basic Course we had the famous Pizza Program --- I had to shut the Computer off to get the
Students to stop their presentations of unique, entrepreneurial, and intuitive Solutions.
• From these attributes, the College of IS&T is mainly addressing resourcefulness in courses where the students are
participating in systems or software design.
Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • N/A

Natural Sciences • We provide course work with those concepts and we have an entire course, HCS/567, that focuses on entrepreneurship in
health care. Scheduling is done through operations, so not really an area that I deal with frequently.

Business • Change of MBA curriculum within School of Business allows students to choose assignments that are relevant to either
corporate careers or small business

Humanities • N.A

18
 Innovation
7) Innovation, Creativity, Curiosity, Imagination (1/2)
School/ College Skill-building mechanisms for Innovation
Nursing • CON nursing centers allow for very creative decision making skills. students work on simulations and scenarios that
address critical thinking, clinical judgment and ethical decisions. We need more opportunity to apply these type of labs to
other programs.
Criminal Justice • The CJ Futures and Corrections courses provide group projects that allow the students to create correctional facilities, force
options, technology and police departments designed for the future. The students employ the learning objectives from the
respective courses and add their own creativity and imagination to meet the future needs of a proposed community in an
area described above. Examples: I have seen students design a cryo-prison to reduce violence and cost, in another course
they created a police department with a flattened chain of command that involved civilian positions. By addressing the future
needs, these course and assignments provide students with a creative, proactive, and forward-looking classroom
experience.
• Without the above CJ&S is nothing more than a social science general studies curriculum.
Social Sciences • Case scenarios present opportunities to conceptualize client issues. This requires an open-mind and curiosity about reasons
that symptoms or behaviors exist. * Students are encouraged to develop creative solutions for common problems in the HS
field.
• Activities that present simulated real-world problems challenge students to work through difficult situations. These are 'what
if,' hypothetical scenarios that require the use of creative problem solving. For example, 'how would you work with client X
who presents with problems XYZ?'
School of Advanced • Dissertations are being framed more as a creative endeavor moving forward, allowing students to explore their own curiosity
Studies and imagination to innovate the field. I believe some of our residencies get at innovation as does some of the work in the
virtual organizations. By and large, however, I don't think we go as far here as we can. We have too much content written to
the lowest common denominator in our programs that doesn't allow for or more importantly create those nature opportunities
for more creative work, which should occur later in SAS programs as students who can't fall out.
• The development and implementation of several new Research courses will allow students to build and hone research skills,
creativity, and intellectual curiosity that can lead to innovation in research design.
Cont Ed. • College Extension creates assessments in which the students have multimedia enhancements which become a resource
tool box/kit for them to take back to their classrooms and instruct their students in the integration of technology.
• Many of the courses in this area are going to be more research based and align to program and education standards,
however innovation, and creativity are important.

19
 Innovation
7) Innovation, Creativity, Curiosity, Imagination (2/2)

School/ College Skill-building mechanisms for Innovation

IS&T • Many courses in the College of IS&T degrees require the students to use the attributes in the question when completing
individual and learning team development assignments.

Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Studying at UOPX enables Military to see beyond their "military world" and therefore enhances their innovation, creativity,
curiosity and imagination.
• Simulations provide the ability to look at alternative solutions and get immediate feedback to satisfy curiosity and enhance
creativity.
Natural Sciences • We provide course work with those concepts and we have an entire course, HCS/567, that focuses on entrepreneurship in
health care. Scheduling is done through operations, so not really an area that I deal with frequently.

Business • Change of MBA curriculum within School of Business allows students to choose assignments that are relevant to either
corporate careers or small business

Humanities • N/A

20
 Accessing
8) Accessing, Analyzing, Synthesizing Information (1/2) information
School/ College Skill-building mechanisms for Accessing Information
Nursing • N/A
Criminal Justice • Frequently, as we address current controversies in the classroom, the students must first analyze the validity of the material
and source of information to determine what agenda the writer has. In Criminal Justice, it is often an environment in which
the Criminal Justice professional will feel that the society, media, administration, and public are opposed to them. It
becomes important for us to translate why certain positions are taken and how to not personalize perceived attacks, to
attempt to understand what the source is trying to accomplish, and to propose a solution on how to satisfy that end without
becoming isolationist or adversarial.
• Providing students access to current crime-data analysis databases is an excellent resources and the future of CJ&S. Some
jurisdictions are using crime-mapping technology to predict crime. They involve the same technology, in some cases, as
social networking databases. We should focus on and promote these futures in the CJ&S college.
• Good CJ&S individuals need to analyze mound in information on a daily basis and then synthesize the date to come to a
conclusion, Critical thinking and adaptability.
Social Sciences • Students are encouraged to use library resources in all courses. Students are often challenged to approach problems from
multiple theoretical perspectives. In term papers, they are often challenged to synthesize results from multiple professional
sources.
School of Advanced • This is a major piece of SAS programs and curriculum. Written research papers, annotated bibliographies and the various
Studies steps on the way to a finished dissertation all place emphasis on accessing, analyzing, and synthesizing information skills. In
SAS we work to develop skills to do this in year 1, explore with more guided work in year 2 and then allow students to guide
their own learning with these skills in year 3 and beyond with the dissertation and open-ended research assignments.
• The new Research courses being implemented in the doctoral curriculum will help students develop the necessary analytical
skills to address varied topics that frequently interconnect in real world settings. By students developing sets of research
design and analysis abilities, learners can think broadly as well as specifically about ill-defined problems in the workplace.
Cont. Ed • College Extension has created assessments in which the deliverables are podcasts, videos, blogs, wiki's, Voki, voice
threads, photo montages, etc.

21
 Accessing
8) Accessing, Analyzing, Synthesizing Information (2/2) information

School/ College Skill-building mechanisms for Accessing Information

IS&T • For the College of IS&T Accessing, Analyzing, Synthesizing Information is facilitated by eResource, Virtual Organization,
Industry Web Links, and the UOP Library.

Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Studying at UOPX enables military to access and analyze information in the non-military world.

Natural Sciences • We need more tools, such as blogs, to help with interconnectedness of real-world issues. Textbooks can be outdated
shortly after being published so content that changes rapidly, such as Health Care reform, will not be in textbooks and we
have to rely on faculty pulling in new content as it changes.

Business • N/A

Humanities • N/A

22
 9) Global Citizenship, Social and Cross-Cultural Globalist
Understanding (1/2) Citizenship
School/ College Skill-building mechanisms for Global Citizenship
Nursing • N/A
Criminal Justice • The cultural diversity course CJA 344, addresses the diversity of communities and the importance of understanding
differences between communities that cause friction and civic disparity. This is of prime importance in the Southern
California CJ profession. Professional success and longevity demands that students understand multi-culturalism and
tolerance. I like to use the Harvard Implicit test food on the website of the same name. It is an interactive test designed to
illustrate pre-conceived notions and bias to the participant. Self-awareness is the key to this particular arena.
• The BSOSM curriculum does include 4 courses related to Homeland Security (public sector) including: Homeland Security
& Interagency Response, Terrorism, Threat & Vulnerability Management and Global Security Issues.
• Our students learn this through our Cultural Diversity class.
Social Sciences • Culture is discussed throughout the curriculum. Students are encouraged to identify and develop awareness of their own
personal biases, values, and beliefs while they develop understanding of the worldview of other cultural groups.
• We have courses in Multicultural Psychology and Counseling. Diversity is emphasized and infused in most all courses in our
programs because it is such an important facet of the mental health profession. Most courses include an assignment that
challenges students to consider how to work most effectively with an individual or individuals from diverse cultures including
ethnic diversity, special needs, and GLBT issues.
School of Advanced • Students need to be able to diversify and connect beyond their immediate classroom to reach other doctoral learners and
Studies faculty who have similar interests. Our residencies and our EDL sequence all seek to engender doctoral demeanor, a part of
which is an understanding and appreciation for diversity of both culture AND thought. This diversity is paramount for our SAS
learners in the global environment.
• With research and dissertation courses, a background in global citizenship and cross-cultural understanding can help
learners address large social topics that affect how people worldwide conduct business on a day-to-day basis. Some
students may decide to develop dissertation topics drawn from global citizenship or cross-cultural issues to demonstrate
leadership in a particular field of study.
Cont. Ed • College Extension typically does not have any foreign students; however, our student population does consist of students
from most of the 50 states and Puerto Rico. As the collection of courses for educators are revised, we are threading
diversity into each course to address our students' students' learning needs.

23
 9) Global Citizenship, Social and Cross-Cultural Global
Understanding (2/2) Citizenship

School/ College Skill-building mechanisms for Globalist Citizenship

IS&T • For the College of IS&T Global Citizenship, Social and Cross-Cultural Understanding are givens primarily via the Small
Class Size that allows all to be heard as well as Digital Class room that is available 24/7.

Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Adding military students from around the world to our classrooms also enhances the experience for others. Military
students typically have a great deal of cross-cultural understanding as a result of living and working in other countries and
with such diverse groups of individuals.
• Our military students represent a cross section of America. All races, all genders, and all generations are represented. I
believe our instruction is a mere extension of what the military already espouses; our courses interact nicely with this value.
Natural Sciences • We need more tools, such as blogs, to help with interconnectedness of real-world issues. Textbooks can be outdated
shortly after being published so content that changes rapidly, such as Health Care reform, will not be in textbooks and we
have to rely on faculty pulling in new content as it changes.
Business • N/A

Humanities • As UOPX enrolls students around the world students with different backgrounds and experiences are able to share their
thoughts in an open environment focused on effective Cross-Cultural communication.

24
 Productivity
10) Productivity and Accountability (1/2)
School/ College Skill-building mechanisms for Productivity
Nursing • Nursing students learning about accountability as a student and a professional member of a team. We have struck
professional standards that we hold them to in the classroom and in clinical.
Criminal Justice • The code conduct and plagiarism is an excellent tool to demonstrate the zero-tolerance for lying, cheating, or short-cut
taking that they will encounter in a CJ&S career. Individual behavior by a CJ&S professional will be scrutinized more than
any other person in American society. This accountability begins in the classroom with timely and original coursework. The
Ethical Dilemma worksheet mentioned earlier is an excellent tool to instill this understanding.
• The BS in Organizational & Security Management (BSOSM) program focuses on primary prevention and asset protection
as well as development of post 9/11 skill sets to help students be accountable for mitigated security threats within their
organizations Skill Sets acquired throughout the degree program:
Social Sciences • * Some instructors require plagiarism checker be used on each assignment. * Participation is required in every class. * We
present the importance of completing an assignment as a parallel to completing documentation the field.

School of Advanced • The dissertation process is all about accountability for one's learning and growth...
Studies • The dissertation process and/or qualifying examinations to PhD candidacy teach learners how to manage their time and their
intellectual property as well as how to be accountable to a larger body of scholars. The qualifying examinations in the PhD
programs require learners to demonstrate their accumulation of knowledge to a body of scholars who evaluate the PhD
students' responses to a set of questions. Similarly, in the practitioner doctoral programs, the Concept Paper puts forward
the expectation that learners in those degree programs meet a level of accountability as a writer, a thinker, and a leader in a
given area.

Cont. Ed • Collge Extension students are required to participate and each assessment in an Individual Assignment. Text is inserted that
instructs the students to use APA; however, we do not have any text that encourages the students to use plagiarism checker.

25
 Productivity
10) Productivity and Accountability (2/2)

School/ College Skill-building mechanisms for Productivity

IS&T • For the College of IS&T Productivity and Accountability is verified through Small Class Sizes that require each Student to
demonstrate they complete their own work,

Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • N/A

Natural Sciences • N/A

Business • N/A

Humanities • N/A

26
 Ethical Decision
11) Ethical Decision Making (1/2) Making
School/ College Skill-building mechanisms for Ethical Decision making

Nursing • Ethics and clinical decision- making are the corner stone of each of our courses in nursing. All decision should be made on
profession guidelines and practices with evidence to back up the decision. The simulation labs provide a real-world
exposure of how to quickly think and act on your feet in a critical situation. Our simulation include an ethical component.

Criminal Justice • CJ&S is infused with copious application of sound, ethical and responsible decision making. The new simulation
application and Ethical Dilemma Excel exercise are directed towards this skill set

Social Sciences • Ethics is addressed throughout. Students are held to supplemental standards.

School of Advanced • We have several courses and time within our residencies devoted to ethics, although we need to find ways to thread ethics
Studies across all of our programs in a more nuanced way, not just when a course or activity calls for it, but with all activities we
do...The IRB is another mechanism that plays a major role in the ethical research of our students.

Cont. Ed • College Extension courses, such as the early childhood, special education, online teaching, administration courses have a
legal and ethical assessment objective, as well as an assessment.

27
 Ethical Decision
11) Ethical Decision Making (2/2) Making

School/ College Skill-building mechanisms for Ethical Decision Making

IS&T • For the College of IS&T Ethical Decision-Making is considered a prime Issue particularly regarding the subject of Security.
For example SOXX, GLB, and PCI. Also "Real World " examples of lapses in IT Governance, Risk Management, and
Compliancy (GRC).
• When you include the new "certificate of originality" there is a comprehensive program in place to tell the student it is they
who are on the line. Some students will argue that the world's morality is driven by situation or circumstance.
Circumstance don't make anything out of anybody -- they merely reveal what you are.
Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Military students many times are pursuing degrees that will allow them to assimilate in to the work force upon separation
from the military from the battle field to the boardroom. But many face difficulty in completing simulations due to the complex
differences between a classroom scenario compared to the real life threats then face daily.
Natural Sciences • N/A

Business • N/A

28
 Multi-Disciplinary
12) Multi-Disciplinary Decision-Making (1/2) Decision Making
School/ College Skill-building mechanisms for Multi-Disciplinary making
Nursing • Again the use of field service, counseling centers allows the student to apply skills in a safe environment - the use of
simulations could reinforce the application of those skills in a virtual world
Criminal Justice • The new CJI Interactive simulation in BSCJA program provides an innovative, interactive multimedia approach to learning.
This leads to a dynamic, engaging learning environment which appeals to different learning styles to include auditory, visual
and kinesthetic. http://www.allthingsmedia.com/pearson/CJI/demo (Chapter 4, Criminal Law is the only chapter active for
demo)  The mission of the Bachelor of Science in Criminal Justice Administration (BSCJA) is to provide students
with a strong foundation in criminal justice principles, concepts, and theories, as well as a practice orientation to justice
administration. The degree offers a global perspective as well as specific concentration areas of criminal justice services
delivery. Students will receive core instruction in criminal justice as it is represented in the domains of police, courts, and
corrections and then advance to concentrations related to specific areas of criminal justice within those domains.
• Our MSAJS is a blended approach geared towards developing leaders in the fields of Criminal Justice and Security (CJ &
S) which is why the curriculum includes coursework and covers content in the administrative areas with functions such as
management of institutional risk, organizational administration and behavior, legal issues, policy, ethics and program
development and evaluation – all intended to provide the tools necessary for senior management roles in the Criminal
Justice and Security fields. Unlike many of our competitors who either don’t offer a Master’s degree in either Criminal
Justice or Security, or don’t have an Administration focus, UOPX’s MSAJS blended degree provides the bridge between
these two interconnected fields with a curriculum that helps develop leadership skills within the Criminal Justice and
Security fields.
Social Sciences • * Simulations/case studies are presented throughout and students must discuss the actions they would take, possible
consequences to these actions, and the decision-making process.
School of Advanced • The residencies are almost always multi or inter-disciplinary opportunities for students to interact across programs. We do,
Studies however, need a way to connect students across disciplines based on research interests, both in content and in research
approach.
Cont. Ed • This is a growing trend in education and our diverse classes promote this concept.

29
 Multi-Disciplinary
12) Multi-Disciplinary Decision-Making (2/2) Decision Making

School/ College Skill-building mechanisms for Multi-Disciplinary Decision Making

IS&T • For the College of IS&T the Multi-Disciplinary Decision-Making is key because successful application of IT requires
alignment with Business. This Multi-Disciplinary Decision-Making paradigm that is prevalent in all IS&T Courses.

Education • The COE curriculum emphasizes 21st Century Learning -- mastery of the following interdisciplinary themes are
essential in order to succeed in work and life: global awareness; financial, economic, business and entrepreneurial literacy;
and entrepreneurial skills; health, civic and environmental literacy; and learning and innovation skills such as creativity and
critical thinking.
Military • Military students many times are pursuing degrees that will allow them to assimilate in to the work force upon separation
from the military from the battle field to the boardroom. But many face difficulty in completing simulations due to the complex
differences between a classroom scenario compared to the real life threats then face daily.

Natural Sciences • N/A

Business • N/A

30