2020-2021
ACADEMIC CATALOG
8620 Spectrum Center Blvd.
San Diego, CA 92123
Toll-free: (800) 798-0584
OPE ID: 00188100
Effective July 1, 2020 to June 30,2021
2020-2021
Academic Catalog
TABLE OF CONTENTS
2020-2021 ACADEMIC CATALOG i
TABLE OF CONTENTS
SECTION ONE: INTRODUCTION .............................................................................................................................. 15
Mission Statement of the University ................................................................................................................................................... 15
Purpose Statements ............................................................................................................................................................................. 15
History .................................................................................................................................................................................................. 15
Accreditation ....................................................................................................................................................................................... 15
International Accreditation Council for Business Education ............................................................................................................... 15
Commission on Accreditation for Health Informatics and Information Management Education ....................................................... 16
Commission on Collegiate Nursing Education ..................................................................................................................................... 16
Memberships ....................................................................................................................................................................................... 16
Ownership ............................................................................................................................................................................................ 17
Bankruptcy Notice ............................................................................................................................................................................... 17
Governance .......................................................................................................................................................................................... 17
Student Consumer Information ........................................................................................................................................................... 17
Right to Change Requirements ............................................................................................................................................................ 18
State Regulatory Information .............................................................................................................................................................. 18
Student Complaint State Contact Information .................................................................................................................................... 19
Commitment to Diversity .................................................................................................................................................................... 19
Statement on Scholarship .................................................................................................................................................................... 19
Ownership and Use of Student Work .................................................................................................................................................. 20
Institutional Outcomes ........................................................................................................................................................................ 20
Credit Hour Definition .......................................................................................................................................................................... 20
University’s Self-Evaluation Process .................................................................................................................................................... 21
Ashford University Research ................................................................................................................................................................ 21
Ashford University Graduate Culture Definition .................................................................................................................................. 21
Ashford University Graduate Culture Characteristics .......................................................................................................................... 21
Assessment at Ashford University ....................................................................................................................................................... 22
Contact Information ............................................................................................................................................................................ 22
SECTION TWO: STUDENT RIGHTS AND RESPONSIBILITIES ...................................................................................... 23
Institutional Authority and Local, State, and Federal Penalties ............................................................................................................... 23
Family Educational Rights and Privacy Act of 1974 (FERPA) .................................................................................................................... 23
Personally Identifiable Information ..................................................................................................................................................... 25
Confidentiality and the Clery Act ............................................................................................................................................................. 26
Assessing Student Success ....................................................................................................................................................................... 26
Electronic Communication ....................................................................................................................................................................... 26
Student Consent to the Electronic Delivery of Official University Communications and Records ...................................................... 26
Contact Information ............................................................................................................................................................................ 27
Personal Email for Ashford University Students .................................................................................................................................. 27
Technology Policies .................................................................................................................................................................................. 27
Misconduct Online ............................................................................................................................................................................... 27
Consequences for Misuse of Technology Policies ............................................................................................................................... 28
Online Netiquette ................................................................................................................................................................................ 28
Name Changes ......................................................................................................................................................................................... 29
Official Name Change .......................................................................................................................................................................... 29
Preferred Name Change ...................................................................................................................................................................... 29
Nondiscrimination .................................................................................................................................................................................... 29
Gender/Sexual Discrimination, Misconduct, Harassment or Violence - Title IX/SaVE Purpose ............................................................... 29
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ii ASHFORD UNIVERSITY
Sexual Misconduct/Harassment Policy ................................................................................................................................................ 29
Dissemination of the Sexual Misconduct/Harassment Policy, Educational Programs, and Employee Training .................................. 30
Sexual Harassment............................................................................................................................................................................... 30
Confidentiality and Sexual Misconduct/Harassment ........................................................................................................................... 32
Resources ............................................................................................................................................................................................. 33
Retaliation ............................................................................................................................................................................................ 33
Recordkeeping ..................................................................................................................................................................................... 33
Reporting/Filing a Complaint for Title IX – Sexual Misconduct/Harassment ....................................................................................... 33
Reporting Options ................................................................................................................................................................................ 34
Reporting/Filing a Complaint for Discrimination (Not Sexual Misconduct/Harassment) ................................................................... 37
Referral to Student Dispute Resolution Center ........................................................................................................................................ 37
Student Dispute Resolution Center Initial Investigation into Complaint ............................................................................................. 38
Notice of Charges and Continued Investigation of Complaint ............................................................................................................. 39
Presentation of Investigation Findings to the Parties .......................................................................................................................... 40
Investigation Findings: Acceptance ..................................................................................................................................................... 40
Investigation Findings: Appeal ............................................................................................................................................................. 40
Investigation Finding: Appeal Process ................................................................................................................................................. 41
Possible Sanctions and Protective Measures ....................................................................................................................................... 41
Sanction Process .................................................................................................................................................................................. 41
Sanction Appeal Process ...................................................................................................................................................................... 41
Additional Information for Sexual Misconduct/Harassment Investigations ........................................................................................ 42
Pregnancy and Parenting Accommodations ........................................................................................................................................ 43
Accessibility Support Services: Office of Student Access and Wellness ................................................................................................... 43
Effective Communication for Persons with Disabilities ....................................................................................................................... 43
Disability Documentation .................................................................................................................................................................... 43
Use of Mobility Devices ....................................................................................................................................................................... 44
Use of Service Animals ......................................................................................................................................................................... 44
Contact Information ............................................................................................................................................................................ 45
Dispute Resolution Procedure for Student Complaints ........................................................................................................................... 45
Dispute Resolution Procedure ............................................................................................................................................................. 45
Complaints to States and Accrediting Bodies .......................................................................................................................................... 47
Academic Integrity ................................................................................................................................................................................... 48
Plagiarism: Dissertation & Applied Doctoral Project ........................................................................................................................... 49
Student Community Standards ................................................................................................................................................................ 49
Authority over Student Conduct .......................................................................................................................................................... 49
The Standards ...................................................................................................................................................................................... 50
Hazing .................................................................................................................................................................................................. 50
Standards Process Overview .................................................................................................................................................................... 51
Student Conduct Procedures ............................................................................................................................................................... 51
Special Provisions................................................................................................................................................................................. 52
Emergency Administrative Leave......................................................................................................................................................... 53
Involuntary Leave ................................................................................................................................................................................ 53
Appeal of Involuntary Leave after Evaluation or Emergency Administrative Leave ............................................................................ 53
Consequences to Course Grades and Tuition or Other Fee Charges ................................................................................................... 53
Academic or Title IV Fraud ....................................................................................................................................................................... 54
University Student Alcohol Use Policy ..................................................................................................................................................... 54
University Student Drug Use Policy .......................................................................................................................................................... 54
Identity ..................................................................................................................................................................................................... 54
Violations of Law ...................................................................................................................................................................................... 55
Violation of Federal Copyright Laws .................................................................................................................................................... 55
Academic Resolution Process .............................................................................................................................................................. 56
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Tuition Credit Request ............................................................................................................................................................................. 56
Attendance Appeals ................................................................................................................................................................................. 56
Basis for an Attendance Appeal in an Introductory Course ................................................................................................................. 56
Attendance Appeal Procedure ............................................................................................................................................................. 57
Graduation/Completion Rates ................................................................................................................................................................. 57
Graduation/Completion Rate by Gender ............................................................................................................................................. 57
Graduation/Completion Rate by Race or Ethnic Group ....................................................................................................................... 57
Graduation/Completion Rate by Financial Aid Category ..................................................................................................................... 57
Graduation Rates ................................................................................................................................................................................. 57
Median Loan Debt ............................................................................................................................................................................... 58
Student Body Diversity ............................................................................................................................................................................. 58
Retention Rate ......................................................................................................................................................................................... 58
SECTION THREE: STUDENT SERVICES, HEALTH, AND SAFETY .................................................................................. 59
Student Services ....................................................................................................................................................................................... 59
Academic Advisement ......................................................................................................................................................................... 59
Student Affairs ..................................................................................................................................................................................... 59
Student Organizations ......................................................................................................................................................................... 59
Career Services .................................................................................................................................................................................... 59
Alumni Services .................................................................................................................................................................................... 59
Employment Services ........................................................................................................................................................................... 60
Registrar’s Office .................................................................................................................................................................................. 60
Student Portal ...................................................................................................................................................................................... 60
Website ................................................................................................................................................................................................ 60
Bookstore ............................................................................................................................................................................................. 60
General Headquarters Information ..................................................................................................................................................... 61
Instructional Materials ......................................................................................................................................................................... 61
Publicity and Photo Release................................................................................................................................................................. 61
Health Information ................................................................................................................................................................................... 62
Drug Free Schools and Communities Act Program .............................................................................................................................. 62
Counseling, Treatment, and Rehabilitation Programs ......................................................................................................................... 62
Help Lines/Hotlines .............................................................................................................................................................................. 62
Health and Wellness Referrals ............................................................................................................................................................. 62
Health Alerts, Communicable Disease Control, and Needle Safety Procedures ................................................................................. 63
Health and Wellness Requirements ..................................................................................................................................................... 63
Use of Tobacco/Marijuana Products ................................................................................................................................................... 63
Safety Information ................................................................................................................................................................................... 63
Campus Security and Fire Safety Report.............................................................................................................................................. 63
Firearms/Explosives ............................................................................................................................................................................. 63
SECTION FOUR: FINANCIAL INFORMATION ............................................................................................................ 64
Financial Information ............................................................................................................................................................................... 64
Undergraduate Programs Tuition & Fees ............................................................................................................................................ 64
Master’s Programs Tuition & Fees ....................................................................................................................................................... 64
Doctoral Programs Tuition & Fees ....................................................................................................................................................... 66
Schedule of Charges............................................................................................................................................................................. 66
Sales Tax Disclaimer ............................................................................................................................................................................. 67
California Student Tuition Recovery Fund ........................................................................................................................................... 67
Terms of Billing and Payment .................................................................................................................................................................. 68
Delinquent Accounts and Financial Hold ................................................................................................................................................. 68
Tuition Benefit Eligibility Requirements ................................................................................................................................................... 69
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iv ASHFORD UNIVERSITY
Credit Balance Payments (Stipends) ........................................................................................................................................................ 69
Bankruptcy ............................................................................................................................................................................................... 69
Payment Plans .......................................................................................................................................................................................... 69
Payment Options ...................................................................................................................................................................................... 69
Cash Plan .............................................................................................................................................................................................. 70
Tuition Reimbursement Plan ............................................................................................................................................................... 70
Direct Bill Plan (Third-Party Direct Billing) ........................................................................................................................................... 70
Corporate Full Tuition Grant ................................................................................................................................................................ 70
Employee Tuition Savings Program ..................................................................................................................................................... 71
Ashford University Shared Tuition Savings Program ........................................................................................................................... 72
Government Full Tuition Grant ............................................................................................................................................................ 73
Bright Horizons Tuition Grant .............................................................................................................................................................. 74
Military Veteran’s Benefits Plan .......................................................................................................................................................... 75
Veterans Benefits Deferment Policy .................................................................................................................................................... 76
Military Tuition Assistance Plan ........................................................................................................................................................... 76
Return of Military Tuition Assistance Funds (TA Invoicing) ................................................................................................................. 77
Ashford University Active Duty Service Member Grant ........................................................................................................................... 77
Ashford University Veteran Grant ............................................................................................................................................................ 78
Military Grant Grandfathering ............................................................................................................................................................. 78
Ashford Corporate Tuition Benefit Program ............................................................................................................................................ 79
Ashford Non-Profit Tuition Benefit Program ........................................................................................................................................... 79
Ashford Government Tuition Benefit Program ........................................................................................................................................ 79
Ashford University College Continuation Benefit .................................................................................................................................... 80
Ashford University Alumni Tuition Grant ................................................................................................................................................. 80
Ashford University Bridge Grant .............................................................................................................................................................. 81
Ashford University RN to BSN Grant ........................................................................................................................................................ 81
University of the Rockies Grant Grandfathering ...................................................................................................................................... 81
Other Sources of Aid ................................................................................................................................................................................ 81
StraighterLine Tuition Grant ................................................................................................................................................................ 81
Outside Scholarships ............................................................................................................................................................................ 82
Private Loan ......................................................................................................................................................................................... 82
Financial Aid Plan ..................................................................................................................................................................................... 82
Federal Student Aid Eligibility .............................................................................................................................................................. 82
Financial Aid Student’s Rights .............................................................................................................................................................. 82
Financial Aid Student’s Responsibilities ............................................................................................................................................... 83
NSLDS Consumer Information Disclosure ............................................................................................................................................ 83
Financial Aid Consortium Agreement .................................................................................................................................................. 83
Cost of Attendance .............................................................................................................................................................................. 83
Federal Direct Annual Loan Limits ....................................................................................................................................................... 84
Federal Direct Aggregate Loan Limits* ................................................................................................................................................ 84
How to Apply for Financial Aid ............................................................................................................................................................ 85
Free Application for Federal Student Aid (FAFSA) ............................................................................................................................... 85
Verification for Federal Student Aid Eligibility ..................................................................................................................................... 85
Fraudulent Activity............................................................................................................................................................................... 86
Code of Conduct and Federal Student Aid Eligibility ........................................................................................................................... 86
NSLDS Fraud Loan Flag and Federal Student Aid Eligibility.................................................................................................................. 86
Identity Reject Flag and Federal Student Aid Eligibility ....................................................................................................................... 86
Unusual Enrollment History and Federal Student Aid Eligibility .......................................................................................................... 86
Total and Permanent Disability Discharge ........................................................................................................................................... 87
General Financial Aid Reapplication Process ....................................................................................................................................... 87
Entrance Counseling for Federal Loan Recipients ............................................................................................................................... 87
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2020-2021 ACADEMIC CATALOG v
Types of Financial Aid .......................................................................................................................................................................... 87
State Aid Programs .............................................................................................................................................................................. 88
Federal Aid Programs (Title IV) ............................................................................................................................................................ 88
Other Available Financial Aid ............................................................................................................................................................... 89
Financial Aid Plan for Online Programs................................................................................................................................................ 89
Financial Aid Specific to Undergraduate Programs ............................................................................................................................. 90
Financial Aid Specific to Graduate Programs ....................................................................................................................................... 91
Financial Aid and Satisfactory Academic Progress Requirements ....................................................................................................... 92
Exit Counseling for Federal Loan Recipients ........................................................................................................................................ 92
Return of Title IV Funds ....................................................................................................................................................................... 92
Direct Loan Grace Period ..................................................................................................................................................................... 93
Direct Loan Repayment ....................................................................................................................................................................... 93
Payment Support ................................................................................................................................................................................. 94
Consolidation ....................................................................................................................................................................................... 94
Consequences for Not Making Loan Payments ................................................................................................................................... 94
Questions Regarding Financial Aid ...................................................................................................................................................... 94
University Refund Policies ........................................................................................................................................................................ 95
Institutional Tuition Refund Policy ....................................................................................................................................................... 95
Ashford University Tuition Refund Schedule ....................................................................................................................................... 95
Ashford University First Course Refund Schedule (Ashford Promise) ................................................................................................. 97
Ashford Promise ....................................................................................................................................................................................... 97
Special Circumstances .............................................................................................................................................................................. 97
Dismissal/Expulsion .................................................................................................................................................................................. 97
SECTION FIVE: GENERAL ACADEMIC INFORMATION AND POLICIES ....................................................................... 98
University Program Offerings ................................................................................................................................................................... 98
Center for Enhancement of First-Year Experience ................................................................................................................................... 98
General Education Curriculum ................................................................................................................................................................. 98
Philosophy and Purpose ...................................................................................................................................................................... 98
General Education Requirements ........................................................................................................................................................ 98
Core Competencies (21 credits) ........................................................................................................................................................... 99
Ethical Reasoning Competency (3 credits) ........................................................................................................................................... 99
Written Communication Competency (6 credits) .............................................................................................................................. 100
Oral and Interpersonal Communication Competency (3 credits) ...................................................................................................... 100
Critical Thinking Competency (3 credits) ........................................................................................................................................... 100
Information Literacy Competency (3 credits) .................................................................................................................................... 101
Quantitative Reasoning Competency (3 credits) ............................................................................................................................... 101
Competencies (19 credits) ................................................................................................................................................................. 101
Aesthetic Awareness and Reasoning (3 credits) ................................................................................................................................ 101
Intercultural and Global Awareness (3 credits) ................................................................................................................................. 102
Civic Responsibility (3 credits) ........................................................................................................................................................... 103
Scientific Reasoning (4 credits) .......................................................................................................................................................... 103
Foundations and Skills for Lifelong Learning (3 credits) .................................................................................................................... 103
Digital Literacy (3 credits) .................................................................................................................................................................. 104
Capstone Requirement (3 credits) ..................................................................................................................................................... 104
General Academic Policies ..................................................................................................................................................................... 105
Technology Requirements ................................................................................................................................................................. 105
English Proficiency ............................................................................................................................................................................. 105
Course Delivery Method .................................................................................................................................................................... 106
Schedule Changes, Program Changes, and Course Cancellation ....................................................................................................... 106
Prerequisite Courses .......................................................................................................................................................................... 106
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vi ASHFORD UNIVERSITY
Concurrent Course Registration Policy .............................................................................................................................................. 106
Maximum Credit Policy ...................................................................................................................................................................... 107
Plans to Improve an Academic Program ............................................................................................................................................ 107
Program Enrollment and Cancellation ............................................................................................................................................... 107
Registration and Academic Placement .............................................................................................................................................. 108
Classification of Students ................................................................................................................................................................... 108
Student Grade Levels ......................................................................................................................................................................... 109
Enrollment Status .............................................................................................................................................................................. 109
Auditing of Courses ............................................................................................................................................................................ 109
Transfer Concentration Guidelines for Bachelor's Programs ............................................................................................................ 109
SMART Track Program ....................................................................................................................................................................... 110
Undergraduate Area of Study Course Overlap Policy ........................................................................................................................ 112
Completion of Additional Undergraduate Degrees ........................................................................................................................... 112
Completion of Additional Master’s Degrees ...................................................................................................................................... 112
Completion of Additional Doctorate Degrees ................................................................................................................................... 113
Graduate Restrictions for Degree Pairings ........................................................................................................................................ 113
Degree Regression ............................................................................................................................................................................. 113
Sequence of Courses .......................................................................................................................................................................... 114
Capstone Courses .............................................................................................................................................................................. 114
Academic Credit ................................................................................................................................................................................. 114
Grade Point Average .......................................................................................................................................................................... 114
Grading System and Grade Points ..................................................................................................................................................... 114
Grades/Quality Points: ....................................................................................................................................................................... 114
Other Grading Designations............................................................................................................................................................... 114
Late Assignment Submissions ............................................................................................................................................................ 116
Repeated Courses - Undergraduate .................................................................................................................................................. 116
Repeated Courses – Masters ............................................................................................................................................................. 116
Repeated Courses - Doctoral ............................................................................................................................................................. 116
Incomplete Grades............................................................................................................................................................................. 117
Course Drop ....................................................................................................................................................................................... 117
Consecutive Course Drops ................................................................................................................................................................. 118
Consecutive Unsuccessful Grades ..................................................................................................................................................... 118
Transcripts ......................................................................................................................................................................................... 118
Satisfactory Academic Progress Policy (SAP) ......................................................................................................................................... 118
Undergraduate Non-Term Based Program Measures ....................................................................................................................... 119
Masters Non-Term Based Program Measures ................................................................................................................................... 119
Doctoral Non-Term Based Program Measures .................................................................................................................................. 119
Final Academic Year Exceptions: ....................................................................................................................................................... 119
Graduate Competency Based Standard Term Program Measures .................................................................................................... 120
Undergraduate Satisfactory Academic Progress Standards .............................................................................................................. 120
Graduate Satisfactory Academic Progress Standards ........................................................................................................................ 120
Satisfactory Academic Progress Review and Evaluation.................................................................................................................... 120
Academic and Financial Aid Warning................................................................................................................................................. 121
Academic and Financial Aid Probation .............................................................................................................................................. 121
Probation-Academic Plan .................................................................................................................................................................. 121
Appeal of Academic Dismissal ........................................................................................................................................................... 122
Undergraduate General Transfer Credit Provisions and Limitations ..................................................................................................... 122
Associate of Arts Transfer Credit, Prior Learning Credit, and Nontraditional Credit Provisions and Limitations .............................. 124
Bachelor's Degree Transfer Credit, Prior Learning Credit, and Nontraditional Credit Provisions and Limitations ............................ 124
Nontraditional Credits ....................................................................................................................................................................... 125
Prior Learning Assessment (PLA) ....................................................................................................................................................... 125
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NCLEX-RN
®
Exam Credit ..................................................................................................................................................................... 126
Articulation Agreements .................................................................................................................................................................... 126
Graduate General Transfer Credit Provisions and Limitations ............................................................................................................... 127
Master’s Transfer Credit Policy .......................................................................................................................................................... 127
Doctorate Transfer Credit Policy ........................................................................................................................................................ 127
Academic Policies - Non-Standard Term Format ................................................................................................................................... 128
Academic Calendar ............................................................................................................................................................................ 128
Level of Enrollment ............................................................................................................................................................................ 128
Maximum Course Load ...................................................................................................................................................................... 128
Additional Attendance Requirements ............................................................................................................................................... 129
Student Professional Liability Insurance Requirements .................................................................................................................... 129
Academic Leave ................................................................................................................................................................................. 129
Satisfactory Academic Progress (SAP) Policy ..................................................................................................................................... 130
Graduate Non-Standard Term Program Measures ............................................................................................................................ 130
Requests for Program Change ................................................................................................................................................................ 130
Associate to Bachelor’s Program Change Requirements ................................................................................................................... 130
Withdrawal and Readmission Policies ................................................................................................................................................... 130
Withdrawal from the University ........................................................................................................................................................ 130
Reinstatement Process after Withdrawal (Less Than One Year) ....................................................................................................... 131
Readmission Process after Withdrawal (One Year or More) ............................................................................................................. 131
Military Deployment Provisions ......................................................................................................................................................... 132
Readmission of Students after Military Service under the Higher Education Opportunity Act of 2008 ........................................... 132
Department of Defense (DoD) Voluntary Education Partnership .......................................................................................................... 134
Transfer of Ashford University Credits to Other Institutions ................................................................................................................. 134
Learning Resources ................................................................................................................................................................................ 135
Appropriate Use of Database Content ............................................................................................................................................... 135
Library ................................................................................................................................................................................................ 135
Writing Center ................................................................................................................................................................................... 135
Assistance in Developing Writing Proficiency .................................................................................................................................... 135
Course Digital Materials (CDM) ......................................................................................................................................................... 135
Constellation™ ................................................................................................................................................................................... 136
Honors College ....................................................................................................................................................................................... 136
Benefits and Opportunities ................................................................................................................................................................ 136
Eligibility ............................................................................................................................................................................................. 136
How to Apply ..................................................................................................................................................................................... 137
Honors College Distinctions ............................................................................................................................................................... 137
Honor Societies ...................................................................................................................................................................................... 138
Alpha Sigma Lambda .......................................................................................................................................................................... 138
Phi Theta Kappa ................................................................................................................................................................................. 138
Delta Alpha Pi International ............................................................................................................................................................... 138
Golden Key International Honour Society ......................................................................................................................................... 139
SALUTE National Veterans Honor Society ......................................................................................................................................... 139
Sigma Beta Delta Honor Society ........................................................................................................................................................ 139
Tau Upsilon Alpha Honor Society ...................................................................................................................................................... 140
Program Completion and Honors .......................................................................................................................................................... 140
Dean’s List .......................................................................................................................................................................................... 140
Graduation Process ............................................................................................................................................................................ 140
Graduation Honors and Awards ........................................................................................................................................................ 141
Posthumous Degree Policy ................................................................................................................................................................ 141
Degree Rescindment Policy ............................................................................................................................................................... 141
Commencement Ceremony ............................................................................................................................................................... 141
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SECTION SIX: UNDERGRADUATE PROGRAMS ....................................................................................................... 142
Overview ................................................................................................................................................................................................ 142
Admission Policies and Procedures Associate of Arts Degree Programs ............................................................................................... 142
Conditional Admission Requirements for Associate Degree Programs ............................................................................................. 142
Appeal Procedure beyond a Second (2nd) Conditional Admission Period or Ashford Promise Attempt .......................................... 143
Additional Conditional Admission Requirements for Applicants with International Academic Credentials ..................................... 144
Provisional Admission Requirements for Associate Degree Programs .............................................................................................. 144
Transfer Credit Evaluation for Associate Degree Programs ............................................................................................................... 145
Full Admission Requirements for Associate Degree Programs .......................................................................................................... 145
Appeal of Dismissal Following Academic Watch ............................................................................................................................... 146
Admission Policies and Procedures for Bachelor’s Degree Programs .................................................................................................... 146
Conditional Admission Requirements for Bachelor's Degree Programs ............................................................................................ 146
Appeal Procedure beyond a second (2
nd
) Consecutive Conditional Admission Period or Ashford Promise Attempt ....................... 148
Additional Conditional Admission Requirements for Applicants to the Bachelor of Science in Nursing (RN to BSN) Program ........ 148
Additional Conditional Admission Requirements for Applicants with International Academic Credentials ..................................... 149
Provisional Admission Requirements for Bachelor's Degree Programs ............................................................................................ 149
Transfer Credit Evaluation for Bachelor's Degree Programs ............................................................................................................. 149
Full Admission Requirements for Bachelor's Degree Programs ........................................................................................................ 150
Appeal of Dismissal Following Academic Watch ............................................................................................................................... 151
Additional Full Admission Requirements for Applicants to the Bachelor of Science in Nursing (RN to BSN) Program ..................... 151
Student Success Orientation .............................................................................................................................................................. 151
Non-Degree Seeking Student General Admission Requirements ...................................................................................................... 152
Academic Policies and Procedures ......................................................................................................................................................... 152
Academic Calendar ............................................................................................................................................................................ 152
Attendance Policy for Undergraduate Courses ................................................................................................................................. 153
Academic Leave ................................................................................................................................................................................. 153
Associate Program Academic Policies .................................................................................................................................................... 154
General Education Courses in Associate Programs ........................................................................................................................... 154
Residency Requirements in Associate Programs ............................................................................................................................... 154
Associate Programs Course Sequencing ............................................................................................................................................ 154
Progression Requirements in Associate Programs ............................................................................................................................ 154
Bachelor’s Program Academic Policies .................................................................................................................................................. 155
Residency Requirements in Bachelor’s Programs .............................................................................................................................. 155
Progression Requirements for Online Bachelor’s Programs .............................................................................................................. 155
Bachelor’s Program Course Sequencing ............................................................................................................................................ 155
General Education Course Sequence ................................................................................................................................................. 155
Graduation Requirements for Bachelor’s Degrees ............................................................................................................................ 156
Forbes School of Business and Technology®: Undergraduate Programs and Requirements ............................................................... 157
Associate of Arts in Business.............................................................................................................................................................. 157
Associate of Arts in Organizational Management ............................................................................................................................. 158
Bachelor of Arts in Accounting .......................................................................................................................................................... 159
Bachelor of Arts in Business Administration ...................................................................................................................................... 161
Bachelor of Arts in Business Economics ............................................................................................................................................. 162
Bachelor of Arts in Business Information Systems ............................................................................................................................ 162
Bachelor of Arts in Business Leadership ............................................................................................................................................ 163
Bachelor of Arts in Consumer and Family Financial Services ............................................................................................................. 164
Bachelor of Arts in eMarketing .......................................................................................................................................................... 165
Bachelor of Arts in Entrepreneurship ................................................................................................................................................ 166
Bachelor of Arts in Finance ................................................................................................................................................................ 166
Bachelor of Arts in Human Resources Management ......................................................................................................................... 167
Bachelor of Arts in International Business ......................................................................................................................................... 168
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Bachelor of Arts in Marketing ............................................................................................................................................................ 169
Bachelor of Arts in Operations Management and Analysis ............................................................................................................... 170
Bachelor of Arts in Organizational Management .............................................................................................................................. 170
Bachelor of Arts in Project Management .......................................................................................................................................... 171
Bachelor of Arts in Public Relations and Marketing .......................................................................................................................... 172
Bachelor of Arts in Real Estate Studies .............................................................................................................................................. 173
Bachelor of Arts in Service Management .......................................................................................................................................... 174
Bachelor of Arts in Sports and Recreation Management .................................................................................................................. 175
Bachelor of Arts in Supply Chain Management ................................................................................................................................. 176
Bachelor of Arts in Sustainable Enterprise Management .................................................................................................................. 177
Bachelor of Science in Information Technology ................................................................................................................................ 178
Bachelor of Science in Computer Software Technology .................................................................................................................... 179
Bachelor of Science in Cyber and Data Security Technology ............................................................................................................. 181
Bachelor of Science in Web and Mobile App Technology ................................................................................................................. 182
College of Arts and Sciences: Undergraduate Programs and Requirements ......................................................................................... 184
Associate of Arts in Early Childhood Education ................................................................................................................................. 184
Associate of Arts in Military Studies .................................................................................................................................................. 185
Bachelor of Arts in Adult Development ............................................................................................................................................. 186
Bachelor of Arts in Applied Behavioral Science ................................................................................................................................. 187
Bachelor of Arts in Applied Linguistics ............................................................................................................................................... 188
Bachelor of Arts in Child Development .............................................................................................................................................. 189
Bachelor of Arts in Cognitive Studies ................................................................................................................................................. 190
Bachelor of Arts in Communication Studies ...................................................................................................................................... 191
Bachelor of Arts in Complementary and Alternative Health ............................................................................................................. 192
Bachelor of Arts in Cultural Anthropology ......................................................................................................................................... 193
Bachelor of Arts in Early Childhood Development with Differentiated Instruction .......................................................................... 194
Bachelor of Arts in Early Childhood Education .................................................................................................................................. 195
Bachelor of Arts in Early Childhood Education Administration ......................................................................................................... 197
Bachelor of Arts in Education and Public Policy ................................................................................................................................ 198
Bachelor of Arts in Education Studies ................................................................................................................................................ 199
Bachelor of Arts in English ................................................................................................................................................................. 201
Bachelor of Arts in English Language Learner Studies ....................................................................................................................... 202
Bachelor of Arts in Environmental Studies ........................................................................................................................................ 203
Bachelor of Arts in Gerontology ........................................................................................................................................................ 204
Bachelor of Arts in Health and Human Services ................................................................................................................................ 204
Bachelor of Arts in Health and Wellness ........................................................................................................................................... 205
Bachelor of Arts in Health Care Administration ................................................................................................................................. 206
Bachelor of Arts in Health Care Studies ............................................................................................................................................. 207
Bachelor of Arts in Health Education ................................................................................................................................................. 208
Bachelor of Arts in Health Informatics ............................................................................................................................................... 209
Bachelor of Arts in Health Marketing and Communication ............................................................................................................... 210
Bachelor of Arts in History ................................................................................................................................................................. 210
Bachelor of Arts in Instructional Design ............................................................................................................................................ 211
Bachelor of Arts in Homeland Security and Emergency Management .............................................................................................. 212
Bachelor of Arts in Journalism and Mass Communication ................................................................................................................ 213
Bachelor of Arts in Law Enforcement Administration ....................................................................................................................... 214
Bachelor of Arts in Liberal Arts .......................................................................................................................................................... 215
Bachelor of Arts in Library Science and Media .................................................................................................................................. 216
Bachelor of Arts in Military Studies ................................................................................................................................................... 217
Bachelor of Arts in Political Science and Government ....................................................................................................................... 217
Bachelor of Arts in Psychology ........................................................................................................................................................... 218
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x ASHFORD UNIVERSITY
Bachelor of Arts in Public Administration .......................................................................................................................................... 219
Bachelor of Arts in Social and Criminal Justice .................................................................................................................................. 220
Bachelor of Arts in Social Science ...................................................................................................................................................... 220
Bachelor of Arts in Sociology ............................................................................................................................................................. 221
Bachelor of Science in Health Information Management.................................................................................................................. 222
Bachelor of Science in Human Services Leadership ........................................................................................................................... 224
Bachelor of Science in Nursing (RN to BSN) ....................................................................................................................................... 225
Areas of Emphasis .................................................................................................................................................................................. 227
SECTION SEVEN: MASTER’S PROGRAMS ............................................................................................................... 228
Overview ................................................................................................................................................................................................ 228
Admission Policies and Procedures for Master’s Programs ................................................................................................................... 228
Conditional Admission Requirements ............................................................................................................................................... 228
Appeal Procedure beyond a Second (2
nd
) Consecutive Conditional Admission Period or Ashford Promise Attempt ....................... 229
Provisional Admission Requirements ................................................................................................................................................ 230
Transfer Credit Evaluation for Master’s Degree Programs ................................................................................................................ 230
Full Admission Requirements ............................................................................................................................................................ 230
Appeal of Dismissal Following Academic Watch ............................................................................................................................... 231
MACC Program-Specific Requirements ............................................................................................................................................. 232
MBA Program-Specific Requirements ............................................................................................................................................... 232
MISM Program-Specific Requirements .............................................................................................................................................. 232
MPH Program-Specific Requirements ............................................................................................................................................... 232
MSCJ Program-Specific Requirements ............................................................................................................................................... 233
MSTM Program-Specific Requirements ............................................................................................................................................. 233
Additional Requirements for Applicants to the Master of Science in Finance Program ................................................................... 233
Additional Admission Requirements for International Applicants .................................................................................................... 234
Non-Degree Seeking Student General Admission Requirements for Master’s Level Coursework .................................................... 234
Academic Policies and Procedures ......................................................................................................................................................... 235
Academic Calendar ............................................................................................................................................................................ 235
Attendance Policy for Masters Courses ............................................................................................................................................. 235
Additional Attendance Policy Requirements for Post Baccalaureate Courses .................................................................................. 236
Academic Participation ...................................................................................................................................................................... 236
Academic Leave ................................................................................................................................................................................. 236
SMART Track Program ....................................................................................................................................................................... 236
Forbes School of Business and Technology®: Master’s Programs and Requirements ........................................................................... 237
Master of Accountancy ...................................................................................................................................................................... 237
Master of Arts in Leadership.............................................................................................................................................................. 239
Master of Arts in Organizational Development and Leadership ....................................................................................................... 239
Master of Arts in Organizational Management ................................................................................................................................. 240
Master of Business Administration .................................................................................................................................................... 241
Master of Human Resource Management ........................................................................................................................................ 243
Master of Information Systems Management ................................................................................................................................... 244
Master of Science in Finance ............................................................................................................................................................. 245
Master of Science in Technology Management................................................................................................................................. 246
College of Arts and Sciences: Master’s Programs and Requirements .................................................................................................... 247
Master of Arts in Counseling ............................................................................................................................................................. 247
Master of Arts in Curriculum and Instruction .................................................................................................................................... 250
Master of Arts in Early Childhood Education Leadership .................................................................................................................. 252
Master of Arts in Education ............................................................................................................................................................... 253
Master of Arts in Education ............................................................................................................................................................... 255
Master of Arts in Health Care Administration ................................................................................................................................... 257
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2020-2021 ACADEMIC CATALOG xi
Master of Arts in Human Development ............................................................................................................................................. 258
Master of Arts in Human Services ..................................................................................................................................................... 259
Master of Arts in Psychology ............................................................................................................................................................. 260
Master of Arts in Psychology ............................................................................................................................................................. 261
Master of Arts in Public Sociology ..................................................................................................................................................... 262
Master of Arts in Special Education ................................................................................................................................................... 263
Master of Arts in Teaching and Learning with Technology................................................................................................................ 265
Master of Public Administration ........................................................................................................................................................ 267
Master of Public Health ..................................................................................................................................................................... 268
Master of Science in Criminal Justice................................................................................................................................................. 270
Master of Science in Health Informatics and Analytics ..................................................................................................................... 271
Master of Science in Instructional Design and Technology ............................................................................................................... 272
Post Baccalaureate Teaching Certificate ........................................................................................................................................... 274
SECTION EIGHT: DOCTORAL PROGRAMS .............................................................................................................. 276
Overview ................................................................................................................................................................................................ 276
Admissions Policies and Procedures ...................................................................................................................................................... 276
Conditional Admission Requirements ............................................................................................................................................... 276
Appeal Procedure beyond a second (2
nd
) Consecutive Conditional Admission Period or Ashford Promise Attempt ....................... 277
Provisional Admission Requirements ................................................................................................................................................ 277
Transfer Credit Evaluation for Doctoral Degree Programs ................................................................................................................ 277
Full Admission Requirements ............................................................................................................................................................ 278
Non-Degree Seeking Student General Admission Requirements for Doctoral Level Coursework .................................................... 278
Doctor of Psychology, Respecialization ............................................................................................................................................. 279
Academic Policies and Procedures ......................................................................................................................................................... 279
Academic Calendar ............................................................................................................................................................................ 279
Registration ............................................................................................................................................................................................ 279
Cohort Size Management .................................................................................................................................................................. 279
Attendance Policy for Doctoral Courses ............................................................................................................................................ 279
In-Residence Workshops ................................................................................................................................................................... 280
Dissertation & Applied Doctoral Project Courses .............................................................................................................................. 280
Academic Participation ...................................................................................................................................................................... 280
Academic Leave ................................................................................................................................................................................. 280
In-Residence Workshop Requirement ................................................................................................................................................... 281
Doctoral Research .................................................................................................................................................................................. 282
Student Portfolio ............................................................................................................................................................................... 282
Doctoral Candidacy ................................................................................................................................................................................ 282
Program Time Limits .............................................................................................................................................................................. 283
Forbes School of Business & Technology®: Doctoral Programs and Requirements .............................................................................. 283
Doctor of Philosophy (PhD) in Organizational Development and Leadership ................................................................................... 283
College of Arts and Sciences: Doctoral Programs and Requirements .................................................................................................... 285
Doctor of Philosophy (PhD) in Education ........................................................................................................................................... 285
Doctor of Philosophy (PhD) in Human Services ................................................................................................................................. 287
Doctor of Psychology (PsyD) .............................................................................................................................................................. 289
Doctor of Psychology (PsyD), Clinical Specialization .............................................................................................................................. 291
SECTION NINE: COURSE DESCRIPTIONS................................................................................................................ 299
ABS Applied Behavioral Science ......................................................................................................................................................... 299
ACC Accounting .................................................................................................................................................................................. 299
ANT Anthropology ............................................................................................................................................................................. 301
ART Art ............................................................................................................................................................................................... 302
STUDENT SERVICES, HEALTH AND SAFETY
xii ASHFORD UNIVERSITY
ASH Ashford Success .......................................................................................................................................................................... 302
BUS Business ...................................................................................................................................................................................... 302
CAH Complementary & Alternative Health ....................................................................................................................................... 309
CGD Computer Graphic Design .......................................................................................................................................................... 309
COM Communications ....................................................................................................................................................................... 309
CPT Computer Technology ................................................................................................................................................................ 310
CRJ Criminal Justice ............................................................................................................................................................................ 310
CSL Counseling ................................................................................................................................................................................... 312
CST Computer Software Technology ................................................................................................................................................. 313
CYB Cyber & Data Security Technology ............................................................................................................................................. 313
DOC Doctoral ..................................................................................................................................................................................... 314
ECA Early Childhood Administration .................................................................................................................................................. 314
ECD Early Childhood Development .................................................................................................................................................... 314
ECE Early Childhood Education .......................................................................................................................................................... 315
ECI Education Curriculum and Instruction ......................................................................................................................................... 318
ECO Economics .................................................................................................................................................................................. 318
EDU Education ................................................................................................................................................................................... 318
EDU Education ................................................................................................................................................................................... 322
ELL English Language Learner ............................................................................................................................................................ 323
ENG English ........................................................................................................................................................................................ 324
ENV Environmental Studies ............................................................................................................................................................... 326
EPP Educator Preparation Program ................................................................................................................................................... 326
ESE Education Special Ed ................................................................................................................................................................... 327
FIN Finance ........................................................................................................................................................................................ 328
GEN General Education...................................................................................................................................................................... 329
GEO Geography ................................................................................................................................................................................. 329
GRO Gerontology ............................................................................................................................................................................... 329
HCA Health Care Administration ....................................................................................................................................................... 329
HCS Health Care Studies .................................................................................................................................................................... 330
HHS Health and Human Services ....................................................................................................................................................... 331
HIA Health Informatics & Analytics .................................................................................................................................................... 332
HIM Health Information Management .............................................................................................................................................. 332
HIS History ......................................................................................................................................................................................... 334
HON Honors ....................................................................................................................................................................................... 334
HPR Health Promotion ....................................................................................................................................................................... 335
HRM Human Resources Management ............................................................................................................................................... 335
HSL Human Services Leadership ........................................................................................................................................................ 336
HSM Homeland Security Management ............................................................................................................................................. 336
HUD Human Development ................................................................................................................................................................ 337
HUM Human Services ........................................................................................................................................................................ 337
HWE Health and Wellness ................................................................................................................................................................. 339
IDT Instructional Design and Technology .......................................................................................................................................... 339
INF Information Systems.................................................................................................................................................................... 340
INT Information Technology .............................................................................................................................................................. 341
INT International Leadership ............................................................................................................................................................. 342
ISM Information Systems Management ............................................................................................................................................ 342
JRN Journalism ................................................................................................................................................................................... 343
LDR Leadership .................................................................................................................................................................................. 343
LEA Law Enforcement Administration ............................................................................................................................................... 344
LIB Liberal Arts ................................................................................................................................................................................... 344
LNG Linguistics ................................................................................................................................................................................... 345
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2020-2021 ACADEMIC CATALOG xiii
MAT Mathematics ............................................................................................................................................................................. 345
MGT Management ............................................................................................................................................................................. 346
MHA Master Health Care Administration .......................................................................................................................................... 347
MIL Military Studies ........................................................................................................................................................................... 348
MPH Master of Public Health ............................................................................................................................................................ 348
NUR Nursing....................................................................................................................................................................................... 349
OMM Organizational Management ................................................................................................................................................... 350
ORG Organizational Leadership ......................................................................................................................................................... 351
PFP Personal Financial Planning ........................................................................................................................................................ 356
PHI Philosophy ................................................................................................................................................................................... 356
POL Political Science .......................................................................................................................................................................... 356
PPA Public Administration ................................................................................................................................................................. 357
PRM Project Management ................................................................................................................................................................. 357
PSY Psychology................................................................................................................................................................................... 358
PSY Psychology................................................................................................................................................................................... 360
RES Real Estate Studies ...................................................................................................................................................................... 364
RES Research ...................................................................................................................................................................................... 364
SCI Science ......................................................................................................................................................................................... 367
SOC Sociology .................................................................................................................................................................................... 367
SOC Sociology .................................................................................................................................................................................... 368
SPA Spanish ........................................................................................................................................................................................ 369
SPE Speech ......................................................................................................................................................................................... 369
SRM Sports and Recreation Management ......................................................................................................................................... 369
SRV Service Management .................................................................................................................................................................. 369
SSC Social Science .............................................................................................................................................................................. 370
TMG Technology Management ......................................................................................................................................................... 370
WEB Web & Mobile App Technology ................................................................................................................................................ 371
SECTION TEN: UNIVERSITY PERSONNEL ............................................................................................................... 372
Board of Trustees ................................................................................................................................................................................... 372
Ashford University Administration ......................................................................................................................................................... 377
Faculty .................................................................................................................................................................................................... 377
INTRODUCTION
2020-2021 ACADEMIC CATALOG 15
SECTION ONE:
INTRODUCTION
Mission Statement of the University
The mission of Ashford University is to provide high-
quality, accessible, affordable, innovative educational
programs that meet the diverse needs of individuals
pursuing advancement in their lives, professions, and
communities.
Purpose Statements
To offer online educational programs that meet the
needs of diverse learners and support student success
and completion.
To integrate current technology that cultivates student-
centered learning experiences led by dedicated and
qualified faculty wherein students gain knowledge and
build skills that support personal and professional
development.
To provide learning opportunities that help students
synthesize theory and practice, enabling them to
respond ethically to contemporary issues and complex
problems.
To foster a rich student learning environment focused
on diverse social, ethnic, economic, and educational
experiences and thereby prepare and empower
graduates to be collaborative and inclusive within their
communities.
To work closely with employers and workforce
development experts to identify the workplace skills
and competencies that will enhance our graduates'
abilities to contribute to their organizations, achieve
greater professional and personal success, and
strengthen their organizations.
To place priority on innovation, continuous
assessment, and improvement of student learning,
curriculum development, access to learning resources,
and responsive student services.
To maintain operational, financial, and strategic
strength that ensures the future of Ashford University.
History
The University, originally named Mount St. Clare College,
was founded in 1918 by the Sisters of St. Francis in
Clinton, Iowa, as a junior college for women. In 1950, the
College was accredited by the North Central Association
of Colleges and Schools (now the Higher Learning
Commission [HLC]) and has since maintained regional
accreditation. Its interest in adult learners began in 1962
when an evening program was introduced to serve the
needs of students with career and family responsibilities.
In 1967, the College became coeducational. Baccalaureate
degree programs began in 1979 and graduate degrees in
2002. The Sisters of St. Francis changed the institution’s
name to The Franciscan University in 2003 and added the
qualifier “of the Prairies” in 2004 to minimize confusion
with other Franciscan institutions.
In 2005, the University was acquired by Bridgepoint
Education, Inc., and renamed Ashford University. That
year HLC extended Ashford’s accreditation to offer adult
degree-completion programs both on-site and online. Over
the next five years, the University launched more than 50
new online programs at both the undergraduate and
graduate levels.
With the growth of the online student population, the
University’s leadership decided to move Ashford’s
headquarters from Clinton, Iowa, to San Diego, California,
and to apply for accreditation with the WASC Senior
College and University Commission (WSCUC). On
December 6, 2013, the University received final approval
from the U.S. Department of Education for the migration
of its accreditation to the WASC Senior College and
University Commission.
In March 2018 Ashford University announced its plans to
merge with University of the Rockies, Ashford’s sister
institution, which was acquired by Bridgepoint Education,
Inc., in 2007. University of the Rockies was founded on
June 18, 1998, as the Colorado School of Professional
Psychology. Once purchased by Bridgepoint Education,
Inc., the private graduate school introduced online delivery
of some of its Master’s and Doctoral programs and
eventually broadened its focus to include both social and
behavioral science programs. University of the Rockies
and Ashford merged on October 5, 2018 maintaining the
legacy of University of the Rockies in doctoral education
and allowing Ashford University to offer its first doctoral
programs. In April, 2019, Bridgepoint Education changed
its name to Zovio Inc.
Accreditation
Ashford University is accredited by WASC Senior College
and University Commission (WSCUC), 985 Atlantic
Avenue, Suite 100, Alameda, CA 94501, (510) 748-9001,
www.wscuc.org. WSCUC is an accrediting body
recognized by the U.S. Department of Education and the
Council on Higher Education Accreditation (CHEA).
International Accreditation Council for
Business Education
Ashford University has received specialized accreditation
for its eligible business programs through the International
Accreditation Council for Business Education (IACBE),
located in Lenexa, Kansas, USA. Ashford’s accreditation
INTRODUCTION
16 ASHFORD UNIVERSITY
status can be found on the IACBE member status page.
The business programs in the following degrees are
accredited by the IACBE:
Master of Accountancy
Master of Business Administration
Master of Human Resource Management
Master of Information Systems Management
Master of Arts in Organizational Management
Bachelor of Arts in Accounting
Bachelor of Arts in Business Administration
Bachelor of Arts in Business Economics
Bachelor of Arts in Business Information Systems
Bachelor of Arts in Business Leadership
Bachelor of Arts in Entrepreneurship
Bachelor of Arts in Finance
Bachelor of Arts in Human Resources Management
Bachelor of Arts in Operations Management and
Analysis
Bachelor of Arts in Organizational Management
Bachelor of Arts in Project Management
Bachelor of Arts in Public Administration
Bachelor of Arts in Real Estate Studies
Bachelor of Arts in Sports and Recreation
Management
Bachelor of Arts in Supply Chain Management
In addition, the University has received specialized
accreditation for its accounting programs through the
IACBE. The accounting programs in the following degrees
are accredited by the IACBE:
Master of Accountancy
Bachelor of Arts in Accounting
Information pertaining to student learning and
achievement in the business programs accredited by the
IACBE can be obtained by visiting the Ashford University
website at https://assessment.ashford.edu.
Commission on Accreditation for Health
Informatics and Information Management
Education
The Bachelor of Science in Health Information
Management program is accredited by the Commission on
Accreditation for Health Informatics and Information
Management Education (CAHIIM), 233 N. Michigan Ave.
21st Floor Chicago, IL 60601-5800. Ashford’s
accreditation status is listed in the CAHIIM program
directory.
Commission on Collegiate Nursing
Education
The Bachelor of Science in Nursing degree program is
accredited by the Commission on Collegiate Nursing
Education (CCNE), 655 K Street, NW, Suite 750,
Washington, DC 20001, 202.887.6791
(http://www.ccneaccreditation.org). Ashford’s
accreditation status is listed in the CCNE directory of
accredited nursing programs.
Memberships
Alpha Sigma Lambda
American Association for Adult and Continuing
Education (AAACE)
American Association of Colleges for Teacher
Education (AACTE)
American Association of Collegiate Registrars and
Admissions Officers (AACRAO)
American Council on Education (ACE)
American Red Cross
Association for Talent Development (ATD)
Association for General and Liberal Studies (AGLS)
Association of American Colleges and Universities
(AAC&U)
Association of Governing Boards (AGB)
Association of International Educators
Association for Institutional Research (AIR)
Association on Higher Education and Disability
(AHEAD)
Association of Student Conduct Administrators
(ASCA)
Association of Title IX Administrators (ATIXA)
B:CIVIC
Boston College Center for Corporate Citizenship
(BCCCC)
California Association on Postsecondary Education
and Disability (CAPED)
Central Association of College and University
Business Officers (CACUBO)
The College Board
Colorado Nonprofit Association
Colorado Woman’s Chamber of Commerce
Commission for Accelerated Programs (CAP)
The Council for Adult and Experiential Learning
(CAEL)
Council for Higher Education Accreditation (CHEA)
INTRODUCTION
2020-2021 ACADEMIC CATALOG 17
Council for Standards in Human Services Education
(CSHSE)
Council of College and Military Educators (CCME)
Denver Metro Chamber of Commerce
Downtown Denver Partnership
Golden Key International Honour Society
Illinois Association for College Admission Counseling
International Association of University Presidents
International Board of Standards for Training,
Performance and Instruction (IBSTPI)
International Leadership Association (ILA)
League for Innovation in the Community College
Marine Corps Academic Explorer (MCAeX)
Mountain Pacific Association of Colleges and
Employers (MPACE)
NAFSA: Association of International Educators
National Academic Advising Association (NACADA)
National Association of Colleges and Employers
(NACE)
National Association of College and University
Business Officers
National Association of Intercollegiate Athletics
(NAIA)
National Association of State Directors of Teacher
Education and Certification (NASDTEC)
National Association of Student Financial Aid
Administrators (NASFAA)
National Career Development Association
National Center for Higher Education Management
Systems (NCHEMS)
National Head Start Association
National Institute for Staff & Organizational
Development (NISOD)
National Organization for Human Services (NOHS)
National University Telecommunications Network
The Observatory on Borderless Higher Education
Online Learning Consortium (OLC)
President’s Alliance for Excellence in Student
Learning and Accountability
Quality Matters ® Consortium
The Sloan Consortium, Inc.
Society for Applied Learning Technology (SALT)
Society for College and University Planning (SCUP)
Society for Human Resource Management (National,
San Diego, and Denver)
Student Affairs Administrators in Higher Ed (formerly
National Association of Student Personnel
Administrators [NASPA])
Upper Midwest Association of International Educators
Ownership
Ashford University, LLC is a wholly owned subsidiary of
Zovio Inc
1811 E. Northrop Blvd.
Chandler, AZ 85286
Bankruptcy Notice
Ashford University does not have a pending petition in
bankruptcy, is not operating as a debtor in possession, has
not filed a petition within the preceding five years, nor has
had a petition in bankruptcy filed against it within the
preceding five years that resulted in reorganization under
Chapter 11 of the United States Bankruptcy Code (11
U.S.C. Sec 1101 et seq.).
Governance
The Board of Trustees is responsible for the governance of
Ashford University. The strategic priorities of the Board
include mission, organizational structure, financial and
academic integrity, operational responsibility, and
planning. Trustees meet regularly to ensure accountability
of the University to its students and constituencies. The
Board of Trustees appoints the University President to
provide overall leadership and to administer the day-to-day
operations of Ashford University.
Student Consumer Information
Prospective and current students can locate important
information about Ashford University on the Student
Consumer Information page on the University website at
www.ashford.edu/about/consumer-information.htm. This
page includes links to helpful information/disclosures, and
is designed to provide open, pertinent information for both
prospective and current students. The presentation of this
information complies with the Higher Education
Opportunity Act of 2008 that reauthorized the Higher
Education Act of 1965, as amended (HEA), which requires
colleges and universities to publicly disclose various
aspects of their policies and procedures. As a prospective
student, you are encouraged to review this Catalog prior to
signing an enrollment agreement. You are also encouraged
to review the School Performance Fact Sheet, which must
be provided to you prior to signing an enrollment
agreement. School Performance Fact Sheets can be found
on each program’s information page on the University
website at www.ashford.edu/degrees.htm.
INTRODUCTION
18 ASHFORD UNIVERSITY
Right to Change Requirements
The Ashford University Academic Catalog presents the
policies and procedures for all undergraduate and graduate
programs offered by the University. The University
reserves the right to make alterations to this Catalog and
the policies and procedures therein as deemed necessary
by the University. Changes may also be necessitated by
federal, state, or local law, other regulatory requirements,
accreditation, or licensure. Changes may include but are
not limited to curriculum, academic policies,
administrative policies, procedures, and costs. Notice is
not required for a new policy to take effect; however,
Ashford University will make reasonable attempts to
notify students promptly of any policy changes through
communication methods deemed appropriate by the
University administration. In the event that the University
plans to change a program such that it will impact a
student’s graduation requirements, information will be
posted at www.ashford.edu/about/consumer-
information.htm. Please refer to the Plans to Improve an
Academic Program policy in the General Academic
Information and Policies section of this Catalog for more
information on program revisions.
State Regulatory Information
For a current listing of the states in which Ashford
University is licensed, registered, authorized, certified, or
exempt, and states where such licensure is not required,
please visit https://www.ashford.edu/state-authorization-
disclosures. The University will continue to monitor
developments in state laws in each state in which it enrolls
students and, if authorization or licensure is or becomes
necessary, will promptly seek to obtain such approvals.
For states with an approved status, please be aware that
individual programs may not be approved or may be
pending approval by a state licensing authority and cannot
be offered to students residing in that state.
A copy of the documentation describing the institution’s
licensure, registration, authorization or certification will be
made available to any enrolled or prospective student upon
request. Please contact Zovio Inc’s State Regulatory
Operations team for documentation by visiting
https://www.ashford.edu/state-authorization-disclosures
and clicking on the appropriate link.
The following disclosures are required by various state
regulatory authorities:
Alaska:
Ashford University's programs are exempt from
authorization under AS 14.48 and 20 AAC Chapter 17
because the programs are online or distance delivered and
the University does not have a physical presence in the
state.
Arkansas:
Arkansas Higher Education Coordinating
Board certification does not constitute an endorsement of
any institution or program. Such certification merely
indicates that certain criteria have been met as required
under the rules and regulations implementing institutional
and program certification as defined in Arkansas Code §6-
61-301.The student should be aware that these degree
programs may not transfer. The transfer of course/degree
credit is determined by the receiving institution.
California:
This institution is a private institution
approved to operate by the California Bureau for Private
Postsecondary Education. Approval to operate means the
institution is compliant with the minimum standards
contained in the California Private Postsecondary
Education Act of 2009 (as amended) and Division 7.5 of
Title 5 of the California Code of Regulations.
Georgia:
Ashford University is authorized by the Georgia
Nonpublic Postsecondary Education Commission, 2082
East Exchange Place, Suite 220, Tucker, GA 30084-5305,
(770) 414-3300, https://gnpec.georgia.gov/.
Iowa:
Ashford University is registered to operate as a
postsecondary educational institutional institution in Iowa
by the Iowa College Student Aid Commission, located at
475 SW Fifth Street, Suite D, Des Moines, IA 50309-
1920. The telephone number is (877) 272-4456.
Indiana:
This institution is authorized under IC 21-18.5-6-
12 by:
The Indiana Board for Proprietary Education
101 West Ohio Street, Suite 300
Indianapolis, IN 46204-1984
(317) 232-1033
Kansas:
Kansas Board of Regents (approved)
1000 SW Jackson Street, Suite 520
Topeka, KS 66612-1368
(785) 430-4240
Minnesota:
Ashford University is registered with the
Minnesota Office of Higher Education pursuant to
Minnesota Statutes sections 136A.61 to 136A.71.
Registration is not an endorsement of the institution.
Credits earned at the institution may not transfer to all
other institutions.
Minnesota Office of Higher Education
1450 Energy Park Drive, Suite 350
St. Paul, MN 55108-5227
(651) 642-0567
http://www.ohe.state.mn.us/
Oregon
: This school is a unit of a business corporation
authorized by the State of Oregon to offer and confer the
academic degrees described herein, following a
determination that state academic standards will be
satisfied under OAR chapter 583, division 30. Inquiries
concerning the standards or school compliance may be
directed to the Commission at 255 Capitol Street NE,
Third Floor, Salem, OR 97310.
INTRODUCTION
2020-2021 ACADEMIC CATALOG 19
Tennessee:
Ashford University is authorized by the
Tennessee Higher Education Commission. This
authorization must be renewed each year and is based on
an evaluation by minimum standards concerning quality of
education, ethical business practices, health and safety, and
fiscal responsibility.
Tennessee Residents: Any grievances not resolved on the
institutional level may be forwarded to the Tennessee
Higher Education Commission, 404 James Robertson
Parkway Ste. 1900, Nashville, TN 37243-0830, (615) 741-
3605.
The transferability of credits earned at Ashford University
is at the discretion of the receiving college, university, or
other educational institution. Students considering
transferring to any institution should not assume that
credits earned in any program of study at Ashford
University will be accepted by the receiving institution.
Similarly, the ability of a degree, certificate, diploma, or
other academic credential earned at Ashford University to
satisfy an admission requirement of another institution is at
the discretion of the receiving institution. Accreditation
does not guarantee credentials or credits earned at Ashford
University will be accepted by or transferred to another
institution. To minimize the risk of having to repeat
coursework, students should contact the receiving
institution in advance for evaluation and determination of
transferability of credits and/or acceptability of degrees,
diplomas, or certificates earned.
Wisconsin Residents:
In the event student complaints are
not satisfactorily resolved with the school, students can
contact the State of Wisconsin Educational Approval
Program at (608) 266-1996.
Student Complaint State Contact
Information
Students are encouraged to use the University procedures
outlined in the Student Rights and Responsibilities section
of this Catalog to file an informal complaint or formal
grievance. Any student may contact his or her specific
state agency directly to register a complaint. For
information on registering a complaint in a particular state,
go to https://www.ashford.edu/state-authorization-
disclosures.
A student or any member of the public may file a
complaint about this institution with the California Bureau
for Private Postsecondary Education by calling (888) 370-
7589 or by completing a complaint form, which can be
obtained on the bureau’s website (www.bppe.ca.gov).
An individual may contact the Bureau for Private
Postsecondary Education for review of a complaint. The
bureau may be contacted at 1747 N. Market Blvd., Suite
225, Sacramento, CA 95834 or P.O. Box 980818 West
Sacramento, CA 95798-0818, www.bppe.ca.gov, (888)
370-7589 or by fax (916) 263-1895.
Commitment to Diversity
Ashford University prepares students to serve populations
with diverse social, ethnic, economic, and educational
experiences. Both the academic and training curricula are
designed to provide an environment in which students can
develop the skills and attitudes essential to working with
people from diverse backgrounds.
Statement on Scholarship
Scholarship at the University refers to the in-depth
investigation and shared search for knowledge and truth
embodied in the University mission statement. Faculty and
students learn to identify relationships and to make
connections, both within their own academic areas of
study as well as across disciplinary lines with other
programs. They have the opportunity to work
collaboratively on scholarly projects within an atmosphere
of the highest academic integrity and to share knowledge
gained with the University community and beyond.
Examples of scholarship at the University include the
following:
Scholarly research in more specialized areas that is
used to enhance regular course offerings or is
presented to the campus and local communities in
open forums, seminars, and other venues;
Doctoral research such as dissertations and applied
doctoral projects;
Published works such as papers, dissertations, applied
doctoral projects, articles, essays, editorials, book
reviews, books, short stories, poetry, plays, or music;
Presentations made at professional conferences,
seminars, meetings, or conventions.
In addition to joining in scholarly research, faculty and
students also share certain responsibilities toward
scholarship. These responsibilities include the following:
Establishing and cultivating a broad general
knowledge base across academic programs and
acquiring knowledge in one’s own discipline;
Focusing on connecting scholarship to practice;
Accepting responsibility for one’s own learning and
seeking opportunities for scholarly dialogue; and
Making the commitment to pursue learning throughout
one’s entire life and to assist others in the pursuit of
knowledge.
Above all, the faculty continually strive to convey a sense
of excitement to their students in the shared search for
knowledge and truth.
INTRODUCTION
20 ASHFORD UNIVERSITY
Ownership and Use of Student Work
Students own the copyright in works created in or as part
of an Ashford University course. Students grant to Ashford
University and its administration, faculty and staff, a
license and/or permission to use their work for research
and educational purposes which includes, but is not limited
to, institutional and academic research projects, program
review, and assignment exemplars.
No personally identifiable information will be included per
Institutional Review Board standards for the protection of
human rights. In addition, such information will be kept
confidential in accordance with The U.S. Department of
Education's Family Educational Rights and Privacy Act
(FERPA) regulations. The University will adhere to all
laws, ethics, and criteria for ensuring and protecting rights
to privacy and identity.
Ashford University monitors student work for plagiarism,
including the use of anti-plagiarism applications, tools, and
services. Ashford University maintains the right to submit
student work or require a student to submit his or her work
to a plagiarism application, tool, or service at any time.
Additionally, Ashford University prohibits the sale of
student work as a violation of the Academic Integrity
Policy.
In regard to student employees, this policy is upheld for all
works created within their roles as students. Works created
within their roles as employees are outside the scope of
this policy and therefore, held to employee regulations.
Institutional Outcomes
To achieve organizational effectiveness, Ashford
University is committed to developing and improving
student learning through continuous assessment of course
objectives, faculty contributions, learning environments,
student performance, and program outcomes.
Graduates of undergraduate programs at Ashford
University will be able to:
Synthesize theories and approaches from the subject
areas of the general education curriculum to address
complex problems.
Integrate skills from the general education
competencies when interpreting ideas and arguments
in order to respond to civic, societal, environmental,
and economic challenges.
Synthesize proficiencies appropriate to the degree
level and discipline or major.
Construct ethical responses to contemporary issues.
Graduates of graduate programs at Ashford University will
be able to:
Synthesize core proficiencies in the major area of
study in a manner appropriate to the degree level to
important issues within the field.
Integrate skills from core competencies in order to
respond to civic, societal, environmental, and
economic challenges.
Synthesize theories and approaches to the discipline in
solving complex problems.
Construct ethical responses to contemporary issues.
Demonstrate lifelong learning skills and self-reflective
capacity by engaging in continuous professional and
scholarly development.
Credit Hour Definition
A credit hour is defined as the amount of work represented
in intended student learning outcomes and verified by
evidence of student achievement that is an institutionally
established equivalency that reasonably approximates in
traditional terms, not less than one hour of online and/or
on-ground classroom and/or direct faculty instruction, and
a minimum of two hours of out-of-class student equivalent
work over a different amount of time; or at least an
equivalent amount of work as required for other academic
activities including laboratory work, internships, practica,
studio work, and other academic work leading to the award
of credit hours.
Guidelines
Ashford University defines a credit hour as a reasonable
approximation of the student learning outcome
equivalency of, at a minimum, a Carnegie Unit.
Course developers and subject matter experts are to ensure
that the quantity of student learning required to earn a
semester credit is reasonably equivalent to 45 hours of
coursework over the duration of the course through
activities that address and demonstrate student competency
in the defined learning outcomes; and draw upon
recommended instructional practices.
Student learning outcome equivalencies are to be based on
documented qualitative and quantitative expectations for
the time required of students to complete assigned learning
activities, taking into account expectations based on degree
level, discipline, and weight in students' final course grade,
time required of students to read and understand content
developed by course faculty, and time required of course
faculty and students to participate in online and/or on-
ground conference and engaged activities. The time
required of students to complete assigned learning
activities shall not include time required to read a course
syllabus.
Student learning outcome equivalencies reflect differences
in delivery methods, variety of instruction and interaction,
INTRODUCTION
2020-2021 ACADEMIC CATALOG 21
degree of supervision, measurements of student work,
academic disciplines, academic calendars, and degree
levels.
University’s Self-Evaluation Process
The extent to which the University is actively pursuing the
fulfillment of its mission is re-examined on an annual basis
through its strategic planning process and by the
University’s Board of Trustees. The University strongly
believes in the need to continually improve its programs
and services through the following strategies:
An ongoing cycle of systematic assessment,
evaluation, and institutional research;
Analysis and evidence-based planning;
Creation of innovations and new initiatives to better
meet student needs;
Budgeting based on identified needs and opportunities
for improvement; and
Monitoring of initiatives to ensure that intended results
are being achieved.
Continuous improvement efforts at Ashford rest on its
strategic planning model. To enhance the University’s
planning and analytical capacity and to enrich research and
data analyses that inform these processes. The Office of
Institutional Effectiveness, along with all members of the
President’s Executive Team meet regularly to review data,
trends, and analysis that influence the Strategic Plan.
Members of the President’s Executive team interact with
the Ashford Board and institutional and faculty
committees to ensure alignment. This organizational
placement will ensure that data use and planning permeate
the institution and that evidence-based discussions
regularly occur at the highest levels of Ashford leadership.
Staff within this department collaborate with Ashford
University leadership, Board of Trustees, faculty and staff
to ensure institutional strategic planning, data collection
and analysis is student focused, systematic and cross
functional. Progress on strategic planning objectives,
supporting analytical assessment and resource allocation
are regularly reviewed and measured; objectives will be
revised as they are accomplished.
Ashford University Research
Ashford University is committed to providing students
with innovative solutions to improve learning and their
educational experiences. As such, Ashford University
continually seeks and studies new approaches to
instruction, curriculum and content presentation and,
assessment. Ashford University students may utilize
innovative learning tools, approaches to learning, or other
support. Student consent is implied when they enroll in a
course, take advantage of a learning tool, and/or are
exposed to a strategy to enhance their experiences at the
University. Informed consent will be sought in particular
situations that may pose a risk or require additional
protections. In those cases, students will be made aware of
the pros and cons of participation, their participation
options, and other information to inform decision-making
prior to requesting informed consent. Students may contact
the Chair of the Ashford University Institutional Review
Board at irb@ashford.edu with any questions about this
statement.
Ashford University Graduate Culture
Definition
Ashford University’s graduate programs, which include
both master’s and doctorate level programs, provide
robust, rigorous learning experiences to prepare future
professionals and leaders in the global economy. At the
graduate level, our programs focus on building capacity in
our students to synthesize, evaluate, create, and transfer
these skills to build student capacity to apply the content
knowledge of their field of specialized study, as well as in
interdisciplinary studies.
At the graduate level, faculty members act as facilitators of
learning. They support students through direct and inquiry-
based approaches to promote student learning through
research, scholarship and applied practice in the field.
Within the College of Doctoral Studies, in particular,
students are brought from a space of consuming
knowledge, to meaningfully contributing to the knowledge
in their field as scholars and/or practitioners.
Ashford University Graduate Culture
Characteristics
Graduate level faculty ensure students are challenged
by rigorous academic curriculum and hold students to
high expectations in their academic work.
Faculty and students reflect the application of a
highly-developed framework of ethics: academically,
personally, and professionally.
Faculty and students demonstrate a high level of
research, analysis, synthesis, and evaluation of
pertinent topics in their specialized discipline through
discussion, reflection, collaboration, written work,
and practical experience.
Faculty and students at the graduate level advance the
body of scholarship in their field of study, as well as
in work and professional environments in local,
national, and/or international settings.
Faculty and students leverage technology in
innovative ways for teaching and learning.
Faculty and students examine and evaluate the
research or scholarship of the discipline to produce
INTRODUCTION
22 ASHFORD UNIVERSITY
scholarly or creative work consistent with
disciplinary standards.
Graduate faculty seek to prepare innovators and
leaders who demonstrate 21st century skills and
professional soft skills necessary to be successful in
the field, such as tenacity, perseverance, adaptability,
communication, collaboration, and leadership.
Faculty and students are held to high expectations for
excellence in written and oral communication with
the ability to convey complex ideas clearly,
consistently, and logically.
Reference
Wendler, C., Bridgeman, B., Cline, F., Millet, C., Rock, J.,
Bell, N., & McAllister, P. (2010). The path forward: The
future of graduate education in the United States.
Princeton, NJ: Educational Testing Service.
Assessment at Ashford University
As active learners at Ashford University, students share
the responsibility for their learning. It is through
cooperative participation in the assessment process that
Ashford can better understand itself and better serve its
students. Learning outcomes assessment is integrated into
each student’s educational experience. We believe in using
assessment results as a means to provide students the
necessary feedback as they need to monitor progress
toward their goals. We also use assessment as a vehicle for
educational improvement and as a source of measuring the
success of our students throughout their academic career at
Ashford. Assessment results help us identify where and
how our programs are succeeding and where changes need
to be made. We also believe in sharing publicly the
aggregated results of student assessments in a transparent
manner to inform all audiences about the quality of
education at Ashford. Since assessment results are a direct
reflection of institutional quality, it is important for
everyone to take their participation in assessment activities
seriously.
Assessment at Ashford takes place at the institutional,
general education, program and course levels. At the
institutional level, assessment is conducted via surveys,
standardized exams and course-level assignments. General
education, program and course-level assessment may
include examples of student work, such as papers,
portfolios or presentations as well as standardized exam
results. The results obtained from assessment activities are
essential for improving the learning opportunities and
environments provided by the University, and we consider
assessment of student achievement, learning, and
satisfaction fundamental for Ashford University to
accomplish its mission and purposes.
Contact Information
For additional information pertaining to this Catalog,
please contact Ashford University at (800) 798-0584 (toll-
free) or write to 8620 Spectrum Center Blvd. San Diego,
CA 92123. Obtain information by visiting the University
website at www.ashford.edu.
Any questions a student may have regarding this Catalog
that have not been satisfactorily answered by the
institution may be directed to the Bureau for Private
Postsecondary Education at 2535 Capitol Oaks Drive,
Suite 400, Sacramento, CA 95833 or P.O. Box 980818,
West Sacramento, CA 95798-0818, www.bppe.ca.gov,
(888) 370-7589 or by fax (916) 263-1894.
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 23
SECTION TWO: STUDENT
RIGHTS AND
RESPONSIBILITIES
Ashford University is committed to fostering an
environment that respects and values diversity, self-
advocacy and self-determination. This section
communicates the meaning and importance of personal
and academic integrity to all members of the University
community. Students agree to stay informed and abide by
Ashford University policies as they progress through the
program.
Institutional Authority and
Local, State, and Federal
Penalties
When students violate University regulations, they are
subject to disciplinary action by the University, whether or
not their conduct violates local, state, or federal laws. By
committing an act of misconduct, a student or organization
may be subject to disciplinary action by the University.
Students who act in concert to violate University
regulations, or students who advise or incite others to
violate University regulations, are also responsible for
such violations.
When students violate local, state, or federal law(s), they
may incur penalties as determined by local, state, or
federal authorities. Institutional actions shall not be used to
duplicate functions of general laws, but when the alleged
violation of the law also adversely affects the orderly
operation of the University, the University may enforce its
own regulations regardless of any federal, state, or local
legal proceedings or dispositions.
Family Educational Rights
and Privacy Act of 1974
(FERPA)
The U.S. Department of Education's Family Educational
Rights and Privacy Act (FERPA) regulations afford
students certain rights with respect to their education
records. FERPA rights begin upon the student’s
enrollment, which occurs when the student has been
admitted to the University and attends any portion of a
course. FERPA protected rights include the following:
The right to inspect and review the student’s
education records within 45 days of the day the
University receives a request for access.
Students should submit written requests to the
University Registrar that identify the record(s)
they wish to inspect. The Registrar will make
arrangements for access and notify the student of
the time and place where the records may be
inspected. If the records are not maintained by the
Registrar’s Office, the Registrar’s Office will
facilitate the student’s access to the requested
records.
The right to request the amendment of the student’s
education records that the student believes is
inaccurate, misleading, or otherwise in violation of
the student’s privacy rights under FERPA.
Students may ask the University to amend a record
that they believe is inaccurate, misleading, or
otherwise in violation of the student’s privacy
rights under FERPA. They should write to the
Registrar, clearly identifying the part of the record
they want corrected, and specifying why it should
be corrected.
If the University decides not to amend the record
as requested by the student, the University
Registrar will notify the student in writing of the
decision and advise the student of his or her right
to a hearing regarding the request for amendment.
Additional information regarding the hearing
procedures will be provided to the student when
notified of the right to a hearing.
If, as a result of the hearing, Ashford University
decides that the information in the education
record is not inaccurate, misleading, or otherwise
in violation of the privacy rights of the student, the
student will be afforded the opportunity to place
with the education record a statement commenting
on the contested information in the record and/or a
statement setting forth any reason for disagreeing
with the decision of the hearing. The statement
placed in the education record by the student will
be maintained with the contested part of the record
for as long as the record is maintained. When the
related record is disclosed to an authorized party,
the record will include the statement filed by the
student.
The right to provide written consent prior to
disclosures of personally identifiable information
contained in the student’s education records, except to
the extent that FERPA authorizes disclosure without
consent. This consent can be revoked by the student at
any time, as well as by the University, if deemed
STUDENT RIGHTS AND RESPONSIBILITIES
24 ASHFORD UNIVERSITY
necessary to keep the student record protected from
fraudulent or excessive access.
An exception, which permits disclosure without
consent, is disclosure to school officials with
legitimate educational interests. A school official
has a legitimate educational interest if the official
needs to review an education record in order to
fulfill his or her professional responsibilities for
the University. A school official may include any
of the following:
o
A person employed by the University in an
administrative, supervisory, academic, research, or
support staff position (including law enforcement
unit personnel and health staff);
o
A person or company with whom the University
has contracted (such as an attorney, auditor, or
collection agent);
o
A person or organization acting as an official agent
of the institution and performing a business
function or service on behalf of the institution;
o
A person serving on the Board of Trustees; or
o
A student serving on an official committee, such as
a disciplinary committee, or assisting another
school official in performing his or her professional
responsibilities.
Upon request, the University discloses education
records without consent to officials of another
school in which a student seeks or intends to
enroll, or is already enrolled so long as the
disclosure is for purposes related to the student’s
enrollment or transfer. The University will make a
reasonable attempt to notify each student of these
disclosures, except when such disclosure is
initiated by the student.
The University may disclose education records
without consent in connection with financial aid
for which the student has applied or which the
student has received, if the information is
necessary to determine eligibility for the aid,
determine the amount of the aid, determine the
conditions of the aid, or enforce the terms and
conditions for the aid.
The University may disclose education records
without consent to parents in the following
circumstances:
o
When a student is a dependent student as defined in
Section 152 of the Internal Revenue Code of 1986;
o
When the student has violated any federal, state, or
local law, or any rule or policy of Ashford
University, governing the use or possession of
alcohol or a controlled substance if Ashford
University determines that the student has
committed a disciplinary violation with respect to
that use or possession, and the student is under the
age of 21 at the time of the disclosure to the parent;
or
o
The disclosure is in connection with a health or
safety emergency.
The University may disclose education records
without consent to appropriate parties and officials
when the information is deemed necessary to
protect the health or safety of the student or other
individuals in an emergency.
The University may disclose education records
without consent to comply with a judicial order or
lawfully issued subpoena.
Directory information can be published and/or
disclosed to outside organizations without a
student’s prior written consent. “Directory
information” means information contained in an
education record of a student that would not
generally be considered harmful or an invasion of
privacy if disclosed. If the student does not want
Ashford University to disclose directory
information from his or her education records
without prior written consent, the student must
notify the University Registrar in writing. A
request for nondisclosure of directory information
is valid unless or until the student requests a
change in writing. Ashford University has
designated the following information as directory
information:
o
Student’s name
o
Participation in officially recognized activities
o
Address
o
Telephone listing
o
Electronic mail address
o
Photograph
o
Degrees, honors, and awards received
o
Date and place of birth
o
Major field of study
o
Dates of attendance
o
Grade level
o
The most recent educational agency or institution
attended
o
Enrollment status (e.g., undergraduate or graduate,
full-time or part-time)
o
Class rosters within the classroom
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 25
The University may disclose education records
without consent to authorized representatives of
the U. S. Comptroller General, the U. S. Attorney
General, the U.S. Secretary of Education, or state
and local educational authorities, such as a state
postsecondary authority that is responsible for
supervising the University’s state-supported
education programs.
Disclosures under this provision may be made in
connection with an audit or evaluation of federal-
or state-supported education programs, or for the
enforcement of or compliance with federal legal
requirements that relate to those programs. These
entities may make further disclosures to outside
entities that are designated by them as their
authorized representatives to conduct any audit,
evaluation, or enforcement or compliance activity
on their behalf.
The University may disclose education records
without consent to accrediting organizations to
carry out their accrediting functions.
The University may disclose education records
without consent to organizations conducting
studies for, or on behalf of, the school, in order to:
(a) develop, validate, or administer predictive
tests; (b) administer student aid programs; or (c)
improve instruction.
The University may disclose education records
without consent upon the documented death of a
student or former student. FERPA rights end when
the University receives a certified death certificate.
The outcome of a conduct hearing is part of the
education record of any student personally
identified, and is protected from release under
FERPA. However, Ashford University observes
the following legal exceptions:
o
Complainants and accused in sexual misconduct
and sexual harassment incidents have a right to be
informed of the outcome and sanctions of the
hearing, in writing, without condition or limitation,
and to be kept apprised of the status of
investigations;
o
The University may release the final results of a
disciplinary proceeding in which a student who is
an alleged perpetrator of a crime of violence* or
non-forcible sex offense, is found in violation of the
University’s Student Community Standards. The
University may not disclose the name of any other
student, including the victim or witness, without the
prior written consent of the other student. The
University will also release this information to the
complainant in any of these offenses regardless of
the outcome;
o
In the event that the alleged victim is deceased as a
result of the crime or offense, the notification will
be made to next of kin (upon written request).
*A crime of violence includes arson, burglary, robbery,
criminal homicide (manslaughter by negligence, murder,
and non-negligent manslaughter), forcible sex offenses,
assault, destruction/damage/vandalism of property and
kidnapping/abduction.
The University may also disclose education records
without consent under other exceptions authorized by
FERPA.
The right to file a complaint with the U.S. Department
of Education concerning alleged failures by Ashford
University to comply with the requirements of
FERPA. The name and address of the Office that
administers FERPA is:
Family Policy Compliance Office
US Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-5920
Personally Identifiable Information
The U.S. Department of Education’s Family Educational
Rights and Privacy Act (FERPA) regulations expanded the
circumstances under which a student’s education records
and personally identifiable information contained in such
records (including Social Security Number, grades, or
other private information) may be accessed without prior
consent. First, the U.S. Comptroller General, the U.S.
Attorney General, the U.S. Secretary of Education, or state
and local education authorities (Federal and State
Authorities) may allow access to student records and
personally identifiable information without prior consent
to any third party designated by a Federal or State
Authority to evaluate a federal- or state-supported
education program. The evaluation may relate to any
education program, which is defined as any program “that
is principally engaged in the provision of education,” such
as early childhood education, elementary and secondary
education, postsecondary education, special education,
career and technical education, adult education, and job
training, as well as any program that is administered by an
education agency or institution. See 34 CFR § 99.3.
Second, Federal and State Authorities may allow access to
a student’s education records and personally identifiable
information without prior consent to researchers
performing certain types of studies, even when the
University objects to or does not request such research.
Federal and State Authorities must obtain certain use-
restriction and data security promises from the entities that
STUDENT RIGHTS AND RESPONSIBILITIES
26 ASHFORD UNIVERSITY
they authorize to receive any personally identifiable
information, but the Authorities need not maintain direct
control over such entities. In addition, in connection with
Statewide Longitudinal Data Systems, State Authorities
may collect, compile, permanently retain, and share
without prior consent personally identifiable information
from a student’s education records, and they may track a
student’s participation in education and other programs by
linking such personally identifiable information to other
personal information about a student that they obtain from
other Federal or State data sources, including workforce
development, unemployment insurance, child welfare,
juvenile justice, military service, and migrant student
records systems.
The University maintains student records in compliance
with FERPA and applicable state regulations. Students
who would like more information on these policies may
contact the Registrar’s Office.
Confidentiality and the Clery
Act
The University will protect a Clery crime victim’s
confidentiality, even if the victim does not specifically
request confidentiality, where possible and in the
following ways:
The victim’s personally identifying information will not be
included in any publicly available record, including Clery
Act reporting and disclosures such as the annual security
report and the daily crime log. Personally identifying
information is defined in
Section 40002(a) of the Violence Against
Women Act of 1994 as individually identifying
information for or about an individual, including
information likely to disclose the location of a victim of
domestic violence, dating violence, sexual assault or
stalking, regardless of whether the information is encoded,
encrypted, hashed or otherwise protected, including a first
and last name; a home or other physical address; contact
information (including a postal, e-mail or Internet protocol
address, or telephone or facsimile number); a social
security number, driver’s license number, passport number
or student identification number; and any other
information, including date of birth, racial or ethnic
background, or religious affiliation that would serve to
identify any individual.
The Clery Act statistics that are included in the Annual
Security Report will not include any personally
identifiable information about the individuals involved in
the crime reflected in the statistics.
In some cases, the University may need to disclose some
information about a victim to a third party to provide
necessary accommodations or protective measures. The
University will inform victims before sharing personally
identifying information that the institution believes is
necessary to provide an accommodation or protective
measure and will tell the victim what information will be
shared, with whom it will be shared and why. University
Title IX Coordinators and professional staff of the Office
of Student Access and Wellness, through professional
consultation and drawing upon specialized training and
expertise, will determine what information about a victim
should be disclosed, to whom this information will be
disclosed, and will use only official University systems to
transmit the information necessary to provide the
accommodation or protective measure.
Assessing Student Success
Ashford University has developed and maintains systems
and instruments to assess student learning outcomes. Data
gathered via these instruments are used to track and
monitor the progression of students. By tracking and
monitoring student progression, the evaluation of
standards, practices, and resource decisions can be made.
This data also provides the University with meaningful
input that is used to review and improve institutional
processes.
Electronic Communication
Email is considered an official form of University-related
communication. It is recommended that students check
their email daily in order to stay current with University-
related communications. Students have the responsibility
to recognize that certain communications may be time-
critical. Students interested in opting out of email
communication should review the following
section, Student Consent to the Electronic Delivery of
Official University Communications and Records. Failure
to check for messages and failure to receive messages due
to full mailboxes, spam filtering, or auto-forwarded email
are not acceptable excuses for missing official University
communications. Students must maintain and provide the
University with an email address other than their Ashford
University-issued email address. In addition, students may
choose to use their Ashford University-issued email
address as their primary mechanism for University
communications.
Student Consent to the Electronic
Delivery of Official University
Communications and Records
The ESIGN Act, 15 U.S.C. Section 7001 et seq., requires
Ashford University to provide students with certain
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 27
information about how electronic records are provided,
and to obtain student consent to provide certain records in
electronic form. In order to enroll, apply for, or receive
information about financial aid, obtain or authorize release
of information from student records, and conduct other
business with Ashford University, online students must
indicate consent to sign agreements electronically, and
receive records from the University in electronic form. A
student’s consent to the electronic delivery of official
University communications and records is collected in the
online application.
Students may withdraw consent to electronic delivery,
retention, and execution of records by sending a fax to
(866) 512-7601 or a letter to the Office of the Registrar
located at 8620 Spectrum Center Blvd, Suite 100, San
Diego, CA, 92123, including the statement “I withdraw
my consent to electronic delivery, retention, and execution
of records.” Any withdrawal of consent shall have
prospective effect only, and shall not affect the legal
effectiveness, validity or enforceability of consents,
agreements, notices, disclosures, or other records provided
or made available prior to the withdrawal of consent. If
such consent is withdrawn, students may be
administratively withdrawn from the University.
Monitoring of Email Communications:
The University does
not intend to monitor individual electronic mail as a
routine matter, but may do so at any time as the University
deems necessary for purposes of maintaining the integrity
and effective operation of the student email system. No
facility exists on this system for the sending or receiving of
private communications.
The University reserves the right to inspect and disclose
the contents of email as follows: in the course of an
investigation triggered by indications of misconduct or
misuse; as needed to protect the health and safety of
students and staff; as needed to prevent interference with
the academic mission; or as needed for technical
troubleshooting or spam/content filtering.
Contact Information
All students should regularly review and update their
contact information to ensure the University has a valid
mailing address, telephone number, and email address.
Ashford University maintains this information as part of
the student record and requires students to update their
contact information regardless of whether they have
requested nondisclosure of directory information.
Personal Email for Ashford University
Students
The University issues an email account to all students and
they are responsible for any and all activity and
communication that takes place using the account
.
Technology Policies
Misconduct Online
Students are cautioned that behavior conducted online,
such as harassment delivered by email, can subject them to
University conduct action, if there is a University impact
from the cyber-conduct. Students must also be aware that
blogs, web pages, social media websites, and similar
online communications are in the public sphere, and are
not private. These postings can subject a student to
allegations of conduct violations, if evidence of policy
violations is posted online. The University does not
regularly go hunting for this information, but will take
action if and when such information is brought to the
attention of University officials. All references to
“student” in the Technology Policies section of this
Catalog refer to current students and alumni.
The following uses of University email are prohibited:
Personal use that creates a direct cost for the
University;
Use for personal monetary gain or for commercial
purposes that are not directly related to University
business;
Sending copies of documents in violation of
copyright laws;
Inclusion of the work of others into electronic mail
communications in violation of copyright laws;
Use of electronic mail to substantially disrupt the
ability of others to conduct University business;
Use of electronic mail systems for any purpose
restricted or prohibited by laws or regulations;
“Spoofing,” (i.e., constructing an electronic mail
communication so it appears to be from someone
else);
“Snooping,” (i.e., obtaining access to the files or
electronic mail of others for the purpose of
satisfying idle curiosity, with no substantial
University business purpose); or,
Attempting unauthorized access to electronic mail
or attempting to violate any security measures on
any electronic mail system, or attempting to
intercept any electronic mail transmissions without
proper authorization.
Online Communication:
Written communication in an
online community is an important factor in online
educational programs. The ability to communicate clearly
and effectively is crucial to the success of all online
learning programs. Professional language relevant to the
course content should be used in the online discussion
postings. Students are expected to follow the rules of
STUDENT RIGHTS AND RESPONSIBILITIES
28 ASHFORD UNIVERSITY
Netiquette, as posted in their online courses. The following
are examples of behaviors that could substantially disrupt
the online learning environment and will not be tolerated:
Discrimination:
Derogatory statements that are based
upon an individual’s actual or perceived sex, race, color,
religion, sexual orientation, national origin, ancestry,
citizenship, pregnancy, childbirth and related medical
conditions, marital status, age, physical disability, mental
disability, genetic information, medical condition
(including certain cancer-related conditions and genetic
characteristics), gender identity, veteran status, service in
the uniformed services, political activities and affiliations,
or any other consideration protected by law that is
sufficiently serious that it interferes with or limits a
student’s ability to participate in or benefit from the
University’s educational program.
Solicitation:
It is against policy and inappropriate for
students to use the communication channels within the
online learning platform to solicit other users for personal
or professional reasons. Students may not send emails to
classmates or post messages that attempt to sell products,
promote business, or solicit employees.
Misuse of Technology Resources:
University technology
resources are to be used to advance the University’s
mission of education, scholarship, and service. Students
may use these resources for purposes related to their
studies or research or other University-sanctioned
activities. These resources include, but are not limited to,
hardware (including telephones, computers, and traditional
media equipment) either owned or leased by the
University, software, and consulting time (and expertise)
of the University technology support staff. The use of
technology resources provided by the University for
commercial or other purposes not directly related to study,
research, or University-sanctioned activities should be
considered as secondary activities (i.e., personal or
otherwise). Should such secondary activity in any way
interfere with primary activities, the secondary activity
must be terminated immediately.
Many of the University’s technology resources are shared
among the entire University community. The use of these
resources will not violate law or the rights of others.
Prohibited activities include, but are not limited to:
Activities that violate copyright or other
intellectual property rights of others, including but
not limited to, the infringing use of peer-to-peer
file sharing services;
Sending copies of documents in violation of
copyright laws via email or any other electronic
transmission;
Inclusion of the work of others into email
communications or any other electronic
transmission in violation of copyright laws;
Activities that obstruct usage or deny access to
technology resources;
Activities that could be considered as
discriminatory harassment, libel or obscenity;
Activities that substantially disrupt University
activities;
Activities that violate University policies, local,
state, or federal laws;
Unauthorized use of computer accounts;
Impersonating other individuals;
Attempts to exploit or explore security provisions,
either at the University or elsewhere;
Activities that invade the right to privacy of
others;
Destruction or alteration of data belonging to
others;
Creating, using or distributing computer viruses;
Allowing other individuals to use your account or
password, including for the purpose of meeting
attendance requirements in an online class;
Disruption or unauthorized monitoring of
electronic communications or of computer
accounts; and
Inappropriate/widespread email distribution.
Consequences for Misuse of Technology
Policies
If it is determined that a student is found responsible for
misuse of the Technology Policies, the issue may be
referred to Student Affairs for review and sanctioning, up
to and including removal from the University.
Online Netiquette
Effective written communication is an important factor in
all online educational programs. The ability to
communicate clearly and effectively is crucial to the
success of all learners. Ashford University community
members are expected to adhere to the following
components of online etiquette (Netiquette).
Be Considerate:
Students should treat each other with
respect and should take time to read and respond to each
other in such a way that a learning environment can
continue to develop. Students should format postings so
that everyone can learn from an individual’s knowledge,
skills and abilities.
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 29
Be Encouraging:
Not everyone has had previous online
experience. Some students may spend more time observing
(reading other students’ postings, remaining invisible for
some time) than others. Notice the habits of other students
and classmates and provide encouragement for creative
and critical conversation.
Be Helpful:
Even a well-presented course can create some
confusion. It is very easy to lose a place or miss reading
information on certain links or pages. When other students
are lost, offer a helping hand by pointing them in the right
online direction so they can regain their confidence in
online learning.
Be Aware:
Be aware that the written word is the only
form of communication in an asynchronous learning
environment. Use words carefully – if a comment could be
interpreted as insulting, disrespectful, discriminating,
mocking, or rude, students should choose other wording.
The following behaviors should be avoided:
Shouting:
Using all capital letters when communicating in
an online environment is known as shouting. This usage is
considered a rude method of communicating. Avoid using
all capital letters in online communications.
Impatience:
Once a student has posted a question or
concern to their instructor, students should wait patiently
for a reply.
Name Changes
Official Name Change
If Ashford University becomes aware that a student’s
name recorded in the University system does not match
their official name as reflected by the United States Social
Security Administration, the Registrar’s Office will change
the name in all systems to reflect the student’s legal name.
To update the University record as a result of a legal name
change, the student must complete the Ashford University
Name Change form and provide copies of a Social
Security card reflecting the new name, along with
supplemental documentation, as outlined on the Name
Change form.
Preferred Name Change
Ashford University recognizes that there are scenarios
where a student may wish to utilize a non-legal name. The
University will attempt to respect the student’s request to
use a preferred name with the understanding that issues
may arise with respect to financial aid processing, identity
management authentication, and receipt and application of
transcripts from other institutions. Students wishing to
make a request to utilize a preferred name in University
records should contact the Registrar’s Office.
Nondiscrimination
Ashford University does not discriminate in its education
programs and activities on the basis of race, color, creed,
national or ethnic origin, religion, sex, pregnancy,
childbirth and related medical conditions, marital status,
medical condition, genetic information, service in the
uniformed services, political activities and affiliations, age,
disability, sexual orientation, gender identity, veteran
status, or any other consideration made unlawful by
federal, state, or local laws. Specifically, Title IX/SaVE
requires the University not to discriminate on the basis of
gender/sex in its education programs and
activities. Gender/sex harassment, including gender/sex
violence, is a form of prohibited gender/sex
discrimination. Examples of covered acts are found in the
University’s policies on Sexual Misconduct
.
Questions regarding Title IX may be referred to the
Ashford University Title IX Coordinator, Leah Belsley,
at titleix@ashford.edu, or 8620 Spectrum Center Blvd.,
San Diego, CA 92123, 866.974.5700 Ext. 20705 or to the
Office for Civil Rights at Office for Civil Rights (OCR),
United States Department of Education, Washington DC
20201, and/or a criminal complaint with local law
enforcement.
Gender/Sexual
Discrimination, Misconduct,
Harassment or Violence -
Title IX/SaVE Purpose
Ashford University is committed to maintaining an
academic climate in which individuals of the University
community have access to an opportunity to benefit fully
from the University’s programs and activities. When
students experience acts of sexual misconduct, their sense
of safety and trust is violated. This can significantly
interfere with their lives, including their educational goals.
This policy has been developed to proactively create an
environment in which incidents of sexual misconduct can
be promptly, equitably, and effectively responded to
without further victimization, retaliation, and with possible
remediation of its effects. Complaints which arise from all
allegations including, but not limited to, dating violence,
domestic violence, sexual assault, or stalking, include a
prompt, fair, and impartial process from the initial
investigation to the final result.
Sexual Misconduct/Harassment Policy
The University prohibits the crimes of dating violence,
domestic violence, sexual assault and stalking as those
STUDENT RIGHTS AND RESPONSIBILITIES
30 ASHFORD UNIVERSITY
terms are defined for purposes of the Clery Act (see
definition section immediately below). For educational
and awareness purposes, local jurisdiction definitions are
also provided; however, these definitions are not used for
the purposes of reporting Clery Act statistics. Note that
local jurisdiction definitions may be different than the
definitions used for Clery Act purposes. The University
reserves the right to determine the applicable definition
based upon factors including but not limited to location of
alleged offense, applicable laws or location of the
University. Under University policy or Title IX or other
federal law, conduct may constitute sexual
misconduct/harassment even though that conduct does not
meet a specific state or other definition of an offense.
Dissemination of the Sexual
Misconduct/Harassment Policy,
Educational Programs, and Employee
Training
This policy shall be disseminated through the Ashford
University Academic Catalog, provided to the University
community online through the University website, Student
Portal, and other appropriate channels of communication.
Programs to promote the prevention and awareness of
sexual violence, sexual assault, domestic and/or dating
violence, stalking, sexual exploitation, and other sexual
misconduct offenses are provided by the University to
promote a safe working and learning environment.
Educational programs, awareness and prevention
campaigns identify safe and positive options for bystander
intervention that may be carried out by an individual to
prevent harm or intervene when there is a risk of domestic
violence, dating violence, sexual assault, or stalking
against a person other than such bystander. Additionally,
information is provided on risk reduction so that students,
faculty/staff may recognize warning signs.
All new Ashford University students are invited to
complete training on sexual violence prevention, response,
and reporting, and include the University’s policy on
sexual misconduct/harassment. Students are informed of
University and national resources for those who
experience sexual misconduct. New Ashford University
faculty and staff are required to complete training on
sexual violence prevention, response, and reporting, and
include the University’s policy on sexual
misconduct/harassment. All employees are required to
complete annual training. Employees who address
allegations of dating violence, domestic violence, sexual
assault and stalking also receive annual training
appropriate to their roles and responsibilities. For those
responsible for investigation, this annual training addresses
contemporary issues including the following topics:
relevant evidence and how it should be used during a
proceeding;
proper techniques for questioning witnesses;
basic procedural rules for conducting a proceeding;
and
avoiding actual and perceived conflicts of interest.
These trainings are delivered in person or by electronic
means.
Sexual Harassment
Sexual harassment includes unwelcome conduct of a
sexual nature, such as unwelcome sexual advances,
requests for sexual favors, and other verbal, nonverbal, or
physical conduct of a sexual nature that has the effect of
unreasonably interfering with an individual's academic or
work performance, or creates an intimidating, hostile, or
offensive environment. Sexual violence is a form of sexual
harassment prohibited by Title IX/SaVE.
Three Types of Sexual Harassment
Hostile Environment includes any situation in which
there is harassing conduct that is sufficiently severe,
pervasive/persistent or patently offensive so that it
alters the conditions of education or employment,
from both a subjective (the alleged victim’s) and an
objective (reasonable person’s) viewpoint. The
determination of whether an environment is “hostile”
must be based on all of the circumstances. These
circumstances could include:
The frequency of the conduct;
The nature and severity of the conduct;
Whether the conduct was physically threatening;
Whether the conduct was humiliating;
The effect of the conduct on the alleged victim’s
mental or emotional state;
Whether the conduct was directed at more than
one person;
Whether the conduct arose in the context of other
discriminatory conduct;
Whether the statement is a mere utterance of an
epithet which engenders offense in an individual,
or offends by mere discourtesy or rudeness; and
Whether the speech or conduct deserves the
protections under other principles such as
academic freedom.
Hostile Environment sexual harassment may occur in
student to student, faculty/staff to student or student to
faculty/staff relationships or third party to
student/faculty/staff.
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 31
Quid Pro Quo sexual harassment exists when there are:
Unwelcome sexual advances, requests for sexual
favors or other verbal or physical conduct of a
sexual nature; and
Submission to or rejection of such conduct results
in adverse educational or employment action.
Quid Pro Quo sexual harassment may occur in student to
student, faculty/staff to student or student to faculty/staff
relationships.
Retaliation:
The University will sanction a faculty, student, or
staff member who takes adverse action against a
person because of the person’s participation in or
support of an investigation of Sexual
Misconduct/Harassment. Adverse action includes,
but is not limited to, threats, harassment,
intimidation (implied threats) or actual violence
against the person or his or her property, adverse
educational or employment consequences,
ridicule, taunting, bullying, or ostracism.
Retaliation sexual harassment may occur in student to
student, faculty/staff to student or student to faculty/staff
relationships, or third party to student/faculty/staff.
Title IX/SaVE also prohibits gender-based harassment,
which may include acts of verbal, nonverbal, or physical
aggression, intimidation, or hostility based on sex or sex-
stereotyping, even if those acts do not involve conduct of a
sexual nature.
Definitions and Examples of Sexual
Misconduct/Harassment Sexual Misconduct
Offenses include, but are not limited to:
Sexual Violence
Sexual Assault
Domestic and Dating Violence
Stalking
Jurisdictional and Required Definitions:
Sexual Assault
Domestic and Dating Violence
Stalking
Consent
Incapacitation
The University prohibits the crimes of dating violence,
domestic violence, sexual assault and stalking as those
terms are defined for purposes of the Clery Act. For
educational and awareness purposes, local jurisdiction
definitions are also provided; however, these definitions
are not used for the purposes of reporting for purposes of
reporting crime statistics in its annual security report.
Note that local jurisdiction definitions may be different
than the definitions used for Clery Act purposes.
The University reserves the right to determine the
applicable definition based upon factors including but not
limited to location of alleged offense, applicable laws or
location of the University. Under University policy or Title
IX or other federal law, conduct may constitute sexual
misconduct/harassment even though that conduct does not
meet a specific state or other definition of an offense.
Sexual Violence
Sexual violence is defined as physical sexual acts
perpetrated against a person’s will or where a person is
incapable of giving consent. A number of different acts fall
into the category of sexual violence, including, rape,
sexual assault, sexual battery, sexual abuse, and sexual
coercion, domestic violence, dating violence, and/or
stalking. Sexual violence can be carried out by University
employees, other students, or third parties. All such acts of
sexual violence are forms of sex discrimination prohibited
by Title IX.
Stalking
California law defines stalking as repeatedly following
someone or engaging in a course of conduct that seriously
alarms a person, and threatening to hurt them or a member
of their immediate family or household.
The crime of cyberstalking involves annoying or harassing
someone with repeated calls or electronic communications
that are obscene or threatening.
It is also a crime to use an electronic device to distribute
personal information about or digital images of someone
with the intent to harass or harm that person.
Iowa law defines stalking as a pattern of conduct that
causes the target to fear for the personal safety of the target
or an immediate family member. Some common stalking
behaviors are following the target, repeatedly making
phone calls, leaving voice, text, or email messages, or
delivering gifts. While each of these acts alone may seem
noncriminal and nonthreatening, it's the pattern and
context of the acts that turn them into a crime.
Harassment occurs when the actor intimidates, annoys, or
alarms the target by actions such as:
communications, threats, or other contact
items or packages delivered to the target
false police reports against the target
Iowa law additionally requires anyone convicted of
sexually motivated stalking or harassment to register as a
sex offender.
Consent
STUDENT RIGHTS AND RESPONSIBILITIES
32 ASHFORD UNIVERSITY
Under California law defining sex offenses, consent means
an informed, voluntary, and affirmative decision to engage
in sexual activity, which cannot be given by someone who
is:
unconscious, asleep, or incapacitated by drugs or
alcohol
unable to understand the nature of the activity due
to a mental, physical, or developmental disability
forced, threatened, or coerced
under age (generally, the age of consent is 18)
In addition, asking the perpetrator to use a condom or
other birth control device does not imply consent.
Under Iowa law consent to sexual activity cannot be given
by a person who is:
forced or threatened
unable to understand the nature of the conduct or
its consequences, or to exercise self-control, due to
drugs, alcohol, or a mental defect
unconscious, asleep, or otherwise physically
unable to object, resist, or flee
underage (generally, the age of consent is 16 years
old)
Consent cannot be implied because the person did not
physically resist.
Incapacitation
Incapacitation is the physical and/or mental inability to
make informed, rational judgments. States of
incapacitation include, but are not limited to,
unconsciousness, sleep, and blackouts. Where alcohol or
drugs are involved, incapacitation is defined with respect
to how the alcohol or other drugs consumed affects a
person’s decision-making capacity, awareness of
consequences, and ability to make fully informed
judgments. Being intoxicated by drugs or alcohol does not
diminish one’s responsibilities to obtain consent. The
factors to be considered when determining whether
consent was given include whether the accused knew, or
whether a reasonable person should have known, that the
complainant was incapacitated
.
Sexual Assault
California law defines sexual assault as engaging in sexual
intercourse, oral or anal sex, or even slight penetration
(including with an object), without the other person's
consent.
Iowa law does not define sexual assault, but defines sexual
abuse to include sexual intercourse or oral or anal sex
(including penetration with a finger, hand, or an object)
with a person who:
is forced, threatened, or coerced
does not (or cannot) consent
Sexual abuse also includes sexual exploitation of an
emotionally dependent patient by a therapist, or of a
student by a school employee.
Domestic & Dating Violence
California law defines domestic violence as abusive
behavior between two people who:
have dated, married, or lived together
have a child in common
are related by blood or marriage
are parent and child
Domestic and dating abuse can be spoken, written, or
physical, and includes:
sexual assault
actual or attempted physical injury
causing fear of imminent serious bodily injury
threatening, harassing, stalking, disturbing their
peace, or destroying their personal property
emotional abuse, financial or property control, or
other coercive and controlling behaviors
Iowa law defines domestic and dating abuse as assault
between two people who:
have married, dated, or lived together
have a child in common
are related by blood or marriage
Assault is actual or threatened acts — including physical
contact — intended to insult, offend, or injure the other
person. Anyone who commits assault in a dating or
domestic abuse situation can go to jail (or prison, if the
conduct is a felony).
Confidentiality and Sexual
Misconduct/Harassment
Students or parents of minor students, reporting incidents
of Sexual Misconduct/Harassment may ask that the
students’ names not be disclosed to the accused or that no
investigation or disciplinary action be pursued to address
the alleged Sexual Misconduct/Harassment. The
University strongly supports a student’s interest in
confidentiality in cases involving Sexual
Misconduct/Harassment. There are situations in which the
University must override a student’s request for
confidentiality in order to meet its Title IX obligations;
however, these instances will be limited and the
information will only be shared with individuals who are
responsible for handling the University’s response to
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 33
incidents of Sexual Misconduct/Harassment. Given the
sensitive nature of reports of Sexual
Misconduct/Harassment, the University will ensure that
the information is maintained in a secure manner. The
University is aware that disregarding requests for
confidentiality can have a chilling effect and discourage
other students from reporting Sexual
Misconduct/Harassment. In the case of minors, state
mandatory reporting laws may require disclosure, but will
generally be followed without disclosing information to
University personnel who are not responsible for handling
the University’s response to incidents of Sexual
Misconduct/Harassment.
Even if a student does not specifically ask for
confidentiality, to the extent possible, the University will
only disclose information regarding alleged incidents of
Sexual Misconduct/Harassment to individuals who are
responsible for handling the University’s response. To
improve trust in the process for investigating Sexual
Misconduct/Harassment complaints, the University will
notify students of the information that will be disclosed, to
whom it will be disclosed, and why. Regardless of whether
the student complainant requests confidentiality, the
University will take steps to protect the complainant as
necessary, including taking interim measures before the
final outcome of an investigation.
For Title IX purposes, if a student requests that his/her
name not be revealed to the accused or asks that the
University not investigate or seek action against the
accused, the University will inform the student that
honoring the request may limit its ability to respond fully
to the incident, including pursuing disciplinary action
against the accused. The University will also explain that
Title IX includes protection against retaliation, and that
University officials will not only take steps to prevent
retaliation but also take strong, responsive action if it
occurs. This includes retaliatory action taken by the
University and University officials. When the University
knows or reasonably should know of possible retaliation
by other students or third parties, including threats,
intimidation, coercion, or discrimination (including
harassment), it will take immediate and appropriate steps
to investigate or otherwise determine what occurred. The
University will protect the complainant and insure his/her
safety as necessary. If the student still requests that his/her
name not be disclosed to the accused, or that the
University not investigate or seek action against the
accused, the University will determine whether or not it
can honor such a request while still providing a safe and
non-discriminatory environment for all students, including
the student who reported the Sexual
Misconduct/Harassment. The Title IX Coordinator will
evaluate confidentiality requests.
If the University determines that it can respect the
student’s request not to disclose his/her identity to the
accused it will take all reasonable steps to respond to the
complaint consistent with the request. Although a student’s
request to have his/her name withheld may limit the
University’s ability to respond fully to an individual
allegation of Sexual Misconduct/Harassment, the
University will investigate other means available to
address the Sexual Misconduct/Harassment, without
initiating formal action against the accused or revealing the
identity of the student complainant. The University will
also take immediate action as necessary to protect the
student while keeping the identity of the student
confidential.
Resources
Students should contact the Office of Student Access and
Wellness Student Advocate HELPline at (800) 798-0584
ext. 24357 in order to access support services.
For additional resources, please refer to the Counseling,
Treatment, and Rehabilitation Programs section in
the Student Support, Health, and Safety section of
this Catalog.
Retaliation
This policy also prohibits retaliation against a person who
reports Sexual Misconduct/Harassment, assists someone
with a report of Sexual Misconduct/Harassment, or
participates in any manner in an investigation or resolution
of a Sexual Misconduct/Harassment report. Retaliation
includes threats, intimidation, reprisals, and/or adverse
actions related to employment or education.
Recordkeeping
The Title IX/SaVE Coordinator, along with Legal &
Compliance is responsible for maintaining records relating
to sexual harassment and sexual violence reports,
investigations, and resolutions. Records shall be
maintained in accordance with University Record
Retention Policies. All records pertaining to pending
litigation or a request for records shall be maintained in
accordance with instructions from the Legal &
Compliance Department.
Reporting/Filing a Complaint for Title IX –
Sexual Misconduct/Harassment
Sexual Misconduct/Harassment is a threat to the entire
University community. Members from the University
community are strongly encouraged to report all incidents
that threaten a student’s continued well-being, safety, or
security. Complaints from any member of the University
community relating to discrimination, misconduct,
harassment, domestic violence, dating or other related
violence, stalking, or retaliation based on gender or sex
STUDENT RIGHTS AND RESPONSIBILITIES
34 ASHFORD UNIVERSITY
concerning a faculty, staff, a student or students should be
reported to:
Title IX Coordinator for Ashford University:
Leah Belsley, Access & Wellness Counselor, Title IX
Coordinator
Leah Belsley can be contacted at:
Phone: (800) 798-0584, ext. 20705
Email: titleix@ashford.edu
Mailing Address: 8620 Spectrum Center Blvd,
San Diego, CA 92123
Christina Jaquez, Student Conduct Officer, Deputy
Title IX Coordinator
Christina Jaquez can be contacted at:
Phone: (800) 798-0584, ext. 20793
Email: titleix@ashford.edu
Mailing Address: 8620 Spectrum Center Blvd,
San Diego, CA 92123
The Title IX/SaVE Coordinator is responsible for the
oversight, coordination and implementation of all Title IX
compliance activities for the University. Title IX/SaVE
Coordinator responsibilities include, but are not limited to,
monitoring of the ongoing publication of the University’s
policy of Nondiscrimination including the Title IX/SaVE
Coordinators contact information, continuous monitoring
and oversight of overall University activities for
compliance with Title IX requirements including athletic
equity, grievance procedures, investigations, sanctions and
evaluating requests for confidentiality.
Upon receiving notice of a possible violation of the Sexual
Misconduct/Harassment policy, the University will take
immediate and appropriate steps to:
End the behavior;
Conduct a prompt, fair and impartial investigation;
Remedy the effects, and
Prevent it from reoccurring.
The investigator(s) will conduct investigation(s) in a
manner appropriate in light of the circumstances of the
case, which will typically include interviews with the
complainant, the respondent, and any witnesses. As part of
the investigation, the University will provide an
opportunity for the parties to present statements, witnesses,
and other evidence. The interviews will be supplemented
by the gathering of any physical, documentary, or other
evidence, as appropriate and available including but not
limited to law enforcement investigation documents and
student or employee personnel files. The investigation is to
be prompt, equitable, effective, fair and impartial, and all
individuals will be treated with appropriate sensitivity and
respect throughout the investigation.
University personnel will inform students in writing of
procedures that victims should follow, including:
The importance of preservation of any evidence;
Options regarding the assistance of local law
enforcement, University officials;
The option to decline assistance, or decline
notifying local law enforcement;
Options for and how to request accommodations
or protective measures such as changes to
academic or working situations and their options
for protective orders; and
Community and campus-based resources including
counseling, health, and mental health resources,
victim advocacy, legal assistance, visa and
immigration assistance, student financial aid, and
other services available for victims.
Individuals with complaints of any nature described above
always have the right to simultaneously file a formal
complaint with the Office for Civil Rights (OCR), United
States Department of Education, Washington DC 20201,
and/or a criminal complaint with local law enforcement.
In addition, the complainant or the accused has the right to
a representative of his/her choosing at any point during the
process.
Reporting Options
All individuals have options for reporting, and may choose
to pursue one or more of these options. The campus Title
IX Coordinator can assist in notifying the police, if
requested. Individuals who experience sexual misconduct
have a right to have a friend, family member, sexual
assault victim advocate, or other representative present
while reporting the incident. Individuals s have the right to
have a sexual assault victim advocate and support person
of their choice present with them during a rape
examination. Individuals who experience sexual
misconduct may also take any of the actions listed below.
Reporting to the Police
Reporting to local police is an option at any time.
Individuals who choose not to report to the police
immediately following an incident of Sexual Misconduct,
Dating and Domestic Violence, or Stalking can choose to
report at a later time. However, the passage of time may
limit the ability to gather evidence to assist with criminal
prosecution. Depending on the circumstances, the police
may be able to obtain a criminal restraining order on the
individual’s behalf.
As soon after the incident as possible, individuals who
experience Sexual Misconduct, Dating Violence, Domestic
Violence, or Stalking are strongly encouraged to report the
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 35
incident to the police by dialing 911. The University will
support all reporting individuals regardless of their
decision to seek criminal prosecution of the offender or
not. Individuals who experience sexual misconduct have
the option to report anonymously to the police and the
decision to seek criminal prosecution remains with the
reporting individual. The University will protect the
confidentiality of the reporting individual to the extent
permitted by applicable California State law.
If an individual reports to a local police agency about
Sexual Misconduct, Dating Violence, Domestic Violence,
or Stalking, the police are required to notify reporting
individuals that their names will become a matter of public
record unless confidentiality is requested. If a reporting
individual requests that their identity be kept confidential,
their name will not become a matter of public record and
the police will not report the individual’s identity to
anyone else at the University, including the Title IX
Coordinator.
The University is required by the federal Clery Act to
report certain types of crimes (including certain sex
offenses) in statistical reports. However, while the
University will report the type of incident in the annual
crime statistics report known as the Annual Security
Report, victim names/identities will not be revealed.
In cases of Sexual Misconduct, Dating Violence, Domestic
Violence, or Stalking, the preservation of physical
evidence is important to facilitate the identity and
successful prosecution of the 37 | Page offender. The
victim should not change clothes, bathe, douche, or shower
following the attack. Sexual Assault Response Team
(S.A.R.T.) medical personnel are trained to collect,
process, and preserve physical evidence of Sexual
Misconduct, and are committed in their assistance to the
individual. Individuals who experience sexual misconduct
may request a S.A.R.T. exam to preserve forensic evidence
without completing a police report. This evidence may be
used in the case an individual wishes to report the assault
at a later date. Individuals who experience sexual
misconduct are not financially responsible for S.A.R.T.
exams and the cost will be the responsibility of the local
law enforcement jurisdiction.
As time passes, evidence may dissipate or become lost or
unavailable, thereby making investigation, possible
prosecution, disciplinary proceedings, or obtaining
protection orders related to the incident more difficult.
Individuals who choose not to make a complaint regarding
an incident, nevertheless should consider speaking with
law enforcement to preserve evidence in case they change
their mind and decide to report the assault at a later date.
A reporting individual has the right to have a confidential
advocate present when reporting to law enforcement and
during examinations. With the reporting individual’s
consent, the confidential advocate will assess the
individual’s immediate needs and provide support and
referral as appropriate. This confidential assistance may
include: counseling, information concerning rape trauma
syndrome; information on the collection of medical
evidence and available health services to test for injuries,
sexually transmitted diseases, and/or pregnancy.
Assistance is also available with access to other resources
and services, including assistance in obtaining emergency
protection orders and restraining orders.
Reporting to a Campus Security Authority
Members of the University community may report
incidents of Sexual Misconduct, Dating Violence,
Domestic Violence or Stalking to any Campus Security
Authority (CSA). These University personnel will assist
the reporting individual in notifying the appropriate law
enforcement agency, if requested. All campus employees
including CSA’s are required to report incidents of Sexual
Misconduct, Dating Violence, Domestic Violence and
Stalking to the Title IX Coordinator. Title IX Coordinator
reporting responsibilities are described in detail below.
NOTE: If the University determines that the perpetrator
poses a serious and immediate threat to the campus
community, under the Clery Act the campus may be
required to issue a timely warning to the community.
Reporting to a Title IX Coordinator or
Responsible Employee
Individuals who experience sexual misconduct may report
to the campus Title IX Coordinator, who will provide
written and verbal information regarding applicable
University complaint procedures for investigating and
addressing the incident. The Title IX Coordinator will also
provide information regarding resources available to
reporting individuals, as well as information regarding
their rights and options. Contact information for the Title
IX Coordinator is listed above.
Many resources and options are available to Individuals
who experience sexual misconduct. The University has
designated a Title IX Coordinator as the primary point of
contact to provide them with assistance and support, and to
monitor and oversee overall compliance with laws and
policies related to Sexual Misconduct, Dating and
Domestic Violence, and Stalking. The Title IX
Coordinator is available to explain and discuss rights to
file a criminal complaint and to assist in doing so; the
University’s relevant complaint process, and rights to
receive assistance with that process, including the
investigation process; how confidentiality is handled; and
available resources.
University employees have a duty to report Sexual
Misconduct, Dating Violence, Domestic Violence, or
Stalking incidents when they are on notice of it. When an
STUDENT RIGHTS AND RESPONSIBILITIES
36 ASHFORD UNIVERSITY
individual reports to the Title IX Coordinator or another
University employee about a Sexual Misconduct, Dating
Violence, Domestic Violence, or Stalking incident, the
reporting individual has the right to expect the University
to take immediate and appropriate steps to investigate what
happened, and to resolve the matter promptly and
equitably. In all cases, the University strongly encourages
individuals to report Sexual Misconduct, Dating Violence,
Domestic Violence, or Stalking directly to the campus
Title IX Coordinator. The University will need to
determine what happened and will need to know the names
of the individuals who experienced sexual misconduct (s)
and the perpetrator(s), any witnesses, and any other
relevant facts, including the date, time and specific
location of the incident.
To the extent possible, information reported to the Title IX
Coordinator or other University employees will be kept
private and shared only with individuals responsible for
handling the University’s response to the incident. The
University will protect the privacy of individuals involved
in a Sexual Misconduct, Dating Violence, Domestic
Violence, or Stalking incident except as otherwise required
by law or University policy. A Sexual Misconduct, Dating
Violence, Domestic Violence, or Stalking report may
result in the gathering of extremely sensitive information
about individuals in the campus community. While such
information is considered confidential, University policy
regarding access to public records and disclosure of
personal information may require disclosure of certain
information concerning a report. In such cases, efforts will
be made to redact the records, as appropriate, in order to
protect the reporting individual’s identity and privacy and
the privacy of other involved individuals. No University
employee, including the Title IX Coordinator, should
disclose the individual’s identity to the police without
their’s consent or unless the individual who experienced
sexual misconduct has also reported the incident to the
police.
If an individual who experienced sexual misconduct
requests of the Title IX Coordinator or another University
employee that their identity remain completely
confidential, the Title IX Coordinator will explain that the
University cannot always honor that request and guarantee
complete confidentiality. If a reporting individual wishes
to remain confidential or request that no investigation be
conducted or disciplinary action taken, the University must
weigh that request against the University’s obligation to
provide a safe, nondiscriminatory environment for all
students, employees and third parties, including the
reporting individual. Under those circumstances, the Title
IX Coordinator will determine whether the reporting
individual’s request 39 | Page for complete confidentiality
and/or no investigation can be honored under the facts and
circumstances of the case, including whether the
University has a legal obligation to report the incident,
conduct an investigation or take other steps. Without
information about the individual’s identity, the
University’s ability to meaningfully investigate the
incident and pursue disciplinary action against the
perpetrator may be severely limited.
The Title IX Coordinator will inform the reporting
individual of the initiation of an investigation prior to
starting an investigation and will, to the extent possible,
only share information with people responsible for
handling the University’s response to the incident. The
Title IX Coordinator will remain mindful of the reporting
individual’s well-being, and will take ongoing steps to
protect the reporting individual from retaliation or harm,
and work with the reporting individual to create a safety
plan. Retaliation against the reporting individual, whether
by students, employees or third parties, will not be
tolerated. The University and Title IX Coordinator will
also:
Provide interim remedies requested by the
reporting individual, if they are reasonably
available, regardless of whether the individual
chooses to report to campus or local police;
Assist reporting individuals in accessing available
victim advocacy, academic support, counseling,
disability, medical/health or mental health
services, and legal assistance both on and off
campus;
Provide security and support, which could include
issuing a no-contact order, helping arrange a
change of campus-based living or working
arrangements or course schedules (including for
the perpetrator pending the outcome of the
investigation) or adjustments for assignments,
tests, or work duties; and
Inform victims of their right to report a crime to
University or local police – and provide victims
with assistance if desired.
The University will not require the reporting individual to
participate in any investigation or disciplinary proceeding
if the reporting individual does not wish to participate.
The University will not generally notify parents or legal
guardians of a Sexual Misconduct, Dating Violence,
Domestic Violence, or Stalking report unless the victim is
under 18 years old or the victim provides the University
with written permission to do so.
Under California law, and pursuant to University policy,
many University employees, including the Title IX
Coordinator, are mandatory child abuse and neglect
reporters and should explain to victims under 18 years of
age that they are required to report the incident to the
police. However, the identity of the person who reports
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 37
and the report itself are confidential and disclosed only
among appropriate agencies.
Because the University is under a continuing legal
obligation to address the issue of Sexual Misconduct,
Dating Violence, Domestic Violence, or Stalking campus-
wide, reports (including 40 | Page non-identifying reports)
may also require the University to consider broader
remedial action – such as increased monitoring,
supervision or security at locations where the reported
incident(s) occurred; increased education, training and
prevention efforts, including to targeted population groups;
climate assessments/victimization surveys; and/or revision
of policies and practices.
Non-Reporting
Individuals s are encouraged to report any incident of
Sexual Misconduct, Dating and Domestic Violence, or
Stalking to the police and/or campus Title IX Coordinator
so that steps may be taken to protect them as well as the
campus community. However, non-reporting is also an
option.
Civil Lawsuits and Protective Orders
Whether or not criminal charges have been filed,
individuals who experience sexual misconduct may choose
to file a civil lawsuit against the perpetrator. A civil
lawsuit provides the opportunity to recover actual
damages, which may include compensation for medical
expenses, lost wages, pain, suffering and emotional
distress. Additionally, individuals who experience sexual
misconduct may choose to obtain a protective or
restraining order (such as a Domestic Violence restraining
order or a civil harassment restraining order). Restraining
orders must be obtained from a court in the jurisdiction
where the incident occurred. Restraining orders can protect
individuals who have experienced or are reasonably in fear
of physical violence, Sexual Misconduct, Dating Violence,
Domestic Violence, or Stalking. The campus Title IX
Coordinator can offer assistance with obtaining a
protective or restraining order.
Reporting/Filing a Complaint for
Discrimination
(Not Sexual Misconduct/Harassment)
All other complaints, including non-harassment, other
forms of sex/gender based discrimination, misconduct,
harassment, violence or retaliation based on race, color,
creed, national or ethnic origin, religion, pregnancy,
childbirth and related medical conditions, marital status,
gender identity, medical condition, service in the
uniformed services, political activities and affiliations, age,
disability, veteran status, or any other consideration made
unlawful by federal, state, or local laws, should follow the
relevant procedure outlined in the Dispute Resolution
Procedure for Student Complaints (see below) and/or
contact:
Shandell Ruiz at (800) 798-0584, ext. 11322,
Amy Hill, ext. 11394,
or any member of the Student Dispute
Resolution Center
at Dispute.Resolution@ashford.edu.
Students may also contact the Title IX/SaVE Coordinator
for Ashford University:
Christina Jaquez, Student Conduct Officer, Deputy
Title IX Coordinator
Christina Jaquez can be contacted at:
Phone: (800) 798-0584, ext. 20793
Email: titleix@ashford.edu
Mailing Address: 8620 Spectrum Center Blvd, San
Diego, CA 92123
Leah Belsley, Access and Wellness Counselor, Title IX
Coordinator
Leah Belsley can be contacted at:
Phone: (800) 798-0584, ext. 20705
Email: titleix@ashford.edu
Mailing Address: 8620 Spectrum Center Blvd, San
Diego, CA 92123
The Title IX/SaVE Coordinator is responsible for the
oversight, coordination and implementation of all Title IX
compliance activities for the University. Title IX/SaVE
Coordinator responsibilities include, but are not limited to,
monitoring of the ongoing publication of the University’s
policy of Nondiscrimination including the Title IX/SaVE
Coordinators contact information, continuous monitoring
and oversight of overall University activities for
compliance with Title IX requirements including athletic
equity, grievance procedures, investigations, sanctions and
evaluating requests for confidentiality.
The above complaint processes (Gender/Sex and Other
Complaints) involve a thorough, impartial investigation
designed to provide a fair, prompt, and reliable
determination about whether the University
nondiscrimination policies have been violated. As
necessary, the University reserves the right to initiate a
complaint, to serve as complainant, and to initiate conduct
proceedings without a formal complaint by the victim.
The University has an obligation to report any crimes of
which it has knowledge under the Jeanne Clery Disclosure
of Campus Security Policy and Campus Crime Statistics
Act (Clery Act).
Referral to Student Dispute
Resolution Center
STUDENT RIGHTS AND RESPONSIBILITIES
38 ASHFORD UNIVERSITY
Upon receipt of a complaint, the Title IX/SaVE
Coordinator will refer the complaint to the Student Dispute
Resolution Center (SDRC), and if necessary, to Employee
Relations, for investigation.
Generally, the investigation will be completed and
findings and sanctions issued within sixty (60)
calendar days from the receipt of the complaint.
There may be extensions of this or any timeframe
within this procedure for good cause with written
notice to the parties of the delay and the reason for
the delay.
In all complaints, the Title IX/SaVE Coordinator
and, if necessary, Human Resources, will provide
interim measures upon the request of a reporting
party if such measures are reasonably necessary
and available..
In order to protect the complainant at any time
during the investigation, the University may also
recommend interim measure.
These interim measures may include, but are not
limited to, resources and support services, issuance
of No Contact orders to separate or limit contact
between the parties, modification of
extracurricular, transportation, dining, working or
course schedules, assignments or tests, increased
monitoring, supervising, or security at applicable
locations or activities, and/or interim suspension(s)
pending investigation. These measures may apply
in ground or online contexts.
Efforts will be made to minimize the burden on
the complainant. Failure to comply with these
interim measures may be considered a separate
violation of this policy.
Student Dispute Resolution Center Initial
Investigation into Complaint
NOTE: As discussed under “Confidentiality,” students
reporting incidents of Sexual Misconduct/Harassment may
ask that the students’ names not be disclosed to the
accused or that no investigation or disciplinary action be
pursued to address the alleged Sexual
Misconduct/Harassment. While the University strongly
supports a student’s interest in confidentiality in cases
involving Sexual Misconduct/Harassment when the
University can honor such a request, the formal
investigation described here cannot take place when
confidentiality is honored. Only informal measures with no
potential discipline for the responding party can result in
circumstances where confidentiality does not allow the
respondent to know the identity of the complainant and the
allegations against her or him.
The Initial Investigation will be completed within ten (10)
calendar days from the receipt of the complaint.
There
may be extensions of this or any timeframe within this
procedure for good cause with written notice to the parties
of the delay and the reason for the delay.
Upon receipt of a complaint from the Title
IX/SaVE Coordinator, the Student Dispute
Resolution Center (SDRC), and if necessary,
Human Resources staff, will mutually investigate
the complaint.
Only trained investigators will analyze and
document the available evidence to support
reliable decisions, objectively evaluate the
credibility of parties and witnesses, synthesize all
available evidence – including both inculpatory
and exculpatory evidence – and take into account
the unique and complex circumstances of each
case.
SDRC and, if necessary, Human Resources staff,
will mutually determine the identity and contact
information of the complainant, whether that will
be the initiator, the alleged victim, or a University
proxy or representative.
SDRC and, if necessary, Human Resources staff,
will mutually collaborate with the complainant to
identify the correct policies allegedly violated.
SDRC and, if necessary, Human Resources staff,
will mutually conduct an immediate initial
investigation to determine if there is reasonable
cause to charge the accused individual, and what
policy violations should be alleged as part of the
complaint.
Once SDRC and, if necessary, Human Resources
staff, determines the need to open an investigation,
SDRC and/or HR will provide written notice to the
responding party of the allegations constituting a
potential violation of the sexual misconduct
policy, including sufficient details and with
sufficient time to prepare a response before any
initial interview.
Sufficient details include the identities of the
parties involved, the specific section of the code of
conduct allegedly violated, the precise conduct
allegedly constituting the potential violation, and
the date and location of the alleged incident.
The investigation should result in a written report
summarizing the relevant exculpatory and
inculpatory evidence.
The reporting and responding parties and
appropriate officials must have timely and equal
access to any information that will be used during
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 39
informal and formal meetings in this and all
subsequent steps of the process, and be given the
opportunity to present evidence, including written
witness statements.
If a reasonable cause exists, SDRC and, if
necessary, Human Resources staff, will mutually
prepare the Initial Investigation Report and if
applicable, a proposed Notice of Charges on the
basis of the initial investigation and submit it to
the Title IX/SaVE Coordinator for further action.
Once the Title IX/SaVE Coordinator receives a
copy of the report of initial findings, the Title
IX/SaVE Coordinator will review the findings and
make a determination within three (3) calendar
days of receipt of the initial investigation report
and if applicable, the proposed Notice of Charges
as to whether reasonable cause exists to bring
charges against the accused individual. There may
be extensions of this or any timeframe within this
procedure for good cause with written notice to the
parties of the delay and the reason for the delay. If
reasonable cause exists, the matter shall proceed to
a formal investigation.
If the Title IX/SaVE Coordinator determines there
is insufficient evidence to support reasonable
cause, the Title IX/SaVE Coordinator or designee
or, if necessary, Human Resources, will
simultaneously and in writing inform the
complainant and the accused that the investigation
is discontinued and include the rationale for the
result. Any interim measures taken will be
reversed.
Notice of Charges and Continued
Investigation of Complaint
The decision whether to continue the Investigation
will be made and communicated to the parties
within fifteen (15) calendar days of the receipt of
the complaint. There may be extensions of this or
any timeframe within this procedure for good
cause with written notice to the parties of the delay
and the reason for the delay.
The Title IX/SaVE Coordinator or his/her
designee, will simultaneously communicate in
writing to the parties the continuation of the
investigation and intent to present the accused
with a Notice of Charges.
This notification must
include any initial or interim decision and the
rationale.
If the Title IX/SaVE Coordinator determines there
is sufficient evidence to support reasonable cause
and approve the charges, the Title IX/SaVE
Coordinator and, if necessary, Human Resources
staff, will mutually determine the need for
additional interim measure for any parties
involved in the complaint.
o
In all complaints, the Title IX/SaVE Coordinator
and, if necessary, Human Resources, will provide
interim measures upon the request of a reporting
party if such measures are reasonably necessary and
available.
o
In order to protect the complainant at any time
during the investigation, the University may also
recommend interim measure.
o
These interim measures may include, but are not
limited to, resources and support services, issuance
of No Contact orders to separate or limit contact
between the parties, modification of extracurricular,
transportation, dining, working or living
arrangements or course schedules, assignments or
tests, increased monitoring, supervising, or security
at applicable locations or activities, and/or interim
suspension(s) pending investigation. These
measures may apply in ground or online contexts.
o
Efforts will be made to minimize the burden on the
complainant. Failure to comply with these interim
measures may be considered a separate violation of
this policy.
Any requests for updates on the status of the
investigation prior to its completion should be
directed to the Title IX/SaVE Coordinator.
The investigator will make a finding and present
the findings to the Title IX/SaVE Coordinator
within forty-five (45) calendar days of the receipt
of the complaint. There may be extensions of this
or any timeframe within this procedure for good
cause with written notice to the parties of the delay
and the reason for the delay.
The Title IX Coordinator will review the findings
and make a determination in the case applying a
preponderance of the evidence standard within
three (3) calendar days of receipt of the
investigation report. There may be extensions of
this or any timeframe within this procedure for
good cause with written notice to the parties of the
delay and the reason for the delay.
The Title IX/SaVE Coordinator will communicate
the results, if applicable, to Human Resources
staff.
At any time during this process, the individual
maintains the right to simultaneously file a formal
complaint with the Office of Civil Rights (OCR),
United States Department of Education,
Washington DC 20201, and/or a criminal
complaint with local law enforcement.
STUDENT RIGHTS AND RESPONSIBILITIES
40 ASHFORD UNIVERSITY
Presentation of Investigation Findings to
the Parties
The Title IX/SaVE Coordinator or designee, or, if
necessary, Human Resources staff, will
simultaneously and in writing communicate the
findings to the accused and the complainant within
fifty (50) calendar days of the receipt of the
complaint There may be extensions of this or any
timeframe within this procedure for good cause
with written notice to the parties of the delay and
the reason for the delay.
This communication will inform the parties
whether the preponderance of the evidence
supports a finding against the accused for the
alleged violation(s).
The communicated findings will inform the parties
as to 1) whether there is a finding of sexual
harassment; 2) whether the interim measures will
continue; 3) what actions will be taken, including
any disciplinary procedures that will be initiated;
and 4) whether any assistance will be provided to
the victim.
Where the accused is found not responsible for a
violation, the Title IX/SaVE Coordinator and
Human Resources staff where applicable, will
consider the reversal of any remedial actions
taken.
The accused or the complainant may appeal the
findings in part or in whole; the Title IX/SaVE
Coordinator or his/her designee will advise the
parties of the procedures to appeal of the result
when communicating the findings.
Investigation Findings: Acceptance
If the complainant and/or accused individual(s)
accept the findings in whole, each shall notify the
Title IX/SaVE Coordinator within three (3)
business days of communication of findings. If the
complainant and/or accused individual do not
indicate his/her acceptance or Appeal of the
findings within three (3) business days of
communication, non-communication will be
considered acceptance and the University will
proceed accordingly with the process four (4)
business days following communication of the
investigation findings.
The Title IX SaVE/Coordinator will review all
case information and determine appropriate
sanctions within eight (8) business days following
notification of all findings to the complainant and
accused individual, barring documented
unforeseen circumstances. If the accused is an
employee, the Title IX/SaVE Coordinator in
coordination with the Human Resources staff will
determine appropriate sanctions.
The Title IX/SaVE Coordinator, or Human
Resources staff (if applicable) shall, within two (2)
business days, barring documented unforeseen
circumstances, simultaneously and in writing
inform the complainant and the accused of the
sanction decision.
Sanctions against student(s) determined by this
process are subject to the Sanction Appeal Process
by the accused party.
Investigation Findings: Appeal
If the complainant and/or the accused individual (s)
disagree with the findings, in part or in totality, either the
complainant or the accused may appeal the finding in part
or in totality on the following bases:
The accused and/or complainant wants
consideration of new evidence, which was
unavailable during the original investigation that
could be outcome determinative. A summary of
this new evidence and its potential impact must be
included;
The accused and/or complainant alleges that a
material deviation from written procedures
impacted the fairness of the process in a way that
could be outcome determinative;
The accused and/or complainant challenges the
assertion that the evidence presented during the
investigation process was sufficient to find them
responsible by a preponderance of the evidence; or
The accused and/or complainant alleges bias by
the investigator, or the Title IX/SaVE Coordinator
which deprived the process of impartiality in a
way that was outcome determinative.
The accused and/or complainant have five (5) business
days, barring documented unforeseen circumstances from
the date of communication of findings, to present the
formal appeal, in writing, to the Associate Vice President,
Financial Aid Policy and Compliance, Stephanie Cowsert..
The Associate Vice President, Financial Aid Policy
and Compliance may be contacted as follows:
Email: Stephanie.Cowsert@ashford.edu
Mailing Address:
Stephanie Cowsert, Associate Vice President,
Financial Aid Policy and Compliance
Ashford University
8620 Spectrum Center Blvd, San Diego, CA 92123
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 41
Investigation Finding: Appeal Process
Upon receipt of either party’s appeal of the
findings, the Associate Vice President, Financial
Aid Policy and Compliance will acknowledge
receipt of the notice within three (3) business days.
The written appeal must state the basis for appeal
and provide sufficient information that supports
the grounds for appeal.
The Vice President for Academic Affairs or
his/her designee will review all cases presented for
appeal within five (5) business days of the appeal,
barring documented unforeseen circumstances, to
determine if the presented grounds for appeal and
supporting information will be accepted or
rejected.
If the appeal does not meet the stated grounds for
appeal, the appeal will be rejected. The Vice
President for Academic Affairs, shall, within two
(2) business days of the determination, barring
documented unforeseen circumstances,
simultaneously and in writing, inform the
complainant and the accused of the appeal
decision.
If the Vice President for Academic Affairs
determines there is sufficient evidence to support
an appeal, the matter will return to the Student
Dispute Resolution Center for further investigation
unless the appeal alleges bias of the investigator
which deprived the process of impartiality in a
way that was outcome determinative or an
assertion that the evidence was insufficient to meet
the preponderance of the evidence standard. In
those cases, the appeal will remain with the Vice
President for Academic Affairs or his/her designee
for review and final decision.
Whether the investigation goes to the Student
Dispute Resolution Center or remains with the
Vice President for Academic Affairs or his/her
designee, the appeal investigation will be
completed within fourteen (14) calendar days of
submission to the Vice President for Academic
Affairs, barring documented unforeseen
circumstances that may extend the appeal review.
The Vice President for Academic Affairs, and if
applicable in coordination with Human Resources,
will communicate the appeal findings
simultaneously and in writing to the complainant
and the accused.
Additionally, the Vice President for Academic
Affairs will consult with the Title IX/SaVE
Coordinator and Human Resources (when
necessary) to consider the reversal of any remedial
actions taken.
Possible Sanctions and Protective
Measures
Any student found responsible for violating the policy on
Sexual Misconduct/Harassment may receive a sanction
ranging from a verbal warning, probation, and suspension
to expulsion/termination, depending on the severity of the
incident, and taking into account any previous documented
conduct issues. If the accused individual is an employee,
sanctions will be determined by Title IX/SaVE
Coordinator in consultation with Human Resources if
applicable.
In order to protect the complainant, at any time during the
investigation, the University may recommend short term,
or interim, protections or remedies. These remedial actions
may include, but are not limited to, making the
complainant aware of their rights, resources and support
services, issuance of No Contact orders to separate or limit
contact between the parties, modification of academic or
working environments and/or interim suspension(s)
pending investigation. These remedies or protections may
apply to ground or online contexts.
Efforts will be made to minimize the burden on the
complainant. Failure to comply with these interim
protections may be considered a separate violation of this
policy.
Sanction Process
The Title IX/SaVE Coordinator will review all case
information and determine appropriate sanctions within
five (5) business days of notification of acceptance or
determination on appeal barring documented unforeseen
circumstances.
Sanction Appeal Process
Where the accused party disagrees with the sanction(s),
they have five (5) business days from the date sanctions
are communicated, barring documented unforeseen
circumstances to present an appeal of the sanctions, in
writing, to the Vice President for Academic Affairs. The
written request for appeal of the sanctions must state one
or more of the five (5) basis for appeal (see the following),
along with facts and information that support the grounds
for appeal; and be accompanied by any relevant, new
information or evidence that was not available during the
investigation phase of the process. The Title IX/SaVE
Coordinator will forward all case information to the Vice
President for Academic Affairs or designee who will make
a determination as to whether there is sufficient evidence
to support an appeal of sanctions on the basis of:
STUDENT RIGHTS AND RESPONSIBILITIES
42 ASHFORD UNIVERSITY
The availability of new information, unavailable
during the original investigation, that could be
outcome determinative regarding sanctions.
A potential material deviation from written
procedures which impacted the fairness of the
process in a way that was outcome determinative
regarding the sanctions.
The potential of bias by the Title IX/SaVE
Coordinator which may have deprived the process
of impartiality in a way that was outcome
determinative.
A belief that a sanction(s) is substantially
disproportionate to the severity of the offense.
The sanction(s) appeal will be reviewed by the
Vice President for Academic Affairs within five
(5) business days of the sanction appeal notice,
barring documented unforeseen circumstances, to
determine whether there are sufficient grounds for
appeal.
If the appeal of the sanctions does not state a
ground for appeal or sufficiently meet the grounds
for appeal, the appeal will be rejected by the Vice
President for Academic Affairs or designee and
the decision to reject the appeal communicated to
the Title IX/SaVE Coordinator and, if applicable,
Human Resources.
The Title IX/SaVE Coordinator and, if applicable,
Human Resources, will in writing inform the
accused of the rejection of the appeal within seven
(7) calendar days of the determination, barring
documented unforeseen circumstances.
The Title IX/SaVE Coordinator will impose all
sanctions on the accused student for the violation.
Human Resources in consultation with the Title
IX/SaVE Coordinator will impose all sanctions on
the accused employee. Once the sanctions are
carried out, the case will be closed.
If the Vice President for Academic Affairs
determines there are grounds for the sanction
appeal, the Vice President for Academic Affairs
will review all information presented with the
sanction appeal and make a final sanction
determination within fourteen (14) calendar days
of acceptance of the appeal of sanctions, barring
documented circumstances that may extend the
determination. The Vice President for Academic
Affairs will forward the determination to the Title
IX/SaVE Coordinator.
The Title IX/SaVE Coordinator and, if applicable,
Human Resources, will in writing inform the
accused of the appeal decision within seven (7)
calendar days of the decision, barring documented
unforeseen circumstances.
The Title IX/SaVE Coordinator or designee, and if
applicable, Human Resources, will impose all
sanctions for the violation. Once the sanctions are
carried out, the case will be closed.
Nondisclosure Agreements: The University will
not require a party to abide by a nondisclosure
agreement, in writing or otherwise, that would
prevent the redisclosure of information related to
the outcome of the proceeding.
Additional Information for Sexual
Misconduct/Harassment Investigations
Amnesty Policy:
Ashford University encourages the
reporting of crimes by victims and/or witnesses.
Sometimes, victims and/or witnesses are hesitant to report
to University officials because they fear that by reporting
an incident he/she may be accused of policy violations,
such as underage drinking at the time of the incident. It is
in the best interests of this community that as many
victims and/or witnesses as possible choose to report to
University officials. To encourage reporting, Ashford
University pursues a policy of offering victims and/or
witnesses of crimes immunity from policy violations
related to the incident, as long as those policy violations
are not directly related to the crime itself. For example, if a
student reported a rape in which he or she was involved as
an accused individual, he or she would not be immune
from policy violations.
Attempted Violations:
In most circumstances, Ashford
University will treat attempts to commit Sexual
Misconduct/Harassment as if those attempts had been
completed.
False Reporting
: Ashford University will not tolerate
intentional false reporting of incidents.
Group Action
s: When members of groups, individuals
acting collusively, or members of an organization act in
concert in violation of any policy, they may be held
accountable as a group or individually, and may proceed
against the group of jointly accused students, or
individually, at the discretion of the University.
Right to Present Own Complaint or Use Proxy:
The
alleged victim has the right to present his or her own
complaint if he or she wants to, or to ask the University to
stand as complainant in his or her place.
Sexual History:
Questioning or presenting of evidence
about the complainant’s prior sexual conduct with anyone
other than the accused will be prohibited. Evidence of a
prior consensual dating or sexual relationship between the
parties by itself does not imply consent or preclude a
finding of Sexual Misconduct/Harassment.
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 43
University as Complainant:
As necessary, Ashford
University reserves the right to initiate a complaint, to
serve as complainant, and to initiate conduct proceedings
without a formal complaint by the victim of Sexual
Misconduct/Harassment.
Pregnancy and Parenting
Accommodations
Ashford University is committed to creating and
maintaining a community where all individuals enjoy
freedom from discrimination, including discrimination on
the basis of sex, as mandated by Title IX of the Education
Amendments of 1972. Sex discrimination, which can
include discrimination based on pregnancy, marital status,
or parental status, is prohibited and illegal in admissions,
educational programs and activities, hiring, leave policies,
employment policies, and health insurance coverage. The
University has established a policy and procedures for
ensuring the protection and equal treatment of pregnant
persons, individuals with pregnancy-related conditions,
and new parents.
While the online learning environment mitigates many
impacts that pregnant or parenting students may
experience, reasonable accommodations are available.
This policy applies to all aspects of the University
program, including admissions, educational programs and
activities.
Pregnancy and pregnancy-related conditions include (but
are not limited to) pregnancy, childbirth, false pregnancy,
termination of pregnancy, conditions arising in connection
with pregnancy, and recovery from any of these
conditions, in accordance with federal law.
Pregnant student/Birth-parent refers to the student who is
or was pregnant. This policy and its pregnancy-related
protections apply to all pregnant persons regardless of
gender identity or expression.
Ashford University and its faculty, staff, and other
employees shall not require a student to limit their studies
due to pregnancy or pregnancy-related conditions. The
benefits and services provided to students affected by
pregnancy shall be no less than those provided to students
with temporary medical conditions. Students with
pregnancy-related disabilities, like any other student with a
disability, are entitled to reasonable accommodation so
they will not be disadvantaged in their courses of study or
research, and may seek assistance from the Office of
Student Access and Wellness.
Accessibility Support
Services: Office of Student
Access and Wellness
The University is committed to providing an equal
opportunity to access a full educational experience. In
accordance with Section 504 of the Rehabilitation Act of
1973, and the Americans with Disabilities Act (ADA) of
1990, as amended, Ashford University prohibits
discrimination on the basis of a disability. Reasonable
accommodations will be granted to students who present
appropriate documentation of disability and are otherwise
qualified to participate in their specific program of study.
The Office of Student Access and Wellness promotes
student success and access to education through health and
wellness, and disability related advocacy, training and
awareness.
Complaints regarding allegations of disability
discrimination shall be filed in accordance with
the Dispute Resolution Procedures for Student
Complaints section referenced in this Catalog.
Effective Communication for Persons with
Disabilities
Ashford University will provide information to interested
persons with disabilities concerning the existence of
support services and accommodations to ensure accessible
programs, services, and activities of the University. The
University will ensure that no individual with a disability
is excluded, denied services, segregated, or otherwise
treated differently than other individuals because of the
absence of auxiliary aids and services. The University will
furnish appropriate auxiliary aids and services where
necessary to ensure effective communication with
individuals with disabilities.
Disability Documentation
Ashford University will provide reasonable
accommodation to students with documented disabilities in
order to ensure the accessibility of programs, services, and
activities of the University. The University requirements
for documentation are based upon the Association on
Higher Education and Disability (AHEAD) Best Practices:
Disability Documentation in Higher Education.
The process for determining accommodations is a
collaborative one that may or may not require third-party
documentation. The University reserves the right to
request a reasonable level of documentation. One or more
of the following documentation categories will be
considered in the evaluation of student accommodation
requests:
STUDENT RIGHTS AND RESPONSIBILITIES
44 ASHFORD UNIVERSITY
Primary Documentation: Student’s Self-Report.
Ashford University believes the student is a vital
source of information regarding how he or she may
be “limited by impairment.*” A student’s narrative of
his or her experience of disability, barriers, and
effective and ineffective accommodations is an
important tool which, when structured by interview or
questionnaire and interpreted by professional staff,
may be sufficient for establishing disability and a
need for accommodation.
Secondary Documentation: Observation and
Interaction.
The impressions and conclusions formed by Ashford
University disability professionals during interviews
and conversations with students or in evaluating the
effectiveness of previously implemented or
provisional accommodations are important forms of
documentation. The University employs qualified and
experienced disability professionals who will observe
students’ language, performance, and strategies as an
appropriate tool in validating student narrative and
self-report.
Tertiary Documentation: Information from
External or Third Parties.
Documentation from external sources may include
educational or medical records, reports and
assessments created by health care providers, school
psychologists, teachers, or the educational system.
This information is inclusive of documents that
reflect education and accommodation history, such as
Individual Education Program (IEP), Summary Of
Performance (SOP), and teacher observations.**
External documentation will vary in its relevance and
value depending on the original context, credentials
of the evaluator, the level of detail provided, and the
comprehensiveness of the narrative.
A Note about Documentation:
These guidelines apply to students taking Ashford
University classes. Students should be aware that other
universities and testing agencies (which administer
standardized tests such as the Graduate Record Exam and
Law School Admission Test) may require more extensive
documentation, and should review their requirements well
in advance.
Use of Mobility Devices
Ashford University will maintain facilities accessible to
persons with disabilities in compliance with the Americans
with Disabilities Act, as amended. Individuals with
disabilities who utilize power driven mobility devices,
(e.g., any mobility device powered by batteries, fuel, or
other engines––whether or not designed primarily for use
by individuals with mobility disabilities––that is used by
individuals with mobility disabilities for the purpose of
locomotion, including golf cars, electronic personal
assistance mobility devices [EPAMDs], such as the
Segway® PT) may do so within University facilities only
when operation of such mobility devices does not pose a
substantial risk of harm to students, faculty, staff, or
visitors to the campus. Use of power driven mobility
devices for the purpose of ambulation between University
facilities is permitted. Storage of power driven mobility
devices within University facilities should not impede path
of travel for pedestrian traffic areas. Responsibility for the
securing of power driven mobility devices resides with the
user. The University does not accept responsibility for
damage, loss, or theft of property stored on its premises.
Use of Service Animals
Service animals, performing a specific task for an
individual with a documented disability, are welcome in
all University facilities and in all activities of the
University. If it is not readily apparent that an animal is a
service animal, or the service animal does not have
visually identifiable apparel, apparatus, or other evidence
that the animal is a service animal, faculty and staff may
ask to confirm that the animal is a service animal.
A service animal, as defined by the Americans with
Disabilities Act (ADA), is a guide dog, signal dog, or other
animal (generally a dog) individually trained to do work or
perform tasks in support of a person with a disability. An
animal whose sole function is emotional support does not
qualify under this definition.
Students and visitors to the University are responsible for
the care and supervision of the service animal while on
University premises or while engaged in University
activities. Care includes, but is not limited to, feeding,
toileting and hygiene.
*Disability is defined by the ADA as “a physical or mental
impairment with respect to an individual that
(a) substantially limits one or more of the major life
activities, (b) a record of such an impairment or (c) being
regarded as having such an impairment...” 42 U.S.C
§12102
**Revisions to Title III regulations provide, “When
considering requests for modifications, accommodations,
or auxiliary aids or services, the entity gives considerable
weight to documentation of past modifications,
accommodations, or auxiliary aids or services received in
similar testing situations, as well as such modifications,
accommodations, or related aids and services provided in
response to an Individualized Education Program (IEP)
provided under [IDEA] or a plan describing services
provided pursuant to section 504 of the Rehabilitation Act
of 1973 as amended.” (28 C.F.R. § 36.309(b)(1)(v))
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 45
Guidance and Section-by-Section Analysis provides these
examples of types of information to consider:
“recommendations of qualified professionals familiar with
the individual, results of psycho-educational or other
professional evaluations, an applicant’s history of
diagnosis, participation in a special education program,
observations by educators, or the applicant’s past use of
testing accommodations.” 28 C.F.R part 36 (2010)
AHEAD. (2012). Supporting Accommodation Requests:
Guidance on Documentation Practices. Retrieved
from http://www.ahead.org/resources/documentation_guid
ance.
Contact Information
Students who believe they are in need of accommodations
should contact:
The Office of Student Access and Wellness
at
access@ashford.edu or may review general information
regarding disability services and accommodations
at www.ashford.edu/accessandwellness.
Students who have a concern about their disability
accommodations may contact:
Rachel Orlansky, Director, Student Affairs
at Rachel.Orlansky@ashford.edu.
Formal complaints will be handled in accordance with the
grievance procedures outlined in this section of
this Catalog.
ADA Coordinator of Ashford University,
Meagan Guzman, Human Resources Manager
Meagan Guzman can be contacted at:
Phone: (800) 798-0584, ext. 11824
Email: Meagan.Guzman@ashford.edu
Mailing Address:
8620 Spectrum Center Blvd, San Diego, CA 92123
Deputy ADA Coordinator of Ashford University,
Rachel Orlansky, Director of Student Affairs
Rachel Orlansky can be contacted at:
Phone: (800) 798-0584, ext. 20706
Email:Rachel.Orlansky@ashford.edu
Mailing Address:
8620 Spectrum Center Blvd, San Diego, CA 92123
Dispute Resolution
Procedure for Student
Complaints
The Ashford University community benefits from informal
processes and formal procedures that encourage prompt
and equitable resolution of complaints and concerns that
students may have about the implementation of policies
and procedures that govern the institution.
Who May File A Complaint:
The Student Dispute
Resolution Center (SDRC) addresses complaints filed by
an individual student, alumnus, former student,
prospective applicant, or applicant. The terms “student”
and “complainant” are used interchangeably.
No Reprisal:
Students will not be subjected to reprisal or
retaliation for using or participating in the dispute
resolution procedure.
Issues Eligible for Review:
Issues eligible for review by
the SDRC include, but are not limited to, issues
concerning billing and/or refund policy, transcripts,
financial aid and other finance options (excluding
Employee Tuition Benefit), course drop or scheduling
concerns, personal hardship matters resulting in an account
balance, student account complaints, military benefits,
disability-related matters, and advising issues. In addition,
any discrimination complaints, based on race, color, creed,
national or ethnic origin, religion, pregnancy, childbirth
and related medical conditions, marital status, sex or
gender identity, medical condition, service in the
uniformed services, political activities and affiliations, age,
disability, veteran status, or any other consideration made
unlawful by federal, state, or local laws excluding behavior
that falls under the Sexual Misconduct/Harassment Policy.
Issues Not Eligible for Review:
Issues not eligible for
review by the SDRC include grade appeal requests and
challenges to grade appeal outcome, challenge of course
content, instructor issues, transfer credit and transfer credit
appeal, appeal of satisfactory academic progress, appeal of
dismissal, and appeal of Student Community Standards
Committee findings. In addition, any discrimination that
falls under the Sexual Misconduct/Harassment Policy.
The Dispute Resolution Procedure may only be used for
these issues if the challenge relates to allegations of
discrimination or bias.
Otherwise, appeals of those
matters should follow the procedures outlined elsewhere
in this Catalog.
Dispute Resolution Procedure
Step I: Departmental Resolution
Students should address the complaint or concern at the
departmental level with the individual involved in the
complaint (e.g., Advisor, Collections Specialist, Faculty
Support and Development Associate, Instructor, Manager,
etc.). If satisfactory resolution is not reached after
discussion with the individual or if it is impracticable to
address the problem or complaint with the individual, the
student should contact the individual’s direct supervisor to
attempt to resolve the complaint. If the student’s concerns
STUDENT RIGHTS AND RESPONSIBILITIES
46 ASHFORD UNIVERSITY
remain unresolved the student should proceed to filing a
complaint with the SDRC.
How to File a Complaint
An individual student, alumnus, former student,
prospective applicant, or applicant (“student” or
“complainant”) may file a complaint with the SDRC by
completing the Student Dispute Resolution Center
Submission form found at
www.ashfordprograms.com/complaints.
Students are encouraged to begin the dispute resolution
process within thirty (30) calendar days of the incident
prompting the complaint or from the date of knowledge of
the incident prompting the complaint.
Upon receipt of the Student Dispute Resolution Center
Submission form, the SDRC will review the complaint to
determine if it is eligible to be addressed through the
dispute resolution procedure and to ensure the required
information is included so the complaint can be
appropriately assigned. Complaints alleging discrimination
or bias may at any time proceed directly to Step II:
Grievance Resolution.
If the complaint is eligible for review by the SDRC and all
required information has been submitted, the complaint
will be assigned to a case handler within three (3) business
days of receipt of the complaint. If the complaint is not
eligible for review by the SDRC (see above for “Issues
Eligible for Review”), the complainant will be notified by
the SDRC within three (3) business days of receipt of the
complaint. The SDRC will attempt to direct the
complainant to the appropriate resource(s) for addressing
his or her concern(s).
If the required information has not been submitted with the
complaint form, a representative from SDRC will inform
the complainant in writing of the missing information. The
complainant will be provided a reasonable amount of time,
based on the circumstances and outstanding required
information, to submit the missing information for the
complaint. If the complainant does not submit the
additional required information, the complaint will not be
processed. Once the required information has been
submitted, the complaint will be assigned to a case handler
within three (3) business days of receipt of the required
information.
Step II: Grievance Resolution
During Step II, the dispute resolution specialist will
investigate the dispute, evaluate the findings and issue a
written response. The dispute resolution specialist will
adequately, reliably and impartially investigate the
complaint.
Investigation
During the investigation phase, the dispute resolution
specialist will contact the student and others, including all
witnesses* identified by either complainant or respondent
who are likely to have knowledge relevant to the
allegation, to discuss the student’s concerns. The student’s
participation in the process is essential, and the dispute
resolution specialist may speak with the student several
times during the investigation stage. Students should be
prepared to speak with the dispute resolution specialist and
provide any additional relevant information the dispute
resolution specialist might request. Failure to provide the
requested information may delay or preclude a thorough
investigation.
*The dispute resolution specialist will document all efforts
to contact relevant witness(es). If the dispute resolution
specialist is unable to contact a relevant witness, the
attempts to contact the witness and the reasons such
attempts were unsuccessful must be documented by the
dispute resolution specialist.
Evaluation and Response
Following the completion of the investigation, Step II
grievances are evaluated through a collaborative process
that may involve the following representatives, or their
designee: an Executive Dean of the College in which the
student is enrolled, University Vice President for
Academic Affairs, Vice President of Student Services,
Director of Student Affairs and Vice President of Financial
Aid and Services. These representatives have decision-
making authority in regards to formal grievances. The
dispute resolution specialist will present the investigation
findings and the student’s requested resolution to those
designated with decision-making authority.
For complaints alleging discrimination or bias, the dispute
resolution specialist will present the investigation findings,
along with all evidence submitted or identified by the
complainant or respondent to the University’s deliberating
body. A deliberating body will be comprised of
representatives from various University departments, or
their designee(s) who have decision-making authority and
are not the subject of the discrimination or bias charge.
Complaints alleging discrimination or bias must be
concluded within fifteen (15) days following the
completion of the investigation.
The Step II process will be completed within twenty (20)
business days following receipt of the complaint. If
additional time is needed for the investigation, evaluation,
or response, the student will be notified. The response will
be issued to the student and/or his/her representative via
email.
Per Step III below, a student may appeal the outcome of
the Step II Grievance. Unless a student articulates a
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 47
permissible ground for appeal, the response at Step II is
final.
Step III: Presidential Appeal of Step II
Timeline for Filing an Appeal
The student should file the appeal within ten (10) business
days of the date of the University’s response.
Students may appeal the findings of the response at Step II
only on the following grounds:
To consider new evidence that was unavailable
during the original investigation that could be
outcome determinative;
To assess whether a material deviation from
written procedures impacted the fairness of the
process in a way that could be outcome
determinative;
To challenge if the findings of the investigation do
not accord with the preponderance of the
evidence; or,
To assess whether bias of the investigator deprived
the process of impartiality in a way that could be
outcome determinative.
How to File an Appeal
The student should set forth in writing at least one of the
above grounds for appeal with the information that
supports the ground(s) for appeal. The written appeal shall
be sent to GrievanceAppeal@ashford.edu.
Students in the state of Georgia may appeal the final
decision to:
Georgia Nonpublic Postsecondary Education
Commission 2082 East Exchange Place, Suite 220
Tucker, GA 30084-5305 (770) 414-3300
https://gnpec.georgia.gov/
Appeal Process
Phase One: Review and Evaluation
Within three (3) business days of receipt of the appeal, the
University will review the appeal to ensure that:
It states one or more of the four (4) grounds for
appeal; and
It is accompanied by any relevant newly available
information or evidence that was not available
during Step II.
If the appeal does not state a ground for appeal and include
new information or evidence to evaluate, the complainant
will be notified via email that the appeal is ineligible for
processing and that no action will be taken on the appeal.
The complainant will have three (3) business days to
amend and cure the appeal. The amended appeal should be
sent to GrievanceAppea[email protected]du.
If the amended appeal meets the threshold it will proceed
to Phase Two.
Phase Two: Evaluation and Determination
The President, or designee, will render a written decision
on the appeal within ten (10) business days from the date
the appeal was accepted for processing. The President or
designee will use the preponderance of the evidence
standard (more likely than not) of review to make a
determination on the appeal of the Step II outcome. The
President’s determination shall be final.
Additional Resources
Ashford University values its students and has created
additional avenues to bring forth concerns. In addition to
the previously described complaint procedures, at any
time, the student may select to notify the University of a
concern using the confidential, third-party alert hotline,
www.ashfordstudentcomplaints.alertline.com or (855)
274-5539.
The terms “student” and “complainant” are used
interchangeably and refer to an individual student,
alumnus, former student, prospective applicant or
applicant.
Business day is defined to mean normal operating hours,
Monday through Friday, excluding recognized University
holidays.
Complaints to States and
Accrediting Bodies
Students may file a complaint with the University’s
institutional accrediting body by contacting WASC Senior
College and University Commission (WSCUC), 985
Atlantic Avenue, Suite 100, Alameda, CA 94501, (510)
748-9001, www.wscuc.org.
Students may file a complaint with the International
Accreditation Council for Business Education (IACBE)
via email (iacbe@iacbe.org) or by regular mail to
International Assembly for Collegiate Business Education
(IACBE), 11374 Strang Line Road, Lenexa, KS 66215,
USA.
Please refer to the Student Complaint State Contact
Information section in the Introduction section of this
Catalog and http://www.ashford.edu/state-authorization-
disclosures for state-specific grievance information.
STUDENT RIGHTS AND RESPONSIBILITIES
48 ASHFORD UNIVERSITY
Academic Integrity
Ashford University seeks to create a community of
academic excellence through the highest levels of
academic honesty, unique individual contribution, and
integrity. Academic integrity is the ethical use of
information, thoughts, and ideas from which we build
original thought to contribute to the academic
conversation. All Ashford students and alumni are
expected to adhere to the standards of academic integrity.
The University may address allegations of academic
misconduct after a student has graduated, and will process
allegations concerning alumni in the same manner it
addresses allegations concerning current students. All
students, staff, faculty, and administration are held to the
highest standard of ethical, integral behavior at Ashford
University at all times. Academic integrity includes several
specific behaviors, including:
Personal Responsibility:
Taking ownership for your
educational activities and responsibility for choices and
their consequences;
Student Responsibility: Ashford University students are
expected to abide by the established Academic Integrity
policy. Questions regarding expectations should be
discussed with each course instructor, and academic
integrity should be demonstrated in all coursework.
Students are expected to also hold their peers to a high
level of academic integrity within the classroom and all
aspects of the University community.
Faculty Responsibility: It is the responsibility of all
faculty to be familiar with the Academic Integrity
policy. Faculty are encouraged to post in the course
announcements their expectations regarding the
academic integrity policy and outline it in detail for
students as to how it relates to the work completed and
the course learning outcomes.
Continual Improvement
: Accepting the reality that
mistakes are learning opportunities and that errors can be
fixed and behaviors can be changed.
Original Thought:
Developing your own perspectives
from careful analysis and synthesis of existing
information;
Academic Voice:
Utilizing your own voice, spoken or
written, while presenting ideas, facts, arguments, and
conclusions that are supported by research;
Careful Attribution
: Following the rules of grammar and
proper citation methods to accurately attribute words and
information to the original source;
Academic Integrity Violations
Academic dishonesty can take a number of forms. It
includes, but is not limited to, cheating on a test or
examination, claiming the work of another as one’s own,
plagiarizing any paper, research project, or assignment, or
falsely submitting material to fulfill course requirements.
Plagiarism:
Ashford University defines plagiarism
as
representing the words or ideas of another as one’s own in
any academic exercise. This definition includes draft
assignments that are submitted and graded as a part of the
curriculum. Plagiarism occurs when someone uses the
ideas, language, or other material (that is not common
knowledge) without acknowledging the original source.
The use of materials, including printed or online texts, as
well as the work of others, can be considered plagiarism
when presented as one’s own work.
Acts of plagiarism include, but are not limited to:
Copying text from printed materials, which include
books, magazines, encyclopedias, newspapers, online
sources, etc., without proper citation;
The modification of text with the intent of changing
phrases, changing words, or interspacing the student’s
work into the plagiarized work;
“Copy and paste” plagiarism, which involves copying
and pasting materials from Internet sources and
presenting them as one’s original work;
The use of materials purchased from Internet or
elsewhere;
Paraphrasing or summarizing another’s work without
giving appropriate credit; or
Collusion.
Cheating:
Using or attempting to use unauthorized
materials, using the work of others taken from academic
content share sites, information, or study aids in any
academic exercise (e.g., tests, essays, etc.).
Fabrication:
Unauthorized falsification or invention of
any information or citation in an academic exercise.
Facilitating Academic Dishonesty:
Intentionally or
knowingly helping or attempting to help another student to
commit a violation of academic integrity.
Academic Collusion:
The use of another student’s work,
even if the student has permission. This includes, but is not
limited to, stealing, sharing, or soliciting, in whole or in
part, any information that is not your own. Students may
work cooperatively but not collude. Every student is
required to submit original and independent work in the
classroom (i.e. assignments, discussions, quizzes,
examinations, journals, etc.).
Falsifying Data:
Falsifying data to show either the process
or the product of scholarly examination to be different
from what actually occurred is also considered dishonest.
This includes falsely reporting attendance or participation
in any field work experience.
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 49
Unapproved research:
Unapproved research is any
research that is undertaken without approval by the
University or the Institutional Review Board (IRB),
including any solicitation of or interaction with human
subjects or accessing any data. In the case of doctoral
research, unapproved doctoral research is any research that
is started before officially enrolling in doctoral course
work, any research for which the IRB has not approved the
doctoral proposal. Conducting doctoral research without
IRB approval is an Academic Integrity violation and could
result in consequences.
Recycling of Academic Work:
As part of the University’s
policy on academic integrity, it is expected that students
will not submit an assignment that is an exact copy of
work previously submitted in another course at this
institution or any other institution. The University
understands that work within a discipline is interconnected
and expects students, when writing about similar topics, to
enhance and refine the content of an assignment as they
progress through their program of study. Submitting an
exact copy of work, or any portion of work, previously
submitted in another course may adversely affect one’s
grade and/or be considered a violation of the Academic
Integrity policy. For exceptions or unique cases, students
are encouraged seek guidance from their instructor on
recycling previously submitted work.
Consequences for Academic Integrity Violations
A student who commits an act of academic dishonesty
may face consequences, including but not limited to:
failure to receive credit on an academic assignment, course
failure, rewrite of an assignment, completion of University
remediation resources, coaching sessions, referral to
Student Conduct and Community Standards, suspension,
and/or expulsion from the University.
Violations will be reviewed based on continued offenses,
pattern of behavior, or level of egregiousness. The
consequences for acts of academic dishonesty will be
evaluated accordingly.
Plagiarism: Dissertation & Applied
Doctoral Project
The University requires that all Dissertations and Applied
Doctoral Projects be submitted for similarity review
through Turnitin
®
for the purpose of detecting plagiarism
prior to the defense of the Dissertation or Applied Doctoral
Project. The University further requires that the student’s
Dissertation or Applied Doctoral Project Chair certify that
the Dissertation or Applied Doctoral Project has been
submitted through Turnitin
®
.
If plagiarism is discovered after a doctoral student’s
dissertation has been submitted for final examination, or
after the student’s program has been completed, the
alleged plagiarism must be immediately reported to the
Provost. The Provost (or designated Chair) will collaborate
with the Office of Academic Integrity to determine an
appropriate course of action.
Turnitin
®
is available to students as a Learning Resource in
the online classroom.
Student Community
Standards
Ashford University is responsible for creating and
maintaining an environment that is conducive to the
pursuit of learning and living and to the development of
students as scholars and citizens. University policies are
necessary to safeguard the mission of Ashford University,
thus protecting the students' ability to learn without undue
interference by others. If misconduct occurs, the
University community must respond in ways that protect
all members of the community.
All students are expected to make themselves familiar with
the Student Community Standards (hereinafter referred to
as Standards). Ignorance of these Standards, including
behavioral expectations, specific prohibited conduct, or
consequences for misconduct is not a defense to, nor
grounds for, excusing violations of the Standards.
The following Standards are applicable to individuals
during all periods of enrollment following the submission
of an admissions application and including institutional
breaks or approved Academic Leaves from the University.
Please note that prospective students are also required to
uphold the Standards. A prospective student who is found
to have violated these Standards could be precluded from
enrolling.
The University reserves the right to create, modify, or
make changes to the Standards and conduct processes. The
Standards and processes may also be extended and/or
amended to apply to new and unanticipated situations that
may arise.
Authority over Student Conduct
Students are charged with the responsibility of having
read, and agreeing to abide by, the provisions of the
Student Community Standards (Standards) and the
authority of the student conduct process. The Standards
and the student conduct process apply to the conduct of
individual students and University-affiliated student
organizations. Because the Standards are based on shared
values, they set a range of expectations for Ashford
University students no matter where or when their conduct
may take place. Therefore, the Standards will apply to
behaviors that take place at University-sponsored events,
in online courses and may also apply off-campus, when the
STUDENT RIGHTS AND RESPONSIBILITIES
50 ASHFORD UNIVERSITY
administration determines that the off-campus conduct
affects a substantial University interest. A substantial
University interest is defined to include any situation that
is detrimental to the educational interests of the University.
Ashford University may also extend its authority over
misconduct that occurs prior to, but is not reported until
after, the graduation of the offending student. Those who
are aware of misconduct are encouraged to report it as
quickly as possible to appropriate University officials
at scs@ashford.edu.
The Standards
Ashford University is committed to fostering an
environment that is conducive to academic inquiry,
student development, student engagement, thoughtful
study, and discourse. A community exists on the basis
of shared values and principles that form our
Standards. Members of the student community are
expected to uphold these Standards.
Integrity
Ashford University students exemplify honesty, integrity
and a respect for truth in all of their dealings. Behavior that
demonstrates a lapse of integrity includes, but is not
limited to:
Acts of academic dishonesty (as defined in
this Catalog);
Selling or otherwise providing course work,
including exams, papers, and projects to third
parties, which may be used for submission in
fulfillment of any course or academic program
requirement;
Knowingly furnishing false, falsified, or forged
information to any member of the University
community, such as falsification or misuse of
documents, accounts, records, identification, or
financial instruments.
Community
Ashford University students honor and value their
community. Behavior that violates this value includes, but
is not limited to:
Sharing or taking passwords from others,
including University issued email accounts,
student portal, online learning platform, etc.;
Misuse or unauthorized use of University or
organizational names and images;
Violation of state or local fire policies, including:
o
Failure to evacuate a University-owned building
during a fire alarm;
o
Improper use of University fire safety equipment;
and
o
Tampering with or improperly engaging a fire
alarm in a University building.
Fairness
Ashford University students exemplify fair treatment of
each other in their dealings and interactions. Behavior that
violates this value includes, but is not limited to:
Disruption of University operations, including
obstruction of teaching, research, administration,
other University activities, or other authorized
non-University activities;
Harassment (verbal or physical) and/or
intimidation of a member of a University conduct
body prior to, during, and/or after a University
conduct proceeding;
Failure to comply with the sanction(s) imposed by
the University conduct system.
Respect
Ashford University students show respect for each other,
for property, and for the community. Behavior that violates
this value includes, but is not limited to:
Threatening or causing physical harm, extreme
verbal abuse, or any other conduct which threatens
or endangers the health or safety of any person;
All forms of discrimination, intimidation,
discriminatory harassment, or violence (as defined
in this Catalog).
Responsibility
Ashford University students are given and accept a high
level of responsibility as role models. Behavior that
violates this value includes, but is not limited to:
Allegations of violations of federal, state, or local
laws which affect the interests of the University
community;
Assisting in the violation of University policies or
public laws.
Hazing
All acts of hazing by any individual student and University
registered student club or organization and any of its
members or alumni are prohibited. Students are entitled to
be treated with consideration and respect, and no
individual may perform an act that is likely to cause
physical or psychological harm or social ostracism to any
other person within the University community.
Accordingly, the following behavior is expressly forbidden
as hazing when related to the admission, initiation,
pledging, joining, or any other group-affiliation activity:
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 51
Physical abuse, including but not limited to
paddling, slapping, kicking, choking, scratching
and exposure to extreme (i.e., cold or hot) water
temperatures, the consumption of disgusting
and/or dangerous concoctions, alcohol, or drugs;
Causing excessive mental stress, including but not
limited to placing prospective members of an
organization or group in ambiguous situations
which lead to confusion, emotional stress, or sleep
deprivation;
Extreme verbal abuse, including but not limited to
shouting, screaming, or use of derogatory, profane,
or obscene language; or
Subservience, including but not limited to any
activity which promotes a class system within
organizations or activities which facilitate
inappropriate levels of authority over students.
This list is not exhaustive and any student or organization
found to be involved in any hazing activity will face
conduct action and will likely be subjected to expulsion
from the University. Violation of this policy exists
irrespective of the voluntary or consensual participation in
the hazing activity by the person being hazed.
Standards Process Overview
The conduct process exists to protect the interests of the
community, and to intervene when student behavior is not
in accordance with the Standards. Whenever a complaint is
made for alleged misconduct or violation of the Standards,
the Conduct Officer or designee will conduct a timely
investigation of the allegations.
Students should be aware that the student conduct process
is different from criminal and civil court proceedings.
Procedures and rights in student conduct processes are
conducted with fairness to all, but do not include the same
protections afforded by the courts.
Student Conduct Procedures
Conduct Investigation and Appointment
Procedures
There are two potential pathways for referrals in the
conduct process. One is focused on alleged violations and
more behavioral concerns whereas the other is focused on
the Standard of Integrity.
A conduct investigation is conducted when a referral of an
alleged violation is received by the Office of Student
Conduct and Community Standards. Students will to be
required to complete a conduct investigation meeting.
These are designed as a non-adversarial discussions of the
misconduct with the student and an impartial Conduct
Officer or designee. In a conduct investigation, an assigned
Conduct Officer will review the allegations and engage in
a conversation with all parties indicated in the referral,
including staff, faculty, and the student. In a conduct
investigation meeting, the Conduct Officer will organize
the information and facilitate a discussion with the student
to provide an overview of the conduct process, review the
allegations of potential violations of the Standards or
violations of academic integrity, ask questions pertinent to
the investigation, and invite comments from the student
regarding their perspective. After the conduct investigation
meeting, a letter will be sent to the student outlining the
discussion. The student will have an opportunity to review
and respond to the letter to ensure that information
discussed during the call was included.
After completion of a conduct investigation meeting, the
Conduct Officer will complete a comprehensive review of
all documentation and a number of factors including the
severity of offense, overall student conduct record, and
applicable impact to the community and its members. The
Conduct Officer will determine responsibility for any
alleged violations and may determine an informal
resolution through developmental sanctions, or make a
referral to the Student Community Standards Committee
for a formal hearing.
A conduct appointment is completed when a referral of a
confirmed violation of Integrity is received by the Office
of Student Conduct and Community Standards. Students
will be required to complete a conduct appointment with
their assigned Conduct Officer, or designee. In a conduct
appointment, the Conduct Officer will review all
allegations of the violation of integrity in a conversation
with the student. The Conduct Officer will ask questions
regarding the student’s experience and perspective and the
student will be responsible for submitting a written
statement. Once the written statement has been received,
the Conduct Officer will complete a comprehensive review
of all documentation, severity of the offense, overall
student conduct record, and applicable impact to the
community and its members. The Conduct Officer may
determine that an informal resolution may be reached
through developmental sanctions, or make a referral to the
Student Community Standards Committee for a formal
hearing.
Students have the right to request a formal hearing should
they not agree with the outcome of any investigation or
conduct appointment. The Student Community Standards
Committee is a neutral body consisting of faculty and
senior level administrators at the University. By majority
vote, they may support or change a decision, increase,
decrease, or modify a sanction.
STUDENT RIGHTS AND RESPONSIBILITIES
52 ASHFORD UNIVERSITY
Formal Hearing Procedures
Cases where the Conduct Officer has determined that the
factors are severe enough that suspension or expulsion is a
possible consequence will require that the student meet
with the Student Community Standards Committee for a
formal hearing. Based on the preponderance of evidence
(more likely than not), the Committee will make a
determination to decide on appropriate sanctions to be
applied as a result of the behavior.
Sanctions
Sanctions may include, but are not limited to: formal
written warning; educational projects (e.g. reflective
papers, coaching sessions, modules, etc.); grade changes
for academic dishonesty; suspension or expulsion.
Administrative Holds
If the student does not engage with or declines to
participate in Student Conduct and Community Standards
processes, a hold may be placed on their account
preventing registration for future courses, access to their
transcripts, removal from future courses, and/or receiving
financial aid disbursements.
Appeal
Students have the right to petition to appeal the outcome of
a formal hearing that they participate in. To petition to
appeal, students must complete the Petition to Appeal form
and email the completed form to Student Community
Standards at scs@ashford.edu within seven (7) business
days of receipt of their formal hearing outcome letter. In
the petition to appeal, it is important that students
substantiate one of the three basis for which an appeal
should be granted. The three basis are: to consider new
information unavailable during the original hearing that
could be outcome determinative; to assess whether a
material deviation from the written procedures unfairly
impacted the hearing; or to decide if a sanction(s) is
substantially disproportionate to the severity of the offence
and/or cumulative conduct record of the student.
On appeal by any party to the complaint the Conduct
Officer, designee, or the Standards Committee (by
majority vote) may support or change a decision, increase,
decrease, or modify a sanction.
Special Provisions
Advisor of Choice
Both the accuser and the accused will be provided with the
same opportunities to have others present during any
institutional disciplinary proceeding, including the
opportunity to be accompanied to any related meeting or
proceeding by the advisor of their choice. However, the
advisor may only advise the student, and not otherwise
participate in the proceedings.
Attempted Violations
In most circumstances, Ashford University will treat
attempts to commit any of the violations listed in the
Standards as if those attempts had been completed.
University as Complainant
As necessary, Ashford University reserves the right to
initiate a complaint, to serve as complainant, and to initiate
conduct proceedings without a formal complaint by the
victim of misconduct.
False Reports
Ashford University will not tolerate intentional false
reporting of incidents. It is a violation of the Standards to
make an intentionally false report of any policy violation,
and it may also violate state criminal statutes and civil
defamation laws.
Group Violations
When members of groups, individuals acting collusively,
or members of an organization act in concert in violation
of any policy, they may be held accountable as a group,
and a hearing may proceed against the group as joint
accused students. In any such action, however,
determinations will be made with respect to the
involvement of each accused individual.
Immunity for Victims
Ashford University encourages the reporting of conduct
code violations and crimes by victims. Sometimes, victims
are hesitant to report to University officials because they
fear that they themselves may be accused of policy
violations, such as underage drinking at the time of the
incident. It is in the best interests of this community that as
many victims as possible choose to report to University
officials. To encourage reporting, Ashford University
pursues a policy of offering victims of crimes amnesty
from policy violations related to the incident.
Good Samaritan
The welfare of students in the University community is of
paramount importance. At times, students on and off-
campus may need assistance. Ashford University
encourages students to offer help and assistance to others
in need. Sometimes, students are hesitant to offer
assistance to others, for fear that they may get themselves
in trouble. Ashford University pursues a policy of
immunity for students who offer help to others in need for
any minor violations the Good Samaritan was involved in
at the time.
Notification of Outcomes
The University will, upon written request, disclose to the
alleged victim of a crime of violence (as that term is
defined in Section 16 of Title 18, United States Code), or a
non-forcible sex offense, the report on the results of any
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 53
disciplinary proceeding conducted by such institution
against a student who is the alleged perpetrator of such
crime or offense. See also, Presentation of Investigation of
Findings to the Parties under Reporting/Filing a Complaint
for Title IX – Sexual Misconduct/Harassment.
In the event that the alleged victim is deceased as a result
of the crime or offense, the notification will be made to
next of kin (upon written request).
Defenses
It has become common for students accused of policy
violations to try to defend their actions with excuses, such
as prescription drug interactions, self-defense, alcohol, etc.
Defending actions is admitting to a policy violation. While
a student’s defense will not excuse his or her actions,
Ashford University will take the legitimacy of his or her
defense into consideration in addressing the proper
sanction.
Miscellaneous Provisions
The Senior Vice President of Student Affairs, or designee,
are authorized to take other actions or to adopt other rules
to protect university property and the safety and wellbeing
of members of the university community and the public.
Emergency Administrative Leave
In situations requiring immediate action, and after
consultation with concerned individuals (e.g., students,
faculty, administrators, other staff members, internship, or
student teaching supervisors, etc.), the Conduct Officer or
designee may place the student on an emergency
administrative leave. Students placed on Emergency
Administrative Leave are removed from all current and
future courses.
During Emergency Administrative Leave, the University
administration will conduct a timely investigation.
Students will remain on an administrative leave no more
than 14 days from the student’s last date of attendance.
Within that 14-day period, the University administration
will follow University procedures for administration of the
Standards and render a decision as to any change in status
and/or and sanctions to be imposed by the University.
Students on Emergency Administrative Leave are not
permitted to return to participate in University classes or
events.
Involuntary Leave
Ashford University considers the safety and well-being of
its students, faculty, and staff as a top priority. The
Involuntary Leave policy is not intended to be a substitute
for appropriate disciplinary action when discipline is
warranted, but may be used in cases when regular
disciplinary proceedings cannot or should not be used, and
after attempts to encourage the student to initiate a
Voluntary Leave have been exhausted. Involuntary Leave
is available to protect the health and safety of the
University Community and is not a penalty.
A student may be subjected to Involuntary Leave if there is
evidence that the student’s continued attendance presents
an unreasonable risk of harm to members of the University
Community. The leave will endure for a pre-determined
period, or until the student no longer poses an
unreasonable risk of harm, at which time the leave will end
and the student will be reinstated. Grounds for Involuntary
Leave include representing a significant threat to the safety
and/or health of members of the University Community.
Appeal of Involuntary Leave after
Evaluation or Emergency Administrative
Leave
In situations where a student is involuntarily withdrawn as
a result of either an Emergency Administrative Leave or as
an action determined appropriate from the results of the
assessment, a student shall be informed of his or her right
to appeal the University’s decision regarding the
Involuntary Leave.
The appeal shall be in writing and directed to Provost or
designee and shall be received within ten (10) business
days of the determination of the Involuntary Leave. Upon
receipt of the appeal, the Provost or designee shall set a
hearing date no later than 15 business days after receipt of
the appeal. The hearing shall be an informal proceeding
and is not considered adversarial.
At the hearing, the student will be provided with the
opportunity to review any evaluations utilized by the
University in the determination to invoke the Involuntary
Leave policy. The student will also be provided with the
opportunity to present relevant information from his or her
perspective. The student may be accompanied by a person
acting as an advocate who may be a family member or
friend or member of the University community. The
Provost or designee will review all the information
presented in the hearing and make a determination of
whether to uphold the involuntary leave of the student or
consider readmission to the University.
Consequences to Course Grades and
Tuition or Other Fee Charges
If the Involuntary Leave policy is invoked, the student will
normally receive “W” grades (withdraw grades) in all
courses in which he or she is currently enrolled, and will
be considered eligible for a tuition credit upon re-
enrollment. Regular tuition charges and other applicable
fees will be refunded per the tuition refund
policies outlined in the Financial Information section of
this Catalog, based on the student’s last date of attendance.
STUDENT RIGHTS AND RESPONSIBILITIES
54 ASHFORD UNIVERSITY
Academic or Title IV Fraud
Ashford University students are expected to exemplify
honesty, integrity and a respect for truth in all dealings.
Fraudulent behavior, or attempts to commit fraudulent
behavior, will not be tolerated. Behavior that demonstrates
fraudulent activity includes, but is not limited, to:
Knowingly furnishing false, falsified, or forged
information to any member of the University
Community, such as falsification or misuse of
documents, accounts, records, identification or
financial instruments;
The inability of a student to demonstrate academic
purpose or resolve concerns regarding identity or
eligibility;
Extreme cases of academic dishonesty at the
discretion of the University, as defined in
this Catalog; or
Action or inaction by someone in collusion with a
wrongdoer which fails to discourage a known and
obvious violation of University policy or law.
When members of groups, individuals acting in collusion,
or members of an organization act in concert in violation
of this policy, they may be held accountable as a group. To
prevent fraud, the Office of the Registrar may permanently
deny an applicant’s admission to the University, or Student
Affairs may, in lieu of Standards proceedings, impose
individual and/or group sanctions up to and including
immediate expulsion from the University, subject to
appeal, upon a determination of student involvement in
such behavior. Determinations will be made with respect
to the involvement of each accused individual. In most
circumstances, Ashford University will treat attempts to
commit any of the violations listed previously as if those
attempts had been completed. The University reserves the
right to refuse admission to any applicant whose behavior
is deemed inappropriate.
Students suspected of academic or Title IV fraud will be
placed on a finance and transcript hold. If the student is
unresponsive, they will be unscheduled from future
courses. For those students utilizing financial aid, this
finance hold will prevent a financial aid disbursement until
the issue is resolved through either the appeal process or
through a Standards formal hearing. Students may be
referred to the Office of the Inspector General (OIG) of the
U.S. Department of Education for attempted fraud as
deemed necessary by the University.
University Student Alcohol
Use Policy
All individuals must observe state and federal laws
regarding the use, consumption, possession, and
distribution of alcohol. The University strictly prohibits the
unauthorized use, consumption, possession, and
distribution of alcohol by any student, regardless of legal
drinking age, at the University or at University sponsored
events and activities. The University Sanctions section set
forth below provide additional explanation of the
institution’s disciplinary procedures for students who are
found to be in violation of this policy.
Alcohol may be served at certain University events or
functions and only to those persons of legal drinking age
who can verify their age with identification as required by
the state in which the event or function occurs. Written
permission must be obtained from the Vice President of
Student Affairs or Clery designee to serve alcohol and any
legally required alcohol permits obtained prior to the
function.
University Student Drug Use
Policy
The unlawful possession, use, sale, or distribution of
illegal drugs or controlled substances is prohibited at the
University or at University-sponsored events and
activities. Controlled substances include those drugs listed
in the federal Controlled Substances Act. The Student
Community Standards section in this Catalog provides
additional explanation of the institution’s disciplinary
procedures for students who are found to be in violation of
this policy.
Identity
Identity theft can include any misrepresentation, theft, or
misuse of a person’s identity for any purpose, including
but not limited to, obtaining federal financial aid, other
financial gain, or obtaining access to confidential
information. Theft of another person’s identity, whether
living or deceased, is not only a violation of Ashford
University policy, but may also constitute a criminal
offense under federal and state law.
The University recognizes the importance of protecting
student privacy and reserves the right to request
documentation to establish or verify any student’s identity
at any time, for administrative and/or compliance
purposes. Students are expected to provide documentation
and are responsible for any cost associated with acquiring
and submitting the documentation. Students may be
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 55
administratively withdrawn for failure to provide
documentation requested by University officials for the
purpose of authenticating a student’s identity. The
University may also deny or rescind admission to any
student for failure to authenticate his or her identity, or for
engaging in identity theft.
Student’s authorize their wireless operator to disclose their
mobile number, name, address, email, network status,
customer type, customer role, billing type, mobile device
identifiers (IMSI and IMEI) and other subscriber and
device details, if available, to Ashford University and
service providers for the duration of the business
relationship, solely for identity verification and fraud
avoidance. See our Privacy Policy for how the University
treats student’s data.
Violations of Law
Violations of federal, state, and local laws are incorporated
as offenses under the Standards. When an offense occurs
over which the University has jurisdiction, the University
conduct process will usually go forward notwithstanding
any criminal charges that may arise from the same
incident. Should a student withdraw from the University
when criminal charges are made, it is the typical practice
of the University to pursue investigation and resolution of
conduct matters, regardless of the fact that the student has
withdrawn.
When a student is accused, arrested, charged, or indicted
for a violent or drug-related crime, the University may
elect to take action against that student for violation of
Standards, which incorporates alleged violations of local,
state, and federal laws as Standards.
When it has reasonable cause to separate a student from
the community, the University may separate a student via
the Emergency Administrative Leave policy for a
reasonable time pending the scheduling of a hearing for
violation of Standards. The University reserves the right to
exercise its authority of Emergency Administrative Leave
suspension upon notification that a student is facing
criminal investigation and/or charges. The University will
permit a student who receives an Emergency
Administrative Leave to request a meeting to show cause
as to why an Emergency Administrative Leave is not
merited. Regardless of the outcome of this meeting, the
University may still proceed with the scheduling of a
hearing.
When criminal charges are pending, the University may be
delayed or prevented from conducting its own
investigation, and moving forward with a hearing. In such
cases, the University will delay its hearing until such time
as it can conduct an internal investigation, or obtain from
law enforcement sufficient information upon which to
proceed.
Violation of Federal Copyright Laws
Any member of the University community who
participates in the unauthorized distribution of copyrighted
material, including peer-to-peer file sharing, may be
subject to civil and criminal liabilities, in addition to
sanctions imposed by the University. Penalties for
violating federal copyright laws may include civil
damages, costs and attorneys’ fees, injunctions, fines, and
imprisonment. The following is a non-exhaustive list of
specific penalties.
Summary of Civil and Criminal Penalties for
Violation of Federal Copyright Laws
Copyright infringement is the act of exercising, without
permission or legal authority, one or more of the exclusive
rights granted to the copyright owner under Section 106 of
the Copyright Act (Title 17 of the United States Code).
These rights include the right to reproduce or distribute a
copyrighted work. In the file-sharing context, downloading
or uploading substantial parts of a copyrighted work
without authority constitutes an infringement.
Penalties for copyright infringement include civil and
criminal penalties. In general, anyone found liable for civil
copyright infringement may be ordered to pay either actual
damages or “statutory” damages affixed at not less than
$750 and not more than $30,000 per work infringed. For
“willful” infringement, a court may award up to $150,000
per work infringed. A court can, in its discretion, also
assess costs and attorneys’ fees. For details, see Title 17,
United States Code, Sections 504, 505.
Willful copyright infringement can also result in criminal
penalties, including imprisonment of up to five years and
fines of up to $250,000 per offense.
For more information, please see the website of the U.S.
Copyright Office at www.copyright.gov, especially their
FAQs at www.copyright.gov/help/faq.
Students who are found to have participated in the
unauthorized distribution of copyrighted material and/or
other forms of copyright infringement will be subject to an
appropriate consequence in accordance with the Standards
found in this Catalog.
Both the Recording Industry Association of America
(RIAA) and the Motion Picture Association of America
(MPAA) maintain a list of legal alternatives for
downloading. Please
visit http://www.whymusicmatters.com/or http://www.mpa
a.org/ for more information.
STUDENT RIGHTS AND RESPONSIBILITIES
56 ASHFORD UNIVERSITY
Academic Resolution
The Academic Resolution Process is a student-focused
resource that supports students in addressing and resolving
academic concerns or issues that might arise within the
University. If a student has a concern about an instructor
or their course and/or would like to formally request a
revised letter grade, the student should first attempt to
resolve the matter with their instructor. If the student and
instructor are not able to resolve the matter, the student
may utilize the Academic Resolution process.
Academic Resolution Process
Students utilizing the Academic Resolution Process are
responsible for providing details and documentation that
support their request. Documentation ensures a thorough
investigation. Students are also responsible for articulating
their desired outcome to ensure that they are supported in
the achievement of their academic goals.
Grading is subjective and at the discretion of the instructor.
A request for a revised letter grade may be submitted if the
following conditions exist:
An error was made in the calculation of the course
grade;
The instructor was incorrect with respect to an
objective fact within the discipline and this error
affected the student’s final grade
Part of this process often includes a discussion with a
Student Affairs representative. If a student chooses not to
engage in the process as outlined, their request may be
closed without further review.
Findings from the Academic Resolution Process will be
shared with Academic Leadership and other departments
throughout the University in an effort to improve the
student experience. As some requests may involve
personnel matters, information regarding possible
corrective action will not be disclosed.
Tuition Credit Request
A tuition credit may be approved and applied for the
following documented reasons that directly impacted a
student’s ability to continue in and successfully pass their
course or program during the timeframe in which the
course occurred:
Documented military duty that resulted in an
inability to continue in the course or program*;
Documented personal or family** medical
emergency;
Documented act of nature;
Documented death in the family**; or
Documented temporary severe economic hardship
Additional documented extenuating circumstances may
also be considered. This process is accomplished by
requesting a Tuition Credit Request form from the
assigned Academic Advisor.
*Students who experienced military duty that resulted in
an inability to continue in the course or program are also
eligible for a tuition credit but should instead complete
and submit a Military Withdrawal Course Drop Request.
Please see Readmission of Students after Military Service
under the Higher Education Opportunity Act of 2008 in
the General Academic Information and Policies section of
this Catalog for more information.
** Family is defined as husband, wife, domestic partner,
grandparent, grandchild, mother-in-law, father-in-law,
brother-in-law, sister-in-law, daughter-in-law, son-in-law,
(step/adoptive) mother, (step/adoptive) father,
(step/adoptive) brother, (step/adoptive) sister and,
(step/adoptive) child,
Attendance Appeals
Basis for an Attendance Appeal in an
Introductory Course
Students may appeal an administrative drop from an
undergraduate entry point course, such as ASH 101 or
BUS 105, due to unforeseen and extreme extenuating
circumstances that directly impact the ability to meet
attendance requirements. The appeal may be approved for
the following reasons resulting in the inability to meet
attendance requirements during the period of absence:
Military deployment;
Emergency personal or family reason;
Work requirement;
Act of nature; or
Death in the family.
At the time of appeal, students must have also met the
following requirements:
Students must have attended at least once in the
first seven days of the course. Thus, students may
only appeal for an excused absence for week two
(2) or beyond.
Students must have a grade equivalency of a “C”
or better in points earned for the course in which
they are appealing attendance through the weeks
prior to the missed attendance week as of the last
date of attendance.
Note: Please refer to the Undergraduate and Graduate
Programs sections in this Catalog for more details on
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 57
Ashford University’s Attendance policies. Please see
Readmission of Students after Military Service under the
Higher Education Opportunity Act of 2008 in the General
Academic Information and Policies section of this Catalog
for more information.
Attendance Appeal Procedure
Students must submit their appeal to their
Enrollment Services Advisor or Academic
Advisor.
Appeals must include an explanation of the event
that occurred which resulted in the inability to
meet the attendance requirement and a rationale
for the appeal that is documented.
If an appeal is approved, students will be
reinstated in their course.
Graduation/Completion
Rates
In accordance with the Student Right-to-Know and
Campus Security Act of 1990, Ashford University is
pleased to share with you the following information on the
graduation rates of our 2013-14 full-year cohort of full-
time, first-time, degree or certificate seeking
undergraduates.
As reported in the IPEDS graduation rates survey (GRS),
3,195 first-time, full-time, degree-seeking undergraduate
students entered Ashford University between September 1,
2013 and August 31, 2014. This population of students
includes both bachelor’s degree seeking students and
associate degree seeking students. As of August 31, 2019,
8% of these students graduated from Ashford University
within 150% of the normal time to complete their degree.
Please contact the Registrar’s Office with any questions.
While reviewing this information, please keep the
following in mind:
All graduation rates are based upon 3 years of
attendance for Associate programs and 6 years of
attendance for Bachelor’s programs, which
equates to 150% of the normal completion time.
We have elected not to report transfer-out rates
because our University's mission does not include
providing substantial preparation for students to
enroll in another eligible institution without
completing or graduating.
These charts do not identify the reasons why our
students withdrew; therefore, students who
withdrew for personal or medical reasons are
included.
Graduation rates do not include students who left
school to serve in the U.S. Armed Forces, on
official church missions, or with a foreign aid
service of the federal government, or students who
died or were totally and permanently disabled.
Please note that the graduation/completion rate
does not include any student who attended a
college or university after high school and then
enrolled in Ashford University.
Graduation/Completion Rate by Gender
Male
5%
Female
9%
Graduation/Completion Rate by Race or
Ethnic Group
American Indian or Alaska Native
(
1
)
Asian
(
1
)
Black or African-American
5%
Hispanic/Latino
7%
Native Hawaiian or Other Pacific Islander
(
1
)
White, non-Hispanic
10%
Two or More Races
(
1
)
Nonresident alien
(
1
)
Race/ethnicity unknown
(
1
)
(1) Denotes fewer than 10 students, which is suppressed to protect the privacy of
students
Graduation/Completion Rate by
Financial Aid Category
Pell Grant Recipients
8%
Subsidized FFEL or Direct Loan Recip-
ients (excludes Pell Grant Recipients)
9%
Neither Pell Grant nor Subsidized FFEL or
Direct Loan Recipients
4%
Source: Institutional Research Services, 2020.
Graduation Rates
The three-year graduation rate for online associate degree
seeking students is 14% based on all students in the 2015-
16 entering cohort. The six-year graduation rate for online
bachelor’s degree seeking students is 20% based on the
2012-13 entering cohort. The three-year graduation rate for
online master’s degree seeking students is 50% based on
the 2015-16 entering cohort. The six-year graduation rate
for online doctoral degree seeking students is not available
based on an initial entering cohort of 2018-19.
For prior year enrollment and graduation rates, please refer
to http://assessment.ashford.edu on the Ashford University
website.
STUDENT RIGHTS AND RESPONSIBILITIES
58 ASHFORD UNIVERSITY
Median Loan Debt
For information about the median loan debt of students
who completed academic programs, please refer
to http://www.ashford.edu/pd on the Ashford University
website.
Student Body Diversity
Ashford University provides the following information
regarding its student body. This information is based on
data reporting in the 2019-20 IPEDS Fall Enrollment
Survey.
Gender
Percentage
Male
30%
Female
70%
Race
Percentage
American Indian or Alaska Native
1%
Asian
2%
Black or African American
32%
Hispanic/Latino
15%
Native Hawaiian or Other Pacific
Islander
1%
White, non-Hispanic
42%
Two or more races
4%
Nonresident alien
0%
Race and ethnicity unknown
4%
Pell Grants
Percentage
Students who received Pell grants
56%
(Source: Institutional Research Services, 2020)
Retention Rate
The retention rate for First-time/Full-time bachelor’s
degree-seeking students at Ashford University beginning
in Fall 2018 was 24%.
(Source: IPEDS Fall Enrollment Survey 2019-2020)
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 59
SECTION THREE: STUDENT
SERVICES, HEALTH, AND
SAFETY
The University cares about the well-being of students and
the community. For students, the University provides high
quality services which support the University mission and
academic programs. Our faculty and staff are committed to
the institution’s educational programs, personalized
services, and reliable support to meet the needs of our
students in an exceptional manner. In this section, you will
find information about many of the resources, tools, and
supports in place to demonstrate our commitment to
student success. Information on relevant health, wellness,
and safety issues is also included in this section.
Student Services
Ashford University is committed to providing the most
straightforward information so students can put their effort
into what matters most – their academic success. Our goal
is to provide students the support they need so that they
can focus on putting their effort toward their education.
Academic Advisement
The Student Advising team works to help support student
success at the University. Advisement is based on
academic policies set by faculty, and operational
procedures that uphold consistency and service to students.
A dedicated Advisor is assigned to each degree-seeking
student upon enrollment. This approach provides students
with a point of contact for academic and administrative
support and direction. The Advisor assists the student in
course scheduling/registration, developing a degree-
completion plan, clarifying University policies and
procedures, and providing awareness of the resources
available to help students be successful in their educational
journey.
Student Affairs
Student Affairs promotes student success through
programs and services to meet the individualized needs of
our learners. We empower self-determination and embrace
the values of equity, inclusion, and mutual respect.
Supporting student and alumni success is accomplished by
matching students with co-curricular programs and support
services that are responsive to their unique needs and
talents. Programs and services are actively integrated
throughout the University and encompass values that
enhance and enrich the moral, intellectual, spiritual, and
psychological growth of the whole student.
Student Affairs includes student health and wellness
resources, disability support services, student community
standards, honor societies, peer mentoring, clubs and
organizations, community service, and specialized support
to our military and veteran students and their families.
Student Organizations
Online student organizations are available. For a full list of
online student organizations, please see
http://www.ashford.edu/student_services/online-
organizations.htm. Information about getting involved in
an online student organization or creating a recognized
student organization can be obtained by emailing
Studentaffairs@ashford.edu.
Career Services
Ashford Career Services empower students to discover,
develop, and apply their unique talents to achieve their
greatest potential. Career Services provides individual and
group coaching services and self-directed resources for
active, degree-seeking students and alumni. Some of the
services offered include career exploration tools, resume
and cover letter guidance, interview preparation, job
search support, access to job postings, internship postings,
and career self-assessments.
Through the aforementioned skills and personality
assessments, individuals may explore their interests,
abilities, values, and career options and goals. More
information can be found on Ashford University’s website
at https://www.ashford.edu/online-learning-
experience/alumni/benefits#CareerServices.
Alumni Services
As a graduate of Ashford University, alumni will receive a
complimentary membership in the Ashford University
Alumni Association. Membership entitles alumni to
valuable benefits including: career and professional
development events, continued access to career services,
discounts on select products and services, access to online
social communities such as LinkedIn and AU Connect,
Ashford’s online alumni community for continued support
and networking with your peers across the nation.
Limitations Regarding Career and Alumni
Services
Ashford University does not guarantee employment to any
applicant as a result of his or her application, acceptance,
attendance, completion of any course, or graduation in any
program. Ashford University does not verify the content of
job postings that are presented on the career services
webpage of the University website, and therefore makes
STUDENT RIGHTS AND RESPONSIBILITIES
60 ASHFORD UNIVERSITY
no representations or guarantees about the accuracy of
positions or contact information listed on the University
website. Ashford University is not responsible for
consequences that may follow from application to jobs
listed on the University website. The inclusion of an
employer’s job posting on this site shall not be construed
as an endorsement of the employer (or of any religious or
political point of view promoted by the employer) by
Ashford University or any of its affiliates, and does not
constitute a guarantee that a job is available with a given
employer.
It is the responsibility of the student or alumnus to perform
his or her own careful background research when selecting
a position, evaluating an employer, interviewing for, or
accepting any position. It is the sole responsibility of the
student or alumnus to obtain or confirm any necessary
information concerning an employer. Ashford University
is in no way responsible for the safety, wages, working
conditions, or other aspects of employment.
Ashford University’s website also contains links to other
websites as a convenience for its users and is not
responsible for the contents of any linked site. Anyone
who discovers misuse or abuse of our website is
encouraged to report the matter to the Office of Career
Services at CareerServices@ashford.edu.
The Office of Career Services abides by the principles of
professional conduct set forth by the National Association
of Colleges and Employers (NACE).
The Office of Career Services is committed to partnering
with employment professionals that comply with the Equal
Employment Opportunity (EEO) laws in all recruiting
activities.
The University’s courses, programs and services are
designed to prepare students and graduates to pursue
employment in their field of study or related field;
however, the University does not guarantee that students
or graduates will be placed in any particular position or
employment during their enrollment in the program at the
University, or after its completion. Any statistics
referenced on the University website and attributed to a
source other than Ashford University have not been
independently verified by Ashford University.
Employment Services
Ashford University does not guarantee employment to any
applicant as a result of his or her application, acceptance,
attendance, completion of any course, or graduation in any
program. Ashford University does not generally promote
employment services or make student referrals to
prospective employers based on direct contact with the
employer regarding current job openings to any student
attending Ashford University online programs.
Registrar’s Office
The Ashford University Registrar’s Office works closely
with members of the enrollment, academic, and student
services departments to facilitate inclusive student
recruitment and retention efforts in compliance with
regulatory requirements. This office collects, records,
maintains and reports all student records in accordance
with FERPA guidelines, e.g., grades, attendance,
registration information, transcripts, and student academic
progress. The Registrar’s Office determines student
admissibility by reviewing student’s admission application
as well as evaluating all student transcripts to determine
applicability to programs. Program change requests, name
changes, official and unofficial transcript requests and
graduation functions are all handled by the Registrar’s
Office. Students in need of these services should contact
the Registrar’s Office for more information.
Students access their final grade information in the
Ashford University Student Portal.
Student Portal
Ashford University students use the Student Portal as a
self-service resource center. The Student Portal provides
one location for students to access and print versions of
their schedule, degree progress report, and ledger card;
access additional learning resources; receive important
information regarding the University; and connect with
their advisors. Online students also use the Student Portal
to access the online classroom. Additionally, the Student
Portal allows students to do the following:
Make payments online;
Use a GPA calculator;
Download copies of their unofficial transcripts;
View their financial aid award information;
Generate financial receipts; and
Receive important alerts and news regarding the
University.
Website
Ashford University’s website, www.ashford.edu, provides
students, prospective students, and the general public with
up-to-date information about academic offerings, tuition,
student experience, and admissions.
Bookstore
Students can order books, memorabilia, and supplies
through the Student Store accessed through the Student
Portal or the Ashford University website at
https://www.ashford.edu/student-store.
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 61
General Headquarters Information
San Diego, California Campus
Ashford University’s main campus is located at 8620
Spectrum Center Blvd., San Diego, CA 92123. Ashford
University does not provide dormitory facilities and is not
responsible for assisting students in finding housing in
their respective locations. For reference, the median rental
housing cost in California is $2,509 per month.
The San Diego Campus is housed in an 11-story, 273,764-
square-foot building that is leased through December
2021. Master planning for the site, which also includes
1,472 parking spaces, is incorporated into the University’s
annual capital planning cycle.
For staff and faculty comfort and well-being, on-site
facilities includes wellness rooms, and a gymnasium. The
floor has two business hub/breakrooms with multifunction
printer/scanners as well as refrigerators, microwaves,
coffeemakers, and watercoolers.
VA Benefits
Veteran benefits for Ashford University students are
managed by a team of Veteran Affairs Coordinators, and
School Certifying Officials (SCOs). Students utilizing
Title 38 benefits may view their records at the Main
Campus or direct questions to this office at
VACertification@ashford.edu.
Military and Veterans' Services
Nearby students will be able to meet virtually or face-to-
face with an advisor and can be connected on-the-spot
with other staff-members across online student services
locations who are available to provide a variety of
administrative services to our Veteran and military
students. These services include:
School Certifying Official who provides advising on
military tuition assistance, VA benefits, and other
financial aid options.
Staff who specialize in admission, matriculation,
transfer credit advisement and evaluation, degree
planning and other registrar and student records
services. Academic advising for course scheduling and
program completion, as well as support for students
with disabilities, including access and wellness.
Career and alumni services specialists who provide
career coaching and other career-related services to
students and alumni.
On-site access to collateral materials, documents, and
forms necessary for VA students.
A fully-funded DSST Testing Center that provides
active duty military, some spouses, and military
civilian employees the opportunity to complete testing
at no additional cost. The Testing Center is open most
Saturdays from 8:00 am to 12:00 PM. Testers can
choose from more than 30 exams offered by DSST.
Successful completion of an exam can result in
awarding of college credit.
Ashford University has an online Veteran’s Center that is
located on the University’s external website. The online
Veteran’s Center is accessible to all University students
24/7. It contains informational materials that connect
veterans to helpful community resources. Additionally, the
online Veteran’s Center houses information for the
University’s military-specific programming including but
not limited to the military and veteran peer mentoring
program, the Student Veteran’s Organization, and
SALUTE honor society.
Instructional Materials
Virtual Classrooms
Ashford’s online students work in a virtual environment
that provides asynchronous and synchronous learning
opportunities in the process of taking classes and meeting
course requirements. Students can access their virtual
classrooms as well as support resources through the
university’s learning management system 24/7 within the
parameters of a course, typically one week prior to the
course start through to one week after the course end. All
course learning activities, such as readings, assignments,
lectures, and class discussions, are posted within the
classroom as are eTextbooks and other resources. A
technology helpdesk is available around the clock.
Student Portal
Using the Student Portal, students can access the Ashford
University Online Library and Ashford Writing Center for
resources related to research and writing any time of the
day. Additionally, through the portal, they can print
versions of their academic schedules, degree progress
reports, and ledger cards; receive important University
information; and connect with their advisors.
Ashford Mobile
Leveraging the latest technologies, the university provides
Ashford Mobile, an innovative application for
smartphones and tablets that connects students and faculty
to key elements of the University experience. Students and
faculty can complete most assignments, contact support
staff, review grades, access financial account information,
and more from the convenience of their mobile devices.
Publicity and Photo Release
All media releases of information originating from the
University should be channeled through the
Communications Office. Media inquiries concerning
STUDENT RIGHTS AND RESPONSIBILITIES
62 ASHFORD UNIVERSITY
Ashford University directed toward students, faculty, and
staff are to be directed to the Communications Office.
Administrators, faculty, or staff who are contacted directly
by the media should refer the media to the
Communications Office. Comments should not be given to
the media until the Communications Office has been
contacted.
All US-based students authorize the University to record
and use their names, images, likenesses and voices in all
media, for instructional or promotional purposes, unless a
written request to withhold directory information is on file
in the Registrar’s Office.
Students, faculty, and staff are encouraged to inform the
Communications Office about newsworthy events and
developments regarding class and campus events of
interest. Students should also contact their Advisors
regarding newsworthy information.
Health Information
Drug Free Schools and Communities Act
Program
Students may obtain information on the illegal possession,
use, or distribution of alcohol and illicit drugs, as well as
the University’s standards of conduct, associated health
risks, drug or alcohol counseling and treatment programs,
University disciplinary actions, and federal, state, and local
sanctions for violations of law by viewing the Drug Free
Schools and Communities Act Program Report, located on
the Ashford University website at
www.ashford.edu/DFSCA.
Counseling, Treatment, and
Rehabilitation Programs
The following national toll-free telephone numbers are
provided to assist any member of the University
community who may require assistance in dealing with a
drug or alcohol problem.
American Council on Alcoholism
(800) 527-5344: Addresses alcoholism as a treatable
disease through public education, information,
intervention, and referral;
Al-Anon
(888) 425-2666: Helps families and friends of
alcoholics recover from the effects of living with the
problem drinking of a relative or friend; and
The Substance Abuse and Mental Health Services
Administration (SAMHSA) Treatment Referral
Helpline (800) 662-HELP / (800) 662-4357 / (800)
487-4889 (TDD): Provides information, support,
treatment options, and referrals to local rehab centers
for any drug or alcohol problem.
Help Lines/Hotlines
24 Hour National Suicide
Prevention Lifeline/Veteran
Crisis Line
(800) 273-TALK (8255)
TTY Line: (800) 799-4889
24 Hour National Domestic
Violence Hotline
(800) 799-SAFE (7233)/
TDD Line: (800) 787-3224
American Sexual Health
Association: STI Resource
Center
(800) 227-8922
CDC National AIDS
Hotline/National STD Hotline
(800) CDC-INFO (232-4636)
National AIDS Hotline for the
Hearing Impaired
TDD Line: (888) 232-6348
24 Hour National Alcohol &
Substance Abuse Information
Center
(800) 784-6776
Gay and Lesbian National
Hotline
(888) THE-GLNH (843-
4564)
The Youth Law Hotline (IA)
(800) 728-1172
Poison Control Center
(800) 222-1222
National Child Abuse Hotline
(800) 4-A-CHILD (422-
4453)
Low Cost Clinic Locator
http://www.needymeds.org/
free_clinics.taf
Emergency (police, fire, and
rescue)
9-1-1
Health and Wellness Referrals
Pursuing a degree often results in navigating new
challenges and situations that students may not have
experienced previously. While many of these experiences
are welcomed, they may also overwhelm and/or leave
students feeling confused, discouraged, or anxious.
Successful students are able to reach out for support before
circumstances become unmanageable.
The Student Advocate HELPline is a service available
through the Office of Student Access and Wellness.
Student Advocates assist students who are experiencing
extreme personal hardships and critical life impacts by
providing short-term de-escalation, assistance locating
support resources in the local area, and action planning to
address educational impact of situational stressors. Impacts
supported include: concern for individual or community
safety, homelessness and extreme financial hardship,
sexual assault, domestic violence, and/or significant
impact resulting from the loss of a loved one.
STUDENT RIGHTS AND RESPONSIBILITIES
2020-2021 ACADEMIC CATALOG 63
Student Advocates are available Monday – Friday
between
8am and 5pm PT. Students are invited to contact the
Office of Student Access and Wellness at ext. 24357 or
email help@ashford.edu in order to seek assistance from a
Student Advocate.
If you or the individual you are attempting to refer is in
immediate danger, please dial 9-1-1, prior to contacting the
Office of Student Access and Wellness.
Health Alerts, Communicable Disease
Control, and Needle Safety Procedures
The University recognizes its responsibility to exercise
reasonable care in protecting students, faculty, staff,
administrators, and visitors from health dangers while on
the campus. The Centers for Disease Control and
Prevention and the United States Public Health Service
report procedures and recommendations for dealing with
communicable diseases. The University uses such
guidelines in determining reasonable care on a case-by-
case basis. Individuals who know or suspect they may
have a communicable disease should contact their
immediate supervisor or the Office of Student Access and
Wellness so that reasonable care and protection can be
assured to them and to others.
Individuals taking medication routinely administered by
injection, such as insulin, must ensure proper disposal
through a sharp disposal container for used needles and
syringes, available in restrooms throughout the facilities.
This container is a requirement of the Occupational Safety
and Health Administration (OSHA). Needles and syringes
must never be disposed of in regular waste receptacles.
Needles and syringes must only be disposed of in proper
disposal containers.
Health and Wellness Requirements
The University does not require any proof of vaccination
as a condition of enrollment. Students are encouraged to
speak to a physician for information on recommended
immunizations.
Use of Tobacco/Marijuana Products
The facilities of Ashford University are smoke and tobacco
free. No smoking, chewing, or dipping is allowed inside
any University facility. Ashford University policy applies
to all forms of tobacco and marijuana, including but not
limited to paraphernalia, cigarettes, cigars, shisha, pipes,
water pipes (hookah), electronic cigarettes, and all forms
of smokeless tobacco and marijuana including, but not
limited to chew, edibles, snus, snuff, sticks, strips, and
orbs.
Safety Information
Campus Security and Fire Safety Report
The Ashford University Campus Security and Fire Safety
Report is compiled annually in compliance with the Jeanne
Clery Disclosure of Campus Security Policy and Campus
Crime Statistics Act and is available for review. This
report is required by federal law and contains policy
statements and crime and fire statistics compiled by the
University. The statements address the University’s
policies, procedures, and programs concerning safety and
security, for example, policies for responding to
emergency situations, fire safety, and sexual misconduct
offenses.
Statistics for the previous three calendar years are included
for certain types of crimes that were reported to have
occurred on campus, in or on off-campus buildings or
property owned or controlled by the University, and on
public property within or immediately adjacent to and
accessible from the campus. This report is available at
www.ashford.edu/campus_security_and_fire_safety_report
. Students may also request a paper copy of the report be
mailed to them by emailing their request to
studentaffairs@ashford.edu.
Firearms/Explosives
Shotguns, rifles, handguns, air guns, bows and arrows,
simulated weapons, ammunition, and other types of
potentially dangerous weapons are not permitted anywhere
on campus or at University sponsored events that take
place off campus unless properly authorized by the
University President. All types of explosives (incendiary
and chemical) and fireworks (including smoke bombs) are
prohibited in all areas of the University. Any object has the
potential to become a weapon; therefore, the University
reserves the right to further define a “weapon” based on its
potential damage or threat.
FINANCIAL INFORMATION
64 ASHFORD UNIVERSITY
SECTION FOUR: FINANCIAL
INFORMATION
Financial Information
Ashford University is committed to helping students
understand and manage the financial aspects of obtaining
their education. For questions regarding tuition, fees, and
payment options, students should contact the Financial
Services Department at (800)798-0584. For cost of
attendance information, please visit
https://www.ashford.edu/tuition-financial-aid.
Tuition rates and fees may change at any time without
prior notice; however, students will not be charged
retroactively for tuition and fee increases for coursework
already completed or for coursework the student was in the
process of completing.
Indirect costs which are not billed directly by the
University may be found at www.ashford.edu/tuition-
financial-aid/indirect-costs.
Undergraduate Programs Tuition & Fees
The following is a list of tuition and fees applicable to
Associate’s and Bachelor’s degree programs and/or
undergraduate courses.
Tuition per credit:
100- to 400-level Courses
$510.00
Fees:
Technology Fee (per course)*
$115.00
Books, course digital materials** and
instructional materials
(average per course)
$125.00
Prior Learning Assessment -
sponsored professional training (per credit
evaluated)***
$30.00
Prior Learning Assessment: Experiential
Learning Credit Workshop Fee +
$275.00
Prior Learning Assessment -
experiential learning essay assessment (per
evaluation)***
$125.00
Insufficient funds fee
$10.00
Graduation fee
$150.00
Replacement/Duplicate Diploma
$45.00
Official transcript
$10.00
Education records – Per page ^
$0.50
California Student Tuition Recovery Fund^^
$0
*The Technology Fee covers access to University systems
such as the online classroom, the Student Portal, and other
academic resources. The Technology Fee is fully
refundable if a student does not attend beyond Day 3 of a
course (Week 3 if covered under the Ashford Promise
Refund Schedule). After this time, the fee becomes non-
refundable. Students are charged the Technology Fee for
repeated coursework. Students who paid a one-time
Technology Services Fee upon initial enrollment are
exempt from the Technology Fee.
**The Course Digital Materials (CDM) fee is fully
refundable if a student does not attend beyond Day 3 of a
course (Week 3 if covered under the Ashford Promise
Refund Schedule). After this time, the fee becomes non-
refundable. Students are not charged the CDM fee for
repeated coursework if previously charged. For courses
where third-party course digital materials are provided, a
variable Materials Fee (MATFEE) (based on market price
for materials) is applied per course directly to the student’s
account concurrent with the charge for tuition. Students
are not charged the MATFEE for repeated coursework if
previously charged. Students can opt out of the third-party
course digital materials and the MATFEE by contacting
their advisor via email five (5) calendar days prior to the
first day of their course.
***Payment for evaluation does not guarantee that credit
will be awarded.
+Includes access to the workshop and one essay
submission.
^A fee of $0.50 per page is charged for copies of education
records. A maximum of $25.00 will be charged. If the
education record is digitally maintained and digitally
delivered, no fee will be charged.
^^California law mandates the collection of a Student
Tuition Recovery Fund (STRF) fee in the amount of $0 per
$1,000 of tuition rounded to the nearest thousand to be
paid to the state's tuition recovery fund in the event of
school closure. The fee is charged to California residents
only. [Currently in a period of non-collection.]
Master’s Programs Tuition & Fees
The following is a list of tuition and fees applicable to
Master's degree programs.
Tuition per credit:
Master of Accountancy
$740.00
Master of Arts in Early Childhood
Education Leadership
$665.00
Master of Arts in Education
$665.00
Master of Arts in Health Care
Administration
$740.00
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 65
Master of Arts in Human Services
$665.00
Master of Arts in Organizational
Management
$740.00
Master of Arts in Psychology
$665.00
Master of Arts in Special Education
$665.00
Master of Business Administration
$740.00
Master of Human Resource Management
$740.00
Master of Information Systems
Management
$740.00
Master of Public Health
$665.00
Master of Science in Criminal Justice
$740.00
Master of Science in Finance
$740.00
Master of Science in Health Informatics &
Analytics
$740.00
Master of Science in Instructional Design
and Technology
$665.00
Master of Science in Technology
Management
$740.00
Post Baccalaureate Teaching Certificate:
Elementary Education
$665.00
Post Baccalaureate Teaching Certificate:
Secondary Education
$665.00
Fees:
Technology Fee (per course)*
$145.00
Books, course digital materials** and
instructional materials (average per
course)
$155.00
Prior Learning Assessment -
sponsored professional training (per credit
evaluated)***
$40
Prior Learning Assessment: Experiential
Learning Credit Workshop Fee +
$430
Prior Learning Assessment -
experiential learning essay assessment (per
evaluation)***
$280
Insufficient funds fee
$10.00
Graduation fee
$150.00
Replacement/Duplicate Diploma
$45.00
Official transcript
$10.00
Education records - Per page^
$0.50
California Student Tuition Recovery
Fund^^
$0
The following information outlines tuition and fees
applicable to the Master of Science in Instructional Design
and Technology competency based education program.
The MSIDT CBE program will be term-based (with each
term the equivalent of nine credits), so students will be
charged a flat tuition per term. Program tuition has been
derived by looking at cost per credit; the MSIDT CBE
program requires the successful completion of 36 credits.
The assessment for this cost-neutral program will equate to
a subscription-based cost of $5,500 (including tuition,
books, and fees) per 15-week term. Since students will
progress at varying rates of speed, some students may
require one less term and save $5,500 while other students
may require one extra term and pay an additional $5,500.
*The Technology Fee covers access to University systems
such as the online classroom, the Student Portal, and other
academic resources. The Technology Fee is fully
refundable if a student does not attend beyond Day 3 of a
course (Week 3 if covered under the Ashford Promise
Refund Schedule). After this time, the fee becomes non-
refundable. Students are charged the Technology Fee for
repeated coursework. Students who paid a one-time
Technology Services Fee upon initial enrollment are
exempt from the Technology Fee.
**The Course Digital Materials (CDM) fee is fully
refundable if a student does not attend beyond Day 3 of a
course (Week 3 if covered under the Ashford Promise
Refund Schedule). After this time, the fee becomes non-
refundable. Students are not charged the CDM fee for
repeated coursework if previously charged. For courses
where third-party course digital materials are provided, a
variable Materials Fee (MATFEE) (based on market price
for materials) is applied per course directly to the student’s
account concurrent with the charge for tuition. Students
are not charged the MATFEE for repeated coursework if
previously charged. Students can opt out of the third-party
course digital materials and the MATFEE by contacting
their advisor via email five (5) calendar days prior to the
first day of their course.
***Payment for evaluation does not guarantee that credit
will be awarded.
+Includes access to the workshop and one essay
submission.
^^^A fee of $0.50 per page is charged for copies of
education records. A maximum of $25.00 will be charged.
If the education record is digitally maintained and digitally
delivered, no fee will be charged.
^^California law mandates the collection of a Student
Tuition Recovery Fund (STRF) fee in the amount of $0.00
per $1,000 of tuition rounded to the nearest thousand to be
paid to the state's tuition recovery fund in the event of
school closure. The fee is charged to California residents
only. [Currently in a period of non-collection.]
FINANCIAL INFORMATION
66 ASHFORD UNIVERSITY
Doctoral Programs Tuition & Fees
The following is a list of tuition and fees applicable to
Doctoral degree programs.
Tuition per credit:
Doctor of Philosophy in Human Services
$1082.00
Doctor of Philosophy in Organizational
Development and Leadership
$1082.00
Doctor in Philosophy in Education
$1082.00
Doctor of Psychology
$1082.00
Fees:
Technology Fee (per course)*
$145.00
Books, course digital materials** and
instructional materials (average per course)
$155.00
Insufficient funds fee
$10.00
Graduation fee
$500.00
Dissertation/Applied Doctoral Project
Support Fee ^
$500.00
In-Residence Workshop Fee (per workshop; 3
workshops required) ^^
$500.00
Replacement/Duplicate Diploma
$45.00
Official transcript
$10.00
Education records - Per page+
$0.50
California Student Tuition Recovery Fund++
$0
*The Technology Fee covers access to University systems
such as the online classroom, the Student Portal, and other
academic resources. The Technology Fee is fully
refundable if a student does not attend beyond Day 3 of a
course (Week 3 if covered under the Ashford Promise
Refund Schedule). After this time, the fee becomes non-
refundable. Students are charged the Technology Fee for
repeated coursework. Students who paid a one-time
Technology Services Fee upon initial enrollment are
exempt from the Technology Fee. Dissertation/Applied
Doctoral Project courses, RES 8990, RES 8991, RES
8981, RES 8982, RES 8983, RES 8984, RES 8985RES
8986, RES 8001, RES 8002, RES 8003, RES 8004, RES
8101, RES 8102, RES 8103, and RES 8104, are exempt
from the Technology Fee.
**The Course Digital Materials (CDM) fee is fully
refundable if a student does not attend beyond Day 3 of a
course (Week 3 if covered under the Ashford Promise
Refund Schedule). After this time, the fee becomes non-
refundable. Students are not charged the CDM fee for
repeated coursework if previously charged. For courses
where third-party course digital materials are provided, a
variable Materials Fee (MATFEE) (based on market price
for materials) is applied per course directly to the student’s
account concurrent with the charge for tuition. Students
are not charged the MATFEE for repeated coursework if
previously charged. Students can opt out of the third-party
course digital materials and the MATFEE by contacting
their advisor via email five (5) calendar days prior to the
first day of their course.
^ The Dissertation/Applied Doctoral Project Support Fee is
assessed per credit of RES 8990, RES 8991, RES 8981,
RES 8982, RES 8983, and RES 8986. The fee covers
support of the Dissertation/Applied Doctoral Project
process. It is the student’s responsibility to ensure payment
of this fee when it is charged. Payment must be received
before diplomas can be released. This fee is fully
refundable if a student does not attend beyond Day 3 of a
course. After this time, the fee becomes non-refundable.
^^ Doctoral students have an In-Residence Workshop
Requirement. The In-Residence Workshop Fee is a fee
which is applied to the student's account at the time the
Workshop is scheduled for attendance. The scheduling of
the Workshops must be prompted by the student at the
prescribed points in time throughout the program.
Graduation requirements for this program include three In-
Residence Workshops, with an optional fourth In-
Residence Workshop should a student feel they need
additional guidance in research application (additional
$500 fee). The fee covers continued administrative support
throughout the In-Residence Workshop process. This fee is
fully refundable if the workshop is unattended or
unscheduled before the scheduled date. After this time, the
fee becomes non-refundable.
+A fee of $0.50 per page is charged for copies of
education records. A maximum of $25.00 will be charged.
If the education record is digitally maintained and digitally
delivered, no fee will be charged.
++California law mandates the collection of a Student
Tuition Recovery Fund (STRF) fee in the amount of $0.00
per $1,000 of tuition rounded to the nearest thousand to be
paid to the state's tuition recovery fund in the event of
school closure. The fee is charged to California residents
only. [Currently in a period of non-collection.]
Schedule of Charges
The following list provides an estimated schedule of
charges by online degree program for total charges for a
period of attendance, and for an entire educational
program.
A period of attendance is defined as one course or 3
credits, including the book and technology fees. Please
refer to the Tuition and Fees lists in the Financial
Information section for specific dollar amounts used to
calculate these charges. Students who receive the Ashford
University Active Duty Service Member Grant or Ashford
University Veteran Grant should refer to their specific
enrollment agreement tuition and fee lists for this
information.
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 67
Program
Name
Period
of Attendance
Entire
Educational Program
AA in Early
Childhood Education
(67 credits)
$1,770
$39,600
All Online Bachelor’s
Programs
(120 credits)
$1,770
$70,950
Master of
Accountancy
(48 credits)
$2,520
$40,470
Master of Early
Childhood Education
Leadership
(30 credits)
$2,295
$23,100
MA in Education
(36 credits)
$2,295
$ 27,690
MA in Health Care
Administration
(36 credits)
$2,520
$ 30,390
MA in Human
Services
(33 credits)
$2,295
$25,395
MA in Organizational
Management
(33 credits)
$2,520
$27,870
MA in Psychology
(36 credits)
$2,295
$27,690
MA in Special
Education
(30 credits)
$2,295
$23,100
Master of Business
Administration
(39 credits)
$2,520
$32,910
Master of Human
Resource
Management
(39 credits)
$2,520
$32,910
Master of Information
Systems Management
(42 credits)
$2,520
$35,430
Master of Public
Health
(42 credits)
$2,295
$32,280
Master of Science in
Criminal Justice
(39 credits)
$2,520
$32,910
Master of Science in
Finance
(39 credits)
$2,520
$32,910
Master of Science in
Health Informatics
and Analytics
(39 credits)
$2,520
$32,910
Master of Science in
Instructional Design
and Technology
(36 credits)
$2,295
$27,690
Master of Science in
Instructional Design
and Technology –
CBE version
(36 credits)
$1,850
$22,150
Program
Name
Period
of Attendance
Entire
Educational Program
Master of Science in
Technology
Management
(36 credits)
$2,520
$30,390
Post Baccalaureate
Teaching Certificate:
Elementary
Education
(33 credits)
$2,295
$25,395
Post Baccalaureate
Teaching Certificate:
Secondary Education
(27 credits)
$2,295
$20,805
Doctor of Philosophy
in Education
(59 credits)
$3,546
$73,418
Doctor of Philosophy
in Human Services
(62 credits)
$3,546
$73,964
Doctor of Philosophy
in Organizational
Development and
Leadership
(62 credits)
$3,546
$73,964
Doctor of Psychology
(62 credits)
$3,546
$73,964
Sales Tax Disclaimer
Ashford University is required to charge sales tax for
tuition and/or fees in certain jurisdictions based on state
reporting obligations and the taxability of services and
digital goods in accordance with local laws on the date of
charge. For sales tax purposes, electronically-delivered
services and digital goods are considered to be received at
the student’s physical address. For specific sales tax
charges, students should consult with their Academic
Advisor.
California Student Tuition Recovery Fund
CA Residents Only
The State of California established the Student Tuition
Recovery Fund (STRF) to relieve or mitigate economic
loss suffered by a student in an educational program at a
qualifying institution, who is or was a California resident
while enrolled, or was enrolled in a residency program, if
the student enrolled in the institution, prepaid tuition, and
suffered an economic loss. Unless relieved of the
obligation to do so, you must pay the state-imposed
assessment for the STRF, or it must be paid on your
behalf, if you are a student in an educational program, who
is a California resident, or are enrolled in a residency
program, and prepay all or part of your tuition. You are not
eligible for protection from the STRF and you are not
required to pay the STRF assessment, if you are not a
California resident, or are not enrolled in a residency
program.
FINANCIAL INFORMATION
68 ASHFORD UNIVERSITY
It is important that you keep copies of your enrollment
agreement, financial aid documents, receipts, or any other
information that documents the amount paid to the school.
Questions regarding the STRF may be directed to the
Bureau for Private Postsecondary Education, 2535 Capitol
Oaks Drive, Suite 400, Sacramento, CA 95833, (916) 431-
6959 or (888) 370-7589.
To be eligible for STRF, you must be a California resident
or are enrolled in a residency program, prepaid tuition,
paid or deemed to have paid the STRF assessment, and
suffered an economic loss as a result of any of the
following:
1.
The institution, a location of the institution, or an
educational program offered by the institution was
closed or discontinued, and you did not choose to
participate in a teach-out plan approved by the Bureau
or did not complete a chosen teach-out plan approved
by the Bureau.
2.
You were enrolled at an institution or a location of the
institution within the 120 day period before the closure
of the institution or location of the institution, or were
enrolled in an educational program within the 120 day
period before the program was discontinued.
3.
You were enrolled at an institution or a location of the
institution more than 120 days before the closure of
the institution or location of the institution, in an
educational program offered by the institution as to
which the Bureau determined there was a significant
decline in the quality or value of the program more
than 120 days before closure.
4.
The institution has been ordered to pay a refund by the
Bureau but has failed to do so.
5.
The institution has failed to pay or reimburse loan
proceeds under a federal student loan program as
required by law, or has failed to pay or reimburse
proceeds received by the institution in excess of tuition
and other costs.
6.
You have been awarded restitution, a refund, or other
monetary award by an arbitrator or court, based on a
violation of this chapter by an institution or
representative of an institution, but have been unable
to collect the award from the institution.
7.
You sought legal counsel that resulted in the
cancellation of one or more of your student loans and
have an invoice for services rendered and evidence of
the cancellation of the student loan or loans.
To qualify for STRF reimbursement, the application must
be received within four (4) years from the date of the
action or event that made the student eligible for recovery
from STRF.
A student whose loan is revived by a loan holder or debt
collector after a period of non-collection may, at any time,
file a written application for recovery from STRF for the
debt that would have otherwise been eligible for recovery.
If it has been more than four (4) years since the action or
event that made the student eligible, the student must have
filed a written application for recovery within the original
four (4) year period, unless the period has been extended
by another act of law.
However, no claim can be paid to any student without a
social security number or a taxpayer identification number.
Terms of Billing and
Payment
Tuition and fees are billed on a financial aid payment
period basis, regardless of payment option. For
undergraduate programs, a payment period is a minimum
of 20 weeks of instructional time and 12 successfully
earned credits. This is typically four courses taken
sequentially during the payment period. For graduate
programs, courses are 6 weeks or 9 weeks in length. A
payment period is generally defined by the University as a
minimum of 18 weeks of instructional time and 9
successfully earned credits (typically 3 courses
sequentially) or 2 credits of Dissertation/Applied Doctoral
Project courses or 3 credits of practicum. An exception to
this may occur during the student’s final academic year if
fewer weeks and credits are needed. Students that are in a
non-standard term format program typically take 2 classes
at a time. Each term is nine weeks in length. Payment
periods align with enrollment terms.
Tuition is due according to the terms and conditions of a
student’s selected Payment Option. See the section on
Payment Options for more information.
Ashford University reserves the right to cancel the
registration of any student whose account is delinquent.
Diplomas or certificates will be withheld, Graduation
participation will be delayed, until all accounts
with Ashford University are paid in full.
Delinquent Accounts and
Financial Hold
An account is considered delinquent if payment is not
received, for an outstanding balance, after multiple
correspondence attempts from the University. Any student
with a delinquent account will be put on a financial hold
and not be allowed to register for a subsequent term or
course until payment is received in full or a payment plan
is established. A student with a delinquent account will not
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 69
be permitted to take comprehensive exams, or receive a
diploma.
An administrative fee may be assessed to a student’s
account for items returned due to insufficient funds.
Tuition Benefit Eligibility
Requirements
If a University tuition benefit, grant, or scholarship is
offered to assist with the program-related fees and charges
below, additional eligibility requirements must be
submitted and approvals obtained prior to application of
these benefits. Benefits will be awarded at the time of
disclosing eligibility and submitting any required
documents upon request; retroactive adjustments will not
be applied to previous coursework or fees.
Credit Balance Payments
(Stipends)
A federal student aid credit balance is created when the
total of all federal student aid funds that are credited to the
student’s account exceeds the amount of current and prior
year (up to $200) tuition, fees, and any other educationally
related charges the institution assessed the student for the
payment period. For students who have an institutional
balance within the same academic year, subsequent federal
student aid disbursements will be held to cover the
institutional charges. The credit balance must be paid to
the student no later than 14 days after the credit balance
occurs.
Bankruptcy
A student who has filed for bankruptcy may need to
provide additional documentation before receiving aid. A
student interested in using any payment option, with the
exception of Cash and Corporate or Government Full
Tuition Grant as a primary payment option upon re-entry
or upon reapplication to the University may be required to
do so as a secondary payment option and deferment of
tuition and fee payment will not apply. The student may be
required to pay any tuition and/or fee balance in full on an
as-incurred basis.
Payment Plans
Ashford University offers Payment Plan options in select
circumstances to students with outstanding balances.
Students are allowed monthly payments as an option to
pay on outstanding balances, although students are always
encouraged to pay any outstanding balances due in full,
and only utilize a Payment Plan if needed.
All students must select their payment option type,
manual-pay or auto-pay, at the time of payment plan
approval. Students must make an initial payment after
Payment Plan approval regardless of Payment Plan length
or payment type. Students who elect to go on auto-pay are
required to pay one (1) monthly payment amount initially
(first payment). However, students who elect a manual pay
option must pay 10% of the total balance owed or the
equivalent of three (3) monthly payments as the initial
(first) payment, whichever is greater. Payment Plans
require monthly payments and are not recommended to
extend more than six months beyond a student’s estimated
graduation date.
If students have difficulty making payments or have
questions, they should contact a Student Accounts
Coordinator by dialing (800) 798-0584 and following the
appropriate prompts for finance and payment
arrangements.
Payment Options
Ashford University offers a variety of options for covering
the costs of a student’s education. During the online
application process, students select their primary payment
option and any secondary payment option(s), if required.
Funds are applied in the order received by the University,
regardless of designation of primary or secondary.
Students utilizing the Cash Plan, Tuition Reimbursement,
and/or Military Veterans’ Benefit Plan may choose to have
their tuition and/or fees automatically charged to their
credit card (recurring payment).
Ashford University will also accept debit cards that are
endorsed by Visa or MasterCard or a personal check. A
returned check may result in an insufficient funds fee.
Students using endorsed debit cards should ensure they
have sufficient funds in their account if they choose to use
a debit card for automatic payments to avoid overdraft fees
through their bank.
Endorsed debit cards may also have daily limits that
cannot be exceeded. It is the student’s responsibility to
understand these limits and ensure any payments on
endorsed debit cards will not exceed these limits.
There may be differences in fraud protection features of
debit cards and credit cards, particularly because debit card
purchases are withdrawn directly from a checking or
savings account. Students should be aware of these
differences prior to submitting this information to any
other entity.
FINANCIAL INFORMATION
70 ASHFORD UNIVERSITY
Cash Plan
For students who have selected the Cash Plan as a primary
payment option, 100% of tuition and any applicable fees
are to be paid on or before each course start date. Students
may choose to have their tuition and/or fees automatically
charged to their credit card when the Cash Plan is their
payment option. Automatic credit card payments are
charged on the start date of each course; otherwise, full
payment must be received on or before the start date of
each course.
When selected as a secondary payment option, any amount
not covered by the primary payment option can be applied
in any acceptable form of payment.
Students are advised that credit cards are accepted as a
convenient method of payment. Credit cards bearing high
interest rates should not be used as a long-term financing
method for educational costs. Ashford University
encourages all students to utilize the free financial aid
information that is available through the Financial Aid
Office.
Any delay in payment may result in administrative
withdrawal of the student from his or her current course
during Week One. The student will then be scheduled for a
future course and is not permitted to re-enter the course
from which he or she was removed due to non-payment.
Tuition Reimbursement Plan
The Tuition Reimbursement Plan is available as a primary
payment option if students qualify for their employer’s
tuition reimbursement program and if their employer
reimburses at least 50% of their annual tuition.
Under this plan, tuition payments, excluding fees, are
deferred a maximum of 90 days from the course/term start
date, regardless of when the student receives
disbursement/reimbursement from his or her employer.
Tuition must be paid in full 90 days after the start date of a
course/term; otherwise, the student’s credit card will be
automatically charged. Applicable fees are due on or
before the start date of each course/term. If fees are not
paid in full on or before the start date of a course/term, the
student’s credit card will be automatically charged. A
returned check may result in an insufficient funds fee.
Students who have two declined credit card payments will
be required to comply with the terms of the Cash Plan and
will no longer qualify for the Tuition Reimbursement Plan.
The conditions of this plan are not dependent upon the
receipt of a course grade or completion of the course.
To qualify, prior to the start of the course/term, students
must submit a signed Tuition Reimbursement Certification
and Authorization form that includes a valid credit card
number with authorization to charge the card if the tuition
is not paid within the 90-day time frame.
Documentation required for the Tuition Reimbursement
Plan includes the following:
Student Finance Agreement; and
Tuition Reimbursement Certification and
Authorization.
Direct Bill Plan (Third-Party Direct Billing)
Ashford University offers Third-Party Direct Billing as a
primary payment option to students sponsored by a Third
Party Agency with a Direct Bill Memorandum of
Understanding on file. The Third-Party Agency must offer
a tuition benefit of at least $2,500 annually for a student’s
tuition to be eligible for this option. The Third Party
Agency is expected to remit payment to Ashford
University within 90 days of the course start date. Any
amounts not paid by the Third Party Agency are the
responsibility of the student. Vouchers, purchase orders,
and other approved authorized mediums should be sent to
directbill@ashford.edu or faxed to (877) 279-1203 at least
five days prior to the start of each course or payment
period. Failure to supply vouchers, purchase orders, and
other approved mediums in a timely fashion may result in
the loss of Third-Party Direct Billing benefits.
Documentation required for the Direct Bill Plan includes
the following:
Direct Bill Memorandum of Understanding
Student Finance Agreement indicating Direct Bill;
Direct Bill Certification and Authorization; and
Voucher, purchase order, or other authorized
medium approved by Ashford University.
Corporate Full Tuition Grant
Ashford University offers the Corporate Full Tuition Grant
(CFTG) to students selected and sponsored by a
participating Employer. To be eligible for the CFTG
program, students must be enrolled in Ashford University
undergraduate or Master’s level Graduate programs, or
non-degree seeking coursework at the undergraduate or
Master’s level. The CFTG program is funded by both the
Employer and Ashford University. This grant is intended
to help students avoid educational loan debt by funding a
recipient’s direct education-related costs. Direct education-
related costs include tuition for all eligible courses,
Technology Fee (per course), books, course digital
materials, instructional materials, graduation fee, and Prior
Learning Assessment (PLA) fees. As such, the Corporate
Full Tuition Grant is only available as a primary payment
option. Recipients of the CFTG program are not eligible
for any additional Ashford University discounts or grants.
Students who choose to participate in the CFTG program
are not able to receive funding from the federal student
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 71
financial aid programs (such as Pell Grant and Direct
Loans); this is a condition of participation in the CFTG
program. The choice to participate in the CFTG program is
optional and any eligible federal student financial aid is
always available to students who choose that payment
option in lieu of participation in the CFTG program.
Students will become ineligible for the CFTG program if
they choose to receive funds from any federal student
financial aid program for the same enrollment period.
If a student earns a grade that is not considered successful
based on Ashford’s academic policies or a company’s
education benefits policy, it will be considered an
allowance. Allowances will be covered under the grant and
the company will not be held responsible for the associated
cost of that course. Students may become ineligible for the
CFTG if they receive more than two (2) allowances or if
they violate University policies as outlined in the Ashford
University Academic Catalog. Allowances may reset on an
annual basis provided students maintain successful
progression and still meet their required funding amount.
Students must also abide by all applicable Undergraduate
Program Satisfactory Academic Progress (SAP) Standards
or Graduate Program SAP Standards. Students are always
expected to understand, meet, and abide by any Employer
requirements in order to continue to receive CFTG
benefits. Ashford University or the Employer may remove
a student from the CFTG at any time. Removal will be
effective at the conclusion of the student’s current course.
If a student becomes ineligible for CFTG at any point in
time, the University will automatically revert the student to
cash as a payment option. If the student would like to use
an alternate payment option instead of cash, they may
submit a Payment Option Change Request Form. Students
may appeal the loss of their CFTG eligibility to Ashford
University at any time.
The CFTG funds up to ten (10) undergraduate or eight (8)
master’s courses over a period of time, up to 12-months,
referred to as an FTG Year. Concurrent enrollment,
defined as the enrollment in more than one class in
every five (undergraduate) or six (master’s) week module,
is available for students to request with an accompanied
additional cash payment for course costs. Pre-approval
without a payment may be permitted for extenuating
circumstances on a case-by-case basis at the discretion of
Ashford University. Under no circumstances can a student
complete more than ten (undergraduate) or eight (master’s)
courses within a single CFTG year.
All required CFTG forms (detailed below) must be
completed, submitted, and approved prior to application
for each new participating student. In addition, in order to
continue participation in the grant program, students are
required to re-confirm eligibility for benefits every FTG
Year. The CFTG benefits continue as long as (1) students
continue to meet Employer’s eligibility requirements, (2)
students have not completed their degree (continuation
will require a new application), and (3) students do not
elect to discontinue participation in the CFTG program.
Students must send all required forms to their assigned
Academic Advisor for verification at least seven (7) days
prior to the start of classes in the applicable FTG Year.
The University provides this grant in conjunction with the
funding provided by the Employer. The Employer must
supply a qualifying amount of tuition assistance for their
students to be eligible for the University CFTG
accompanying grant. CFTG students who have employer
or third-party administrator (TPA) required steps to ensure
payments are issued will be required to maintain a valid
credit card on file. Failure of the Employer or student to
supply any required payment may result in loss of CFTG
benefits for the grant recipient.
Documentation required for the Corporate Full Tuition
Grant includes the following:
Corporate Full Tuition Grant Agreement (executed
between the University and Employer);
Corporate Full Tuition Grant Acknowledgement,
Waiver and Release Form;
Tuition Grant Student Credit Card Payment
Authorization Form (if applicable);
Student Finance Agreement indicating Corporate
Full Tuition Grant;
Corporate Full Tuition Grant Annual Re-
Confirmation of Benefits (completed annually
after first year of enrollment).
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. Students
are encouraged to speak with their Advisor to explore all
programs they may be eligible for prior to submitting their
Corporate Full Tuition Grant documents.
Employee Tuition Savings Program
Ashford University offers an Employee Tuition Savings
(ETS) program to students selected and sponsored by a
participating employer. To be eligible for ETS, students
must be enrolled in an Ashford University undergraduate
or master’s level program, or in non-degree seeking
coursework at the undergraduate or master’s level. ETS is
funded by both the employer and Ashford University. This
savings program is intended to help students minimize
educational loan debt by funding a recipient’s direct
education-related costs not immediately covered by their
employer’s reimbursement plan. Direct education-related
costs include tuition for all eligible courses, Technology
Fee (per course), books, course digital materials,
FINANCIAL INFORMATION
72 ASHFORD UNIVERSITY
instructional materials, graduation fee, and Prior Learning
Assessment (PLA) fees.
An important condition of ETS is that students maintain
Satisfactory Academic Progress in their program of study.
Receipt of an unsuccessful grade (as defined by Ashford
University in the General Academic Information and
Policies Section in this Catalog, or grades below an
employer’s grade policy), may necessitate a student’s ETS
eligibility being reviewed by the ETS Review Committee.
If a student earns a grade that is unsuccessful by Ashford’s
or an employer’s policy, it will be considered an
allowance. Students who carry more than two (2)
allowances at any time during their course of study may
lose eligibility for ETS. Allowances may reset on an
annual basis provided students maintain successful
progression and still meet their required funding amount.
Employer Tuition Reimbursement and ETS fund up to ten
(10) undergraduate or eight (8) master’s courses over a
period of time, up to 12-months, referred to as an ETS
Year. Concurrent enrollment (defined as the enrollment in
more than one class in every five-week (undergrad) or six-
week (master’s) module) is available for students to
request with an accompanied additional cash payment for
course costs. Pre-approval without a payment may be
permitted for extenuating circumstances on a case-by-case
basis at the discretion of Ashford University. Under no
circumstances can a student complete more than ten (10)
undergraduate or eight (8) master’s courses utilizing only
employer funding within a single ETS year.
All required ETS forms (detailed below) must be
completed, submitted, and approved prior to application
for each new participating student. In addition, to continue
participation in the savings program, students are required
to re-confirm eligibility for benefits every ETS Year.
The University offers this program in conjunction with the
funding provided by the employer. The Employer must
offer a qualifying amount of tuition assistance for their
students to be eligible for the ETS program. ETS students
must maintain a valid credit card on file to be charged for
courses with a valid course grade for tuition not to exceed
the employer contribution for the ETS year. It is the
student’s responsibility to adhere to all employer tuition
assistance policies and procedures to ensure full tuition
assistance is received from their employer. Documentation
required for the Employee Tuition Savings program
includes the following:
Employee Tuition Savings Agreement (executed
between the University and Employer);
Employee Tuition Savings Acknowledgement and
Release Form;
Student Finance Agreement indicating Employee
Tuition Savings (located in the Ashford Online
Application) or Payment Option Change Request
Form (current students only)
Employee Tuition Savings Annual Re-Confirmation of
Benefits (completed annually after first year of
enrollment).
Any of the following circumstances may result in the loss
of ETS benefit eligibility:
Loss of employment with employer
Failure to meet employer’s requirements
Failure to maintain a valid credit card to be
charged for course with valid grade up to
employer contribution
Failure to submit documentation of tuition
assistance eligibility (Students must submit all
required forms to their assigned advisor for
verification at least seven (7) days prior to the start
of class in applicable ETS year)
Withdrawal/dismissal from Ashford University
Break in enrollment of greater than 14 days
without an approved Academic Leave Request
Receive more than two (2) unsuccessful grades (as
defined by Ashford University in the General
Academic Information and Policies Section of this
Catalog, or grades below an employer’s grade
policy)
Failure to meet Satisfactory Academic Progress or
violating Ashford University policies outlined in
this Catalog
Successfully complete degree program
(continuation will require a new application)
If at any point an ETS student becomes ineligible for the
savings program, they will need to select new payment
options to continue coursework. Students transitioning out
of ETS may also be eligible for the College Continuation
Benefit (CCB). For information regarding the College
Continuation Benefit, see the Ashford University College
Continuation Benefit in this section of the Catalog.
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. Students
are encouraged to speak with their Advisor to explore all
programs they may be eligible for prior to submitting their
Employee Tuition Savings documents.
Ashford University Shared Tuition
Savings Program
Ashford University (University) offers the Shared Tuition
Savings (STS) to students selected and sponsored by a
participating Employer. To be eligible for STS, students
must be enrolled in Ashford University undergraduate or
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 73
master’s level programs, or non-degree seeking
coursework at the undergraduate or master’s level.
The Shared Tuition Savings program is funded by the
student and Ashford University. The student can utilize
their company’s tuition reimbursement dollars to subsidize
the total annual contribution cost. The Shared Tuition
Savings program is intended to help students minimize
educational loan debt by funding a recipient’s tuition costs
that exceed student and employer payments. The Shared
Tuition Savings program must be selected as a primary
payment option. Students who desire to, may choose a
secondary payment option.
Students may complete up to ten (10) undergraduate or
eight (8) masters courses during a period up to 12-months,
referred to as an STS Year. Concurrent enrollment
(defined as the enrollment in more than one class in every
five-week (undergraduate) or six-week (masters) module is
available for students to request with an accompanied
additional payment. A student may not complete more
than ten (10) undergraduate or eight (8) master’s courses
without additional student funded payments within a single
STS year.
All required STS forms (detailed below) must be
completed, submitted, and approved prior to application
for each new participating student. Continued participation
in the savings program requires annual confirmation of
eligibility. Students must send all required forms to their
assigned advisor at least seven (7) days prior to the start of
classes in the applicable STS Year.
The University provides this savings program in
conjunction with the funding provided by the student and
employer. Both the student and the employer must supply
a qualified amount of tuition assistance to be eligible for
the University STS accompanying savings program. It is a
student’s responsibility to ensure on time payments. As
such, STS students will be required to maintain a valid
credit card on file to be charged for course costs up to the
total contribution plus any fees assessed.
Documentation required for the Shared Tuition Savings
includes the following:
Shared Tuition Savings Agreement (executed
between the University and Employer);
Shared Tuition Savings Acknowledgement and
Release Form;
Student Finance Agreement indicating Shared
Tuition Savings (located in the Ashford Online
Application) or Payment Option Change Request
Form (current students only); and
Shared Tuition Savings Re-Confirmation of
Benefits (completed annually after first year of
enrollment).
Government Full Tuition Grant
Ashford University offers the Government Full Tuition
Grant (GFTG) to students selected and sponsored by a
participating Government organization. The GFTG
program is funded by both the Employer and Ashford
University. This grant is intended to help students avoid
educational loan debt by funding a recipient’s direct
education-related costs. Direct education-related costs
include tuition for all eligible courses, Technology Fee
(per course), books, course digital materials, instructional
materials, graduation fee, and Prior Learning Assessment
(PLA) fees. As such, the Government Full Tuition Grant is
only available as a primary payment option.
Students who choose to participate in the GFTG program
are not able to receive funding from the federal student
financial aid programs (such as Pell Grant and Direct
Loans); this is a condition of participation in the GFTG
program. The choice to participate in the GFTG program is
optional and any eligible federal student financial aid is
always available to students who choose that payment
option in lieu of participation in the GFTG program.
Students will become ineligible for the GFTG program if
they choose to receive funds from any federal student
financial aid program for the same enrollment period.
Students may become ineligible for the GFTG if they
receive more than two (2) allowances (defined as any
course that is not eligible for reimbursement through the
GFTG Partner’s policies, including any unsuccessful
grades of “F,” “WF,” “W,” or below a “C-” for General
Education Competency courses) during their program of
study or if they violate University policies as outlined in
the Ashford University Academic Catalog. Students must
also abide by all applicable Undergraduate Program
Satisfactory Academic Progress (SAP) Standards or
Graduate Program SAP Standards. Students are always
expected to understand, meet, and abide by any Employer
requirements in order to continue to receive GFTG
benefits. Ashford University or the Employer may remove
a student from the GFTG at any time. If a student becomes
ineligible for GFTG at any point in time, the university
will automatically revert the student to cash as a payment
option. If the student would like to use an alternate
payment option instead of cash, they may submit a
Payment Option Change Request Form. Students may
appeal the loss of their GFTG eligibility to Ashford
University at any time.
The GFTG funds up to ten (10) undergraduate or eight (8)
master’s courses per 12-month period, referred to as an
FTG Year. Concurrent enrollment, defined as the
enrollment in more than one class in every five
(undergraduate) or six (master’s) week module is available
for students to request with an accompanied additional
cash payment for the course costs. Pre-approval without a
FINANCIAL INFORMATION
74 ASHFORD UNIVERSITY
payment may be permitted for extenuating circumstances,
on a case-by-case basis, at the discretion of Ashford
University. Under no circumstances can a student
complete more than ten (undergraduate) or eight (master’s)
courses utilizing only employer funding within a single
GFTG year. All required GFTG forms (detailed below)
must be completed, submitted, and approved prior to
application for each new participating student. In addition,
in order to continue participation in the grant program,
students are required to re-confirm eligibility for benefits
every twelve months. The GFTG benefits continue as long
as (1) students continue to meet Employer’s eligibility
requirements, (2) students have not completed their degree
(continuation will require a new application), and (3)
students do not elect to discontinue participation in the
GFTG program. Students must send all required forms to
their assigned Academic Advisor or Enrollment Services
Advisor for verification at least seven (7) days prior to the
start of classes in the applicable 12 month period.
The University provides this grant in conjunction with the
funding provided by the Employer. The Employer must
supply a qualified tuition benefit for their student to be
eligible for GFTG. GFTG students who have employer or
third-party administrator (TPA) required steps to ensure
payments are issued, will be required to maintain a valid
credit card on file. Failure of the Employer or student to
supply any required payment may result in loss of GFTG
benefits for the grant recipient.
Documents required for the Government Full Tuition
Grant:
Government Full Tuition Grant confirmation of
terms (executed between the University and
Employer);
Government Full Tuition Grant Acknowledgement
Form;
Tuition Grant Student Credit Card Payment
Authorization (if applicable);
Student Finance Agreement indicating
Government Full Tuition Grant;
Government Full Tuition Grant Re-Confirmation
of Benefits (completed annually after first year of
enrollment).
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. Students
are encouraged to speak with their advisor to explore all
programs they may be eligible for prior to submitting their
Government Full Tuition Grant documents.
Bright Horizons Tuition Grant
Ashford University offers the Bright Horizons Tuition
Grant (BHTG) to students selected and sponsored by
Bright Horizons. The BHTG program is funded by both
Bright Horizons and Ashford University and funds up to
ten (10) undergraduate courses per 12-month period,
referred to as a BHTG Year. Concurrent enrollment,
defined as the enrollment in more than one class in
every five (undergraduate) week module is not permissible
for BHTG students. The Bright Horizons Tuition Grant is
only available as a primary payment option. This grant is
intended to help students avoid educational loan debt by
funding a recipient’s direct education-related costs. Direct
education-related costs include tuition for all eligible
courses, Technology Fee (per course), books, course
digital materials, instructional materials, graduation fee,
and Prior Learning Assessment (PLA) fees.
Students who choose to participate in the BHTG program
are not able to receive funding from the federal student
financial aid programs (such as Pell Grant and Direct
Loans); this is a condition of participation in the BHTG
program. The choice to participate in the BHTG program
is optional and any eligible federal student financial aid is
always available to students who choose that payment
option in lieu of participation in the BHTG program.
Students will become ineligible for the BHTG program if
they choose to receive funds from any federal student
financial aid program for the same enrollment period.
Ashford University or Bright Horizons may remove a
student from the BHTG at any time. If a student becomes
ineligible for BHTG at any point in time, the University
will automatically revert the student to cash as a payment
option. If the student would like to use an alternate
payment option instead of cash, they may submit a
Payment Option Change Request Form. Students may
appeal the loss of their BHTG eligibility to Ashford
University at any time.
All required forms (detailed below) must be completed,
submitted, and approved prior to application for each new
participating student. In addition, in order to continue
participation in the grant program, students are required to
re-confirm funding every twelve months. The BHTG
benefits continue as long as (1) students continue to meet
Bright Horizons’ eligibility requirements, (2) students
have not completed their degree (continuation will require
a new application), (3) students remain in a Bright
Horizons approved academic program and (4) students do
not elect to discontinue participation in the BHTG
program. Students must send all required forms to their
assigned Advisor for verification at least seven (7) days
prior to the start of classes in the applicable 12-month
period.
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 75
The University provides this grant in conjunction with the
funding provided by Bright Horizons. The employer must
supply qualified tuition benefits for their students to be
eligible for the University BHTG accompanying grant.
Failure of the employer or student to supply any required
payment may result in loss of BHTG benefits for the grant
recipient.
Documentation required for the Bright Horizons Tuition
Grant includes the following:
Bright Horizons Tuition Grant Acknowledgement,
Waiver and Release Form;
Student Finance Agreement indicating Bright
Horizons Tuition Grant; and
EdAssist Letter of Credit (must be submitted for
every course).
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. Students
are encouraged to speak with their Advisor to explore all
programs they may be eligible for prior to submitting their
Bright Horizons Tuition Grant documents.
Military Veteran’s Benefits Plan
Veteran Benefits for Ashford University students are
managed by a team of Veteran Affairs Coordinators, who
are also School Certifying Officials (SCOs). Ashford
University’s facility code effective February 28, 2020 is
21123205. Students utilizing Title 38 benefits may direct
questions to this office at VACertification@ashford.edu.
The Military Veterans Administration Plan requires that all
tuition be paid on or before each course start date, with the
exception of the first 60 days in the student’s first
academic year. Under this plan, tuition payments are
deferred for the first 60 days of continuous enrollment in a
degree program, regardless of when the student receives
disbursement from the Department of Veterans Affairs. To
qualify, students must submit a signed Student Finance
Agreement, prior to the start of the course/term.
Degree seeking students may choose to place a credit card
on file for automatic recurring payment processing. Non-
Degree seeking students will be required to place a credit
card on file when selecting this option with authorization
to charge the card if tuition is not paid within a sixty (60)
day timeframe. Questions should be directed to the VA
Coordinator at VACertification@ashford.edu.
VA Classification of Ashford University Online Students:
Students enrolled in an online undergraduate program are
classified as three-quarter time. The only way to receive
the full-time payment rate is to double up on courses,
which is allowed after successful completion of two
courses with Ashford University. Students enrolled in an
online graduate program are classified as full time.
VA Certification Term:
Students may be certified for their
Veterans Affairs (VA) educational benefits for up to a full
certification term of scheduled courses. A certification
term is defined as up to four courses for undergraduate
students and up to three courses for graduate students.
Certification for benefits will occur no earlier than 120
days prior to the start date of the last course within the
certification term. Certification will occur no later than 30
days after the start date of a course.
Non-Degree Seeking students using VA Benefits:
Non-
Degree Seeking students
may not utilize Veterans Affairs
(VA) Education benefits
unless a valid Primary School
Letter is on file stating the course taken at Ashford
University will transfer to the student’s Primary School.
GIBill® Application Procedure:
The student must obtain
the appropriate form(s) from the Education Benefits
Application Process website at
https://www.benefits.va.gov/gibill/apply.aspForms can be
submitted online directly to the VA.
Students should double check and verify that all
information provided is true and correct prior to
submitting. Ashford University requires a copy of the
students’ confirmation page after they have submitted their
information to the VA which will contain one of the
following:
22-1990 (Application for VA Education Benefits)
for veteran students who are using their GI Bill
®
for the first time.
22-1990E (Transfer of Entitlement) for spouse or
dependents who are applying for transferred Post
9/11 benefits for the first time
22-1995 (Change of Program/Training) for veteran
and TOE students who have applied and/or used
their GI Bill
®
benefits before.
22-5490 (Chapter 35 Dependent/Spouse DEA
benefits) who are applying for this benefit for the
first time.
22-5495 (Chapter 35 Dependent/Spouse DEA
benefits) who have applied and/or used this benefit
before.
The University's VA Certifying Official will periodically
review and certify the student for courses throughout the
year on the VA-ONCE website. GI Bill
®
is a registered
trademark of the U.S. Department of Veterans Affairs
(VA). More information about education benefits offered
by the VA is available at the official U.S. government
website at www.benefits.va.gov/gibill.
FINANCIAL INFORMATION
76 ASHFORD UNIVERSITY
Procedures While Enrolled:
After the student receives an award letter from the VA, he
or she is required to begin monthly self-verification of
enrollment by the 30th of each month. This is
accomplished by using the Web Automated Verification of
Enrollment (WAVE) or by Interactive Voice Response
(IVR).
WAVE: https://www.gibill.va.gov/wave *
IVR: (877) 823-2378
*Students utilizing Chapter 33 - Post 9/11 GI Bill
®
and
Chapter 35 DEA are exempt from verifying through the
WAVE process.
Students should allow 10 to 12 weeks after
completion of all paperwork, including school
certifications, for the VA to process the first
payment. Certification will begin with the
student’s first date of eligible attendance in an
Ashford University degree program. For students
in conditional admission status, certification will
occur once the student matriculates. The VA will
process any subsequent payment monthly.
Payment of VA benefits may be sent directly to
the student or sent directly to the school,
depending on the chapter of benefits the student is
utilizing. Students are responsible for paying
Ashford University tuition and fees at the start of
each course, unless there is alternative, approved
financial aid or the student is 100% eligible under
the Post 9/11 benefit. Payment by Direct
Deposit/Electronic Funds Transfer is strongly
encouraged. Payments are sent directly to the
student’s savings or checking account. To
establish or change direct deposit information,
students should click on the ‘Direct Deposit
Enrollment Form’ link after they have logged into
WAVE. Changes and enrollments are usually
processed the next business day.
The University’s VA Certifying Official will
report course drops and withdrawals to the VA.
Course drops may affect eligibility for VA
benefits.
Veterans Benefits Deferment Policy
Ashford University will permit students who are entitled to
educational assistance under chapter 31, Vocational
Rehabilitation and Employment, or chapter 33, Post-9/11
GI Bill
®
benefits to attend their course of education when
the student provides the necessary eligibility
documentation, until the earlier of either:
the date VA provides payment to the educational
institution, or
90 days after the date the educational institution
certifies the student’s tuition and fees charges to
VA.
During this period, Ashford University will not impose
any penalty or late fees, deny access to classes, libraries, or
other institutional facilities, or impose a requirement that
students borrow additional funds because of the students
inability to meet their financial obligations to the
institution due to the delayed disbursement funding from
VA under chapter 31 or 33.
Military Tuition Assistance Plan
Ashford University is approved for active duty Military
Tuition Assistance. Students are expected to submit
Tuition Assistance (TA) vouchers to the Tuition
Assistance Administrator prior to the start of each course.
TA is applied only to tuition and reimbursable fees. Any
tuition and applicable fees not covered by the TA program
must be paid prior to the start date of each course. TA
forms, vouchers, and questions should be directed to
MilitaryTA@ashford.edu. Failure to have a voucher on file
with Ashford prior to the corresponding course may result
in being administratively removed from the scheduled
course.
Ashford University does not conduct automatic program
renewals or bundle courses or enrollments for purposes of
TA approval. The student and military service must
approve each course enrollment before the start date of the
class.
Documentation required for the Military TA Plan:
Military Tuition Assistance forms (branch
specific)
Military Tuition Assistance Procedure:
Military students must first complete the
TA Authorization form;
After command approval has been received, the
student digitally signs the TA Authorization form
and then sends it by fax or email to:
Ashford University
Military Tuition Assistance
MilitaryTA@ashford.edu
Fax: (858) 408-3511
The TA Authorization form must be received
before the fee waiver or course cost adjustments
will be applied. TA vouchers must be received the
Friday prior to the start of each course.
Once the TA Authorization form has been
received by the Ashford University Military
Tuition Assistance Office, and the appropriate
attendance has been posted by the student, an
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 77
invoice will be sent to the military. A copy of this
invoice may be mailed or faxed to the student
upon request.
Return of Military Tuition Assistance
Funds (TA Invoicing)
Institutions receiving Military Tuition Assistance funds
must have a policy that demonstrates compliance with the
Military’s requirement to return unearned TA funds on a
proportional basis through at least the 60 percent portion
of the period for which the funds were provided.
Rather than invoicing Military Tuition Assistance
(Military TA) at or prior to the start of a course and later
refunding any portion of Military TA that is unearned,
Ashford University defers invoicing Military TA until
attendance requirements have been met.
Military TA funds are earned on a proportional basis
through the 60 percent portion of a course, with the
exception of the Add/Drop Period (Days 0-3) during which
no TA is earned. The standard formula for determining the
amount of TA earned is calculated on a percentage basis
by comparing the total number of days completed* to the
total number of days in the course. The calculation
determines the amount of TA for which a student is
eligible and thus the amount of Military TA for which the
services will be invoiced.
*Number of days completed is based on a student’s last
day of attendance in the course (LDA).
Determining Military TA Earned for
Undergraduate 5-week Courses
Last Day
of
Attendance
in Course:
Days
0-3
Day
4
Days 5 - 21
Days
22-35
Percent of
TA
Earned:
0%
10%
% 𝑜𝑓 𝑇𝐴 𝑒𝑎𝑟𝑛𝑒𝑑
=
𝐿𝑎𝑠𝑡 𝑑𝑎𝑦 𝑜𝑓 𝑎𝑡𝑡𝑒𝑛𝑑𝑎𝑛𝑐𝑒 𝑖𝑛 𝑡ℎ𝑒 𝑐𝑜𝑢𝑟𝑠𝑒
𝑇𝑜𝑡𝑎𝑙 # 𝑜𝑓 𝑑𝑎𝑦𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑐𝑜𝑢𝑟𝑠𝑒
100%
Determining Military TA Earned for
Graduate 6-week Courses
Last Day
of
Attendance
in Course:
Days
0-3
Days
4-5
Days 6 - 2
Days
26-42
Percent of
TA
Earned:
0%
10%
% 𝑜𝑓 𝑇𝐴 𝑒𝑎𝑟𝑛𝑒𝑑
=
𝐿𝑎𝑠𝑡 𝑑𝑎𝑦 𝑜𝑓 𝑎𝑡𝑡𝑒𝑛𝑑𝑎𝑛𝑐𝑒 𝑖𝑛 𝑡ℎ𝑒 𝑐𝑜𝑢𝑟𝑠𝑒
𝑇𝑜𝑡𝑎𝑙 # 𝑜𝑓 𝑑𝑎𝑦𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑐𝑜𝑢𝑟𝑠𝑒
100%
For information regarding course drops due to military
service obligation, please refer to the Military Deployment
Provisions policy in the General Academic Information
and Policies section of this Catalog.
Ashford University Active
Duty Service Member Grant
Undergraduate Students:
Students enrolled in an
undergraduate program may be eligible for the Ashford
University Active Duty Service Member Grant. Eligible
students include Active Duty, National Guard, Reservists,
spouses of Active Duty, Department of Defense employees
using Tuition Assistance (TA), and Civilian employees of
the United States Coast Guard (only if utilizing Military
TA). All other eligible students must provide the
University with an approved TA Authorization form or
appropriate version of military service.
The grant reduces tuition for undergraduate courses to
$250 per credit. In addition, this grant also covers the sales
tax, technology fees, graduation fee and course materials
required for an eligible student's program of study,
including standard shipping costs where applicable, when
purchased through Ashford University’s bookstore or
textbook partner. The cost of required electronic materials
is also covered by the grant. Students should refrain from
purchasing course materials prior to confirmation of
sufficient enrollments.
Master’s Students:
Students enrolled in a master’s
program may be eligible for the Ashford University Active
Duty Service Member Grant. Eligible students include
Active Duty, National Guard, Reservists, spouses of
Active Duty, Department of Defense employees using
Tuition Assistance (TA), Veterans Affairs employees, and
Civilian employees of the United States Coast Guard (only
if utilizing Military TA). All other eligible students must
provide the University with an approved TA Authorization
form or appropriate verification of military service.
The grant covers the sales tax, technology fees, graduation
fee and course materials, including standard shipping costs
where applicable, required for an eligible student’s
program of study and purchased through Ashford
University’s bookstore or textbook partner. The cost of
required electronic materials is also covered by the grant.
Students should refrain from purchasing course materials
prior to confirmation of sufficient enrollments. Grants are
only applied to an eligible student’s account upon receipt
of an approved TA Authorization form or appropriate
verification of military service.
Doctoral Students:
Students enrolled in a Doctoral
program may be eligible for the Ashford University Active
Duty Service Member Grant. Eligible students include
Active Duty, National Guard, Reservists, spouses of
Active Duty, Department of Defense employees, and
Civilian employees of the United States Coast Guard (only
if utilizing Military TA). All other eligible students must
FINANCIAL INFORMATION
78 ASHFORD UNIVERSITY
provide the University with an approved TA Authorization
form or appropriate verification of military service.
The grant amount for Doctoral degree students will equate
to 15% of the cost of tuition. In addition, this grant also
covers sales tax, technology fees, graduation fee, and
course materials, including standard shipping costs where
applicable, required for an eligible student’s program of
study and purchased through Ashford University’s
bookstore or textbook partner. Grants are only applied to
an eligible student’s account upon receipt of an approved
TA Authorization form or appropriate verification of
military service.
All Degree Levels:
The military grant is not retroactive.
Students who exceed 365 days of consecutive non-
attendance will be asked to recertify eligibility for the
Ashford University Active Duty Service Member Grant
upon return by providing appropriate verification of
military service. This program may not be utilized
concurrently in the same enrollment period with any other
Ashford University sponsored grant, scholarship, or
benefit program.
Ashford University Veteran
Grant
Undergraduate Students:
Students enrolled in an
undergraduate program may be eligible for the Ashford
University Veteran Grant. Eligible students include,
students using VA Education Benefits, veterans discharged
under honorable conditions, Department of Defense (DoD)
employees not using Tuition Assistance, and Department
of Affairs (VA) employees. Grants are only applied to an
eligible student’s account upon receipt of an approved VA
certification if using benefits or a copy of the DD-214
showing veteran was honorably discharged.
The grant reduces tuition for undergraduate courses to
$450 per credit. In addition, this grant also covers the sales
tax, technology fees, graduation fee, and course materials
required for an eligible student's program of study,
including standard shipping costs where applicable, when
purchased through Ashford University’s bookstore or
textbook partner. The cost of required electronic materials
is also covered by the grant. Students should refrain from
purchasing course materials prior to confirmation of
sufficient enrollments.
Master's Students:
Students enrolled in a master's
program may be eligible for the Ashford University
Veteran Grant. Eligible students include, students using
VA Education Benefits, veterans discharged under
honorable conditions, veterans discharged under general
conditions, Department of Defense (DoD) employees not
using Tuition Assistance and Department of Veteran
Affairs (VA) employees. Grants are only applied to an
eligible student’s account upon receipt of an approved VA
certification if using benefits or a copy of the DD-214
showing veteran was honorably discharged.
The grant covers the sales tax, technology fees, graduation
fee, and course materials, including standard shipping
costs where applicable, required for an eligible student’s
program of study and purchased through Ashford
University’s bookstore or textbook partner. The cost of
required electronic materials is also covered by the grant.
Students should refrain from purchasing course materials
prior to confirmation of sufficient enrollments.
Doctoral Students:
Students enrolled in a Doctoral
program may be eligible for the Ashford University
Veteran Grant. Eligible students include, students using
VA Education Benefits, veterans discharged under
honorable conditions, veterans discharged under general
conditions, Department of Defense (DoD employees not
using Tuition Assistance, and Department of Veteran
Affairs (VA) employees. Grants are only applied to an
eligible student’s account upon receipt of an approved VA
certification if using benefits or a copy of the DD-214
showing veteran was honorably discharged.
The grant amount for Doctoral degree students will equate
to 15% of the cost of tuition. In addition, this grant also
covers sales tax, technology fees, graduation fee, and
course materials, including standard shipping costs where
applicable, required for an eligible student’s program of
study and purchased through Ashford University’s
bookstore or textbook partner.
All Degree Levels:
The veteran grant is not retroactive.
Students who exceed 365 days of consecutive non-
attendance may be asked to recertify eligibility for the
Ashford University Veteran Grant upon return by
providing appropriate verification of military service. This
program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program.
Military Grant Grandfathering
Students who previously received the Ashford University
Active Duty Service Member or Veteran Grant, and who
subsequently enroll in another degree program after
graduating, are permitted to continue to receive the grant
without recertifying eligibility, unless they have been out
of attendance more than 30 days.
Students who were previously enrolled with University of
the Rockies and maintain their current program will
continue to receive the University of the Rockies rate for
the Military Grant; however, Students who exceed 30 days
of consecutive non-attendance and are not on an
approved Academic Leave will be asked to recertify
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 79
eligibility for the Ashford University Active Duty Service
Member or Veteran Grant upon return by providing
appropriate verification of military service. At that point,
those students will receive the appropriate grant based on
eligibility.
Ashford Corporate Tuition
Benefit Program
Students enrolled in undergraduate or graduate coursework
may be eligible for Ashford Corporate Tuition Benefit
program. Eligible students may include Participating
Organizations’ employees, and select members. This
benefit may also be expanded to include immediate family
members of employees or members of select
organizations. An immediate family member is defined as:
spouse (husband, wife, or domestic partner) and children
(biological, step-children, adopted, and/or foster children).
Benefits are only applied to an eligible student’s account
upon receipt and approval of the Corporate Tuition Benefit
Request form with valid supporting documentation
demonstrating employment, membership or approved
association with a Participating Organization. Ashford
University reserves the right to request additional
documentation to verify eligibility at any time. Benefits
will not be retroactively applied to coursework that began
prior to approval into the Corporate Tuition Benefit
program.
Benefits are applicable towards course tuition, and are
applied as a percentage discount of tuition charges. In
addition, this benefit may also cover Technology Fees and
course materials fee waivers. Course material fee waivers
will only be applicable for course materials purchased
directly through Ashford University, Ashford University’s
bookstore, or alternate pre-approved vendors. A course
material fee waiver will cover the cost of an electronic
copy of all available items. If no electronic copy is
available, the fee waiver will cover the cost of the hard
copy materials plus standard shipping.
Students who exceed 30 days of consecutive non-
attendance and are not on an approved Academic Leave
will be removed from the Corporate Tuition Benefit
program. Students who wish to return to the program will
need to re-submit the eligibility form and documentation
for approval.
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. Students
are encouraged to speak with their advisor to explore all
programs they may be eligible for prior to submitting their
Corporate Tuition Benefit Request form.
Ashford Non-Profit Tuition
Benefit Program
Students enrolled in undergraduate or graduate coursework
may be eligible for the Ashford Non-Profit Tuition Benefit
program. Eligibility will be limited to paid employees of
Participating Organizations. A Participating Organization
will be pre-qualified and on record with the University.
Benefits are only applied to an eligible student’s account
upon receipt and approval of the Non-Profit Tuition
Benefit Request Form with valid supporting
documentation demonstrating employment with a
Participating Organization. Ashford University reserves
the right to request additional documentation to verify
eligibility at any time. Benefits will not be retroactively
applied to coursework that began prior to approval into the
Non-Profit Tuition Benefit program.
Eligible employees who successfully apply to and attend
Ashford University will receive a 20% tuition discount,
Technology Fee waivers, and required course material fee
waivers. Course material fee waivers will only be
applicable for course materials purchased directly through
Ashford University, Ashford University’s bookstore, or
alternate pre-approved vendors. A course material fee
waiver will cover the cost of an electronic copy of all
available items. If no electronic copy is available, the fee
waiver will cover the cost of the hard copy materials plus
standard shipping.
Students who exceed 30 days of consecutive non-
attendance and are not on an approved Academic Leave
will be removed from the Non-profit Tuition Benefit
program. Students who wish to return to the program will
need to re-submit the eligibility form and documentation
for approval.
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. Students
are encouraged to speak with their advisor to explore all
programs they may be eligible for prior to submitting their
Non-Profit Tuition Benefit Eligibility Request form.
Ashford Government Tuition
Benefit Program
Students enrolled in undergraduate or graduate coursework
may be eligible for the Ashford Government Tuition
Benefit program. Eligibility will be limited to paid
employees or immediate family members of paid
employees of participating state and local governmental
organizations. Governmental organizations will be defined
as an IRS Section 115 organization. An immediate family
FINANCIAL INFORMATION
80 ASHFORD UNIVERSITY
member is defined as: spouse (husband, wife, or domestic
partner) and children (biological, step-children, adopted,
and/or foster children). A Participating Organization will
be pre-qualified and on record with the University. Grants
are only applied to an eligible student’s account upon
receipt and approval of the Government Tuition Benefit
Request Form with valid supporting documentation
demonstrating employment with a Participating
Organization. Ashford University reserves the right to
request additional documentation beyond what is requested
to verify/confirm eligibility at any time.
Eligible students who attend Ashford University and
successfully apply to the Government Tuition Benefit
program will receive a 20% tuition discount, Technology
Fee waivers, and required course material fee waivers.
Course material fee waivers will only be applicable for
course materials purchased directly through Ashford
University, Ashford University’s bookstore or alternate
pre-approved vendors. A course material fee waiver will
cover the cost of an electronic copy of all available items.
If no electronic copy is available, the fee waiver will cover
the cost of the hard copy materials plus standard shipping.
Students who exceed 30 days of consecutive non-
attendance and are not on an approved Academic Leave
will be removed from the Government Tuition Benefit
program. Students who wish to return to the program will
need to re-submit the request form and documentation for
approval.
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. Students
are encouraged to speak with their advisor to explore all
programs they may be eligible for prior to submitting their
Government Tuition Benefit Request form.
Ashford University College
Continuation Benefit
Students who were previously receiving a Full Tuition
Grant (FTG), Tuition Grant (TG), Employee Tuition
Savings (ETS), Tuition Benefit (TB), Head Start Grant, or
Bridgepoint Education Tuition Benefit may be eligible for
the College Continuation Benefit if they are no longer
eligible for benefits through their employer affiliation and
are in good standing with Ashford University. The College
Continuation Benefit offers a tuition discount of up to 20%
of tuition costs and will align with the student’s previous
benefits if less than 20%. Fee waivers may also be
provided to align with fees waived under the previous
grant or benefit type. Former FTG, TG and ETS students
utilizing the College Continuation Benefit will be required
to utilize a primary payment option other than CFTG,
GFTG, BHTG or ETS.
Once enrolled under the College Continuation Benefit,
students must abide by all applicable Satisfactory
Academic Progress (SAP) Standards. This program may
not be utilized concurrently in the same enrollment period
with any other Ashford University sponsored grant,
scholarship, or benefit program. Tuition benefits are
applicable to course tuition and are applied as a percentage
of tuition per credit hour. In addition, this may also cover
Technology Fees and course materials required for an
eligible student's program of study, including standard
shipping costs where applicable, when purchased through
Ashford University’s bookstore or textbook partner.
Students are reviewed for CCB eligibility at the time of the
loss of employer benefits. If a student opts out of or is
removed from CCB, that student must submit a request to
regain CCB benefits.
Ashford University Alumni
Tuition Grant
Students who graduate from an Ashford University or
University of the Rockies degree program and enroll in an
online Ashford University degree program qualify for an
Alumni Tuition Grant.
Students who qualify for the Alumni Tuition Grant must
successfully complete four attempted courses after
matriculation into an undergraduate degree program or
three attempted courses after matriculation into a Master’s
degree program. The tuition grant will then be applied to
the student’s account in the amount of tuition charged for
the fifth or fourth attempted course to apply to the cost of
the course, depending on the student’s degree program.
Once the grant is applied to the student’s account, a
student is not eligible for an additional grant until he/she
graduates from another Ashford University degree
program and meets admissions requirements to enroll in a
subsequent degree program.
Students who graduate from an Ashford University or
University of the Rockies Master’s degree program and
enroll in an Ashford University Doctoral program qualify
for the Alumni Tuition Grant. Students awarded this grant
will receive a 25% tuition discount per course. This
discount may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. To
maintain eligibility, students must maintain Satisfactory
Academic Progress and remain continuously enrolled at
the University.
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 81
Alumni who paid a one-time Technology Services Fee in
an earlier enrollment will also have each course’s
Technology Fee waived.
Ashford University Bridge
Grant
Ashford University understands that some students require
additional financial support during their first academic
year which is why the University offers the Bridge Grant
to new and reapply undergraduate students who reflect
financial need upon the review of financial aid eligibility.
Students are not required to apply for financial aid to see if
they qualify for additional support through the Bridge
Grant. However, students are required to complete the Free
Application for Federal Student Aid (FAFSA) and any
required verification documents within 30 days from their
start date in order for the University to determine the
student’s need.
A student’s need is determined by assessing a student’s
maximum financial aid eligibility based on independent
level funding. The Bridge Grant can only be applied to
direct costs, which are tuition, course digital materials, and
technology fees, up to a student’s maximum financial aid
eligibility, based on independent level funding.
Student’s that meet eligibility requirements will be
awarded the Bridge Grant, not to exceed $4,762.00, for
their first academic year. In order for a student to receive
those funds and continue to be eligible, they must also
meet academic standards. Students are expected to
complete four successful courses in 26 weeks per payment
period in their first academic year and maintain good
academic standing. Students who do not maintain good
academic standing will not receive the Bridge Grant in the
payment period that standards were not met. Students who
fail to meet academic standards in their first payment
period automatically lose eligibility for their second
payment period. Students can appeal the loss of the Bridge
Grant by speaking with a Financial Services Manager and
students may subsequently be requested to provide
supporting documentation.
Ashford University RN to
BSN Grant
Students starting in Ashford’s RN to BSN program on or
after March 5, 2019 may be eligible for a grant that
reduces tuition for all undergraduate courses to $350 per
credit (a $135/credit savings) for your entire BSN
program. Students who exceed 14 days of consecutive
non-attendance and are not on an approved Academic
Leave may be removed from the RN to BSN Grant.
This program may not be utilized concurrently in the same
enrollment period with any other Ashford University
sponsored grant, scholarship, or benefit program. For full
details, please review the official terms and conditions of
the grant.
University of the Rockies
Grant Grandfathering
Students who were previously enrolled at The University
of the Rockies will continue to receive any active grant
offerings as long as they maintain eligibility as outlined in
the original grant offering terms and conditions. In general,
students who exceed 30 days of consecutive non-
attendance and are not on an approved break will lose their
grant eligibility. Students who wish to return to their
program can discuss other financial options to fund their
education.
Other Sources of Aid
StraighterLine Tuition Grant
Ashford University is proud to be a scholarship partner of
StraighterLine, a low-cost provider of self-paced,
competency-based online courses.
Ashford University offers a tuition grant to students who
successfully complete 12 college-level credits at
StraighterLine and matriculate into an online
undergraduate program at Ashford. To determine
eligibility, students must submit an official transcript to the
Ashford University Registrar’s Office, showing successful
completion of 12 college-level StraighterLine credits in
order to be eligible for the grant. For eligible students, a
15% tuition grant will be applied to tuition charges for 8
attempted courses from the date the student is determined
to be eligible. The tuition grant will only apply to future
tuition charges and is not retroactive.
Ashford University is also an articulation partner of
StraighterLine. StraighterLine courses are evaluated for
credit by the American Council on Education (ACE) and
are accepted in transfer by Ashford University. The
transfer guide can be found on the Ashford University
website in the Non-Traditional Credits section. This guide
outlines which StraighterLine courses are equivalent to
Ashford University courses. Remedial/developmental
coursework is not transferrable to Ashford University and
students should not complete courses they have previously
completed as these may be considered duplication.
StraighterLine credits are considered non-traditional.
Please see the General Transfer Credit Provisions and
Limitations section of the Academic Catalog for more
information. This program may not be utilized
FINANCIAL INFORMATION
82 ASHFORD UNIVERSITY
concurrently in the same enrollment period with any other
Ashford University sponsored grant, scholarship, or
benefit program.
For more information about StraighterLine, please visit
http://www.straighterline.com/colleges/ashford-university.
Outside Scholarships
Students are encouraged to search for outside funding for
their education. Any student who receives additional funds
from any source, such as an outside scholarship, before or
after receiving financial aid from the University, must
report the source and the value of the award to the
Financial Aid Office. Additional funds could require an
adjustment or cancellation to a portion of the existing
financial aid award to avoid an “overaward” as defined by
federal and state regulations. Examples of scholarship
searches include, but are not limited to:
www.fastweb.com
www.finaid.org/scholarships
www.scholarshipamerica.org
Ashford University is not responsible for the content of
these websites and does not endorse any particular outside
scholarship website. Please beware of sites that ask for
payment for scholarship information and/or applications
and review all information carefully before applying.
Private Loan
Before considering a private education loan, students are
recommended to first apply for available federal student
financial aid (Title IV) to ensure any eligible federal grant
aid is utilized and/or any eligible federal low interest loans
available are considered. If a student wishes to apply for a
private education loan, Ashford University will work with
any lender participating in a private student loan program
from which a student wishes to borrow. If a student
obtains a loan to pay for an education program, the student
will have the responsibility to repay the full amount of the
loan plus interest. Please contact the Financial Aid Office
for additional information about all available education
funding options.
Financial Aid Plan
The University will provide assistance to all students and
families who are eligible for federal student financial aid
(Title IV). The University provides a convenient online
application process to complete the necessary financial aid
documents listed below. All students seeking federal,
financial aid must be admitted to an eligible degree
program to determine financial aid eligibility. To complete
the process for the Financial Aid Plan, students must
provide the following:
The Institutional Financial Aid Application;
The Free Application for Federal Student Aid
(FAFSA)*;
Entrance Loan Counseling, if applicable;
A Direct Loan Master Promissory Note (MPN), if
applicable;
Understanding Your Financial Aid Offer Tool
(EFIP), if applicable: and
All related paperwork and documentation
requested by the University.
*Note: New students enrolled March 1 through June 30
are highly encouraged to complete the current and future
FAFSA. Completing both FAFSAs in this timeframe will
allow the Financial Aid Office to determine all eligible
aid.
Federal Student Aid Eligibility
Eligibility for federal student aid is based on financial need
and on several other factors. To be eligible for most types
of federal financial aid, a student must:
Demonstrate financial need (for most programs);
Have a high school diploma or a recognized
equivalent such as a General Educational
Development (GED) certificate or completion of a
high school education in a homeschool setting
approved under state law;
Be a U.S. citizen, US national, or eligible
noncitizen;
Have a valid social security number unless you are
from the Republic of the Marshall Islands,
Federated States of Micronesia, or the Republic of
Palau;
Register with the Selective Service (if required);
Be enrolled as a regular student in an eligible
degree or certificate program;
Maintain satisfactory academic progress once in
school;
Certify that no federal student loan is in a default
status and no money is owed on a federal student
grant; and
Certify that use of federal student aid is only for
educational purposes.
Financial Aid Student’s Rights
As a financial aid applicant or recipient, a student has the
right to:
Be advised on the different financial aid programs
available and how to apply for them;
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 83
Be advised on deadline dates for submitting
applications for each financial aid program
available;
Be advised on how the student’s financial need
was determined;
Be advised on how financial aid will be disbursed;
Be advised on each of the various programs in the
student’s packaging;
Be advised on the impacts of withdrawal, such as
refunds or repayments of financial aid;
Be advised on the requirements for maintaining
financial aid eligibility and satisfactory academic
progress;
Have all application information treated with the
highest confidentiality; and
Be advised on the names of the organizations that
accredit or license the University.
Financial Aid Student’s Responsibilities
As a financial aid applicant or recipient, students have the
following responsibilities:
To apply for financial aid by appropriate deadlines
to be considered for financial assistance;
To submit all required forms accurately and
completely;
To provide documentation, verification of income,
corrections and/or any information to complete the
financial aid file;
To notify the Financial Aid Office when additional
aid is received from outside sources;
To accept responsibility for all forms and
agreements that are signed;
To use financial aid only for actual educational
expenses; and
To complete exit counseling online or to schedule
an exit interview with the Financial Aid Office
within 30 days of graduating or withdrawing from
the University for any reason.
NSLDS Consumer Information Disclosure
When the University processes federal student aid, the
loan will be submitted to the National Student Loan Data
System (NSLDS) when the funds have been processed and
will be accessible by guaranty agencies, lenders, and
institutions determined to be authorized users of the data
system.
Financial Aid Consortium Agreement
This policy documents Ashford University’s position on
participating in consortium agreements with other
institutions for the purpose of receiving or processing
federal financial aid funds. Ashford University will act as a
host institution for students not enrolled in a degree
seeking program on an individual basis. The University
will not act as a home or host institution for students
enrolled as degree seeking.
Cost of Attendance
Cost of Attendance (COA) budgets are estimated costs for
completing a full academic year and provides students and
parents with reasonable projected educational costs
associated with full-time attendance at Ashford University.
The University uses these costs to develop budgets for
awarding federal financial aid. Costs will vary according
to the individual student profile; for example, whether the
student is an undergraduate or graduate student or whether
the student is living with parents or not.
The COA includes direct and indirect expenses:
Direct expenses include tuition, fees, books, and
supplies.
Indirect expenses include room and board, as well
as allowance for personal expenses.
FINANCIAL INFORMATION
84 ASHFORD UNIVERSITY
Federal Direct Annual Loan Limits
Federal Direct Annual Loan Limits:
Dependent
Undergraduate
Students
Independent
Undergraduate
Students*
Graduate
Students
First Year Students
Online Programs: 0–24 credits
Total: $5,500
Max Subsidized:
$3,500
Total: $9,500
Max Subsidized:
$3,500
Total
Unsubsidized:
$20,500
Second Year Students
Online Programs: 25–48 credits
Total: $6,500
Max Subsidized:
$4,500
Total: $10,500
Max Subsidized:
$4,500
Total
Unsubsidized:
$20,500
Third Year Students and Beyond
(each year)
Online Programs: 49 credits or greater
Total: $7,500
Max Subsidized:
$5,500
Total: $12,500
Max Subsidized:
$5,500
Total
Unsubsidized:
$20,500
Students who successfully complete the weeks and credits required in an academic year will be eligible to be packaged for
the next grade level for registered coursework following completion of the academic year. Transfer students who are
awarded credits equal to or greater than the number required for completion of an academic year are eligible to be
packaged for the next grade level, where applicable (e.g., students transferring in 24 credits or greater are eligible to be
packaged as a second year student). Students completing an Associate degree may only be eligible to borrow loan
amounts up to a second year student grade level, regardless of the number of credits transferred in.
Federal Direct Aggregate Loan Limits*
Dependent
Undergraduate Students
Independent
Undergraduate Students**
Graduate Students
Maximum
Total
Aggregate
Loan Limits
$31,000
Max Subsidized:
$23,000
$57,500
Max Subsidized: $23,000
$138,500
Max Subsidized: $65,500
(includes undergraduate
borrowing)
*A borrower who has reached his or her aggregate borrowing limit may not receive additional loans until he or she has
reduced his or her aggregate loan amount.
**A dependent student whose parent is denied a PLUS loan is allowed to borrow additional Unsubsidized Direct amounts
equal to the amount that independent borrowers are able to borrow.
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 85
How to Apply for Financial Aid
Potential students must complete an application for
admission to the University. A student must be accepted
by the University before a financial aid award can be
determined. Students should then complete the Free
Application for Federal Student Aid (FAFSA), and list the
University (School Code: 001881) as a college to receive
information. Also, complete an Institutional Financial Aid
Application, the Understanding Your Financial Aid Offer
tool (if applicable), a Master Promissory Note (if
applicable), and Entrance Loan Counseling (if applicable).
The University may also require additional documents to
verify aid eligibility (for additional information, please see
the Verification for Federal Student Aid Eligibility in this
section of the Catalog). It is highly recommended that the
student or parent apply for the Federal Student Aid
Identification Number (FSA ID) through the U.S.
Department of Education at any of the following websites:
fsaid.ed.gov;
https://studentaid.ed.gov/sa/fafsa;
https://studentaid.gov/
https://studentloans.gov/myDirectLoan/index.actio
n; or
https://studentaid.ed.gov/
The FSA ID serves as the student’s electronic signature
and can be used to electronically apply for federal student
aid and access Federal Student Aid records online.
The FSA ID should be kept in a safe location and should
not be shared with anyone.
Free Application for Federal Student Aid
(FAFSA)
The FAFSA is available online at
https://studentaid.gov/h/apply-for-aid/fafsa. The completed
form should be signed electronically with the
applicant’s FSA ID so that the student’s financial need can
be evaluated.
Verification for Federal Student Aid
Eligibility
The federal government requires colleges and universities
to verify, or confirm, the data reported by students and/or
their parent(s) on the FAFSA. The verification process
ensures that eligible students receive all the financial aid to
which they are entitled and prevents ineligible students
from receiving financial aid to which they are not entitled.
A subset of financial aid applications are randomly
selected by the U.S. Department of Education for
verification. If a student is selected for verification, there is
an asterisk next to the Expected Family Contribution
(EFC) on the Student Aid Report (SAR). The SAR may be
viewed online at https://studentaid.gov/h/apply-for-
aid/fafsa under Step 3, “View and Print Your Student Aid
Report.”
Applications selected for verification are placed into a
Verification Tracking Group (V1, V4, or V5). The SAR
indicates with a tracking flag for which group the student
has been selected. Items to be verified are based on the
specific Verification Tracking Group. If a student is
selected for verification, the Financial Aid Office notifies
the student of required documentation.
The student (and parent(s) of dependent students), are
required to provide appropriate and legible supporting
documents to the Financial Aid Office. Depending on the
Verification Tracking Group selected, one or more of the
following documents may be requested:
Verification Worksheet;
For tax filers - IRS Tax Return Transcript or use of
IRS Data Retrieval Process;
For non-tax filers – W-2s from each
employer/statements regarding income earned from
work and verification of non-filing;
Verification of high school completion (or
equivalent), if applicable; and
Identity and Statement of Educational Purpose, if
applicable.
Please note that additional documents regarding household
size and income may be requested at the Financial Aid
Office’s discretion to complete the verification process.
Participation in the verification process is not optional.
Students with V1 verification category, who do not submit
the required documentation within 30 days of request may
experience financial aid processing delays, and may be
administratively withdrawn until all supporting
verification documents have been received by the
University’s Financial Aid Office.
New online students who are selected for the customized
verification categories of V4 or V5 must submit the
required Identity and Statement of Educational Purpose
documentation prior to progressing beyond conditional
admission status or they will be administratively
withdrawn prior to attending week four of their first
course. Any other required documentation must be
completed within 30 days of request.
Continuing students who are selected for the customized
verification categories of V4 or V5 must submit the
Identity and Statement of Educational Purpose within 30
days of notification as well as any other requested
documentation. In the event the 30
th
day falls within the
last week of the course, students will be permitted to
complete that course. In the weeks following the deadline,
if all requested documentation is not received, students
FINANCIAL INFORMATION
86 ASHFORD UNIVERSITY
will be withdrawn from the University and any Title IV aid
previously disbursed must be returned on students’ behalf.
If clarification is needed on a verification document or the
Student Aid Report, an advisor from the Financial Aid
Office will contact the student for additional information.
Possible corrections may be required on the SAR. If a
student’s financial aid award in any way changes as a
result of verification, a new award letter is generated and
available via the portal to view or print. Verification
Worksheets can be obtained on the Student Portal.
Financial aid will not be processed or disbursed if an
applicant fails to provide the appropriate and legible
verification documentation.
Fraudulent Activity
If Ashford University obtains any credible information
indicating that an applicant for federal student financial
assistance may have knowingly engaged in fraud or other
criminal misconduct in connection with his or her
application for federal student financial assistance, that
individual will be referred to the Office of Inspector
General (OIG) of the U.S. Department of Education.
Examples of this type of misconduct may include, but are
not limited to:
False claims of independent student status;
False claims of citizenship;
Use of false identities;
Forgery of signatures or certifications; and
False statements of income.
Code of Conduct and Federal Student Aid
Eligibility
In addition to being referred to the OIG, students suspected
and being investigated for Academic Dishonesty and/or
knowingly furnishing false, falsified or forged information
to the University will be placed on a hold and unscheduled
from future courses. For those students utilizing financial
aid, this hold will prevent a financial aid disbursement
until the issue is resolved through either the appeal process
or through a Student Community Standards Formal
Hearing. For more information on the code of conduct
review process please see that section in this Catalog.
NSLDS Fraud Loan Flag and Federal
Student Aid Eligibility
Students who have been convicted of fraudulently
obtaining federal loans are no longer eligible for Federal
Title IV aid. Students will be flagged on the Student Aid
Report (SAR) as comment code 272. Students with this
comment code must refer to the loan holder for resolution.
A financial aid hold will be immediately placed on the
student’s account and students will be unscheduled from
all future courses. For those students utilizing financial aid,
this hold will prevent a financial aid disbursement until the
issue is resolved. If a student is still within the first week
of their course, or within the Ashford Promise/Conditional
Admission Period (CAP), those students will be removed
from their current course as well. Students will be
administratively withdrawn from the University after 14
days of non-attendance.
Identity Reject Flag and Federal Student
Aid Eligibility
Students who meet certain conditions related to identity
issues will be flagged on the Student Aid Report (SAR) as
comment code 281 and are no longer eligible for Federal
Title IV aid until resolved. A financial aid hold will be
immediately placed on the student’s account and students
will be unscheduled from all future courses. For those
students utilizing financial aid, this hold will prevent a
financial aid disbursement until the issue is resolved. If a
student is still within the first week of their course, or
within the Ashford Promise/Conditional Admission Period
(CAP), those students will be removed from their current
course as well. Students will be administratively
withdrawn from the University after 14 days of non-
attendance.
This comment code can only be overridden by the
Department of Education. Students should contact Federal
Student Aid at 202-377-3889 for resolution. The
Department will work with students regarding requesting
documentation directly to clear the issue. If the comment
code is determined to be in error or is resolved, the school
will receive a reprocessed ISIR with an override comment
code 283.
Unusual Enrollment History and Federal
Student Aid Eligibility
Students who are flagged on the Student Aid Report
(SAR) as comment code 359 or comment code 360, who
did not successfully complete coursework during an
academic year in which they also received a Pell grant
and/or a Federal Direct Loan (not including a Direct
Consolidation Loan or parent PLUS loan), may be
required to submit a letter of explanation and appropriate
college history documentation for review by Ashford. The
letter and explanation must show that there were
extraordinary or unusual circumstances that occurred
which prevented the student from being successful in his
or her studies. All requested documentation related to a
comment code 359 or 360 for new online students must be
submitted and approved by Ashford University prior to a
student progressing beyond conditional admission status or
the student will be administratively withdrawn prior to
attending week four of their first course. For continuing
students, if requested, the Identity and Statement of
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 87
Educational Purpose must be submitted and approved
within 14 days of notification or the student will be
administratively withdrawn; any other requested
documentation must be submitted and approved within 30
days. Financial aid will not be processed or disbursed if an
applicant fails to provide the requested documentation.
Total and Permanent Disability Discharge
If a student has had previous student loans discharged due
to total and permanent disability, they must be counseled
by a Financial Services Advisor regarding obligations on
borrowing new loans. Students may also be required to
submit additional documentation to be eligible to receive
financial aid funding. If a student is in the process of
having previous student loans discharged and is applying
for financial aid, their application for dismissal of loans
could potentially be rejected by the loan servicer and loans
may go into repayment.
General Financial Aid Reapplication
Process
It is the student’s responsibility to reapply for funding as
necessary by completing the FAFSA and any subsequent
document requested by the Financial Aid Office. Students
must reapply 90 days prior to the start of each academic
year. Tardiness in applying could result in disqualification
of the Financial Aid Plan and requires compliance with the
terms and conditions of the Cash Plan.
If a student does not complete the financial aid process in
advance of his or her last date of attendance, he or she
forfeits eligibility for financial assistance that might
otherwise have been available during that period of
enrollment, and becomes fully responsible for all
remaining balances.
Undergraduate Programs
Renewed Loan Eligibility: A student enrolled in an
undergraduate program may renew his or her loan for the
next academic year once these conditions have been met:
If required, submission of a new award year
FAFSA and any subsequent documents requested
by the Financial Aid Office;
The student has completed the initial 40-weeks of
instructional time and the loan period has ended;
The student has successfully completed 24
undergraduate-level credits; and
The student is registered for another course.
Master’s Programs
Renewed Loan Eligibility: A student enrolled in a graduate
program may renew his or her loan for the next academic
year once these conditions have been met:
If required, submission of a new award year
FAFSA and any subsequent documents requested
by the Financial Aid Office;
The student has completed the initial 36-weeks of
instructional time and the loan period has ended;
The student has successfully completed 18
graduate-level credits; and
The student is registered for another course.
Doctorate Programs
Renewed Loan Eligibility: A student enrolled in a graduate
program may renew his or her loan for the next academic
year once these conditions have been met:
If required, submission of a new award year
FAFSA and any subsequent documents requested
by the Financial Aid Office;
The student has completed the initial 36-weeks of
instructional time and the loan period has ended;
The student has successfully completed 18
graduate-level credits; and
The student is registered for another course.
Students’ completing their Dissertation/Applied
Doctoral Project or Practicum courses must
complete 18 weeks of instructional time and 2 or 3
successfully earned credits based on their program
requirements.
Entrance Counseling for Federal Loan
Recipients
All first-time Federal Direct loan recipients who have
received a Financial Aid Award offer and have accepted
the Federal Direct Loan(s) are required to complete online
Federal Direct Loan Entrance Counseling and to sign a
Federal Direct Loan Master Promissory Note prior to the
school receiving the funds. First-time borrowers of federal
loans at Ashford University must complete Entrance
Counseling as mandated by federal regulations. This
requirement is met by completing an Entrance Counseling
exercise online. Federal loans (Direct Loans and Grad
PLUS) cannot be released to a student’s account until this
federal requirement is satisfied. Students will be provided
information on how to complete the required counseling
exercises along with their financial aid award information.
A PLUS loan applicant, either a parent or a graduate or
professional student, that has an adverse credit history
must complete additional required PLUS loan counseling
via the StudentLoans.gov website.
Types of Financial Aid
In general, financial aid is provided in the form of grants
and loans. Part-time work programs are also available for
FINANCIAL INFORMATION
88 ASHFORD UNIVERSITY
enrolled students. While some students may qualify for
one type of financial assistance, others may qualify for a
combination of two or more programs. The financial aid
packaging process is awarding aid without exceeding the
student’s financial need. This packaging of financial aid
allows Ashford University to assist a larger number of
students and to award aid suited to the student’s individual
needs. Each student may be expected to make a financial
contribution toward educational costs based on family
circumstances and ability to pay. The family’s share of the
cost and eligibility for aid are determined through the Free
Application for Federal Student Aid (FAFSA).
State Aid Programs
Please visit the Education Resource Organization
Directory (EROD) at
https://www2.ed.gov/Programs/EROD/index.html for a
list of state grant agencies. Students may contact these
agencies directly for information regarding state grants
that may be available.
Federal Aid Programs (Title IV)
Federal Pell Grants:
Federally funded grants for
undergraduate students who have not earned a bachelor’s
or professional degree. These grants are based on financial
need and enrollment status at the University. Pell Grants
provide a foundation of financial aid for many students to
which other aid may be added. To determine eligibility for
Federal Pell Grants, the U.S. Department of Education
uses a federal methodology formula to evaluate the
information supplied to them from the student. This
formula produces an Expected Family Contribution (EFC)
amount. The amount a student receives for a Pell Grant
depends on a student’s EFC, cost of attendance, status as
either a full-time student or part-time student, and whether
the student will attend school for a full academic year. Pell
Grants are limited each award year in amounts depending
upon program funding and a maximum per-student
amount. Grants are currently awarded up to a maximum of
$6,345 per academic year (award year 2020-2021). The
amount of Federal Pell Grant funds a student may receive
over his or her lifetime is limited to be the equivalent of
six years or 600% of Pell Grant funding.
Federal Supplemental Educational Opportunity Grants
(FSEOG):
Grants funded by the federal government and
the University to aid undergraduate students with
exceptional financial need. The University determines who
will receive FSEOG based on factors such as need, Pell
Grant eligibility, and availability, which may vary by
payment period. The award amount could be up to $600
per academic year at Ashford University based on
allocations.
Direct PLUS Loans (PLUS):
Long-term, low-interest rate
loans made available to eligible parents to help pay student
expenses at an approved postsecondary educational
institution. These are loans that must be repaid. An eligible
parent may borrow up to the student's cost of attendance,
minus all other financial aid resources. The lender is the
U.S. Department of Education. Repayment begins once the
loan is fully disbursed. The parent borrower may contact
his or her loan servicer to request a deferment. These loans
are subject to credit approval and are available only to aid
dependent students.
Direct Graduate PLUS Loans (Available for
Graduate/Doctoral Programs Only):
Long-term, low-
interest unsubsidized loans for graduate students. These
are loans that must be repaid. The student may borrow up
to the cost of attendance, minus the Unsubsidized Direct
Loan (if applicable), all other financial aid received, and
any other aid resources. An eligible student may borrow
directly from the Federal government. Repayment begins
six months after the student ceases to be enrolled at least
half-time. These loans are subject to credit approval.
Federal Direct Loans:
Direct Loans are low-interest loans
for students to help pay for the cost of a student’s
education when attending post-secondary education after
high school. These are loans that must be repaid. The
lender is the U.S. Department of Education. Students may
borrow directly from the federal government through the
Direct Loan servicer. While the federal government is the
lender for Direct Loans, the application and origination
process occurs through the University. To be eligible for a
Direct Loan, a student must be enrolled in an eligible
degree program on at least a half-time basis. The Direct
Loan Program offers a lower interest rate than most
commercial loans. The federal government pays the
interest on a Subsidized Direct Loan* for undergraduate
students while attending at least a half-time program or
during a period of deferment, as long as the student shows
a demonstrated financial need. An origination fee may be
deducted from the student’s loan amount that is disbursed.
If a student does not demonstrate a financial need or is a
graduate student, the Unsubsidized Direct Loan may be
available and begins to accrue interest while the student is
in school. Please refer to the Federal Direct Annual Loan
Limits and Federal Direct Aggregate Loan Limits tables in
this section of this Catalog. If a student received federal
student financial aid funds, and withdraws from the
institution, after review of the student’s account to
determine if there are payments in excess of charges, the
student is entitled to receive a refund of funds not paid
from federal financial aid funds. The standard repayment
plan begins six months after the student graduates or is no
longer enrolled at least half-time, and up to 10 years may
be allowed to repay the loan(s). Students who meet
eligibility requirements may request a deferment or
forbearance of their loan payment. The following are
circumstances under which a student may qualify for a
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 89
deferment/forbearance: currently enrolled in school on at
least a half-time basis; graduate fellowship; rehabilitation
training; unemployment; economic hardship; military
service; or post-active duty student. Please refer to
www.studentaid.ed.gov for more information about current
loan interest rates and how to apply for a Direct Loan and
other repayment options.
*Beginning with the 2013-2014 Financial Aid year, there
is a limit on the maximum period of time (measured in
academic years) that a student can receive Subsidized
Direct Loans. This applies to first-time borrowers only (or
students who had previously borrowed and paid off federal
student loans). In general, a student may not receive
Subsidized Direct Loans for more than 150% of the
published length of his or her program. Students who
change programs may have their subsidized eligibility
impacted and should contact their Academic Advisor for
more information.
Federal College Work-Study Program (FWS):
Funded by
the federal government and the University. To be eligible,
a student must complete the FAFSA, have a documented
financial need and maintain satisfactory progress, as
defined for financial assistance. Students may be employed
by the University or off-campus federal, state, and local
public agencies. They may also be employed by certain
private nonprofit organizations. Work-Study awards do not
guarantee a student employment with an eligible employer.
In addition, funds earned through the FWS program do not
automatically count against the student’s billed tuition.
Contact the Financial Aid Office for additional
information.
Iraq and Afghanistan Service Grant:
Federally funded
grants for undergraduate students. Students may be eligible
for this grant if the student was not eligible for a Federal
Pell Grant on the basis of their Expected Family
Contribution but meets the remaining Federal Pell Grant
eligibility requirements, and the student’s parent or
guardian died as a result of U.S. military service in Iraq or
Afghanistan after September 11, 2001; and if at the time of
the parent or guardian’s death the student was either less
than 24 years old or was enrolled in college.
Children of Fallen Heroes Scholarship Act:
Beginning with the 2018-2019 award year, a Pell-eligible
student whose parent or guardian died in the line of duty
while performing as a public safety officer is eligible to
receive a maximum Pell Grant for the award year for
which the determination of eligibility is made. To qualify
for this scholarship, a student must be Pell-eligible, and be
less than 24 years of age or enrolled at an institution of
higher education at the time of his or her parent’s or
guardian’s death. Students will continue to receive the
maximum amount of Pell Grant for future award years as
long as the student remains Pell eligible in future award
years.
Eligible students will also have their Direct Loan
eligibility reviewed based on an EFC (Expected Family
Contribution) of zero. Students will be required to notify
the University that they meet eligibility for this scholarship
by providing documentation. Please contact the Financial
Aid Office for more information.
Other Available Financial Aid
Students should check with their high school, area civic
groups, businesses, and/or religious institutions to
determine availability. See Outside Scholarships and
Private Loan in this section of the Catalog.
Financial Aid Plan for Online Programs
To select the Financial Aid plan as the primary payment
option for enrollment in an online Undergraduate program,
students must be eligible for enough in federal loan funds
to cover 50% of the cost of tuition and fees for an
academic year or $5,500, whichever is less.
To select the Financial Aid plan as the primary payment
option for enrollment in an online Graduate programs,
students must be eligible for enough in federal loan funds
to cover 50% of the cost of tuition and fees for an
academic year.
Under this plan, when used as a primary payment option
for enrollment in an online program, students are expected
to submit all financial aid documents prior to their start
date. Failure to submit required financial aid documents
may result in the delay of a student’s start or
administrative withdrawal from his or her current course.
Students who are otherwise qualified may restart their
program at a later date when all required financial aid
documentation is submitted. If a student is unable to
qualify for financial aid, he or she must select another
payment option and is held responsible for any outstanding
balances incurred.
Continuous attendance with no attendance breaks greater
than 14 days or an approved Academic Leave is required
to retain eligibility for disbursed federal financial aid
funds. The University may schedule periods of non-
enrollment during which no courses are scheduled. When
this occurs, such as during the annual winter break, the
non-enrollment period may extend the 14 day limit to
include the break. The University may be required to
return the federal funds of students with reduced financial
aid eligibility due to attendance breaks or Academic
Leaves, leaving the student responsible to the University
for any balance on the student’s account. Students who are
awarded Title IV aid in an amount exceeding the tuition
and fees assessed by the University, and/or students who
withdraw before completion of the term or program, may
FINANCIAL INFORMATION
90 ASHFORD UNIVERSITY
be required to return unearned funds to the Department of
Education and/or Ashford University. Students in this
situation who received excess funds stipend checks may be
required to return those funds to the institution. Students
are strongly encouraged to contact the Financial Services
Department to understand the potential impact attendance
changes may have on their financial aid as far in advance
as possible.
Financial Aid Specific to Undergraduate
Programs
Definition of Academic Year
Week = 7 calendar days
Full Academic Year Definition = a minimum of 40 weeks
of instructional time and 24 successfully earned credits
that apply toward the student’s program of study. Please
note: courses are offered 50 weeks in each calendar year.
Therefore, students can complete five academic years in
four calendar years.
A full Academic Year consists of two (2) increments that
are referred to payment periods, financial aid payment
periods or Satisfactory Academic Progress (SAP)
increments.
The first payment period in the Academic Year
ends when half of the credits and weeks required
for a completed Academic Year have been met.
The second payment period in the Academic Year
ends when the requirements for a completed
Academic Year have been met.
Final Academic Year Exceptions:
For any remaining portion of a program that is half
of an Academic Year or less, the remaining
portion is treated as a single payment period.
For any remaining portion of a program that is
more than half of an Academic Year but less than
a full Academic Year, the remaining portion is
divided into two payment periods and the first
payment period is the period in which the student
successfully completes half of the credits and half
of the weeks of instructional time in the remaining
portion.
Satisfactory Academic Progress (SAP) is evaluated at the
end of each payment period.
Loan Disbursement Information
Loan periods for undergraduate programs are 40 weeks in
length. Undergraduate students can expect two (2)
disbursements (one per payment period) each academic
year. An academic year for undergraduate students is
comprised of eight (8) successfully completed courses.
Each payment period is four (4) successfully completed
courses. The beginning of the loan period will coincide
with the beginning date of the first course in the student’s
academic year. See Financial Aid Specific to
Undergraduate Programs Definitions in this section of the
Catalog for more information about loan periods
First Disbursement:
To receive a disbursement, students
must have successfully completed the financial aid
application process, including verification, if applicable.
The first disbursement will be delivered no earlier than the
first week a student has posted attendance in the first
course. For students who are conditionally admitted with
the Ashford Promise, the first disbursement will be
delivered no earlier than at the time of matriculation
during the 4th week of attendance in the first course. For
first-time undergraduate borrowers, the first disbursement
cannot be disbursed until 30 days after the first day of the
student’s program of study. The first disbursement is
intended to be applied toward the first four (4) successfully
completed courses and any applicable fees.
Second Disbursement:
The second disbursement will be
delivered once a student has successfully completed at
least 12 undergraduate-level credits and is intended to be
applied toward the remaining four (4) successfully
completed courses and any applicable fees in the second
payment period. A student must also be registered for and
start the next class in the second payment period, and at
least half of the loan period (20 weeks) must have passed.
For students in a final academic year that is less than a full
academic year but more than half of an academic year, the
second disbursement will occur when the student has
completed half the credits and half the weeks of
instructional time remaining. Post Withdrawal
Disbursement (PWD) eligibility is calculated by the
University after withdrawal from a payment period and is
never guaranteed.
Note: Grades of “W,” “WF,” “I,” or “F” do not count
toward successfully completed courses. Grades of “D+,”
“D,” or “D-” that do not count toward successful
completion of required competency courses and thus must
be repeated, also do not count toward successfully
completed courses. In addition, students who are required
or choose to repeat courses will not have the repeated
course counted toward successfully completed courses.
Once a grade of “I” is successfully completed for a
permanent grade as outlined previously, the course will
count toward successful completion.
Tuition Payment and Financial Aid
Tuition and fees are billed on a financial aid payment
period basis. A payment period is a minimum of 20 weeks
of instructional time and 12 successfully earned credits in
undergraduate programs and 18 weeks of instructional
time and 9 successfully earned credits in graduate
programs. Students who have financial aid that is less than
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 91
the cost of tuition and fees incurred during the payment
period, drop a course with less than a 100% refund, or
complete a course with an unsuccessful grade may be
required to pay out of pocket to cover a shortfall. Students
who fall below the minimum number of credit hours to
receive a subsequent disbursement may have their
financial aid funds reduced or prorated.
Online Bookstore Voucher
Students that receive Title IV aid may be eligible for a
voucher to purchase required books and supplies through
the University’s online bookstore. Vouchers are
automatically generated and emailed to eligible students
within the first seven days of the financial aid payment
period.
This online bookstore voucher allows the student to
purchase required books and supplies with an automated
charge posted to his or her student account against
anticipated financial aid, and only when the anticipated
financial aid is greater than the amount of tuition and fees
for the payment period. These voucher purchases will be
paid by the student’s financial aid funds once
disbursements are posted to the student’s account. In all
cases, the student is obligated to reimburse Ashford
University in full for the amount of charges incurred when
the bookstore voucher is used whether or not sufficient
financial aid funds are available on the student’s account.
Such a situation may occur, but is not limited to, when:
The bookstore charges are not able to be charged
against financial aid;
The student does not receive the anticipated
financial aid; or
The student does not receive sufficient financial
aid to cover the full amount of the bookstore
charges.
Online bookstore vouchers will only be issued to students
who:
Are eligible for Title IV aid ; and
Are estimated to be eligible for federal aid
disbursements in excess of tuition and fee charges;
and
Complete their financial aid file 21 calendar days
prior to the start of the financial aid payment
period, or have their financial aid package
completed 10 calendar days prior to the start of the
payment period.
Online bookstore vouchers expire 21 days after the
financial aid payment period begins and may only be used
at the University’s online bookstore. These vouchers are
not transferrable and cannot be redeemed for cash. Only
one voucher per eligible student will be issued each
financial aid payment period. Students are not obligated to
use the voucher to purchase their books. Students may opt
out by simply not using the book voucher and purchasing
their books using personal funds.
Questions pertaining to the Online Bookstore Voucher
should be directed to the Financial Services Department.
Financial Aid Specific to Graduate
Programs
Definition of Academic Year
Week = 7 calendar days
Full Academic Year Definition = a minimum of 36 weeks
of instructional time and 18 successfully earned credits
that apply toward the student’s program of study.
Student’s Academic years, that reach their Dissertation
Planning or Applied Doctoral Planning courses, will
change to 18 weeks and 9 successfully completed courses
and another 18 weeks and 2 successfully completed
courses.
A full Academic Year consists of two (2) increments that
are referred to as payment periods, financial aid payment
periods or Satisfactory Academic Progress (SAP)
increments.
The first payment period in the Academic Year
ends when half of the credits and weeks required
for a completed Academic Year have been met.
The second payment period in the Academic Year
ends when the requirements for a completed
Academic Year have been met.
Final Academic Year Exceptions:
For any remaining portion of a program that is half
of an Academic Year or less, the remaining
portion is treated as a single payment period.
For any remaining portion of a program that is
more than half of an Academic Year but less than
a full Academic Year, the remaining portion is
divided into two payment periods and the first
payment period is the period in which the student
successfully completes half of the credits and half
of the weeks of instructional time in the remaining
portion.
Satisfactory Academic Progress (SAP) is evaluated at the
end of each increment.
Loan Disbursement Information
First Disbursement:
To receive a disbursement, students
must have successfully completed the financial aid
application process, including verification, if applicable.
The first disbursement will be delivered no earlier than the
first week a student has posted attendance in the first
course. For students who are conditionally admitted with
FINANCIAL INFORMATION
92 ASHFORD UNIVERSITY
the Ashford Promise, the first disbursement will be
delivered no earlier than at the time of matriculation
during the 4th week of attendance in the first course. The
first disbursement is intended to be applied toward the first
three (3) successfully completed courses and any
applicable fees or first successfully completed
Dissertation/Applied Doctoral course.
Second Disbursement:
The second disbursement will be
delivered once a student has successfully completed at
least 9 graduate-level credits or first successfully
completed Dissertation/Applied Doctoral course and is
intended to be applied toward the remaining three (3)
successfully completed courses or second successfully
completed Dissertation/Applied Doctoral course and any
applicable fees in the second payment period. A student
must also be registered for and start the next class in the
second payment period, and at least half of the loan period
(18 weeks) must have passed.
Note: Grades of “W,” “WF,” “I,” or “F” do not count
toward successfully completed courses. In addition,
students who are required or choose to repeat courses will
not have the repeated course counted toward successfully
completed courses. In addition, students who are required
or choose to repeat courses in which they earned a grade of
“C,” will not have the repeated course counted toward
successfully completed courses. Once a grade of “I” is
successfully completed for a permanent grade as outlined
previously, the course will count toward successful
completion.
Tuition Payment and Financial Aid
Each financial aid disbursement is intended to cover
tuition costs for at least 9 graduate-level credits (or one
Dissertation or Applied Planning course). However,
students who do not meet the criteria listed previously for
receipt of loan funds may be required to pay for more than
the minimum number of courses before a subsequent
disbursement is available. Students who do not
consistently register for sequential courses may not receive
their financial aid disbursements.
Financial Aid and Satisfactory Academic
Progress Requirements
Students are required to make satisfactory academic
progress in order to maintain eligibility for Title IV federal
financial aid. See the Satisfactory Academic Progress
(SAP) policy in the Undergraduate Programs or Graduate
Programs section of this Catalog for further details related
to SAP review and requirements, and information related
to conditions of Academic and Financial Aid Warning,
Academic and Financial Aid Probation and Probation-
Academic Plan during which students maintain Title IV
eligibility.
Note: Grades of “W,” “WF,” “I,” or “F” do not count
toward successfully completed courses. Grades of “D+,”
“D,” or “D-” that do not count toward successful
completion of required competency courses and thus must
be repeated, also do not count toward successfully
completed courses. In addition, students who are required
or choose to repeat courses will not have the repeated
course counted toward successfully completed courses.
Once a grade of “I” is successfully completed for a
permanent grade as outlined previously, the course will
count toward successful completion.
Exit Counseling for Federal Loan
Recipients
Students who leave the University or whose student status
falls below half-time must complete exit counseling for
federal loans (Direct and Grad PLUS) within 30 days of
separation from the school as mandated by federal
regulations. Students will be emailed instructions on how
to complete their exit counseling online. Students may
contact the Financial Aid Office to receive individual
repayment or account information.
Return of Title IV Funds
The Financial Aid Office is required to perform a Return
of Title IV Funds calculation when a Title IV recipient
withdraws from his or her program. A student may
withdraw from the University at any time, either verbally
or in writing. It is highly recommended that students speak
with the Financial Services Department prior to
withdrawing. The standard formula for Return of Title IV
is calculated on a percentage basis by comparing the total
number of days the student completed to the total number
of days in the payment period. The calculation determines
the amount of Title IV the student is eligible to keep and
the amount of Title IV funds which are required to be
returned. Students who do not complete at least 60.1
percent of a payment period will have part or all of their
financial aid disbursed for this period returned. This
applies to students who have officially or unofficially
withdrawn. The Return of Title IV calculation may result
in the student owing the University for unpaid tuition and
fees and Department of Education for grants and Direct
Loans.
For Return of Title IV calculation purposes, a payment
period consist of one-half of the credit hours and weeks
required for the academic year being attended at the time
of withdrawal. For additional information on academic
year and payment period, please refer to Definition of
Academic Year in this section of this Catalog.
If a return of Title IV funds creates a balance on the
student’s account, the student will be responsible for full
payment. A student will not be allowed to re-enter, or
register, until the outstanding balance has been paid in full
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 93
or is currently on an approved payment plan. If loan funds
need to be returned by the student, the student may pay
these funds back under the original terms of the loan. If
grant funds need to be returned by the student, the
University will return the funds on behalf of the student.
The University will return the unearned Title IV funds in
the following order:
Unsubsidized Direct Loan
Subsidized Direct Loan
Direct Graduate PLUS
Direct Parent PLUS
Federal Pell Grant
FSEOG
TEACH Grant
Iraq and Afghanistan Service Grant
For information regarding the determination of withdrawal
date, please see the Withdrawal from the University policy
in the General Academic Information and Policies section
in this Catalog.
Direct Loan Grace Period
Direct Subsidized and Unsubsidized Loans:
When a student graduates, withdraws or is no longer
enrolled at least half-time in an eligible program, he or she
will be granted a six-month grace period for his or her
Direct Subsidized and Unsubsidized Loans for which the
student is not required to make a loan payment. The grace
period begins the day after the student stops attending or
drops below half time enrollment. At the end of the grace
period, repayment begins. For Direct Unsubsidized Loans
any interest that accumulates during the deferment period
will be added to the unpaid principal.
Direct Parent and Graduate PLUS Loan:
Direct PLUS loans enter repayment after the loan is fully
disbursed; however, for graduate/doctoral student PLUS
borrowers, an automatic deferment is placed on the loans
while in school and for six months after graduating,
withdrawing or dropping below half time enrollment. For
Parent PLUS borrowers for dependent students, parents
may request periods of deferment while their dependent
student is enrolled at least half-time.
Direct Loan Repayment
There are several choices of repayment plans. The loan
servicer will notify the student (and/or parent) of the date
the loan goes into repayment. Borrowers are automatically
placed on a Standard Repayment plan. The longer the
loans are in repayment, the more interest that will be
accrued. If a student obtains a loan to pay for their
educational program, the student will have to repay the full
amount of the loan plus interest, less the amount of any
funds returned to the lender determined after withdrawal
during the Return of Title IV Funds calculation. Borrowers
may reach out to their loan servicer for other repayment
options. More information on Direct Loan repayment plans
can be found by visiting: https://studentaid.gov/manage-
loans/repayment/plans
Standard Repayment Plan:
Payments are a fixed amount that ensures your loans are
paid off within 10 years.
Graduate Repayment Plan:
Payments are lower at first and then increase, usually
every two years, and are for an amount that will ensure
your loans are paid off within 10 years. Borrowers will pay
more over time than under the Standard Repayment Plan.
Extended Repayment Plan:
The student must have more than $30,000 in Direct Loan
debt. Under the extended plan the borrower can take up to
25 years for repayment and two payment options: fixed or
graduated. Fixed payments are the same amount each
month, while the graduate payments start low and increase
every two years.
Pay As You Earn Repayment Plan:
(Not available for parent PLUS Loans)
Maximum monthly payments are 10% of discretionary
income, payments change as income changes and you
must update your income & family size every year, even if
it has not changed. Borrowers must have a demonstrate
financial hardship. Any outstanding balances on your loans
will be forgiven if you have not fully paid off the loan in
full after 20 years.
Revised Pay As You Earn Repayment Plan:
(Not available for parent PLUS Loans)
Monthly payments will be 10% of your discretionary
income, payments are recalculated every year based on
your income & family size, and you must update your
income & family size, even if it has not changed. Any
outstanding balances on your loans will be forgiven if you
have not fully paid off the loan in full after 20 years (if all
loans were taken out for an undergraduate study) or 25
years (if any loans were taken out for
graduate/professional studies).
Income Contingent Repayment Plan:
(Not available for parent PLUS Loans)
This plan gives the flexibility to meet the Direct Loan
obligation without causing undue financial hardship. Each
year the monthly payments are calculated on the basis of
the student’s adjusted gross income (AGI, plus spouse’s
income, if married), family size, and the total number of
Direct Loans. The maximum repayment period is 25 years.
Income-Based Repayment Plan:
The required monthly payment will be based on the
FINANCIAL INFORMATION
94 ASHFORD UNIVERSITY
student’s (or parent’s) income during any period when he
or she has a partial financial hardship. The monthly
payment is adjusted annually. The maximum repayment
period may not exceed 10 years.
Payment Support
If the student (or parent) has trouble making the loan
payment, they should contact the loan servicer as soon as
possible. There may be options such as changing
repayment plan, deferment, or forbearance. Receiving a
deferment or forbearance is not automatic. The student
must apply for it. If there is uncertainty as to who the
servicer is, visit visit https://studentaid.gov/manage-
loans/repayment/servicers for more information.
Deferment:
A deferment is a period during which repayment of the
principal and interest is temporarily delayed. Depending
on the type of loan, the federal government may pay the
interest on the subsidized loan during the period of
deferment.
A student may qualify for a deferment while he or she is:
Enrolled at least half time in an eligible program at
an eligible institution
Unemployed or meet the rules for economic
hardship (limited to 3 years)
Based on qualifying active duty service in the U.S.
Armed Forces or National Guard.
Forbearance:
If the student cannot make his or her scheduled loan
payment and does not qualify for a deferment, he or she
may be able to receive a forbearance. Forbearance allows
the student to temporarily stop making payments,
temporarily make smaller payments, or extend the time for
making payments. Interest will continue to accrue on the
subsidized and unsubsidized loans (including all PLUS
loans).
Some common reasons for receiving forbearance include,
but are not limited to:
Illness
Financial hardship
Serving in a medical or dental internship or
residency program
Other reasons acceptable to your loan servicer
If the student has defaulted on a student loan, he or she is
not eligible for a deferment or forbearance.
Consolidation
Consolidation is the process of combining multiple federal
student loans into one loan so there is only one monthly
payment. Loan consolidation can greatly simplify loan
repayment by centralizing loans into one bill and can
lower monthly payments by offering up to 30 years
repayment. However, by consolidating, the length of the
repayment period is increased. Students should understand
the advantages and disadvantages of consolidation before
submitting an application for consolidation. For more
information, please visit
https://studentaid.gov/app/launchConsolidation.action.
Consequences for Not Making Loan
Payments
If the student (or parent) does not make a loan payment or
stops making payments and does not get a deferment or
forbearance, the loan could go into default. To default
means the student (or parent) fails to make the loan
payment as scheduled according to the terms and
conditions of the promissory note. Consequences for not
making the loan payment could result in one or more of
the following:
The entire unpaid balance with interest due and
payable;
Loss of eligibility of deferment, forbearance or
repayment plan;
Loss of eligibility of future federal financial aid;
The account being assigned to an outside credit
agency;
Loan being reported to the three major credit
bureaus, damaging credit ratings;
Federal and state income tax being withheld;
Student loan debt increasing due to late fees,
additional interest, court costs, collection fees,
attorney’s fee and any other costs associated with
the collection process;
Wage garnishment.
For more information regarding Direct Loan Repayment
please visit https://studentaid.gov/manage-
loans/repayment/plans.
Questions Regarding Financial Aid
Students should call the Financial Aid Office for help in
completing forms, answering questions, and explaining the
award process. The Financial Aid Office telephone number
for students is (800) 798-0584.
FINANCIAL INFORMATION
2020-2021 ACADEMIC CATALOG 95
University Refund Policies
The following policies govern refunds to students in case of course drop, withdrawal, or dismissal from the University.
Students who do not have federal financial aid will have their charges and financial credits assessed in accordance with
the refund policy. Any nonfederal aid will be prorated and refunded using the same percentages in the refund policy.
Students utilizing financial aid who drop or are administratively dropped from the institution are at risk of losing part or
all of their financial aid if they do not successfully complete over sixty percent (60.1%) of the payment period.
Institutional Tuition Refund Policy
Students who drop or are administratively withdrawn from a course (or the institution) may be eligible for a tuition
refund. Tuition refunds are based upon course length.
Students should refer to the Ashford University Tuition Refund Schedule for specific information regarding tuition
refunds. Students whose last date of attendance (LDA) is during the indicated day will receive the tuition credit indicated.
If a student drops on or before the start date of a course, a 100% refund of the total cost of the course will be provided.
Ashford University Tuition Refund Schedule
The Ashford University Tuition Refund Schedule applies to students who drop or are administratively dropped from
a course or the institution.
If Student Drops or
Withdraws
Refund Percentage
for 5-week
Courses*
Refund Percentage
for 6-week
Courses*
Refund Percentage
for 9-week
Courses*
Prior to Course Start
100%
100%
100%
(Week 1) Day 1
100%
100%
100%
Day 2
100%
100%
100%
Day 3
100%
100%
100%
Day 4
90%
90%
94%
Day 5
86%
90%
92%
Day 6
83%
86%
90%
Day 7
80%
83%
90%
(Week 2) Day 8
77%
81%
87%
Day 9
74%
79%
86%
Day 10
71%
76%
84%
Day 11
69%
74%
83%
Day 12
66%
71%
81%
Day 13
63%
69%
79%
Day 14
60%
67%
78%
FINANCIAL INFORMATION
96 ASHFORD UNIVERSITY
If Student Drops or
Withdraws
Refund Percentage
for 5-week
Courses*
Refund Percentage
for 6-week
Courses*
Refund Percentage
for 9-week
Courses*
(Week 3) Day 15
57%
64%
76%
Day 16
54%
62%
75%
Day 17
51%
60%
73%
Day 18
49%
57%
71%
Day 19
46%
55%
70%
Day 20
43%
52%
68%
Day 21
40%
50%
67%
(Week 4) Day 22
0%
48%
65%
Day 23
0%
45%
63%
Day 24
0%
43%
62%
Day 25
0%
40%
60%
Day 26
0%
0%
59%
Day 27
0%
0%
57%
Day 28
0%
0%
56%
(Week 5) Day 29
0%
0%
54%
Day 30
0%
0%
52%
Day 31
0%
0%
51%
Day 32
0%
0%
49%
Day 33
0%
0%
48%
Day 34
0%
0%
46%
Day 35
0%
0%
44%
(Week 6) Day 36
0%
0%
43%
Day 37
0%
0%
41%
Day 38
0%
0%
40%
Day 39
0%
0%
0%
Day 40
0%
0%
0%
Day 41
0%
0%
0%
Day 42
0%
0%
0%
(Week 7) Day 43+
0%
0%
0%
*Refund percentage applied based on last date of attendance (LDA).
UNIVERSITY PERSONNEL
2018-2019 ACADEMIC CATALOG 97
Ashford University First Course Refund Schedule (Ashford Promise)
The Ashford University First Course Refund Schedule (Ashford Promise) applies to degree-seeking students who drop or
are administratively dropped during their first course. The Ashford University First Course Refund Schedule (Ashford
Promise) is applicable to the first course taken as a degree-seeking student at the undergraduate and graduate level.
PROGRAM
Course
Length
1st*
week
2nd*
week
3rd*
week
Day*
22
Day*
23
Day*
24
Day*
25
Day*
26
5th*
week
6th*
week
Undergraduate Level Programs
5
100%
100%
100%
0%
0%
0%
0%
0%
0%
N/A
Nonterm Graduate Level Programs
6
100%
100%
100%
48%
45%
43%
40%
0%
0%
0%
*Refund percentage applied based on last date of attendance (LDA).
Ashford Promise
Ashford University affords new students the Ashford
Promise, which is an opportunity to attend Ashford
University risk-free. If a student cancels their enrollment
during the conditional admission period (CAP), or, for
undergraduate students only, if Ashford University
establishes that a student does not meet our Basic
Academic Requirements (BAR) at the conclusion of the
conditional admission period, the student leaves with 1) no
financial obligation to Ashford University, 2) no student
loan debt as a result of enrollment at Ashford University,
and 3) no academic record at Ashford University. During
the first three weeks of a student’s first credit-bearing
course, Ashford University does not certify VA benefits or
disburse Federal Financial Aid.
Special Circumstances
Students called to active duty in the Armed Forces of the
United States or leaving the University because of illness
or other causes beyond their control may receive special
consideration. Each case will be considered individually
based upon the special circumstances involved.
Special circumstances may include, but are not limited to,
the following:
Loss of Income
Experience a natural or catastrophic disaster
Divorce
Major medical/dental expenses not covered by
insurance
Death of a wage earner
Dependent Care
Students should contact their Academic Advisor for
additional information.
Dismissal/Expulsion
Students dismissed or expelled from the University are not
authorized refunds of any kind other than those provided
by the Institutional Tuition Refund Policy in this section of
the Catalog.
GENERAL ACADEMIC INFORMATION AND POLICIES
98 ASHFORD UNIVERSITY
SECTION FIVE: GENERAL
ACADEMIC INFORMATION
AND POLICIES
University Program Offerings
Associate, Bachelor’s, Master’s, and Doctoral online
degree programs are administered by the Forbes School of
Business & Technology® at Ashford University and the
College of Arts and Sciences.
Center for Enhancement of
First-Year Experience
The Center seeks to develop skills of lifelong learning and
success in all students, immersing students in an
empowering, engaging, and transformative experience that
provides a sure foundation for degree completion and
achievement of their personal and professional aspirations.
Committed to student learning and achievement, the
faculty and staff encourage students to explore their
curiosity and creativity, all while connecting their learning
to career success. Student support is the Center’s focus,
and that support extends beyond everyday academics into
practices and policies that aid student success in the face of
various obstacles. The Center is a community of caring,
open, and creative people dedicated to helping students
create better lives by developing and refining their creative
and intellectual potential.
General Education
Curriculum
Philosophy and Purpose
The higher education offered by the University and other
colleges and universities differs from other forms of
postsecondary education in the belief that education
involves preparation for living life as a whole rather than
simply training a student for a specific job. Typically,
colleges and universities have sought to provide such
preparation by requiring that students devote a substantial
portion—often about one-third—of their coursework to
General Education programs that provide sufficient
breadth of education and mastery of essential learning
skills to enable them to understand and to adapt to a
changing world as well as to contribute to its betterment.
While virtually all institutions of higher education have
some sort of General Education requirements, there is
much variety, and the pattern that a college's General
Education program takes says a great deal about its values,
its view of the world, and its personality.
The University's General Education requirements are
grounded firmly in the University's mission statement,
which places the University squarely within the liberal arts
tradition of higher education. It speaks of intellectual
growth and of a shared search for truth within a
community that values diversity in ways of learning and
forms of knowledge as well as in terms of the people the
University seeks to serve. In crafting a General Education
program that reflects the mission statement, the faculty
believed that students graduating from the University
should first of all possess certain competencies that define
a college-educated person. In curricular terms, this takes
the form of a competency block in which students must
demonstrate proficiency in critical thinking, ethical
reasoning, information literacy, oral and interpersonal
communication, quantitative reasoning, and written
communication.
These learning skills are valuable in and of themselves
and, doubly so, when used as means to realize the
intellectual growth and shared search for truth of the
mission statement. They are also skills much in demand by
employers.
A liberal arts education is rooted in the idea of preparing a
person for life as a citizen in a free society and so demands
breadth. In structuring this part of the General Education
program, the faculty formulated six general goals in the
areas of aesthetic awareness and reasoning, civic
responsibility, digital literacy, foundations and skills for
lifelong learning, intercultural and global awareness, and
scientific reasoning These goals were then defined in
greater detail as learning outcomes within each subject
area. Courses appropriate to the desired outcomes were
identified and incorporated into the General Education
curriculum. Certain subject areas relate directly to
elements of the mission statement. More generally, the
distribution of coursework across six subject areas requires
students to take courses in many disciplines. By
experiencing a diversity of subject matter and ways of
knowing, students will emerge with a broadly based
education that equips them, in conjunction with studies in
their major and elective coursework, not only to pursue
successful careers but also to lead meaningful lives.
General Education Requirements
The General Education program incorporates a framework
of specified competencies. Students must complete 21
credit of coursework in the Core and 19 credits in the
remaining competencies and 3 credits for the General
Education Capstone Requirement.
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 99
General Education requirements for all Ashford University
Associate- and Bachelor-level programs are outlined in
this section; however, specific General Education courses
may be required for some programs and majors.
Every
Ashford University General Education course is not
available in every degree program.
Please refer to the
program requirements sections of this Catalog for
information on specific degree program requirements.
Core Competencies (21 credits)
Competencies are skills deemed necessary by the faculty
to demonstrate a quality college education. The following
general policies apply to the competencies:
Prerequisite courses, if needed, must be completed
before taking the competency course. However,
required courses listed can be waived by means of
high school advanced placement (AP) coursework
and/or placement/competency testing. Students
should consult their Academic Advisors for
additional information regarding a waiver of
competency requirements;
A minimum grade of “C–” will be required to
satisfy competencies and competency
prerequisites; and
Competency courses may not simultaneously be
used to satisfy subject area requirements.
Demonstration of the competencies subsequently listed is
required for the AA, BA, and BS degrees. Courses offered
by Ashford University to satisfy these competency
requirements are listed in each area.
Ethical Reasoning Competency (3
credits)
The ethical reasoning competency is the examination of
principles of normative and non-normative ethical theories
and the application of these principles in decision-making
activities including case studies and contemporary social
issues. Students will explore moral character: virtues and
vices, commitments and attitudes, personal relationships,
and community involvement, in addition to right and
wrong conduct.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Identify ethical issues within current events, society
or one or more fields of study;
Present one’s own ethical position in relation to
problems, issues, norms or values;
Compare different ethical positions in relation to
problems, issues, norms or values;
Apply ethical theory or appropriate professional
ethical codes to social and moral issues in the field of
study; and
Evaluate the application of ethical theories and codes
in relation to problems, issues, norms or values.
One ethical reasoning course, 3 credits, is required.
Ashford University offers the following courses to satisfy
this requirement:
ABS 415 Leadership & Ethics in a Changing
World (3 credits)
BUS 250 Corporate & Social Responsibility (3
credits)
FIN 301 Ethics for the Finance Professional
ECD 330 Ethics & Legal Responsibility in Early
Learning Settings (3 credits)
HIM 252 Legal Aspects of Health Information (3
credits)
LEA 200 Ethical Leadership (3 credits)
PHI 208 Ethics & Moral Reasoning (3 credits)
PHI 445 Personal & Organizational Ethics (3
credits)
General Education Total
43 credits
Core Competencies
21 credits
Ethical Reasoning
3 credits
Written Communication I & II
6 credits
Oral & Interpersonal Communication
3 credits
Critical Thinking
3 credits
Information Literacy
3 credits
Quantitative Reasoning
3 credits
Competencies
19 credits
Aesthetic Awareness & Reasoning
3 credits
Intercultural & Global Awareness
3 credits
Civic Responsibility
3 credits
Scientific Reasoning
4 credits
Foundations & Skills for Lifelong
Learning
3 credits
Digital Literacy
3 credits
Capstone Requirement
3 credits
General Education Capstone
3 credits
GENERAL ACADEMIC INFORMATION AND POLICIES
100 ASHFORD UNIVERSITY
Typically, courses that deal with ethics or morality, usually
with a PHI or REL prefix, may be applied in transfer to
satisfy this competency.
Written Communication Competency (6
credits)
Written communication is the use of texts to create and
transmit meaning. Students will examine, analyze, and
utilize different types of communication appropriate in
professional and academic settings. They will also develop
and assess communication strategies appropriate for
certain audiences as well as determine and evaluate ethical
issues that arise from communicating with others.
Learning Outcomes
In writing, students meeting this competency will be able
to do the following:
Interpret information from various sources;
Integrate information to effectively communicate a
central message;
Employ successful processes for producing effective
communication;
Use conventions of spelling, grammar, genre and
style appropriate to a specific purpose or context;
Practice principles of academic integrity in written
communication; and
Create cohesive and effective written work for a
specific purpose.
Ashford University offers the following courses to satisfy
the Communication I and II requirement:
ENG 121 Composition I (3 credits)
ENG 122 Composition II (3 credits)
BUS 123 Business Writing with Confidence,
Clarity & Style (3 credits)
Oral and Interpersonal Communication
Competency (3 credits)
Oral and interpersonal communication is the use of
language, speech, and affect to transmit messages.
Students will examine the encoding of messages for
different audiences and decoding of messages to
reconstruct meaning. Students will assess appropriate
communication strategies for various audiences and
evaluate ethical issues that arise from communicating with
others as well as utilize effective oral and interpersonal
presentation strategies and methods.
Learning Outcomes
In Oral and Interpersonal Communication, students
meeting this competency will be able to do the following:
Integrate a variety of message encoding techniques
based on information about audiences;
Integrate a variety of message decoding techniques to
reconstruct meaning of an incoming message;
Utilize communication strategies appropriate for
different rhetorical purposes;
Apply principles of ethical communication; and
Examine the impact of communication in personal
and professional contexts.
Ashford University offers the following courses to satisfy
the Oral and Interpersonal Communication area:
BUS 202 Professional & Business
Communications (3 credits)
BUS 340 Business Communications (3 credits)
CGD 240 Media Writing & Editing (3 credits)
COM 200 Interpersonal Communication (3
credits)
COM 223 Persuasion in Communication (3
credits)
COM 325 Communication & Conflict (3 credits)
COM 345 Media Writing for Communications (3
credits)
COM 370 Intercultural Communication (3 credits)
COM 425 Communication in Organizations (3
credits)
HHS 207 Communication Skills for Health and
Human Service Personnel (3 credits)
SPE 103 Oral Communication (3 credits)
Critical Thinking Competency (3 credits)
Critical thinking is a set of skills and strategies for making
decisions about what people ought to do and believe.
Students will analyze thought processes and language,
identify logically fallacious thinking, and use the essential
skills of deductive and inductive argument in analysis and
evaluation. Students will also learn to objectively identify
problems, gather information from varied and appropriate
sources, and utilize methods of decision-making to provide
solutions to those problems.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Describe the issues or problems in a manner
appropriate to the academic field of study;
Interpret evidence that is used to support positions in
relation to a specific topic;
Evaluate evidence based on specific criteria;
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 101
Compare and contrast various positions, arguments,
or theses related to the examined issues; and
Create arguments to support positions on issues or in
relation to theses.
One critical thinking course, 3 credits, is required. Ashford
University offers the following courses to satisfy this
requirement:
COM 223 Persuasion in Communication (3
credits)
PHI 103 Informal Logic (3 credits)
Typically, logic courses or courses stressing critical
thinking may be applied in transfer to satisfy the critical
thinking competency. Most applicable courses will have a
PHI or LOG prefix.
Information Literacy Competency (3
credits)
Information literacy is the set of research skills that allow
individuals to recognize when information is needed, to
locate it, evaluate it, and effectively use it to communicate
a message or support a claim. Students will develop the
skills necessary to critically evaluate sources and
communicate information appropriately, effectively, and
ethically.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Identify nature and extent of information needed to
support a specific purpose;
Use relevant and credible information sources that are
appropriate to the field and purpose;
Evaluate information and its sources critically;
Communicate information using appropriate tools
and technology to accomplish a specific purpose; and
Use information legally and ethically.
One information literacy course, 3 credits, is required.
Ashford University offers the following courses to satisfy
this requirement:
GEN 103 Information Literacy (3 credits)
LNG 330 Language and Power (3 credits)
Typically, research methods courses or courses about the
gathering, evaluation, and use of information may be
applied in transfer to satisfy the information literacy
competency.
Quantitative Reasoning Competency (3
credits)
Quantitative reasoning is the ability to efficiently process
data, interpret it, represent it using mathematical forms,
and solve numerical and applied mathematical problems.
Students will use mathematical forms, logical reasoning,
and valid techniques to solve problems related to their
fields of study as well as their personal lives.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Represent the given information using mathematical
models and forms;
Interpret quantitative data;
Perform calculations that relate to specific topics and
fields of study;
Evaluate quantitative evidence used to support a
claim; and
Support a position using quantitative evidence.
One course, 3 credits, is required. Ashford University
offers the following courses to satisfy this requirement:
MAT 205 Quantitative Explorations in Everyday
Life (3 credits)
MAT 222 Intermediate Algebra (3 credits)
MAT 232 Statistical Literacy (3 credits)
A comparable course with a grade of “C-” or better may be
applied in transfer to satisfy the quantitative reasoning
competency.
Competencies (19 credits)
A course may be applied only once to meet a General
Education competency requirement. Whether a course may
be applied simultaneously to a General Education
competency requirement and to a major requirement
depends on the requirements specified for each major.
Courses offered to satisfy the competency requirements
are subsequently listed:
Aesthetic Awareness and Reasoning (3
credits)
Aesthetic awareness and reasoning is the ability to
creatively examine life and objects through the lens of
beauty and artistic taste. Students will interpret creative
works, articulate how creative works influence and
respond to society and culture, determine the key contexts
of creative works, and substantiate aesthetic judgments
with appropriate evidence.
Learning Outcomes
GENERAL ACADEMIC INFORMATION AND POLICIES
102 ASHFORD UNIVERSITY
Students meeting this competency will be able to do the
following:
Interpret creative works using a theoretical approach;
Articulate the ways in which creative works influence
and/or respond to society and culture;
Determine key contexts of creative works; and
Substantiate aesthetic judgments using appropriate
evidence.
One aesthetic awareness and reasoning course, 3 credits, is
required. Ashford University offers the following courses
to satisfy this requirement:
ART 101 Art Appreciation (3 credits)
ENG 125 Introduction to Literature (3 credits)
ENG 225 Introduction to Film (3 credits)
ENG 438 Literary Theory (3 credits)
HIS 103 World Civilizations I (3 credits)
HIS 104 World Civilizations II (3 credits)
LIB 202 Women, Culture & Society (3 credits)
LIB 316 Historical Contexts & Literature
Typically, a course in one of the following subject areas
may be applied in transfer to satisfy the cultural and
aesthetic awareness requirement: art, film, photography,
dance (non-PE activity), and music.
Intercultural and Global Awareness (3
credits)
Intercultural and global awareness is a recognition and
understanding of knowledge and issues through the lens of
various cultural perspectives. Students will examine
identities, influences, and practices that shape and
contribute to the diversity of culture. They will develop
awareness of contemporary issues in the global community
and examine multiple perspectives and responses to those
issues from diverse viewpoints.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Analyze diverse modes of cultural expression and
experience;
Interpret current global issues through multiple
perspectives;
Evaluate the cultural biases that influence
interactions;
Examine how social and cultural systems develop;
and
Compare modes of creative expression using
intercultural and global perspectives.
One intercultural and global awareness course, 3 credits, is
required. Ashford University offers the following courses
to satisfy this requirement:
ANT 101 Introduction to Cultural Anthropology
(3 credits)
ANT 348 Native American Anthropology (3
credits)
ANT 351 Anthropology of Religion, Magic, and
Ritual (3 credits)
ART 101 Art Appreciation (3 credits)
BUS 357 International Business (3 credits)
ELL 240 Linguistically & Culturally Diverse
Learners (3 credits)
ELL 361 Language Learning in a Global Context
(3 credits)
ENG 125 Introduction to Literature (3 credits)
ENG 345 British Literature I (3 credits)
ENG 346 British Literature II (3 credits)
HHS 320 Cultural Awareness in the Human
Services (3 credits)
HIS 103 World Civilizations I (3 credits)
HIS 104 World Civilizations II (3 credits)
HIS 205 United States History I (3 credits)
HIS 206 United States History II (3 credits)
HSL 300 Social Welfare Policy & Social
Programs: An Historical Perspective (3 credits)
LIB 101 The Art of Being Human (3 credits)
LIB 102 Human Questions (3 credits)
LNG 360 Language & Society (3 credits)
POL 255 Introduction to International Relations (3
credits)
SOC 101 Introduction to Sociology (3 credits)
SOC 203 Social Problems (3 credits)
SOC 301 Identity and Social Inequality (3 credits)
SOC 304 Social Gerontology (3 credits)
SOC 307 Gender and Sexuality (3 credits)
SOC 308 Racial and Ethnic Groups (3 credits)
SOC 401 Engaging in Sociology (3 credits)
SPA 103 Beginning Spanish I (3 credits)
SPA 104 Beginning Spanish II (3 credits)
SSC 101 Introduction to Social Science (3 credits)
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 103
SSC 340 Human Health and Global
Environmental Change (3 credits)
Typically, a course with a cross-cultural, global context, or
a context other than the United States, may be applied in
transfer to satisfy the diversity awareness requirement.
Civic Responsibility (3 credits)
Civic responsibility is the demand on a citizen to
responsibly act and participate in the political and social
community. Students will examine what it means to be a
responsible and caring member of society. They will
engage in intellectual, civic, political, and community
action related to the positive development of themselves
and their social environments.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Assess the civic identities of different cultures,
communities, and societies, including one’s own;
Evaluate the impacts of various forms of civic
engagement;
Articulate the intellectual foundations and
governance processes of political systems;
Analyze political biases in messages in various forms
of print, social and digital media; and
Explain how government policies or political
discourse impact students’ personal, academic and
professional lives.
One civic responsibility course, 3 credits, is required.
Ashford University offers the following courses to satisfy
this requirement:
ANT 348 Native American Anthropology (3
credits)
CRJ 303 Corrections (3 credits)
HIS 104 World Civilizations II (3 credits)
HIS 205 United States History I (3 credits)
HIS 206 United States History II (3 credits)
POL 111 Introduction to Political Science (3
credits)
POL 201 American National Government (3
credits)
SOC 301 Identity and Social Inequality (3 credits)
SOC 401 Engaging in Sociology (3 credits)
Typically, courses related to understanding the political
structure and/or courses that related to the responsibilities
of a citizen may be applied in transfer to satisfy the civic
responsibility requirement.
Scientific Reasoning (4 credits)
Scientific reasoning is a perspective used to study and
explore the natural world. Students will learn the scientific
method, apply it, interpret data gathered through research,
and propose solutions to problems grounded in scientific
theory.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Apply the scientific method to solve problems;
Evaluate issues using scientific literature;
Interpret scientific topics using reductionist and
holistic approaches;
Communicate scientific information using multiple
formats; and
Analyze the intersection of scientific information
with technology and society.
One scientific reasoning course, 4 credits (with lab), is
required. Students with transfer credits in science may
substitute 6 semester credits of science without lab.
Ashford University offers the following courses to satisfy
this requirement:
ANT 202 Human Origins & Prehistory (4 credits)
ENV 111 Introduction to Sustainability (4 credits)
HIM 205 Anatomy & Physiology for HIM I (4
credits)
HPR 205 The Human Body, Health & Disease (4
credits)
SCI 207 Our Dependence upon the Environment
(4 credits)
Typically, introductory courses with lab in the following
areas may be applied in transfer to meet the science
requirement: natural sciences including chemistry,
biology, astronomy, and physics.
Foundations and Skills for Lifelong
Learning (3 credits)
Foundations and skills for lifelong learning are the
ongoing methods by which one can enhance knowledge
and competence. Students will develop the fundamental
skills necessary to be successful in academic pursuits
through reflection about the learning process and an
understanding of how prior knowledge and experiences
integrate with newly acquired knowledge.
Learning Outcomes
Students meeting this competency will be able to do the
following:
GENERAL ACADEMIC INFORMATION AND POLICIES
104 ASHFORD UNIVERSITY
Evaluate learning processes;
Analyze metacognitive strategies;
Integrate prior knowledge and experiences with
newly acquired knowledge; and
Develop a plan for learning.
One foundation and skills for lifelong learning course, 3
credits, is required. Ashford University offers the
following courses to satisfy this requirement.
Students in the College of Arts and Sciences will take:
ASH 101 Launchpad: Developing Skills &
Strategies for Success (3 credits)
Students in the Forbes School of Business & Technology
will take:
BUS 105 Business & Academic Success (3
credits)
A minimum grade of C- is required to successfully
complete the course. These courses cannot be replaced or
waived by credit in transfer, unless a student meets one of
the requirements as outlined in the Bachelor’s Program
Course Sequencing.
Digital Literacy (3 credits)
Digital Literacy is the ability to effectively utilize and
protect oneself and others in a society dominated by new
technologies and digital devices. Students will develop
skills in the use of digital tools related to research,
decision-making, problem-solving, and virtual identity
communication and protection.
Learning Outcomes
Students meeting this competency will be able to do the
following:
Utilize digital tools to perform specific tasks;
Examine the ethical and social issues relevant in a
digital society;
Assess the impact of digital technology;
Evaluate the importance of digital literacy; and
Critique digital resources.
One digital literacy course, 3 credits, is required. Ashford
University offers the following courses to satisfy this
requirement:
COM 355 Technology & Communication (3
credits)
GEN 102 Digital Literacy for Life and the
Workplace (3 credits)
GEO 308 GIS Software Application (3 credits)
INF 103 Computer Literacy (3 credits)
INF 220 IS Principles (3 credits)
INF 231 Programming Concepts (3 credits)
INF 325 Telecommunication & Networking
Concepts (3 credits)
JRN 101 Digital and Media Literacy (3 credits)
Typically, introductory computer courses or courses
stressing the application of computers to a specific
industry may be applied in transfer to satisfy the digital
literacy competency requirement, if completed within the
last 5 years. Most applicable courses will have a BPC,
CIS, INF, or COMP prefix.
Capstone Requirement (3 credits)
The General Education capstone provides students with a
cumulative and integrated learning experience. Through
the study of selected interdisciplinary topics and course-
embedded assessments, students will demonstrate
development of the general education core competencies.
Students will apply general education principles informed
by ethical and critical sensibility and provide evidence of
growth in acquiring the habits of active citizenship.
Prior
to beginning their capstone course for their major, students
must successfully complete the General Education
capstone, unless they previously completed a Bachelor’s
degree. Refer to Completion of Additional Undergraduate
Degrees in this section of the catalog. A minimum grade
of "C-" is required to meet course requirements.
Prerequisite: 75 credits or permission of the student’s
college or school dean.
Learning Outcomes
Students meeting this requirement will be able to do the
following:
Demonstrate the application of ethics and moral
reasoning with regard to academic knowledge and
societal concerns;
Utilize principles of critical thinking in problem-
solving;
Communicate through investigative research and
writing;
Utilize information literacy or digital skills
appropriate to interdisciplinary studies; and
Articulate the responsibility of global citizenship and
multicultural understanding with regard to academic
and professional pursuits.
One general education capstone course, 3 credits, is
required for a Bachelor’s degree. Ashford University
offers the following course to satisfy this requirement:
GEN 499 General Education Capstone (3 credits)
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 105
General Academic Policies
Technology Requirements
It is the University’s intent to assist students and to prepare
them for their coursework at Ashford University.
Therefore, technology competencies and requirements
have been established. These requirements are in effect for
all Ashford University applicants and existing students and
may be updated at any time.
Competencies
Students must meet the following competencies:
Ability to access course and program material on
the Internet;
Ability to correspond with University staff,
students, and faculty using email and the Internet;
and
Ability to use appropriate antivirus utilities so that
files transmitted and received are virus free.
System Requirements
The following minimum system configuration and
software are required:
Operating System: Mac OS X 10.6 or higher or
Windows 7 or higher (users on Windows 10 need
to download the Windows 10 Anniversary Update
to submit Canvas assignments) or Linux –
chromeOS;
Hardware: 1GB RAM, 2GHz processor, and CD-
ROM;
Productivity Software: Microsoft Word,
PowerPoint, and Excel (provided); Adobe Reader
8.0 or higher; Adobe Flash 10 or higher
(Constellation users);
Web Browser: Firefox, Edge, Safari, Chrome,
Flash, or Respondus Lockdown Browser, check
your compatibility,
https://guides.instructure.com/m/67952/l/720329-
which-browsers-does-canvas-support;
Networking: 56k dialup modem, DSL, or cable
modem; and
Email: use of an email account for communication
with the University.
Additional System Requirements for Use of
Ebooks
The following additional platform and hardware
requirements apply when using ebooks:
Operating System: Mac OS X 10.6 or higher,
Windows XP with service pack 2 or higher, or
Vista;
Hardware: 512 Mb RAM, CD-ROM, 1gHz
processor, and 1Gb free disk space; 1024x768
screen resolution or larger.
Mobile Operating System Requirements
The following additional operating system and hardware
requirements apply when using the mobile app:
Operating System: iOS 7 and newer (versions vary
by device) or Android 4.2 and newer.
Conferences
Conferences may be recorded for future use within the
Ashford University classroom. Students choosing to
participate in a classroom conference consent to being
recorded as part of the conference.
Note: certain courses may require the use of additional
Internet connectivity requirements, software, and/or
hardware, such as a microphone and/or webcam to record
sound or video files. Additionally, certain courses may
require use of third-party websites. The University is not
responsible for the practices of any third-party websites. If
a student has serious objections to using a third-party
website, he or she can request an alternative method of
completing an assignment from the instructor of the
course. If a student chooses to withhold the disclosure of
Directory Information, no Directory Information will be
released by Ashford University to non-university personnel
unless the disclosure meets exception criteria as outlined
in the Student Rights and Responsibilities section of this
catalog. However, a student may still be required to make
certain disclosures as part of coursework.
English Proficiency
All students enrolled in an undergraduate degree program
must satisfy English Proficiency within the first 15
successfully completed credits through one of the
following options:
A passing score on the Ashford University English
Proficiency exam (credit not awarded). Students
are allowed two attempts and are only allotted one
week (a total of 7 days) to submit both attempts
from the time the exam is first made available to
the student. Students who make no attempts in the
initial allotted seven (7) day period must satisfy
the proficiency through an alternative option;
A grade of “C-” or better in a designated Ashford
University English course (ENG 121, ENG 122, or
BUS 123);
GENERAL ACADEMIC INFORMATION AND POLICIES
106 ASHFORD UNIVERSITY
A passing score on a designated National Testing
Program exam completed within five (5) years
from date of initial enrollment; or
A grade of “C-” or better in a comparable course
from a regionally accredited or approved
nationally accredited institution completed within
five (5) years prior to the date of initial enrollment.
Note: Due to the nature of the Ashford University
curriculum, ENG 121 and ENG 122 are not considered
duplicative of transfer courses. Students who have
completed comparable or more advanced English courses
but who have not satisfied English Proficiency through one
of the previous options will have the credits applied
toward Communication I, II, or Electives credit
deficiencies. Students who have successfully completed an
Ashford upper-division course in their major that
demonstrates advanced writing skills (as determined by
the Academic Program Chair) may request that the course
satisfy their English Proficiency requirement.
Course Delivery Method
Ashford University offers programs using the following
course structure and delivery modality. Please note that all
course instruction will occur in the English language only.
Online Course Delivery
Generally, undergraduate students complete three credits
in accelerated online delivery in five (5) weeks. An
accelerated online graduate course lasts six (6) weeks.
Doctoral Capstone Seminar and Dissertation/ Applied
Doctoral Project courses are nine (9) weeks in length.
Specific log-in requirements are built into the design of
each course and monitored over the Internet through the
online learning instructional platform. The course structure
allows students to take the initiative to learn content on
their own time and provides carefully developed learning
activities that allow students to optimize their knowledge
processing/application efforts. Course objectives are
clearly stated and assessed through multiple measures.
Instructors are expected to provide feedback and grades on
assignments within 6 days of the assignment due date.
Non-Standard Term Format
In the non-standard term format, students typically take
two (2) classes at a time. Each term is nine (9) weeks in
length with a one week break between terms.
Schedule Changes, Program Changes,
and Course Cancellation
Ashford University reserves the right to make adjustments
to student schedules including, but not limited to, course
dates, sequence, and modality as deemed necessary by
University administration. Registration in a particular
course section or with a specific instructor is not
guaranteed.
Ashford University may cancel or postpone courses or
programs as deemed necessary by the University. In such
situations the University will notify impacted students and
return applicable tuition and fees to the appropriate entity.
In addition, the University will work with students in an
effort to provide them with the opportunity to reschedule
or to transfer to a comparable University course or
program, if available. Any payments made for canceled
courses will be refunded or will be applied to another
University course or program.
The University will make a reasonable attempt to notify
affected students through various communication methods.
Any adjustments made to a student’s schedule, whether
due to failing, repeating, dropping or administratively
dropping a class, or taking unscheduled breaks may have
academic and/or financial implications, including prior
loan(s) entering the Grace/Repayment period with an
effective date of the student’s last date of attendance.
Students are strongly encouraged to consult with their
Academic Advisor to be advised on the implications of
any potential schedule change. The Academic Advisor
may recommend that the student request a break in
attendance due to class availability.
Prerequisite Courses
Students are required to fulfill any prerequisites for
registered courses, even if those prerequisites are not a
requirement within their selected majors. Any prerequisite
courses that are not included in the student’s major may be
applied to his or her elective requirements.
Concurrent Course Registration Policy
Concurrent course registration may occur when
the student is fully admitted and has completed his
or her first two courses.*
Student must be meeting Satisfactory Academic
Progress requirements.*
Students in the BSHIM and BSN programs must
have completed at least one major course and have
a minimum grade point average of 2.50 in all
major coursework attempted at the University.
Payment for concurrent courses can be paid in full
prior to the course start date.
Concurrent course registration cannot violate
progression or prerequisite requirements.
At no time may a student attend more than two
Ashford University courses concurrently.
If using Financial Aid, student should discuss
financial implications of concurrent course
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 107
registration with his/her Student Account Advisor.
Students utilizing financial aid may be eligible to
apply available funding towards their concurrent
course.
*Non-degree seeking students are exempt from this
requirement to register for concurrent courses.
Concurrent course registration cannot violate progression
or prerequisite requirements. In addition, please refer to
the credit maximums allowed for each academic year
when taking concurrent courses.
At no time may a student attend more than two Ashford
University courses concurrently in a non-term format, with
the exception of Practicum**. Concurrent registration in
an academic course and Practicum is anticipated and does
not require prior approval or petition to do so. In unique
cases and with prior approval of the Dean for the program
level or designee, a student may register for concurrent
Practicum courses. Students may contact their advisor to
request further information.
Dissertation/Applied Doctoral Project courses may only be
taken sequentially and may not be taken simultaneously or
in overlapping periods. Students will register for
Dissertation/Applied Doctoral Project courses in sequence
(one credit per 9-week period). Under extraordinary
circumstances beyond the control of the student (e.g.,
impending deployment or overseas TDY for military
personnel or unexpected long-term expatriate relocation
for work or with family), students may petition their Dean
for the program level, with the expressed written support
of each of their Committee members, for an exception to
this policy and enroll for two or more credits of
Dissertation/Applied Doctoral Project courses
simultaneously.
Note: Concurrent course registration is subject to course
availability. The University reserves the right to limit the
number of concurrent registrations in a calendar year.
** Practicum exception applies to students who are
enrolled in Practicum as a part of program requirements
from a previous Catalog year.
Maximum Credit Policy
Undergraduate Credit Maximum Policy
A maximum of 48 credits may be attempted per academic
year.
Graduate Programs Credit Maximum Policy
Non-Term programs:
Master’s degree maximum per academic year:
24*;
Doctoral programs maximum per academic year:
36
Non-Standard Term programs:
Master’s degree maximum per academic year: 36;
Doctoral programs maximum per academic year:
36
*Students may appeal in writing to the Registrar’s Office
for an increase to a maximum of 36 credits attempted per
academic year.
Plans to Improve an Academic Program
Ashford University continuously looks for ways to
improve academic programs. In the event there is a plan to
make a significant improvement to a program, as deemed
so by the University, the information will be posted on the
Student Consumer Information page, located at
www.ashford.edu/about/consumer-information.htm. Once
an effective date for a significant improvement to an
academic program is determined, information about the
change will be posted on the website. Please note that
significant improvements to academic programs generally
only impact new students enrolling after the effective date.
In the event that a significant improvement impacts current
students in the program, students will be notified directly.
Program Enrollment and Cancellation
Initial enrollment at Ashford University is arranged
through a University Enrollment Services Advisor. New
students should contact an Enrollment Services Advisor to
apply. It is the student’s responsibility to officially apply
for the program course of study. To ensure that students
are successful at navigating inside of the classroom and to
become familiar with all of the resources available to them
at Ashford University, newly enrolled students may
participate in a live webinar of a guided tour of the online
classroom. After initial enrollment, students will work
with their Academic Advisors to register, add courses, or
change their course schedule. Any change in the original
registration must be communicated to the student’s
Academic Advisor. Major changes in a student’s schedule
may necessitate completion of a new Admissions
Application and Enrollment Agreement.
Degree seeking students under Ashford Promise have the
right to cancel the Enrollment Agreement and obtain a full
refund of charges through attendance in week 3 (day 21 of
the first course). Applicants who want to cancel an
enrollment agreement must contact their Enrollment
Services Advisor prior to attending in Week 4 of their first
online or face-to-face course. Applicants who cancel
enrollment will be allowed one more period of conditional
admission at Ashford University. Individuals who cancel
their enrollment two times while in conditional standing
GENERAL ACADEMIC INFORMATION AND POLICIES
108 ASHFORD UNIVERSITY
may re-apply to Ashford University no earlier than six
months from their last date of attendance.
Non-degree seeking students have the right to cancel the
Enrollment Agreement and obtain a full refund of charges
through attendance in week 1 (day 7 of the first course).
Cancellation is effective on the date that the written notice
of cancellation is sent. Applicants who want to cancel an
enrollment agreement must contact their Enrollment
Services Advisor prior to attending in week 2 of their first
online course.
Ashford University reserves the right to cancel or
terminate the agreement if the applicant fails to engage in
Student Success Orientation (if required to enroll in
Student Success Orientation), meet basic academic
requirements during conditional admission, violate the
Student Community Standards, fail to make satisfactory
academic progress, fail to make payment in accordance
with the terms of his or her student finance agreement,
and/or fail to meet attendance requirements as outlined in
this Catalog. Applicants who are denied admission may be
allowed one more period of conditional admission at
Ashford University. Individuals who are denied admission
two times while in conditional standing may re-apply to
Ashford University no earlier than six months from their
last date of attendance.
Students who receive federal student financial aid funds
are entitled to a refund of money not paid from federal
student financial aid program funds.
Students who obtain loan(s) to pay for an educational
program will have the responsibility to repay the full
amount of the loan plus interest, less the amount of any
refund.
Registration and Academic Placement
Initial registration and student scheduling is a one-time
process based upon the information provided to Ashford
University in the admission application. The student’s
initial schedule is based upon the student’s desired start
date and program of study in conjunction with previous
education. Initial registration occurs in consultation with
an Enrollment Services Advisor and is completed by the
Office of the Registrar. Upon completion of initial
registration, students can view their individual course
schedules and the dates of each course for which they are
registered via the Student Portal. A student’s course
schedule may not reflect the exact order in which the
courses appear on the website, in the Enrollment
Agreement, and in this Catalog. Course sequencing may
vary by student according to academic needs and course
availability.
Student schedules are adjusted by the student’s Academic
Advisor, in consultation with the student, to accommodate
courses applied in transfer once the admission file is
completed and the student receives full admission to the
University. It is the student’s responsibility to review his
or her schedule regularly through the Student Portal and to
notify their Academic Advisor to initiate any schedule
changes.
Classification of Students
Degree-Seeking Students
A degree-seeking student is one who has been accepted
into a degree program by the University as a degree
candidate and is currently enrolled. A student who remains
continuously enrolled is classified as a less than half-time,
half-time, three-quarter time, or full-time student
according to enrollment requirements for the degree
program. Undergraduate students are further classified as a
freshman, sophomore, junior or senior, according to the
number of undergraduate credits earned. Students enrolled
in graduate programs are classified as graduate-level
students.
Non-Degree Seeking Students
Students who wish to take a limited number of courses and
do not wish to be enrolled in a degree program at Ashford
University may enroll as non-degree seeking students
(non-degree students or non-matriculated students) by
completing an application for admission. Non-degree
seeking students pay the standard tuition rate and are
ineligible for financial aid or in-school Title IV loan
deferment. Credit is granted when courses are successfully
completed and all earned grades are recorded.
Applicants seeking to enroll in one or more courses as a
non-degree seeking student are generally expected to meet
the full admissions requirements for the degree program
through which the course(s) are offered* and any
prerequisite coursework required for an individual course.
Non-degree seeking students are not eligible to take ASH
101, BUS 105, EXP 105, or Capstone coursework. Other
courses not eligible for Non-degree seeking students are
noted in the Course Description section of this catalog.
Non-Degree Seeking students may not utilize Veterans
Affairs (VA) Education benefits, unless a valid Primary
School Letter is on file stating the course taken at Ashford
University will transfer to the student’s Primary School.
Admission requirements for enrolling in coursework as a
non-degree seeking student are outlined specifically in
each degree-level section of this Catalog.
Registering as a non-degree seeking student in no way
guarantees or implies admission to an Ashford University
degree program. Non-degree seeking students planning to
formally apply for admission to a degree program should
have their intended course selections reviewed by their
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 109
Academic Advisors to determine relevance and potential
applicability to the intended program. Students who wish
to apply non-degree seeking coursework to an
undergraduate program at Ashford University may apply
up to 30 credits. Students who wish to apply non-degree
seeking coursework to a graduate-level degree program at
Ashford University may apply up to 15 credits. Students
who wish to attempt more than these credit maximums
must seek approval from the Office of the Registrar.
Individuals who previously have been denied regular
admission, or those who have been dismissed or
disqualified from Ashford University must petition the
Registrar’s Office and receive permission to register as a
non-degree seeking student. Graduates of Ashford
University are generally permitted to register for continued
coursework as non-degree seeking students.
The number of non-degree seeking students in any class
may be limited. Ashford encourages students to select a
degree program no later than one calendar year from the
date of enrollment. Ashford University reserves the right
to assess the suitability of a non-degree seeking student for
any course.
*Note: Applicants under the age of 22 cannot be enrolled
in an Ashford University degree program unless they meet
specific exceptions. Please refer to undergraduate
admission requirements for full admission requirements
into a degree-seeking program.
All applicants applying under the age of 18 must have all
legal documents signed by a parent or legal guardian.
Student Grade Levels
Undergraduate Class Level:
Freshman:
0–24 credits earned
Sophomore:
25–48 credits earned
Junior:
49–72 credits earned
Senior:
73+ credits earned
Once a student has earned 24 credits and registers for his
or her 25th credit, he or she will be classified as a
Sophomore.
Once a student has earned 48 credits and registers for his
or her 49th credit, he or she will be classified as a Junior.
Once a student has earned 72 credits and registers for his
or her 73rd credit, he or she will be classified as a Senior.
Graduate Class Level:
Students enrolled in graduate programs are classified as
graduate-level students.
Enrollment Status
Students who remain continuously enrolled in non-term-
based programs are classified as full-time. Students who
are on a break of up to 14 consecutive days or on an
approved Academic Leave are still classified as full-time.
Students who fail to return from a break or approved
Academic Leave as scheduled should refer to the
Withdrawal from the University policies for information
regarding determination of withdrawal date. The
University may schedule breaks during which no courses
are scheduled. When this occurs, such as during the annual
winter break, the student's break will extend the 14 day
limit to include the scheduled break. The annual winter
break does not extend the 45 day limit for approved
Academic Leaves that are greater than 14 days.
Auditing of Courses
Ashford University does not allow for course auditing due
to the accelerated nature of course offerings and the unique
nature of the classroom environments.
Transfer Concentration Guidelines for
Bachelor's Programs
Transfer concentrations are intended for Bachelor’s
students in the BABA and BAOM who have experience
and/or extensive transfer credit coursework in a field of
study at the time of admission.
Students must petition for a transfer concentration in a
defined subject area and submit a minimum of twelve (12)
credits of coursework before approval is granted. In rare
cases, a student with some transfer coursework completed
in a given subject area may petition to the University
Registrar’s Office, after admission, to complete part of a
concentration through Ashford University coursework.
Transfer concentrations generally will not be
approved in fields of study that lead to licensure or
certification.
Transfer credits will only be applied toward the
required coursework in applicable majors if the
student has maximized all other transfer credit
possibilities within the Bachelor’s degree and has
otherwise earned enough upper-division credits to
meet program requirements. Otherwise, transfer
concentration coursework will be applied toward
elective credit.
A student can earn more than one transfer
concentration as long as each transfer
concentration has at least six (6) credits that do not
apply to another concentration or major.
Students earning transfer concentrations with
substitutions against major coursework are not
GENERAL ACADEMIC INFORMATION AND POLICIES
110 ASHFORD UNIVERSITY
exempt from the minimum requirement for
earning thirty (30) upper-division credits.
SMART Track Program
SMART Track Program Requirements for
Bachelor's Programs
Students enrolled in an Ashford University Bachelor’s
degree program may be eligible to enroll in up to six (6)
credits (nine (9) applicable credits for the MACC, MBA,
MISM, MSCJ or MSTM programs) of graduate-level
coursework toward their Bachelor’s degree and accelerate
completion of a Master’s degree with Ashford University.
SMART Track Student Eligibility
Students must meet the following criteria in order to take
Master’s-level coursework in a Bachelor’s program:
Must be a senior-level student with 108+ credits
earned toward a Bachelor’s degree at Ashford
University. Students may be pre-qualified and
enrolled in SMART Track courses when 105
credits are earned in anticipation of 108 credits
completed prior to beginning SMART Track
coursework.
Must have a 2.75 or higher cumulative GPA to
begin a Master’s-level course.
Must meet any prerequisite coursework
requirements for each course.
Must indicate to their Academic Advisor that they
plan to apply for admission to a specific Master’s
degree program at Ashford University upon
completion of the Bachelor’s degree, and request
the courses through their Academic Advisor.
Must be in good financial standing at Ashford
University.
Students must complete a SMART Track Request
form.
Bachelor’s Program Stipulations and
Requirements for Enrolling and Applying
Master’s-Level Coursework
Students in a Bachelor’s-level program offered at
Ashford University may attempt up to six (6)
Master’s-level credits* offered at Ashford
University to satisfy elective requirements in their
Bachelor’s program.
Bachelor’s-level tuition applies to any Ashford
University Master’s-level coursework attempted as
part of the Bachelor’s program. Students are
limited to six (6) attempted credits* at the
Bachelor’s-level tuition rate (Ashford University
Military Grant rates are applicable for students
who qualify). Financial aid is also awarded at the
Bachelor’s-level.
Students are not permitted to retake Master’s-level
courses attempted while enrolled in a Bachelor’s
program. Only one attempt per Master’s course is
permitted at the undergraduate-level (W and WF
grades included).
Master’s-level coursework attempted as part of a
Bachelor’s program is applied toward the
Bachelor’s-level cumulative grade point average
(CGPA).
Enrollment in the Master’s degree program begins
after an applicant has been formally admitted to
the program by submitting an application
indicating an earned Bachelor’s degree. Students
are subject to the academic requirements that are
in effect at the time of enrollment in the Master’s
degree program. Any Master’s degree
requirements that have been satisfied by
coursework taken as part of the SMART Track
will be considered fulfilled.
Unless otherwise stipulated by the undergraduate
program, the graduate-level coursework will apply
toward elective credit requirements.
Master’s-level courses taken while enrolled in a
Bachelor’s program will count toward the upper
division credit requirement.
In order for the courses to be applied toward
completion of an Ashford University Master’s
program, courses taken at the Bachelor’s level
must be successfully completed with a grade of
“C” or higher and be applicable to the specific
Ashford University Master’s program in which the
student enrolls. Graduate-level courses are
normally six (6) weeks in length; therefore
enrollment may extend graduation dates and may
delay financial aid disbursement timing.
Graduate-level courses are graded as follows: A,
B, C, F, W, WF, or I. Plus, Minus, and D grades
are not awarded in graduate-level coursework.
Grades earned in Master’s level courses completed
as part of an undergraduate program will be
calculated into the graduate-level cumulative
grade point average (CGPA). Students are
encouraged to complete the graduate level course
with a “B” or higher.
Students may not apply more than 9 credits of
graduate coursework to their Bachelor’s degree
program.
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 111
* Nine (9) applicable credits for the MACC, MBA, MISM,
MSCJ or MSTM programs
SMART Track Courses
Specific graduate-level courses for which Bachelor’s
students are eligible to enroll may be stipulated by each
Master’s degree program. The following courses have
been designated by program for SMART Track student
enrollment. Enrollment in any courses other than those
subsequently designated must be approved by the
appropriate Dean, Vice President for Academic Affairs or
designee.
Master of Accountancy*
BUS 600 Management Communications with
Technology Tools (3 credits)
ECO 610 Global Economics (3 credits)
*BUS 591 Financial Accounting & Analysis (3
credits)
Master of Arts in Early Childhood Education Leadership
ECE 600 Leadership, Innovation, and Social
Justice in Early Childhood Education (3 credits)
ECE 624 Advanced Topics in Child Development,
Learning, and Developmentally Appropriate
Practices (3 credits)
Master of Arts in Education
EDU 650 Teaching, Learning & Leading in the
21st Century (3 credits)
EDU 692 Creativity, Culture, & Global Contexts
in Education Decision Making (3 credits)
Master of Arts in Health Care Administration
MHA 601 Principles of Health Care
Administration (3 credits)
MHA 622 Health Care Ethics & Law (3 credits)
Master of Arts in Human Services
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
HUM 5010 Introduction to Human Services (3
credits)
Master of Arts in Organizational Management
BUS 600 Management Communications with
Technology Tools (3 credits)
BUS 610 Organizational Behavior (3 credits)
Master of Arts in Psychology
PSY 600 Introduction to Graduate Study in
Psychology (3 credits)
PSY 605 Developmental Psychology (3 credits)
Master of Arts in Special Education
ESE 601 Introduction to Students with
Exceptionalities in the School Setting (3 credits)
ESE 603 Law & Ethics in Special Education (3
credits)
Master of Business Administration**
BUS 621 Leadership and Teamwork (3 credits)
BUS 622 Global Marketing (3 credits)
**BUS 592 Financial Business Overview (3
credits)
Master of Human Resource Management
BUS 600 Management Communications with
Technology Tools (3 credits)
OMM 618 Human Resources Management (3
credits)
Master of Information Systems Management ***
ISM 500 Introduction into Management
Information Systems (3 credits)
ISM 510 Introduction into Computer
Programming for Business Applications (3credits)
BUS 600 Management Communications with
Technology Tools (3 credits)
INF 630 Systems Analysis and Design (3 credits)
Master of Public Health
MPH 601 Introduction to Public Health Concepts
(3 credits)
MPH 602 Social & Biological Determinants of
Public Health (3 credits)
Master of Science in Health Informatics and Analytics
HIA 601 Foundations in Health Informatics
HIA 608 Health Care Program & Project
Management
Master of Science in Instructional Design and Technology
IDT 601 Instructional Analysis I (3 credits)
IDT 602 Instructional Analysis II (3 credits)
Master of Science in Criminal Justice++
CRJ 501 Criminal Justice, Criminal Law & the
Constitution (3 credits)
CRJ 510 Criminal Justice Policy & Theory (3
credits)
CRJ 512 Criminological Theory (3 credits)
GENERAL ACADEMIC INFORMATION AND POLICIES
112 ASHFORD UNIVERSITY
Master of Science in Finance
FIN 671 Financial Analysis and Security
Valuation (3 credits)
FIN 681 Money, Banking, and Financial
Institutions (3 credits)
Master of Science in Technology Management+
BUS 600 Management Communications with
Technology Tools
BUS 611 Project Planning & Management
+ MAT 540 Statistical Concepts for Research
*Otherwise eligible students enrolled in a Bachelor’s
degree program who plan to apply to the Ashford
University MACC program may take BUS 591 for an
additional three (3) elective credits for a total of nine (9)
Master’s level credits to satisfy appropriate Bachelor’s
degree requirements and this course to the MACC
program.
** Otherwise eligible students enrolled in a Bachelor’s
degree program who plan to apply to the Ashford
University MBA program may take BUS 592 for an
additional three (3) elective credits for a total of nine (9)
Master’s level credits to satisfy appropriate Bachelor’s
degree requirements and this course in the MBA program.
*** Students who plan to apply to the Ashford University
MISM program may take ISM 500 and/or ISM 510 for up
to an additional six (6) elective credits to satisfy
appropriate Bachelor’s degree requirements and these
courses for the MISM program. Students who are required
to take one or both of the courses may enroll in a
maximum of nine (9) credits from the MISM program as
an undergraduate student.
+Students who plan to apply to the Ashford University
MSTM program may take MAT 540 for an additional
three (3) elective credits for a total of nine (9) Master’s
level credits to satisfy appropriate Bachelor’s degree
requirements and this course to the MSTM program.
++Students who plan to apply to the Ashford University
MSCJ program may take CRJ 501 for an additional three
(3) elective credits for a total of nine (9) Master’s level
credits to satisfy appropriate Bachelor’s degree
requirements and this course to the MSCJ program.
Undergraduate Area of Study Course
Overlap Policy
Students who wish to pursue a major, emphasis, or transfer
concentration in addition to their primary major may do so
as long as the following unique credit requirements are
met. This policy does not apply to any overlap with
general education requirements.
Transfer coursework that is accepted as a direct transfer to
an Ashford University course is not exempted from this
policy.
Area of Study Type
Minimum Unique
Credits
Major*
24 credits
Emphasis
6 credits
Transfer Concentration
6 credits
*Due to the difference in graduation and progression
requirements between a Bachelor of Arts and Bachelor of
Science, students cannot add an additional major that
crosses over between the two disciplines.
Completion of Additional Undergraduate
Degrees
A student who has previously earned an Associate or
Bachelor’s degree from Ashford University cannot earn a
subsequent Associate degree from Ashford University, as
Associate degrees do not contain a sufficient number of
unique credits as outlined in the Undergraduate Area of
Study Course Overlap Policy, in this Catalog.
A student who has previously earned a Bachelor's degree
at Ashford University or from a regionally or approved
nationally accredited institution, and wishes to earn an
additional Bachelor's degree must complete an additional
30 upper-division credits at the University and fulfill all
graduation requirements applicable to the additional
degree. Students should have a minimum of 24 unique
credits in their major coursework in order to receive an
additional Bachelor’s degree. Students who completed a
Bachelor’s degree from countries other than the United
States must have their degree evaluated by an approved
evaluation service, and accepted by Ashford University, as
equivalent to a Bachelor’s degree in the United States.
Unless the additional degree requires coursework that also
fulfills General Education requirements, an appropriately
accredited Bachelor’s degree will meet all General
Education requirements.
Completion of an additional area of study within a
Bachelor’s Degree does not constitute a second degree, but
only a second area of study.
Completion of Additional Master’s
Degrees
A student who has previously earned a Master’s degree at
Ashford University, or from a regionally or approved
nationally accredited institution, and wishes to earn an
additional Master’s degree must fulfill all degree and
graduation requirements applicable to the additional
degree. Students who completed a Master’s degree from
countries other than the United States must have their
degree evaluated by an approved evaluation service, and
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 113
accepted by Ashford University, as equivalent to a
Master’s degree in the United States.
A maximum of 50 percent of Ashford University courses
from an earned Master’s degree, including specialization
courses, may be applied to a subsequent Ashford
University Master’s degree. Students may not enroll in a
second Master’s degree program if more than 50 percent
of the courses are shared with the previously awarded
Master’s degree. Completion of an additional area of
specialization within the same degree does not qualify for
a second degree. Students taking programs with a shared
capstone experience (EDU 694, EDU 696) are required to
complete the capstone courses for each program.
For
Ashford University graduates, an additional Forbes
School of Business & Technology Master’s degree
cannot duplicate specializations with the previously
awarded Master’s degree. The additional Master’s
degree must be taken with a new advanced sequence or
a new specialization.
Completion of Additional Doctorate
Degrees
A student who has previously earned a degree at Ashford
University, or an appropriately credentialed university, and
wishes to earn an additional degree must fulfill all degree
and graduation requirements applicable to the additional
degree. Any credits applied to a previously awarded
degree cannot be applied to a subsequent degree. If a
student has completed coursework that fulfills content
requirements for the additional degree, the student must
complete additional courses to fulfill total credit
requirements for the additional degree. Ashford University
graduates may not complete a duplicative degree program
with a difference specialization but shall instead choose a
different program.
Graduate Restrictions for Degree Pairings
The following degree program and specialization pairings
are restricted. Students who wish to complete an additional
Master's degree that is restricted must choose a new
specialization or degree program.
Due to the nature of the graduate degree programs,
students are not permitted to concurrently enroll in more
than one Master’s or Doctorate degree program.
Restricted Program Pairings
Program Previously
Completed
Additional Degree
Restricted
Restricted Program Pairings
Master of Human Resource
Management
MA in Organizational
Management, Human
Resources Management
Specialization
MA Education, Early
Childhood Education
Specialization
Master of Arts in Early
Childhood Leadership
MA Curriculum and
Instruction
MA Special Education*
MA Curriculum and
Instruction*
MA Education*
MA Curriculum and
Instruction*
MA Early Childhood
Education Leadership*
MA Education*
MA Special Education*
MA Education*
MA Early Childhood
Education Leadership*
MA Special Education*
MA Education*
MA Special Education*
MA Early Childhood
Education Leadership*
MA Early Childhood
Education Leadership*
MA Education*
*As of 2018-2019 catalog year, these programs are
restricted. Prior program versions may be eligible.
Degree Regression
Degree regression may occur if a student enrolls in a lower
level degree than one previously earned. Students may
experience regression when course content completed at a
higher level is repeated for fulfillment of lower level
degree requirements. Since students applying for lower
level degrees risk regression, degree-seeking students must
petition to the Vice President of Academic Affairs to
enroll in a lower level degree, prior to being admitted to
the program, in order to ensure credit requirements for the
additional degree will not be considered regression.
GENERAL ACADEMIC INFORMATION AND POLICIES
114 ASHFORD UNIVERSITY
Sequence of Courses
In most cases, students are not permitted to take a course
for credit after they have completed a more advanced
course in the same subject with a grade of “C-” or higher.
Course sequencing requirements may be outlined for each
degree program, major, minor, and/or specialization.
Capstone Courses
Most Bachelor’s and graduate degree programs require
students to successfully complete a capstone course.
Capstone courses are designed as a comprehensive method
for students to demonstrate achievement and
understanding of their program learning outcomes.
Students will be scheduled for their capstone course as the
final course requirement to complete their degree with the
exception of those pursuing an undergraduate
specialization. Students may not take capstone courses for
elective credit, or as a non-degree seeking student.
Academic Credit
Academic credit at Ashford University is granted using the
semester credit hour system.
Grade Point Average
The grade point average is determined by dividing the total
number of quality points earned by the total number of
credits attempted for which quality points are given. The
grades of “W”, “I”, “Passing” and “Non-Passing” “do not
alter the grade point average and are counted as credits
attempted when calculating completion rate requirements
for satisfactory academic progress. If a student repeats a
course, only the most recent grade earned affects the grade
point average; the grade point value of the first grade is no
longer included in calculating the cumulative average.
““WF”, “WU”, “F” and “U” grades are counted as credits
attempted and equal to zero (0) grade points. No grades are
awarded for transferred credits, and transfer credit hours
are not reflected in the Ashford University grade point
average.
Grading System and Grade Points
Credits are awarded in semester credit hours. Grade point
averages are calculated on a 4.00 scale and include only
coursework attempted at the University.
Note: C- grades or below are not applicable to graduate
programs.
Grades/Quality Points:
A
=
4.0
C-
=
1.7
A-
=
3.7
D+
=
1.3
B+
=
3.3
D
=
1.0
B
=
3.0
D-
=
0.7
B-
=
2.7
F
=
0
C+
=
2.3
WF
=
0
C
=
2.0
U
=
0
WU
=
0
Other Grading Designations
T
=
Transfer Credit
I
=
Incomplete Course (replaced when final grade is awarded)
P
=
Designates Pass/Fail credit earned for courses specifically designated as Pass/Fail. Credits earned count
toward the degree requirements, although grade points will not be earned.
PM
=
Pass Mastery. Equivalent to a 4.0 grade (a) in competency based programs.
PP
=
Pass Proficient. Equivalent to a 3.0 grade (B) in competency based programs.
PR
=
Progressing. Indicates student eligibility to continue to the next term of a multiple term experience such as:
Practicum, Internship, Dissertation, and Applied Doctoral Project courses, due to satisfactory progress in the
experience regardless of whether all required milestones have been met. For Practicum, Internship,
Dissertation, and Applied Doctoral Project courses, PR grades will be changed to Pass only when the student
completes all academic requirements for successful completion of the Practicum, Internship, Dissertation, or
Applied Doctor Project courses. Credits are attempted and earned.
GENERAL ACADEMIC INFORMATION AND POLICIES
2020-2021 ACADEMIC CATALOG 115
NA
=
Not Applicable, issued when a student only attends during the add/drop period of a course, and subsequently
drops or is administratively dropped from the course. GPA and Completion Rate are not affected; however,
the grade may affect the Consecutive Course Drop policy. This grade will not appear the transcript.
NP
=
No Pass. A grade of NP is given for failure to complete Practicum, Dissertation, Applied Doctoral Project,
Comprehensive Exams and Internship in a satisfactory manner. Credit is attempted but not earned.
E
=
Enrolled in Course
W
=
Withdrew from Course, credits are marked as attempted, but grade points will not be earned.
WF
=
Withdrawn Fail, issued when a student drops or is administratively dropped from a course after the deadline
for dropping a course with a grade of W has passed, based on the last date of attendance. Credits are marked
as attempted and grade points are equivalent to an "F" grade.
MW
=
Military Withdrawal, issued when a Military Course Drop is granted to a student. Ashford University waives
or refunds the tuition and fees for the course to the service or entity from which they originated. The grade
does not award any earned or attempted credit or quality points and is not SAP applicable. This grade will
not appear on the transcript.
CE
=
Competency by Exam
R or
**
=
Repeated Course*
NC
=
No Credit
U
=
Unsatisfactory, a grade of U indicates that the student has not demonstrated a satisfactory level of
competence in the subject area being evaluated. Credit is not given for coursework in which this grade is
earned. The class may be repeated; however, the grade earned in the first attempt remains on the transcript
permanently and a repeat symbol is added to indicate that the course has been repeated. The final grade for a
second attempt is indicated in the term it is completed.
WU
=
Withdrawn – Unsatisfactory, A grade of WU is issued when a student drops or is administratively dropped
from a course after 67% of the total instructional time has elapsed, based on the last date of attendance.
Credits are marked as attempted and grade points are equivalent to a “U” grade. Practicum, Thesis,
Dissertation, and Applied Doctoral Project courses are excluded.
*A student may repeat a course previously taken only if the initial grade earned was a "C" or lower. Unless otherwise
designated, credit is earned for a course only once. The previous grades for all repeated courses are retained on the
transcript and count as credits attempted. Only the most recent grades and points are used in calculating the grade point
average (GPA). Transfer credit from other institutions is noted on the transcript in semester credit hours.
GENERAL ACADEMIC INFORMATION & POLICIES
116 ASHFORD UNIVERSITY
Late Assignment Submissions
Faculty will accept late submissions of written
assignments up to three (3) days after the due date. The
maximum late penalty that may be applied to assignments
submitted within three (3) days of the deadline is 10%.
Written Assignments are defined as all papers, journals,
and most major assignments. Assignment due dates could
vary between courses and should be confirmed on the
assignment calendar for each course.
Late Policy for discussion forums, quizzes, and
assignments other than written assignments as announced
in the classroom, will be under the discretion of the faculty
member for that course.
Repeated Courses - Undergraduate
A course may be repeated at the University if the initial
grade in the course was a “C” or lower. The most recent
grade earned in the course is used in computing the
cumulative grade point average. Limits on the number of
courses or times a course may be repeated may be set at
the degree and/or major level. Additionally, a student may
not retake a course in an area in which he or she has
already completed coursework that is more advanced in
content level. Degree-seeking students should work with
their Academic Advisor to determine if coursework will fit
into their academic plan and not be considered regression
from previous credit awarded. Students choosing to repeat
coursework must do so prior to the completion of program
requirements. Repeating coursework may affect eligibility
for Title IV financial aid.
Repeated Courses – Masters
A maximum of two different courses with letter grades of
NP, F, U, WF or WU may be repeated once at the Masters
level.
If a single course is failed more than once, or more
than two different courses are failed, students exceed the
number of allowable F or WF grades and will be
automatically dismissed from their program of study.
All courses remain on the transcript. Unsuccessful
completion of the first course of a student’s program will
result in the rescheduling of the course and revision of
future course sequence. There is no restriction on the
number of courses with a grade of C or W that may be
repeated at the Master’s level so long as other
requirements of satisfactory academic progress are met.
The grade point average will be calculated based on the
grade given in the second course. Exceptions to the limit
on repeating courses must be approved by the Vice
President of Academic Services, the University Registrar,
or designee.
Dismissed students should refer to the Appeal of Academic
Dismissal policy outlined in this Catalog. Appeals are
evaluated by an Appeals Committee made up of the
University Registrar or designee, and representative from
Academic Affairs. Students who are denied re-admission
after an appeal will not be eligible to submit another
appeal for a period of no less than six (6) months since
their last appeal was received by the University. Students
who have an approved appeal and do not successfully
complete their next scheduled repeated course will be
dismissed and may not submit another appeal for a period
of no less than six (6) months.
Courses that must be repeated due to an unsuccessful
grade do not count towards eligibility for financial aid.
This may affect the student’s eligibility for financial aid
funds. Students are encouraged to contact the Financial
Aid Office for more information.
Repeated Courses - Doctoral
During Coursework phase of a student’s program:
Students may repeat any course with grades of C, C+, U,
WU, or NP (In-Residence Workshops only) once. A
maximum of two different courses with grades of C, C+,
U, WU, or NP may be repeated. Grades of C and C+ will
count towards meeting degree requirements; however, a
student may only receive a combination of two C, C+, U,
WU, and NP grades at the Doctorate level.
If a single course is failed more than once, or more than
two different courses are failed, students exceed the
number of allowable C, C+, U, WU, and NP grades. If a
student has less than a 3.0 GPA and exceeds the number of
allowable C, C+, U, WU, and NP grades, the student will
be academically dismissed from their program of study. If
the student has a 3.0 GPA or greater, the student will be
granted an exception to the number of allowable C, C+, U,
WU, and NP grades and may continue attending courses
without interruption, but the student must retake any
unsuccessful grades applicable to the current program
within the next three (3) courses. While all courses and
grades remain on a student’s transcript, any course with a
C, C+, U, WU, or NP grade may be excluded from this
policy if a subsequent 18 credits of coursework with
grades of B- or better is completed.
During the Doctoral Research phase (beyond
Capstone) of a student’s program:
Students may earn a
maximum of two NP grades during the Doctoral Research
phase of their program: Dissertation Planning I,
Dissertation Planning II, Applied Doctoral Project
Planning I, Applied Doctoral Project Planning II,
Dissertation, Dissertation Extension, Applied Doctoral
Project, Applied Doctoral Project Extension courses,
and/or In-Residence Workshops, if applicable. Students
who exceed the number of allowable NP grades during the
Doctoral Research phase will be academically dismissed
from their program of study.
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 117
Courses that must be repeated due to an unsuccessful
grade do not count towards eligibility for financial aid.
This may affect the student’s eligibility for financial aid
funds. Students are encouraged to contact the Financial
Aid Office for more information.
Dismissed students should refer to the Appeal of Academic
Dismissal policy outlined in this Catalog. Appeals are
evaluated by an Appeals Committee made up of the
University Registrar or designee, and representative from
Academic Affairs. Students who are denied re-admission
after an appeal will not be eligible to submit another
appeal for a period of no less than six (6) months since
their last appeal was received by the University. Students
who have an approved appeal and do not successfully
complete their next scheduled repeated course will be
dismissed and may not submit another appeal for a period
of no less than six (6) months.
Courses that must be repeated due to an unsuccessful
grade do not count towards eligibility for financial aid.
This may affect the student’s eligibility for financial aid
funds. Students are encouraged to contact the Financial
Aid Office for more information.
Incomplete Grades
Eligibility Criteria
For students experiencing temporary hardships,
Incomplete “I” grades may be issued at the discretion of
the instructor. To issue a grade of “I” for a course, the
following conditions must be met:
The student must have completed at least 2/3 of
the assignments in the course;
With the exception of assignments due during the
final week of the course, the student’s Course
Weighted Average to Date must be at least 59.50
(undergraduate students) or 69.50 (graduate
students); and
The student must submit an Incomplete Grade
Request to his or her instructor prior to the
submission of final grades.
Due to required hours necessary for a particular term of a
registered Practicum and the multiple term experience for
Internship, and Doctoral Research, incomplete grades may
not be issued for Practicum, Internship, or
Dissertation/Applied Doctoral Project Planning I and
II/Applied Doctoral Project or Dissertation/Applied
Doctoral Project Extension courses, with the exception of
the final Practicum or Internship course in the series.
Attendance Requirements
Regardless of a request for an incomplete grade, students
must meet weekly attendance requirements through the
end of the course or term. Students who are dropped from
a course or term due to not meeting attendance
requirements are not eligible to receive an “I” grade.
Approved Incompletes
The instructor must approve the plan presented by the
student for satisfying the requirements of the course.
The student has up to 30 days, based on instructor
discretion, from the last day of the course to finish his or
her coursework. If the student does not complete the work,
his or her grade automatically defaults to the grade earned
as of the conclusion of the course. Students who have an
outstanding incomplete grade at the time of Satisfactory
Academic Progress (SAP) review may not be allowed to
continue to the next term until the “I” grade is successfully
completed. The “I” grade appears on grade reports and/or
official transcripts until a final grade is determined and
recorded.
Appeal Procedure
Students requesting an extension for an incomplete grade
and students who have been denied an incomplete grade
may appeal the decision to the Vice President for
Academic Affairs, or designee. The outcome of the request
will be communicated in writing to the student. A
maximum of an additional thirty (30) days may be granted
to a student with an approved appeal.
Course Drop
To drop from a course(s), a student must contact his or her
assigned Enrollment Services Advisor, Academic Advisor,
or other advisor within the Enrollment Services or Student
Services Departments. Students who officially drop from a
course or courses during the add/drop period, which is
before the conclusion of the first instructional week, will
have that course removed from their academic transcripts.
Drop Deadlines:
5-week course = Day 3
6-week course = Day 3
9-week course = Day 3
15-week course = Day 3
For 5-week courses, students who officially drop or are
administratively dropped from a course after Day 3 and
have a Last Date of Attendance (LDA) in Day 4 through
week 4 will receive a grade of “W” in the course. Students
who officially drop or are administratively dropped from a
course prior to the course end date and have an LDA in
Week 5 will receive a grade of “WF” in the course.
For 6-week courses, students who officially drop or are
administratively dropped from a course after Day 3 and
have a Last Date of Attendance (LDA) in Day 4 through
week 5 will receive a grade of “W” in the course. Students
who officially drop or are administratively dropped from a
GENERAL ACADEMIC INFORMATION & POLICIES
118 ASHFORD UNIVERSITY
course prior to the course end date and have an LDA in
Week 6 will receive a grade of “WF” in the course.
For 9-week courses, students who officially drop or are
administratively dropped from a course after Day 3 and
have a Last Date of Attendance (LDA) in Day 4 through
week 7 will receive a grade of “W” in the course. Students
who officially drop or are administratively dropped from a
course prior to the course end date and have an LDA in
Weeks 8 or 9 will receive a grade of “WF” or “WU” in the
course.
For 15-week courses, students who officially drop or are
administratively dropped from a course after Day 3 and
have a Last Date of Attendance (LDA) in Day 4 through
Week 12 will receive a grade of “W” in the course.
Students who officially drop or are administratively
dropped from a course prior to the course end date and
have an LDA in Weeks 13-15 will receive a grade of
“WF” in the course.
Students in Pass/Fail courses will receive a “W” for drops
after 67% of instructional time or 2/3 of the course has
elapsed.
Deadlines to Drop with a Grade of W:
5-week course = Week 4
6-week course = Week 5
9-week course = Week 7
15-week course = Week 12
Students who officially drop or are administratively
dropped from a course after the deadline to drop with a
grade of “W” will receive a grade of “WF” or “WU” in the
course.
Please note that course drop dates are based on a
student’s last date of attendance in the course.
Consecutive Course Drops
Degree-seeking students only meeting attendance
requirements in the first 3 days of a course for four
consecutively enrolled courses at Ashford University
without earning credit will be administratively withdrawn
for a period of no less than six months from the student’s
last date of attendance. Students who have been withdrawn
may appeal this policy by contacting their Academic
Advisor. Students who have an approved appeal and do
not successfully complete their next scheduled course will
be withdrawn for a period of no less than six (6) months.
Consecutive Unsuccessful Grades
Students who earn three (3) consecutive unsuccessful
grades at Ashford University will be academically
dismissed. Unsuccessful final grades include the
following:
F, W, WF, NP, U, WU; or
In a General Education Core Competency, or
General Education Capstone course, D+, D, or D-;
or
In ASH 101, BUS 105, EXP 105, D+, D or D- ; or
In HIM 217, C-, D+, D or D- .
Dismissed students should refer to the Appeal of Academic
Dismissal policy outlined in this Catalog. Appeals are
evaluated by an Appeals Committee made up of the
University Registrar or designee, and representative from
Academic Affairs. Students who are denied re-admission
after an appeal will not be eligible to submit another
appeal for a period of no less than six (6) months since
their last appeal was received by the University. Students
who have an approved appeal and do not successfully
complete their next scheduled course will be dismissed and
may not submit another appeal for a period of no less than
six (6) months.
Transcripts
One official transcript of coursework is provided upon
graduation. In addition, doctoral Internship applicants are
provided one official transcript free of charge. Directions
on how to obtain additional transcripts, or transcripts
needed before graduation, and information on the current
transcript fee may be found at
https://www.ashford.edu/transcript-request.
Official transcripts may only be provided to third parties
upon written consent from the student via the Official
Transcript Request form. Students may print copies of
their unofficial transcripts free of charge through the
Student Portal.
Satisfactory Academic
Progress Policy (SAP)
Ashford University is dedicated to the academic success of
students. As such, the following policies outline the
academic requirements for Ashford University’s programs
and describe how they are measured to ensure that students
are making satisfactory academic progress toward
successful degree completion. This policy applies to all
undergraduate and graduate-level coursework attempted at
Ashford University, regardless of date attempted.
Academic and Financial Aid Warning, and Academic and
Financial Aid Probation statuses provide an opportunity
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 119
for students to improve academic performance and meet
overall requirements for degree completion. Students
placed on one of these statuses should meet with their
Academic Advisor to discuss course scheduling and to
plan for remediation.
Please contact the Ashford University Registrar at
academic.progress@ashford.edu with any questions
concerning the requirements outlined in this policy. This
policy applies to all coursework accepted and applied in
transfer as well as attempted at Ashford University, as
outlined in this policy, regardless of date attempted.
Undergraduate Non-Term Based
Program Measures
Week = 7 calendar days
Full Academic Year Definition = a minimum of 40
weeks of instructional time and 24 successfully
earned credits that apply toward the student’s
program of study. Please note: courses are offered
50 weeks in each calendar year. Therefore,
students can complete five academic years in four
calendar years.
A full Academic Year consists of 2 increments
also referred to in this Catalog as payment
periods, financial aid payment periods and
Satisfactory Academic Progress (SAP) increments.
o
The first payment period in the Academic Year
ends when half of the credits and weeks required
for a completed Academic Year have been
successfully met.
o
The second payment period in the Academic Year
ends when the requirements for a completed
Academic Year have been successfully met.
Masters Non-Term Based Program
Measures
Week = 7 calendar days
Full Academic Year Definition = a minimum of 36
weeks of instructional time and 18 successfully
earned credits that apply toward the student’s
program of study.
A full Academic Year consists of 2 increments
also referred to in this Academic Catalog as
payment periods, financial aid payment periods
and Satisfactory Academic Progress (SAP)
increments.
o
The first payment period in the Academic Year
ends when half of the credits and weeks required
for a completed Academic Year have been
successfully met.
o
The second payment period in the Academic Year
ends when the requirements for a completed
Academic Year have been successfully met.
Doctoral Non-Term Based Program
Measures
Week = 7 calendar days
Full Academic Year Definition = a minimum of 36
weeks of instructional time and 4 successfully
earned credits that apply toward the student’s
program of study.
A full Academic Year consists of 2 increments
also referred to in this Academic Catalog as
payment periods, financial aid payment periods
and Satisfactory Academic Progress (SAP)
increments.
o
The first payment period in the Academic Year
ends when half of the credits and weeks required
for a completed Academic Year have been
successfully met.
o
The second payment period in the Academic Year
ends when the requirements for a completed
Academic Year have been successfully met.
Final Academic Year Exceptions:
For any remaining portion of a program that is half
of an Academic Year or less, the remaining
portion is treated as a single payment period.
For any remaining portion of a program that is
more than half of an Academic Year but less than
a full Academic Year, the remaining portion is
divided into two payment periods and the first
payment period is the period in which the student
successfully completes half of the credits and half
of the weeks of instructional time in the remaining
portion.
Satisfactory Academic Progress (SAP) is evaluated at the
end of each payment period.
Full-Time Enrollment = Students who remain
continuously enrolled, including breaks of 14 days or less,
in non-term-based programs are classified as full-time. The
University may schedule periods of non-enrollment during
which no courses are scheduled. When this occurs, such as
during the annual winter break, the non-enrollment period
may extend the 14 day limit to include the break.
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120 ASHFORD UNIVERSITY
Graduate Competency Based Standard
Term Program Measures
Loan periods for graduate competency based standard term
programs are comprised of two 15-week terms. The
beginning date of the loan period for these programs will
coincide with the start date of the first term in the loan
period.
Undergraduate Satisfactory Academic
Progress Standards
Undergraduate students must meet the following minimum
qualitative and quantitative standards to make satisfactory
academic progress:
Minimum cumulative GPA in Ashford University
coursework for all undergraduate students = 2.00.
Cumulative GPA includes all undergraduate-level
coursework attempted at Ashford University,
excluding grades of Pass, I, or W. Only the later
grade is counted in the cumulative GPA when a
course is repeated.
Grade points earned at another college are not
used in the computation of the grade point average
at Ashford University.
Successful Completion Rate = 67% or 2/3 of all
attempted credits. Attempted undergraduate
credits are all Ashford University course attempts
recorded on the academic transcript, including
repeated courses, withdrawals, and incompletes, as
well as transfer credits that apply toward the
student’s current degree program. Grades that
count negatively against successful completion
rates include I, W, WF, and F.
Grades of D+, D, or D- that do not count toward
successful completion of required competency
courses and thus must be repeated, also do not
count toward successfully completed courses.
Grade of C- in HIM 217 does not count toward
successful completion of this course requirement
and thus must be repeated, also will not count
toward successful completion.
Successful completion of all program
requirements must be accomplished within 150%
of the normal length of the program as measured
in credits attempted toward the program. Credits
accepted in transfer toward the program are
included as attempted and earned credits in
determining the maximum timeframe.
Repeated courses count negatively against
successful completion rates.
If at any point during the program, the institution
determines that the student will not be able to successfully
complete all program requirements at the conclusion of
150% of the normal length of a program as measured in
credits, he or she will be dismissed from the University.
Graduate Satisfactory Academic Progress
Standards
Graduate students must meet the following minimum
qualitative and quantitative requirements to make
satisfactory academic progress:
Cumulative GPA in Ashford University
coursework for all graduate students = 3.00.
Cumulative GPA includes all graduate-level
coursework attempted at Ashford University,
excluding grades of Pass, Non-Pass, I, or W. Only
the later grade is counted in the cumulative GPA
when a course is repeated. Master degree
programs will include Master-level courses for
calculation. Doctoral degree programs will include
Doctoral-level courses for calculation.
Successful Completion Rate = 67% or 2/3 of all
attempted credits. Attempted graduate-level
credits are all Ashford University course attempts
recorded on the academic transcript, including
repeated courses, withdrawals, and incompletes as
well as transfer credits that apply toward the
student’s current degree program. Master degree
programs will include Master-level courses for
calculation. Doctoral degree programs will include
Doctoral-level courses for calculation. Grades that
count negatively against successful completion
rates include I, W, WF, WU, U and F.
Successful completion of all program
requirements must be accomplished within 150%
of the normal length of the program as measured
in credits attempted toward the program. Credits
accepted in transfer toward the program are
included as attempted and earned credits in
determining the maximum timeframe.
Repeated courses count negatively against
successful completion rates.
If at any point during the program, the institution
determines that the student will not be able to successfully
complete all program requirements at the conclusion of
150% of the normal length of a program as measured in
credits, he or she will be dismissed from the University.
Satisfactory Academic Progress Review
and Evaluation
Satisfactory Academic Progress (SAP) is reviewed at
regular SAP increments. Students are evaluated against
both qualitative and quantitative standards at the
conclusion of a SAP increment. After each evaluation,
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 121
students who do not meet SAP standards will be notified in
writing. Students who have an outstanding incomplete
grade at the time of SAP review may not be allowed to
continue until the incomplete grade is successfully
completed.
SAP increments will be adjusted to coincide with the
payment period. Please note any of the following activities
may have an impact on the student’s payment period
which will result in a SAP review that may not be
congruent with the standard SAP increment:
Changing program of study;
Returning to the University after being officially
or unofficially withdrawn;
Earning letter grades in competency courses that
are considered unsuccessful for fulfillment of
competency requirements;
Repeating coursework in which a passing grade
was earned;
Returning after being out of attendance over 180
days;
Completing courses which do not apply to the
student’s program of study; and/or
Taking courses concurrently.
Additionally, if it is determined that the SAP review did
not align with the Financial Aid Payment Period, SAP will
be reevaluated to coincide with the Financial Aid Payment
Period and could affect the outcome of a previous SAP
review.
Academic and Financial Aid Warning
Students who do not meet the minimum requirements for
making satisfactory academic progress at the time of
evaluation are initially placed on Academic and Financial
Aid Warning for the following SAP increment.
Students are given up to one SAP increment to meet the
requirements for satisfactory academic progress. All
coursework earned after the period during which the
student did not meet satisfactory academic progress is
counted as a part of the Academic and Financial Aid
Warning period. Students who are otherwise eligible to
receive Title IV financial aid are eligible to receive Title
IV financial aid while on Academic and Financial Aid
Warning. Students may be required to re-take coursework
previously completed in order to increase the likelihood of
successfully meeting satisfactory academic progress and/or
graduation requirements. These requirements may affect
the student’s eligibility for financial aid funds.
At the conclusion of the Academic and Financial Aid
Warning period, students who do not meet the
requirements for satisfactory academic progress will be
dismissed from the University. Dismissed students are not
eligible to receive Title IV financial aid. Dismissed
students should refer to the Appeal of Academic Dismissal
policy in this section of this Catalog.
Academic and Financial Aid Probation
Students who have been granted an appeal for readmission
after dismissal following a period of Academic and
Financial Aid Warning, are placed on Academic and
Financial Aid Probation for the following payment period.
Students who are otherwise eligible to receive Title IV
financial aid are eligible to receive Title IV financial aid
while on Academic and Financial Aid Probation. Students
may be required to re-take coursework previously
completed in order to increase the likelihood of
successfully meeting satisfactory academic progress and/or
graduation requirements. These requirements may affect
the student’s eligibility for financial aid funds.
At the conclusion of the Academic and Financial Aid
Probation period, students who do not meet the
requirements for satisfactory academic progress will be
dismissed from the University. Dismissed students are not
eligible to receive Title IV financial aid. Dismissed
students should refer to the Appeal of Academic Dismissal
policy in this section of this Catalog.
Probation-Academic Plan
Students who are approved by the Appeals Committee for
re-admission after dismissal following a period of
Academic and Financial Aid Probation, after a period on
Probation-Academic Plan or after dismissal due to
exceeding the maximum time frame are placed on
Probation-Academic Plan, and are required to meet
specific academic requirements outlined in writing in an
academic plan from the Registrar’s Office. Students are
provided with an academic plan to assist the student in
meeting regular SAP requirements within a specific period
of time. Students may be limited in the number of courses
for which they are scheduled while on Probation-
Academic Plan. It is the student’s responsibility to adhere
to the academic plan.
Students who are otherwise eligible to receive Title IV
financial aid are eligible to receive Title IV financial aid
while on Probation-Academic Plan. Students may be
required to re-take coursework previously completed in
order to increase the likelihood of successfully meeting
satisfactory academic progress and/or graduation
requirements. These requirements may affect the student’s
eligibility for financial aid funds.
Students will be placed on Probation–Academic Plan for
the first payment period/SAP increment while on the
academic plan. Students on Probation-Academic Plan are
reviewed against the progression requirements outlined in
the academic plan. Students who are not meeting plan
GENERAL ACADEMIC INFORMATION & POLICIES
122 ASHFORD UNIVERSITY
requirements at the time of review will be dismissed from
the University and will no longer be are not eligible to
receive Title IV financial aid or VA education benefits.
Dismissed students should refer to the Appeal of Academic
Dismissal policy in this section of this Catalog.
Appeal of Academic Dismissal
Students who have been dismissed from the University for
failure to meet satisfactory academic progress
requirements or the consecutive unsuccessful grades policy
may appeal to be re-admitted to the University. Students
must appeal in writing to the University Registrar. The
appeal must be submitted to
academic.progress@ashford.edu or electronically via the
online SAP Appeal form or the Unsuccessful Grades
Dismissal Appeal form and approved prior to enrollment in
any future courses. Additionally, the student’s appeal letter
must include:
A reasonable explanation for the student’s
academic performance to date, which includes
mitigating circumstances such as student
injury/illness, death of a student’s family member,
or other reasons resulting in undue hardship to the
student;
Compelling evidence that they have the ability to
demonstrate satisfactory academic progress and to
succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of college level credits during the
period of absence; and
A plan for completion of the coursework required
to meet satisfactory academic progress during the
following payment period.
Appeals are evaluated by an Appeals Committee made up
of the University Registrar or designee, and representative
from Academic Affairs. The decision of the Committee
will be communicated in writing to the student by the
Registrar’s Office.
The passage of time does not substantiate eligibility for
readmission or appeal for readmission, however, students
who have experienced mitigating circumstances and have
been dismissed from the University for failure to meet
satisfactory academic progress requirements or the
consecutive unsuccessful grades policy, and have been
denied re-admission after an appeal, may submit another
appeal to be readmitted after six (6) months have elapsed
since their last appeal was received by the University. The
appeal must meet the criteria outlined previously and the
student must present compelling evidence that they have
the ability to demonstrate satisfactory academic progress
and to succeed in an academic program due to changed
circumstances, experience, and/or successful completion
of college level credits since the last appeal was submitted.
Undergraduate General
Transfer Credit Provisions
and Limitations
Students are responsible for reviewing their scheduled
courses with their Academic Advisor and informing him or
her of any courses that they believe are duplicative or
equivalent in content to previously completed coursework
or nontraditional learning. Students may submit official
transcripts to Ashford University for review of transfer
credits at any time. However, transfer credit and/or
nontraditional credit is not retroactive. Credits submitted
and evaluated will not be accepted if they are duplicative
of course work already earned at Ashford University,
through transfer of credit, or nontraditional credit. Students
are fully responsible for any charges for duplicative
coursework taken at Ashford University.
Ashford University’s Registrar’s Office maintains records
of all previous education and training obtained from
students as part of the initial transfer credit evaluation at
enrollment. Any additional evaluation requested by
students following enrollment is also maintained. The
outcomes of all transfer credit evaluations completed are
communicated to students along with the resulting
shortened program of study where applicable, as shown in
their Student Portal.
Ashford University will provide an unofficial pre-
evaluation of transfer credit upon request of the student
and submission of unofficial transcripts. This service is
intended to assist the student in determining how many
transfer credits are likely to apply to an Ashford University
degree and if transfer credit is equivalent to Ashford
University courses prior to submission and evaluation of
official transcripts. Pre-evaluation of transfer credit prior
to the submission of official transcripts is NEVER a
guarantee that a certain number of transfer credits will
officially apply toward the student’s specific degree
program.
Once the official transfer credit evaluation is completed,
students are responsible for reviewing their degree
progress reports and notifying their Academic Advisors of
any perceived discrepancies between credits completed
and credits applied in transfer.
Duplication:
It is the student’s responsibility to ensure that
transfer credits, nontraditional learning, and/or Ashford
University coursework do not duplicate previous credit
earned. A student may not earn credit by examination,
nontraditional learning or transfer credits in an area in
which he or she has completed an equivalent course/exam
or a course of a similar level. Degree-seeking students
should work with their Academic Advisor to determine if
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 123
coursework will fit into their academic plan and not
duplicate previous credit awarded.
Regression:
It is the student’s responsibility to ensure that
transfer credits, nontraditional learning, and/or Ashford
University coursework is not considered regression from
previous credit earned. A student may not earn credit by
examination, nontraditional learning or transfer credits in
an area in which would be considered regression from
previous courses/exams he or she completed. A student
may not take Ashford University coursework in an area in
which he or she has already completed a course that is
more advanced in content level. Degree-seeking students
should work with their Academic Advisor to determine if
coursework will fit into their academic plan and not be
considered regression from previous credit awarded.
Applicants and/or students who have questions concerning
their transfer credit evaluation and/or official degree
progress report should contact their Academic Advisor to
discuss their concerns. Students requesting re-evaluation
of specific transfer credits will be directed to the Transfer
Credit Appeal form in the Student Portal at
www.ashford.edu and are required to submit course
descriptions and/or syllabi for the previous courses to be
reviewed by the Office of the Registrar.
Transfer credits will be officially evaluated, based on
review of official transcripts by the Office of the Registrar,
in terms of curriculum. Courses similar in content and
level will be accepted as equivalents to University courses
based on the following criteria along with any program
specific criteria:
Transfer credits must carry college level academic
credit (generally, 100-level or higher). Remedial
or developmental course credit is not transferable
into a program of study.
Credits must have been earned a passing grader
from regionally accredited and approved
nationally accredited colleges or universities.
Transfer credits will generally be evaluated from
each college or university independently.
Credits from international institutions will be
accepted based on a detailed evaluation from an
approved evaluation service.
Transfer credit may not be granted when it
duplicates college credit previously earned. Credit
will not be given for the same learning twice.
Unless special conditions exist, upper-division
courses will not be considered equivalent or
duplicative of lower-division courses.
No general age limit on transfer credit from
regionally accredited and approved nationally
accredited institutions, with possible exceptions in
subject areas where there has been significant
change. Requirements are noted in specific
degree/major requirements.
Graduate-level credits cannot be applied to
undergraduate degrees.
A quarter credit hour taken in transfer will be
equated to two-thirds of a semester hour. When
quarter credits are used as equivalencies to
General Education requirements, the difference in
required credits must be earned through
completion of coursework necessary to achieve the
total required credits for graduation. For example:
A 3-quarter-credit course may be accepted as
meeting General Education core or competency
requirements but will equate to 2.00 credits
applied towards that requirement. Therefore, one
additional credit of coursework will be needed to
meet General Education graduation requirements.
A minimum of 5 quarter credits in Natural Science
is required to meet the General Education Science
requirement, if a laboratory component is
included. If not, the equivalent of 6 semester
credits, without a laboratory component, is
required.
Limitations on the number and type of transfer
credits accepted are set by each Ashford
University degree program.
Capstone courses must be taken at Ashford
University. Students may not use transfer credits
or nontraditional credits to waive capstone course
requirements, with the exception of GEN 499
General Education Capstone, in certain
circumstances. Refer to General Education
Capstone in the General Academic Information
and Policies section of this Catalog.
Nationally accredited institutions granted accreditation by
the following accrediting agencies will be considered in
transfer:
Association of Advanced Rabbinical and
Talmudic Schools, Accreditation Commission
(AARTS);
Association of Biblical Higher Education (ABHE,
formerly known as AABC);
Accrediting Bureau of Health Education Schools
(ABHES);
Accrediting Council for Continuing Education and
Training (ACCET);
Accrediting Commission of Career Schools and
Colleges (ACCSC);
Accrediting Council for Independent Colleges and
Schools (ACICS, formerly known as AICS or
CCAACICS)*;
GENERAL ACADEMIC INFORMATION & POLICIES
124 ASHFORD UNIVERSITY
Accreditation Commission for Education in
Nursing (ACEN);
Association of Institutions of Jewish Studies
(AIJS);
Commission on Accrediting of the Association of
Theological Schools in the United States and
Canada, (ATS);
Commission on Collegiate Nursing Education
(CCNE);
Council on Occupational Education (COE,
formerly known as SACS-COEI);
Distance Education and Training Council,
Accrediting Commission (DEAC, formerly known
as DETC and NHSC);
National Accrediting Commission of Career Arts
and Sciences (NACCAS); and
Transnational Association of Christian Colleges
and Schools, Accreditation Commission
(TRACS).
Credits from any institutions with whom Ashford
University has current articulation agreements will be
considered for transfer.
*Credits earned from Colleges and Schools with this
accreditation will be reviewed on a case by case basis to
determine if the accrediting body was approved and in
good standing when credits were earned.
Associate of Arts Transfer Credit, Prior
Learning Credit, and Nontraditional Credit
Provisions and Limitations
Students in an Associate of Arts program may
apply a maximum of 49 credits of combined
nontraditional learning and/or transfer credits
toward the 67 credits required for an Associate of
Arts degree. Students in a 64 credit Associate of
Arts program may apply a maximum of 46 credits
of combined nontraditional learning and/or
transfer credits toward the degree.
A maximum of 30 nontraditional credits of which
a maximum of 15 PLA credits may be applied
toward degree completion on a course match basis.
PLA credit cannot be awarded for a course
previously taken with the University when a
failing grade was received.
A maximum of nine (9) credits with a "D" grade
are transferrable into a program of study as long as
the student's cumulative overall GPA is 2.0 or
above. If students sign an Authorization to Close
File form or all transcripts are not obtained, their
CGPA cannot be determined therefore, "D" grades
cannot be applied. "D" credits cannot be applied
toward the major or toward General Education
competencies at any time.
Students who transfer in General Education
courses or transfer from an Ashford Bachelor’s
program will be required to complete all of the
course requirements for an Associate of Arts
program, even if the student transfers in 64 credits
or more.
Georgia residents may apply a maximum of 16
credits toward an Associate degree from credit by
examination and prior learning assessment.
Bachelor's Degree Transfer Credit, Prior
Learning Credit, and Nontraditional Credit
Provisions and Limitations
A maximum of 90 credits of combined
nontraditional learning, prior learning, and transfer
credits may be accepted and applied toward the
120 credits required for a Bachelor’s degree.
Within the 90 credit maximum, a maximum of 75
credits of nontraditional credit, including a
maximum of 30 credits of prior learning may be
applied toward degree completion. These 75
credits can be any combination of acceptable types
of nontraditional credit.
Nontraditional credits may also apply up to a
maximum of 50% of the requirements for a minor
or specialization or 100% of the requirements for a
transfer concentration. The content of
nontraditional credits must be comparable to the
content of the replaced course.
Nontraditional credit may not be counted toward
the residency requirement in a degree program.
Nontraditional credit may not be granted when it
duplicates college credit previously earned. Credit
will not be given for the same learning twice.
Nontraditional credit is posted to the transcript as
credit earned (i.e., without a grade), and does not
affect a student’s grade point average.
PLA credit cannot be awarded for a course
previously taken with the University when a
failing grade was received.
A maximum of nine (9) credits with a “D” grade
are transferable into a program of study as long as
the student’s cumulative overall GPA is 2.0 or
above. If students sign an Authorization to Close
File form or all transcripts are not obtained, their
CGPA cannot be determined therefore, “D” grades
cannot be applied. “D” credits cannot be applied
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 125
toward the major or toward General Education
competencies at any time.
Maximum allowance of six (6) credits may be
accepted from Physical Education type activity
courses (unless student was a prior PE major).
Physical Education type credits are generally
applied towards the elective credit requirement.
Maximum allowance of six (6) credits may be
accepted for software applications courses.
Unless special conditions exist, upper-division
courses will not be considered equivalent or
duplicative of lower-division courses.
Credits earned from a regionally or approved
nationally accredited institution as part of an
Associate degree where a student earned a 2.0
cumulative GPA or higher are accepted as
fulfilling all General Education competency and
core competency requirements of a Bachelor’s
program*, with the exception of Foundations and
Skills for Lifelong Learning General Education
Competency, and the General Education Capstone,
if one of the two subsequent conditions is
satisfied:
o
The student meets the General Education
requirements for Bachelor degrees offered through
state universities in which the college granting the
Associate degree resides; OR
o
The transfer credits have been evaluated and
deemed acceptable by the University Registrar’s
Office.
Georgia residents may apply a maximum of 30
credits toward a Bachelor's degree from credit by
examination and prior learning assessment.
Washington residents may apply a maximum of 30
credits toward a Bachelor's degree from any
combination of prior learning assessment or other
nontraditional learning, including national testing
programs, or credit recommendation services.
*Certificate programs and Associate degrees with minimal
general education coursework will not be accepted as
fulfilling all General Education core or competency
requirements and will be evaluated on an individual basis
course by course basis for application toward the
Bachelor's degree.
Nontraditional Credits
Ashford University recognizes the uniqueness of each
student’s experience and realizes that learning takes place
in a variety of environments. Nontraditional credits can be
awarded in three ways: through national testing programs,
through national credit recommendations, and through
prior learning assessment. National testing programs
include:
AP: Advanced Placement
Berlitz
CLEP: College Level Examination Program
DSST: DANTES Subject Standardized Tests
Excelsior: UExcel
IB: International Baccalaureate
TECEP: Thomas Edison College Examination
Program
National credit recommendations include, ACE: American
Council on Education, and National CCRS: National
College Credit Recommendation Service.
Prior learning assessment includes Sponsored Professional
Training and Experiential Essays. National testing
programs and national credit recommendations should be
transferred in through the Registrar's Office. All Prior
Learning submissions should be processed by the Prior
Learning Assessment Department. Please review the
Nontraditional Credit Provisions and Limitations sections
for additional information regarding nontraditional credits.
Prior Learning Assessment (PLA)
The Ashford University Prior Learning Assessment
program allows students pursuing an Associate or a
Bachelor’s degree and in some cases, a Master's degree,
the opportunity to earn credit for college-level learning
that occurs outside a traditional classroom setting. The
program complies fully with the Council for Adult and
Experiential Learning (CAEL) standards for excellence.
Credit will only be awarded in areas that fall within the
regular curricular offerings at Ashford University.
Students may earn credit through the Prior Learning
Assessment program in two ways:
Through Sponsored Professional Training:
Students may
participate in the Sponsored Professional Training
component of PLA by providing the following
documentation:
Evidence of successful completion (i.e., official
certificate or letter)
Evidence of length of course (number of contact
hours)
Evidence of course content (i.e., syllabus or
handouts)
Contact information for course instructor/work
supervisor (current phone/email)
Credit Rationale Paper for each submission/topic
Ashford University faculty will evaluate the submission of
Sponsored Professional Training for evidence of college-
GENERAL ACADEMIC INFORMATION & POLICIES
126 ASHFORD UNIVERSITY
level learning. Applicable fees for evaluation of Sponsored
Professional Training are listed in the Financial
Information section of this Catalog. Payment for
evaluation is charged per credit submitted for evaluation
and does not guarantee that credit will be awarded. PLA
credit cannot be awarded for a course previously taken
with the University when a failing grade was received.
Through Experiential Learning:
Students may
participate in the experiential learning component by first
enrolling in the Experiential Learning Credit (ELC)
Workshop, a collection of 5 self-paced modules that
guides students through the writing of their Experiential
Essay, which will be reviewed for credit towards a specific
course in their degree program. To gain access to the ELC
workshop, students will be charged a $275 fee, which
includes one essay submission. At the conclusion of all of
the modules within the workshop, students may submit
one or more experiential essays for review. Ashford
University faculty will evaluate the experiential essay
submission for evidence of college-level learning
applicable to the student’s Ashford University degree
program. Additional charges apply per evaluation
submitted, as outlined in the tuition and fee schedule in the
Financial Information section of this Catalog. Payment for
evaluation is charged per essay submitted for evaluation
and does not guarantee that credit will be awarded. No
credit is awarded for completion of the workshop.
Students should contact their Academic Advisor to request
access to the Experiential Learning Credit Workshop
Students may participate in one or both PLA components
depending on their experience, background, and need.
Prior Learning Assessment credit awarded at another
regionally or approved nationally accredited institution
may be transferred to Ashford University with the
approval of the Ashford University Registrar and the
Department of Prior Learning Assessment, if the content
area falls within the regular curricular offerings of Ashford
University. In order to be applied toward an Ashford
University degree, transcript records must include PLA
subject area and/or content information. Students may also
be required to submit the original PLA documentation.
Such transfer credit counts toward the nontraditional credit
maximum applicable in a degree program.
Prior Learning Assessment applies to students pursuing
Associate or Bachelor’s degrees, and in some cases, a
Master's degree. It does not apply to students pursuing a
non-degree seeking students. To be eligible for PLA,
degree-seeking students must be fully admitted, satisfy the
English Proficiency requirement, and successfully
complete their first course at Ashford. Additionally:
Prior Learning Assessment credit may be applied
to an Associate of Arts program on a course match
basis only;
PLA cannot be used to waive ASH 101, BUS 105
EXP 105, Honors College Courses or a Capstone
course; and,
Prior learning assessment credit may or may not
be transferable. It is the student’s responsibility to
find out if credits will transfer to an institution that
the student may plan to attend in the future.
Students who have formally completed the PLA process
but disagree with the final credit decision may be eligible
to appeal. Please contact the Department of Prior Learning
Assessment to discuss the appeal process. Please read the
Nontraditional Credit Provisions and Limitations for more
information in this section of the Catalog.
NCLEX-RN
®
Exam Credit
Students in the Bachelor of Science in Nursing program at
Ashford University may be eligible to receive up to 20
non-traditional elective credits through Prior Learning
Assessment for completing the NCLEX-RN
®
exam.
Students should wait until all previous post-secondary
coursework has been reviewed and then contact their
Academic Advisor to determine if there is a need for the
exam to be reviewed for college credit. To request the
credit to be applied, students must complete the
Application for NCLEX-RN Exam Credit (provided by the
Academic Advisor), provide a copy of their current RN
license, write a 1-3 page essay, and submit all documents
Articulation Agreements
Ashford University enters into articulation agreements
with other schools in the spirit of cooperation and to
mutually recognize each other as quality institutions of
higher learning. The purpose of an articulation agreement
is to enable students transferring to Ashford University to
carry with them the credit they have already earned for as
much relevant study as possible. Students who transfer
under the terms and conditions of a valid articulation
agreement are subject to the requirements outlined by the
articulation agreement and Ashford University Academic
Catalog at the time the student is enrolled into his or her
Ashford University program. A list of schools with which
Ashford University has established articulation
agreements, terms of articulation and transfer guides
outlining all articulated courses by degree program can be
found on Ashford University’s website at
www.ashford.edu/admissions/community_colleges.htm.
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 127
Graduate General Transfer
Credit Provisions and
Limitations
Master’s Transfer Credit Policy
Students who have earned graduate-level course credits
prior to matriculation at Ashford University may be
eligible to transfer up to nine (9) credits toward an Ashford
University graduate-level degree. Residents of California
are only eligible to receive up to six (6) credits due to state
regulations. Students will have the ability to appeal credit.
A Transfer Credit Review Committee made up of
members of the Registrar’s Office and Academics.
Additional credits may be accepted when offered under an
agreement approved by Ashford University up to a
maximum of fifteen (15) credits. Once admitted and/or
matriculated into an Ashford University Master’s program,
students are not permitted to take coursework at other
institutions and transfer it into Ashford University, unless
offered in an approved program or agreement. Transfer
credits completed post Matriculation will not be
considered for transfer. Students are responsible for
reviewing applied transfer credit. Students may submit a
Transfer Credit Appeal form with appropriate
documentation to request any prior credits completed
outside of Ashford University to be re-considered for
applicability toward an Ashford University degree
program. Students earning credits outside Ashford
University post-matriculation must submit an Appeal to
Apply Transfer Coursework Post-Matriculation form for
the credit to be considered for applicability toward their
Ashford University degree program.
Ashford University’s Registrar’s Office maintains records
of all previous education and training obtained from
students as part of the initial transfer credit evaluation at
enrollment. Any additional evaluation requested by
students following enrollment is also maintained. The
outcomes of all transfer credit evaluations completed are
communicated to students along with the resulting
shortened program of study, where applicable, as shown in
their Student Portal.
Graduate-level college credits completed are acceptable
for transfer under the following conditions, unless offered
in an approved program or under an agreement approved
by Ashford University:
Credits should have been earned no more than ten
(10) years before the date of admission to the
degree program to which the credit is to be
applied.
Graduate courses cannot have been used to satisfy
the requirements for a previous graduate degree
from other institutions.
A maximum of 50 percent of Ashford University
courses from an earned Master’s degree, including
specialization courses, may now be applied to a
subsequent Ashford University Master’s
degree. Students may not enroll in an additional
Master’s degree program if more than 50 percent
of the courses taken for the previously earned
Master’s degree are shared with the additional
Master’s degree.
The course must have been equivalent in content
and level to the Ashford University course against
which it is to be applied.
The course must have been a graduate-level
course, taken for equivalent graduate-level credit
at a regionally accredited approved nationally
accredited college, and be at least 3-semseter
credits.
Credits earned outside the United States must be
evaluated by an approved Foreign Evaluation
Agency for equivalency to both content and
degree level of the Ashford University course.
Students must have earned a grade of “B-” or
better for any transfer course.
All capstone courses must be taken at Ashford
University. Degree programs may determine that
certain courses are not eligible for transfer of
credit.
Official transcripts are required for transfer credit
to be considered. In addition, students may be
required to provide a copy of the catalog
description and/or the course syllabus from the
institution where the credit was awarded to
validate that the course satisfies the transfer credit
criteria.
California residents who have earned graduate-
level course credits prior to matriculation at
Ashford University may be eligible to transfer up
to six (6) credits awarded by another institution
toward an Ashford University graduate-level
degree.
Doctorate Transfer Credit Policy
Students who have earned graduate-level course credits
prior to matriculation at Ashford University may be
eligible to transfer up to thirty (30) credits toward an
Ashford University doctorate-level degree. This review
may occur in the Transfer Credit Review Committee made
up of members of the Registrar’s Office and Academics.
Students will have the ability to appeal credit. Once
GENERAL ACADEMIC INFORMATION & POLICIES
128 ASHFORD UNIVERSITY
admitted and/or matriculated into an Ashford University
Doctorate program, students are not permitted to take
coursework at other institutions and transfer it into
Ashford University, unless offered in an approved program
or agreement. Transfer credits completed post
Matriculation will not be considered for transfer. Students
are responsible for reviewing applied transfer credit.
Students may submit a Transfer Credit Appeal form with
appropriate documentation to request any prior credits
completed outside of Ashford University to be re-
considered for applicability toward an Ashford University
degree program. Students earning credits outside Ashford
University post-matriculation must submit an Appeal to
Apply Transfer Coursework Post-Matriculation form for
the credit to be considered for applicability toward their
Ashford University degree program.
Ashford University’s Registrar’s Office maintains records
of all previous education and training obtained from
students as part of the initial transfer credit evaluation at
enrollment. Any additional evaluation requested by
students following enrollment is also maintained. The
outcomes of all transfer credit evaluations completed are
communicated to students along with the resulting
shortened program of study, where applicable, as shown in
their Student Portal.
Doctorate-level college credits completed are acceptable
for transfer under the following conditions, unless offered
in an approved program or under an agreement approved
by Ashford University:
Credits should have been earned no more than ten
(10) years before the date of admission to the
degree program to which the credit is to be
applied.
Doctorate courses cannot have been used to satisfy
the requirements for a previous graduate degree
from other institutions.
The course must have been a doctoral-level
course, taken for equivalent doctoral-level credit at
a regionally accredited approved nationally
accredited college, and be at least 3-semseter
credits.
o
Credits earned outside the United States must be
evaluated by an approved Foreign Evaluation
Agency for equivalency to both content and degree
level of the Ashford University course.
o
Ashford University does not accept for doctorate
credit any credits earned as military credit, credit by
examination, credit by correspondence, credit for
life experience, or graduate credit from non-
accredited schools.
Students must have earned a grade of “B-” or
better for any transfer course.
All capstone courses must be taken at Ashford
University. Degree programs may determine that
certain courses are not eligible for transfer of
credit.
Official transcripts are required for transfer credit
to be considered. In addition, students may be
required to provide a copy of the catalog
description and/or the course syllabus from the
institution where the credit was awarded to
validate that the course satisfies the transfer credit
criteria.
Academic Policies - Non-
Standard Term Format
The following policies are unique for students in degree
programs delivered in the non-standard term format. In the
non-standard term format, students typically take 2 classes
at a time. Each term is nine (9) weeks in length.
Academic Calendar
Term Schedule for Academic Years 2020-2021
January 2020 Term
January 1, 2020 –
March 9, 2020
March 2020 Term
March 17, 2020 – May
18, 2020
May 2020 Term
May 26, 2020 – July
27, 2020
August 2020 Term
August 4, 2020 –
October 5, 2020
October 2020 Term
October 13, 2020 –
December 14, 2020
Level of Enrollment
Full-Time:
6 or more credit hours per term, or registered
for Dissertation/Applied Doctoral Project courses, or Pre-
Doctoral Internship.
Half-Time:
3-5 credits per term, or registered for
Counseling Practicum/Internship or Clinical Practicum.
Less Than Half-Time:
Fewer than 3 credits per term.
Retaking coursework previously passed at the University
may reduce the enrollment status of a student. Students
should refer to the Tuition, Fees, and Financial Aid section
of this Catalog for additional information or contact the
Financial Aid Office.
Maximum Course Load
The normal course load for students in non-standard term
programs is six (6) semester credit hours per term.
Students may request to take an additional course. In order
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 129
to do so, a student must petition the Dean for the program
level in which he or she is enrolled and receive written
permission. In some cases a student’s program may require
him or her to take an additional course in a given term. In
these cases, students do not need to petition. Students
registered for Clinical Practicum or Counseling
Practicum/Internship who wish to register for more than
one credit of Practicum in a term must obtain permission
from the Director of Clinical Training. In no case will a
student be allowed to take more than 10 credit hours in one
term.
Additional Attendance Requirements
The following attendance requirements are supplemental
to those policies outlined for attendance in online graduate
programs in Sections 8: Online Graduate Programs and
Section 10: Online Doctoral Programs. Please reference
these sections for other attendance requirements.
Practicum/Internship:
Students enrolled in the Master of
Arts in Counseling or Doctor of Psychology, Clinical
Specialization program are expected to attend two
supervision sessions per week, one group and one
individual. Attendance is reported to the Director of
Clinical Training on a weekly basis.
Dissertation/Applied Doctoral Project:
Within the first
two weeks of each term that a student is enrolled in
Dissertation, Dissertation Extension, Applied Doctoral
Project, or Applied Doctoral Project Extension he or she
must contact their Committee Chair (Chair) and
communicate their plan for progressing during that term.
To help facilitate this contact, students will receive an
email from their Chair asking for their plan for the term.
Student contact with the Chair may take the form of email
communication, phone, or meeting in person when
possible.
If students do not make contact with their Chair by the
conclusion of the second week of the term, students may
be subject to administrative drop from Dissertation,
Dissertation Extension, Applied Doctoral Project, or
Applied Doctoral Project Extension course. At the
beginning of week seven (7), students will receive another
email from their Chair asking for an update on progress
toward the plan outlined at the beginning of the term.
Student contact with their Chair may take the form of
email communication, phone or meeting in person when
possible.
If students do not make contact with their Chair by the
conclusion of the term following the week seven (7)
prompt, students may be subject to administrative drop
from the Dissertation, Dissertation Extension, Applied
Doctoral Project, or Applied Doctoral Project Extension
course, earning a “W’ (withdraw) for the term.
Dissertation Planning I, Dissertation Planning II, Applied
Doctoral Project Planning I, and Applied Doctoral Project
Planning II will be held as either evening or weekend
classes. Students enrolled in these courses will be held to
the attendance requirements defined for those class
formats.
Pre-Doctoral Internship:
The Director of Clinical
Training will communicate once per term with internship
supervisors asking for verification of continued internship
of the student at their site. Should the Director of Clinical
Training be informed that a student has ceased attending
an Internship, the student may be subject to administrative
drop from the Internship course, earning a “W’ (withdraw)
for the term.
Student Professional Liability Insurance
Requirements
Students enrolled in the Master of Arts in Counseling or
the Doctor of Psychology (PsyD), Clinical Specialization
degree programs are required to have proof of professional
liability insurance in order to register for their first term of
Practicum. Due to the liabilities associated with direct
care, students need to be insured during clinical Practicum
and Internship training. Professional liability insurance can
be purchased from one of several insurance carriers.
Students are required to provide proof of coverage to the
Practicum Coordinator for the Master of Arts in
Counseling and the Director of Clinical Training (DCT)
for the Doctor of Psychology (PsyD) program. Students
will not be enrolled in practicum if they fail to provide
proof of coverage. Students will be disenrolled from a
Practicum or Internship experience if they do not maintain
the appropriate insurance coverage while they are enrolled.
Academic Leave
Although Ashford University encourages continuous
enrollment from the time of matriculation through
graduation for all students, from time to time
circumstances may arise that warrant a short break in
enrollment. Should a student experience an extraordinary
personal situation that would require a request for an
academic leave from the program, he or she is encouraged
to discuss the matter with their Academic Advisor. The
student must complete the Academic Leave Request form,
which is available from the Registrar’s Office.
Academic Leave Request forms must be signed,
dated and submitted on or before the last day of
class attendance. The student must provide a
reason for the request and the school must make a
determination that there is a reasonable
expectation that he or she will return to school.
Requests submitted after the last day of attendance
require an explanation for the late submittal.
GENERAL ACADEMIC INFORMATION & POLICIES
130 ASHFORD UNIVERSITY
Requests submitted greater than 14 days after the
last date of attendance will not be approved.
An academic leave does not meet the conditions to
be an approved leave of absence for Title IV
financial aid purposes. Students in non-standard
term format degree programs are not eligible for
an approved leave of absence for financial aid
purposes. Therefore, an academic leave is treated
as an official withdrawal for return of Title IV
financial aid and student loan deferment purposes.
A financial aid student considering an academic
leave should contact the Financial Aid Office to
discuss the impact on loan repayment. The loan
repayment grace period begins on the first day of
the student’s academic leave.
Students are allowed one academic leave per 12-
month period.
The academic leave can be no more than 180 days
in length.
Failure to return to school on or before
scheduled/approved re-entry date will result in a
termination of the academic leave.
Students should be aware that the PsyD, Clinical
Specialization program must be completed within
seven years. The only exception to the seven year
limit for PsyD, Clinical Specialization students is
for those students with exceptional circumstances,
as approved by the Provost, or designee.
Satisfactory Academic Progress (SAP)
Policy
The following program measures for Satisfactory
Academic Progress are unique to non-standard term
programs. For the full Satisfactory Academic Progress
policies, please see that policy in this section of the
Catalog.
Graduate Non-Standard Term Program
Measures
Week = Seven (7) calendar days
Term = Nine (9) weeks
Payment Period = One (1) Term
Academic Year Definition = Forty five (45) weeks
Requests for Program
Change
Students who are requesting a program change must
submit a new application required for the new program of
study. Students must meet admission requirements and
complete all degree requirements in effect for the program
of study at the time of admission to the new program.
Admission is not guaranteed. The University will
determine the conditions under which the student may
enroll and will convey those conditions to the student. Any
changes to a program may result in removal of an
approved transfer concentration, specialization, or minor.
Students using Military Tuition Assistance to fund their
education must obtain permission from the Education
Services Officer to change their program. When
permission is obtained and the request is processed, an
updated military degree plan will be reissued by the Office
of the Registrar within 60 days.
Changes in programs or specializations may result in the
reduction of applicable transfer credit and total earned
credits towards the completion of the degree. A reduction
in total earned credits may also result in a decrease in the
amount of financial aid for which the student may be
eligible. Adding an additional specialization to a degree
may also result in an increase in total program cost.
Students changing or adding a specialization in a Master’s
or Doctoral degree program must do so prior to starting the
final course in their program. Students adding or removing
a specialization may be required to complete a different set
of core courses. To change or add a specialization, a
student must submit an updated application and sign a new
enrollment agreement. A change in program may require
an evaluation of a student’s Satisfactory Academic
Progress that may not be congruent with a standard SAP
increment.
Associate to Bachelor’s Program Change
Requirements
Matriculated students seeking approval to change from an
Associate to a Bachelor’s degree program must have
earned a minimum of 18 credits at Ashford University and
be in good academic standing. Matriculated students who
have earned fewer than 18 credits at Ashford University
are exempt from this requirement if all General Education
coursework has been successfully completed.
Withdrawal and Readmission
Policies
Withdrawal from the University
Students wishing to officially withdraw from Ashford
University must notify their assigned Enrollment Services
Advisor, Academic Advisor, or other advisor within the
Enrollment Services or Student Services Departments.
Students choosing to notify their Academic Advisors
verbally of their intent to withdraw may be asked to fill out
a written request to withdraw.
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 131
Please refer to Course Drop policies for grade implications
when not meeting attendance requirements. Students who
drop a course or are dropped for not meeting attendance
requirements and do not attend within 14 days of their last
date of attendance will be administratively withdrawn.
Students who attend on the first day following 14
consecutive days of non-attendance will not be dropped
from their course or administratively withdrawn. The
University may schedule periods of non-enrollment during
which no courses are scheduled. When this occurs, such as
during the annual winter break, the break may extend the
14 day limit to include the break. No approved Academic
Leave can exceed 45 days including University scheduled
periods of non-enrollment.
The student must resolve any financial obligations to
Ashford University before receiving an official transcript
from the Office of the Registrar.
Official Withdrawal
Ashford University determines that a student is officially
withdrawn when a student requests to officially withdraw
from the University. Students wishing to officially
withdraw from Ashford University must notify their
assigned Enrollment Services Advisor, Academic Advisor,
or other advisor within the Enrollment Services or Student
Services Department. For official withdrawals, a student’s
withdrawal date is:
The last documented date of academically related
activity by the student; or
For independent study courses, in which the last
date of academically related activity cannot be
determined, the date the student begins the
withdrawal process, or the date that he or she
provides notice of his or her intent to withdraw.
Independent study courses may include but are not
limited to Thesis, Dissertation/Applied Doctoral
Project courses, Practicum, and Internship
experiences
Unofficial Withdrawal
Ashford University determines that a student is
unofficially withdrawn when he or she falls into one of the
following categories:
Students who do not register for and attend the
current semester, term, or course sequence;
Students who fail to follow the proper procedures
for requesting an Academic Leave or who do not
return from an approved Academic Leave as
scheduled; or
Students who do not meet the minimum
attendance requirements for the program as
outlined in the current Catalog or Catalog
Supplement.
For unofficial withdrawals, a student’s withdrawal date is:
The last documented date of academically related
activity by the student; or
For independent study courses, in which the last
date of academically related activity cannot be
determined, the date of withdrawal will be the
midpoint of the payment period up through the
60% point. Independent study courses may include
but are not limited to Thesis, Dissertation/Applied
Doctoral Project courses, Practicum, and
Internship experiences.
Reinstatement Process after Withdrawal
(Less Than One Year)
Students who withdraw or are withdrawn from Ashford
University may request reinstatement to the same
degree/program in which they were enrolled at the time of
withdrawal. Students seeking reinstatement to a different
degree/program must submit a new application required
for the new program of study. Students must meet
admission requirements and complete all degree
requirements in effect for the program of study
corresponding with the catalog year in which the student
changed his or her program. Students seeking
reinstatement to Ashford University should contact their
Academic Advisor. Reinstatement is not guaranteed. If
reinstatement is granted, Ashford University will
determine any conditions under which the student may be
reinstated and will convey those conditions to the student.
Military service members should review the Readmission
of Students after Military Service under the Higher
Education Opportunity Act of 2008 policy located in this
section of the Catalog.
Readmission Process after Withdrawal
(One Year or More)
Students who withdraw or are withdrawn from Ashford
University and are seeking readmission to the same or a
different degree/program must submit a new application.
This process is to ensure that the University has current
demographic information for each student. If the student
has continued his or her education at another school since
leaving the University, official transcript(s) from any other
college attended should be submitted by the student to the
Registrar's Office for review.
Students must meet admission requirements and complete
all degree requirements in effect for the program of study
at the time of readmission. Readmission is not guaranteed.
If readmission is granted, the University will determine the
conditions under which the student may re-enroll and will
convey those conditions to the student.
GENERAL ACADEMIC INFORMATION & POLICIES
132 ASHFORD UNIVERSITY
Military service members should review the Readmission
of Students after Military Service under the Higher
Education Opportunity Act of 2008 policy located in this
section of the Catalog.
Military Deployment Provisions
Any member of the United States Armed Forces, spouse of
an Active Duty, National Guard or Reservist, a
Department of Defense employee or a civilian employee of
the US Coast Guard who is ordered to state or federal
service or duty is entitled to the following provisions for
each course the student is attending:
Students may withdraw from any current course(s)
and receive a tuition credit, or refund where
applicable,* to be applied in the amount of tuition
accrued in the current course(s). Students will be
assigned a withdrawal grade that does not count
negatively against Satisfactory Academic
Progress.
Students may make arrangements with instructors
for course grades or administratively request a
grade of incomplete by submitting any of the
subsequent request forms. If such arrangements
are made, tuition shall be assessed for the
course(s) in full.
Students who withdraw from the institution due to
military service are allotted a one-year grace
period for collection of any institutional balances
owed. This grace period does not apply to
repayment of federal student loans which are
subject to Title IV repayment regulations.
If students have a military service related obligation
expected to extend longer than 45 days, they have the
option of requesting a Military Withdrawal.
If students have a military related service obligation to last
fewer than 45 days, they may request a Military Course
Drop. The Military Course Drop removes the student from
a course without regard to how far along the student is in
the course. When a Military Course Drop is granted to a
student, the student receives an administrative “MW”
grade, and Ashford University waives or refunds the
tuition and fees for the course to the service or entity from
which they originated.
Both of these request forms are available in the Student
Portal.
*Residents of Iowa shall receive a full refund of tuition
and mandatory fees. Military Tuition Assistance is
refunded to the branch of service from which it originated.
Readmission of Students after Military
Service under the Higher Education
Opportunity Act of 2008
Ashford University does not deny readmission to a service
member of the United States Armed Forces for reasons
relating to that service. Students who meet the criteria
subsequently outlined will be readmitted with the same
academic status as the student had when he or she last
attended Ashford University. An affected service member
is any individual who is a member of, applies to be a
member of, or performs, has performed, applies to
perform, or has the obligation to perform, service in the
United States Armed Forces, whether voluntary or
involuntary. The Armed Forces, includes service as a
member of the National Guard or Reserve, on active duty,
active duty for training, or full-time National Guard duty
under Federal authority for a period of more than 30
consecutive days under a call or order to active duty of
more than 30 consecutive days.
Any student whose absence from Ashford University is
necessitated by reason of service in the Armed Forces is
entitled to readmission if the following apply:
The student (or an appropriate officer of the
Armed Forces or official of the Department of
Defense) gives advance written or verbal notice of
such service to Ashford University and provides
such notice as far in advance as is reasonable
under the circumstances;
The cumulative length of the absence and of all
previous absences from Ashford University by
reason of service in the uniformed services,
including only the time the student spends actually
performing service in the uniformed services, does
not exceed five years; and
Except as otherwise provided in this section, the
student submits a verbal or written notification of
intent to re-enroll at Ashford University by
informing an Academic Advisor, an Enrollment
Services Advisor, or the Office of the Registrar or
by submitting a new application for admission.
However, no advance notice by the student is required if
the giving of such notice is precluded by military
necessity, such as a mission, operation, exercise, or
requirement that is classified; or a pending or ongoing
mission, operation, exercise, or requirement that may be
compromised or otherwise adversely affected by public
knowledge.
In addition, any student (or an appropriate officer of the
Armed Forces or official of the Department of Defense)
who did not give advance written or verbal notice of
service to an Academic Advisor, an Enrollment Services
Advisor, or the Office of the Registrar may meet the notice
requirement by submitting, at the time the student seeks
readmission, an attestation to Ashford University that the
student performed service in the uniformed services that
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 133
necessitated the student’s absence from Ashford
University.
When determining the cumulative length of the student’s
absence for service, the period of service does not include
any service:
That is required, beyond five years, to complete an
initial period of obligated service;
During which the student was unable to obtain
orders releasing the student from a period of
service in the uniformed services before the
expiration of the five-year period and the inability
to obtain those orders was through no fault of the
student; or
Performed by a member of the Armed Forces
(including the National Guard and Reserves) who
is:
o
Ordered to or retained on active duty under sections
688, 12301(a), 12301(g), 12302, 12304, or 12305
of Title 10, U.S.C., or under sections 331, 332, 359,
360, 367, or 712 of Title 14, U.S.C.;
o
Ordered to or retained on active duty (other than for
training) under any provision of law because of a
war or national emergency declared by the
President or the Congress as determined by the
Secretary concerned;
o
Ordered to active duty (other than for training) in
support, as determined by the Secretary concerned,
of an operational mission for which personnel have
been ordered to active duty under section 12304 of
Title 10, U.S.C.;
o
Ordered to active duty in support, as determined by
the Secretary concerned, of a critical mission or
requirement of the Armed Forces (including the
National Guard or Reserve); or
o
Called into Federal service as a member of the
National Guard under chapter 15 of Title 10,
U.S.C., or section 12406 of Title 10, U.S.C (i.e.,
called to respond to an invasion, danger of
invasion, rebellion, danger of rebellion,
insurrection, or the inability of the President with
regular forces to execute the laws of the United
States).
An affected service member must, upon the completion of
a period of service in the uniformed services, notify
Ashford University of his or her intent to return to Ashford
University not later than three years after the completion
of the period of service. However, a student who is
hospitalized for or convalescing from an illness or injury
incurred in or aggravated during the performance of
service in the uniformed services must notify an Academic
Advisor, an Enrollment Services Advisor, or the Office of
the Registrar of his or her intent to return to Ashford
University no later than two years after the end of the
period that is necessary for recovery from such illness or
injury. A student who fails to apply for readmission within
the required period does not automatically forfeit
eligibility for readmission to Ashford University, but is
subject to Ashford University’s established general
policies and practices.
A student who submits an application for readmission to
Ashford University must provide to Ashford University
documentation to establish that:
The student has not exceeded the specified service
limitations; and
The student’s eligibility for readmission has not
been terminated due to the occurrence of:
o
A separation from the Armed Forces (including the
National Guard and Reserves) with a dishonorable
or bad conduct discharge.
o
A dismissal of a commissioned officer permitted
under section 1161(a) of Title 10, USC by sentence
of a general court-martial; in commutation of a
sentence of a general court-martial; or, in time of
war, by order of the President.
o
A dropping of a commissioned officer from the
rolls pursuant to section 1161(b) of Title 10, USC
due to absence without authority for at least three
months; separation by reason of a sentence to
confinement adjudged by a court-martial; or, a
sentence to confinement in a Federal or State
penitentiary or correctional institution.
In order for a service member to qualify for these benefits
by reason of service, a student must submit appropriate
documentation to the University. Documents that might
establish service member eligibility include, but are not
limited to:
DD214—Certificate of Release or Discharge from
Active Duty;
Copy of duty orders prepared by the facility where
the orders were fulfilled with a service completion
endorsement;
Letter from the Commanding Officer of a
Personnel Support Activity (or someone of
comparable authority);
Certificate of completion from military training
school;
Discharge certificate showing character of service;
Copy of extracts from payroll documents showing
periods of service; or
Letter from National Disaster Medical System
(NDMS) Team Leader or Administrative Officer
GENERAL ACADEMIC INFORMATION & POLICIES
134 ASHFORD UNIVERSITY
verifying dates and times of NDMS training or
Federal activation.
Ashford University may not delay or attempt to avoid a
readmission of a student under this section by demanding
documentation that does not exist, or is not readily
available, at the time of readmission.
Students who meet the criteria for readmission after
military service outlined previously will be promptly
readmitted with the same academic status as when they
last attended or were last admitted to the institution, but
did not begin attendance because of that membership,
application for membership, performance of service,
application for service, or obligation to permit service.
“Same academic status” means that Ashford University
shall admit the student:
To the same program to which he or she was last
admitted, or, if that exact program is no longer
offered, the program that is most similar to that
program, unless the student requests or agrees to
admission to a different program;
At the same enrollment status last held at Ashford
University, unless the student requests or agrees to
admission at a different enrollment status;
With the same number of credit hours completed
previously, unless the student is readmitted to a
different program to which the completed credit
hours are not transferable; and
With the same academic standing previously held.
If the student is readmitted to the same program, for the
first academic year in which the student returns, the
student will be assessed the same tuition and fee charges
that the student was or would have been assessed for the
academic year during which the student left the institution.
If the student is admitted to a different program, and for
subsequent academic years for a student admitted to the
same program, the student will be assessed no more than
the tuition and fee charges that other students in the
program are assessed for that academic year.
If Ashford University determines that the student is not
prepared to resume the program, or will not be able to
complete the program, the University will make reasonable
efforts at no extra cost to the student to help the student
become prepared or to enable the student to complete the
program, including but not limited to providing refresher
courses at no extra cost to the student.
Ashford University is not required to readmit the student
on his or her return if:
After reasonable efforts by the University, the
University determines that the student is not
prepared to resume the program at the point where
he or she left off;
After reasonable efforts by the University, the
University determines that the student is unable to
complete the program; or
The University determines that there are no
reasonable efforts it can take to prepare the student
to resume the program at the point where he or she
left off or to enable the student to complete the
program.
Department of Defense
(DoD) Voluntary Education
Partnership
Ashford University is a participating institution in the
Voluntary Education Partnership with the DoD. In
accordance with this partnership, any Active Duty,
National Guard, or Reservist student who attends the
University will receive a military degree plan within 60
days of admission to the educational institution in which
the individual has selected a degree program and all
required official transcripts have been received.
The student will receive a Military Degree Plan with the
evaluation of previous coursework received and the
requirements for the degree program selected.
The Military Degree Plan affords the student the
opportunity to complete the degree requirements within
the enrolled degree program within five (5) years of the
issued date without the loss of academic progress. Students
who choose to change their degree program will forfeit the
issued degree plan and be issued a new Military Degree
Plan for the new program.
Transfer of Ashford
University Credits to Other
Institutions
Since Ashford University is a regionally accredited
institution, other institutions may elect to accept Ashford
University credits. However, students should be aware that
the transfer of credit is controlled by the receiving
institution, and therefore cannot be guaranteed by Ashford
University unless part of a valid articulation agreement or
included in an articulation numbering system.
Outside any formal partnership or agreement, students
considering transferring to another institution have the
responsibility to determine whether that institution will
accept Ashford University credits. Ashford University
does not imply, promise, or guarantee transferability of its
credits to any other institution. Please
visit www.ashford.edu/admissions/transferability.htm to
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 135
find information about transfer guidelines and a current list
of articulation agreements.
NOTICE CONCERNING TRANSFERABILITY OF
CREDITS AND CREDENTIALS EARNED AT OUR
INSTITUTION
The transferability of credits you earn at Ashford
University is at the complete discretion of an institution to
which you may seek to transfer. Acceptance of the degree
you earn in the educational program is also at the complete
discretion of the institution to which you may seek to
transfer. If the credits or degree that you earn at this
institution are not accepted at the institution to which you
seek to transfer, you may be required to repeat some or all
of your coursework at that institution. For this reason you
should make certain that your attendance at this institution
will meet your educational goals. This may include
contacting an institution to which you may seek to transfer
after attending Ashford University to determine if your
credits or degree will transfer.
Learning Resources
Appropriate Use of Database Content
Researchers are permitted to access the databases only for
the purposes of providing or pursuing an education
through Ashford University. They may not use the
materials for any other purpose. Neither database access
nor materials retrieved from the databases may be shared
inside or outside of the University.
Violations may result in disciplinary action and/or legal
liability to the database providers. Ashford University
requires its students, faculty and staff to respect
intellectual property rights, and will take action against
anyone who abuses access to the database content made
available by the library.
Library
The Ashford University Library coordinates access for
online students and faculty to electronic academic and
business research databases and collections. These
resources provide millions of full-text periodicals and
academic journal articles, e-books, videos and other
materials. These electronic research resources are available
to students on a 24/7 basis. The library provides all
students with tip sheets and video tutorials that show users
how to navigate the Ashford University Library and help
them better understand the research process.
Students can interact with librarians via phone, chat and
email. These resources, as well as librarian contact
information, instructional aids, and tutorials are available
on the library website, which can be accessed through the
Student Portal or the online classroom.
The library is also a full cataloging and interlibrary loan
member of the Online Computer Library Center (OCLC).
With this national network, all students can access more
than 72,000 collections, large and small, through
interlibrary loan. Ashford librarians can obtain articles and
other documents for students if these items are not
available through the Ashford University Library’s
collections.
Writing Center
The Ashford Writing Center (AWC) is an online writing
center accessible from within your online classroom,
student portal, or directly online at
http://writingcenter.ashford.edu/. The AWC provides free
support for improving academic and professional writing
skills.
The AWC provides tutorials, guides, and samples related
to many aspects of writing, including grammar, APA style,
and scholarly writing.
In addition, the AWC offers 24/7 support to all students
via Grammarly, Writing Tutoring, and Paper Reviews.
Grammarly – This automated program provides
instant feedback on grammar, punctuation, and
style errors and how to correct these.
Writing Tutoring – Students may connect with a
writing tutor at any time to discuss any writing or
APA-related questions.
Paper Review – Students can submit a paper at
any time to receive detailed feedback on their
writing with 24 hours.
Assistance in Developing Writing
Proficiency
A number of self-help resources are available on the
Ashford University website for students preparing to meet
the writing proficiency standards in degree programs
offered online.
Course Digital Materials (CDM)
Course digital materials (CDM) refers to all course-
specific educational materials and resources provided
directly to the student via the online classroom. Course
materials include essential readings, audio and video
assets, interactive exercises, and other digital supplements.
CDMs offer a more dynamic, interactive, and robust set of
resources for student learning in the online modality. For
courses in which course digital materials are provided in
lieu of textbooks, a fee (CDM fee) is applied directly to the
student’s account concurrent with the charge for tuition.
Students are not charged the CDM fee for repeated
coursework if previously charged. CDM fees are fully
refundable if a student does not attend beyond Week 1 of a
GENERAL ACADEMIC INFORMATION & POLICIES
136 ASHFORD UNIVERSITY
course (Week 3 if covered under the Ashford Promise
Refund Schedule).
Constellation™
Constellation™ course digital materials are designed to
help students master the instructional goals of Ashford
University degree programs. Constellation™ digital
materials are created specifically to support Ashford
University’s curriculum. These materials may be displayed
on a browser-based Constellation™ Reader or on a
number of devices, such as the iPhone, Kindle, and
Blackberry. Once students have access to their
Constellation™ digital materials through the online
classroom, they can read their materials online, download
and save them to their hard drive, print without restriction,
keep materials for future reference, or share with friends.
Constellation™ does not include restrictions on file
storage or print functions. Full functionality of
Constellation™ is best experienced with the included
reader. The Constellation™ Reader will allow students to
highlight material in a variety of colors, create notes and
make bookmarks. While the reader offers robust
functionality, students will be able to access, download
and print their learning materials in accordance with their
preferences. Students will lose access to any course digital
materials approximately 60 days after the end of their
course or their withdrawal date, unless they have
downloaded the material to an external device or hard
drive.
Honors College
Description
The Ashford University Honors College serves to enhance
the experience and opportunities available to Ashford’s
highest achieving students. Acceptance into Honors
College is merit based and Honors College students are
expected to continually demonstrate a high level of
achievement and leadership within the Ashford
Community.
Mission Statement
The Ashford University Honors College engages a
community of exceptional students in educational
opportunities that promote leadership, innovation, global
perspective, and civic responsibility.
Honors College Learning Outcomes
Students who successfully complete the sequence of
Honors courses will be able to:
Display leadership and interdisciplinary teamwork
skills;
Utilize innovative approaches and informed decision-
making when solving problems;
Interpret current global issues through multiple
perspectives; and
Evaluate the impact of various forms of civic
engagement.
Benefits and Opportunities
Honors College students will have access to Honors
College exclusive curriculum designed to enhance the
chosen program of study. Students will have an
opportunity to learn amongst the highest achieving
students at Ashford. Honors College Courses are small
discussion-based classes with special topics.
Additionally, Honors College students will have access to
exclusive benefits and opportunities to help foster their
continued success and achievement. Below are the
opportunities currently available:
Upon acceptance into the Honors College, students will
receive
:
Support from a collaborative and holistic support
team consisting of a Student Advisor, Financial
Aid Advisor, and Career & Alumni Advisor
Mentorship from an Ashford faculty member
A dedicated phone line to contact Honors advisors
Access to the benefits of Ashford’s partnership
with Forbes
An invitation to join a college community group
within AU Connect, Ashford’s online alumni
community
An invitation to join exclusive Honors College
groups on Facebook and LinkedIn
Student Membership in the National Collegiate
Honors Council
Student Membership in the SALUTE Veterans
National Honor Society (for qualified
military/veteran students only)
Honors College designation on transcript
Upon graduation, students will receive:
Special recognition from the Honors College at
commencement, including a Honors College
Medallion Ceremony; and
Honors College designation on diploma.
Eligibility
To be eligible for acceptance into the Honors College,
students must meet the following criteria:
Be an active student seeking a Bachelor’s degree;
AND
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 137
o
Completed 15 or more credits at Ashford
University with a cumulative GPA of 3.75 or higher
OR
o
Completed 30 or more transferrable credits with a
cumulative college GPA of 3.75 or higher*.
*Military students that have met the credit requirement for
transferrable credit but do not have credits with a
cumulative GPA are still eligible to apply. Additionally,
students who apply to the Honors College utilizing transfer
credits must still meet the 3.75 Ashford Cumulative GPA
at the time the application is reviewed.
Once accepted into Honors College, students are expected
to maintain a minimum 3.5 cumulative GPA at all times. If
an Honors College student’s cumulative GPA drops below
a 3.0, that student will be removed immediately from the
Honors College and all Honors College benefits. Students
who are removed from Honors College are welcome to
submit an Honors College Reapplication form (available in
the Student Portal) once they are again meeting the 3.75
GPA required for acceptance.
How to Apply
Applications are accepted year round. Once a student
meets eligibility requirements, they can begin the
application process.
Students who wish to apply will need to complete an
application for acceptance into the Honors College.
Students are encouraged to speak with their advisor or an
admissions representative to see if they meet the
acceptance criteria. Applications will be reviewed weekly
by the Honors College Selection Committee. Decisions
will be communicated via email.
Materials
Applicants are required to submit the materials listed
below. These materials will be used to determine whether
or not an applicant is accepted into the Honors College and
are evaluated based on prior experience, creativity,
substance, and the applicant’s overall attitude towards
achievement and education.
Honors College Application for Acceptance
Two letters of recommendation **
A current resume
An honors essay (between 500 – 700 words)***
Unofficial or official transcripts (only required if
the applicant is utilizing transfer credits to meet
eligibility requirements and transcripts are not
currently on file with Ashford University)
** By applying for the honors college you are giving us
permission to contact the writer.
*** Essays will be reviewed for originality. Students
should be aware that Ashford University utilizes Turnitin,
an educational tool that helps prevent and identify
plagiarism from Internet resources. This tool compares
students’ work with texts available in Ashford University’s
internal database as well as any written work submitted to
Turnitin.
Honors College Distinctions
Students who are accepted into the Honors College,
complete their honors curriculum, and who meet the 3.5
cumulative GPA graduation requirement will graduation
with Honors College Distinctions as defined below:
Honors College Fellow
Students who choose this sequence will take all six Honors
College courses listed below in addition to their chosen
program of study. Upon graduation, they will receive the
distinction of being an Honors College Fellow on their
diploma and transcript.
HON 270 Thinking Critically about Global Issues
(3 credits)
HON 280 Society, Power, and Responsibility (3
credits)
HON 290 Studies in Culture and Society:
Exploring Diverse Perspectives (3 credits)
HON 470 Leadership in the 21st Century (3
credits)
HON 480 Envisioning Innovation and Creativity
in the 21st Century (3 credits)
HON 490 Honors College Seminar (3 credits)
Honors College Scholar
Students who choose this sequence will take the three
upper division Honors College courses listed below in
addition to their chosen program of study. Upon
graduation, they will receive the distinction of being an
Honors College Scholar on their diploma and transcript.
HON 470 Leadership in the 21st Century (3
credits)
HON 480 Envisioning Innovation and Creativity
in the 21st Century (3 credits)
HON 490 Honors College Seminar (3 credits)
Changing the Honors College Course Sequence or
Dropping from the Honors College
Students who wish to change their Honors College course
sequence or who wish to remove themselves from Honors
College may do so by submitting an Honors College –
Change of Sequence form available in the Student Portal.
GENERAL ACADEMIC INFORMATION & POLICIES
138 ASHFORD UNIVERSITY
Reapplying to the Honors College
Students who were previously accepted into the Honors
College and are now interested in re-joining the Honors
college may do so by submitting an Honors College
Reapplication form (available in the Student Portal)
providing that they meet all eligibility requirements
including the 3.75 cumulative GPA.
Honor Societies
Alpha Sigma Lambda
Alpha Sigma Lambda is an honor society devoted to the
advancement of scholarship and leadership of
nontraditional/adult students in higher education. To be
eligible for membership in the Ashford University Alpha
Lambda chapter of the Alpha Sigma Lambda Honor
Society, students must be seeking their first Bachelor’s
degree, be in the highest twenty (20) percent of eligible
baccalaureate students based upon cumulative GPA, and
meet the following criteria as of January 1 or July 1, and
completion of a minimum of:
24 credits at Ashford University; and
12 credits of liberal arts coursework.
Students who meet the eligibility criteria will be sent an
invitation via email to become a member. There are no
membership fees or dues. Once a student has participated
in an online induction ceremony, the student becomes a
lifetime member of the Alpha Lambda chapter of the
Alpha Sigma Lambda honor society. Names of inductees
will be published on the Alpha Sigma Lambda webpage on
the Ashford University website once the induction process
for eligible students is complete. Students who are
inducted into the honor society will be mailed a certificate.
Any Alpha Sigma Lambda member who participates in the
Ashford University Commencement Ceremony will be
distinguished with Alpha Sigma Lambda regalia provided
by the University.
Phi Theta Kappa
Phi Theta Kappa is the International Honor Society of the
two-year college/Associate degree-granting institution. Phi
Theta Kappa’s mission is two-fold: to recognize and
encourage the academic achievement of two-year college
students and provide opportunities for individual growth
and development through participation in honors,
leadership, service, and fellowship programs.
Membership is by invitation only. In order to receive an
invitation for membership, students must meet the
criteria listed subsequently as of January 1 and July 1:
Be an active student seeking an Associate degree;
Have completed at least 12 credit hours of
coursework that may be applied to an Associate
degree;
Have a grade point average of 3.7; and,
Be willing to adhere to the moral standards of the
Society.
There is a one-time membership fee of $60.
Students who meet the eligibility criteria will be sent an
invitation to become a member. Names of inductees will
be published on the Phi Theta Kappa webpage on the
Ashford University website once the induction process for
eligible students is complete. Students who are inducted
into the honor society will be mailed a certificate.
Any Phi Theta Kappa member who participates in the on-
campus commencement ceremony will be distinguished
with Phi Theta Kappa regalia provided by the University.
Delta Alpha Pi International
Delta Alpha Pi International is an academic honor society
for students with disabilities. Delta Alpha Pi Honor
Society presents an opportunity to change negative
stereotypes associated with disability by recognizing
students with disabilities for their academic
accomplishments. In addition, this honor society facilitates
development of skills in leadership, advocacy, and
education for participating students. Members of Delta
Alpha Pi Honor Society participate in activities designed
to educate the community and society regarding disability
issues and the need for universal design in learning.
Membership in Delta Alpha Pi International Honor society
is by invitation only and open to all eligible Ashford
University students. To attain membership into DAPi, the
following criteria must be met as of January 1 and July 1:
Be a student with a documented disability through
the Office of Student Access and Wellness.
Demonstrate an interest in disability issues.
Be an undergraduate student currently enrolled
and have completed a minimum of 24 credits with
a minimum GPA of 3.10, OR
Be a graduate student currently enrolled and have
completed 18 credits of graduate coursework with
a minimum GPA of 3.30.
Students who meet the eligibility criteria will be sent an
invitation via email to become a member. There are no
membership fees or dues. Names of inductees will be
published on the Alpha Sigma Lambda webpage on the
Ashford University website once the induction process for
eligible students is complete. Students who are inducted
into the honor society will be mailed a certificate.
Any Delta Alpha Pi member who participates in the
Ashford University Commencement Ceremony will be
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 139
distinguished with Delta Alpha Pi regalia provided by the
University.
Golden Key International Honour Society
Golden Key International Honour Society is the world’s
premier collegiate honor society connecting members
locally, regionally and globally with lifetime opportunity,
reward and success. Membership in Golden Key is by
invitation only.
To qualify for membership in Golden Key International
Honour Society, active students must meet the following
criteria as of January 1 or July 1:
Be in the top 15% of your undergraduate class
(Bachelor’s degree seeking Sophomores, Juniors
and Seniors), based on GPA; or
Be a top-performing graduate student, based on
GPA.
Membership in Golden Key consists of one-time lifetime
membership fee of $95 paid at the time of induction.
Students who meet the eligibility criteria will be sent
notice of their eligibility via email and be told to expect an
exclusive invitation via email to join the honor society
directly from Golden Key International Honour Society
headquarters.
Names of inductees will be published on the Golden Key
webpage on the Ashford University website. Students who
are inducted into the honor society will be mailed a
certificate.
Any Golden Key member who participates in the Ashford
University Commencement Ceremony will be
distinguished with Golden Key regalia provided by the
University.
SALUTE National Veterans Honor
Society
SALUTE is the first national veteran's honor society.
SALUTE stands for Service, Academics, Leadership,
Unity, Tribute, and Excellence. In 2009, Colorado State
University was awarded the ACE/Wal-Mart Success for
Veterans Grant, and from that SALUTE Veterans National
Honor Society was created. SALUTE is the first honor
society created for student veterans and military at two-
and four-year higher education institutions nationwide.
To attain membership into SALUTE as an undergraduate
student, the following criteria must be met as of January 1
and July 1:
Be currently enrolled as an undergraduate student;
Qualify as military or veteran student under
locally-derived and maintained definitions;;
Have a minimum GPA of a 3.0;
Have completed at least 12 credits of
undergraduate coursework;
Have served or currently be serving in the
military, National Guard, or reserves or, if no
longer serving, submit a DD-214 Member 4 copy
that displays the character of service (honorable
discharge); and
Maintain the highest ethical standards.
To attain membership into SALUTE as a graduate student,
the following criteria must be met as of January 1 and July
1:
Be currently enrolled as a graduate student;
Qualify as a military or veteran student under
locally-derived and maintained definitions;
Have a minimum GPA of a 3.5;
Have completed at least 9 credits of graduate
coursework;
Have served or currently be serving in the
military, National Guard, or reserves or, if no
longer serving, submit a DD-214 Member 4 copy
that displays the character of service (honorable
discharge); and
Maintain the highest ethical standards.
Membership in SALUTE consists of one-time lifetime
membership fee of $20 paid at the time of induction.
Students who meet the eligibility criteria will be sent
notice of their eligibility via email and be provided with
information on the necessary application materials to be
reviewed by a committee. Following committee review,
students who meet all eligibility requirements will be sent
an invitation via email to formally induct into SALUTE.
Names of inductees will be published on the SALUTE
webpage on the Ashford University website once the
induction process for eligible students is complete.
Students who are inducted into the honor society will be
mailed a certificate and a military style challenge coin by
the SALUTE Headquarters.
Any SALUTE member who participates in the Ashford
University Commencement Ceremony will be
distinguished with SALUTE regalia provided by the
University.
Sigma Beta Delta Honor Society
Sigma Beta Delta Honor Society encourages and
recognizes scholarship and accomplishment among
students of business, management and administration, and
encourages and promotes aspirations toward personal and
professional improvement and a life distinguished by
honorable service to humankind.
GENERAL ACADEMIC INFORMATION & POLICIES
140 ASHFORD UNIVERSITY
To qualify for membership in Sigma Beta Delta Honor
Society, active students must meet the following criteria as
of January 1 or July 1:
Be in the top 20% of your undergraduate class in
the Forbes School of Business (Bachelor’s degree
seeking Juniors and Seniors), based on GPA; or
Be in the top 20% of graduate students in the
Forbes School of Business (Business
Administration, Public Administration,
Organizational Management, Information Systems
Management, and Human Resources
Management) who are halfway through their
coursework), based on GPA.
Membership in Sigma Beta Delta consists of one-time
lifetime membership fee of $65 paid at the time of
induction.
Students who meet the eligibility criteria will be sent a
notice of their eligibility via email to join the honor
society.
Names of inductees will be published on the Sigma Beta
Delta webpage on the Ashford University website.
Students who are inducted into the honor society will be
mailed a certificate.
Any Sigma Beta Delta member who participates in the
Ashford University Commencement Ceremony will be
distinguished with Sigma Beta Delta regalia provided by
the University.
Tau Upsilon Alpha Honor Society
Tau Upsilon Alpha Honor Society honors academic
excellence; fosters lifelong learning, leadership and
development; and promotes excellence in service to
humanity.
To qualify for membership in Tau Upsilon Alpha Honor
Society, active students must meet the following criteria as
of January 1 or July 1:
Be an undergraduate student currently enrolled in
the College of Arts and Sciences (BA in Applied
Behavioral Sciences, BA In Health and Human
Services, BA in Psychology, or BA in Sociology)
and have completed a minimum of 36 credits with
a minimum GPA of 3.25
Be a graduate student currently enrolled in the
College of Arts and Sciences (Doctor of
Psychology (PsyD), MA in Human Services, MA
in Psychology, PhD in Human Services) and have
completed 12 credits of graduate coursework with
a minimum GPA of 3.5.
Membership in Tau Upsilon Alpha consists of one-time
lifetime membership fee of $40 paid at the time of
induction.
Students who meet the eligibility criteria will be sent
notice of their eligibility via email and be provided with
information on the necessary application materials to be
reviewed by a committee. Following committee review,
students who meet all eligibility requirements will be sent
an invitation via email to formally induct into Tau Upsilon
Alpha.
Names of inductees will be published on the Tau Upsilon
Alpha webpage on the Ashford University website.
Students who are inducted into the honor society will be
mailed a certificate.
Any Tau Upsilon Alpha member who participates in the
Ashford University Commencement Ceremony will be
distinguished with Tau Upsilon Alpha regalia provided by
the University.
Program Completion and
Honors
Dean’s List
Associate and Bachelor degree-seeking students will be
evaluated twice per calendar year for academic
recognition, at the end of June and at the end of December.
Students who meet the following criteria will be
recognized for their scholarship through the Academic
Dean’s List.
Have a 3.50 Ashford University cumulative grade
point average;
Have completed a minimum of 12 credit hours in
an online program;
Have enrolled in and completed at least one course
since the time the previous Dean’s List was
determined;
Are in good academic standing at the time of
review; and
Are currently attending or are on an
approved Academic Leave at the time of review.
Graduation Process
Students should petition to graduate when they are within
six (6) months of program completion. The completed
Petition to Graduate form, including required fees, must be
submitted to release diplomas and verifications for degrees
awarded. The Petition to Graduate is available online in
the Student Portal at www.ashford.edu.
The date of degree conferral recorded on the student’s
transcript and diploma reflects the date the student
completes all academic degree requirements. Degree
completion is generally recorded on a student’s official
transcript within 30 days after completion of ALL program
GENERAL ACADEMIC INFORMATION & POLICIES
2020-2021 ACADEMIC CATALOG 141
requirements. Diplomas are generally ordered within 30
days after completion of all program requirements and
payment of all related tuition and fees. Diplomas will be
withheld and transcripts will not reflect degree conferral
until all accounts at the University are paid in full.
Diplomas are ceremonial documents and reflect the degree
the student earned and the date of degree conferral. The
official academic record of a student’s achievement is the
transcript, which reflects the degree earned, any additional
majors/emphases/minors/specializations the student
completed, and the date of degree conferral.
Graduation Honors and Awards
Candidates for an undergraduate degree who have
exhibited outstanding achievement may be awarded the
following honors at graduation by earning the
corresponding grade point average:
Cum laude 3.50–3.69
Magna cum laude 3.70–3.89
Summa cum laude 3.90 or above
Recognition also is given to graduates who are members of
honor societies: Alpha Sigma Lambda, Delta Alpha Phi,
Golden Key International Honour Society, Phi Theta
Kappa, SALUTE, Sigma Beta Delta, and Tau Upsilon
Alpha.
Posthumous Degree Policy
The University may grant undergraduate and graduate
degrees posthumously. When the University determines
that a deceased student was in good standing and had
completed enough credits toward a degree, the Vice
President for Academic Affairs or designee has the
authority to grant the degree posthumously.
Generally, students should have completed a majority of
their coursework for the program of study in order to
qualify for a posthumous degree. Additionally, students
must have been meeting Satisfactory Academic Progress
and all Student Community Standards.
Formal requests may be submitted in writing to the Office
of the Registrar for consideration by emailing
student.records@ashford.edu.
Degree Rescindment Policy
An Ashford University degree may be rescinded when
there is clear and convincing evidence that one of the
following has occurred:
A degree has been conferred in error;
All University-defined requirements were not
satisfied at the time the degree was granted;
A previously awarded passing grade is reversed,
resulting in unmet degree requirements; or
Academic misconduct, as defined in the Student
Rights and Responsibilities section of this Catalog,
is discovered by the University. In exceptional
circumstances such as this, the University
President may rescind the degree.
Commencement Ceremony
Ashford University commencement ceremonies are held in
the fall and spring each year. In order to participate,
students must meet the following requirements:
Fall Ceremony - October 2020
Expect to graduate between July 1 and December
31*; and
Purchase appropriate** cap and gown by August
15.
Spring Ceremony - May 2021
Expect to graduate between January 1 and June
30*; and
Purchase appropriate** cap and gown by March
15.
*Doctoral students should have submitted for Final
Research Review prior to requesting to attend
Commencement and anticipate to complete Final Oral
Defense by the Ceremony Date.
**Cap and gown must be purchased from Ashford
University’s authorized vendor.
Specific graduation dates and locations are available on the
Graduation Information webpage located at
www.ashford.edu/student_services/graduation.htm.
Students who wish to attend a ceremony different from
that assigned by his or her expected graduation date may
request to attend a future ceremony by emailing
graduation.information@ashford.edu.
Diplomas are not distributed at the Commencement
ceremonies.
UNDERGRADUATE PROGRAMS
142 ASHFORD UNIVERSITY
SECTION SIX:
UNDERGRADUATE
PROGRAMS
Overview
Ashford University offers online undergraduate programs
which are administered by the Forbes School of Business
& Technology® at Ashford University and the College
of Arts and Sciences. These programs serve adult and
distance learners seeking Associate and Bachelor’s
degrees from Ashford University.
Grounded in the principles of adult learning and
established to address the unique needs of mature and
distance learners, Ashford University recognizes the
aspirations and qualities of self-directedness and serious
motivation that broadly characterize working adults who
seek college degrees. Programs offered through the
online modality, therefore, provide diverse and
alternative ways for such individuals to earn and
accumulate credits to be used in completing
baccalaureate degrees.
Besides offering online courses that are accelerated and
conveniently scheduled, Ashford University administers
assessment activities to determine college-level credit
that adult learners may have already achieved.
Alternative sources of credit at the undergraduate level
may include credit for experiential learning, military
training, sponsored professional training, advanced
placement, national testing programs, and national credit
recommendations.
Admission Policies and
Procedures Associate of
Arts Degree Programs
Conditional Admission Requirements for
Associate Degree Programs
Applicants seeking admission to an Associate of Arts
degree program must meet the following admission
requirements prior to the start of the first course at
Ashford University:
Have a regular high-school diploma earned through
college preparatory or regular high school courses,
a GED or state certificate awarded after passing an
authorized test that the state recognizes as equivalent
to a high school diploma, completed secondary
school through home schooling as defined by state
law, or earned an equivalent to a US high school
diploma at an international high school according to
approved Foreign Evaluation services.*
o
An earned IEP or Special Education Diploma or
Certificate of Completion based upon IEP goals
does not meet the regular high school diploma
requirement for admission to Ashford University.
o
Qualified applicants will self-certify as to their
high school education on the application for
admission. Ashford University will also require,
that an applicant or student provide a high school
transcript, high school diploma, and/or evidence
of passing the GED or state certificate awarded.
Failure to provide documentation by Day 7 of
Week 3 will result in the student being denied
admission.
o
If no high school diploma was earned, applicants
who have successfully completed at least a two-
year program or have earned a minimum of 60
transferable credits that is acceptable for full
credit toward a bachelor’s degree from an
appropriately accredited postsecondary institution,
as defined by Ashford University transfer credit
policies, may be admitted. Unofficial transcripts
must be provided. Failure to provide
documentation by Day 7 of Week 3 will result in
the student being denied admission.
Have access to a computer with an Internet
connection for the Web-based programs and meet the
minimum technology and minimum computer skills,
abilities, features, system configurations, hardware,
and software outlined in the General Academic
Information & Policies section.
Have the ability to study in English indicated by one
of the following**:
o
Achieved a recognized high school diploma or
equivalent in which the primary language of
instruction was English;***
o
Received a GED that was taken in English;***
o
A minimum of 30 transferable credits have been
earned from regionally or approved nationally
accredited colleges/universities in the United
States or equivalent in which the primary
language of instruction was English; or
o
Test of English as a Foreign Language (TOEFL)
or International English Language Testing System
(IELTS) examination taken within the past two
(2) years. For the TOEFL, a minimum score of
500 paper-based or 61 Internet-based is required.
For the IELTS, a minimum score of 6 is required.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 143
Copies of official scores must be submitted prior
to provisional enrollment, and official scores must
be submitted for full admission.
Due to the accelerated, adult-learner focus of the
academic programs offered in the online modality,
applicants under the age of 18 generally will not be
admitted.^
**Satisfying the English Language Requirement does not
exempt a student who earned his/her high school diploma
outside of the United States from the additional
admission requirements for international applicants.
***If satisfying the English Language Requirement
through a high school diploma, GED, or equivalent not
completed in the United States, additional documentation
may be required. Please contact the Registrar’s Office for
further information.
^ Under 18 applicant seeking to enroll in an Associate
Degree program must appeal in writing to the University
Registrar. The appeal must include a written essay and
submission of unofficial documentation showing proof of
High School graduation as outlined in the catalog.
Appeal decisions will be communicated from the
Registrar’s Office to students via email and must be
approved prior to enrollment. All Under 18 applicants are
required to successfully complete Student Success
Orientation.
Conditionally admitted students who do not achieve
provisional or full admission status after one attempt in
the Ashford Promise, are allowed a second period of
conditional admission in order to be provisionally or
fully admitted.
Attendance in the first course is confirmation of a
student’s intent to matriculate and, therefore, constitutes
an attempt. Subsequent withdrawal from the course or
institution, whether administrative or student-initiated,
concludes an attempt. Failing to meet Basic Academic
Requirements (BAR) (attaining a cumulative course
grade of C- or better as of Day 6 of Week 3 in the first
course) also concludes an attempt.
Students who fail to meet Basic Academic Requirements
are denied admission and are required to successfully
complete the Student Success Orientation as a
prerequisite to a subsequent attempt (if they have not
already successfully completed it).
Students who are administratively withdrawn for failing
to submit required Financial Aid documents during the
conditional admission period are required to submit the
required documents as a prerequisite to a subsequent
attempt.
Ashford University reserves the right to deny admission
or re-admission to any applicant. Ashford University
does not admit students based on an "ability to benefit"
test. Ashford University recognizes the importance of
protecting student privacy and reserves the right to
request documentation to establish or verify any
student’s identity at any time, for administrative or
compliance purposes. Students are expected to provide
such documentation, and failure to do so may be
considered a violation of the Student Community
Standards. The University may deny or rescind
admission to any student for failure to authenticate his or
her identity.
Applicants are conditionally admitted to an Associate of
Arts degree program when they submit a completed
application indicating that they meet admission
requirements outlined for that program and are approved
by the Registrar’s Office. Applicants in a conditional
admission status are not eligible for Title IV funds and
are not considered regular students until granted
provisional or full admission.
Appeal Procedure beyond a Second
(2nd) Conditional Admission Period or
Ashford Promise Attempt
Provisional admission status must be attained by the end
of the second (2
nd
) attempt of the Ashford Promise, while
a student is in conditional standing. Students who fail to
attain provisional admission by the end of their second
(2
nd
) attempt of the Ashford Promise must wait six
months from the date they were denied admission to re-
apply, or they may appeal the University’s decision using
the process outlined subsequently to request any
additional consecutive attempts of conditional admission
in the Ashford Promise.
Disagreements over academic quality will not be
considered as an appropriate basis for such appeals. In
cases of appropriate cause, the Ashford University
Admission Appeals Committee reviews the appeals and
renders a decision to the student. Appeals must include
an explanation of the event that occurred, which caused
the student to not attain provisional admission to the
University after two attempts.
Students must appeal in writing to the University
Registrar. The appeal must be submitted to
academic.progress@ashford.edu or electronically via the
online Conditional Admission Appeal form and approved
prior to enrollment in any future courses. Additionally,
the student’s appeal letter must include:
A reasonable explanation for the student’s academic
performance to date, which includes mitigating
circumstances such as student injury/illness, death of
a student’s family member, or other reasons resulting
in the undue hardship to the student;
UNDERGRADUATE PROGRAMS
144 ASHFORD UNIVERSITY
Compelling evidence that they have the ability to
succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of college level credits during their
period of absence; and,
A plan for completion of the coursework required to
meet basic academic requirements during their
coursework at Ashford University.
Appeal decisions will be communicated from the
Registrar’s Office to students via email.
Additional Conditional Admission
Requirements for Applicants with
International Academic Credentials
The following requirements are applicable to applicants
relying on academic credentials earned outside the
United States for admission. Please note that visa
services are not provided and that the University will not
vouch for a nonimmigrant alien student’s status or
associated charges. In addition to the conditional
admission requirements outlined in the admission policy
for Associate of Arts degree programs, copies of
documentation indicating that the student meets the
following admission requirements are required for
conditional admission:
Submit copies of an unofficial evaluation from an
approved evaluation service indicating that the
student has met one of the following requirements:
o
Completion of a two-year program from an
appropriately accredited post-secondary
institution, as defined by Ashford University
transfer credit policies; or,
o
Achievement of equivalency of a United States
high school diploma.
All academic records from countries other than the
United States must have been evaluated by one of the
following evaluation services:
o
Educational Credentials Evaluators, Inc. (ECE);
OR
o
World Education Services (WES).
Note: Applicants who have already had their
international credentials evaluated prior to applying to
Ashford University may petition the Registrar’s Office
for acceptance of evaluations from other credible
agencies.
Provisional Admission Requirements for
Associate Degree Programs
Students must meet the following requirements in order
to be provisionally admitted to an Associate of Arts
degree program at Ashford University:
Successfully complete Student Success Orientation;
Attain a cumulative course grade of C- or better by
Day 6 of Week 3 in their first course;
Attend Week 4 of their first course; and
Submit proof of graduation from high school in one
of the following forms:
o
Official or unofficial copy of high school
transcripts or diploma indicating graduation;
o
Official or unofficial documentation of passing
the GED or state certificate awarded;
o
High school name and graduation date listed on
an official transcript from an appropriately
accredited postsecondary institution, as defined by
Ashford University transfer credit policies; or
o
Proof of at least a two-year program or a
minimum of 60 transferrable credits that are
acceptable for full credit toward a bachelor’s
degree from an appropriately accredited
postsecondary institution, as defined by Ashford
University transfer credit policies.
Transfer students who successfully completed a two-year
program that is acceptable for full credit toward a
bachelor’s degree from an appropriately accredited
postsecondary institution, as per Ashford University
admission policy, are exempt from the requirement to
provide proof of high school graduation, but must submit
official transcripts of the two-year program.
Attendance in Week 4 constitutes a student’s
confirmation of his or her intention to continue in the
program as a regular student. Upon attendance in Week 4
of their first course, students are considered matriculated,
regular students in their degree program. Students who
meet the requirements for Full Admission will be fully
admitted into the degree program.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 145
Transfer Credit Evaluation for Associate
Degree Programs
Upon being granted provisional admission to an
undergraduate degree program, the Records Management
staff will begin requesting transcripts of a student’s prior
postsecondary education using the signed Transcript
Request form.
The Records Management Department will request
official transcripts of all prior postsecondary education,
as provided by the student in the application for
admission, as well as from any school appearing in the
student’s National Student Clearinghouse record. This
includes
College or university transcripts from any regionally
or approved nationally accredited postsecondary
educational institution attended.
Military credits evaluated for equivalency to college
credits.
Students are responsible for submitting official
documentation of any postsecondary credit previously
earned through examination or credit earned through
non-collegiate instruction to be evaluated for
applicability to Ashford University program
requirements.
Once transcripts of all prior postsecondary education
have been received, the Registrar’s Office staff will
complete the student’s transfer credit evaluation.
Two weeks prior to the conclusion of the fourth (4th)
attempted Ashford University course in a degree seeking
program, if any transcripts of prior postsecondary
education have not yet been received, the Registrar’s
Office staff will proceed with the transfer credit
evaluation of any transcripts of postsecondary education
received to date. The student is then admitted on
Academic Watch due to failure to provide confirmation
of a combined cumulative grade point average of 2.0 or
higher in all prior postsecondary education. Additional
transcripts may be submitted for evaluation at a later
date, should they become available.
If it is determined two weeks prior to the conclusion of
the fourth (4th) attempted Ashford University course that
certain transcripts are unable to be provided, students
may sign and submit an Authorization to Close File form
thereby waiving potential transfer credits from previously
attended schools, in order to expedite the transfer credit
evaluation process. Any student who signs an
Authorization to Close File form, thereby waiving
potential transfer credits from previously attended
schools, is admitted on Academic Watch due to failure to
provide confirmation of a combined cumulative grade
point average of 2.0 or higher in all prior postsecondary
education. These transcripts may be submitted for
evaluation at a later date, should they become available.
Students are responsible for reviewing their transfer
credit evaluation as well as their scheduled courses with
their Academic Advisor and informing their advisor of
any courses they feel are duplicative or equivalent in
content to previously completed coursework or non-
traditional learning.
Students may submit official transcripts to Ashford
University for review of transfer credits at any time.
Full Admission Requirements for
Associate Degree Programs
The following requirements must be met prior to the
conclusion of the fourth (4th) attempted Ashford
University course in a degree seeking program. To start
the fifth (5th) course, students must complete all the
requirements subsequently outlined.
Official TOEFL or IELTS scores, if required for
admission.
o
Students who meet the English Language
requirement with 30 transferable credits must
submit the official transcript(s) where these
credits were earned.
Students who were provisionally admitted with
completion of a two-year program from an
appropriately accredited postsecondary institution as
defined by Ashford University transfer credit policies
must have official transcripts of those credits on file
to meet full admissions requirements.
Students who do not meet all requirements will not be
fully admitted and will be withdrawn from the program.
Students may be readmitted to Ashford University at
such time that all requirements for full admission have
been met.
Students for whom the aforementioned required
documentation does not apply, are fully admitted at the
time of their transfer credit evaluation, in accordance
with the Transfer Credit Evaluation policy. Students with
no history of postsecondary education are fully admitted
upon successful completion of the Conditional
Admission Period.
The student is responsible for all eligibility-related
assertions, attestations, and verifications relied upon by
the institution during the admissions process. Should any
of the student’s information be subsequently established
as inaccurate, resulting in the student’s disqualification
for full admission, the student will remain responsible for
any and all financial obligations incurred while at the
institution, including, but not limited to, financial aid
funds that were consequently returned by the University.
UNDERGRADUATE PROGRAMS
146 ASHFORD UNIVERSITY
If at any time it is determined that the student does not
meet admission requirements outlined for the program as
indicated on the application for admission, provisional
and/or full admission will be rescinded and the student
will be withdrawn from the University.
Undergraduate degree-seeking transfer students must
provide official documentation of an undergraduate
cumulative grade point average (CGPA) of 2.0 in all
combined undergraduate coursework attempted at
regionally or approved nationally accredited colleges/
universities since high school, or he or she is admitted on
Academic Watch. Any student who signs an
Authorization to Close File form, thereby waiving
potential transfer credits from previously attended
schools and failing to provide confirmation of a
cumulative GPA of 2.0 or higher, is admitted on
Academic Watch. Students on Academic Watch are
required to have achieved a cumulative Ashford
University GPA of 2.0 and successfully complete 67% of
credits attempted at the conclusion of the first
Satisfactory Academic Progress increment. Students who
have not met the requirements at the conclusion of the
Academic Watch period will be dismissed from the
University. Please refer to the Satisfactory Academic
Progress (SAP) Requirements in this section to review all
related satisfactory academic progress guidelines.
Graduates of an Ashford University undergraduate
degree program who subsequently enroll in another
undergraduate degree program will not be placed on
Academic Watch. Students who change programs in the
same degree level who have successfully completed one
(1) SAP increment and are in good academic standing
with the University will not be placed on Academic
Watch.
Appeal of Dismissal Following Academic
Watch
A student who has been dismissed for not meeting
satisfactory academic progress requirements following
Academic Watch may appeal to the University Registrar
for re-admission. Appeals are evaluated by a committee
comprised of the University Registrar or designee, and a
representative from Academic Affairs. The decision of
the committee will be communicated in writing to the
student by the Registrar’s Office.
Additionally, the student’s appeal letter must include the
following:
A reasonable explanation for the student’s academic
performance to date, which includes mitigating
circumstances such as student injury/illness, death of
a student’s family member, or other reasons resulting
in undue hardship to the student;
Compelling evidence that the student has the ability
to succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of graduate-level credits during the
period of absence; and
A plan for completion of the coursework required to
meet satisfactory academic progress during the
following payment period.
The passage of time does not substantiate eligibility for
readmission or appeal for readmission, however, students
who have experienced mitigating circumstances and have
been dismissed from the University for failure to meet
satisfactory academic progress requirements and have
been denied re-admission after an appeal, may submit
another appeal to be readmitted after six months have
elapsed since their last appeal was received by the
University. The appeal must meet the criteria
outlined above and the student must present compelling
evidence that they have the ability to succeed in an
academic program due to changed circumstances,
experience, and/or successful completion of graduate
level credits since the last appeal was submitted.
Note: See the Satisfactory Academic Progress
Requirements in this section to review all related
Satisfactory Academic Progress guidelines.
Admission Policies and
Procedures for Bachelor’s
Degree Programs
Conditional Admission Requirements for
Bachelor's Degree Programs
Applicants seeking admission to a Bachelor's degree
program must meet the following admission
requirements prior to the start of the first course at
Ashford University:
Be 22 years of age or older or be exempt from this
requirement by meeting one of the following criteria:
o
Has earned a minimum of 20 transferable credits*
as defined by Ashford University transfer credit
policies;
o
Has 0-19 transferable credits and successfully
completed the Student Success Orientation
course;
o
Is seeking readmission to Ashford University after
withdrawal from a degree program;
o
Is a current degree-seeking student at Ashford
University requesting to change majors; or
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 147
o
Is a former Ashford University Clinton Campus
student requesting to transfer to the online
modality.
*If satisfying the Under 22 exemption with 20
transferable credits, unofficial transcripts must be
submitted with the Application for Admission.
Due to the accelerated, adult-learner focus of the
academic programs, applicants under the age of 18
generally will not be admitted.^^
Have a regular high-school diploma earned through
college preparatory or regular high school courses, a
GED or state certificate awarded after passing an
authorized test that the state recognizes as equivalent
to a high school diploma, completed secondary
school through home schooling as defined by state
law, or earned an equivalent to a US high school
diploma at an international high school according to
approved Foreign Evaluation services.**
o
An earned IEP or Special Education Diploma or
Certificate of Completion based upon IEP goals
does not meet the regular high school diploma
requirement for admission to Ashford University.
o
Qualified applicants will self-certify as to their
high school education on the application for
admission. Ashford University will also require
that an applicant or student provide a high school
transcript, high school diploma, and/or evidence
of passing the GED or state certificate awarded.
Failure to provide documentation by Day 7 of
Week 3 will result in the student being denied
admission.
o
If no high school diploma was earned, applicants
who have successfully completed at least a two-
year program or have earned a minimum of 60
transferable credits that is acceptable for full
credit toward a bachelor’s degree from an
appropriately accredited postsecondary institution,
as defined by Ashford University transfer credit
policies, may be admitted. Unofficial transcripts
must be provided. Failure to provide
documentation by Day 7 of Week 3 will result in
the student being denied admission.
Have access to a computer with an Internet
connection for the Web-based programs and meet the
minimum technology and minimum computer skills,
abilities, features, system configurations, hardware,
and software outlined in the General Academic
Information & Policies section. .
Have the ability to study in English indicated by one
of the following***:
o
Achieved a recognized high school diploma or
equivalent in which the primary language of
instruction was English^;
o
Received a GED that was taken in English^;
o
Earned a minimum of 30 transferable credits from
regionally or approved nationally accredited
colleges/universities in the United States or
equivalent in which the primary language of
instruction was English; or
o
Took the Test of English as a Foreign Language
(TOEFL) or International English Language
Testing System (IELTS) examination within the
past two (2) years. For the TOEFL, a minimum
score of 500 paper-based or 61 Internet-based is
required. For the IELTS, a minimum score of 6 is
required. Copies of official scores must be
submitted prior to provisional enrollment, and
official scores must be submitted for full
admission.
***Satisfying the English Language Requirement does
not exempt a student who earned his/her high school
diploma outside of the United States from the additional
admission requirements for applicants with international
academic credentials.
^If satisfying the English Language Requirement through
a high school diploma, GED, or equivalent was not
completed in the United States, additional documentation
may be required. Please contact the Registrar’s Office
for further information.
^^ Under 18 applicant seeking to enroll in a Bachelors
Degree program must appeal in writing to the University
Registrar. The appeal must include a written essay and
submission of unofficial documentation showing proof of
High School graduation as outlined in the catalog.
Appeal decisions will be communicated from the
Registrar’s Office to students via email and must be
approved prior to enrollment. All Under 18 applicants
are required to successfully complete Student Success
Orientation.
Conditionally admitted students who do not achieve
provisional or full admission status after one attempt in
the Ashford Promise are allowed a second period of
conditional admission to be provisionally or fully
admitted.
Attendance in the first course is confirmation of a
student’s intent to matriculate and, therefore, constitutes
an attempt. Subsequent withdrawal from the course or
institution, whether administrative or student-initiated,
concludes an attempt.
Failing to meet Basic Academic Requirements (BAR)
(attaining a cumulative course grade of C- or better as of
UNDERGRADUATE PROGRAMS
148 ASHFORD UNIVERSITY
Day 6 of Week 3 in the first course) also concludes an
attempt.
Students who fail to meet Basic Academic Requirements
are denied admission and are required to successfully
complete the Student Success Orientation as a
prerequisite to a subsequent attempt (if they have not
already successfully completed it).
Students who are administratively withdrawn for failing
to submit required Financial Aid documents during the
conditional admission period are required to submit the
required documents as a prerequisite to a subsequent
attempt.
Ashford University reserves the right to deny admission
or re-admission to any applicant. Ashford University
does not admit students based on an “ability-to-benefit”
test. Ashford University recognizes the importance of
protecting student privacy and reserves the right to
request documentation to establish or verify any
student’s identity at any time, for administrative or
compliance purposes. Students are expected to provide
such documentation, and failure to do so may be
considered a violation of the Student Community
Standards. The University may deny or rescind
admission to any student for failure to authenticate his or
her identity.
Applicants are conditionally admitted to a Bachelor's
degree program when they submit a completed
application indicating that they meet admission
requirements outlined for that program and are approved
by the Registrar’s Office. Applicants in a conditional
admission status are not eligible for Title IV funds and
are not considered regular students until granted
provisional or full admission.
Appeal Procedure beyond a second (2
nd
)
Consecutive Conditional Admission
Period or Ashford Promise Attempt
Provisional admission status must be attained by the end
of the second (2
nd
) attempt of the Ashford Promise, while
a student is in conditional standing. Students who fail to
attain provisional admission by the end of their second
(2
nd
) attempt of the Ashford Promise must wait six
months from the date they were denied admission to re-
apply, or they may appeal the University’s decision using
the process outlined subsequently to request any
additional consecutive attempts of conditional admission
in the Ashford Promise.
Disagreements over academic quality will not be
considered as an appropriate basis for such appeals. In
cases of appropriate cause, the Ashford University
Admission Appeals Committee reviews the appeals and
renders a decision to the student. Appeals must include
an explanation of the event that occurred, which caused
the student not to attain provisional admission to the
University after two attempts.
Students must appeal in writing to the University
Registrar. The appeal must be submitted to
academic.progress@ashford.edu or electronically via the
online Conditional Admission Appeal form and approved
prior to enrollment in any future courses. Additionally,
the student’s appeal letter must include:
A reasonable explanation for the student’s academic
performance to date, which includes mitigating
circumstances such as student injury/illness, death of
a student’s family member, or other reasons resulting
in undue hardship to the student;
Compelling evidence that they have the ability to
succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of college-level credits during their
period of absence; and,
A plan for completion of the coursework required to
meet basic academic requirements during their
coursework at Ashford University.
Appeal decisions will be communicated from the
Registrar’s Office to students via email.
Additional Conditional Admission
Requirements for Applicants to the
Bachelor of Science in Nursing (RN to
BSN) Program
Applicants seeking admission to the Bachelor of Science
in Nursing (RN to BSN) program must meet the
following admission requirements prior to the start of the
first course at Ashford University:
Possess a current, active, unrestricted license to
practice as a Registered Nurse or its equivalent in at
least one U.S. state. Students must maintain an active
unrestricted license throughout the program.
Have earned a nursing (hospital) diploma or
Associate degree in Nursing from a regionally
accredited or approved nationally accredited college
or university**.
Have earned a grade of C- or higher in Microbiology
(with lab), or equivalent, from a regionally accredited
or approved nationally accredited institution**.
**Unofficial or official transcripts showing an earned
nursing (hospital) diploma or Associate degree in
Nursing and Microbiology (with lab) coursework must
be submitted with the Application for Admission. In
order to determine a student’s initial course schedule,
students should submit unofficial or official transcripts
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 149
demonstrating successful completion of coursework in:
Introduction to Sociology, Introduction to Psychology,
Introduction to Statistics, Human Anatomy (with lab),
Human Physiology (with lab), if available.
Additional Conditional Admission
Requirements for Applicants with
International Academic Credentials
The following admission requirements are applicable to
applicants relying on academic credentials earned outside
the United States. Please note that visa services are not
provided and that the University will not vouch for a
nonimmigrant alien student’s status or associated
charges. In addition to the conditional admission
requirements outlined in the admission policy for
Bachelor's degree programs, copies of documentation
indicating that the student meets the following admission
requirements are required for conditional admission:
Submit copies of an unofficial evaluation from an
approved evaluation service indicating that the
student has met one of the following requirements:
o
Completion of a two-year program from an
appropriately accredited post-secondary
institution, as defined by Ashford University
transfer credit policies.
o
Achievement of equivalency of a United States
high school diploma.
All academic records from countries other than the
United States must have been evaluated by one of the
following evaluation services:
o
Educational Credentials Evaluators, Inc. (ECE);
OR
o
World Education Services (WES).
Note: Applicants who have already had their
international credentials evaluated prior to applying to
Ashford University may petition the Registrar’s Office
for acceptance of evaluations from other credible
agencies.
Provisional Admission Requirements for
Bachelor's Degree Programs
Students must meet the following requirements to be
provisionally admitted to a Bachelor's degree program at
Ashford University:
Successful completion of Student Success
Orientation, if required*;
Attain a cumulative course grade of C- or better by
Day 6 of Week 3 in their first course;
Attend Week 4 of their first course; and,
Submit proof of graduation from high school in one
of the following forms:
o
Official or unofficial copy of high school
transcripts or diploma indicating graduation;
o
Official or unofficial documentation of passing
the GED or state certificate awarded;
o
High school name and graduation date listed on
an official transcript from an appropriately
accredited postsecondary institution, as defined by
Ashford University transfer credit policies; or
o
Proof of at least a two-year program or a
minimum of 60 transferrable credits that are
acceptable for full credit toward a bachelor’s
degree from an appropriately accredited
postsecondary institution, as defined by Ashford
University transfer credit policies.
Transfer students who successfully completed a two-year
program that is acceptable for full credit toward a
bachelor’s degree from an appropriately accredited
postsecondary institution, as per Ashford University
admission policy, are exempt from the requirement to
provide proof of high school graduation, but must submit
official transcripts of the two-year program.
*Students are required to successfully complete Student
Success Orientation if they:
Have zero (0) traditional college-level transferable
credits at the time of application, or
Are under age 22 and have 0-19 transferable credits.
Attendance in Week 4 constitutes a student’s
confirmation of their intention to continue the program as
a regular student. Upon attendance in Week 4 of their
first course,
students are considered matriculated, regular students in
their degree program. Students who meet the
requirements for Full Admission will be fully admitted
into the degree program.
Transfer Credit Evaluation for Bachelor's
Degree Programs
Upon being granted provisional admission to an
undergraduate degree program, the Ashford University
Registrar’s Office staff will begin requesting transcripts
of a student’s prior postsecondary education using the
signed Transcript Request form.
The Registrar’s Office will request official transcripts of
all prior postsecondary education, as provided by the
student in the application for admission, as well as from
any school appearing in the student’s National Student
Clearinghouse record. This includes:
UNDERGRADUATE PROGRAMS
150 ASHFORD UNIVERSITY
College or university transcripts from any regionally
or approved nationally accredited postsecondary
educational institution attended.
Military credits evaluated for equivalency to college
credits.
Students are responsible for submitting official
documentation of any postsecondary credit previously
earned through examination or credit earned through
non-collegiate instruction to be evaluated for
applicability to Ashford University program
requirements.
Once transcripts of all prior postsecondary education
have been received, the Registrar’s Office staff will
complete the student’s transfer credit evaluation.
Two weeks prior to the conclusion of the fourth (4th)
attempted Ashford University course in a degree seeking
program, if any transcripts of prior postsecondary
education have not yet been received, the Registrar’s
Office staff will proceed with the transfer credit
evaluation of any transcripts of postsecondary education
received to date. The student is then admitted on
Academic Watch due to failure to provide confirmation
of a combined cumulative grade point average of 2.0 or
higher in all prior postsecondary education. Additional
transcripts may be submitted for evaluation at a later
date, should they become available.
If it is determined two weeks prior to the conclusion of
the fourth (4th) attempted Ashford University course that
certain transcripts are unable to be provided, students
may sign and submit an Authorization to Close File form
thereby waiving potential transfer credits from previously
attended schools, in order to expedite the transfer credit
evaluation process. Any student who signs an
Authorization to Close File form, thereby waiving
potential transfer credits from previously attended
schools, is admitted on Academic Watch due to failure to
provide confirmation of a combined cumulative grade
point average of 2.0 or higher in all prior postsecondary
education. These transcripts may be submitted for
evaluation at a later date, should they become available.
Students are responsible for reviewing their transfer
credit evaluation as well as their scheduled courses with
their Academic Advisor and informing the advisor of any
courses they feel are duplicative or equivalent in content
to previously completed coursework or non-traditional
learning.
Students may submit official transcripts to Ashford
University for review of transfer credits at any time.
Full Admission Requirements for
Bachelor's Degree Programs
The following requirements must be met prior to the
conclusion of the fourth (4th) attempted Ashford
University course in a degree seeking program. To start
the fifth (5th) course, students must complete all the
requirements subsequently outlined.
Official TOEFL or IELTS scores, if required for
admission.
o
Students that meet the English Language
requirement with 30 transferable credits must
submit the official transcript(s) where these
credits were earned.
If no high school diploma has been earned,
applicants who have successfully completed at least a
two-year program or have earned a minimum of 60
transferrable credits that is acceptable for full credit
toward a bachelor’s degree from an appropriately
accredited postsecondary institution, as defined by
Ashford University transfer credit policies, may be
admitted.
Students who do not meet all requirements will not be
fully admitted and will be withdrawn from the program.
Students may be readmitted to Ashford University at
such time that all requirements for full admission have
been met.
Students for whom the aforementioned required
documentation does not apply are fully admitted at the
time of their transfer credit evaluation, in accordance
with the Transfer Credit Evaluation policy. Students with
no history of postsecondary education are fully admitted
upon successful completion of the Conditional
Admission Period.
The student is responsible for all eligibility-related
assertions, attestations, and verifications relied upon by
the institution during the admissions process. Should any
of the student’s information be subsequently established
as inaccurate, resulting in the student’s disqualification
for full admission, the student will remain responsible for
any and all financial obligations incurred while at the
institution, including, but not limited to, financial aid
funds that were consequently returned by the University.
If at any time it is determined that the student does not
meet admission requirements outlined for the program as
indicated on the application for admission, provisional
and/or full admission will be rescinded and the student
will be withdrawn from the University.
Undergraduate degree-seeking transfer students must
provide official documentation of an undergraduate
cumulative grade-point average (CGPA) of 2.0 in all
combined undergraduate coursework attempted at
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 151
regionally or approved nationally accredited
colleges/universities since high school, or he or she is
admitted on Academic Watch. Any student who signs an
Authorization to Close File form, thereby waiving
potential transfer credits from previously attended
schools and failing to provide confirmation of a
cumulative GPA of 2.0 or higher, is admitted on
Academic Watch. Students on Academic Watch are
required to have achieved a cumulative Ashford
University GPA of 2.0 and successfully complete 67% of
credits attempted at the conclusion of the first
Satisfactory Academic Progress increment. Students who
have not met the requirements at the conclusion of the
Academic Watch period will be dismissed from the
University. Please refer to the Satisfactory Academic
Progress (SAP) Requirements in this section to review all
related satisfactory academic progress guidelines.
Graduates of an Ashford University undergraduate
degree program who subsequently enroll in another
undergraduate degree program will not be placed on
Academic Watch. Students who change programs in the
same degree level who have successfully completed one
(1) SAP increment and are in good academic standing
with the University will not be placed on Academic
Watch.
Appeal of Dismissal Following Academic
Watch
A student who has been dismissed for not meeting
satisfactory academic progress requirements following
Academic Watch may appeal to the University Registrar
for re-admission. Appeals are evaluated by a committee
comprised of the University Registrar or designee, and a
representative from Academic Affairs. The decision of
the committee will be communicated in writing to the
student by the Registrar’s Office.
Additionally, the student’s appeal letter must include the
following:
A reasonable explanation for the student’s academic
performance to date, which includes mitigating
circumstances such as student injury/illness, death of
a student’s family member, or other reasons resulting
in undue hardship to the student;
Compelling evidence that the student has the ability
to succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of graduate-level credits during the
period of absence; and
A plan for completion of the coursework required to
meet satisfactory academic progress during the
following payment period.
The passage of time does not substantiate eligibility for
readmission or appeal for readmission, however, students
who have experienced mitigating circumstances and have
been dismissed from the University for failure to meet
satisfactory academic progress requirements and have
been denied re-admission after an appeal, may submit
another appeal to be readmitted after six months have
elapsed since their last appeal was received by the
University. The appeal must meet the criteria outlined
above and the student must present compelling evidence
that they have the ability to succeed in an academic
program due to changed circumstances, experience,
and/or successful completion of graduate level credits
since the last appeal was submitted.
Note: See the Satisfactory Academic Progress
Requirements in this section to review all related
Satisfactory Academic Progress guidelines.
Additional Full Admission Requirements
for Applicants to the Bachelor of Science
in Nursing (RN to BSN) Program
The following requirements must be met prior to the
conclusion of the fourth (4th) attempted Ashford
University course in a degree seeking program. To start
the fifth (5th) course, students must complete all the
requirements subsequently outlined.
Possess a current, active, unrestricted license to
practice as a Registered Nurse or its equivalent in at
least one U.S. state. Students must maintain an active
unrestricted license throughout the program.
Submission of official transcript(s) from the
regionally accredited or approved nationally
accredited institution that awarded the nursing
(hospital) diploma or Associate degree in Nursing.
Submission of official transcript(s) from the
regionally accredited or approved nationally
accredited institution demonstrating completion of
Microbiology (with lab), or equivalent, with a grade
of C- or higher.
Student Success Orientation
The orientation is designed to provide students with a
complete overview of the Ashford University experience,
prepare them for success in their courses, and help them
to self-evaluate their readiness to succeed in an online
classroom setting.
Students will be instructed on Ashford University
policies and the learner resources that are available to
them through interactive videos and assessments.
Students enrolled in orientation must successfully
complete all assigned activities. Students who do not
participate in a gradable activity during Week 1 will have
UNDERGRADUATE PROGRAMS
152 ASHFORD UNIVERSITY
their enrollment cancelled. Students will need to work
with their Enrollment Services Advisor to be
rescheduled.
Students must successfully complete orientation prior to
commencing any credit-bearing coursework at Ashford
University, if required. Students who have successfully
completed online coursework at Ashford University are
exempt from the orientation requirement.
Non-Degree Seeking Student General
Admission Requirements
It is the responsibility of the applicant to provide Ashford
University with all materials required for admission prior
to enrolling in coursework as a non-degree seeking
student. Please see additional policies for non-degree
seeking students under Classification of Students in the
General Academic Information and Policies section of
this Catalog.
Students seeking to enroll in undergraduate coursework
as a non-degree seeking student must meet the following
requirements prior to the start of the first course at
Ashford University:
Have a regular high-school diploma earned through
college preparatory or regular high school courses, a
GED, or state certificate awarded after passing an
authorized test that the state recognizes as equivalent
to a high school diploma, completed secondary
school through home schooling as defined by state
law, or earned an equivalent to a US high school
diploma at an international high school.
o
An earned IEP or Special Education Diploma or
Certificate of Completion based upon IEP goals
does not meet the regular high school diploma
requirement for admission to Ashford University.
o
Qualified applicants will self-certify as to their
high school education on the application for
admission. Ashford University may also require,
at its discretion, that an applicant or student
provide a high school transcript, high school
diploma, and/or evidence of passing the GED or
state certificate awarded.
o
If no high school diploma was earned, applicants
who have successfully completed at least a two-
year program or have earned a minimum of 60
transferable credits that is acceptable for full
credit toward a bachelor’s degree from an
appropriately accredited postsecondary institution,
as defined by Ashford University transfer credit
policies, may be admitted.
Due to the accelerated, adult-learner focus of the
academic programs, applicants under the age of 18
generally will not be admitted.
Submit an official or unofficial transcript from the
regionally accredited or approved nationally
accredited institution showing proof of credit
awarded for any required prerequisite coursework.
Have access to a computer with an Internet
connection for the Web-based programs and meet the
minimum technology and minimum computer skills,
abilities, features, system configurations, hardware,
and software outlined in the General Academic
Information & Policies section, and,
Have the ability to study in English indicated by one
of the following:
o
Achieved a recognized high school diploma or
equivalent in which the primary language of
instruction was English;
o
Received a GED that was taken in English;
o
A minimum of 30 credits have been earned from
regionally or approved nationally accredited
colleges/universities in the United States or
equivalent in which the primary language of
instruction was English; or,
o
Test of English as a Foreign Language (TOEFL)
or International English Language Testing System
(IELTS) examination taken within the past two
(2) years. For the TOEFL, a minimum score of
500 paper-based or 61 Internet-based is required.
For the IELTS, a minimum score of 6 is required.
Copies of official or unofficial scores must be
submitted prior to enrolling in coursework as a
non-degree seeking student.
Academic Policies and
Procedures
Academic Calendar
The academic calendar is continuous (also known as non-
term) rather than defined by semesters. In continuously
enrolled programs, students typically take one course at a
time and move to the next course in the program
sequence without a break. Opportunities to enroll in
programs and begin courses in an undergraduate degree
program are available most every week. Most courses are
offered in an accelerated, five-week format.
There is an annual two-week Winter Break when courses
are not scheduled. The Winter Break for 2020-2021
occurs from December 22, 2020 to January 4, 2021.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 153
Attendance Policy for Undergraduate
Courses
Students are expected to attend each week of the course.
Attendance is defined as participating in an academic
activity within the online classroom which includes
posting in a graded discussion forum, submitting a
written assignment or journal entry or submitting a quiz
or exam. Postings not related to graded discussion
forums or written assignments or journal entries not
related to the actual assignment may be reviewed and
disqualified for attendance purposes. Attendance on the
basis of submitting a quiz or exam is determined by
submission status at the conclusion of the calendar day
(11:59 pm Mountain Time).
Each instructional week begins on a Tuesday and
concludes on the following Monday. A student is
recorded either absent or present each day based on
participation in an academic activity. All recorded time
stamps for assignment submissions, discussion board
posts, and attendance records will reflect Mountain Time
Zone.
Students enrolled in entry point courses, such as ASH
101, BUS 105 or EXP 105, are required to attend at least
once in any seven consecutive day period for the duration
of the course. Students who do not attend once in any
seven consecutive days in an entry point course will be
administratively dropped retroactive to the last date of
recorded attendance. The course must then be repeated.
Limited exceptions to entry point course attendance
requirements based on exceptional circumstances, such
as an emergency personal or family reason, may be
made. Please refer to the Attendance Appeal policy in the
Student Rights and Responsibilities section in this
Catalog.
Students enrolled in non-entry point courses who do not
attend at least once in any seven consecutive day period
will be issued an attendance warning. Students who do
not attend at least once in any 14 consecutive day period
will be dropped from the course and administratively
withdrawn from the University retroactive to the last date
of recorded attendance. Students who attend on the first
day following 14 consecutive days of non-attendance
will not be dropped from their course or administratively
withdrawn.
Students who participate in an academic activity in a
course prior to its official start date will not be dropped
from their course during Week 1 for non-attendance as
long as they subsequently attend at least once during
Week 1 of the course.
Please refer to drop policies for grade implications when
not meeting attendance requirements. Students who drop
a course or are dropped for not meeting attendance
requirements and do not attend within 14 days of their
last date of attendance will be administratively
withdrawn from the University. A student’s last date of
attendance following successful completion of a course is
the end date of that course. The University may schedule
periods of non-enrollment during which no courses are
scheduled. When this occurs, such as during the annual
winter break, the non-enrollment period may extend the
14 day limit to include the break. No approved Academic
Leave can exceed 45 days including University
scheduled periods of non-enrollment.
For information regarding the determination of
withdrawal date, please see the Withdrawal from the
University policy in the General Academic Information
and Policies section in this Catalog.
Note: New students who do not meet attendance
requirements for, or do not complete, their first course
will be administratively withdrawn from the University
and must work with their Enrollment Services Advisor to
reschedule their enrollment in the program.
Academic Participation
In addition to meeting attendance requirements, students
attending are expected to participate in their courses by
actively engaging in weekly discussion forums with
substantial posts and completing the required
assignments for each week. A list of all assignments can
be found within the course calendar in each class and
also by week in the weekly instructional units.
Failure to meet academic participation requirements may
negatively impact an assignment and/or course grade. All
recorded time stamps for assignment submissions,
discussion board posts, and attendance records will
reflect Mountain Time Zone.
Students who anticipate being absent for an entire week
of a course should contact the instructor in advance and
make arrangements to complete the required
assignments. While students cannot be tardy in an
asynchronous learning environment, nor can they cut
class in a traditional sense, acceptance of late or make-up
work is at the discretion of the instructor and does not
waive attendance requirements.
Academic Leave
Students who plan to take a break in attendance of
greater than 14 days but no more than 30 days from their
last date of attendance, who provide a written
confirmation of their intent to return, will not be
administratively withdrawn, provided they return as
scheduled.
Written confirmations must be provided via the
Academic Leave Request form in the Student Portal, and
UNDERGRADUATE PROGRAMS
154 ASHFORD UNIVERSITY
should be submitted within 14 days of the last date of
attendance. Academic Leave Requests allow students to
postpone the start date of their next scheduled course and
maintain an active status with the University. To gain
access to the Academic Leave Request form, students
must speak with an Academic Advisor. New students
must complete their first course in order to be eligible for
an Academic Leave.
Students who do not return from Academic Leave on
their scheduled return date or do not attend within the
first seven days of the course they are scheduled for
when returning from an approved Academic Leave will
be administratively withdrawn. Please note that
administrative withdrawal may occur at any point in a
student’s enrollment when 14 consecutive days of non-
attendance occur, whether within an active course or
between the last date of attendance in a prior course and
the first date of attendance in a subsequent course.
Students who attend on the first day following 14
consecutive days of non-attendance will not be dropped
from their course or administratively withdrawn.
Exceptions to submitting an Academic Leave Request
through the Student Portal may be made in instances
where extreme extenuating circumstances exist for
students unable to access the Student Portal. Students
must contact an Academic Advisor for assistance with
this exception.
The University can make exceptions in which a 45 day
break in attendance may be granted on a case-by-case
basis.
Associate Program
Academic Policies
General Education Courses in Associate
Programs
While the General Education courses in each Associate
degree program are recommended, Associate students
may speak with their Academic Advisor if they would
prefer to take a different 100 to 200-level General
Education course. This policy does not apply to core
courses in the Associate degree program.
Residency Requirements in Associate
Programs
Students enrolling into an Associate of Arts degree
program must successfully complete a minimum of
eighteen (18) credits of Ashford University courses and
all other program requirements for degree completion.
Credits earned through Prior Learning Assessment are
not included in the 18-credit calculation. Students are not
required to complete their final course toward degree
completion at Ashford University.
Associate Programs Course Sequencing
Associate of Arts students will be required to
successfully complete an online orientation prior to
enrolling in credit-bearing coursework as outlined in the
Admission Policies and Procedures for Associate of Arts
Degree Programs. Following successful completion of
orientation, students are required to successfully
complete ASH 101 Launchpad: Developing Skills &
Strategies for Success, as their first course. Unsuccessful
completion of ASH 101 will result in the rescheduling of
the course and revision of future course sequence. ASH
101 satisfies an Associate of Arts core program
requirement and cannot be replaced or waived by transfer
credit. Associate of Arts students will be registered, per
the program of enrollment indicated on their Admissions
Application, for the full Associate of Arts program
course sequence.
Students may request changes to course registration in
writing to their Enrollment Services Advisor, or
Academic Advisor and should include any appropriate
supporting documentation. It is the student’s
responsibility to inform his or her Enrollment Services
Advisor and Academic Advisor, in writing, of potential
equivalent transfer courses and to provide appropriate
supporting documentation prior to each course start date.
Progression Requirements in Associate
Programs
To ensure a framework for success, and to make certain
students have built the necessary skills to recognize the
complex subject matter inherent in major coursework,
Associate degree-seeking students are eligible to be
enrolled in upper division coursework to meet their
elective requirement once the following requirements are
met. Students must successfully meet:
The English Proficiency requirement;
The General Education Information Literacy
Competency; and
The Written Communication Competencies I & II.
Students who meet all progression requirements will be
allowed to take approved 100 or 200 level courses in
their respective program (if applicable), as long as they
are taken in the prescribed order and meet all prerequisite
requirements. Once students meet the above
requirements and successfully earn at least 30 credits,
they will be allowed to take 300 or 400 level courses to
meet their respective program’s elective requirement, as
long as they meet all prerequisite requirements.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 155
Bachelor’s Program
Academic Policies
Residency Requirements in Bachelor’s
Programs
At least 30 credits included in the degree must be
Ashford University credits. Credits earned through Prior
Learning Assessment are not included in the 30-credit
calculation. Students are not required to complete their
final course toward degree completion at Ashford
University.
Progression Requirements for Online
Bachelor’s Programs
To ensure a framework for success, and to make certain
students have built the necessary skills to recognize the
complex subject matter inherent in major coursework,
Bachelor degree-seeking students are eligible to be
enrolled in major coursework once the following
requirements are met. Students must successfully meet:
The English Proficiency requirement;
The General Education Information Literacy
Competency; and
The Written Communication Competencies I & II.
Students who meet all progression requirements will be
allowed to take approved 100 or 200 level courses in
their respective majors (if applicable), as long as they are
taken in the prescribed order and meet all prerequisite
requirements. Once students meet the above
requirements and successfully earn at least 30 credits,
they will be allowed to take 300 or 400 level major
courses, as long as they are taken in the prescribed order
and meet all prerequisite requirements.
Bachelor’s Program Course Sequencing
All Bachelor’s program students are required to
successfully complete either ASH 101 Launchpad:
Developing Skills & Strategies for Success, BUS 105
Business & Academic Success as their first course.
Students with zero (0) traditional college-level
transferable credits are also required to successfully
complete an online orientation prior to enrolling in
credit-bearing coursework as outlined in the Admission
Policies and Procedures for Online Bachelor's Degree
Programs. Following successful completion of
orientation, students are required to successfully
complete either ASH 101 Launchpad: Developing Skills
& Strategies for Success, or BUS 105 Business &
Academic Success o. Unsuccessful completion of that
course will result in the rescheduling of the course and
revision of future course sequence. A minimum grade of
C- is required to successfully complete the course. ASH
101, or BUS 105 cannot be replaced or waived by credit
in transfer, unless a student provides proof of one of the
following:
90 credits of lower-division transfer credits that are
applicable to the student’s chosen degree program
prior to initial program enrollment.
A previously earned Bachelor’s degree at Ashford
University, or from a regionally or approved
nationally accredited institution; or
A Bachelor’s degree from a country other than the
United States that has been evaluated by an approved
evaluation service, and accepted by Ashford
University as equivalent to a Bachelor’s degree in the
United States.
Earned nine (9) credits or more at Ashford
University with a cumulative grade point average of
3.0 or higher.
Students who have not previously completed the
coursework applicable to the Ashford University General
Education requirements, and have not fulfilled the
Bachelor’s progression requirements, will generally be
enrolled in the General Education course sequence or in
specific General Education courses required for degree
completion and then progress into their appropriate major
course sequence. Students who do not wish to take any or
all of the General Education course sequence through
Ashford University must generally fulfill the Bachelor’s
progression requirements and contact their Academic
Advisor to request a schedule change in order to begin
major coursework.
Students may request changes to course registration by
contacting their Enrollment Services Advisor, or
Academic Advisor and should include any appropriate
supporting documentation. It is the student’s
responsibility to inform his or her Enrollment Services
Advisor and Academic Advisor of potential equivalent
transfer courses and to provide appropriate supporting
documentation prior to each course start date.
General Education Course Sequence
College of Arts and Sciences
The following General Education course sequence is the
standard for students in the College of Arts and Sciences.
Courses may be substituted to satisfy specific General
Education requirements. Associate students and Bachelor
students with who transfer in with less than 30
transferrable credits will be scheduled to take GEN 104
as their 3rd course following GEN 102. GEN 104 will
satisfy 3 credits of elective requirements.
UNDERGRADUATE PROGRAMS
156 ASHFORD UNIVERSITY
ASH 101 Launchpad: Developing Skills & Strategies
for Success (3 credits)
GEN 102 Digital Literacy for Life & the Workplace
(3 credits)
ENG 121 English Composition I (3 credits)
GEN 103 Information Literacy (3 credits)
ENG 225 Introduction to Film (3 credits)
PHI 103 Informal Logic (3 credits)
PHI 208 Ethics & Moral Reasoning (3 credits)
ENG 122 English Composition II (3 credits)
Prerequisite: Successful completion of ENG 121 or
equivalent with a grade of “C-” or better
COM 200 Interpersonal Communication (3 credits)
POL 201 American National Government (3 credits)
ANT 101 Introduction to Cultural Anthropology (3
credits)
ENV 111 Introduction to Sustainability (4 credits)
MAT 222 Intermediate Algebra (3 credits)
GEN 499 General Education Capstone (3 credits)
Capstone prerequisite: Completion of a minimum of
75 credits
Forbes School of Business & Technology
The following General Education course sequence is the
standard for students in the Forbes School of Business &
Technology. Courses may be substituted to satisfy
specific General Education requirements. Associate
students and Bachelor students with who transfer in with
less than 30 transferrable credits will be scheduled to
take GEN 104 as their 3rd course following BUS 202.
GEN 104 will satisfy 3 credits of elective requirements.
BUS 105 Business & Academic Success (3 credits)
BUS 202 Professional & Business Communications
(3 credits)
ENG 225 Introduction to Film (3 credits)
ENG 121 English Composition I (3 credits)
BUS 123 Business Writing with Confidence, Clarity
& Style (3 credits) Prerequisite: Successful
completion of ENG 121 or equivalent with a grade of
“C-” or better
INF 103 Computer Literacy (3 credits)
PHI 445 Personal & Organizational Ethics (3 credits)
GEN 103 Information Literacy (3 credits)
PHI 103 Informal Logic (3 credits)
POL 201 American National Government (3 credits)
ANT 101 Introduction to Cultural Anthropology (3
credits)
SCI 207 Our Dependence upon the Environment (4
credits)
MAT 222 Intermediate Algebra (3 credits)
GEN 499 General Education Capstone (3 credits)
Capstone prerequisite: Completion of a minimum of
75 credits.
Graduation Requirements for Bachelor’s
Degrees
To be eligible for a Bachelor’s degree, a student must
successfully accomplish the following:
Completion of a minimum of 120 total credits;
including:
o
A minimum of 30 credits completed at the
University as a matriculated student (residency
requirement); and
o
A minimum of 30 credits of upper-division
coursework, including 18 credits of upper-
division coursework in the chosen major (upper-
division requirement).
Completion of the General Education competency
requirements, including core competencies;
Completion of all required major, minor, and
specialization course requirements;
Minimum cumulative grade point average of 2.00 in
all coursework attempted at the University; and
A minimum cumulative grade point average of 2.50
is required for all major coursework taken at Ashford
University in the Bachelor of Science in Health
Information Management and the Bachelor of
Science in Nursing majors.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation
fee, and payment of any outstanding balances with the
University.
Programs will be noted on the transcript as shown on the
program heading. Programs with transfer concentrations,
Emphases or specializations are also noted on the
transcript.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 157
Forbes School of Business
and Technology®:
Undergraduate Programs
and Requirements
Associate of Arts in Business
(This program is not accepting new enrollments)
The Associate of Arts in Business program is designed to
prepare students in entry-level work in business
organizations. All credits in the Associate of Arts in
Business program are transferable to the Ashford
University Bachelor degree programs. The Associate of
Arts in Business program will provide basic proficiency
skills necessary for entering the field of business and will
allow students to develop a broad personal perspective
and world view and to focus on professional
competencies that are essential to success in the
workplace. The Associate of Arts in Business program is
a 67-credit program that includes completion of current
Ashford University General Education requirements. No
on-campus residency will be required for graduation, but
at least 18 credits included in the degree must be Ashford
University credits.
Special Terms and Conditions: Successful completion of
this program by itself does not provide licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Students who successfully complete the Associate of
Arts in Business degree program will be able to:
Communicate information and ideas at a
competency level acceptable in business through
written, verbal, and technological means;
Demonstrate skill in quantitative reasoning and data
interpretation at a level useful in decision-making
activities;
Understand critical thinking processes and apply
strategies that demonstrate competent use of logic in
problem solving;
Apply basic skills in management, marketing and
accounting;
Evaluate significant contributions to knowledge of
self and knowledge of society that are expressed
through psychology, literature, history, science and
religion; and
Interpret important social, corporate and global
issues and begin to develop a personal world view
that integrates conclusions reached about these
issues.
Program Requirements
Total number of credits required: 67 credits
General Education Requirements: *49 credits
Core Requirements: *27 credits
*In this program, 6 credits from the core and 3 credits
from introductory course requirements may also satisfy
General Education requirements.
Introductory Course Requirements (6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
+PSY 202 Adult Development & Life Assessment (3
credits) Satisfies General Education Social and
Personal Awareness requirement
Core Requirements (21 credits)
ACC 201 Principles of Financial Accounting (3
credits)
ACC 202 Principles of Managerial Accounting (3
credits)
BUS 201 Principles of Management (3 credits)
BUS 235 Introduction to Marketing (3 credits)
BUS 250 Corporate & Social Responsibility (3
credits) Satisfies General Education Applied Ethics
Competency requirement
CGD 218 Visual Literacy in Business (3 credits)
Satisfies General Education Cultural and Aesthetic
Awareness requirement
ECO 100 Survey of Contemporary Economic Issues
(3 credits)
General Education Requirements (49 credits)
COM 200 Interpersonal Communication (3 credits)
Satisfies General Education Communication III
Competency requirement
ENG 121 English Composition I (3 credits) Satisfies
General Education Communication I Competency
requirement
ENG 122 English Composition II (3 credits) Satisfies
General Education Communication II Competency
requirement
UNDERGRADUATE PROGRAMS
158 ASHFORD UNIVERSITY
ENG 125 Introduction to Literature (3 credits)
Satisfies General Education Literature requirement
HIS 103 World Civilizations I (3 credits) Satisfies
General Education History requirement
HIS 104 World Civilizations II (3 credits) Satisfies
General Education Diversity Awareness requirement
INF 103 Computer Literacy (3 credits) Satisfies
General Education Information Technology
Competency requirement
*MAT 221 Introduction to Algebra (3 credits)
Satisfies General Education Mathematical
Competency Prerequisite requirement
MAT 222 Intermediate Algebra (3 credits) Satisfies
General Education Mathematical Competency
requirement
PHI 103 Informal Logic (3 credits) Satisfies General
Education Critical Thinking Competency
requirement
PHI 208 Ethics & Moral Reasoning (3 credits)
Satisfies a General Education Humanities
requirement
SCI 207 Dependence of Man on the Environment (4
credits) Satisfies General Education Science
requirement
POL 201 American National Government (3 credits)
Satisfies a General Education Political Science
requirement
+ EXP 105 and PSY 202 are required core courses in the
major and must be taken by all Associate of Arts
students.
* Students who waive MAT 221 are required to take 64
total program credits in order to meet graduation
requirements.
Associate of Arts in Business Graduation
Requirements
To be eligible for an Associate of Arts in Business
degree, a student must successfully accomplish the
following:
Completion of all program/course requirements;
Completion of a minimum of 67 credits. Additional
prerequisite courses may be required;
Minimum cumulative grade point average of 2.00;
and
At least 18 credits earned toward the Associate of
Arts degree must be completed at Ashford
University.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation
fee, and payment of any outstanding balances with the
University.
The degree will be noted on the transcript as an Associate
of Arts in Business.
Associate of Arts in Organizational
Management
(This program is not accepting new enrollments)
The Associate of Arts in Organizational Management
provides students with a solid foundation in general
education from which the fundamentals of
Organizational Management can be laid. Students will
learn about management practice, leadership, group
behavior, organizational change, and interpersonal
communication.
Special Terms and Conditions: Successful completion of
this program by itself does not provide licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Students who successfully complete the Associate of
Arts in Organizational Management degree program will
be able to:
Describe the basic functions of management and
their practical implications;
Communicate information and ideas at a
competency level acceptable in business through
written, verbal, and technological means; and
Identify organizational behavior, communications,
and change theories and their practical implications.
Program Requirements
Total number of credits required: 67 credits
General Education Requirements: *49 credits
Core Requirements: *27 credits
*In this program, 6 credits from the core and 3 credits
from introductory course requirements may also satisfy
General Education requirements.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 159
Introductory Course Requirements (6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
+PSY 202 Adult Development & Life Assessment (3
credits) Satisfies General Education Social and
Personal Awareness requirement
Core Requirements (21 credits)
BUS 114 Principles of Supervision (3 credits)
BUS 117 Introduction to Organizational Dynamics
(3 credits)
BUS 119 Principles of Personal & Organizational
Leadership (3 credits)
BUS 201 Principles of Management (3 credits)
BUS 226 Introduction to Personnel Administration
(3 credits)
BUS 250 Corporate & Social Responsibility (3
credits) Satisfies General Education Applied Ethics
Competency requirement
CGD 218 Visual Literacy in Business (3 credits)
Satisfies General Education Cultural and Aesthetic
Awareness requirement
General Education Requirements (49 credits)
COM 200 Interpersonal Communication (3 credits)
Satisfies General Education Communication III
Competency requirement
ENG 121 English Composition I (3 credits) Satisfies
General Education Communication I Competency
requirement
ENG 122 English Composition II (3 credits) Satisfies
General Education Communication II Competency
requirement
ENG 125 Introduction to Literature (3 credits)
Satisfies General Education Literature requirement
HIS 103 World Civilizations I (3 credits) Satisfies
General Education History requirement
HIS 104 World Civilizations II (3 credits) Satisfies
General Education Diversity Awareness requirement
INF 103 Computer Literacy (3 credits) Satisfies
General Education Information Technology
Competency requirement
*MAT 221 Introduction to Algebra (3 credits)
Satisfies General Education Mathematical
Competency Prerequisite requirement
MAT 222 Intermediate Algebra (3 credits) Satisfies
General Education Mathematical Competency
requirement
PHI 103 Informal Logic (3 credits) Satisfies General
Education Critical Thinking Competency
requirement
PHI 208 Ethics & Moral Reasoning (3 credits)
Satisfies a General Education Humanities
requirement
SCI 207 Dependence of Man on the Environment (4
credits) Satisfies General Education Science
requirement
POL 201 American National Government (3 credits)
Satisfies a General Education Political Science
requirement
+EXP 105 and PSY 202 are required as core courses in
the major and must be taken by all Associate of Arts
students.
* Students who waive MAT 221 are required to take 64
total program credits in order to meet graduation
requirements.
Associate of Arts in Organizational Management
Graduation Requirements
To be eligible for an Associate of Arts in Organizational
Management degree, a student must successfully
accomplish the following:
Completion of all program/course requirements;
Completion of a minimum of 67 credits. Additional
prerequisite courses may be required;
Minimum cumulative grade point average of 2.00;
and
At least 18 credits earned toward the Associate of
Arts degree must be completed at Ashford
University.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation
fee, and payment of any outstanding balances with the
University.
The degree will be noted on the transcript as an Associate
of Arts in Organizational Management.
Bachelor of Arts in Accounting
Students pursuing the Accounting major at the University
will develop the necessary analytical, conceptual,
technical knowledge and proficiency in accounting. The
curriculum will enable students to better understand the
internal and external business environment through study
UNDERGRADUATE PROGRAMS
160 ASHFORD UNIVERSITY
in business administration, economics, and quantitative
methods.
Special Terms and Conditions: Successful completion of
this program by itself does not qualify a student to sit for
the Certified Public Accountant (CPA) examination. All
prospective students are advised to contact individual
state boards of accounting for additional information
relating to licensure requirements (e.g., education and
work experience and any potential restrictions, such as
prior criminal convictions) prior to enrolling. A list of
state accounting boards is available here:
www.nasba.org/stateboards/. Prospective students are
also advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Additionally, students may wish to seek a Certified
Management Accountant designation. Information on the
CMA exam can be found at their website
(www.imanet.org). Students are advised that a degree
program is different from an exam preparation course
and they may need more education in addition to work
experience in order to successfully pass the examination.
California Students: This program alone does not lead to
licensure. In order to sit for the Certified Public Account
(CPA) examination, a total of 150 semester credits must
be completed, which includes obtaining a baccalaureate
degree. Ashford students who transfer in general
education credits may need to determine that they are
meeting the requirements during their program of study.
There is an additional Ethics requirement that is also not
met in the undergraduate program at Ashford University.
Applicants must provide the California Board of
Accountancy (CBA) with satisfactory evidence of having
completed a minimum of 12 months of general
accounting experience, a CBA-accepted ethics
examination that must be passed within two years of
submitting the CPA application, a criminal history
background check by fingerprint via a Live Scan service
and the completion of a Criminal Conviction Disclosure
Form to disclose any misdemeanor or felony convictions.
For additional details regarding the CA requirements for
obtaining a CPA license, please visit:
http://www.dca.ca.gov/cba/applicants/applbook.pdf.
Program Outcomes
Accounting major graduates will be able to:
Summarize fundamental accounting principles and
procedures;
Apply technology tools related to the area of
accounting;
Evaluate alternatives to complex accounting
problems;
Integrate accounting and finance information in
business decision making; and
Appraise the legal, regulatory and ethical issues in
the practice of accounting.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 54 credits
Electives: 23 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (54 credits)
ACC 205 Principles of Accounting I (3 credits)
ACC 206 Principles of Accounting II (3
credits) Prerequisite: ACC 205
ACC 308 Accounting Information Systems (3
credits)
ACC 305 Intermediate Accounting I (3
credits) Prerequisite: ACC 206
ACC 306 Intermediate Accounting II (3
credits) Prerequisite: ACC 305
ACC 307 Intermediate Accounting III (3 credits)
Prerequisite: ACC 306
^BUS 308 Statistics for Managers (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
^BUS 401 Principles of Finance (3
credits) Prerequisite: ACC 205 or ACC 208 or
ACC 281
ACC 310 Cost Accounting I (3
credits) Prerequisite: ACC 206
ACC 345 Leadership & Financial Analysis (3
credits)
ACC 380 Accounting for Not-For-Profit
Organizations (3 credits) Prerequisite: ACC 206
BUS 311 Business Law I (3 credits)
ACC 401 Federal Income Taxes I (3
credits) Prerequisite: ACC 205
ACC 407 Advanced Accounting (3
credits) Prerequisites: ACC 306 and ACC 310
ACC 408 International Accounting (3 credits)
^^ACC 410 Auditing (3 credits) Prerequisite: GEN
499.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 161
^ Quantitative Reasoning Core Competency requirement
must be met before taking these courses.
^^ This course must be taken last in the program.
Please note, student who have successfully completed
ACC 201 and/or ACC 202 at the Associate level will be
waived from ACC 205 and/or ACC 206 respectively at
the Bachelor’s level.
Bachelor of Arts in Business
Administration
The Bachelor of Arts in Business Administration
program prepares students for professional opportunities
and advancement in dynamic, global business
environments. The program is designed to focus on both
current and emerging business issues while incorporating
a foundation of business literature and theory appropriate
for future success in managing the business function of
the firm. Students also gain additional skills in critical
thinking, problem solving, quantitative analysis, applied
business research, and business writing in addition to
fundamental knowledge of accounting, finance,
production and distribution, management, marketing,
business law, and strategy.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Business Administration major graduates will be able to:
1.
Examine the role of competitive advantage in
business environments using strategic and
operational methods;
2.
Compare and contrast regional, national, and
international business environments;
3.
Evaluate the legal, social, political, and economic
environments of business;
4.
Analyze financial information and other business
data to ensure effective managerial decision-making;
5.
Design effective solutions by diagnosing
organizational problems; and
6.
Create a strategic business plan.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *48 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (48 credits)
*BUS 202 Professional & Business Communications
(3 credits)
MGT 330 Management for Organizations (3 credits)
BUS 303 Human Resource Management (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
INF 220 IS Principles (3 credits)
ACC 201 Principles of Financial Accounting (3
credits)
ACC 202 Principles of Managerial Accounting (3
credits)
BUS 330 Principles of Marketing (3 credits)
BUS 311 Business Law I (3 credits)
^BUS 308 Statistics for Managers (3 credits)
^MGT 302 Foundations of Productions & Operations
Management (3 credits) Prerequisites: ACC 206 or
ACC 202, BUS 308 and MGT 330.
*BUS 357 International Business (3 credits)
MGT 435 Organizational Change (3 credits)
^BUS 401 Principles of Finance (3
credits) Prerequisites: ACC 201 or ACC 205 or
ACC 208 or ACC 281
^^BUS 402 Strategic Management & Business
Policy (3 credits) Prerequisite: GEN 499.
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency
requirement must be met before taking these courses.
^^ This course must be taken last in the program.
Transfer Concentration Option
Students may add a transfer concentration to the BA in
Business Administration program by transferring in 12
applicable credits in one of the following areas:
Business Management
Marketing
Accounting
Finance
UNDERGRADUATE PROGRAMS
162 ASHFORD UNIVERSITY
Hospitality Management
Retail Management
Computer Science Studies
Transfer concentrations are intended for students who
have experience and/or extensive transfer credit
coursework in a field of study at the time of admission to
the program. The following major courses are designated
for substitution with concentration coursework, where
appropriate: ECO 203, INF 220,
BUS 303, and BUS 340.
For additional details, see Transfer Concentration
Guidelines in the General Academic Information and
Policies section of this Catalog.
Bachelor of Arts in Business Economics
The Bachelor of Arts in Business Economics links the
fields of economics and business to provide students with
an understanding of the theoretical and practical
approaches of economics while preparing graduates for
employment in a continually changing global and
technologically innovative business environment. It
prepares students for employment in a variety of business
fields, particularly finance, banking, business
management, and government service.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Business Economics major graduates will be able to:
Assess business facts and interpret them consistent
with economic thinking;
Examine of how decision makers allocate scarce
resources to achieve economic efficiency;
Apply economic tools to analyze decisions made by
consumers, firms, and policy makers; and
Predict the impact of fiscal, monetary, and trade
policy on a firm using microeconomic and
macroeconomic models.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 45 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
BUS 311 Business Law I (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
ACC 206 Principles of Accounting II (3 credits)
Prerequisite: ACC 205
^BUS 308 Statistics for Managers (3 credits)
ECO 316 Financial Institutions & Markets (3
credits) Prerequisite: ECO 100 or ECO 203
ECO 320 International Economics (3 credits)
^ECO 342 Principles of Econometrics (3
credits) Prerequisite: BUS 308
^BUS 401 Principles of Finance (3
credits) Prerequisite: ACC 205 or ACC 208 or
ACC 281
MGT 380 Leadership for Organizations (3 credits)
ECO 408 Managerial Economics (3 credits)
Prerequisite: ECO 204
ECO 406 Business Cycles & Growth (3
credits) Prerequisite: ECO 203
^^BUS 402 Strategic Management & Business
Policy (3 credits) Prerequisite: GEN 499.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Business Information
Systems
The Bachelor of Arts in Business Information Systems
program enables graduates to understand the interaction,
planning, development, and operations of information
systems and information sharing within a business or
organization. Courses focus on information technology
planning, networking, e-business strategies, strategic data
utilization, and business management, as well as problem
solving and leadership in designing, developing, and
implementing new or existing information systems
within businesses and organizations..
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 163
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Business Information Systems major graduates will be
able to:
Apply analytical, logical, and critical thinking
abilities in the development of effective information
systems solutions;
Evaluate information systems and enterprise
solutions appropriate to meet presented business
challenges;
Compare and contrast the local and global impact of
computing on individuals, organizations, providers,
and society;
Develop alternative information systems solutions
appropriate for addressing business problems;
Evaluate processes that support the delivery and
management of information systems within the
business application environment;
Apply knowledge to make responsible decisions
when addressing professional, ethical, legal, and
social issues and responsibilities relevant to the
Information Technology discipline; and
Employ collaborative team skills to accomplish a
common goal.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
*INF 220 IS Principles (3 credits) Prerequisite:
INF 103 or permission of instructor.
BUS 311 Business Law I (3 credits)
^BUS 308 Statistics for Managers (3 credits)
ENG 328 Scientific & Technical Writing (3 credits)
Prerequisites: ENG 122 and fulfillment of General
Education Scientific Reasoning requirement.
**INF 231 Programming Concepts (3 credits)
INF 340 Business Systems Analysis (3 credits)
Prerequisite: Digital Literacy Competency
**^INF 322 Database Management Systems (3
credits) Prerequisite: INF 231
INF 325 Telecommunications & Networking
Concepts (3 credits) Prerequisite: INF 231 or
permission of the instructor
BUS 352 e-Business (3 credits)
PRM 300 Introduction to Project Management (3
credits)
INF 336 Project Procurement Management (3
credits) Prerequisite: INF 231 or permission of the
instructor
^^MGT 497 Strategic Technology Planning for
Organizations (3 credits) Prerequisite: GEN 499.
* Satisfies General Education requirements.
**Please note that some applications in this course may
require additional hardware, software, and/or internet
connectivity requirements. This includes use of Windows
XP with Service Pack 2.0 or higher and broadband
Internet access.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Business Leadership
The Bachelor of Arts in Business Leadership focuses on
understanding the skills and knowledge necessary to be
an effective leader in business organizations. The
program emphasizes theory and practice through a
comprehensive curriculum of communications,
industrial/organizational psychology, conflict
management, organizational behavior, social
responsibility, motivation, strategic management, and
leadership.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
UNDERGRADUATE PROGRAMS
164 ASHFORD UNIVERSITY
Program Outcomes
Business Leadership major graduates will be able to:
Examine the influence of leadership, vision, and
strategic planning in a variety of organizations and
environments;
Assess the process of leading others in
environments increasingly characterized by change
and complexity;
Apply principles of human behavior and motivation
to maximize use of human resources;
Analyze methods of organization change and
development; and
Evaluate the most recent tools and concepts
emerging in management and leadership.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *39 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (39 credits)
BUS 119 Principles of Personal & Organizational
Leadership (3 credits)
*BUS 250 Corporate & Social Responsibility (3
credits)
MGT 330 Management for Organizations (3 credits)
BUS 318 Organizational Behavior (3
credits) Prerequisite: BUS 201 or MGT 330
PSY 302 Industrial/Organizational Psychology (3
credits)
BUS 340 Business Communications (3 credits)
*COM 325 Communication & Conflict (3 credits)
Prerequisites: ENG 121 and ENG 122 or equivalents
MGT 380 Leadership for Organizations (3 credits)
MGT 425 Leadership & Motivation (3 credits)
MGT 321 Assessing Leadership Skills (3 credits)
BUS 370 Organizational Development (3
credits) Prerequisite: BUS 201 or MGT 330 or
HCA 459
MGT 440 Dark Side of Leadership (3 credits)
^MGT 460 Leadership Priorities & Practice (3
credits) Prerequisite: GEN 499.
* Satisfies General Education requirements.
^This course must be taken last in the program.
Bachelor of Arts in Consumer and
Family Financial Services
(This program is not accepting new enrollments)
The Bachelor of Arts in Consumer and Family Financial
Services program is designed to prepare students for
careers in insurance, investments, or family financial
advisement. While this program provides students with a
comprehensive knowledge of business finance, personal
financial planning, investment management, life and
health insurance, property and casualty insurance,
principles of banking, consumer lending, international
finance, financial institutions, and trust operations, it is
distinct from a pure corporate finance program due to its
focus on individual and personal support.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Consumer and Family Financial Services major
graduates will be able to:
Recommend appropriate financial information to
individual consumers;
Assess legal concepts and their application to the
individual investor;
Evaluate personal financial practices to achieve the
most efficient use of the clients financial resources;
Asses the role of financial advisor in the provision
of business services to clients;
Construct both short range and long range financial
plans for a client;
Examine the role of life, health, property, and
casualty insurance in business and personal
financial planning; and
Evaluate various types of investments in terms of
their risks and potential returns.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 165
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
BUS 215 Personal Financial Management (3 credits)
BUS 311 Business Law I (3 credits)
*FIN 301 Ethics for the Finance Professional (3
credits)
ECO 203 Principles of Macroeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
^BUS 308 Statistics for Managers (3 credits)
ECO 316 Financial Institutions & Markets (3 credits)
Prerequisite: ECO 100 or ECO 203
BUS 330 Principles of Marketing (3 credits)
BUS 323 Risk Management & Insurance (3 credits)
BUS 342 Financial Planning & Practice (3 credits)
^BUS 401 Principles of Finance (3
credits) Prerequisite: ACC 205 or ACC 208 or
ACC 281
BUS 405 Principles of Investments (3 credits)
Prerequisite: BUS 401
PFP 457 Retirement & Estate Planning (3 credits)
ACC 401 Federal Income Taxes I (3 credits)
Prerequisite: ACC 205
BUS 458 Consumer & Family Finance Capstone (3
credits) Prerequisite: GEN 499.
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking these courses.
^^ This course must be taken last in the program.
Bachelor of Arts in eMarketing
(This program is not accepting new enrollments)
The Bachelor of Arts in eMarketing degree prepares
student to compete in areas of advertising, marketing,
promotions, public relations, and coordinate the market
research, develop marketing strategy, assess sales data,
create advertising pieces, promote products or service,
initiate pricing policy, participate in product
development, and brand management from an e-business
perspective.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
eMarketing major graduates will be able to:
Evaluate marketing situations and make informed
marketing decisions;
Examine the significance of global markets and the
universal marketing processes to develop global
marketing plans applying alternative media
approaches;
Apply computer applications used by the e-
marketing profession in an e-business solution; and
Assess the business as an integrated system
including the relations among the functional
business areas, and the application long-range
planning, implementation and business control
systems.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 45 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
CGD 218 Visual Literacy in Business (3 credits)
BUS 311 Business Law I (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
^BUS 308 Statistics for Managers (3 credits)
BUS 330 Principles of Marketing (3 credits)
BUS 317 Introduction to Advertising (3 credits)
BUS 336 Marketing Strategy (3 credits)
BUS 350 Consumer Behavior (3 credits)
BUS 339 Marketing Research (3 credits)
BUS 343 International Marketing (3 credits)
BUS 352 e-Business (3 credits)
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166 ASHFORD UNIVERSITY
BUS 455 Internet & Social Media Marketing (3
credits) Prerequisite: BUS 330
^^BUS 497 e-Marketing Capstone (3
credits) Prerequisite: GEN 499
^ Quantitative Reasoning Core Competency requirement
must be met before taking these courses.
^^ This course must be taken last in the program.
Bachelor of Arts in Entrepreneurship
Business is inherently entrepreneurial in nature but the
skill set and knowledge required to be an entrepreneur
are different from those required of other business
managers. Ashford University’s Bachelor of Arts in
Entrepreneurship curriculum was designed to help
emerging entrepreneurs build successful businesses and
harness opportunities. The program takes students
through a course of study that educates them in sound
business principles, preparing a business plan, and how
to finance and manage a small business.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Entrepreneurship major graduates will be able to:
Assess the risks involved in an entrepreneurial
venture;
Analyze the impact of the political, legal and ethical
environment on entrepreneurial ventures;
Analyze emerging issues facing emerging
businesses in competitive markets;
Integrate the functional areas of business in the
strategic planning process; and
Construct a business plan for an entrepreneurial
venture.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
*PHI 445 Personal & Organizational Ethics (3
credits)
BUS 303 Human Resource Management (3 credits)
BUS 311 Business Law I (3 credits)
BUS 330 Principles of Marketing (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
BUS 362 Introduction to Entrepreneurship (3 credits)
BUS 365 Creativity & Innovation (3 credits)
Prerequisite: BUS 362
BUS 368 Venture Capital & Banking (3 credits)
Prerequisite: BUS 362
^BUS 401 Principles of Finance (3 credits)
Prerequisite: ACC 205 or ACC 208 or ACC 281
BUS 435 Small Business Ventures (3 credits)
Prerequisite: BUS 362
BUS 433 New Business Strategy (3 credits)
Prerequisite: BUS 362
BUS 455 Internet & Social Media Marketing (3
credits) Prerequisite: BUS 330
^^BUS 437 Business Plan Development (3 credits)
Prerequisite: GEN 499.
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Finance
The Bachelor of Arts in Finance provides students with
an understanding of financial analysis, financial
management, and financial systems. It prepares students
for employment in a variety of business fields including
credit manager, trust administrator, financial planning,
financial services, banking, real estate, corporate
financial management, risk management and insurance,
and securities sales and management.
Special Terms and Conditions: A degree in finance
prepares a student for many different career options.
Some of these career options will require holding specific
certifications such as Certified Financial Planner,
Chartered Financial Analyst or FINRA registration.
While a degree program provides a wide background in
the finance field, Ashford University does not guarantee
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 167
that any student is prepared for any certification
examination at the completion of their degree. You are
encouraged to research the requirements of each
organization so that you can see how your education and
work experience can help prepare you for the
designation you will need.
Program Outcomes
Finance major graduates will be able to:
Analyze business and financial conditions using
appropriate problem solving skills;
Apply financial theories to conduct financial
analysis;
Appraise financial practices to achieve the efficient
use of financial resources;
Evaluate the political, social, legal, regulatory, and
technological issues in the context of micro- and
macro-finance;
Evaluate financial information and non-financial
information in order to appropriately assess business
opportunities; and
Construct long-range financial planning,
implementation, and control systems.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
BUS 311 Business Law I (3 credits)
FIN 301 Ethics for the Finance Professional (3
credits)
ECO 203 Principles of Macroeconomics (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
ACC 206 Principles of Accounting II (3 credits)
Prerequisite: ACC 205
BUS 215 Personal Financial Management (3 credits)
^BUS 308 Statistics for Managers (3 credits)
ECO 316 Financial Institutions & Markets (3 credits)
Prerequisite: ECO 100 or ECO 203
BUS 323 Risk Management & Insurance (3 credits)
^BUS 401 Principles of Finance (3 credits)
Prerequisite: ACC 205 or ACC 208 or ACC 281
BUS 405 Principles of Investments (3 credits)
Prerequisite: BUS 401
BUS 450 International Finance (3 credits)
FIN 490 Finance Capstone Prerequisite: GEN 499.
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Human Resources
Management
The Bachelor of Arts in Human Resources Management
degree program is designed for students seeking to
acquire a concentration of human resource knowledge
within a broad base of business concepts. Students will
explore and acquire insights into the relationship between
the organization’s ability to implement its strategic intent
through the HR organization’s functional areas like
recruitment and selection, training and development,
compensation and benefits. All students must complete a
capstone requirement which integrates content across the
degree program and validates the students’ knowledge.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification. Further, a
criminal record may prevent an applicant from obtaining
licensure, certification, or employment in this field of
study.
Program Outcomes
Human Resources Management major graduates will be
able to:
Evaluate internal and external organizational
environments and the impact of their
interrelationships on human resource functions;
Analyze the process of job analysis, staffing,
appraisal and compensation, training, career
planning, and organizational development;
Examine the interaction among management, labor,
and labor law;
UNDERGRADUATE PROGRAMS
168 ASHFORD UNIVERSITY
Assess and develop methods designed to prevent
employer liability and labor relation issues (anti-
discrimination statutes, employee and labor
relations, union and non-union environment issues);
and
Analyze the ethical, legal, and safety challenges
faced in the workplace.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 45 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
BUS 303 Human Resource Management (3 credits)
BUS 318 Organizational Behavior (3
credits) Prerequisite: BUS 201 or MGT 330
ECO 204 Principles of Microeconomics (3 credits)
MGT 435 Organizational Change (3 credits)
ACC 205 Principles of Accounting I (3 credits)
BUS 311 Business Law I (3 credits)
BUS 330 Principles of Marketing (3 credits)
BUS 370 Organizational Development (3
credits) Prerequisite: BUS 201 or MGT 330 or
HCA 459
BUS 372 Employee & Labor Relations (3 credits)
Prerequisite: BUS 303
BUS 375 Employee Training (3 credits)
Prerequisite: BUS 303
HRM 400 Human Resource Technology
Management (3 credits)
^BUS 401 Principles of Finance (3 credits)
Prerequisite: ACC 205 or ACC 208 or ACC 281
BUS 434 Compensation & Benefits Management (3
credits) Prerequisite: BUS 303
^^MGT 490 Strategic Human Resources Planning (3
credits) Prerequisite: GEN 499.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in International
Business
(This program is not accepting new enrollments)
Business is inherently international in nature and the
success or even survival of modern multinational
enterprises is largely dependent upon highly skilled
business professionals competent in international
business practices and strategies. The Bachelor of Arts in
International Business degree program provides the
essential body of knowledge for students seeking well-
defined careers in international business and skills
required for professional advancement and business
prosperity.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
International Business major graduates will be able to:
Apply basic business practices to resolve
international business problems;
Assess market globalization factors and typical
business strategies for competing in foreign
markets;
Construct a country strategic risk assessment that
includes all the relevant factors for firms operating
overseas or thinking of entering new markets;
Integrate culturally sensitive concepts into team
communication; and
Analyze emerging issues facing countries or
businesses in international markets.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 38 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 169
*PHI 445 Personal & Organizational Ethics (3
credits)
COM 370 Intercultural Communication (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ECO 320 International Economics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
^BUS 308 Statistics for Managers (3 credits)
^BUS 307 Operations Management & Quantitative
Techniques (3 credits)
*BUS 357 International Business (3 credits)
BUS 343 International Marketing (3 credits)
BUS 378 International Business Law (3 credits)
BUS 439 International Human Resources
Management (3 credits)
POL 353 Comparative Politics (3 credits)
BUS 450 International Finance (3 credits)
^^MGT 492 Strategic Management for the
Multinational Enterprise Capstone (3
credits) Prerequisite: GEN 499.
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency
requirement must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Marketing
Ashford University’s Bachelor of Arts in Marketing
Program focuses on preparing students for professional
careers in marketing. The program provides an academic
baseline and develops technical knowledge and
application skills in market research, consumer behavior,
advertising, and strategy. Graduates will be able to
analyze marketing data, develop marketing plans, and
examine the appropriate use of marketing media.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Marketing major graduates will be able to:
Apply management and marketing concepts to
diverse marketing needs among domestic and
multiple global cultures;
Employ market research, data analysis and analytics
techniques to make informed marketing decisions;
Compare legal, ethical, sustainable, and socially
responsible marketing principles;
Utilize appropriate marketing communications and
digital practices to meet organizational and
consumer needs; and
Create a strategic marketing plan for a dynamic
business environment.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
*BUS 340 Business Communications (3 credits)
BUS 330 Principles of Marketing (3 credits)
BUS 317 Introduction to Advertising (3 credits)
^BUS 308 Statistics for Managers (3 credits)
BUS 339 Marketing Research (3 credits)
BUS 311 Business Law I (3 credits)
BUS 350 Consumer Behavior (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
BUS 343 International Marketing (3 credits)
BUS 351 Integrated Marketing Communications (3
credits) Prerequisite: BUS 330
ACC 205 Principles of Accounting I (3 credits)
^ BUS 401 Principles of Finance (3 credits)
Prerequisite: ACC 205 or ACC 208 or ACC 281
BUS 410 Digital Marketing Essentials (3 credits)
Prerequisite: BUS 330
^^BUS 495 Marketing Capstone Course (3 credits)
Prerequisite: GEN 499.
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking these courses.
^^ This course must be taken last in the program.
UNDERGRADUATE PROGRAMS
170 ASHFORD UNIVERSITY
Bachelor of Arts in Operations
Management and Analysis
The Bachelor of Arts in Operations Management and
Analysis program prepares students to be operations
managers who possess the analytical, problem-solving,
and behavioral management skills needed to diagnose
problems, improve operating systems, and communicate
and gather support for required system improvements
that contribute to a business’ success. It prepares students
for employment in a variety of business fields,
particularly manufacturing, production control,
distribution, inventory control, quality management, and
supply chain management.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Operations Management and Analysis major graduates
will be able to:
Apply systems analysis to management decisions
and operational success;
Assess methods of quality management, product
and service development, and learn processes in
business operations;
Develop skills in managing projects and programs;
Examine globalization effects on the organization’s
operations, supply chain, and product or services
production; and
Analyze effective decision-making, problem
solving, and technical skills required in
management.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 45 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
ACC 206 Principles of Accounting II (3
credits) Prerequisite: ACC 205
^BUS 308 Statistics for Managers (3 credits)
^BUS 307 Operations Management & Quantitative
Techniques (3 credits)
INF 336 Project Procurement Management (3
credits)
Prerequisite: INF 231 or permission of the instructor
INF 337 Integrated Cost & Schedule Control (3
credits) Prerequisites: ACC 205 and BUS 308 or
MAT 232
INF 340 Business Systems Analysis (3 credits)
Prerequisite: Digital Literacy Competency
BUS 461 Decision Modeling & Analysis (3 credits)
Prerequisites: MGT 330 and BUS 308
BUS 443 Quality Management for Organizational
Excellence (3 credits)
BUS 446 Production Operations Control (3 credits)
^BUS 401 Principles of Finance (3 credits)
Prerequisite: ACC 205 or ACC 208 or ACC 281
PRM 300 Introduction to Project Management (3
credits)
^^BUS 402 Strategic Management & Business
Policy (3 credits) Prerequisite: GEN 499.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Organizational
Management
The Organizational Management program is designed for
students who have work experience and desire to
improve their understanding of how organizations
function and develop effective skills in management and
leadership. The curriculum places emphasis on the
human side of managing organizations, allowing for skill
development in communication, group behavior, decision
making, human resource management, and ethics.
Focused attention is given to defining and understanding
strategic planning, financial management, law, and
marketing areas in which an organizational leader must
be knowledgeable to be effective.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 171
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Organizational Management major graduates will be able
to:
Examine one’s personal leadership style and
determine its appropriateness to various
organizational situations;
Formulate management-level decisions within the
organizational framework;
Formulate strategies for effective team
development;
Analyze alternative solutions for complex business
problems;
Compare and contrast individual characteristics that
influence work behaviors and organizational
effectiveness; and
Analyze the impact of social problems on the
workplace at the individual, group, organizational,
and societal levels.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *39 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (39 credits)
BUS 119 Principles of Personal and Organizational
Leadership (3 credits)
*BUS 250 Corporate and social Responsibility (3
credits)
MGT 330 Management for Organizations (3 credits)
ACC 208 Accounting for Managers (3 credits)
MGT 380 Leadership for Organizations (3 credits)
BUS 330 Principles of Marketing (3 credits)
BUS 318 Organizational Behavior (3 credits)
Prerequisite: BUS 201 or MGT 330
*BUS 340 Business Communication (3 credits)
MGT 435 Organizational Change (3 credits)
BUS 303 Human Resource Management (3 credits)
BUS 311 Business Law (3 credits)
BUS 370 Organizational Development (3 credits)
Prerequisite: BUS 201 or MGT 330 or HCA 459
^MGT 450 Strategic Planning for Organizations (3
credits) Prerequisite: MGT 330
* Satisfies General Education requirements.
^ This course must be taken last in the program.
Transfer Concentration Option
Students may add a transfer concentration to the
Bachelor of Arts in Organizational Management program
by transferring in 12 applicable credits in a defined
subject area. Transfer concentrations are not required and
are intended for students who have experience and/or
extensive transfer credit coursework in a field of study at
the time of admission to the program. The following
major courses are designated for substitution with
concentration coursework, where appropriate: BUS 119,
BUS 250, BUS 340 and MGT 435. For additional details,
see Transfer Concentration Guidelines in the General
Academic Information and Policies section of this
Catalog.
Bachelor of Arts in Project Management
The Bachelor of Arts in Project Management program
provides students with the critical skills needed to
manage projects and lead project teams. Students learn
how to initiate, plan, execute, control, and close projects.
Students also learn critical skills related to leadership,
team development, risk analysis, project cost
management, schedule/task control, effective
communication, and quality control. This major is also
designed to incorporate the core business knowledge
appropriate to manage wider organizational processes.
Special Terms and Conditions: Successful completion of
this degree by itself does not qualify a student to sit for
any certification examinations offered by the Project
Management Institute (PMI) including: the Certified
Associate in Project Management (CAPM), Project
Management Professional (PMP), Program Management
Professional (PgMP), PMI Agile Certified Practitioner
(PMI-ACP), PMI Risk Management Professional (PMI-
RMP), or the PMI Scheduling Professional (PMI-SP).
Graduates of this program may meet some of the
requirements to sit for PMI certification exams, but, it is
the responsibility of each student or graduate to research
the requirements for each. In most instances, the
requirements to sit for a PMI certification exam include
a secondary diploma or a four year degree, and a certain
number of documented hours of project management
experience.
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172 ASHFORD UNIVERSITY
The Project Management Institute (PMI) is an
independent entity not affiliated with Ashford University.
Successful completion of this degree does not fully
qualify a student for any PMI certification. Students or
graduates that are interested in pursuing PMI
certifications are strongly encouraged to visit their
website (www.pmi.org) for additional information.
Program Outcomes
Project Management major graduates will be able to:
Apply proven project management principles to
business situations;
Apply current project management best practices to
initiate, plan, execute, control, and close a well-
documented project;
Examine successful project team development and
management strategies;
Assess how project management practices can
support organizational effectiveness and the
corporate strategic planning process;
Evaluate the role of risk in projects and ways to
mitigate its effects;
Examine the application of ethics to the practice of
project management; and
Integrate dynamic business data using relevant
technology solutions.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
BUS 311 Business Law I (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
^BUS 401 Principles of Finance (3 credits)
Prerequisites: ACC 205 or ACC 208 or ACC 281
BUS 303 Human Resource Management (3 credits)
^BUS 308 Statistics for Managers (3 credits)
PRM 300 Introduction to Project Management (3
credits)
PRM 337 Integrated Cost & Schedule Control (3
credits) Prerequisites: ACC 205 and BUS 308 or
MAT 232
*PHI 445 Personal & Organizational Ethics (3
credits)
MGT 380 Leadership for Organizations (3 credits)
INF 336 Project Procurement Management (3
credits) Prerequisite: INF 231 or permission of the
instructor
BUS 443 Quality Management for Organizational
Excellence (3 credits)
MGT 435 Organizational Change (3 credits)
^^BUS 402 Strategic Management & Business
Policy (3 credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Public Relations and
Marketing
(This program is not accepting new enrollments)
Graduates of the major in Public Relations and
Marketing will be able to develop an understanding and
mastery of marketing and public relations functions.
Emphasis is on creating a repertoire of communication
skills in order to become an effective communicator
across contexts, as well as to develop competence in
using planning skills to create and implement marketing
and public relations solutions to meet client’s needs.
Graduates will be able to evaluate the effectiveness and
appropriateness of marketing and public relations
messages and engage in problem analysis, strategic
planning, message development, and tactical solutions.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Public Relations and Marketing major graduates will be
able to:
Develop an understanding and mastery of
marketing, and public relations functions;
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 173
Create a repertoire of communication skills in order
to become an effective communicator across
contexts;
Develop competence in using planning skills to
create and implement marketing and public relations
solutions to meet client’s needs;
Evaluate the effectiveness and appropriateness of
marketing and public relations messages; and
Engage in problem analysis, strategic planning,
message development, and tactical solutions.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 38 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
BUS 330 Principles of Marketing (3 credits)
BUS 317 Introduction to Advertising (3 credits)
BUS 336 Marketing Strategy (3 credits)
BUS 339 Marketing Research (3 credits)
*BUS 340 Business Communications (3 credits)
BUS 343 International Marketing (3 credits)
BUS 350 Consumer Behavior (3 credits)
BUS 352 e-Business (3 credits)
CGD 218 Visual Literacy in Business (3 credits)
CGD 240 Media Writing & Editing (3 credits)
CGD 318 Public Relations Practices & Promotional
Writing (3 credits)
PRM 300 Introduction to Project Management (3
credits)
*PHI 445 Personal & Organizational Ethics (3
credits)
^BUS 421 PR/Marketing Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
^ This course must be taken last in the program.
Bachelor of Arts in Real Estate Studies
The Bachelor of Arts in Real Estate Studies degree
prepares student for a career in the real estate profession.
The curriculum incorporates a rich foundation of general
business with the specialized advanced core in real estate
studies. The real estate major prepares students for
careers in mortgage lending, development, equity
investment, brokerage and sales, valuation, consulting,
property and asset management, etc.
Special Terms and Conditions: Successful completion of
this degree does not guarantee that any state real estate
licensing agency will accept a students or a graduate’s
application to sit for or successfully complete any such
exam. In addition, Ashford University does not guarantee
that any professional organization will accept a
graduate’s application to sit for a certification or as a
qualifying academic credential for membership in such
professional organization.
Most US states require licensing to perform various
professional activities associated with real estate
business services. Such licensing may require an
examination performed by designated controlling state
agencies. If students or graduates are interested in
pursuing any state licenses, they are strongly encouraged
to research their local state real estate agency’s
requirements for licensure.
California Students: This program alone does not lead to
licensure. For students wishing to sit for the California
Real Estate Salesperson Licensing Exam, this program
only meets the educational requirements. For this
purpose, a total of two specific (RES301 and RES325)
and one optional course is required, for a total of 9
college credits. Optional courses can be satisfied by any
course within the program. Finishing this program, or
only completing the 9 college credits mentioned above,
does not prepare a student to sit for the exam. In addition
to these three courses, applicants must be 18 years or
older, be a CA resident or qualify as an out-of-state
applicant, and pass a criminal history background check
by fingerprint via a Live Scan service that may include
an investigation into felony and misdemeanor
convictions. For students wishing to sit for the CA Broker
License Exam, additional courses will need to be
completed and a minimum of two years full-time licensed
salesperson experience within the last five years or the
equivalent is required. The additional courses required,
however, must be examined on a case by case basis. For
additional details regarding the CA requirements for
obtaining a real estate salesperson, please visit:
http://www.bre.ca.gov/Examinees.
Program Outcomes
Real Estate Studies major graduates will be able to:
Assess real estate professional governance and
licensing in the states and how such laws and
systems benefit consumers;
UNDERGRADUATE PROGRAMS
174 ASHFORD UNIVERSITY
Examine essential real estate business practices;
Apply real estate law, contract law, and Uniform
Commercial Code in solving complex real estate
problems;
Discern how economic, demographic, dynamic, and
market trends influence real estate and real estate
valuations; and
Examine basic real estate financial markets and
financing methods most commonly applied to single
family residences, multiple family residences, and
commercial properties.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
BUS 311 Business Law I (3 credits)
*PHI 445 Personal & Organizational Ethics (3
credits)
ACC 205 Principles of Accounting I (3 credits)
^BUS 308 Statistics for Managers (3 credits)
RES 301 Principles of Real Estate (3 credits)
RES 325 Real Estate Practice (3 credits)
RES 327 Real Estate Economics (3 credits)
BUS 330 Principles of Marketing (3 credits)
RES 334 Real Estate Finance (3 credits)
RES 345 Legal Aspects of Real Estate (3 credits)
RES 429 Property Management (3 credits)
RES 431 Commercial Real Estate Investment (3
credits)
RES 450 Real Estate Appraisal (3 credits)
^^RES 497 Strategic Management of the Real Estate
Enterprise (3 credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking these courses.
^^ This course must be taken last in the program.
Bachelor of Arts in Service Management
(This program is not accepting new enrollments)
The Bachelor of Arts in Service Management with
specializations program is designed to provide the
knowledge and skills to be effective in one of the fastest
growing sectors of the economy. The course of study
prepares students to deliver services that include all
internal and external activities of organizations aimed at
customer acquisition, retention and care.
Because careers may range from consultant and specialist
jobs to management tasks within the numerous fields and
functions in the service sector, students must select a
specialization in this program. Specializations include
Non-profit Enterprise, Hospitality Enterprise, Restaurant
Enterprise Management, and Retail Management.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Service Management major graduates will be able to:
Assess service logistics in a variety of service
environments;
Apply various service systems to construct customer
relationship platforms;
Integrate innovative practices and processes
designed to increase the performance of a service
organization;
Develop new human capital strategies in service
organizations; and
Design service metrics based on the needs of a
service organization.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 33 credits
Required Specialization: 12 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (33 credits)
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 175
MGT 330 Management for Organizations (3 credits)
BUS 303 Human Resource Management (3 credits)
BUS 311 Business Law I (3 credits)
ACC 205 Principles of Accounting I (3 credits)
ACC 206 Principles of Accounting II (3 credits)
Prerequisite: ACC 205
ECO 204 Principles of Microeconomics (3 credits)
SRV 301 Introduction to Service Management (3
credits)
SRV 312 Service Operations Management (3
credits) Prerequisite: SRV 301
SRV 340 Marketing in a Services Environment (3
credits) Prerequisite: SRV 301
^BUS 401 Principles of Finance (3
credits) Prerequisite: ACC 205 or ACC 208 or
ACC 281
^BUS 402 Strategic Management & Business Policy
(3 credits) Prerequisite: GEN 499
Choose one specialization from the following:
Hospitality Enterprise Specialization (12 credits)
SRV 332 Fundamentals of Hospitality (3
credits) Prerequisite: SRV 301
SRV 333 Resort Management (3
credits) Prerequisite: SRV 301
SRV 423 Food & Beverage Control (3
credits) Prerequisite: SRV 301
SRV 425 Event, Meeting, & Conference
Management (3 credits) Prerequisite: SRV 301
Retail Management Specialization (12 credits)
BUS 337 Principles of Retail Management (3 credits)
BUS 317 Introduction to Advertising (3 credits)
BUS 441 Retail Pricing Management (3
credits) Prerequisites: ECO 204 and SRV 340
BUS 442 Retail Merchandising (3 credits)
Non-Profit Enterprise Specialization (12 credits)
SOC 315 Cross-Cultural Perspectives (3 credits)
BUS 318 Organizational Behavior (3 credits)
Prerequisite: BUS 201 or MGT 330
SRV 428 Non-Profit Agency Management (3
credits) Prerequisite: SRV 301
SRV 429 Fiscal Management of Nonprofit
Organizations (3 credits) Prerequisite: SRV 301
Restaurant Enterprise Management
Specialization (12 credits)
SRV 346 Introduction to Restaurant Management (3
credits) Prerequisite: SRV 301
SRV 347 Sanitation & Safety (3
credits) Prerequisite: SRV 301
SRV 438 Menu Planning & Design (3
credits) Prerequisite: SRV 301
SRV 423 Food & Beverage Control (3
credits) Prerequisite: SRV 301
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^ This course must be taken last in the program.
Bachelor of Arts in Sports and
Recreation Management
The Sports and Recreation Management major helps to
prepare professionals for managerial positions in the
sports and recreation industry including professional,
intercollegiate, and interscholastic sports; sport/fitness
clubs; sports/athletics equipment merchandising; public,
private, and commercial recreation programs; and
intramural and recreational sports.
Students complete coursework in the following areas:
accounting, business, economics, English, information
systems, philosophy, physical education, sociology,
speech, and psychology. The curriculum consists of
learning experiences that are essential for assuming
entry-level business management positions in the sports
and recreation profession.
Students completing the required coursework will be
exposed to various theories of management in the field of
business administration, exhibit college-level writing and
speaking skills, and acquire a knowledge base in the field
of sports and recreation management.
Special Terms and Conditions: This degree program is in
Candidacy Status by the Commission on Sport
Management Accreditation (COSMA), located in Fort
Collins, CO, USA.
Successful completion of this program by itself does
not lead to licensure or certification in any state,
regardless of concentration or specialization. Students
seeking licensure or certification in a particular
profession are strongly encouraged to carefully research
the requirements prior to enrollment. Requirements may
vary by state. Ashford University does not guarantee that
any professional organization will accept a graduate’s
application to sit for any exam for the purpose of
professional certification.
UNDERGRADUATE PROGRAMS
176 ASHFORD UNIVERSITY
Program Outcomes
Sports and Recreation Management major graduates will
be able to:
Integrate knowledge from sports recreation and
business administration fields;
Examine the relationship between theory and
practice;
Analyze effective means of communication in a
variety of modalities;
Apply business procedures to team and facilities
management; and
Assess appropriate decision making skills in a
variety of sports and recreation organizations.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *45 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (45 credits)
MGT 330 Management for Organizations (3 credits)
CGD 318 Public Relations Practices & Promotional
Writing (3 credits)
BUS 330 Principles of Marketing (3 credits)
*BUS 340 Business Communications (3 credits)
ACC 205 Principles of Accounting I (3 credits)
^BUS 307 Operations Management & Quantitative
Techniques (3 credits)
SRM 401 Sport Finance (3 credits) Prerequisite:
ACC 205
SRM 311 Sport Law (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
PRM 300 Introduction to Project Management (3
credits)
BUS 303 Human Resource Management (3 credits)
SRM 320 Organization & Administration of Sports
& Recreation Management (3 credits)
Prerequisite: Junior standing or permission of
instructor.
SRM 300 Sport Facility Management (3 credits)
SRM 410 Contemporary Issues in Sports Marketing
& Management (3 credits)
^^SRM 325 Case Research in Sports & Recreation
Management (3 Credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking these courses.
^^ This course must be taken last in the program.
Bachelor of Arts in Supply Chain
Management
The Bachelor of Arts in Supply Chain Management
program focuses on effective management of supply
chain processes and information flows that optimize
activities and costs to serve the customer efficiently and
effectively. Production schedules, procurement,
transportation services, quality, and warehousing
management activities are studied as individual functions
as well as strategic relationships among the functions.
Emphasis is placed on problem solving, logical thinking,
and development of accurate management assessments.
This major is also designed to incorporate the core
business knowledge appropriate to manage wider
organizational processes.
Special Terms and Conditions: Successful completion of
this degree by itself does not qualify students to obtain
any certifications from The Association for Operations
Management (APICS). Also, successful completion of this
degree does not by itself qualify students to sit for the
APICS Certified Supply Chain Professional (CSCP)
certificate examination. The requirements to sit for the
CSCP certificate examination include a combination of
education and documented supply chain management
experience. Conversely, the APICS Certified in
Production and Inventory Management (CPIM)
certificate does not have any requirements to take the
five examinations which are required to obtain CPIM
certification, aside from exam registration fees.
Students or graduates interested in pursuing the APICS
CSCP or the APICS CPIM certification are strongly
encouraged to visit the APICS website (www.apics.org)
for additional information.
Similarly, successful completion of this degree by itself
does not qualify students to obtain any certifications from
The American Purchasing Society or sit for any of their
certification examinations. If a student or graduate is
interested in pursuing certifications offered by this
professional association including: the Certified
Purchasing Professional (CPP), the Certified
Professional Purchasing Manager (CPPM), and the
Certified Professional Purchasing Consultant (CPPC),
they are strongly encouraged to visit The American
Purchasing Society portal (www.american-
purchasing.com). Some of the prerequisites for eligibility
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 177
for certification are a minimum of three years purchasing
related experience or a degree from a recognized
college, plus two years of purchasing related experience.
Information on other prerequisites and requirements for
certification is available at www.american-
purchasing.com.
Program Outcomes
Supply Chain Management major graduates will be able
to:
Apply proven supply chain management principles
to business situations;
Examine globalization effects on the organization’s
supply chain and product or services production;
Evaluate an appropriate supply chain design for a
given application;
Analyze the implications of supply chain
management to organizational effectiveness;
Assess supply chain performance using information
technology; and
Integrate supply chain goals with the corporate
strategic planning process.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 48 credits
Electives: 29 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (48 credits)
MGT 330 Management for Organizations (3 credits)
BUS 311 Business Law I (3 credits)
ECO 204 Principles of Microeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
MGT 380 Leadership for Organizations (3 credits)
^BUS 401 Principles of Finance (3 credits)
Prerequisites: ACC 205 or ACC 208 or ACC 281
^BUS 308 Statistics for Managers (3 credits)
INF 220 IS Principles (3 credits) Prerequisite: INF
103 or permission of instructor
^BUS 307 Operations Management & Quantitative
Techniques (3 credits)
MGT 323 Principles of Supply Chain Management
(3 credits) Prerequisite: MGT 330
MGT 370 International Supply Chain Management
(3 credits)
MGT 300 Supply Management (3 credits)
MGT 400 Logistics Management (3 credits)
Prerequisite: MGT 330
BUS 443 Quality Management for Organizational
Excellence (3 credits)
BUS 461 Decision Modeling & Analysis (3
credits) Prerequisites: MGT 330 and BUS 308
^^MGT 496 Strategic Warehouse Management (3
credits) Prerequisite: GEN 499
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
^^^ This course must be taken last in the program.
Bachelor of Arts in Sustainable
Enterprise Management
(This program is not accepting new enrollments)
The emerging green economy requires significantly
different business skills, competencies, and world view.
The Ashford University Bachelor of Arts in Sustainable
Enterprise Management curriculum is designed to ready
students for those careers in which sustainable business
practices and operating principles are the norm. The
focus of the program beyond the general business core is
the development of specialized competencies in social
responsibility and environmentally friendly business
practices.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Sustainable Enterprise Management major graduates will
be able to:
Evaluate business processes applying
environmentally appropriate management
techniques;
Develop economically, environmentally, and
socially sound sustainable decision processes;
Evaluate the impact of products, processes, and
activities through life cycle assessment;
Examine professional and ethically responsible
challenges in the environmentally friendly business
context; and
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178 ASHFORD UNIVERSITY
Assess the business as an integrated system
including the relations among the functional areas,
and the application of long-range planning,
implementation and control systems.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *52 credits
Major Course Requirements: *46 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 10 credits from the major and 3 credits
from introductory requirements may also satisfy General
Education requirements.
Introductory Course Requirements
(6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
*PSY 202 Adult Development & Life Assessment (3
credits)
Major Course Requirements (46 credits)
*SCI 207 Dependence of Man on the Environment (4
credits)
ENV 230 Concepts of Sustainability (3 credits)
MGT 330 Management for Organizations (3 credits)
BUS 311 Business Law I (3 credits)
*POL 310 Environmental Policies (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
ACC 205 Principles of Accounting I (3 credits)
BUS 307 Operations Management & Quantitative
Techniques (3 credits) Prerequisite: Mathematical
competency
BUS 308 Statistics for Managers (3 credits)
Prerequisite: Mathematical competency
ENV 322 Energy & Environmental Systems (3
credits)
ENV 333 Environmental Impact (3 credits)
BUS 401 Principles of Finance (3 credits)
Prerequisites: ACC 205 or ACC 208 and
Mathematical competency
BUS 427 Sustainable Business Practices (3 credits)
*PHI 445 Personal & Organizational Ethics (3
credits)
BUS 402 Strategic Management & Business Policy
(3 credits) Prerequisites: BUS 201 or MGT 330,
ACC 205 and ECO 203 or ECO 204 and GEN 499
+ EXP 105 fulfills 3 credits toward total elective credit
requirements and is required for online students with
fewer than 24 transferable credits.
* Satisfies General Education requirements.
Bachelor of Science in Information
Technology
The Bachelor of Science in Information Technology
degree program integrates technology skill development
with the business enterprise acumen required in the fast-
paced, rapidly changing global workplace. The program
builds the foundation in business theory and practice
supported by understanding the impact of advanced IT
solutions in the workplace and develops IT professionals
with a strong blend of business, organizational, technical,
and interpersonal skills. The BSIT enables technology
professionals to become critical thinkers and innovative
process improvement agents through offering technology
solutions. The program prepares students in the fields of
Information Technology in areas of Business Analysis,
Network and Information Security, Network Engineering
and Network Administration, Information System and
Information Technology Specialist, Information
Technology Management, Project Management,
Database Administration, Software and Application
Development.
Special Terms and Conditions: Successful completion of
the Bachelor of Science in Information Technology
degree by itself does not provide licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment
in this degree program. Requirements may vary by state.
Ashford University does not guarantee that any
professional organization will accept a graduate's
application to sit for any exam for the purpose of
professional certification.
Program Specific Requirements:
Platforms: The most currently commercially
available version of the Windows operating system
(as of June 2018 this is version 10) or macOS (as of
June 2018 this is version 10.13). Note: The most
current version of the Windows operating system is
the recommended platform.
Hardware: 2.2 GHz or faster processor, 250 GB
minimum available disk space. 8 GB RAM minimum
available. 16 GB RAM recommended.
Productivity Software: Microsoft Word, PowerPoint,
and Excel (provided). Latest revision of Adobe
Reader, Adobe Flash, and Windows Media Player.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 179
Web Browser: Latest version recommended of
Chrome, Edge, Firefox, Safari, or other major web
browser.
Networking: High speed Internet connection
required. Note: Dial up connections have been found
to be incompatible with the large file transfers often
required for coursework.
Email: Ashford University students are issued an
Ashford University email address for classroom use.
Administrative Rights: Students must obtain
administrative rights to their computer and Internet
connection. The ability to download and upload files
from various sources and providers will be required.
Program Outcomes
Information Technology major
graduates will be able
to:
Analyze a complex computing problem and to apply
principles of computing and other relevant
disciplines to identify solutions;
Design, implement, and evaluate a computing-based
solution to meet a given set of computing
requirements in the context of the program’s
discipline;
Communicate effectively in a variety of
professional contexts;
Recognize professional responsibilities and make
informed judgments in computing practice based on
legal and ethical principles;
Function effectively as a member or leader of a
team engaged in activities appropriate to the
program’s discipline; and
Identify and analyze user needs and to take them
into account in the selection, creation, integration,
evaluation, and administration of computing-based
systems.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 54 credits
Electives: 23 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (54 credits)
Core Course of Study
*MAT 232
Statistical Literacy (3 credits)
ECO 203
Principles of Macroeconomics (3 credits)
ENG 328 Scientific & Technical Writing (3 credits)
Prerequisites: ENG 122 and fulfillment of General
Education Scientific Reasoning requirement.
INT 100 Fundamentals of Information Technology &
Literacy (3 credits)
CPT 200 Fundamentals of Programming Languages
(3 credits) Prerequisite: INT 100
CPT 301 Computer Organization & Architecture (3
credits) Prerequisite: CPT 200
CPT 304 Operating Systems Theory & Design (3
credits) Prerequisite: CPT 200
CPT 307 Data Structures, Algorithms, & Designs (3
credits) Prerequisite: CPT 200
INT 301 Computer Networking (3 credits)
Prerequisite: CPT 307
CPT 310 Database Systems & Management (3
credits) Prerequisite: CPT 307
CYB 300 System Administration & Security (3
credits) Prerequisite: INT 301
CST 301 Software Technology & Design (3 credits)
Prerequisite: CPT 310
TMG 300 Scrum Basics (3 credits)
Major Course of Study
INT 302 Programming with C++ (3 credits)
Prerequisite: CST 301
INT 303 Human Computer Interaction (3 credits)
Prerequisite: CST 301
INT 304 Web Design & Development (3 credits)
Prerequisite: CST 301
INT 305 Mobile Application Design & Development
(3 credits) Prerequisite: CST 301
INT 401 Information Technology Strategy &
Management (3 credits) Prerequisite: CST 301
^ INT 499 Capstone for Information Technology (3
credits) Prerequisite: GEN 499.
^ This course must be taken last in the program.
*Students must complete MAT 222 and MAT 232 in this
program, or equivalent in transfer.
Bachelor of Science in Computer
Software Technology
The Bachelor of Science degree in Computer Software
Technology at Ashford University has been built on a
solid foundation of mathematics and computer
programming. The program is aimed to help students
develop and maintain software systems that behave
reliably and efficiently, are affordable to develop and
UNDERGRADUATE PROGRAMS
180 ASHFORD UNIVERSITY
maintain, and satisfy all the requirements that customers
have defined for them. The Computer Software
Technology program is developed on the basis of
adaptive and engaged learning concepts and aimed to
improve student professionalism and develop their ability
to communicate ideas, work in groups, manage software
products, and build quality into software products.
Special Terms and Conditions: Successful completion of
the Bachelor of Science in Computer Software
Technology degree by itself does not provide licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment
in this degree program. Requirements may vary by state.
Ashford University does not guarantee that any
professional organization will accept a graduate's
application to sit for any exam for the purpose of
professional certification.
Program Specific Requirements:
Platforms: The most currently commercially
available version of the Windows operating system
(as of June 2018 this is version 10) or macOS (as of
June 2018 this is version 10.13). Note: The most
current version of the Windows operating system is
the recommended platform.
Hardware: 2.2 GHz or faster processor, 250 GB
minimum available disk space. 8 GB RAM minimum
available. 16 GB RAM recommended.
Productivity Software: Microsoft Word, PowerPoint,
and Excel (provided). Latest revision of Adobe
Reader, Adobe Flash, and Windows Media Player.
Web Browser: Latest version recommended of
Chrome, Edge, Firefox, Safari, or other major web
browser.
Networking: High speed Internet connection
required. Note: Dial up connections have been found
to be incompatible with the large file transfers often
required for coursework.
Email: Ashford University students are issued an
Ashford University email address for classroom use.
Administrative Rights: Students must obtain
administrative rights to their computer and Internet
connection. The ability to download and upload files
from various sources and providers will be required.
Program Outcomes
Computer Software Technology major
graduates will
be able to:
Apply knowledge of mathematics, computing, and
scientific methods to system components and
process development that meet requirement
constraints in the application domain;
Employ professionalism, ethics, and social
responsibility values related to computer software
technology tasks and projects;
Identify the software requirements that meet
stakeholders’ specifications and concerns by
selecting the appropriate requirements and
elicitation techniques;
Use proven techniques and patterns to design
software structure before it is implemented;
Utilize values, skills, and critical thinking
throughout computer software engineering decision
making processes;
Apply established verification and validation
techniques with well-defined objectives and targets
to ensure that the software is meeting its
stakeholders’ specifications and deliverables;
Communicate complex software engineering
concepts in a multidisciplinary team using a variety
of formats; and
Integrate modern knowledge, techniques,
programming and management skills to develop and
deliver reliable and complex software in a cost-
effective manner.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 57 credits
Electives: 20 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (57 credits)
Core Course of Study
*MAT 232 Statistical Literacy (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
ENG 328 Scientific & Technical Writing (3 credits)
Prerequisites: ENG 122 and fulfillment of General
Education Scientific Reasoning requirement.
INT 100 Fundamentals of Information Technology &
Literacy (3 credits)
CPT 200 Fundamentals of Programming Languages
(3 credits) Prerequisite: INT 100
CPT 301 Computer Organization and Architecture (3
credits) Prerequisite: CPT 200
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 181
CPT 304 Operating Systems Theory & Design (3
credits) Prerequisite: CPT 200
CPT 307 Data Structures, Algorithms, and Designs
(3 credits) Prerequisite: CPT 200
INT 301 Computer Networking (3 credits)
Prerequisite: CPT 307
CPT 310 Database Systems & Management (3
credits) Prerequisite: CPT 307
CYB 300 System Administration and Security (3
credits) Prerequisite: INT 301
CST 301 Software Technology and Design (3
credits) Prerequisite: CPT 310
TMG 300 Scrum Basics (3 credits)
Major Course of Study
CST 304 Software Requirements & Analysis (3
credits) Prerequisite: CST 301
CST 307 Software Architecture & Design (3 credits)
Prerequisite: CST 301
CST 310 Software Development (3 credits)
Prerequisite: CST 301
CST 313 Software Testing (3 credits)
Prerequisite: CST 301
CST 316 Information Security Management (3
credits) Prerequisite: CST 301
^CST 499 Capstone for Computer Software
Technology (3 credits) Prerequisite: GEN 499
^ This course must be taken last in the program.
*Students must complete MAT 222 and MAT 232 in this
program, or equivalent in transfer.
Bachelor of Science in Cyber and Data
Security Technology
The Bachelor of Science degree in Cyber and Data
Security Technology at the Forbes School of Business &
Technology at Ashford University has been built on the
principles of information security. The program is aimed
to help students secure and protect the digital assets of
both public and private organizations from security
threats. Students in this program will have a firm
understanding of the fundamentals of information
assurance and the supporting principles of information
security. The Cyber & Data Security Technology
program will enable students to become cybersecurity
professionals that can support both government and
industry and protect the information systems of the
organization.
Special Terms and Conditions: Successful completion of
the Bachelor of Science in Cyber and Data Security
Technology degree by itself does not provide licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment
in this degree program. Requirements may vary by state.
Ashford University does not guarantee that any
professional organization will accept a graduate's
application to sit for any exam for the purpose of
professional certification.
Program Specific Requirements:
Platforms: The most currently commercially
available version of the Windows operating system
(as of June 2018 this is version 10) or macOS (as of
June 2018 this is version 10.13). Note: The most
current version of the Windows operating system is
the recommended platform.
Hardware: 2.2 GHz or faster processor, 250 GB
minimum available disk space. 8 GB RAM minimum
available. 16 GB RAM recommended.
Productivity Software: Microsoft Word, PowerPoint,
and Excel (provided). Latest revision of Adobe
Reader, Adobe Flash, and Windows Media Player.
Web Browser: Latest version recommended of
Chrome, Edge, Firefox, Safari, or other major web
browser.
Networking: High speed Internet connection
required. Note: Dial up connections have been found
to be incompatible with the large file transfers often
required for coursework.
Email: Ashford University students are issued an
Ashford University email address for classroom use.
Administrative Rights: Students must obtain
administrative rights to their computer and Internet
connection. The ability to download and upload files
from various sources and providers will be required.
Program Outcomes
Cyber and Data Security Technology major
graduates
will be able to:
Employ professionalism, ethics, and social
responsibility values related to the cyber & data
security technology professions;
Create an information security policy framework
based upon the classification of data in the seven
domains of the typical information technology
infrastructure;
Develop a risk management plan of the seven
domains of the typical Information technology
infrastructure;
UNDERGRADUATE PROGRAMS
182 ASHFORD UNIVERSITY
Construct the appropriate countermeasures to ensure
the principles of information security;
Evaluate the local, national, and global impact of
attacks and unauthorized use of digital assets on
individuals, organizations, and society; and
Prepare the appropriate solutions for business
continuity to minimize the impact of a disruption or
disaster utilizing current techniques, best practices,
skills, and necessary security tools.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 57 credits
Electives: 20 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (57 credits)
Core Course of Study
*MAT 232 Statistical Literacy (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
ENG 328 Scientific & Technical Writing (3 credits)
Prerequisites: ENG 122 and fulfillment of General
Education Scientific Reasoning requirement.
INT 100 Fundamentals of Information Technology &
Literacy (3 credits)
CPT 200 Fundamentals of Programming Languages
(3 credits) Prerequisite: INT 100
CPT 301 Computer Organization and Architecture (3
credits) Prerequisite: CPT 200
CPT 304 Operating Systems Theory & Design (3
credits) Prerequisite: CPT 200
CPT 307 Data Structures, Algorithms, and Designs
(3 credits) Prerequisite: CPT 200
INT 301 Computer Networking (3 credits)
Prerequisite: CPT 307
CPT 310 Database Systems & Management (3
credits) Prerequisite: CPT 307
CYB 300 System Administration and Security (3
credits) Prerequisite: INT 301
CST 301 Software Technology and Design (3
credits) Prerequisite: CPT 310
TMG 300 Scrum Basics (3 credits)
Major Course of Study
CYB 301 Introduction to Cyber & Data Security
Technology (3 credits)
CYB 302 Secure Web Applications & Social
Networking (3 credits)
CYB 400 Cryptography (3 credits)
CYB 401 Risk Management & Infrastructure (3
credits)
CYB 402 Computer Forensics (3 credits)
^CYB 499 Capstone for Cyber & Data Security
Technology (3 credits) Prerequisite: GEN 499
^ This course must be taken last in the program.
*Students must complete MAT 222 and MAT 232 in this
program, or equivalent in transfer.
Bachelor of Science in Web and Mobile
App Technology
(This program is not accepting new enrollments)
The Bachelor of Science in Web & Mobile App
Technology has been built on a solid foundation of
computing. The program is aimed to help students
develop creative websites and software solutions for
mobile devices. Students in this program explore the
underpinnings of web and mobile applications
development including responsive web design, back-end
web processing, and Android and iOS applications
development. The Web & Mobile App Technology
program supports the integration of smart devices and
advanced software development with business and other
disciplines.
Special Terms and Conditions: Successful completion of
the Bachelor of Science in Web & Mobile App
Technology degree by itself does not provide licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment
in this degree program. Requirements may vary by state.
Ashford University does not guarantee that any
professional organization will accept a graduate's
application to sit for any exam for the purpose of
professional certification.
Program Specific Requirements:
Platforms: The most currently commercially
available version of the Windows operating system
(as of June 2018 this is version 10) or macOS (as of
June 2018 this is version 10.13). Note: The most
current version of the Windows operating system is
the recommended platform.
Hardware: 2.2 GHz or faster processor, 250 GB
minimum available disk space. 8 GB RAM minimum
available. 16 GB RAM recommended.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 183
Productivity Software: Microsoft Word, PowerPoint,
and Excel (provided). Latest revision of Adobe
Reader, Adobe Flash, and Windows Media Player.
Web Browser: Latest version recommended of
Chrome, Edge, Firefox, , Safari, or other major web
browser.
Networking: High speed Internet connection
required. Note: Dial up connections have been found
to be incompatible with the large file transfers often
required for coursework.
Email: Ashford University students are issued an
Ashford University email address for classroom use.
Administrative Rights: Students must obtain
administrative rights to their computer and Internet
connection. The ability to download and upload files
from various sources and providers will be required.
Program Outcomes
Web & Mobile App Technology major
graduates will
be able to:
Apply knowledge of mathematics, computing, and
scientific methods to system components and
process development that meet requirement
constraints in the application domain;
Employ professionalism, ethics, and social
responsibility values related to the development of
web and mobile applications;
Use various web and mobile technologies to
develop responsive websites and Mobile
Applications;
Analyze the local and global impact of web and
mobile technologies on individuals, organizations,
and society;
Apply requirements gathering, design, programming
skills, and software tools towards the development
of cutting edge web and mobile applications;
Communicate complex requirements, design, and
development concepts in a multidisciplinary team
using a variety of formats; and
Perform software management skills and
evaluations according to best practices.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 57 credits
Electives: 20 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (57 credits)
Core Course of Study
*MAT 232 Statistical Literacy (3 credits)
ECO 203 Principles of Macroeconomics (3 credits)
ENG 328 Scientific & Technical Writing (3 credits)
Prerequisites: ENG 122 and fulfillment of General
Education Scientific Reasoning requirement.
INT 100 Fundamentals of Information Technology &
Literacy (3 credits)
CPT 200 Fundamentals of Programming Languages
(3 credits) Prerequisite: INT 100
CPT 301 Computer Organization and Architecture (3
credits) Prerequisite: CPT 200
CPT 304 Operating Systems Theory & Design (3
credits) Prerequisite: CPT 200
CPT 307 Data Structures, Algorithms, and Designs
(3 credits) Prerequisite: CPT 200
INT 301 Computer Networking (3 credits)
Prerequisite: CPT 307
CPT 310 Database Systems & Management (3
credits) Prerequisite: CPT 307
CYB 300 System Administration and Security (3
credits) Prerequisite: INT 301
CST 301 Software Technology and Design (3
credits) Prerequisite: CPT 310
TMG 300 Scrum Basics (3 credits)
Major Course of Study
WEB 301 Web Front-End Design & Development (3
credits) Prerequisite: CST 301
WEB 401 Web Server-Side Development (3 credits)
Prerequisite: WEB 301
WEB 304 Cross-Platform Mobile Applications
Development (3 credits) Prerequisite: WEB 401
WEB 307 Android Mobile Applications
Development (3 credits) Prerequisite: CST 301
WEB 310 iOS Applications Development (3 credits)
Prerequisite: CST 301
^WEB 499 Capstone for Web & Mobile App
Technology (3 credits) Prerequisite: GEN 499
^ This course must be taken last in the program.
*Students must complete MAT 222 and MAT 232 in this
program, or equivalent in transfer.
UNDERGRADUATE PROGRAMS
184 ASHFORD UNIVERSITY
College of Arts and
Sciences: Undergraduate
Programs and
Requirements
Associate of Arts in Early Childhood
Education
The Associate of Arts in Early Childhood Education is
designed around courses that are grounded in the
National Association for the Education of Young
Children (NAEYC) standards, developmentally
appropriate practices based upon best practices in child
development research, center-based curriculum, and
professionalism.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state’s
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher’s license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University’s online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12
educator preparation programs are NOT accredited in
Kentucky by the Education Professional Standards Board
and are NOT recognized for initial, additional, or
renewal of certification or salary enhancement (rank
change) for K-12 educators in Kentucky. For more
information, please visit the Education Professional
Standards Board’s website
at http://www.epsb.ky.gov/mod/page/view.php?id=220 .
Program Outcomes
Students who successfully complete the Associate of
Arts in Early Childhood Education degree program will
be able to:
1.
Apply knowledge of child development,
theoretical perspectives, and developmentally
appropriate approaches to support the diverse
learning needs of every child;
2.
Determine how assessment data is used to inform
curriculum and instructional practices;
3.
Analyze the components of effective classroom
management and high-quality learning
environments that are healthy, safe, respectful,
supportive, and culturally responsive;
4.
Describe strategies to promote effective family
and community partnerships; and
5.
Identify the professional standards and ethical
behaviors necessary to maintain a commitment to
professionalism and growth as an early
childhood educator.
Program Requirements
Total number of credits required: 67 credits
General Education Requirements: *40 credits
Core Requirements: *21 credits
Elective Requirements: 12 credits
*In this program, 6 credits from the core may also satisfy
General Education requirements.
General Education Requirements (40 credits*)
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 185
Foundations and Skills
for Lifelong Learning
EXP 105 Personal Dimensions
of Education (3 credits)
Digital Literacy
GEN 102 Digital Literacy for
Life and the Workplace (3
credits)
Written Communication
I
ENG 121 English Composition I
(3 credits)
Information Literacy
GEN 103 Information Literacy
(3 credits)
Written Communication
II
ENG 122 English Composition
II (3 credits)
Oral and Interpersonal
Communication
COM 200 Interpersonal
Communication (3 credits)
Aesthetic Awareness
and Reasoning
Fulfilled by Core Requirement.
Critical Thinking
PHI 103 Informal Logic (3
credits)
Ethical Reasoning
PHI 208 Ethics & Moral
Reasoning (3 credits)
Civic Responsibility
POL 201 American National
Government (3 credits)
Intercultural and Global
Awareness
Fulfilled by Core Requirement.
Scientific Reasoning
SCI 207 Our Dependence upon
the Environment (4 credits)
Quantitative Reasoning
MAT 222 Intermediate Algebra
(3 credits)
Core Requirements (21 credits*)
ART 101 Art Appreciation (3 credits) Satisfies
Aesthetic Awareness and Reasoning Competency
requirement
ECE 101 Introduction to Early Childhood Education
(3 credits)
ECE 201 Introduction to Early Childhood Behavior
Management (3 credits)
ECE 203 Introduction to Curriculum & Instruction
for the Early Childhood Classroom (3 credits)
ECE 205 Introduction to Child Development (3
credits)
ELL 240 Linguistically & Culturally Diverse
Learners (3 credits) Satisfies Intercultural & Global
Awareness Competency requirement
ECE 207 Professional Responsibilities in the Early
Childhood Environment (3 credits)
Associate of Arts in Early Childhood Education
Graduation Requirements
To be eligible for an Associate of Arts in Early
Childhood Education degree, a student must successfully
accomplish the following:
Completion of all program/course requirements;
Completion of a minimum of 67 credits. Additional
prerequisite courses may be required;
Minimum cumulative grade point average of 2.00 in
all coursework attempted at the University; and
At least 18 credits earned toward the Associate of
Arts degree must be completed at Ashford
University.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation
fee, and payment of any outstanding balances with the
University.
The degree will be noted on the transcript as an Associate
of Arts in Early Childhood Education.
Associate of Arts in Military Studies
(This program is not accepting new enrollments)
The Associate of Arts in Military Studies combines a
broad general-education curriculum with studies of
specific economic, social, political, technological,
environmental, and military challenges. This program
enables students to earn a degree while expanding their
knowledge of current, relevant, and evolving security and
military issues. Special Terms and Conditions:
Successful completion of this program by itself does not
lead to licensure or certification in any state, regardless
of concentration or specialization. Further, Ashford
University does not guarantee that any professional
organization will accept a graduate’s application to sit
for any exam for the purpose of professional
certification. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Further, a criminal
record may prevent an applicant from obtaining
licensure, certification, or employment in this field of
study. This program is not a Military Science (ROTC)
program and does not lead to a commission.
Program Outcomes
UNDERGRADUATE PROGRAMS
186 ASHFORD UNIVERSITY
Students who successfully complete the Associate of
Arts in Military Studies degree program will be able to:
Explain the concept of security and how it has
evolved;
Describe past and current economic, social,
political, technological, environmental, and military
threats and risks;
Discuss courses of action to mitigate threats and
risks from real-world security and military events;
and
Identify moral and ethical issues related to the
military.
Program Requirements
Total number of credits required: 64 credits
General Education Requirements: *40 credits
Core Requirements: *21 credits
Elective Requirement: 9 credits
*In this program, 6 credits from the core may also satisfy
General Education requirements.
General Education Requirements (40 credits*)
Foundations and Skills for
Lifelong Learning
EXP 105 Personal Dimensions
of Education (3 credits)
Digital Literacy
GEN 102 Digital Literacy for
Life and the Workplace (3
credits)
Written Communication I
ENG 121 English
Composition I (3 credits)
Information Literacy
GEN 103 Information Literacy
(3 credits)
Written Communication II
ENG 122 English
Composition II (3 credits)
Oral and Interpersonal
Communication
COM 200 Interpersonal
Communication (3 credits)
Aesthetic Awareness &
Reasoning
ENG 225 Introduction to Film
(3 credits)
Critical Thinking
PHI 103 Informal Logic (3
credits)
Ethical Reasoning
Fulfilled by Core Requirement
Civic Responsibility
Fulfilled by Core Requirement
Intercultural and Global
Awareness
ANT 101 Introduction to
Cultural Anthropology (3
credits)
Scientific Reasoning
SCI 207 Our Dependence
upon the Environment (4
credits)
Quantitative Reasoning
MAT 222 Intermediate
Algebra (3 credits)
Core Requirements (21 credits*)
POL 111 Introduction to Political Science (3 credits)
Satisfies Civic Responsibility requirement
POL 255 Introduction to International Relations (3
credits)
HIS 103 World Civilizations I (3 credits)
HIS 104 World Civilizations II (3 credits)
MIL 275 Military Ethics (3 credits)
Satisfies Ethical Reasoning requirement
MIL 101 Introduction to Military Studies (3 credits)
HSM 201 Department of Homeland Security
Missions & Current Issues (3 credits)
Associate of Arts in Military Studies Graduation
Requirements
To be eligible for an Associate of Arts in Military Studies
degree, a student must successfully accomplish the
following:
Completion of all program/course requirements;
Completion of a minimum of 64 credits. Additional
prerequisite courses may be required;
Minimum cumulative grade point average of 2.00 in
all coursework attempted at the University; and
At least 18 credits earned toward the Associate of
Arts degree must be completed at Ashford
University.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation
fee, and payment of any outstanding balances with the
University.
The degree will be noted on the transcript as an Associate
of Arts in Military Studies.
Bachelor of Arts in Adult Development
(This program is not accepting new enrollments)
The Bachelor of Arts in Adult Development program is a
generalist degree program designed to provide the
foundation knowledge and skills needed to understand
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 187
and work with adults in a variety of settings. The course
of study prepares students to serve and interface with
adults in various stages of adulthood including adults in
the work force, those with young families, retired, re-
careered, interdependent, and completely dependent
adults.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *52 credits
Major Course Requirements: *39 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major and 3 credits
from introductory requirements may also satisfy General
Education requirements.
Introductory Course Requirements (6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
*PSY 202 Adult Development & Life Assessment (3
credits)
Major Course Requirements (39 credits)
PSY 101 Introduction to Psychology (3 credits)
PSY 307 The Journey of Adulthood (3 credits)
HCS 311 Health & Wellness in Adulthood (3 credits)
SOC 322 Sociological Aspects of Adulthood (3
credits)
EDU 362 Adult Learning & Instruction (3 credits)
EDU 334 Adult Learning in the Workplace (3
credits)
*SOC 326 Diversity & Aging (3 credits)
PSY 323 Perception, Learning, & Cognition (3
credits) Prerequisite: PSY 101 or equivalent
PSY 317 Cognitive Functioning in the Elderly (3
credits) Prerequisite: PSY 101 or equivalent
EDU 352 Foundations of Educational Technology (3
credits)
PSY 344 Issues & Trends in Adult Development (3
credits)
PSY 326 Research Methods (3 credits)
PSY 495 Adult Development Capstone (3 credits)
Prerequisite: GEN 499
+ EXP 105 fulfills 3 credits toward total elective credit
requirements and is required for online students with
fewer than 24 transferable credits
* Satisfies General Education requirements.
Bachelor of Arts in Applied Behavioral
Science
The Bachelor of Arts in Applied Behavioral Science is a
generalist degree with an interdisciplinary emphasis.
Providing a foundation from the social and behavioral
sciences, the degree program teaches students to utilize
critical thinking to understand behavior and solve
societal problems at the individual, family, and
community level. An interdisciplinary approach is
utilized to assist students in developing an overview of
the diversity of societal problems, and the
interdisciplinary framework for solutions.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Applied Behavioral Science major graduates will be able
to:
Analyze major concepts, theoretical perspectives,
and empirical findings to solve complex problems
in the field of study;
Compose effective communications in a variety of
formats for assessment, evaluation, and/or
intervention purposes;
UNDERGRADUATE PROGRAMS
188 ASHFORD UNIVERSITY
Apply the principles of the scientific method to
assessment, evaluation, and intervention at
intrapersonal and interpersonal levels;
Explain the value of empirical evidence, acting
ethically, and acknowledging and respecting human
diversity; and
Utilize the scientific approach to address practical
problems related to the cognition, affect, and
behavior of individuals in social contexts.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *42 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (42 credits)
PSY 101 Introduction to Psychology (3 credits)
ABS 200 Introduction to Applied Behavioral
Sciences (3 credits)
*MAT 232 Statistical Literacy (3 credits)
CRJ 308 Psychology of Criminal Behavior (3
credits)
*COM 325 Communication & Conflict (3 credits)
Prerequisites: ENG 121 and ENG 122 or equivalents
PSY 304 Lifespan Development (3
credits) Prerequisite: PSY 101
PSY 301 Social Psychology (3
credits) Prerequisite: PSY 101, SSC 101 or
equivalent
HHS 320 Cultural Awareness in the Human Services
(3 credits)
^PSY 325 Statistics for the Behavioral & Social
Sciences (3 credits) Prerequisite: MAT232
PSY 326 Research Methods (3 credits)
ABS 300 Psychological Assessment (3 credits)
Prerequisite: PSY 101 and PSY325.
PSY 352 Cognitive Psychology (3
credits) Prerequisite: PSY 101 and PSY 326
GRO 410 Death & Dying (3 credits)
ABS 497 Applied Behavioral Sciences Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
Bachelor of Arts in Applied Linguistics
(This program is not accepting new enrollments)
Linguistics is an interdisciplinary field of study that
identifies, investigates, and offers solutions to language-
related real-life problems. Students address topics such
as: how language can best be learned and taught, social
factors that affect language learning and usage, language-
related social issues and how they impact public policy,
and how technology and language acquisition are
intersecting in the 21st century. The program provides a
broad curriculum in the fundamentals of linguistics and
its sub-fields, including phonetics, morphology, syntax,
semantics, language acquisition, socio-linguistics,
discourse analysis, and computational and corpus
linguistics. Students also learn the principles of fieldwork
and gain experience in designing a comprehensive
research project in a linguistic subfield of their choosing.
A bachelor’s degree in Linguistics provides students with
valuable training for many opportunities following
graduation, and for continuing on to graduate degrees in
specialized areas of the field. Students graduate with the
knowledge and skills needed to address language-related
issues, thereby improving the lives of individuals and
conditions in society.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state.
Program Outcomes
Applied Linguistics major graduates will be able to:
Examine the overall theories and purposes of
linguistic study and research;
Analyze how language is acquired;
Predict the use of language-related technologies and
their impact on professions;
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 189
Assess the interdisciplinary connections between
language, culture, and community;
Analyze the principles and processes of Linguistics
fields, such as phonetics, phonology, morphology,
syntax, semantics, pragmatics,
computational/corpus linguistics, and historical
linguistics;
Interpret the policy issues and sociological aspects
of applied linguistics; and
Develop a capstone research paper exemplifying the
ability to apply theoretical knowledge, and research
and technological skills in preparation for a career
in the field.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 47 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
Core Course of Study (30 credits)
LNG 101 Introduction to Language (3 credits)
LNG 310 Sounds of Language (3 credits)
Prerequisite: LNG 101 or LNG 321
LNG 320 Structures of Language (3 credits)
Prerequisite: LNG 101 or LNG 321
LNG 415 Meaning in Language (3 credits)
Prerequisite: LNG 101 or LNG 321
LNG 312 Second Language Acquisition (3 credits)
*LNG 360 Language & Society (3 credits)
*LNG 330 Language and Power: An Introduction to
Discourse Analysis (3 credits) Prerequisite: LNG
101 or LNG 321
LNG 450 Computational Linguistics (3
credits) Prerequisite: LNG 101 or LNG 321
ANT 343 Language, Culture & Communication (3
credits) Prerequisite: Written Communication
Competency and ANT 101 or Global Awareness
Competency Requirement
LNG 497 Applied Linguistics Capstone (3
credits) Prerequisites: LNG 101 or LNG 321 and
GEN 499
Foreign Language Requirement (6 credits) **
SPA 103 Beginning Spanish I (3 credits)
SPA 104 Beginning Spanish II (3
Credits) Prerequisite: SPA 103 or departmental
approval
** Foreign language coursework other than Spanish will
meet program requirements if transferred from another
institution. Students must earn a minimum of 6 credits in
one or more non-English language courses.
* Satisfies General Education requirements.
Bachelor of Arts in Child Development
The Child Development major will focus on a
comprehensive study of children (infancy through
adolescence), and the family, cultural, peer, school and
neighborhood contexts that influence the development of
children. With an increasing attention to the importance
of factors impacting the development of children, the
Child Development major will provide investigation and
knowledge of the development of children.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
UNDERGRADUATE PROGRAMS
190 ASHFORD UNIVERSITY
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Program Outcomes
Child Development major graduates will be able to:
Utilize knowledge of child development to construct
and evaluate curriculum that effectively addresses
the stages of development including cognitive,
language, physical and affective development of
young children;
Analyze the influence and impact of families and
communities on a child’s learning and development;
Describe how family structure and cultural
backgrounds influence communication processes in
a child’s environment;
Evaluate the critical role of play in children’s
learning and development; and
Apply their knowledge as an advocate for children,
families, childcare and education.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 39 credits
Electives: 38 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (39 credits)
EDU 100 Issues in Education (3 credits)
PSY 104 Child & Adolescent Development (3
credits)
ECE 205 Introduction to Child Development (3
credits)
ECE 313 Collaboration with Parents & Community
(3 credits)
ECE 320 Cognition & Language Development (3
credits)
ECD 310 Exceptional Learning & Inclusion (3
credits)
ECE 332 Child Development (3 credits)
ECE 353 Cognitive Development of Infants &
Young Children (3 credits)
ECD 405 Assessment & Intervention (3 credits)
ECE 355 Understanding Behavior & Family
Dynamics (3 credits)
ECD 315 Curriculum Planning & Design for Early
Learners (3 credits)
ECD 415 Foundations of Play & Learning (3 credits)
EDU 499 College of Education Capstone (3
credits) Prerequisite: GEN 499
Bachelor of Arts in Cognitive Studies
(This program is not accepting new enrollments)
Cognitive Studies is a versatile degree offering which
includes the study of the mind, brain, and learning. This
is a growing field of study due to technological advances
that have allowed us to examine the brain and brain
functioning. This degree is an interdisciplinary study
with courses in psychology, education, and neuroscience.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 191
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Program Outcomes
Cognitive Studies major graduates will be able to:
1.
Apply knowledge of brain functioning to diverse
ways of learning and teaching;
2.
Examine cognitive development and the impact
of learning across the lifespan;
3.
Evaluate the unique needs of learners with
developmental delays, brain-behavior
relationships, and cognitive advances, and
programs to address these need;
4.
Compare and contrast changes in the child and
adult brain over time and the impact on cognitive
functioning;
5.
Integrate ethical, environmental and cultural
theories into teaching and learning strategies; and
6.
Investigate an area of cognitive functions and
processes using foundational research skills.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 39 credits
Electives: 38 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (39 credits)
EDU 100 Issues in Education (3 credits)
PSY 101 Introduction to Psychology (3 credits)
ECE 205 Introduction to Child Development (3
credits)
ESE 370 Learning & the Brain (3 credits)
EDU 338 Human Development & Learning (3
credits)
ECD 310 Exceptional Learning & Inclusion (3
credits)
PSY 325 Statistics for the Behavioral & Social
Sciences (3 credits) Prerequisite: MAT 232
EDU 362 Adult Learning & Instruction (3 credits)
ABS 300 Psychological Assessment (3 credits)
Prerequisite: PSY 101
PSY 317 Cognitive Functioning in the Elderly (3
credits) Prerequisite: PSY 101 or equivalent
PSY 323 Perception, Learning, & Cognition (3
credits) Prerequisite: PSY 101 or equivalent
EDU 416 Intelligence Assessment (3 credits)
EDU 499 College of Education Capstone (3 credits)
Prerequisite: GEN 499
Bachelor of Arts in Communication
Studies
The Bachelor of Arts in Communication Studies major is
designed for students who seek career opportunities in
many fields, including, but not limited to: public
relations, human resources, business management,
communications management, education, public policy
and administration, sociology, journalism, and the media.
Communication Studies provides students with an
understanding of ethical responsibilities when accessing
and disseminating information, and the role in a
democratic society of messages encoded through speech
and writing, as well as through emerging modes of
communication such as social media and digital media.
Within the program, students will examine multiple
topics in communication from persuasion and
communication theory to various forms of oral, written
and visual/multimedia communication, in interpersonal,
group, organizational and societal contexts.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
UNDERGRADUATE PROGRAMS
192 ASHFORD UNIVERSITY
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Communication Studies major graduates will be able to:
Communicate with fluency and clarity;
Select effective communication techniques
appropriate to audience and context;
Identify barriers to effective communication in
different contexts and formulate effective solutions;
Articulate the value of free expression to a
democratic society;
Demonstrate sensitivity in communications between
and among different groups and individuals of
diverse backgrounds;
Demonstrate adaptability to changes in
communication technology;
Conduct effective independent research; and
Communicate in ways consistent with the highest
ethical standards of the communications
professions.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 9 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
COM 101 Introduction to Communication (3 credits)
*COM 223 Persuasion in Communication (3 credits)
*SPE 103 Oral Communication (3 credits)
COM 425 Communication in Organizations (3
credits)
COM 345 Media Writing for Communication (3
credits)
COM 327 Visual Communication (3 credits)
COM 325 Communication & Conflict (3 credits)
Prerequisites: ENG 121 and ENG 122 or equivalents
COM 370 Intercultural Communication (3 credits)
ENG 328 Scientific & Technical Writing (3 credits)
Prerequisites: ENG 122 and fulfillment of the
General Education Scientific Reasoning requirement.
CGD 318 Public Relations Practice & Promotional
Writing (3 credits)
*COM 355 Technology & Communication (3
credits)
COM 480 Communication Studies Capstone (3
credits) Prerequisite: GEN 499
*Satisfies General Education requirements.
Bachelor of Arts in Complementary and
Alternative Health
(This program is not accepting new enrollments)
This degree provides students the opportunity to study
the history and delivery of major non-allopathic health
systems including but not limited to the following:
Chinese Medicine, Ayurveda, Homeopathy, Naturopathic
Medicine, Biofeedback, Herbal Medicines, Chiropractic
Medicine, Acupuncture, Hypnosis, Acupressure, Reiki,
Reflexology, Energy Systems, and Transpersonal Health
such as meditation, hypnosis, and prayer. Students
analyze complementary and alternative health studies as
well as identify usage trends, and integration into health
services and disease management from multi-cultural
perspectives.
Special Terms and Conditions: Please note, each of the
professions previously listed may require additional
study for certification, licensing, or licensing
examination preparation. Successful completion of this
program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Complementary and Alternative Health major graduates
will be able to:
Explore the history and practice of non-allopathic
health systems;
Examine cultural influences as related to
complementary and alternative health practices;
Analyze complementary and alternative health
usage trends;
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 193
Differentiate major complementary and alternative
health systems;
Examine complementary and alternative health
practices integrated into U.S. health care delivery;
Analyze research in complementary and alternative
health; and
Examine components of holistic health care service
and delivery.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
*ANT 101 Introduction to Cultural Anthropology (3
credits)
HWE 200 Introduction to Health & Wellness (3
credits)
HCS 326 Holistic Health (3 credits)
HCS 316 Cultural Diversity in Health & Illness (3
credits)
HCS 321 Foundations of Complementary &
Alternative Health (3 credits)
HCS 339 Introduction to Western Herbalism; Basic
Doctrine, Energetics and Classifications (3 credits)
Prerequisites: HCS 321 and HCS 326
HCS 308 Introduction to Nutritional Concepts (3
credits)
PSY 361 Health Psychology (3 credits)
CAH 390 Introduction to Chinese Medicine (3
credits)
HCS 435 Spirituality, Health, & Healing (3 credits)
HPR 460 Analysis of Health Research (3 credits)
HCS 495 Complementary & Alternative Health
Capstone (3 credits) Prerequisite: GEN 499 &
majority of major coursework.
* Satisfies General Education requirements.
Bachelor of Arts in Cultural Anthropology
(This program is not accepting new enrollments)
A Bachelor of Arts degree in Cultural Anthropology
provides students with basic skills of critical thinking,
writing, research, and cross-cultural understanding. The
Cultural Anthropology major examines patterns and
processes of cultural change with a focus on how people
live in particular places, and how they organize, govern
and create meaning. Students will examine diversity in
other cultures and consider other world views to gain an
understanding of how and why diversity in human
culture came about. Research in cultural anthropology is
distinguished by its reliance on participant observation,
and students will learn the research methodologies used
to collect and assess critically anthropological data.
Students who complete the program will be prepared to
enter graduate school in several of the social science
disciplines. Course offerings examine topics ranging
from anthropological theory, urban and gender
anthropology and the study of Native American culture.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state.
Note: Some applications in major courses may require
additional hardware, software, and/or internet
connectivity requirements. This includes the use of plug-
in software Adobe Flash Player 8 for Windows or 8.0 for
Mac users.
Program Outcomes
Cultural Anthropology major graduates will be able to:
Synthesize the topical scope and main concepts of
anthropology;
Assess human biological, cultural, and linguistic
diversity, past and present;
Evaluate the importance of anthropology for
understanding contemporary cultures;
Evaluate the ethical principles and guidelines that
are the foundation for all anthropological work;
Apply anthropological research skills in the
collection and analysis of data and artifacts; and
Analyze the interplay between biological and
cultural factors in the human condition.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
UNDERGRADUATE PROGRAMS
194 ASHFORD UNIVERSITY
Major Course Requirements: *37 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 10 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (37 credits)
^ANT 234 Family, Kin, & Groups (3 credits)
*^ANT 202 Human Origins & Prehistory (4 credits)
^ANT 307 Anthropology of War (3 credits)
^ANT 340 Anthropological Theory (3 credits)
^ANT 343 Language, Culture, & Communication (3
credits)
^ANT 315 Material Culture: Archaeology & the
Human Condition (3 credits) Prerequisite: ANT 202
*^ANT 351 Anthropology of Religion, Magic, &
Ritual (3 credits)
SSC 340 Human Health & Global Environmental
Change (3 credits)
^ANT 353 Anthropology of Gender (3 credits)
*^ANT 348 Native American Anthropology (3
credits)
ANT 462 Anthropological Research Methods (3
credits) Prerequisite: Prerequisite: All 300 level
courses required for major and GEN 499
ANT 499 Ethnographic Study Capstone (3
credits) Prerequisites: ANT 462, no more than 12
additional credits required before graduation, and
GEN 499.
* Satisfies General Education requirements.
^ Written Communication Core Competency and ANT
101 or Intercultural & Global Awareness Competency
Requirement must be met before taking this course.
Bachelor of Arts in Early Childhood
Development with Differentiated
Instruction
The Bachelor of Arts in Early Childhood Development
with Differentiated Instruction is designed for individuals
who intend to work with children from birth to age eight
and their families in a wide variety of settings. This
program serves the needs of students who are already
employed in the field of early care or development and
learning settings who are seeking job advancement; as
well as those who want to further their knowledge in
early childhood across the breadth of ability levels while
working in an inclusive setting.
Special Terms and Conditions: An online degree from
Ashford University does not lead to immediate teacher
licensure in any state. If you want to become a classroom
teacher, contact your state's education authorities prior
to enrolling at Ashford to determine what state-specific
requirements you must complete before obtaining your
teacher's license. Ashford graduates will be subject to
additional requirements on a state-by-state basis that
will include one or more of the following: student
teaching or practicum experience, additional
coursework, additional testing, or, if the state requires a
specific type of degree to seek alternative certification,
earning an additional degree. None of Ashford's online
education programs are accredited by the Council for the
Accreditation of Educator Preparation (CAEP), which is
a requirement for certification in some states. Other
factors, such as a student’s criminal history, may prevent
an applicant from obtaining licensure or employment in
this field of study. All prospective students are advised to
visit the Education Resource Organizations Directory
(EROD) and to contact the licensing body of the state
where they are licensed or intend to obtain licensure to
verify that these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu
Hawaii Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12
educator preparation programs are NOT accredited in
Kentucky by the Education Professional Standards Board
and are NOT recognized for initial, additional, or
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 195
renewal of certification or salary enhancement (rank
change) for K-12 educators in Kentucky. For more
information, please visit the Education Professional
Standards Board’s website
at http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Bachelor of Arts in Early Childhood Development with
Differentiated Instruction graduates will be able to:
Synthesize theories, processes, and approaches in
the study of early child development from diverse
perspectives across domains;
Analyze theories which address the interrelationship
of child, family and community, and culture on the
growth, behavior, and development of children;
Compile evidence-based strategies that demonstrate
an awareness of exceptionalities and cultural
diversity within the field of early child
development;
Assess the impact of contemporary issues and
trends relating to the field of early child
development and their multiple influences on
current practice and knowledge;
Propose diverse models of inclusion to emphasize
access, participation, and partnerships with children
and families; and,
Apply professional and ethical practice aligned to
national standards to include critical thinking,
individual reflection, and collaboration
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *27 credits
Required Specialization: 12 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (27 credits)
EDU 100 Issues in Education (3 credits)
ECD 101 Foundations of Early Learning and
Development (3 credits)
ECD 201 Atypical Development (3 credits)
Prerequisite: ECD 101
ECD 305 Positive Learning Environments (3 credits)
Prerequisite: ECD 301 or 302
ECD 310 Exceptional Learning and Inclusion (3
credits)
*ECD 330 Ethics and Legal Responsibility in Early
Learning Settings (3 credits) Prerequisite: ECD 315
or 320
ECD 336 Examining Multicultural & Anti-Bias
Education (3 credits)
ECD 405 Assessment and Intervention (3
credits) Prerequisite: ECD 340 or 345
EDU 499 College of Education Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Choose one specialization from the following:
Early Intervention Specialization (12 credits)
ECD 301 Foundations of Early Intervention (3
credits) Prerequisite: ECD 201
ECD 320 Cognition and Language Development (3
credits) Prerequisite: ECD 310
ECD 345 Family Systems and Community
Resources (3 credits) Prerequisite: ECD 335
ECD 410 Behavioral Methods and Strategies (3
credits) Prerequisite: ECD 405
Early Learning Specialization (12 credits)
ECD 302 Safe and Healthy Learning Environments
(3 credits) Prerequisite: ECD 201
ECD 315 Curriculum Planning and Design for Early
Learners (3 credits) Prerequisite: ECD 310
ECD 340 Language and Literacy Development (3
credits) Prerequisite: ECD 335
ECD 415 Foundations of Play and Learning (3
credits) Prerequisite: ECD 405
Bachelor of Arts in Early Childhood
Education
The Bachelor of Arts in Early Childhood Education
major prepares students for a career in education. Upon
completion of coursework in childhood development,
curricula, and program development, students will be
well acquainted with the education industry, be highly
trained in various theories of childhood development, and
exhibit advanced instructional skills.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
UNDERGRADUATE PROGRAMS
196 ASHFORD UNIVERSITY
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12
educator preparation programs are NOT accredited in
Kentucky by the Education Professional Standards Board
and are NOT recognized for initial, additional, or
renewal of certification or salary enhancement (rank
change) for K-12 educators in Kentucky. For more
information, please visit the Education Professional
Standards Board’s website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Early Childhood Education major graduates will be able
to:
Summarize principles of child development
including cognitive, physical, linguistic, social-
emotional and affective domains that define healthy,
respectful, supportive, and developmentally
stimulating environments for children;
Design developmentally appropriate teaching
strategies to implement professional learning
standards and curriculum, focused on meeting the
academic and developmental needs of children;
Justify the goals, benefits, and responsible use of
observation, documentation, and assessment
strategies in working with families, colleagues, and
communities to determine appropriate learning
methods for children;
Analyze effective strategies that focus on
collaboration and communication with families,
communities, and colleagues to foster positive and
supportive relationships that impact learning and
development of children;
Analyze the principles of equity, pedagogy, and
inclusivity to meet the needs of typically and
atypically developing; and
Promote ethical standards through reflective
practice and collaboration, critical application of
current research and theories, and identification as
an early childhood professional and leader while
continually advocating on behalf of children and
families.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 42 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (42 credits)
ECE 101 Introduction to Early Childhood Education
(3 credits)
ECE 214 Nutrition & Health of Children & Families
(3 credits)
EDU 100 Issues in Education (3 credits)
ECE 207 Professional Responsibilities in the Early
Childhood Environment (3 credits)
ECD 310 Exceptional Learning & Inclusion (3
credits)
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 197
ECD 315 Curriculum Planning & Design for Early
Learners (3 credits)
ECE 312 Administration of Early Childhood
Education Programs (3 credits)
ECE 313 Collaboration with Parents & Community
(3 credits)
ECE 315 Language Development in Young Children
(3 credits)
ECE 332 Child Development (3 credits)
ECE 335 Children’s Literature (3 credits)
ECE 405 Children & Families in a Diverse Society
(3 credits)
ECE 355 Understanding Behavior & Family
Dynamics (3 credits)
EDU 499 College of Education Capstone (3 credits)
Prerequisite: GEN 499
Bachelor of Arts in Early Childhood
Education Administration
The Bachelor of Arts in Early Childhood Education
Administration prepares students for a career in early
childcare administration. Upon completion of
coursework in organizational behavior and management,
childhood development, and curricula and program
administration, students will be well acquainted with the
education industry, be highly trained in various theories
of childhood development, and exhibit advanced
organizational management skills.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12
educator preparation programs are NOT accredited in
Kentucky by the Education Professional Standards Board
and are NOT recognized for initial, additional, or
renewal of certification or salary enhancement (rank
change) for K-12 educators in Kentucky. For more
information, please visit the Education Professional
Standards Board’s website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Early Childhood Education Administration major
graduates will be able to:
Demonstrate knowledge of child development
principles, including cognitive, language, physical
and affective domains, in creating environments that
are healthy, supportive, and challenging for
children;
Analyze the influence and impact of families and
communities on a child’s learning and development;
Design and assess developmentally appropriate
strategies and programs promoting positive
development and learning for children;
Apply leadership principles in directing and
managing a child care setting;
UNDERGRADUATE PROGRAMS
198 ASHFORD UNIVERSITY
Identify components of personnel management in
the recruiting, hiring, and maintenance of staff in
quality child care settings; and
Demonstrate knowledge of fiscal, legal, ethical, and
program requirements in administrating quality
child care settings.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 42 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (42 credits)
EDU 100 Issues in Education (3 credits)
ECE 101 Introduction to Early Childhood Education
(3 credits)
ECE 214 Nutrition & Health of Children & Families
(3 credits)
ECE 332 Child Development (3 credits)
ECE 355 Understanding Behavior & Family
Dynamic (3 credits)
ECD 315 Curriculum Planning & Design for Early
Learners (3 credits)
ECD 310 Exceptional Learning & Inclusion (3
credits)
ECE 313 Collaboration with Parents & Community
(3 credits)
ECE 312 Administration of Early Childhood
Education Programs (3 credits)
ECA 380 Becoming an Early Childhood Education
Leader in Today’s Society (3 credits) Prerequisite:
ECE 312
ECA 400 Building, Maintaining & Leading Early
Childhood Education Programs (3 credits)
Prerequisite: ECA 380
ECE 405 Children & Families in a Diverse Society
(3 credits)
ECA 435 Leading the Future of Early Childhood
Education (3 credits) Prerequisite ECA 400
EDU 499 College of Education Capstone (3 credits)
Prerequisite: GEN 499
Bachelor of Arts in Education and Public
Policy
(This program is not accepting new enrollments)
The Bachelor of Arts in Education and Public Policy
major will focus on a comprehensive study of the role of
policy and government in education. This program is
designed for students who have backgrounds and
interests in educational organizations, government,
community development, public service, and work with
non-profit organizations as well as those that have an
interest in pursuing graduate school.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Students: Contact the Teacher Education and
Certification Division of the Alabama State Department
of Education at 334-353-8567 or www.alsde.edu to verify
that these programs qualify for teacher certification,
endorsement, and/or salary benefits. State authorization
to provide a program related to the preparation of
teachers or other P-12 school/system personnel does not
indicate eligibility for an Alabama certificate. Applicants
who complete an educator preparation program at an
institution outside of Alabama must apply for an
Alabama professional educator or professional
leadership certificate through the Alabama Certificate
Reciprocity Approach. Current requirements may be
found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 199
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12
educator preparation programs are NOT accredited in
Kentucky by the Education Professional Standards Board
and are NOT recognized for initial, additional, or
renewal of certification or salary enhancement (rank
change) for K-12 educators in Kentucky. For more
information, please visit the Education Professional
Standards Board’s website at
http://www.epsb.ky.gov/mod/page/view.php?id=220
Missouri Students: Contact the Missouri Department of
Elementary and Secondary Education, Routes to
Certification at 573-751-0051 or at
http://dese.mo.gov/eq/cert/routes-to-certification.htm to
verify additional coursework and/or other requirements
and how those requirements can be met in Missouri.
Program Outcomes
Education and Public Policy major graduates will be able
to:
Describe the roles, processes, and dynamics of
educational policy-making;
Explain how educational program policies are
directed toward a specific population in meeting
organizational and individual needs;
Explain the historical and philosophical foundations
of education in the development of educational
policy;
Analyze issues and trends that drive education
reform;
Examine methods and techniques for analyzing
educational needs, alternative policies, and
implementation of selected policies; and
Analyze the impact of globalization on education
policy.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *52 credits
Major Course Requirements: *36 credits
Electives: 38 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major and 3 credits
from introductory requirements may also satisfy General
Education requirements.
Introductory Course Requirements (6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
*PSY 202 Adult Development & Life Assessment (3
credits)
Major Course Requirements (36 credits)
EDU 108 Introduction to Policy & Education (3
credits)
*HIS 324 History of American Education (3 credits)
*POL 303 The American Constitution (3 credits)
EDU 363 Education & Social Justice (3 credits)
EDU 365 Politics of American Education (3 credits)
MGT 380 Leadership for Organizations (3 credits)
EDU 422 Public Policy & Special Education (3
credits)
EDU 428 Student Achievement in Public Schools (3
credits)
EDU 471 Public Policy Issues in Education (3
credits)
EDU 473 Divergent Perspectives in Educational
Policy & Practice (3 credits)
EDU 486 Educational Policy & Administration (3
credits)
EDU 497 Capstone: Education & Public Policy
Development (3 credits) Prerequisite: GEN 499
+ EXP 105 fulfills 3 credits toward total elective credit
requirements and is required for online students with
fewer than 24 transferable credits
* Satisfies General Education requirements.
Bachelor of Arts in Education Studies
The Bachelor of Arts in Education Studies program is
designed to provide the foundational knowledge and
skills needed to understand and work in education in a
variety of settings. Although this BA does not provide
teacher certification or licensure, the course of study
prepares students to work with students in a variety of
capacities or to continue their education in a Post-
Baccalaureate program to complete their teaching degree
requirements. Careers in the field of education or
working with students may include any of the following
settings: business, childcare, recreation centers, nonprofit
organizations, health and human services, career
services, sociology, and public administration. Education
specializations that may be included with this degree
include Early Childhood Education, Child Development,
Instructional Design, and English Language Learner
Studies.
UNDERGRADUATE PROGRAMS
200 ASHFORD UNIVERSITY
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
California Students: According to education code in
California, a degree in professional education does not
qualify as the Bachelor’s degree requirement listed in the
qualifications to obtain a single subject teaching
credential. Thus, the Bachelor of Arts in Education
Studies degree offered at Ashford University will not
satisfy the BA requirement in the list of qualifications
needed to obtain a single subject teaching credential in
the state of California.
Current requirements for single subject may be found at
https://www.ctc.ca.gov/docs/default-
source/leaflets/cl560c.pdf?sfvrsn=16.
Current requirements for multiple subject may be found
at https://www.ctc.ca.gov/docs/default-
source/leaflets/cl561c.pdf?sfvrsn=12.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12
educator preparation programs are NOT accredited in
Kentucky by the Education Professional Standards Board
and are NOT recognized for initial, additional, or
renewal of certification or salary enhancement (rank
change) for K-12 educators in Kentucky. For more
information, please visit the Education Professional
Standards Board’s website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Missouri Students: Contact the Missouri Department of
Elementary and Secondary Education, Routes to
Certification at 573-751-0051 or at
http://dese.mo.gov/eq/cert/routes-to-certification.htm to
verify additional coursework and/or other requirements
and how those requirements can be met in Missouri.
Program Outcomes
Education Studies major graduates will be able to:
Design effective curriculum, instruction and
assessment to meet the needs of diverse learners;|
Demonstrate knowledge of child and adolescent
development in the cognitive, social, physical, and
emotional domains;
Identify the unique needs of special learners and
adapt curriculum and instruction to meet these
needs;
Apply alignment practices of standards, instruction
and assessment to identified academic, district and
state standards, goals and priorities as part of the
planning and material selection process; and
Apply foundational research skills to a topic of
interest in an area of education.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 36 credits
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 201
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (36 credits)
Introduction
EDU 100 Issues in Education (3 credits)
EDU 304 Introduction to Education (3 credits)
Foundation
EDU 324 History of American Education (3 credits)
EDU 372 Educational Psychology (3 credits)
ESE 370 Learning & the Brain (3 credits)
PSY 104 Child & Adolescent Development (3
credits)
Methodology
EDU 381 Curriculum & Instructional Design (3
credits)
ECD 310 Exceptional Learning & Inclusion (3
credits)
Literacy
EDU 371 Phonics-Based Reading & Decoding (3
credits) Prerequisite: EDU 372
Technology and Diverse Populations
EDU 321 Introduction to Serving English Language
Learners (3 credits)
EDU 352 Foundations of Educational Technology (3
credits)
Capstone
EDU 499 College of Education Capstone (3 credits)
Prerequisite: GEN 499
Bachelor of Arts in English
This program will offer students a disciplined study of
literature and provide a rigorously designed foundation
for the development of writing and critical thinking
skills. An English degree is versatile, and employers
value the proficiency in communication and composition
that are valuable in any career.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state.
Program Outcomes
English major graduates will be able to:
Demonstrate an understanding of various literary
genres and works in their historical, analytical, and
sociopolitical contexts;
Develop the ability to write creatively, clearly, and
concisely;
Develop critical thinking skills through intellectual
inquiry;
Demonstrate the ability to integrate significant
literary ideas and themes into a personal worldview;
Evaluate the power of language relative to
ethnicities and gender;
Analyze how writing, language, and literature
function to shape human culture and individual
identity; and
Apply effective independent research skills.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 9 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
All students must take ENG 121 and ENG 122 or their
equivalents prior to beginning their English major
course requirements.
*ENG 125 Introduction to Literature (3 credits)
ENG 301 American Literature to 1865 (3 credits)
ENG 302 American Literature After 1865 (3 credits)
*ENG 345 British Literature I (3 credits)
ENG 346 British Literature II (3 credits)
ENG 315 Business & Professional Writing (3
credits)
LIB 202 Women, Culture & Society (3 credits)
ENG 317 International Voices (3 credits)
Prerequisites: English Proficiency
*LNG 330 Language & Power: An Introduction to
Discourse Analysis (3 credits)
JRN 200 Elements of Journalism (3 credits)
UNDERGRADUATE PROGRAMS
202 ASHFORD UNIVERSITY
ENG 438 Literary Theory (3 credits)
ENG 497 English Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Bachelor of Arts in English Language
Learner Studies
(This program is not accepting new enrollments)
The Bachelor of Arts in English Language Learner
Studies major focuses on a comprehensive study of the
broad application of linguistics in addressing second
language learning needs. The program of study is
designed around courses that are grounded in the
Teachers of English to Speakers of Other Languages
(TESOL) standards. This program addresses English
Language Development (ELD) as it applies to its five
stages for children and adults. The program focuses on
best practices to deliver instruction in research-based
four square and sheltered models to address ELD
standards that map to national consortiums as well as
support the Common Core Standards for K-12 learners.
In addition, to prepare those who will address adult ELL
populations, a concentration on adult learner models and
authentic learning activities is embedded in the program
curriculum.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Program Outcomes
English Language Learner Studies major graduates will
be able to:
Apply concepts, linguistic theories, research,
knowledge of the structure of English, and
sociolinguistics to facilitate the acquisition of
English for English Language Learners;
Analyze the influences of culture and diversity as it
affects second language learning;
Apply knowledge of meta-linguistics in second
language development in constructing multiple
identities;
Describe standards-based practices and strategies
for developing and integrating English listening,
speaking, reading and writing skills in instructional
settings; and
Demonstrate knowledge of history, research and
current practices in the field of second language
acquisition and ELL.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *39 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (39 credits)
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 203
EDU 100 Issues in Education (3 credits)
ECD 310
Exceptional Learning & Inclusion
(3
credits)
*ELL 240 Linguistically & Culturally Diverse
Learners (3 credits)
LNG 312 Second Language Acquisition (3 credits)
Prerequisite: LNG 101 or LNG 321
ELL 354 Grammar in a Second Language (3 credits)
ELL 355 Methods, Materials, & Technology for
Learning a Second Language (3 credits)
ELL 351 Listening & Speaking in a Second
Language (3 credits)
ELL 353 Reading & Writing in a Second Language
(3 credits)
LNG 360 Language & Society (3 credits)
Prerequisite: LNG 100 or LNG 321
ELL 420 Testing & Assessment for ELL Students (3
credits)
LNG 415 Meaning in Language (3 credits)
Prerequisite: LNG 101 or LNG 321
ELL 361 Language Learning in a Global Context (3
credits)
EDU 499 College of Education Capstone (3 credits)
Prerequisite: GEN 499
*Satisfies General Education requirements.
Bachelor of Arts in Environmental
Studies
(This program is not accepting new enrollments)
The Bachelor of Arts in Environmental Studies is an
interdisciplinary degree that synthesizes the physical and
life sciences, humanities, and social sciences. Students
develop the knowledge and skills needed to analyze how
human civilization interacts with our natural
surroundings and to create sustainable solutions. Students
are trained in ecology, conservation biology, economics,
environmental chemistry, GIS, policy, renewable energy,
research methodologies, statistical reasoning, and
resource management. Students emerge from the
program prepared to work in environmental
management, planning, and regulation, or pursue a
graduate degree in an environmental field.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state.
Program Outcomes
Environmental Studies major graduates will be able to:
Analyze environmental issues and solutions;
Evaluate the impacts of culture, diversity, ethics,
history, law, policy, society, and technology on
global environmental issues;
Explain environmental issues and solutions in a
scientific manner;
Apply multidisciplinary and interdisciplinary
knowledge to topics in environmental science;
Synthesize the complex relationship between
humans and the environment; and
Apply quantitative analyses to research and
management decisions.
Program Requirements.
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
ENV 100 Introduction to Environmental Studies (3
credits)
ENV 322 Energy & Environmental Systems (3
credits)
ENV 325 Environmental Management (3 credits)
ENV 326 Ecology & Evolution (3
credits) Prerequisites: ENV 100
ENV 350 Conservation Biology (3
credits) Prerequisite: ENV 326
ENV 333 Environmental Impact (3 credits)
ENV 345 Business & the Environment (3 credits)
POL 310 Environmental Policies (3 credits)
ENV 385 Chemistry & Toxicology (3 credits)
*/**GEO 308 Geographic Information Systems (3
credits)
UNDERGRADUATE PROGRAMS
204 ASHFORD UNIVERSITY
BUS 308 Statistics for Managers (3 credits)
Prerequisite: Quantitative Reasoning Core
Competency
**ENV 497 Environmental Studies Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
**Please note that some applications in this course may
require additional hardware, software, and/or internet
connectivity requirements. This includes use of Windows
XP with Service Pack 2.0 or higher and broadband
Internet access. GIS software used in this program is not
compatible with Mac OS.
Bachelor of Arts in Gerontology
(This program is not accepting new enrollments)
This degree provides a foundation of the biological,
psychological, social, spiritual, and developmental
aspects of aging and longevity. A multidisciplinary
perspective promotes student exploration of the needs
and influences of the growing population of senior
citizens, and their impact on multiple aspects of society.
Multiculturalism, social, and ethical issues of aging and
longevity are explored within the multidisciplinary
context of the major.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Gerontology major graduates will be able to:
Describe interdisciplinary aspects of aging;
Examine legal, ethical, and financial factors
influencing aging independence;
Analyze multicultural perspectives on aging;
Explain the mental, physical, social, spiritual, and
developmental aspects of aging; and
Assess contemporary theory and research in
gerontology.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 36 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
PSY 304 Lifespan Development (3 credits)
Prerequisite: PSY 101
GRO 200 Introduction to Gerontology (3 credits)
PSY 317 Cognitive Functioning in the Elderly (3
credits) Prerequisite: PSY 101 or equivalent.
GRO 325 Aging & Health (3 credits)
*SOC 304 Social Gerontology (3 credits)
HCS 435 Spirituality, Health & Healing (3 credits)
HCS 316 Cultural Diversity in Health & Illness (3
credits)
GRO 410 Death & Dying (3 credits)
HCA 322 Health Care Ethics & Medical Law (3
credits) Prerequisite: HCA 305, HCA 205, HPR 231
or NUR 300
HCA 442 Contemporary Issues in Aging (3 credits)
HPR 460 Analysis of Health Research (3 credits)
GRO 497 Gerontology Capstone (3
credits) Prerequisite: GEN 499
Bachelor of Arts in Health and Human
Services
The Bachelor of Arts in Health and Human Services is an
interdisciplinary degree program preparing students to
work in diverse entry level positions in health and human
services. Emphasis of the major is on the delivery of
health and human services to diverse populations, in the
context of the current and emerging political,
socioeconomic, psychosocial, and regulatory
environment.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 205
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Health and Human Services major graduates will be able
to:
Analyze health and human services delivery from
political, socioeconomic, and psychosocial
perspectives;
Evaluate social and human delivery systems at the
individual, family, group, organization, and
community levels;
Analyze social problems within the context of
health care environments;
Evaluate ethical issues and challenges inherent in
the provision of health and human services;
Analyze human behaviors within the health and
human services context;
Evaluate health and human services issues,
challenges, and interventions;
Discuss the provision of health and human services
from multi-cultural perspectives; and
Identify effective communication components and
strategies with diverse health and human services
constituents.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 47 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
HHS 201 Introduction to Human Services (3 credits)
*HHS 207 Communication Skills for Health &
Human Service Personnel (3 credits)
HHS 310 Health & Human Services Culture: The
Helping Relationship (3 credits)
HCA 205 Introduction to Health Care (3 credits)
SOC 313 Social Implications of Medical Issues (3
credits)
HCA 415 Community & Public Health (3 credits)
*HHS 320 Cultural Awareness in the Human
Services (3 credits)
HCA 430 Special Populations (3 credits)
HHS 435 Contemporary Issues, Trends, Health Law
Ethics in Health & Human Services (3 credits)
HIM 301 Introduction to Health Informatics (3
credits)
HHS 460 Research Methods in Health & Human
Services (3 credits)
HHS 497 Health & Human Services Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Bachelor of Arts in Health and Wellness
This degree explores the dimensions of health and
wellness and their relationship to health status and
disease and injury prevention. Through a holistic
wellness perspective, students study the implications of
positive and negative health practices impacting physical,
social, occupational, emotional, intellectual, spiritual, and
environmental health. Students examine major health
risks and diseases affecting contemporary society, and
explore the principal ways to promote health and
wellness through lifestyle and behavioral change
throughout the lifespan. For more information about
program cost, educational debt, and completion rates of
students who attended this program, please visit
www.ashford.edu/pd/obahw.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Health and Wellness major graduates will be able to:
Describe the function of the human body;
Examine chronic conditions and diseases;
Analyze lifestyle factors which affect health and
wellness;
Assess the health and wellness status of individuals;
Develop personalized wellness programs using
evidenced-based strategies;
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206 ASHFORD UNIVERSITY
Apply behavior change theories, motivational
strategies, and counseling techniques to
implementation plans of wellness programs;
Employ cultural competence in wellness
programming; and
Evaluate the effectiveness of wellness programs.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *37 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 4 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (37 credits)
HWE 200 Introduction to Health & Wellness (3
credits)
*HPR 205 The Human Body, Health, & Disease (4
credits)
HCS 308 Introduction to Nutritional Concepts (3
credits) Prerequisite: HWE 200
HWE 330 Musculoskeletal Anatomy & Physiology
(3 credits) Prerequisite: HPR 205
HCS 334 Personal Fitness & Wellness for Optimal
Living (3 credits) Prerequisites: HWE 200 and
HPR 205
HWE 340 Exercise & Physiology (3 credits)
PSY 361 Health Psychology (3 credits)
PSY 380 Counseling and Behavior Change (3
credits) Prerequisites: HWE 200 and PSY 361
HWE 415 Stress Management (3 credits)
HWE 420 Wellness for Special Populations (3
credits)
HPR 460 Analysis of Health Research (3 credits)
HWE 498 Health & Wellness Capstone(3
credits) Prerequisite: GEN 499 and completion of
BAHW program core courses
* Satisfies General Education requirements.
Bachelor of Arts in Health Care
Administration
The Health Care Administration major provides
foundational knowledge in health-related topics,
operations, and applications for those working in or
seeking careers in the rapidly growing healthcare
industry. The degree is characterized by an
interdisciplinary and integrated learning approach,
reflecting the realities of the healthcare system. Specific
curriculum in health administration, regulation and
financing, health care planning, health policy, and quality
monitoring is provided.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study. For additional
information, please refer to your state licensing board or
agency.
Program Outcomes
Health Care Administration major graduates will be able
to:
Analyze the legal and ethical issues of healthcare
systems;
Explore cultural and social-demographic variables
influencing the delivery of healthcare services;
Examine the provision of healthcare services within
a regulatory environment;
Analyze the major financing systems of U.S.
healthcare services;
Analyze the major forces driving change in the
healthcare system;
Assess the major issues confronting community and
public health services; and
Apply the theoretical dimensions of leadership
within the health care environment.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 36 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (36 credits)
HCA 205 Introduction to Health Care (3 credits)
SOC 313 Social Implications of Medical Issues (3
credits)
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2020-2021 ACADEMIC CATALOG 207
HCA 340 Managing in Health & Human Services (3
credits) Prerequisite: HCA 305 or 205
HCA 322 Health Care Ethics & Medical Law (3
credits) Prerequisite: HCA 305, HCA 205, HPR
231 or NUR 300
BUS 303 Human Resource Management (3 credits)
HCA 375 Continuous Quality Monitoring &
Accreditation (3 credits) Prerequisite: HCA 205
^ACC 281 Accounting Concepts for Health Care
Professionals (3 credits) Prerequisite: Digital
Literacy competency
HCA 312 Health Care Finance (3
credits) Prerequisites: HCA 305 or 205 and ACC
281
HCA 430 Special Populations (3 credits)
HCA 415 Community & Public Health (3 credits)
HCA 421 Health Care Planning & Evaluation (3
credits) Prerequisite: Successful completion of the
majority of major coursework
HCA 460 Health Care Administration Capstone (3
credits) Prerequisite: GEN 499 & majority of
major coursework
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course
Bachelor of Arts in Health Care Studies
(This program is not accepting new enrollments)
The Bachelor of Arts in Health Care Studies is designed
to facilitate the attainment of a Bachelor’s degree for
individuals working in the health care system, as well as
learners desiring an entry level health care degree. This
generalist degree stresses the knowledge of the health
care industry and emphasizes the development of
qualitative skills. It is intended to complement our more
quantitative managerial BA in Health Care
Administration.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Health Care Studies major graduates will be able to:
Explain the major components of the U. S. health
care system;
Explain the major population factors that influence
the delivery of health services;
Analyze driving factors influencing health care,
including reform and quality;
Apply principles from management theory, social
and health sciences;
Analyze non-clinical issues arising in delivering
health care;
Discuss regulatory elements influencing health care
delivery such as ethics and legal issues; and
Demonstrate communication skills that facilitate the
delivery of health services.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *52 credits
Major Course Requirements: *30 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Introductory Course Requirement (6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
*PSY 202 Adult Development & Life Assessment (3
credits)
Major Course Requirements (30 credits)
HCA 205The U.S. Health Care System (3 credits)
*HCA 322 Health Care Ethics & Medical Law
(3 credits) Prerequisite: HCA 305, HCA 205, HPR
231 or NUR 300
SOC 313 Social Implications of Medical Issues
(3 credits) Prerequisites: PSY 101 and SOC 101 or
equivalents
HCA 340 Managing in Health & Human Services
(3 credits) Prerequisite: HCA 305 or 205
BUS 303 Human Resource Management (3 credits)
HCA 415 Community & Public Health (3 credits)
HCA 430 Special Populations (3 credits)
HPR 231 Introduction to Health Education
(3 credits)
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208 ASHFORD UNIVERSITY
HCA 333 Introduction to Long Term Care (3 credits)
HCA 497 Health Care Studies Capstone (3 credits)
Prerequisite: GEN 499
+ EXP 105 fulfills 3 credits toward total elective credit
requirements and is required for online students with
fewer than 24 transferable credits.
* Satisfies General Education requirements.
Transfer Concentration Option
Students may add a transfer concentration to the
Bachelor of Arts in Health Care Studies program by
transferring in 12 applicable credits in a defined subject
area. Transfer concentrations are not required and are
intended for students who have experience and/or
extensive transfer credit coursework in a field of study at
the time of admission to the program. The following
major courses are designated for substitution with
concentration coursework, where appropriate: HCA 305,
SOC 313, HCA 340, and BUS 303. For additional
details, see Transfer Concentration Guidelines in the
General Academic Information and Policies section of
this Catalog.
Bachelor of Arts in Health Education
(This program is not accepting new enrollments)
This public health/health promotion-based degree
identifies and explores the theoretical and practical issues
encountered by health educators, and provides students
the skills needed to apply health education principles to
health challenges facing individuals, groups, and
communities. Upon completion of this degree, students
will have foundational understanding of the
interrelationships between physical, social, and cultural
forces in the etiology of disease and the ensuing practices
of assessing, planning, executing, and evaluating health
challenges impacting the well-being of today’s
multicultural society. While this program prepares
students to become health educators that encourage
healthy lifestyles and wellness through educating
individuals and communities about behaviors that
promote healthy living and prevent diseases and other
health problems, it is NOT intended to prepare students
to become certified teachers in the K-12 setting.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Missouri Students: Contact the Missouri Department of
Elementary and Secondary Education, Routes to
Certification at 573-751-0051 or at
http://dese.mo.gov/eq/cert/routes-to-certification.htm to
verify additional coursework and/or other requirements
and how those requirements can be met in Missouri.
Program Outcomes
Health Education major graduates will be able to:
Examine the individual and community needs for
health education;
Examine the impact of social and cultural factors in
health education planning, delivery, and evaluation;
Analyze research in health education;
Identify elements of effective health education;
Differentiate tools health educators use to bring
about health change;
Examine the interrelationships between physical,
social, mental, and cultural forces in the etiology of
disease;
Examine behavior change theories and models in
the context of health education; and
Apply measures of individual and community health
needs to health education planning, delivery, and
evaluation.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 36 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (36 credits)
HPR 231 Introduction to Health Education (3 credits)
HPR 232 Community Health Promotion Methods
(3 credits)
HCA 322 Health Care Ethics & Medical Law (3
credits) Prerequisite: HCA 305, HCA 205, HPR
231 or NUR 300
HPR 303 Health Communications (3 credits)
HCA 340 Managing in Health & Human Services
(3 credits) Prerequisite: HCA 305 or HCA 205
HPR 350 Introduction to Epidemiology (3 credits)
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 209
HCS 412 Health Promotion Planning & Evaluation
(3 credits)
HCA 415 Community & Public Health (3 credits)
HCA 430 Special Populations (3 credits)
HPR 450 Grant Writing and Evaluation (3 credits)
HPR 460 Analysis of Health Research (3 credits)
HCS 497 Health Education Capstone (3
credits) Prerequisite: GEN 499
Bachelor of Arts in Health Informatics
(This program is not accepting new enrollments)
This degree provides a generalist orientation to the field
of Health Informatics, in which students receive a broad
overview of how health care data can be used to reduce
costs and improve efficiency and quality of health care.
Students who complete this degree acquire an
understanding of how health and allied health personnel
and organizations acquire, store, and utilize data. In
addition, the degree introduces students to the regulatory
and compliance factors impacting the design, use, and
application of Health Informatics.
Special Terms and Conditions: Successful completion of
this program does not lead to certification from the
American Health Information Management Association
(AHIMA) or the American Society of Health Informatics
Managers (ASHIM), which may be a requirement for
certain positions in this field. In addition, this program is
not accredited by the Commission on Accreditation for
Health Informatics and Information Management
Education (CAHIIM), which is a requirement for some
AHIMA certifications. Prospective students are advised
to regularly review the requirements for job postings in
their intended field of employment. Other factors, such as
a student’s criminal history, may prevent an applicant
from obtaining certification or employment in this field.
Program Outcomes
Health Informatics major graduates will be able to:
Analyze the role of health informatics in health care
delivery, administration, education, and research;
Analyze the impact of technology on health care
quality, and service delivery;
Examine the regulatory forces impacting the
acquisition, storage, maintenance, and usage of
health care data;
Analyze components of Health Informatics systems;
Examine issues and trends in Health Informatics;
Examine emerging applications in Health
Informatics; and
Examine research in Health Informatics.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *52 credits
Major Course Requirements: *36 credits
Electives: 35 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Introductory Course Requirement (6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
*PSY 202 Adult Development & Life Assessment (3
credits)
Major Course Requirements (36 credits)
HCA 401 Introduction to Health Care Informatics (3
credits)
**HIM 217 Electronic Health Records (3 credits)
Prerequisite: HCA 205
INF 220 IS Principles (3 credits) Prerequisite: INF
103 or permission of instructor
INF 231 Programming Concepts (3 credits) .
INF 325 Telecommunications & Networking
Concepts (3 credits) Prerequisite: INF 231 or
permission of the instructor
HCA 375 Continuous Quality Monitoring &
Accreditation (3 credits) Prerequisite: HCA 205
HCA 352 Legal & Ethical Aspects of Health
Information Management (3 credits)
HCA 435 Informatics Applications (3 credits)
HCA 419 Current Topics in Informatics (3 credits)
PSY 325 Statistics for the Behavioral & Social
Sciences (3 credits)
HHS 460 Research Methods in Health & Human
Services (3 credits)
HCA 496 Health Informatics Capstone (3 credits)
Prerequisite: GEN 499
+ EXP 105 fulfills 3 credits toward total elective credit
requirements and is required for online students with
fewer than 24 transferable credits.
* Satisfies General Education requirements.
** A grade of C or higher is required.
UNDERGRADUATE PROGRAMS
210 ASHFORD UNIVERSITY
Bachelor of Arts in Health Marketing and
Communication
(This program is not accepting new enrollments)
This multidisciplinary degree prepares students to apply
theories, strategies, and techniques in the design of health
interventions, campaigns, communications, and research
projects for targeted audiences. Drawing from the
disciplines of marketing, public relations, health
promotion, prevention and wellness, students learn to
create, communicate, and deliver health information and
interventions using customer-centered and science-based
strategies to protect and promote the health of diverse
populations.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Health Marketing and Communication major graduates
will be able to:
Apply health behavior theory to develop strategies
and messages to target audiences;
Examine health marketing and communication
strategies used in raising awareness, advocacy,
behavior change, and risk communication;
Choose marketing and communication strategies to
achieve health communication objectives;
Analyze the strengths and weaknesses of
communication channels used in health marketing;
Identify eHealth channels;
Examine current eHealth trends; and
Examine ethical perspectives and issues in health
marketing and communication.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *52 credits
Major Course Requirements: *36 credits
Electives: 38 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Introductory Course Requirement (6 credits)
+EXP 105 Personal Dimensions of Education (3
credits)
*PSY 202 Adult Development & Life Assessment (3
credits)
Major Course Requirements (36 credits)
HCA 415 Community & Public Health (3 credits)
SOC 313 Social Implications of Medical Issues (3
credits) Prerequisites: PSY 101 and SOC 101 or
equivalents
*HCS 316 Cultural Diversity in Health & Illness (3
credits)
HCS 323 Health & Wellness Promotion Throughout
the Lifespan (3 credits)
HPR 303 Health Communications (3 credits)
HMC 312 Health Marketing & Advertising (3
credits)
CGD 318 Public Relations Practices & Promotional
Writing (3 credits)
JRN 335 Cyber-journalism (3 credits)
HMC 314 Social Media & Health Promotion (3
credits)
*HMC 334 Ethics in Health Marketing &
Communication (3 credits)
HMC 462 Contemporary Issues & Trends in Health
Marketing & Communication (3 credits)
HMC 499 Health Marketing & Communication
Capstone (3 credits) Prerequisite: GEN 499
+ EXP 105 fulfills 3 credits toward total elective credit
requirements and is required for online students with
fewer than 24 transferable credits* Satisfies General
Education requirements.
Bachelor of Arts in History
In a world transformed by the powerful tides of
globalization, history provides an intellectual toolkit for
dealing with complex national and international realities.
Every aspect of the present is rooted in aspects of the
past. Immersion in place-based knowledge and
understanding how unintended consequences shape our
lives help students to understand an increasingly complex
world.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 211
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state.
Program Outcomes
History major graduates will be able to:
Utilize appropriate historical sources in the
completion of written and/or oral narratives and
analysis;
Interpret events, institutions, and human
communities in their historical contexts;
Assess historical phenomena in terms of continuity,
change, causation, and significance;
Analyze major issues, trends and debates with
respect to the historiography of specific topics and
themes;
Evaluate historical events and trends from global
perspectives that examine interaction between
societies and cultures; and
Assess the significance of social and cultural
developments within broader historical contexts.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 9 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
*HIS 103 World Civilizations I (3 credits)
*HIS 104 World Civilizations II (3 credits)
*HIS 205 United States History I (3 credits)
HIS 306 Twentieth-Century Europe (3 credits)
POL 303 The American Constitution (3 credits)
SSC 320 Global Socioeconomic Perspectives (3
credits)
HIS 378 Historiography & Historical Methodologies
(3 credits)
Prerequisites: ENG 122 and HIS 206
HIS 340 Recent American History (3 credits)
Prerequisites: ENG 122 and HIS 206
HIS 311 Gender in History (3 credits)
Prerequisites: ENG 122 and HIS 206
HIS 355 Decolonization in Asia, Africa and the
Americas Prerequisites: ENG 122, HIS 204 and
HIS 206
HIS 379 The Atlantic World (3 credits)
Prerequisites: ENG 122, HIS 104 and HIS 206
HIS 497 History Capstone: Advanced Research
Project (3 credits) Prerequisite: GEN 499 and all
major course requirements
* Satisfies General Education requirements.
Bachelor of Arts in Instructional Design
The Bachelor of Arts in Instructional Design program
prepares students to design training and instruction for
online, place-based, and blended learning environments.
Students develop expertise with instructional design
theories, practices, and technologies through realistic
project-based assessments that ensure preparation for
practicing instructional design within corporate,
government, military, non-profit, school, university, and
consulting contexts.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
UNDERGRADUATE PROGRAMS
212 ASHFORD UNIVERSITY
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Program Outcomes
Instructional Design major graduates will be able to:
Design instructional and training interventions and
assessments for online, place-based, and blended
delivery;
Apply the results of learning, task, performance, and
other analyses to the design of training and
instruction;
Apply evaluations of technologies for developing,
delivering, and assessing instructional and training
interventions;
Distinguish how different principles and theories of
learning, design, and assessment influence design
processes and outcomes;
Develop plans to manage collaborative processes
and participants typically involved in an
instructional design project;
Respond appropriately to ethical, legal, and political
factors influencing instructional design projects for
diverse learners and contexts; and
Justify design decisions through effective
communication in visual, oral, and written form.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 39 credits
Electives: 38 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (39 credits)
EDU 100 Issues in Education (3 credits)
ESE 370 Learning & the Brain (3 credits)
EDU 120 Principles of Instructional Design (3
credits)
EDU 232 Instructional Design for E-Learning (3
credits) Prerequisite: EDU 120
EDU 335 Design Concepts & Application (3
credits) Prerequisites: EDU 120 and 232
EDU 337 Collaboration in the Virtual Classroom (3
credits) Prerequisites: EDU 120 and 232
EDU 356 Emerging Issues in Educational
Technology (3 credits) Prerequisites: EDU 120
and 232
EDU 358 Assessment of Student Learning (3
credits) Prerequisites: EDU 120 and 232
EDU 336 Evaluation of E-Learning (3
credits) Prerequisites: EDU 120 and 232
EDU 362 Adult Learning & Instruction (3 credits)
EDU 431 Advanced Instructional Design (3
credits) Prerequisites: EDU 120 and 232
EDU 433 Project Management for Instructional
Design (3 credits) Prerequisites: EDU 120 and 232
EDU 499 College of Education Capstone (3
credits) Prerequisite: GEN 499
Bachelor of Arts in Homeland Security
and Emergency Management
The Bachelor of Arts in Homeland Security and
Emergency Management provides students with a broad
view of homeland security, emergency management, and
preparedness at the federal, state, and local levels. The
program is designed to transcend a single discipline to
consider counter-terrorism, emergency planning for
natural disasters and response to terrorism, research and
analysis, and an interdisciplinary foundation of courses
including ethics, international relations, cyber crime, as
well as a strong emphasis on American Government and
the United States Constitution.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 213
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Homeland Security and Emergency Management major
graduates will be able to:
Demonstrate a comprehension of relevant bodies of
law, the intelligence community, and international,
political, social, and cultural environments;
Develop critical thinking skills for effective
problem solving relative to crisis management
issues, principles, and procedures;
Understand the importance of the historic, cultural,
and diversity aspects of selected populations;
Demonstrate the ability to write a substantive report
or analysis using strong research skills and technical
writing proficiency;
Evaluate data and analyze the validity of the
information;
Create a report that demonstrates the ability to
retrieve information from relevant websites
including the pertinent governmental websites and
repositories of information; and
Evaluate the ethical implications of Homeland
Security measures.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
HSM 101 Introduction to Homeland Security &
Emergency Management (3 credits)
HSM 201 Department of Homeland Security
Missions & Current Issues (3 credits)
*POL 111 Introduction to Political Science (3
credits)
CRJ 306 Criminal Law & Procedure (3 credits)
CRJ 310 Applied Constitutional Issues (3 credits)
SOC 333 Research Methods (3 credits)
HSM 318 Emergency Planning & Response (3
credits)
HSM 323 Revolution & Terrorism in the Modern
World (3 credits)
HSM 433 Counter Terrorism & Intelligence Analysis
(3 credits)
HSM 435 Psychology of Disaster (3 credits)
HSM 438 Introduction to Cyber Crime (3 credits)
HSM 497 Homeland Security & Emergency
Management Capstone (3 credits) Prerequisite:
GEN 499
Bachelor of Arts in Journalism and Mass
Communication
The Bachelor of Arts in Journalism and Mass
Communication prepares students with the necessary
skills to explore career opportunities as reporters,
journalists, writers, editors, and in other areas of
communication focused on presentation of news and
information. Students who major in this degree program
will explore the various aspects of print, broadcast, and
digital media systems. Students will also learn to
critically examine news and information media, conduct
audience analyses, and learn skills to produce news for
various media platforms. Additionally, students will learn
to consider legal and ethical principles associated with
the dissemination of information in the media.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Journalism and Mass Communication major graduates
will be able to:
Demonstrate an understanding of the rights, roles
and responsibilities of news media professionals;
Apply the principles of Freedom of Speech and
Freedom of the Press in a domestic and global
society;
Demonstrate an understanding of diverse cultures
and groups in a domestic and global society in
relation to mediated communications;
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214 ASHFORD UNIVERSITY
Apply ethical principles a in the pursuit of truth,
accuracy, fairness, and diversity;
Demonstrate the ability to develop accurate, timely,
and impactful mediated messages while applying
the appropriate theories and concepts in the
presentation of information and images;
Demonstrate the ability to conduct research, apply
basic numerical and statistical concepts, evaluate
information using the appropriate methods, and
write clearly in the forms and styles appropriate for
the profession; and
Demonstrate the ability to think critically,
creatively, and independently in the development of
news, and in the evaluation of their own work, and
the work of others.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: 36 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 9 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
*JRN 101 Digital & Media Literacy (3 credits)
JRN 200 Elements of Journalism (3
credits) Prerequisite: ENG 121 and ENG 122 or
equivalents
CGD 318 Public Relations Practices & Promotional
Writing (3 credits)
JRN 301 Newsgathering & Reporting (3 credits)
Prerequisite: JRN 201
*LNG 330 Language and Power (3 credits)
Prerequisite: LNG 101or LNG 321
*LNG 360 Language and Society (3 credits)
COM 327 Visual Communication (3 credits)
JRN 330 Media Law & Ethics (3 credits)
Prerequisites: JRN 200 and JRN 201
JRN 412 Advanced Editorial & Feature Writing (3
credits) Prerequisites: JRN 301
JRN 341 Specialized Journalism (3 credits)
Prerequisite: JRN 301
JRN 450 Investigative Journalism (3 credits)
Prerequisite: JRN 301
JRN 497 Journalism & Mass Communication
Capstone (3 credits) Prerequisite: All Major Core
courses and GEN 499
Bachelor of Arts in Law Enforcement
Administration
The Bachelor of Arts in Law Enforcement
Administration (LEA) is designed for students who wish
to advance their careers by developing management
skills in the field of law enforcement. The major is
designed to provide students with the knowledge and
leadership skills necessary to maintain social order,
protect individual rights, meet public needs, and uphold
the laws and institutions of democracy. Students will
learn problem solving and communication skills, and
develop increased empathy and a greater understanding
of diversity.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to professional
licensure or certification in any state, regardless of
concentration or specialization, and students will not
receive the training required to become a law
enforcement officer. Each state has its own standards
and training requirements for appointment as a law
enforcement officer. It is the student’s responsibility to
review any state certification or licensure requirements
in their intended field of employment.
Further, Ashford University does not guarantee that any
professional organization will accept a graduate’s
application to sit for any exam for the purpose of
professional certification. Students seeking licensure or
certification in a particular profession are strongly
encouraged to carefully research the requirements prior
to enrollment. Requirements may vary by state. Further,
a criminal record may prevent an applicant from
obtaining licensure, certification, or employment in this
field of study.
Program Outcomes
Law Enforcement Administration major graduates will
be able to:
Examine the leadership and management skills
appropriate to ethical law enforcement
administration;
Evaluate the practices and systems for maintaining
individual rights;
Distinguish standards of police responsibility,
accountability, ethics, and rights;
Explain the intersection of race, crime, and social
policy;
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2020-2021 ACADEMIC CATALOG 215
Evaluate the strategies for effective policing in
today’s increasingly complex communities; and
Analyze meaningful research that informs
leadership in decision-making and policy
development.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 3 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
LEA 101 Introduction to Concepts in Law
Enforcement Administration (3 credits)
LEA 300 Policing Models for the 21
st
Century (3
credits)
*LEA 200 Ethical Leadership (3 credits)
LEA 301 Supervision & Human Resource
Management in Law Enforcement (3 credits)
HSM 318 Emergency Planning & Response (3
credits)
CRJ 306 Criminal Law & Procedures (3 credits)
LEA 420 Socio Cultural Intelligence in Criminal
Justice (3 credits)
PPA 305 Budgeting for Public Administrators (3
credits)
CRJ 310 Applied Constitutional Issues (3 credits)
ENG 315 Business & Professional Writing (3
credits) Prerequisites: ENG 122 and junior standing
or permission of the instructor
LEA 444 Training Management (3 credits)
LEA 497 Law Enforcement Administration Capstone
(3 credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Bachelor of Arts in Liberal Arts
The Bachelor of Arts in Liberal Arts major is designed
for students who seek career opportunities in many
fields. The Liberal Arts program is designed to provide
students with a broad-based liberal arts experience
enriching the student’s understanding of the physical and
social world. The diversity of courses will enable the
student to examine major national and global issues,
especially those issues related to cultures and their
diversity. Liberal studies emphasize literature,
philosophy, social science, and analytical and critical
thinking skills, all of which prepare students for lifelong
learning and social, cultural, and technological change.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state.
Program Outcomes
Liberal Arts major graduates will be able to:
Demonstrate appropriate comparative and analytical
communication skills across disciplines;
Conduct effective independent research;
Demonstrate interpersonal and collaborative skills
between and among diverse groups and individuals;
Apply critical thinking skills in analyzing complex
social and cultural issues;
Summarize and integrate viewpoints from different
disciplines; and
Analyze the values that influence interactions
among people, groups, or nations.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *33 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (33 credits)
*LIB 101 The Art of Being Human (3 credits)
LIB 102 Human Questions (3 credits)
LIB 301 Liberal Arts Seminar (3 credits)
*LIB 202 Women, Culture & Society (3 credits)
LIB 315 The Environment & the Human Spirit (3
credits) Prerequisite: ENG 122 or equivalent
LIB 316 Historical Contexts & Literature (3 credits)
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216 ASHFORD UNIVERSITY
ENG 317 International Voices (3 credits)
Prerequisites: English Proficiency
ENG 438 Literary Theory (3 credits)
LIB 332 Science & Culture (3 credits)
LIB 356 Research Methods for the Humanities (3
credits)
LIB 495 Capstone – Advanced Research Project (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Bachelor of Arts in Library Science and
Media
Library Science and Media is a growing field. In addition
to programming and developing collections, librarians in
the 21st century are charged with managing various
informational literacies including digital resources. As
technology continues to advance and as institutions
continue to develop their virtual presence, librarians will
play an essential role in supporting research and
informational systems. The evolving role of librarians
and the training necessary to become 21st century
information experts will be explored through coursework
in this degree program.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license.
Ashford graduates will be subject to additional
requirements on a state-by-state basis that will include
one or more of the following: student teaching or
practicum experience, additional coursework, additional
testing, or, if the state requires a specific type of degree
to seek alternative certification, earning an additional
degree. None of Ashford's online education programs are
accredited by the Council for the Accreditation of
Educator Preparation (CAEP), which is a requirement
for certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the
Education Resource Organizations Directory (EROD)
and to contact the licensing body of the state where they
are licensed or intend to obtain licensure to verify that
these courses qualify for teacher certification,
endorsement, and/or salary benefits in that state prior to
enrolling. Prospective students are also advised to
regularly review the state’s policies and procedures
relating to licensure as those policies are subject to
change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other
P-12 school/system personnel does not indicate eligibility
for an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through
the Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: The Bachelor of Arts in Library Science
and Media does not lead to licensure in Iowa as a school
librarian, also known as a school media specialist.
Program Outcomes
Library Science and Media major graduates will be able
to:
Apply the concepts and tools of inquiry to create
learning environments and experiences to include
multiple environments;
Evaluate technology tools and applications for
effective instructional delivery and research
applications;
Create learning opportunities that are adapted to
diverse learners and cultures;
Analyze media, literature and materials for
inclusion in specific settings and programs,
including multiple modalities; and,
Develop research skills and strategies to support
accurate, efficient and appropriate information
acquisition.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 33 credits
Electives: 44 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (33 credits)
EDU 100 Issues in Education (3 credits)
EDU 302 Foundations of Library and Information
Science (3 credits)
EDU 306 Library Programs and Services (3 credits)
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2020-2021 ACADEMIC CATALOG 217
EDU 307 Library Collection Development and
Management (3 credits)
EDU 352 Foundations of Educational Technology (3
credits)
EDU 400 Library Materials for Mid-grade and
Young Adults (3 credits)
EDU 367 Elementary & Secondary School Media (3
credits)
EDU 440 Information Literacy (3 credits)
EDU 308 Reference & Research Services (3 credits)
ECE 355 Understanding Behavior & Family
Dynamics (3 credits)
EDU 499 College of Education Capstone (3 credits)
Prerequisite: GEN 499
Bachelor of Arts in Military Studies
(This program is not accepting new enrollments)
The Bachelor of Arts in Military Studies provides you
with a foundation on social, cultural, political,
environmental, technological, and economic security and
military issues. In this program, you will investigate,
analyze, and evaluate salient security and military issues
within historical, topical, and geographic contexts. In
addition, you will learn the importance and necessity of
preparing for multi-faceted threats and risks from violent
and non-violent sources.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study. This program is not a
Military Science (ROTC) program and does not lead to a
commission.
Program Outcomes
Military Studies major graduates will be able to:
Analyze the economic threats and risks present in
today’s society;
Assess the technological challenges that instigate
insecurity for governments, businesses, and non-
profit institutions;
Explain modern social and political security
challenges;
Examine environmental issues that create security
and military threats and risks; and
Develop possible courses of action to mitigate
threats and risks from real world security and
miltary events.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 9 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
MIL 101 Introduction to Military Studies (3 credits)
*MIL 275 Military Ethics (3 credits)
*POL 111 Introduction to Political Science (3
credits)
SSC 340 Human Health & Global Environmental
Change (3 credits)
POL 470 Introduction to Political Analysis (3
credits)
*POL 255 Introduction to International Relations (3
credits)
SSC 330 Peacemaking: A Global Study of Conflict
Resolution & Activism (3 credits)
HSM 323 Revolution & Terrorism in the Modern
World (3 credits)
POL 303 The American Constitution (3 credits)
ENV 322 Energy & Environmental Systems (3
credits)
HSM 438 Introduction to Cyber Crime (3 credits)
MIL 497 Military Studies Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Bachelor of Arts in Political Science and
Government
The Bachelor of Arts in Political Science and
Government focuses on the systematic study of political
institutions, behavior, political parties, research methods,
comparative politics, and an emphasis on our national
government. Political Science is key for imparting
knowledge of political processes, values, and public
UNDERGRADUATE PROGRAMS
218 ASHFORD UNIVERSITY
policy and is designed to provide students with the
analytical tools and critical thinking skills to address the
intricate and complex relationships among the private,
public, transnational, and global sectors. For more
information about program cost, educational debt, and
completion rates of students who attended this program,
please visit www.ashford.edu/pd/obapsg.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Political Science and Government major graduates will
be able to:
Demonstrate an understanding of the ways in which
power and authority are embedded in the structures
and workings of the government and politics;
Analyze political issues and develop methods to
resolve them through effective and creative
communication;
Develop the ability to undertake in-depth analyses
of political behavior as it applies to various political
theories in democracy and representation;
Assess critically the causes and implications of
conflict, compromise, and cooperation at the local,
national, transnational, and global levels; and
Evaluate public policy as it relates to political
behavior, rights, and justice.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 47 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
*POL 111 Introduction to Political Science (3
credits)
POL 201 American National Government (3 credits)
*POL 255 Introduction to International Relations (3
credits)
POL 303 The American Constitution (3 credits)
POL 310 Environmental Policies (3 credits)
HSM 323 Revolution & Terrorism in the Modern
World (3 credits)
SSC 330 Peacemaking: A Global Study of Conflict
Resolution and Activism (3 credits)
POL 353 Comparative Politics (3 credits)
SSC 340 Human Health & Global Environmental
Change (3 credits)
POL 470 Introduction to Political Analysis (3
credits)
POL 480 Methodology in Political Science (3
credits) Prerequisite: POL 470
POL 497 Political Science Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Bachelor of Arts in Psychology
The Psychology major focuses on the study of human
behavior and mental processes. This major explores
psychology both as an area of scientific investigation and
as a health or human services profession. Students
majoring in psychology may also seek employment
opportunities in business, law, government, health care,
and other careers that involve understanding human
behavior and providing competent leadership.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Psychology major graduates will be able to:
Demonstrate breadth of psychological knowledge;
Analyze information and data with scientific
thinking;
Defend ethics, social justice, and diversity;
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 219
Illustrate professional communication skills; and
Apply professional skills to career planning and
success.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *39 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program 3 credits from the major can also satisfy
the General Education Requirements.
Major Course Requirements (39 credits)
PSY 101 Introduction to Psychology (3 credits)
PSY 104 Child & Adolescent Development (3
credits)
*MAT 232 Statistical Literacy (3 credits)
PSY 331 Psychology of Learning (3
PSY 301 Social Psychology (3
credits) Prerequisite: PSY 101, SSC 101 or
equivalent
PSY 302 Industrial/Organizational Psychology (3
credits)
PSY 325 Statistics for the Behavioral & Social
Sciences (3 credits) Prerequisite: MAT 232
PSY 304 Lifespan Development (3 credits)
Prerequisite: PSY 101
PSY 326 Research Methods (3 credits) Prerequisite:
MAT 232
PSY 330 Theories of Personality (3
credits) Prerequisite: PSY 101 or equivalent and
PSY 326 Research Methods
PSY 350 Physiological Psychology (3
credits) Prerequisite: PSY 101 or equivalent
PSY 303 Abnormal Psychology (3
credits) Prerequisite: PSY 101 or equivalent and
PSY 330
^PSY 496 Applied Project (3 credits) Prerequisite:
GEN 499
^ Majority of the major coursework should be completed
prior to taking the Capstone course.
Bachelor of Arts in Public Administration
(This program is not accepting new enrollments)
The Bachelor of Art in Public Administration is designed
for students who seek entry-level management careers in
government management at the federal, state, or local
level and nonprofit management. Students will receive a
solid foundation in public sector practices and processes
complemented by coursework in the social sciences.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Public Administration major graduates will be able to:
Organize theoretical knowledge for understanding,
developing, and implementing public policy and
administration;
Integrate academic theory and practical
applications;
Apply management theory to the practice of public
administration;
Analyze relevant political and legal factors in the
policy process and analyze their roles critically; and
Judge the ethical components of public
responsibility.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 36 credits
Electives: 41 credits
Students must earn a minimum of 30 upper-division
credits.
Major Course Requirements (36 credits)
PPA 310 Public Organizational Theory & Behavior
(3 credits)
PPA 220 Public Service Leadership (3 credits)
POL 303 The American Constitution (3 credits)
POL 310 Environmental Policies (3 credits)
PPA 301 Principles of Public Administration (3
credits)
PPA 303 Finance for Public Administrators (3
credits) Prerequisite: ECO 203
PPA 305 Budgeting for Public Administrators (3
credits)
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220 ASHFORD UNIVERSITY
PPA 307 Intergovernmental Relations & Issues (3
credits) Prerequisite: PPA 301
PPA 401 Urban Management (3
credits) Prerequisite: PPA 301
PPA 403 Administrative Law (3 credits)
PPA 405 Personnel Management (3 credits)
^^PPA 497 Public Policy Formation (3
credits) Prerequisite: GEN 499
^^ This course must be taken last in the program.
Bachelor of Arts in Social and Criminal
Justice
The Social and Criminal Justice major offers a unique
interdisciplinary program that examines criminal justice
from a perspective that sees it as a means of building a
more just society. Students examine topics such as
forensics, psychology, crime prevention, the
Constitution, criminal law, and the correctional system.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study. For additional
information, please refer to your state licensing board or
agency.
Program Outcomes
Social and Criminal Justice major graduates will be able
to:
Analyze criminal justice issues within the systems
of law enforcement, the judiciary, and corrections;
Evaluate the application of the social justice
principles of equality, solidarity, and human rights
toward building a just society;
Apply knowledge of cultural sensitivity and
diversity awareness to social and criminal justice;
Deconstruct the relationship between law
enforcement, the judiciary, and corrections;
Interpret the relationship between social justice and
criminal justice; and
Develop critical perspectives in the study of social
and criminal justice by drawing on the fields of
criminology, law, philosophy, psychology, science,
and sociology.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 47 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
*SOC 120 Introduction to Ethics & Social
Responsibility (3 credits)
CRJ 310 Applied Constitutional Law (3 credits)
CRJ 201 Introduction to Criminal Justice (3 credits)
CRJ 312 Crime & Society (3 credits)
SOC 333 Research Methods (3 credits)
CRJ 308 Psychology of Criminal Behavior (3
credits)
CRJ 305 Crime Prevention (3 credits)
CRJ 301 Juvenile Justice (3 credits)
CRJ 306 Criminal Law & Procedure (3 credits)
CRJ 311 Forensics (3 credits)
*CRJ 303 Corrections (3 credits)
CRJ 422 Criminal Justice Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
Note: CRJ 201 should be taken prior to 300-level CRJ
courses and above.
Bachelor of Arts in Social Science
(This program is not accepting new enrollments)
The Social Science Program explores global
environmental, health, social and technological issues
and social change that shape our world from an
interdisciplinary perspective. The program brings
together diverse disciplines in a comprehensive manner,
enabling students to develop a meaningful understanding
of the complex associations and influences within a topic
and to become global thinkers.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 221
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Social Science major graduates will be able to:
Evaluate fundamental social science concepts;
Integrate knowledge from the social sciences to
examine a variety of perspectives about
contemporary issues;
Evaluate the importance and influence of diversity
within and among cultures and societies;
Communicate theoretical perspectives, findings, and
interpretations of contemporary issues in the social
sciences;
Analyze contemporary issues in the social sciences
using critical thinking and ethical reasoning skills;
and
Apply qualitative and quantitative research methods
to explain and analyze issues of global and
contemporary significance
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *36 credits
Electives: 47 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (36 credits)
*SSC 101 Introduction to Social Science (3 credits)
POL 255 Introduction to International Relations (3
credits)
SOC 308 Racial & Ethnic Groups (3 credits)
SSC 320 Global Socioeconomic Perspectives (3
credits)
SSC 330 Peacemaking: A Global Study of Conflict
Resolution & Activism (3 credits)
SSC 340 Human Health and Global Environmental
Change (3 credits)
ANT 340 Anthropological Theory (3 credits)
Prerequisite: Written Communication Competency
and ANT 101 or Global Awareness Competency
Requirement
ANT 353 Anthropology of Gender (3 credits)
Prerequisite: Written Communication Core
Competency and ANT 101 or Global Awareness
Competency Requirement
*COM 370 Intercultural Communication (3 credits)
PSY 325 Statistics for the Behavioral & Social
Sciences (3 credits) Prerequisite: MAT 232
ANT 462 Anthropological Research Methods (3
credits) Prerequisite: All 300 level courses required
for major and GEN 499
ANT 499 Ethnographic Study Capstone (3 credits)
Prerequisites: ANT 462, no more than 12 additional
credits required before graduation, and GEN 499.
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking this course.
Note: SSC 101 should be taken prior to 300-level courses
and above in their respective subject areas.
Transfer Concentration Option
Students may add a transfer concentration to the
Bachelor of Arts in Social Science program by
transferring in 12 applicable credits in a defined subject
area. Transfer concentrations are not required and are
intended for students who have experience and/or
extensive transfer credit coursework in a field of study at
the time of admission to the program. The following
major courses are designated for substitution with
concentration coursework, where appropriate: POL 255,
LIB 320, ANT 353, and SOC 308. For additional details,
see Transfer Concentration Guidelines in the General
Academic Information and Policies section of this
Catalog.
Bachelor of Arts in Sociology
The BA in sociology is focused on the study of humans
in society, and specifically in reference to their
identifying groups (race, gender, sexuality, etc.) and the
unique issues they can face. Sociology majors study
social theory and social structures, research methods and
the making and implementation of social policy. This
allows majors to understand the cause of social issues,
provide solutions, and influence positive social change.
Graduates of the program are prepared for entry-level
social research, analysis, public and social services, as
well as workplace and community advocacy and activism
positions.
UNDERGRADUATE PROGRAMS
222 ASHFORD UNIVERSITY
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept
a graduate’s application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
requirements prior to enrollment. Requirements may
vary by state. Further, a criminal record may prevent an
applicant from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Sociology major graduates will be able to:
Defend knowledge of foundational sociological
concepts; specifically, concepts of diversity, social
responsibility, human rights, and dignity and respect
for others in society;
Assess a variety of classical and contemporary
sociological theoretical perspectives;
Evaluate research methodologies within the
sociological context;
Critically evaluate sociological issues; and
Apply sociological tools to impact societal issues.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *33 credits
Electives: 50 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 6 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (33 credits)
*SOC 101 Introduction to Sociology (3 credits)
SOC 302 Social Problems & Social Action (3
credits)
SOC 205 Social Theory (3 credits)
SOC 333 Research Methods (3 credits)
PSY 325 Statistics for the Behavioral & Social
Sciences (3 credits) Prerequisite: MAT 232
*SOC 301 Identity & Social Inequality (3 credits)
SOC 304 Social Gerontology (3 credits)
SSC 320 Global Socioeconomic Perspectives (3
credits)
SOC 308 Racial & Ethnic Groups (3 credits)
SOC 307 Gender & Sexuality (3 credits)
SOC 401 Engaging in Sociology (3 credits)
Prerequisites: SOC 101, SOC 333 and SOC 301
* Satisfies General Education requirements.
Bachelor of Science in Health
Information Management
Health information management (HIM) is the practice of
acquiring, analyzing, and protecting the medical
information that's vital to providing patient care, and
providing the data that health professionals need in order
to provide quality care. HIM professionals are highly
trained in the latest technology and understand the
workflow of healthcare providers, from large hospital
systems to the private practice. They are vital to daily
operations and managing electronic health records.
Students in this online degree program will compare and
contrast biomedical research, quality management, and
performance improvement strategies used in health care.
Employment in the field is projected to grow much faster
on average than other professions
(www.bls.gov/ooh/healthcare/medical-records-and-
health-information-technicians.htm). Students will be
able to evaluate emerging trends in technology,
information systems, and data security.
Criminal Convictions
Applicants are advised that healthcare organizations
(hospitals, home health agencies, clinics and other types
of health agencies) may require a background check for
any student completing a professional practice
experience as well as for employment.
Professional Practice Experiences
Students earning the Bachelor of Science in Health
Information Management degree will complete two
Professional Practice Experiences, one that is virtual and
one that is a combination of virtual and onsite at a
facility. As part of the second Professional Practice
Experience embedded in HIM 495, students will
complete a minimum of 40 hours of supervised
Professional Practice Experience at an approved facility.
The 40 hours must be completed during normal business
hours of Monday through Friday from 8AM to 5 PM
while they are enrolled in HIM 495. Students can only
complete their Professional Practice Experiences in states
where this program is available.
All Students enrolling in a degree program with a
practicum requirement are expected to complete the
practicum in the United States. If you anticipate that you
will not be able to complete your practicum in the United
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 223
States all exceptions must be approved prior to
admission to the program
Students who reside and/or work outside the United
States may be ineligible to complete practicum hours at a
facility abroad; requirements and restrictions vary by
country. Students must notify the Program Chair prior to
enrolling in the program to discuss a potential practicum
location and obtain Program Chair permission to enroll.
Memberships
Students should also be aware that they will be required
to pay for other memberships and fees to the American
Health Information Management Association (AHIMA)
in order to successfully complete this program.
Special Terms and Conditions: The baccalaureate degree
Health Information Management program is accredited
by the Commission on Accreditation for Health
Informatics and Information Management Education
(CAHIIM).
Successful completion of this program does not
guarantee certification from the American Health
Information Management Association (AHIMA), which
may be a requirement for certain positions in this field.
Prospective students are advised to regularly review the
requirements for job postings in their intended field of
employment, which are subject to change. Other factors,
such as a student’s criminal history, may prevent an
applicant from obtaining employment in this field.
Program Outcomes
Students who successfully complete the Bachelor of
Science in Health Information Management degree
program will be able to:
Analyze health data structure, content, standards,
clinical classification systems and reimbursement
methodologies;
Manage strategic planning and organizational
development;
Compare and contrast health statistics, biomedical
research, quality management, and performance
improvement strategies used in health care;
Examine driving factors influencing healthcare
organization, delivery systems, healthcare privacy,
confidentiality, and legal and ethical issues;
Evaluate emerging applications in health
informatics;
Evaluate emerging healthcare trends in information
and communication technology, information
systems and data security; and
Analyze the process of job analysis, staffing,
appraisal and compensation, training, career
planning, and organizational development.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *70 credits
Electives: 17 credits
Students must earn a minimum of 30 upper-division
credits.
Students must earn a minimum cumulative grade point
average of 2.50 in all major coursework attempted at the
University.
Students in the BSHIM program who wish to double up
in major coursework must have completed at least one
major course and have a minimum grade point average of
2.50 in all major coursework attempted at the University.
*In this program, 10 credits from the major can also
satisfy General Education requirements.
Major Course Requirements (70 credits)
*INF 103 Computer Literacy (3 credits)
INF 231 Programming Concepts (3 credits)
HCA 205 Introduction to Health Care (3 credits)
HIM 105 Medical Terminology (3 credits)
*HIM 205 Anatomy & Physiology I (4 credits)
HIM 206 Anatomy & Physiology II (3
credits) Prerequisite: HIM 205
**HIM 217 Electronic Health Records (3
credits) Prerequisite: HCA 205
HIM 210 Pathophysiology (3credits)
Prerequisites: HIM 105, HIM 205 and HIM 206
HIM 250 Clinical Classification Systems I (3
credits) Prerequisites: HIM 105, HIM 205, HIM
206, HIM 210, and HIM 217
*HIM 252 Legal Aspects of Health Information (3
credits) Prerequisite HIM 217 and HCA 205
HIM 251 Clinical Classification Systems II (3
credits) Prerequisites: HIM 105, HIM 205, HIM
206, HIM210, HIM 217 and HIM 250
HIM 310 Healthcare Reimbursement (3
credits) Prerequisite: HCA 205, HIM 250, and
HIM 251
HIM 301 Introduction to Health Informatics (3
credits)
^^HIM 360 Healthcare Statistics (3
credits) Prerequisites: HCA 205, HIM 217, HIM
UNDERGRADUATE PROGRAMS
224 ASHFORD UNIVERSITY
250, and HIM 251 and Quantitative Reasoning Core
Competency.
HIM 370 Professional Practice Experience I (3
credits) Prerequisites: HIM 105, HIM 205, HIM
206, HIM 250, HIM 251, HCA 205, HIM 310, HIM
217, HIM 252, HIM 210, and HIM 360
HCA 375 Continuous Quality Monitoring and
Accreditation (3 credits) Prerequisite: HCA 205
HIM 410 Health Informatics – A Systems
Perspective (3 credits) Prerequisite: HIM 301
HIM 420 Health Information Governance &
Strategic Planning (3 credits) Prerequisite: HCA
205, HIM 217, HIM 252, HIM 301, and HIM 370
^HIM 450 Healthcare Management (3
credits) Prerequisites: HCA 205, HCA 375, HIM
105, HIM 205, HIM 206, HIM 210, HIM 217, HIM
250, HIM 251, HIM 252, HIM 310, HIM 360, and
HIM 370
HIM 435 Analyzing Healthcare Data (3
credits) Prerequisite: HIM 301
^^HIM 440 Health Informatics Research Methods
and Data Analysis (3 credits) Prerequisites: HCA
205, HIM 252, HIM 360.
HIM 445 Healthcare Project Management (3
credits) Prerequisite: HCA 205 and HIM 450,HCA
311, HCA 312 or ACC 281
^HIM 495 Professional Practice Experience II (3
credits) Prerequisite: Completion of BSHIM
program core courses. This course must be taken at
Ashford University and may not be transferred from
another institution. This course is not eligible to be
taken as Non-degree seeking. PPE site approval is
required before this course can be scheduled.
* Satisfies General Education requirements.
** A grade of C or higher is required.
^ This course must be taken at Ashford University and
may not be transferred from another institution.
^^ Quantitative Reasoning Core Competency
requirement must be met before taking this course
Bachelor of Science in Human Services
Leadership
(This program is not accepting new enrollments)
The Bachelor of Science in Human Services Leadership
is designed to prepare students with the knowledge,
skills, and competencies needed to successfully lead
human service organizations in a rapidly changing and
challenging environment. The program will build on
students’ existing skills and interests in the social
services to further develop their capacity to design and
lead organizational approaches for the prevention and
resolution of problems facing vulnerable populations in
our society. Students will gain a keen sense of leadership
as a means to improve the performance of human
services organizations and the programs and services
offered to address changing needs of increasingly diverse
communities. The major coursework in the program is
aligned with the national standards for human service
education outlined by the Council for Standards in
Human Service Organization and the human services
management competencies established by the Network
for Social Work Management. The primary objective of
the program is to prepare human services professionals
with the knowledge and skills necessary to promote
effective service delivery and program management with
increased attention to planning and governance.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for
the purpose of professional certification.
Program Outcomes
Human Services Leadership major graduates will be able
to:
Analyze the delivery of social and community
services from a political, socioeconomic, and
psychosocial perspective to inform human services
leadership decision making;
Apply ethical and cultural sensitivity as a human
services leader in determining the scope and
provision of human services for a variety of
populations;
Evaluate local social and human services and
program offerings at the individual, family, group,
organization, and community levels;
Analyze leadership roles and responsibilities
associated with the ethical administration of human
services;
Examine the development and management of
community-based human services programs that
support children, adolescents, adults, and families;
and
Originate research-based projects and develop
proposals to implement public policy in the Human
Services context.
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 225
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: *43 credits
Major Course Requirements: *57 credits
Electives: 32 credits
Students must earn a minimum of 30 upper-division
credits.
*In this program, 12 credits from the major may also
satisfy General Education requirements.
Major Course Requirements (57 credits)
ECO 203 Principles of Macroeconomics (3 credits)
PSY 101 Introduction to Psychology (3 credits)
*MAT 232 Statistical Literacy (3 credits)
HHS 201 Introduction to Human Services (3 credits)
*HHS 207 Communication Skills for Health &
Human Service Personnel (3 credits)
HSL 200 Direct Service Skills and Interventions in
Human Services (3 credits)
PSY 304 Lifespan Development (3 credits)
Prerequisite PSY 101
*HSL 300 Social Welfare Policy and Social
Programs: An Historical Perspective (3 credits)
HHS 320 Cultural Awareness in the Human Services
(3 credits)
HCA 340 Managing in Health & Human Services (3
credits) Prerequisite: HCA 305, HCA 205 or HPR
231.
COM 425 Communication in Organizations (3
credits)
HIM 301 Introduction to Health Informatics (3
credits)
PPA 303 Finance for Public Administrators I (3
credits) Prerequisite: ECO 203
PPA 305 Budgeting for Public Administrators (3
credits)
^BUS 308 Statistics for Managers (3 credits)
*ABS 415 Leadership & Ethics in a Changing World
(3 credits)
HCA 421 Health Care Planning & Evaluation (3
credits) Prerequisite: Successful completion of the
major of major coursework
HPR 450 Grant Writing & Evaluations (3 credits)
HHS 497 Health & Human Services Capstone (3
credits) Prerequisite: GEN 499
* Satisfies General Education requirements.
^ Quantitative Reasoning Core Competency requirement
must be met before taking these courses.
Bachelor of Science in Nursing (RN to
BSN)
The Bachelor of Science in Nursing (RN to BSN)
program is designed for registered nurses seeking to
expand their knowledge in the increasingly complex
health care industry, and for students who wish to earn a
Bachelor’s degree as a stepping-stone for future graduate
study. In this program, coursework and practice
experiences cover a wide range of content from patient
care quality and safety, to leadership, community health,
ethics and technology. Students will address areas of
need for planned change within a healthcare organization
or the community and use their assessment skills to
create evidence-based interventions based upon
observations, practice-focused research, and learning.
The baccalaureate degree program in nursing at Ashford
University is accredited by the Commission on
Collegiate Nursing Education (CCNE), 655 K Street,
NW, Suite 750, Washington, DC 20001, 202-887-6791.
Special Terms and Conditions:
Alabama Residents: State approval of a program to offer
Alabama licensed nurses opportunities for advanced
degrees does not indicate eligibility for approval to
practice as an advanced practice nurse in Alabama.
Applicants for approval in Alabama are required to meet
the Alabama requirements for national certification,
graduation from a specific-type program for the
advanced practice approval, and completion of the
appropriate application. Any program offering a pre-
licensure track to Alabama students shall meet the
requirements of the Alabama regulations for pre-
licensure programs or the graduates may not be eligible
to take the national licensure examination required by
the Alabama Board of Nursing to enter the practice.
www.abn.alabama.gov.
Program Outcomes
Students who successfully complete the Bachelor of
Science in Nursing online degree program will be able
to:
Apply nursing leadership concepts and skills to
promote quality care and patient safety across a
variety of healthcare settings;
Apply (a) current evidence and (b) critical thinking
and (c) assessment skills to professional nursing
practice;
UNDERGRADUATE PROGRAMS
226 ASHFORD UNIVERSITY
Use technological and informatics systems related
to health care to promote quality patient care;
Synthesize local and federal policies that affect
health, health care delivery, and health care
management;
Use inter-professional communication and
collaborative skills to communicate with and
educate peers, health care professionals, patients
and their families, and the community;
Assess health and wellness beliefs and practices to
promote health and disease prevention among
individuals, families, groups, communities, and
populations;
Articulate the value of pursuing practice excellence,
through lifelong learning and engagement, to grow
professionally; and
Integrate holistic nursing knowledge, values, skills,
and attitudes into practice across the lifespan and
continuum of healthcare environments.
Program Requirements
Total number of credits required: 120 credits
General Education Requirements: 43 credits
Major Course Requirements: 42 credits
Electives: 35 credits*
Students must earn a minimum of 30 upper-division
credits.
*
Students in the Bachelor of Science in Nursing program
at Ashford University may be eligible to receive up to 20
non-traditional elective credits through Prior Learning
Assessment for completing the NCLEX-RN exam.
Students should wait until all previous post-secondary
coursework has been reviewed and then contact their
Academic Advisor to determine if there is a need for the
exam to be reviewed for college credit. To request the
credit to be applied, students must complete the
Application for NCLEX-RN Exam Credit (provided by
the Academic Advisor), write a 1-3 page essay, and
submit both documents to pla@ashford.edu. Prerequisite
Course Requirements
The following coursework or equivalent must be
successfully completed prior to enrolling in 300 level
courses in the Bachelor of Science in Nursing major:
Introduction to Sociology
Introduction to Psychology
Introduction to Statistics
Human Anatomy (with lab)
Human Physiology (with lab)
Students who have not satisfied required prerequisite
coursework in transfer may enroll in the applicable
Ashford University coursework below to satisfy this
requirement:
SOC 101 Introduction to Sociology
PSY 101 Introduction to Psychology
PSY 325 Statistics for the Behavioral & Social
Sciences (Students in the RN-BSN Program are
waived form the MAT 232 Prerequisite)
HIM 205 Anatomy and Physiology I and HIM 206
Anatomy and Physiology II
Any prerequisite coursework completed at Ashford
University is applied to a student’s elective credit
requirements or General Education requirements.
Major Course Requirements (42 credits)
ENG 328 Scientific & Technical Writing (3 credits)
Prerequisites: ENG 122 and fulfillment of General
Education Scientific Reasoning requirement
NUR 300 Professional Role Development & Practice
in Nursing (3 credits) Prerequisite: ENG 328
HCA 322 Health Care Ethics & Medical Law (3
credits) Prerequisite: HCA 305, HCA 205, HPR
231 or NUR 300
NUR 302 Transcultural Nursing Care (3 credits)
Prerequisite: NUR 300
NUR 304 Health Assessment (3 credits)
Prerequisite: NUR 302
NUR 306 Nursing Research (3 credits)
Prerequisite: NUR 300
HIM 301 Introduction to Health Informatics (3
credits)
GRO 325 Aging and Health (3 credits)
NUR 400 Family Health Nursing (3 credits)
Prerequisites: NUR 304, NUR 306 and GRO 325
NUR 402 Community Health Nursing (3 credits)
Prerequisites: NUR 304 and NUR 306
NUR 404 Nursing Care & Management of Chronic
Illness and Disability (3 credits) Prerequisites:
NUR 400 and NUR 402
NUR 406 Leading and Managing in Nursing (3
credits) Prerequisites: NUR 304 and NUR 306
NUR 492 Capstone I: Nursing Practice Improvement
Inquiry (3 credits) Prerequisites: NUR 404, NUR
406 and permission of the program chair
NUR 494 Capstone II: Nursing Practice
Improvement & Evaluation (3 credits)
Prerequisites: NUR 492 and permission of the
program chair
UNDERGRADUATE PROGRAMS
2020-2021 ACADEMIC CATALOG 227
Areas of Emphasis
An emphasis offered in the online modality provides
students with additional opportunities to broaden and
enrich their education that is distinct from and enhances a
student’s major. It may be taken as a way to give a
coherent pattern to elective credits, to expand career
options, to prepare for graduate study, or simply to
explore in greater depth an area different from one’s
major.
Coursework that is applied toward fulfillment of an
emphasis may count toward elective or General
Education requirements. Students cannot earn an
emphasis in the same subject area as their major field of
study or a major that has more than 3 credits of the same
coursework, unless otherwise noted. In addition, students
cannot declare or earn two emphases that share more
than 3 credits of the same coursework. Students must
declare an emphasis prior to degree conferral.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation
fee, and payment of any outstanding balances with the
University.
Cognitive Studies Emphasis (9 credits)
EDU 362 Adult Learning & Instruction (3 credits)
PSY 317 Cognitive Functioning in the Elderly (3
credits) Prerequisite: PSY 101 or equivalent.
PSY 323 Perception, Learning, & Cognition (3
credits) Prerequisite: PSY 101 or equivalent.
Environmental Management & Sustainability
Emphasis (10 credits)
ENV 325 Environmental Management (3 credits)
ENV 111 Introduction to Sustainability (4 credits)
ENV 345 Business & the Environment (3 credits)
Public Administration Emphasis (9 credits)
PPA 307 Intergovernmental Relations & Issues (3
credits) Prerequisite: PPA 301.
PPA 310 Public Organizational Theory & Behavior
(3 credits)
PPA 401 Urban Management (3 credits)
Prerequisite: PPA 301.
Public Relations Emphasis (9 credits)
BUS 317 Introduction to Advertising (3 credits)
BUS 336 Marketing Strategy (3 credits)
BUS 339 Marketing Research (3 credits)
Web & Mobile App Technology Emphasis (9
credits)
WEB 304 Cross-Platform Mobile Applications
Development (3 credits)
WEB 307 Android Mobile Applications
Development (3 credits)
WEB 310 iOS Applications Development (3 credits)
MASTER’S PROGRAMS
228 ASHFORD UNIVERSITY
SECTION SEVEN: MASTER’S
PROGRAMS
Overview
The following Master’s programs are offered through the
Ashford University’s Forbes School of Business &
Technology ® and the College of Arts and Sciences.
Admission Policies and
Procedures for Master’s
Programs
Conditional Admission Requirements
Applicants seeking admission to any Master’s degree
program must meet the following admission requirements
prior to the start of the first course at Ashford University:
Have a Bachelor’s degree or graduate-level degree
from a regionally accredited or approved nationally
accredited college or university with a grade point
average (GPA) of 2.0* or above. Applicants with a
grade point average of 2.0 to 2.74 will be placed on
Academic Watch. Applicants must provide an
unofficial or official transcript or diploma
demonstrating degree completion by Day 7, Week 3
of their first course or they will be denied admission;
Have access to a computer with an Internet
connection for the Web-based programs and meet the
minimum technology requirements and minimum
computer skills, abilities, features, system
configurations, hardware, and software outlined in the
General Academic Information & Policies section of
this Catalog;
Have the ability to study in English indicated by one
of the following:
o
Earned a Bachelor’s degree in which the primary
language of instruction was English; or
o
Test of English as a Foreign Language (TOEFL) or
International English Language Testing System
(IELTS) examination taken within the past two (2)
years. For the TOEFL, a minimum score of 550
paper-based or 79 internet-based is required. For
the IELTS, a minimum score of 6.5 is required.
Copies of official scores must be submitted prior to
provisional enrollment, and official scores must be
submitted prior to full admission.
*Applicants to the Master of Science in Instructional
Design and Technology competency based education
program must have a Bachelor’s degree or graduate level
degree from a regionally accredited or approved nationally
accredited college or university with a grade point average
(GPA) of 3.0 or above.
Bachelor’s degrees from nationally accredited institutions
granted accreditation by the following accrediting agencies
may be considered for admission:
Association of Advanced Rabbinical and Talmudic
Schools, Accreditation Commission (AARTS);
Association of Biblical Higher Education (ABHE,
formerly known as AABC);
Accrediting Commission of Career Schools and
Colleges (ACCSC, formerly known as ACCSCT,
NATTS or CCA-ACICS);
Accrediting Council for Independent Colleges and
Schools (ACICS, formerly known as AICS or
CCAACICS)*;
Association of Theological Schools in the United
States and Canada, Commission on Accrediting
(ATS);
Council on Occupational Education (COE, formerly
known as SACS-COEI);
Distance Education and Training Council, Accrediting
Commission (DETC, formerly known as NHSC);
Transnational Association of Christian Colleges and
Schools, Accreditation Commission (TRACS); and
Accrediting Bureau of Health Education Schools
(ABHES).
*Credits earned from Colleges and Schools with this
accreditation will be reviewed on a case by case basis to
determine if the accrediting body was approved and in
good standing when credits were earned.
Students with Bachelor’s degrees accredited by the
aforementioned institutions may be required to submit
unofficial documentation to the Registrar’s Office at the
time of provisional admissions.
Ashford University reserves the right to deny admission or
re-admission to any applicant. Ashford University
recognizes the importance of protecting student privacy
and reserves the right to request documentation to establish
or verify any student’s identity at any time, for
administrative or compliance purposes. Students are
expected to provide such documentation, and failure to do
so may be considered a violation of the Student
Community Standards. The University may deny or
rescind admission to any student for failure to authenticate
his or her identity.
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 229
Applicants are conditionally admitted to a Master’s degree
program when they submit a completed application
indicating that they meet admission requirements outlined
for that program and are approved by the Registrar’s
Office. Applicants in a conditional admission status are not
eligible for Title IV funds and are not considered regular
students until granted provisional or full admission.
Conditionally admitted students who do not achieve
provisional or full admission status after one attempt in the
Ashford Promise, are allowed a second period of
conditional admission to be provisionally or fully
admitted.
Attendance in the first course is confirmation of a
student’s intent to matriculate and, therefore, constitutes an
attempt. Subsequent withdrawal from the course or
institution, whether administrative or student-initiated,
concludes an attempt.
Students who are administratively withdrawn for failing to
submit required Financial Aid documents during the
conditional admission period are required to submit the
required documents as a prerequisite to a subsequent
attempt.
Additional Conditional Admission Requirements
for Post Baccalaureate Students
Applicants seeking admission to the Post Baccalaureate
program must:
Have a GPA of 3.0 or higher on a 4.0 scale in the
content courses applicable to the certificate being
sought. They must submit official transcripts from the
regionally-accredited institution from which they
earned a baccalaureate or advanced degree
Submit the Statement of Eligibility (SOE) from the
Florida Department of Education (FLDOE).
Provide a two- to three-page professionally formatted
letter of intent which explains why they aspire to enter
the teaching profession and which includes their
philosophy of education.
Demonstrate a “good fit” disposition toward the
teaching profession by earning a passing score on the
Candidate Disposition Self-Assessment (Attachment
01), which measures the following:
o
Professional and Ethical Conduct
o
Communication and Collaboration
o
Individual and Cultural Sensitivity
o
Work Habits and Emotional Management
o
Self-Reflection and Professional Development
o
Effective Learning Environment
Self-disclose any and all past criminal history events
during the application process.
Candidates who have criminal history will meet with
the certificate analyst to determine whether they have
committed a disqualifying offense.
Candidates may be referred to the Office of
Professional Practices for a more detailed review and
determination.
Sign an agreement that expresses the understanding of
the guidelines and demands for the required field
experience hours.
Evaluation of Additional Conditional Admission
Requirements for Post Baccalaureate Students
Additional Conditional Admission Requirements for Post
Baccalaureate students will be evaluated by a faculty
committee and recommendations will be made to the
Department of Education Studies (DES) chair and the
director of teacher certificates using the following criteria:
A verified and eligible SOE from the FLDOE
Official transcripts from the candidates’ previous
coursework will be evaluated and GPA checked to
ensure that the cumulative 3.0 and completion of a
baccalaureate or advanced degree from a regionally
accredited institution requirement is met.
Writing samples will be analyzed to ensure grammar,
syntax, and content comprehension are consistent with
those comparable to a successful undergraduate
student.
Results from disposition assessments will be analyzed
according to a rubric to ensure the candidates’
attitudes are consistent to those necessary for
educators in diverse, inclusive classrooms.
The quality of the references provided to highlight the
candidates’ viability to become future educators.
Successful submission of other required paperwork
(tuberculosis skin test, code of conduct, FTCE General
Knowledge Test).
The DES chair and director of teacher certificates will
review faculty committee recommendations, then provide
recommendations for program admission to candidates to
the Executive Dean of the College of Arts and Sciences ,
who will make the final admissions approvals.
Appeal Procedure beyond a Second (2
nd
)
Consecutive Conditional Admission
Period or Ashford Promise Attempt
Provisional admission status must be attained by the end of
the second (2
nd
) attempt of the Ashford Promise, while a
student is in conditional standing. Students who fail to
attain provisional admission by the end of their second
(2
nd
) attempt of the Ashford Promise must wait six months
from the date they were denied admission to re-apply, or
MASTER’S PROGRAMS
230 ASHFORD UNIVERSITY
they may appeal the University’s decision using the
process outlined subsequently to request any additional
consecutive attempt of conditional admission in the
Ashford Promise.
Disagreements over academic quality will not be
considered as an appropriate basis for such appeals. In
cases of appropriate cause, the Ashford University
Admission Appeals Committee reviews the appeals and
renders a decision to the student. The decision will be
communicated to the student via email from the Registrar's
Office. Appeals must include an explanation of the event
that occurred, which caused the student to not attain
provisional admission to the University after two attempts.
Students must appeal in writing to the University
Registrar. The appeal must be submitted to
academic.progress@ashford.edu and approved prior to
enrollment in any future courses. Additionally, the
student’s appeal letter must include:
A reasonable explanation for the student’s academic
performance to date, which includes mitigating
circumstances such as student injury/illness, death of a
student’s family member, or other reasons resulting in
the undue hardship to the student;
Compelling evidence that they have the ability to
succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of college-level credits during their period
of absence; and
A plan for completion of the coursework required to
meet basic academic requirements during their
coursework at Ashford University.
Appeal decisions will be communicated from the
Registrar’s Office to students via email.
Provisional Admission Requirements
Students must attend beyond Week 3 of their first course
and have submitted official or unofficial college transcripts
or diploma in order to be provisionally admitted to a
Master’s degree program at Ashford University:
Attendance beyond Week 3 constitutes a student’s
confirmation of their intention to continue in the
program as a regular student. Upon attendance beyond
Week 3 of their first course, students are considered
matriculated, regular students in their degree program.
Students who meet the requirements for Full
Admission will be fully admitted into the degree
program.
Transfer Credit Evaluation for Master’s
Degree Programs
Records Management staff will begin requesting official
transcripts from schools where any graduate-level credit
was earned, using the signed Transcript Request form.
This includes:
College or university transcripts from institutions
where graduate credit was earned.
Military credits evaluated for equivalency to graduate-
level college credits.
Once these transcripts have been received, the Registrar’s
Office staff will complete the student’s transfer credit
evaluation.
Two weeks prior to the conclusion of the third (3rd)
attempted Ashford University course in a degree-seeking
program, if any transcripts from institutions where
graduate credit was earned have not yet been received, the
Registrar’s Office staff will proceed with the transfer
credit evaluation of any transcripts received to date.
Additional transcripts may be submitted for evaluation at a
later date, should they become available.
If it is determined before two weeks prior to the conclusion
of the third (3rd) attempted Ashford University course that
certain transcripts where graduate credit was earned are
unable to be provided, students may sign and submit an
additional
Authorization to Close File form thereby waiving potential
transfer credits from previously attended schools, to
expedite the transfer credit evaluation process. These
transcripts may be submitted for evaluation at a later date,
should they become available.
Students are responsible for reviewing their transfer credit
evaluation as well as their scheduled courses with their
Academic Advisor and informing them of any courses that
they feel are duplicative or equivalent in content to
previously completed coursework.
Students may submit official transcripts to Ashford
University for review of transfer credits at any time.
Please note that the Master of Science in Instructional
Design and Technology competency based program does
not allow for transfer credit.
Full Admission Requirements
The following requirements must be met prior to the
conclusion of the third (3rd) attempted Ashford University
course in a degree-seeking program. To start the fourth
(4th) course, students must complete all the requirements
subsequently outlined and must meet all admissions
requirements applicable to their specific degree program.
Students who do not complete all requirements will not be
fully admitted and will be withdrawn from the program.
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 231
Submission of an official transcript from the regionally
accredited or approved nationally accredited institution
that awarded the baccalaureate or graduate-level
degree indicating a minimum GPA of 2.0* with a
degree conferral date prior to the start of the first
course at Ashford University.
Students who do not meet the minimum GPA
requirements outlined in the following two options but
do have a minimum of a 2.0 GPA are fully admitted
on Academic Watch and are required to achieve a
cumulative GPA of 3.0 and successfully complete
67% of credits attempted by the conclusion of the first
payment period.
o
Students who have completed only a Bachelor’s
degree or fewer than 12 credits of graduate-level
coursework will have their GPA calculated for the
Bachelor’s degree only to meet the 2.75 GPA
requirements.
o
Students who have completed 12 credits or more of
graduate-level coursework may have their GPA
calculated for graduate coursework to meet the 3.0
graduate GPA requirement.
Students must submit official TOEFL or IELTS
scores, if required for admission.
At the conclusion of the Academic Watch period or
the first payment period, any student who does not
meet the requirements for satisfactory academic
progress will be dismissed from the University.
*Applicants to the Master of Science in Instructional
Design and Technology competency based education
program must submit an official transcript from the
regionally accredited or approved nationally accredited
institution that awarded the baccalaureate or graduate level
degree indicating a minimum GPA of 3.0 with a degree
conferral date prior to the start of the first course at
Ashford University.
Additional Full Admission Requirements for Post
Baccalaureate Students
To be fully admitted, students with the Post Baccalaureate
programs must:
Have a confirmed GPA of 3.0 or higher on a 4.0 scale
in the content courses applicable to the certificate
being sought. They must submit official transcripts
from the regionally-accredited institution from which
they earned a baccalaureate or advanced degree.
Have submitted the Statement of Eligibility from the
Florida Department of Education.
Provided a two- to three-page professionally formatted
letter of intent which explains why they aspire to enter
the teaching profession and which includes their
philosophy of education.
Demonstrated a “good fit” disposition toward the
teaching profession by earning a passing score on the
Candidate Disposition Self-Assessment, which
measures the following:
o
professional and ethical conduct
o
communication and collaboration
o
individual and cultural sensitivity
o
work habits and emotional management
o
self-reflection and professional development
o
effective learning environment
Self-disclosed any and all past criminal history events
during the application process to the EPI.
o
Candidates who have criminal history will meet
with the certificate analyst to determine whether
they have committed a disqualifying offense.
o
Candidates may be referred to the Office of
Professional Practices for a more detailed review
and determination.
Signed an agreement that expresses the understanding
of the guidelines and demands for the required field
experience hours.
Appeal of Dismissal Following Academic
Watch
A student who has been dismissed for not meeting
satisfactory academic progress requirements following
Academic Watch may appeal to the University Registrar
for re-admission. Appeals are evaluated by a committee
comprised of the University Registrar or designee, and a
representative from Academic Affairs. The decision of the
committee will be communicated in writing to the student
by the Registrar’s Office.
Additionally, the student’s appeal letter must include:
A reasonable explanation for the student’s academic
performance to date, which includes mitigating
circumstances such as student injury/illness, death of a
student’s family member, or other reasons resulting in
undue hardship to the student;
Compelling evidence that the student has the ability to
succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of graduate-level credits during the period
of absence; and
A plan for completion of the coursework required to
meet satisfactory academic progress during the
following payment period.
The passage of time does not substantiate eligibility for
readmission or appeal for readmission. However, students
who have experienced mitigating circumstances and have
MASTER’S PROGRAMS
232 ASHFORD UNIVERSITY
been dismissed from the University for failure to meet
satisfactory academic progress requirements and have been
denied re-admission after an appeal, may submit another
appeal to be readmitted after one or more years have
elapsed since their last appeal. The appeal must meet the
criteria outlined previously and the student must present
compelling evidence that they have the ability to succeed
in an academic program due to changed circumstances,
experience, and/or successful completion of graduate-level
credits since the last appeal was submitted.
Note: See the Satisfactory Academic Progress
Requirements in this section to review all related
Satisfactory Academic Progress guidelines.
MACC Program-Specific Requirements
Students who submit official transcripts indicating that
they have earned a Bachelor’s degree in Business,
Business Administration, Accounting, Finance, Economics
or have successfully completed undergraduate coursework
in Accounting or Finance with a grade of “C” or higher, or
graduate coursework in Accounting or Finance with a
grade of “B” or higher will be exempt from the
requirement to take BUS 591 Financial Accounting &
Analysis.
Students who submit official transcripts indicating that
they successfully completed undergraduate coursework in
Statistics, Business Statistics, or Quantitative Methods
with a grade of “C” or higher or graduate coursework in
Statistics, Business Statistics, or Quantitative Methods
with a grade of “B” or higher will be exempt from the
requirement to take MAT 540 Statistical Concepts for
Research. Students who submit official transcripts
indicating that they have earned a Bachelor’s degree in
Accounting or Finance or have successfully completed
undergraduate coursework in Accounting or Finance with
a grade of “C” or higher, or graduate coursework in
Accounting or Finance with a grade of “B” or higher will
be exempt from the requirement to take BUS 590 General
Cost Accounting.
MBA Program-Specific Requirements
Master of Business Administration students who submit
official transcripts indicating that they have earned a
Bachelor’s degree or higher in Business, Business
Administration, Accounting, Finance, or Economics or
have successfully completed undergraduate coursework in
Accounting or Finance with a grade of “C” or higher, or
graduate coursework in Accounting or Finance with a
grade of “B” or higher will be exempt from the
requirement to take BUS 592 Financial Business
Overview. Students are responsible for notifying the
University if they believe they have met this requirement
through previous college coursework during the
application process and are responsible for submitting
official transcripts for verification.
MISM Program-Specific Requirements
Students who have successfully completed undergraduate
or graduate-level coursework in management information
systems, information systems or computer science with a
grade of “B-” or higher within the last five (5) years will
be exempt from ISM 500 Introduction to Management of
Information Systems.
Students who have successfully completed undergraduate
or graduate-level coursework in computer programming
with a grade of “B-” or higher within the last five (5) years
or who have earned a certificate in computer
programming/coding from a recognized non-traditional
training provider (e.g. coding boot camp, etc.) within the
last five (5) years will be exempt from ISM 510
Introduction to Computer Programming for Business
Applications.
Students are responsible for notifying the University if
they believe they have met these requirements through
previous college coursework during the application
process.
MPH Program-Specific Requirements
Students are required to complete a practicum consisting
of ninety (90) contact hours, which may be paid or unpaid.
As practical knowledge and skills are essential to a
successful career in public health, a planned, supervised,
and evaluated practicum is an essential component of a
public health professional degree program. The goal of the
practicum is to provide an opportunity for students to
synthesize, integrate, and apply practical skills,
knowledge, and training learned through courses, to gain
professional experience in a public health work
environment, and to work on public health practice
projects that are of particular interest to the student.
Prior to beginning a supervised practicum and/or
employment in most health care facilities students may
need to provide or successfully complete:
Background checks
Blood-borne pathogen training
Liability coverage
HIPAA training
Proof of current immunizations (required of the state)
including a two-step TB test (within a year of clinical
practicum), MMR or titers, Tdap (10 yr. booster),
Varicella, Hepatitis B immunizations or titers,
Influenza or record of decline, and/or health clearance
from a physician.
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 233
Potential practicum locations include:
Health care offices
Public health offices
Community health centers
Non-profit organizations
State health offices, or
Other health-related organizations
Students can only complete their practicum in states where
this program is available. All Students enrolling in a
degree program with a practicum requirement are expected
to complete the practicum in the United States. If students
anticipate that they will not be able to complete their
practicum in the United States all exceptions must be
approved prior to admission into the program.
Students who reside and/or work outside the United States
may be ineligible to complete practicum hours at a facility
abroad; requirements and restrictions vary by country.
Students must notify the Program Chair prior to enrolling
in the program to discuss a potential practicum location
and obtain Program Chair permission to enroll.
Practicum Equivalent Experience
Although there are no exemptions or waivers of the
practicum, in rare situations it is possible to
receive Practicum Equivalent Experience, reducing the
total number of practicum hours needed to be completed
through Ashford University by up to 30 contact hours.
This request can only be approved if a student provides
evidence of substantial prior public health experience
relevant to program-specific competencies. In general, this
substantiation would include at least three or more years of
relevant, full-time public health work prior to
matriculation in the program. Students who wish to apply
for Practicum Equivalent Experience must submit
a Student Petition to Waive Practicum Hours Form during
their first course (MPH 601). This timeframe allows
students to plan a full practicum should prior experience
not be sufficient.
MSCJ Program-Specific Requirements
Master of Science in Criminal Justice students who have
earned an undergraduate degree in criminal justice or have
successfully completed undergraduate coursework in
criminal justice, criminal law and constitutional law with a
grade of “C” or higher will be exempt from the
requirement to take CRJ 501 Criminal Justice, Criminal
Law & the Constitution. Students are responsible for
notifying the University if they believe they have met
these requirements through previous college coursework
during the application process.
MSTM Program-Specific Requirements
Unofficial or official transcripts from the institution(s) that
awarded your bachelor’s degree in science, technology,
engineering, or other fields must be submitted with the
Application for Admission. It is strongly preferred that the
undergraduate degree be in a science, technology, or
engineering discipline. Applicants with a bachelor’s
degree in fields other than science, technology or
engineering that can document prior technical work
experience equivalent to the knowledge found in a
preferred program may request a waiver. It will be
incumbent upon the student to provide evidence and
documentation through the waiver process that is
satisfactory to the Dean or designee for the Forbes School
of Business & Technology ™.
Master of Science in Technology Management Students
who submit official transcripts indicating that they have
earned a Bachelor’s degree or higher in Business, Business
Administration, Accounting, Finance, or Economics or
have successfully completed undergraduate coursework in
Accounting or Finance with a grade of “C” or higher, or
graduate coursework in Accounting or Finance with a
grade of “B” or higher will be exempt from the
requirement to take BUS 591 Financial Accounting &
Analysis.
Students who have successfully completed undergraduate
coursework in Statistics, Business Statistics, or
Quantitative Methods with a grade of “C” or higher or
graduate coursework in Statistics, Business Statistics, or
Quantitative Methods with a grade of “B” or higher will be
exempt from the requirement to take MAT 540 Statistical
Concepts for Research. Students are responsible for
notifying the University if they believe they have met
these requirements through previous college coursework
during the application process and are responsible for
submitting official transcripts for verification.
Additional Requirements for Applicants to
the Master of Science in Finance
Program
Conditional Admission
Applicants seeking admission to the Master of Science in
Finance degree program are required to meet the following
requirements:
Have a bachelor's or graduate-level degree in accounting,
business administration, economics, or finance from a
regionally accredited or approved nationally accredited
college or university with a grade point average (GPA) of
2.0 or above. Students with a grade point average of 2.0 to
2.74 will be placed on Academic Watch; or if a degree is
not earned in the above disciplines, a bachelor’s or
graduate-level degree and successful completion of
MASTER’S PROGRAMS
234 ASHFORD UNIVERSITY
undergraduate coursework in Accounting or Finance with
a grade of “C” or higher, or graduate coursework in
Accounting or Finance with a grade of “B” or higher will
be eligible for admission to the program.*
*Unofficial or official transcripts showing an earned
bachelor’s or graduate-level degree in the area of
accounting, business administration, economics, or finance
or an earned bachelor’s degree or graduate degree and
successful completion of undergraduate coursework in
accounting or finance with a grade of “C” or higher; or
graduate coursework in accounting or finance with a grade
of “B” or higher must be submitted with the Application
for Admission.
Full Admission
The following requirements must be met prior to the
conclusion of the third (3rd) attempted Ashford University
course in a degree seeking program. To start the fourth
(4th) course, students must complete all the requirements
subsequently outlined and must meet all admissions
requirements applicable to their specific degree program.
Students who do not complete all requirements will not be
fully admitted and will be withdrawn from the program.
Submission of an official transcript from the regionally
accredited or approved nationally accredited institution
that awarded the accounting, business administration,
economics, or finance baccalaureate or post-graduate
degree indicating a minimum GPA of 2.0 with a degree
conferral date prior to the start of the first course at
Ashford University, or official transcripts from the
regionally accredited or approved nationally accredited
institution showing an earned baccalaureate or graduate
level degree indicating a minimum GPA of 2.0 with a
degree conferral date prior to the start of the first course at
Ashford University and successful completion of
undergraduate coursework in accounting or finance with a
grade of “C” or higher, or graduate coursework in
accounting or finance with a grade of “B” or higher.
Additional Admission Requirements for
International Applicants
The following requirements are applicable to international
applicants and applicants relying on academic credentials
earned outside the United States for admission to the
programs offered through the online modality. Please note
that visa services are not provided for enrollment in online
programs and that the University will not vouch for a
nonimmigrant alien student’s status or associated charges.
Provisional Admission Requirements
In addition to the requirements for provisional admission
outlined in the admission policy for Master’s programs,
copies of documentation indicating that the student meets
the following admission requirements are required for
provisional admission:
Submit copies of an official evaluation from an
approved evaluation service indicating that the student
has met the following requirements:
o
The equivalent of a regionally or approved
nationally accredited Bachelor’s degree from the
United States.
o
The requirement for official evaluation of the
Bachelor’s degree may be waived when a Master’s
degree has been earned at an appropriately
accredited university in the United States.
All academic records from countries other than the United
States must have been evaluated by one of the following
evaluation services:
Educational Credentials Evaluators, Inc. (ECE); OR
World Education Services (WES)
Note: Students who have already had their international
credentials evaluated prior to applying to Ashford
University may petition the Office of the Registrar for
acceptance of evaluations from other credible agencies.
Full Admission Requirements
In addition to the requirements for full admission outlined
in the admission policy for Master’s programs,
international students must submit an official evaluation
sent directly from an approved evaluation service
indicating that the student meets full admission
requirement (student copies are not accepted) prior to the
conclusion of three (3) Ashford University courses
(equivalent to one academic term) if that institution is
where their undergraduate degree was earned. To begin the
fourth (4th) Ashford University course, international
students must complete the requirement or they will be
withdrawn from the program at the conclusion of the third
(3rd) attempted Ashford University course.
Non-Degree Seeking Student General
Admission Requirements for Master’s
Level Coursework
It is the responsibility of the applicant to provide Ashford
University with all materials required for admission prior
to enrolling in coursework as a non-degree seeking
student. Please see additional policies for non-degree
seeking students under Classification of Students in the
General Academic Information and Policies section of this
Catalog.
Students seeking to enroll in Master’s-level coursework as
a non-degree seeking student must meet the following
requirements:
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 235
Submit an official or unofficial transcript from the
regionally accredited or approved nationally
accredited institution that awarded the baccalaureate
degree indicating a minimum GPA of 2.0 with a
degree conferral date prior to the start of the first
course at Ashford University;
Submit an official or unofficial transcript from the
regionally accredited or approved nationally
accredited institution showing proof of credit
awarded for any required prerequisite coursework;
Have access to a computer with an Internet
connection for the Web-based programs and meet the
minimum technology and minimum computer skills,
abilities, features, system configurations, hardware,
and software outlined in the General Academic
Information & Policies section; and
Have the ability to study in English indicated by one
of the following:
Earned a Bachelor’s degree in which the primary
language of instruction was English;
A minimum of 30 credits have been earned from
regionally or approved nationally accredited
colleges/universities in the United States or equivalent
in which the primary language of instruction was
English; or
Test of English as a Foreign Language (TOEFL) or
International English Language Testing System
(IELTS) examination taken within the past two (2)
years. For the TOEFL, a minimum score of 550 paper-
based or 79 internet-based is required. For the IELTS,
a minimum score of 6.5 is required. Copies of official
or unofficial scores must be submitted prior to
enrolling in coursework as a non-degree seeking
student.
Academic Policies and
Procedures
Academic Calendar
The academic calendar for Ashford University Master’s
programs is continuous (also known as non-term), rather
than defined by semester dates. Typically, students take
one course at a time and move to the next course in the
program sequence without a break. Opportunities to enroll
in Master’s studies and to begin a course sequence in a
degree program are available frequently throughout the
calendar year.
Most courses are six weeks long with an annual two-week
Winter Break when courses are not scheduled. The Winter
Break for 2020-2021 occurs from December 22, 2020 to
January 4, 2021.
Attendance Policy for Masters Courses
Students taking online courses are expected to attend each
week of the course. Attendance is defined as participating
in an academic activity within the online classroom which
includes posting in a graded discussion forum, submitting
a written assignment or journal entry, or submitting a quiz
or exam. Postings not related to graded discussion forums
or written assignments or journal entries not related to the
actual assignment may be reviewed and disqualified for
attendance purposes. Attendance on the basis of submitting
a quiz or exam is determined by submission status at the
conclusion of the calendar day (11:59 pm Mountain Time
Zone).
Each instructional week begins on a Tuesday and
concludes on the following Monday. A student is recorded
either absent or present each day based on participation in
an academic activity. All recorded time stamps for
assignment submissions, discussion board posts, and
attendance records will reflect Mountain Time Zone.
Students who do not attend at least once in any seven
consecutive day period will be issued an attendance
warning. Students who do not attend at least once in any
14 consecutive day period will be dropped from the course
and administratively withdrawn from the University
retroactive to the last date of recorded attendance. Students
who attend on the first day following 14 consecutive days
of non-attendance will not be dropped from their course or
administratively withdrawn.
Students who participate in an academic activity in a
course prior to its official start date will not be dropped
from their course during Week 1 for non-attendance as
long as they subsequently attend at least once during Week
1 of the course.
Please refer to drop policies for grade implications when
not meeting attendance requirements. Students not meeting
attendance requirements will be dropped from the course
and administratively withdrawn from the University
retroactive to the last date of recorded attendance. A
student’s last date of attendance following successful
completion of a course is the end date of that course. The
University may schedule periods of non-enrollment during
which no courses are scheduled. When this occurs, such as
during the annual winter break, the non-enrollment period
may extend the 14 day limit to include the break. No
approved Academic Leave can exceed 45 days including
University scheduled periods of non-enrollment.
Note: New students who do not meet attendance
requirements for the first week of their first course or do
not complete their first course, will be administratively
withdrawn from the University and must work with their
Enrollment Services Advisor to reschedule their
enrollment in the program.
MASTER’S PROGRAMS
236 ASHFORD UNIVERSITY
*Non-degree teaching channel courses (EDU 500, EDU
501, EDU 502, and EDU 503) are exempt from the
standard attendance policy.
Master of Science in Instructional Design and Technology
competency based program students are expected to meet
attendance requirements weekly. Attendance is defined as
participating in an academic activity within the online
classroom: posting in a discussion forum; submitting a
written assignment, journal entry, presentation, flowchart,
or project; submitting a video blog; evidence of
participation in a teleconference or web conference; or
successfully completing a quiz or exam.
Additional Attendance Policy
Requirements for Post Baccalaureate
Courses
Students in Post Baccalaureate courses are required to
complete the synchronous components of the Student
Teaching Seminar courses. Exceptions must be approved
through the Department Chair, of Education and Liberal
Arts.
Academic Participation
In addition to meeting attendance requirements, students
attending are expected to participate in their courses by
actively engaging in weekly discussion forums with
substantial posts and completing the required assignments
for each week. A list of all assignments can be found
within the course calendar in each online class and also by
week in the weekly instructional units.
Failure to meet academic participation requirements may
negatively impact an assignment and/or course grade. All
recorded time stamps for assignment submissions,
discussion board posts, and attendance records will reflect
Mountain Time Zone.
Students who anticipate being absent for an entire week of
a course should contact the instructor in advance and make
arrangements to complete the required assignments. While
students cannot be tardy in an asynchronous learning
environment, nor can they cut class in a traditional sense,
acceptance of late or make-up work is at the discretion of
the instructor and does not waive attendance requirements.
Academic Leave
Students who plan to take a break in attendance of greater
than 14 days but no more than 30 days from their last date
of attendance, who provide a written confirmation of their
intent to return, will not be administratively withdrawn,
provided they return as scheduled.
Written confirmations must be provided via the Academic
Leave Request form in the Student Portal, and should be
submitted within 14 days of the last date of attendance.
Academic Leave Requests allow students to postpone the
start date of their next scheduled course and maintain an
active status with the University. To gain access to the
Academic Leave Request form, students must speak with
an Academic Advisor. New students must complete their
first course in order to be eligible for an Academic Leave.
Students who do not return on their scheduled return date
or do not attend within the first seven days of the course
they are scheduled for when returning from an approved
Academic Leave will be administratively withdrawn.
Please note that administrative withdrawal may occur at
any point in a student’s enrollment when 14 consecutive
days of non-attendance occur, whether within an active
course or between the last date of attendance in a prior
course and the first date of attendance in a subsequent
course. Students who attend on the first day following 14
consecutive days of non-attendance will not be dropped
from their course or administratively withdrawn.
Exceptions to submitting an Academic Leave Request
through the Student Portal may be made in instances
where extreme extenuating circumstances exist for
students unable to access the Student Portal. Students must
contact an Academic Advisor for assistance with this
exception.
The University can make exceptions in which a 45 day
break in attendance may be granted on a case-by-case
basis.
Master of Science in Instructional Design and Technology
competency based program students:
May not submit work during an academic leave and
are not permitted to use university resources such as
the online classroom during the academic leave;
Are allowed one academic leave per 12-month period;
and
May not extend their academic leave beyond one term
in length (15 weeks) and students will not be permitted
to return prior to the term they were last enrolled.
SMART Track Program
Students enrolled in an Ashford University Bachelor’s
degree program may be eligible to enroll in up to six (6)
credits of graduate-level coursework (or nine (9)
applicable credits for the MACC, MBA, MISM, MSCJ or
MSTM programs) toward their Bachelor’s degree and
accelerate completion of a Master’s degree with Ashford
University. Please see the SMART Track Program
Requirements in the General Academic Information and
Policies section of this Catalog for more information.
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 237
Forbes School of Business
and Technology®: Master’s
Programs and Requirements
Master of Accountancy
Degree Focus
The Master of Accountancy program focuses on preparing
students for professional careers in accounting. The
graduate program develops technical knowledge and
application skills as well as enhances students’ analytical,
communication, and decision-making skills. The Master of
Accountancy helps prepare students for careers in public,
corporate, and non-business accounting positions. This
graduate degree offers innovative, high-quality learning
opportunities for the corporate, governmental, and not-for
profit segments of the marketplace. Students may select
one of the specializations to focus study areas.
Special Terms and Conditions: Successful completion of
this program by itself does not qualify a student to sit for
the Certified Public Accountant (CPA) examination. All
prospective students should contact individual state boards
of accounting for additional information relating to
licensure requirements prior to enrolling. These
requirements include, but are not limited to, education and
work experience and any potential restrictions, such as
age minimums or prior criminal convictions. A list of state
accounting boards is available here:
www.nasba.org/stateboards. Students seeking licensure or
certification in a particular profession should carefully
research the requirements prior to enrollment.
Requirements vary by state. Prospective students also
should regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change. Ashford University does not guarantee
that any professional organization will accept a
graduate’s application to sit for any exam for the purpose
of professional certification and graduates may have to
complete additional coursework to be eligible to sit for
certain professional certification exams.
Students who do not have an undergraduate accounting
degree or substantial coursework in accounting will most
likely be unable to meet state requirements to sit for the
CPA examination.
Additionally, students may wish to seek a Certified
Management Accountant (CMA) designation. Information
on the CMA exam can be found at their website
(www.imanet.org). Students are advised that a degree
program is different from an exam preparation course and
they may need more education in addition to work
experience in order to successfully pass the examination.
This degree program is not accredited by International
Assembly for Collegiate Business Education.
California Students: This program alone does not lead to
licensure. In order to sit for the Certified Public Account
(CPA) examination, a total of 150 semester credits must be
completed, of which includes obtaining a baccalaureate
degree. Ashford students who transfer in undergraduate
general education credits may need to determine that they
are meeting the requirements during their program of
study. The completion of Ashford’s Bachelor of Arts in
Accounting and its Master of Accountancy degrees do
meet the educational requirements to sit for the CPA
examination. Applicants must provide the California
Board of Accountancy (CBA) with satisfactory evidence of
having completed a minimum of 12 months of general
accounting experience, a CBA-accepted ethics
examination that must be passed within two years of
submitting the CPA application, a criminal history
background check by fingerprint via a Live Scan service
and the completion of a Criminal Conviction Disclosure
Form to disclose any misdemeanor or felony convictions.
For additional details regarding the CA requirements for
obtaining a CPA license, please visit:
http://www.dca.ca.gov/cba/applicants/applbook.pdf.
Missouri Residents: Prospective students who wish to sit
for the Certified Public Accountant (CPA) examination in
the State of Missouri must meet the following
requirements:
A minimum of a baccalaureate degree
Minimum of 150 semester hours are required to sit for
the exam
o
Minimum of 33 semester hours in accounting (at
least one (1) course in Auditing and at least 18
semester hours of the accounting courses must be
upper division accounting). Please note:
Accounting Law and Business Law courses are not
acceptable toward the accounting requirement
regardless of the department in which they were
offered.
o
Minimum of 27 semester hours in general business
(e.g., marketing, management, economics, finance,
etc.).
Texas Residents: Prospective students who wish to sit for
the Certified Public Accountant (CPA) examination in the
State of Texas should be aware that the state requires 15
credits of traditional face-to-face classroom education in
order to qualify to sit for the CPA examination. Any online
coursework completed at Ashford University will not meet
the traditional face-to-face classroom education
requirement.
MASTER’S PROGRAMS
238 ASHFORD UNIVERSITY
Program Outcomes
Master of Accountancy graduates will be able to:
1.
Develop technical knowledge and competency in the
field of accountancy;
2.
Evaluate how to research complex accounting issues
using professional resources;
3.
Articulate applied concepts and principles to real
world problems;
4.
Assess the relevancy, accuracy, and value of financial
and nonfinancial information; and
5.
Appraise ethical issues and decision alternatives by
incorporating professional codes of conduct and
social responsibility.
Program-Specific Requirements
Students who submit official transcripts indicating that
they have earned a Bachelor’s degree in Business,
Business Administration, Accounting, Finance, Economics
or have successfully completed undergraduate coursework
in Accounting or Finance with a grade of “C” or higher, or
graduate coursework in Accounting or Finance with a
grade of “B” or higher will be exempt from the
requirement to take BUS 591 Financial Accounting &
Analysis.
Students who submit official transcripts indicating that
they successfully completed undergraduate coursework in
Statistics, Business Statistics, or Quantitative Methods
with a grade of “C” or higher or graduate coursework in
Statistics, Business Statistics, or Quantitative Methods
with a grade of “B” or higher will be exempt from the
requirement to take MAT 540 Statistical Concepts for
Research.
Students who submit official transcripts indicating that
they have earned a Bachelor’s degree in Accounting or
Finance or have successfully completed undergraduate
coursework in Accounting or Finance with a grade of “C”
or higher, or graduate coursework in Accounting or
Finance with a grade of “B” or higher will be exempt from
the requirement to take BUS 590 General Cost
Accounting.
Core Requirements (39 credits)
BUS 600 Management Communications with
Technology Tools (3 credits)
BUS 607 Business Law for the Accountant (3 credits)
ECO 610 Global Economics (3 credits)
*BUS 591 Financial Accounting & Analysis (3
credits)
*MAT 540 Statistical Concepts for Research (3
credits)
*BUS 590 General Cost Accounting (3 credits)
ACC 640 Advanced Managerial & Cost Accounting (3
credits)
ACC 610 Advanced Federal Taxation (3 credits)
ACC 614 Auditing & Fraud Detection (3 credits)
ACC 618 Professional Ethics for the Accountant (3
credits)
ACC 622 Accounting Information Systems (3 credits)
ACC 626 Accounting in a Global Environment (3
credits)
ACC 630 Advanced Government & Non-Profit
Accounting (3 credits)
*Students who waive MAT 540, BUS 591, and BUS 590
are required to take 39 total program credits in order to
meet graduation requirements.
Specialization Requirements (9 credits)
Accounting Specialization
ACC 611 Advanced Tax Research (3 credits)
ACC 612 Advanced Financial Accounting (3 credits)
ACC 695 Accounting Capstone (3 credits)
Audit Specialization
ACC 616 Forensic Accounting (3 credits)
ACC 617 Current Issues in Advanced Auditing (3
credits)
ACC 697 Audit Capstone (3 credits)
Graduation Requirements
To be eligible for the Master of Accountancy degree, a
student must successfully complete the following:
The approved program consisting of 48 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Accountancy.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 239
Master of Arts in Leadership
(This program is no longer accepting new enrollments)
Degree Focus
The ability to interpret, empathize, and act quickly in a
global context is essential for leaders to perform in the
future business environment. This includes the ability to
span different cultures, economies, politics, and
geographies; think systemically across multiple networks,
deal with rapid change and layers of complexity; speak the
language of global business; and see the world from the
perspective of others. A growing number of organizations
are seeking leaders who can both adapt to these
complexities and excel at coaching others to be similarly
adaptive and agile.
The program prepares aspiring and ascendant leaders in
organizations through a focus on balancing skills at three
levels: 1) an inner leadership focus based on self-
awareness, reflection, and a commitment to ongoing
growth; 2) competency in leveraging interpersonal
relationships managing conflict and building highly
effective teams; and 3) a systems focus allowing the
translation of the external environment to set effective
strategies and drive execution.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
Program Learning Outcomes
Master of Arts in Leadership graduates will be able to:
Assess one’s leadership strengths critical to effective
leadership in today’s organizations and global
economy;
Implement leadership strategies that build
relationships spanning different cultures, economies,
political philosophies, and geographic regions;
Examine issues in navigating the complexities of
diverse cultural contexts from multiple perspectives
and with a global mindset;
Apply relevant leadership theory to address
contemporary leadership challenges; and
Integrate knowledge of global finance,
macroeconomics, strategy, and marketing into
leadership decisions and interactions.
Program Requirements
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
ORG 6504 Leadership & Management (3 credits)
LDR 6220 The Focused Leader (3 credits)
INT 6230 Leading Across Boundaries (3 credits)
RES 5240 Applied Research Methods (3 credits)
ORG 6522 Fundamentals of Coaching (3 credits)
INT 6250 Glocalization: Leading Across Cultures &
International Communication (3 credits)
ORG 6520 Professional Ethics, Standards of Practice
& Law (3 credits)
LDR 6270 Financial Leadership & Management (3
credits)
LDR 6280 Strategic Leadership (3 credits)
BUS 691 Strategies in Organizational Leadership (3
credits)
Graduation Requirements
To be eligible for the Master of Arts in Leadership, a
student must successfully complete the following:
The approved program consisting of 33 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Leadership.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Organizational
Development and Leadership
(This program is no longer accepting new enrollments)
Degree Focus
The Master of Arts in Organizational Development and
Leadership program is designed for students who have a
baccalaureate degree in any academic discipline and who
seek careers in the application of psychological science
and principles to improving the design, development,
structure, and operation of organizations.
The Master of Arts in Organizational Development and
Leadership is designed both for students who desire
MASTER’S PROGRAMS
240 ASHFORD UNIVERSITY
Master’s level preparation to practice and for those
preparing to enter a doctoral program in the field.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
Program Outcomes
Master of Arts in Organizational Development and
Leadership will be able to:
Apply the methods and principles of psychological
research in organizations;
Analyze the complexity of organizational systems
and functions;
Distinguish concepts and skills that are fundamental
to ethical practices in the field;
Assess individuals’ and organizations’ performance
and need for development;
Evaluate the impact of social and cultural diversity in
organizations;
Design solutions and innovations to maximize
individual and organizational performance;
Evaluate the quality of training and other
organizational solutions.
Program Requirements (39 credits)
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
ORG 6504 Leadership & Management (3 credits)
RES 5240 Applied Research Methods (3 credits)
ORG 6503 Organizational Theories & Systems (3
credits)
ORG 6523 Teams in Organizations (3 credits)
ORG 6534 Human Resources Management (3 credits)
ORG 6520 Professional Ethics, Standards of Practice
& Law (3 credits)
ORG 6506 Leading Organizational Change (3 credits)
ORG 6512 Training & Development (3 credits)
ORG 6505 Diagnosing Organizations (3 credits)
PSY 5420 Principles of Social Psychology (3 credits)
ORG 6511 Introduction to Human Performance
Management (3 credits)
ORG 6522 Fundamentals of Coaching (3 credits)
Graduation Requirements
To be eligible for the Master of Arts in Organizational
Development and Leadership degree, a student must
successfully complete the following:
The approved program consisting of 39 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Organizational Development and Leadership.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Organizational
Management
Degree Focus
The Master of Arts in Organizational Management is
designed to develop professional competence in a world of
rapid and global change. This degree develops advanced
skills in dealing with the complex problems organizations
and individuals face in today’s marketplace. Courses in
organizational change, communications, management,
marketing, decision making, strategic thinking, and
innovation cultivate the landscape for building an
organizational culture that embraces quality and diversity.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
Program Outcomes
Master of Arts in Organizational Management graduates
will be able to:
Evaluate the role of management practice in
organizations and the managerial processes to
effectively implement an organizational
communication plan;
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 241
Analyze common behavioral factors that are present
in organizations;
Analyze the factors that shape the legal environment
of an organization;
Develop processes and policies to manage human
capital in organizations;
Evaluate the importance of ethics and corporate
social responsibility; and
Develop a framework of analysis for strategic
planning.
Core Requirements (24 credits)
BUS 600 Management Communications with
Technology Tools (3 credits)
MGT 601 The Functions of Modern Management (3
credits)
BUS 610 Organizational Behavior (3 credits)
BUS 670 Legal Environment (3 credits)
OMM 615 Strategies: Marketing/Advertising/Public
Relations (3 credits)
OMM 618 Human Resources Management (3 credits)
OMM 622 Financial Decision-making (3 credits)
OMM 640 Business Ethics & Social Responsibility (3
credits)
Specialization Requirements (9 credits)
Standard Specialization
OMM 612 Managing in Social Change (3 credits)
BUS 644 Operations Management (3 credits)
OMM 692 Organizational Management Strategy (3
credits)
Global Management Specialization
BUS 616 International Business (3 credits)
BUS 606 Global Comparative Management (3 credits)
BUS 693 Global Business Strategy (3 credits)
Human Resources Management Specialization
BUS 680 Training & Development (3 credits)
BUS 681 Compensation & Benefits (3 credits)
BUS 692 Strategies in Human Resource Management
(3 credits)
Media Management Specialization
BUS 635 Media Markets & System (3 credits)
BUS 636 Media Management & Innovation (3 credits)
BUS 699 Media Strategies & Applications (3 credits)
Organizational Leadership Specialization
BUS 660 Contemporary Issues in Organizational
Leadership (3 credits)
BUS 661 Leading Organizational Change (3 credits)
BUS 691 Strategies in Organizational Leadership (3
credits)
Project Management Specialization
BUS 611 Project Planning & Management (3 credits)
BUS 612 Advanced Project Procurement (3 credits)
BUS 697 Project Management Strategy (3 credits)
Public Administration Specialization
PPA 601 Foundations of Public Administration (3
credits)
PPA 603 Government Budgeting (3 credits)
PPA 699 Public Policy Development (3 credits)
Supply Chain Management Specialization
BUS 631 Integrated Supply Chain Management (3
credits)
BUS 632 Advanced Logistics (3 credits)
BUS 698 Supply Chain Strategic Management (3
credits)
Graduation Requirements
To be eligible for the Master of Arts in Organizational
Management degree, a student must successfully complete
the following:
The approved program consisting of 33 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Organizational Management.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Business Administration
Degree Focus
The Master of Business Administration program provides
students with a challenging, rich, and relevant academic
experience. Aligned with the Forbes brand, the program’s
foundation emphasizes leadership, innovation, and an
MASTER’S PROGRAMS
242 ASHFORD UNIVERSITY
entrepreneurial spirit. Leadership and business concepts
combined with simulations, videos from leading experts,
pertinent books and publications, and industry-specific
case studies provide the well-rounded, master’s-level
education students need and want. The Master of Business
Administration program features unique courses and
innovative learning tools that empower students to
understand, compete, and thrive in today’s global business
environment.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
Program Outcomes
Master of Business Administration graduates will be able
to:
Utilize leadership skills in situations involving,
collaboration, self-advocacy, and business-critical
decisions;
Prepare written and oral communications to create
professional presence, articulate a vision, bridge
diverse perspectives and cultural differences that
impact businesses;
Integrate critical thinking and inventiveness to form
strategies and overcome business challenges in both
domestic and international business settings;
Formulate financial analysis and business knowledge
in marketing, data analytics, economics, operations,
project management, human capital management and
emerging technologies to drive decision making; and
Critique the use of legal and ethical principles and the
influence of politics in the business environment.
Program-Specific Requirements
Students who submit official transcripts indicating that
they have earned a Bachelor’s degree in Business,
Business Administration, Accounting, Finance, Economics
or have successfully completed undergraduate coursework
in Accounting or Finance with a grade of “C” or higher, or
graduate coursework in Accounting or Finance with a
grade of “B” or higher will be exempt from the
requirement to take BUS 592 Financial Business
Overview.
Core Requirements (33 credits)
BUS 621 Leadership and Teamwork (3 credits)
BUS 622 Global Marketing (3 credits)
BUS 623 Human Capital Management Using
Applied Psychology (3 credits)
BUS 624 Law and Ethics in the Business
Environment (3 credits)
*BUS 592 Financial Business Overview (3
credits)
BUS 625 Data & Decision Analytics (3 credits)
Prerequisite: BUS 592
BUS 626 Global Economics & Political Influence
(3 credits) Prerequisite: BUS 592
BUS 627 Financial Statement Analysis (3 credits)
Prerequisite: BUS 592
BUS 629 Financial Budgeting, Forecasting &
Analysis (3 credits) Prerequisite: BUS 592
BUS 633 Project & Operations Management (3
credits)
^BUS 686 Capstone Strategic Simulation (3
credits)
Elective Choice (6 credits)^^
Students will choose 2 courses (6 credits) from the 3
courses listed below:
BUS 637 Entrepreneur/Intrapreneur (3 credits)
BUS 638 International Business (3 credits)
BUS 639 Technology and Innovation (3 credits)
*Students who waive BUS 592 Financial Business
Overview are required to take 36 total program credits in
order to meet graduation requirements.
^Must be taken last in the program.
^^ Elective courses must be completed after all other
major courses and prior to the capstone.
Graduation Requirements
To be eligible for the Master of Business Administration
degree, a student must successfully complete the
following:
The approved program consisting of 39 credits;
and
A minimum cumulative grade point average of
3.00 in all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Business Administration.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 243
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Human Resource Management
Degree Focus
The Master of Human Resource Management (MHRM)
degree offers a robust, HR-specific curriculum preparing
students with the competencies needed to add value to
organizations through effective HR strategies. The
program is designed to equip students with the problem-
solving, data-driven decision-making, and strategic
management skills needed in today’s rapidly changing
business environment. Students will be prepared to address
the social, ethical, legal, and economic issues facing
virtual, domestic, and internationally focused
organizations and provide strategic leadership in the core
areas of Human Resource Management. The MHRM
degree is aligned with national standards in Human
Resource Management using well-defined, HR curriculum
content and competencies identified by the Society for
Human Resource Management (SHRM). The curriculum
focuses on critical content areas, including change
management, employee and labor relations, legal and
ethical issues, compensation and benefits, training and
development, workforce planning and talent management,
organizational development, HR information systems, and
globalization.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification. Successful
completion of this program by itself does not provide
Society for Human Resource Management (SHRM) HR
certification or the SHRM Assurance of Learning®
Assessment Certificate of Learning. Students in their final
year of study (and have a minimum of 500 hours of
relevant experience) may be eligible to apply for the
SHRM Certified Professional (SHRM-CP) exam. For
details regarding eligibility requirements please visit:
https://www.shrm.org/certification/apply/EligibilityCriteri
a/Pages/default.aspx.
Program Outcomes
Master of Human Resource Management graduates will be
able to:
Evaluate organizational needs as strategic business
partner in the core areas of Human Resource
Management;
Assess change management initiatives to fulfill
strategic organizational objectives;
Analyze internal and external business environments
and management strategies of virtual, domestic, and
internationally focused organizations;
Assess issues of diversity as they affect the human
resource function;
Construct strategies for planning, recruiting,
selecting, training, and retaining employees to ensure
human resources supports organizational goals; and
Evaluate regulatory, legal, and ethical issues when
developing and administering policies and procedures
in the workplace.
Core Requirements (39 credits)
BUS 600 Management Communications with
Technology Tools (3 credits)
OMM 618 Human Resources Management (3 credits)
OMM 640 Business Ethics & Social Responsibility (3
credits)
HRM 610 Employment Law & Labor Relations (3
credits)
HRM 620 Job Analysis & Design (3 credits)
HRM 630 Workforce Planning & Talent Management
(3 credits)
HRM 640 Performance Management: Metrics &
Measurement of Human Resources (3 credits)
HRM 650 Managing a Global & Diverse Workforce (3
credits)
BUS 661 Leading Organizational Change (3 credits)
BUS 680 Training & Development (3 credits)
BUS 681 Compensation & Benefits (3 credits)
HRM 660 Organizational Development (3 credits)
BUS 692 Strategies in Human Resource Management
(3 credits)
Graduation Requirements
To be eligible for the Master of Human Resource
Management degree, a student must successfully complete
the following:
The approved program consisting of 39 credits; and
MASTER’S PROGRAMS
244 ASHFORD UNIVERSITY
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Human Resource Management.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Information Systems
Management
Degree Focus
The Master of Information Systems Management (MISM)
program focuses on efficient management of information
technology and effective business integration. The MISM
degree will assist graduates in managing information flow
within organizations and leveraging technology to
facilitate operational excellence. Students examine
foundational elements, such as strategic technology
planning, technology operations, and data management,
and incorporate core technical knowledge for managing
wider technology functions and processes in organizations.
In certain courses, students apply what they have learned
using a virtual lab. The MISM degree prepares students for
employment in fields that leverage data analysis and
information technology. Students may select from one of
three specializations in the program: Business Intelligence,
Project Management, or IT Organizational Management
and Leadership.
Special Terms and Conditions: Successful completion of
this program by itself does not provide licensure or
certification in any state, regardless of concentration or
specialization. Students seeking industry certification are
strongly encouraged to carefully research the
requirements prior to enrollment. Ashford University does
not guarantee that any professional organization will
accept a graduate's application to sit for any exam for the
purpose of professional certification.
Program Outcomes
Master of Information Systems Management graduates
will be able to:
Assess business needs and appropriate technological
solutions using analytical and critical thinking;
Evaluate the interrelationships between user needs,
business goals, and technology solutions;
Apply strategic planning methods for long term
technological solutions;
Integrate dynamic business data demands using ease-
of-use technology solutions; and
Apply effective project management business
technology management, and budgeting models to
enterprise issues.
Program-Specific Requirements
Students who have successfully completed undergraduate
or graduate-level coursework in management information
systems, information systems or computer science with a
grade of “B-” or higher within the last ten (10) years will
be exempt from ISM 500 Introduction to Management of
Information Systems.
Students who have successfully completed undergraduate
or graduate-level coursework in computer programming
with a grade of “B-” or higher within the last ten (10) years
or who have earned a certificate in computer
programming/coding from a recognized non-traditional
training provider (e.g. coding boot camp, etc.) within the
last ten (10) years will be exempt from ISM 510
Introduction to Computer Programming for Business
Applications.
Prerequisite Requirements (6 credits)
*ISM 500 Introduction to Management of Information
Systems (3 credits)
*ISM 510 Introduction to Computer Programming for
Business Applications (3 credits)
Core Requirements (27 credits)
BUS 600 Management Communications with
Technology Tools (3 credits)
OMM 622 Financial Decision Making (3 credits)
INF 630 Systems Analysis and Design (3 credits)
ISM 640 Computer Networking and
Telecommunication Design (3 credits)
Prerequisites: BUS 600 and INF 630
ISM 641 Database Design and Management (3 credits)
Prerequisites: BUS 600 and INF 630
ISM 642 Information Security and IT Governance (3
credits) Prerequisites: BUS 600 and INF 630
ISM 643 Leadership in Business Systems
Development (3 credits) Prerequisites: OMM 622
and ISM 641
ISM 644 Legal and Ethical Issues in Technology (3
credits) Prerequisites: OMM 622 and ISM 642
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 245
ISM 645 Information Technology Strategic Planning
(3 credits) Prerequisites: OMM 622, ISM 642 and
ISM 643
*Students who waive ISM 500 or ISM 510 are required
to take 39 total program credits in order to meet
graduation requirements. Students who waive ISM 500
and ISM 510 are required to take 36 total program
credits in order to meet graduation requirements.
Specialization Requirements (9 credits)
Business Intelligence Specialization
ISM 680 Big Data Applications (3 credits)
ISM 681 Business Intelligence Systems (3 credits)
ISM 682 Advanced Data Management and Acquisition
Capstone (3 credits)
IT Organizational Management and Leadership
Specialization
OMM 640 Business Ethics and Social Responsibility
(3 credits)
BUS 661 Leading Organizational Change (3 credits)
ISM 670 IT Organizational Management and
Leadership Capstone (3 credits)
Project Management Specialization
ISM 650 Information Systems Project Methodologies I
(3 credits)
ISM 651 Information Technology Methodologies II (3
credits)
ISM 652 Project Management Capstone – Strategic
Project Management (3 credits)
Graduation Requirements
To be eligible for the Master of Information Systems
Management degree, a student must successfully complete
the following:
The approved program consisting of 42 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Information Systems Management.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University
Master of Science in Finance
Degree Focus
The Master of Science in Finance degree will offer a
robust and finance-specific educational curriculum that
prepares students with the competencies needed to find
gainful employment within the fields of Financial
Analytics or Management. Upon successful completion of
the Master of Science in Finance degree, students will be
prepared for a career in a variety of business fields
including financial planning, financial services, banking,
real estate, corporate financial management, risk
management and insurance, and securities sales and
management. Employment sectors include private,
government or non-profit organizations. This program was
designed to enhance lifetime value in that it lays the
foundation for continued growth in the financial industry..
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state Students seeking licensure or
certification in a particular profession are strongly
encouraged to carefully research the requirements prior to
enrollment. Requirements may vary by state. Ashford
University does not guarantee that any professional
organization will accept a graduate’s application to sit for
any exam for the purpose of professional certification.
Program Outcomes
Master of Science in Finance graduates will be able to:
Apply appropriate principles of valuation for
financial assets and securities;
Assess investment and financial practices to assess
the organization’s value;
Design appropriate risk management strategies based
on an evaluation of an organization’s financial risk;
Evaluate the trade-off between risk and return in
investment management;
Utilize ethical and professional standards in the
financial decision making process;
Measure the return on investment of corporate
initiatives and policies for organizational strategic
decision making; and
Make financial recommendations for an organization
with consideration to a global perspective.
Program-Specific Requirements
Applicants must have a Bachelor's or graduate-level
degree in accounting, business administration, economics,
or finance or successful completion of undergraduate
coursework in Accounting or Finance with a grade of “C”
or higher, or graduate coursework in Accounting or
MASTER’S PROGRAMS
246 ASHFORD UNIVERSITY
Finance with a grade of “B” or higher to be admitted. See
Admission Policies and Procedures for Graduate
Programs for full details.
Major Course Requirements (39 credits)
FIN 671 Financial Analysis and Security Valuation (3
credits)
FIN 678 Statistics for Financial Managers (3 credits)
FIN 675 Financial Economics (3 credits)
FIN 676 Financial Accounting (3 credits)
FIN 689 Advanced Financial Management and
Analysis (3 credits)
FIN 674 Strategic Cost Analysis (3 credits)
FIN 677 International Finance (3 credits)
FIN 681 Money Banking & Financial Institutions (3
credits)
FIN 683 Investment Analysis (3 credits)
FIN 679 Advanced Corporate Finance (3 credits)
FIN 672 Financial Instruments & Derivatives (3
credits)
FIN 673 Applied Portfolio Management (3 credits)
FIN 680 Corporate Finance Capstone (3 credits)
Graduation Requirements
To be eligible for the Master of Science in Finance degree,
a student must successfully complete the following:
The approved program consisting of 39 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Science in Finance
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Science in Technology
Management
Degree Focus
The Master of Science in Technology Management
program provides students with methods and techniques
required for employment in fields that leverage the
application of technology in a managerial role. The
Technology Management degree will assist graduates to
leverage the full potential of technology and human
resources. Students examine managerial skills required for
securing and protecting assets, implementing technical
projects, and enhancing communication and collaboration
in an organization, through business adaptations of
information and technology.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
Program Specific Requirements
Unofficial or official transcripts from the institution(s) that
awarded your bachelor’s degree in science, technology,
engineering, or other fields must be submitted with the
Application for Admission. It is strongly preferred that the
undergraduate degree be in a science, technology, or
engineering discipline. Applicants with a bachelor’s
degree in fields other than science, technology or
engineering that can document prior technical work
experience equivalent to the knowledge found in a
preferred program may request a waiver. It will be
incumbent upon the student to provide evidence and
documentation through the waiver process that is
satisfactory to the Dean or designee for the Forbes School
of Business & Technology.
Master of Science in Technology Management students
who submit official transcripts indicating that they have
earned a Bachelor’s degree or higher in Business, Business
Administration, Accounting, Finance, or Economics or
have successfully completed undergraduate coursework in
Accounting or Finance with a grade of “C” or higher, or
graduate coursework in Accounting or Finance with a
grade of “B” or higher will be exempt from the
requirement to take BUS 591 Financial Accounting &
Analysis.
Students who have successfully completed undergraduate
coursework in Statistics, Business Statistics, or
Quantitative Methods with a grade of “C” or higher or
graduate coursework in Statistics, Business Statistics, or
Quantitative Methods with a grade of “B” or higher will be
exempt from the requirement to take MAT 540 Statistical
Concepts for Research. Students are responsible for
notifying the University if they believe they have met
these requirements through previous college coursework
during the application process and are responsible for
submitting official transcripts for verification.
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 247
Program Outcomes
Technology Management graduates will be able to:
Assess business adaptations of information and
technology to enhance the strategic competitive
advantage of an organization;
Identify, model and promote the required
management and leadership skills to succeed in a
culture of innovation;
Plan the implementation of technical projects while
effectively utilizing human and financial resources to
improve the operational efficiencies of an
organization;
Determine the appropriate technologies to enhance
communication and collaboration within an
organization; and
Analyze issues of ethical and social responsibility
within an organization.
Major Course Requirements (36 credits)
BUS 600 Management Communications with
Technology Tools (3 credits)
*BUS 591 Financial Accounting & Analysis (3
credits)
BUS 611 Project Planning & Management (3 credits)
BUS 644 Operations Management (3 credits)
*MAT 540 Statistical Concepts for Research (3
credits)
OMM 640 Business Ethics & Social Responsibility (3
credits)
TMG 601 Technology Strategy & Governance (3
credits) Prerequisite: BUS 600
TMG 602 Management of Technology (3
credits) Prerequisite: BUS 600
^TMG 699 Technology Management Capstone (3
credits) Prerequisite: GEN 499
Students will select 3 courses from this list, for a total of 9
credits:
BUS 612 Advanced Project Procurement (3 credits)
BUS 642 Business Research Methods & Tools (3
credits)
BUS 660 Contemporary Issues in Organizational
Leadership (3 credits)
BUS 661 Leading Organizational Change (3 credits)
INF 620 Management Information Systems (3 credits)
INF 630 Business Systems Analysis (3 credits)
ISM 643 Leadership in Business Systems
Development (3 credits)
MHA 605 Business Intelligence (3 credits)
MHA 616 Health Care Management Information
Systems (3 credits)
MHA 626 Strategic Planning & Marketing in Health
Care (3 credits)
*Students who waive MAT 540, and BUS 591 are required
to take 30 total program credits in order to meet graduation
requirements.
^ This course must be taken last in the program.
Graduation Requirements
To be eligible for the Master of Science in Technology
Management degree, a student must successfully complete
the following:
The approved program consisting of 36 credits*; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Science in Technology Management.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
College of Arts and
Sciences: Master’s Programs
and Requirements
Master of Arts in Counseling
(This program is no longer accepting new enrollments)
Degree Focus
In the Master of Arts in Counseling, Clinical Mental
Health Counseling Specialization program students take a
core curriculum that includes the study of theoretical and
applied psychology and counseling with the objectives of
understanding human development, child and adult
psychopathology and treatment, professional ethics,
assessment and statistics, and counseling techniques.
This program is not accredited by the Council for
Accreditation of Counseling and Related Educational
Programs (CACREP), which may be a requirement for
licensure in some states. Other factors, such as a student's
criminal history, may prevent an applicant from obtaining
licensure or employment in this field. Prospective students
MASTER’S PROGRAMS
248 ASHFORD UNIVERSITY
are also advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Please note: A criminal record may prevent an applicant
from obtaining state licensure. Please refer to individual
state licensing boards for additional information relating
to licensure requirements.
Program Specific Requirements
Student Professional Liability Insurance Requirements
Students accepted into the Master of Arts in Counseling
degree program are required to have proof of professional
liability insurance in order to register for their first term of
Practicum. Due to the liabilities associated with direct
care, students need to be insured during clinical Practicum
and Internship training. Professional liability insurance can
be purchased from one of several insurance carriers.
Students are required to provide proof of coverage to the
Director of Clinical Training (DCT). The DCT will notify
the Registrar’s Office of anyone that should be disenrolled
from a Practicum or Internship experience for failure to
provide proof of or maintain the appropriate insurance
coverage.
Background Check Consent Policy
Prospective Master of Arts in Counseling students must
sign the appropriate consent(s) for a background check at
the time of application. The consent form permits the
University to conduct a background check at the time of
application and at any point after the student’s enrollment
in the program. A copy of the signed consent(s) will be
maintained in the permanent student record.
Refusal to Submit to a Background Check Policy
Refusal to request the criminal background check or
falsification of information regarding the background
check will preclude the student from enrollment,
matriculation, continued training, or graduation, if
applicable.
Clinical Practicum or Counseling Practicum or
Internship
Students who are completing a clinical or counseling
Practicum or Internship must be enrolled as a degree
seeking student in either the Master of Arts in Counseling
program.
Students who enter the program with a clinical Master’s
degree may receive credit for up to 700 hours of
Practicum. The number of transferable Practicum hours is
determined by the University Registrar in consultation
with the Director of Clinical Training. Students in the
Master of Arts in Counseling program are required to
complete a total of 700 hours of Practicum and Internship.
Students who are completing a Practicum or counseling
Internship in Colorado must obtain registration with the
Colorado Department of Regulatory Agencies (DORA)
prior to beginning their Practicum experience at the
University, and all students in the Master of Arts in
Counseling program must have personal liability insurance
prior to beginning practicum. Students will be required to
provide documentation of registration with DORA if they
are completing Practicum hours in Colorado, and
documentation of a current professional liability policy for
all clinical or counseling Practicum experiences.
The Practicum experience gives students the opportunity
to integrate Core Competencies, Clinical Proficiencies, and
academics as they apply their learning in a real world
clinical setting. Students build the skills they will need to
be successful in the mental health profession. The Practica
also give students the chance to discover the clinical
relationship skills and techniques that work for them in the
clinical setting and the client populations with which they
are most effective. The level of professionalism and
enthusiasm, with which students approach their Practica,
has a direct bearing on their success and the quality of
their learning experience.
In the Clinical Practica, students must understand their
professional obligations to clients and to the University.
They must strive to maintain appropriate relationships and
demeanor whenever clients are present. As the American
Psychological Association (APA) Code of Conduct states,
“Psychologists uphold professional standards of conduct,
clarify their professional roles and obligations, accept
appropriate responsibility for their behavior, and adapt
their methods and needs to different populations.”
Students in the Master of Arts in Counseling program
complete their Practicum and Internship hours in
community settings, with the approval of the Director of
Clinical Training. Supervision for MA Counseling
students should be provided by licensed mental health
professionals, including those with doctorates in Counselor
Education and Supervision, those with a Master’s Degree
in Counseling who are Licensed Professional Counselors,
or by those who are licensed psychologists, as approved by
the Director of Clinical Training.
Additional requirements for Practicum and Internship
eligibility may be found in their respective handbooks.
Transfer of Clinical and Counseling Practicum
Hours
For students in the Master of Arts in Counseling program,
Ashford University may accept up to 300 hours of
Practicum or Internship or up to three semester credits
from approved accredited institutions when those
Practicum or Internship hours are demonstrated to be from
a Master of Arts in Counseling program that has similar
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 249
standards of training as Ashford University. In such cases,
the student must take at least an additional 400 hours of
Practicum and/or Internship in the Ashford University
Master of Arts in Counseling program. Final determination
of the acceptance of Practicum hours will be made by the
Director of Clinical Training.
Program Outcomes
Develop a professional counseling orientation and
identity using ethical counseling practices;
Exhibit appropriate multicultural counseling skills in
various counseling capacities;
Relate human growth and development theories to
clinical practice;
Utilize career development theories and strategies in
counseling situations;
Apply counseling theories to helping relationships;
Connect group counseling and group work theories
and skills;
Evaluate assessment and testing materials; and
Apply knowledge of various research methods to
program evaluation.
Master of Arts in Counseling, Clinical Mental
Health Counseling Specialization Requirements
First Year
CSL 5530 Cultural Diversity & Individual Differences
(3 credits)
CSL 5101 Professional Orientation & Issues in
Counseling (3 credits)
CSL 5280 Ethics, Laws & Standards of Professional
Practice (3 credits)
CSL 5290 Theories & Techniques of Counseling &
Psychotherapy (3 credits)
CSL 6210 Survey of Psychopathology (3 credits)
CSL 6470 Theories & Techniques of Group
Counseling & Psychotherapy (3 credits)
CSL 5130 Life Span Development (3 credits)
CSL 5420 Principles of Social Psychology (3 credits)
CSL 6120 Lifestyle & Career Development (3 credits)
CSL 6160 Family Systems & Dynamics (3 credits)
Second Year
CSL 5410 Physiological Bases of Behavior (3 credits)
CSL 5610 Psychometrics: Tests & Measurements (3
credits)
CSL 6851 Counseling Practicum (1 credit)
CSL 6501 Psychology of Personality (3 credit)
CSL 6230 Treatment of Family Violence (3 credits)
CSL 6852 Counseling Practicum (1 credit)
CSL 6140 Assessment of Children & Adolescents (3
credits)
CSL 5400 Understanding, Interpreting, & Applying
Statistical Concepts (3 credits)
CSL 6853 Counseling Internship (1 credit)
CSL 6820 Treatment of Children & Adolescents (3
credits)
CSL 6370 Addiction Counseling (3 credits)
CSL 6854 Counseling Internship (1 credit)
CSL 6855 Counseling Internship (1 credit)
Third Year
CSL 6856 Counseling Internship (1 credit)
CSL 6857 Counseling Internship (1 credit)
Master of Arts in Counseling, Marriage, Couples,
and Family Counseling Specialization
Requirements
First Year
CSL 5530 Cultural Diversity & Individual Differences
(3 credits)
CSL 5101 Professional Orientation & Issues in
Counseling (3 credits)
CSL 5280 Ethics, Laws & Standards of Professional
Practice (3 credits)
CSL 6600 Theories & Techniques of Marriage &
Family Therapy I (3 credits)
CSL 6210 Survey of Psychopathology (3 credits)
CSL 6610 Theories & Techniques of Marriage &
Family Therapy II (3 credits)
CSL 6470 Theories & Techniques of Group
Counseling & Psychotherapy (3 credits)
CSL 6160 Family Systems & Dynamics (3 credits)
CSL 6380 Seminar in Marriage & Family Therapy (3
credits)
CSL 5610 Psychometrics: Tests & Measurements (3
credits)
Second Year
CSL 6230 Treatment of Family Violence (3 credits)
CSL 6580 Human Sexuality & Sexual Disorders (3
credits)
CSL 6951 Marriage & Family Therapy Practicum (1
credit)
CSL 6460 Marital Systems (3 credits)
MASTER’S PROGRAMS
250 ASHFORD UNIVERSITY
CSL 5130 Life Span Development (3 credits)
CSL 6952 Marriage & Family Therapy Practicum (1
credit)
CSL 5400 Understanding, Interpreting, & Applying
Statistical Concepts (3 credits)
CSL 6120 Lifestyle & Career Development (3 credits)
CSL 6953 Marriage & Family Therapy Internship (1
credit)
CSL 6220 Family/Marital Assessment (3 credits)
CSL 6370 Addiction Counseling (3 credits)
CSL 6954 Marriage & Family Therapy Internship (1
credit)
CSL 6955 Marriage & Family Therapy Internship (1
credit)
Third Year
CSL 6956 Marriage & Family Therapy Internship (1
credit)
CSL 6957 Marriage & Family Therapy Internship (1
credit)
Graduation Requirements
To be eligible for the Master of Arts in Counseling degree,
a student must successfully complete the following
:
The approved program consisting of 61 credits;
Completion of all practicum and internship
requirements; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Counseling.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Curriculum and
Instruction
(This program is no longer accepting new enrollments)
Degree Focus
The Master of Arts in Curriculum and Instruction provides
a path for educators in P-12 and other training-related
fields seeking to advance their knowledge and skills in
designing and adapting curriculum and instruction for the
21st century. Intended to be practical and application-
based, the program provides opportunities to optimize
teaching and learning systems with technology integration.
Foundations of current theory, global educational issues,
trends, and best practices pertaining to high-quality
instruction and curriculum design will inspire 21st-century
educators to be innovative agents of change and respond to
contemporary challenges through creativity and critical
thinking.
Certification and Licensure Terms and Conditions:
An
online degree from Ashford University does not lead to
immediate teacher licensure in any state.
If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are accredited by the
Council for the Accreditation of Educator Preparation
(CAEP), which is a requirement for certification in some
states. Other factors, such as a student’s criminal history,
may prevent an applicant from obtaining licensure or
employment in this field of study. All prospective students
are advised to visit the Education Resource Organizations
Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain licensure
to verify that these courses qualify for teacher
certification, endorsement, and/or salary benefits in that
state prior to enrolling. Prospective students are also
advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
California Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of California. In order to
obtain teacher licensure, a baccalaureate or higher
degree, except in professional education, from a
regionally-accredited college or university is required.
Residents that meet the education requirement must also
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 251
complete a CA state approved teacher preparation
program which includes coursework, a supervised student
teaching experience and a formal recommendation by the
institution where the preparation program was completed.
They also must pass the state exams which includes
California Basic Educational Skills TestTM (CBEST®)
and California Subject Examinations for Teachers®
(CSET®). A criminal history background check by
fingerprint via a Live Scan service must be passed that
may include an investigation into felony and misdemeanor
convictions. For additional details regarding the CA
requirements for obtaining a single subject teaching
credential, please visit:
http://www.ctc.ca.gov/credentials/leaflets/cl560c.pdf.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University’s online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12 educator
preparation programs are NOT accredited in Kentucky by
the Education Professional Standards Board and are NOT
recognized for initial, additional, or renewal of
certification or salary enhancement (rank change) for K-
12 educators in Kentucky. For more information, please
visit the Education Professional Standards Board’s
website
at http://www.epsb.ky.gov/certification/outofstate.asp.
Program Outcomes
Master of Arts in Curriculum and Instruction graduates
will be able to:
Analyze evidence and standards-based instructional
strategies aligned with learning and development
theories to support highly effective instruction and
inclusive learning environments;
Appraise qualities of effective curricula and
technology designed to include a variety of learners
and abilities in inclusive settings;
Design student-centered learning opportunities,
assessments, and curriculum aligned with learning
standards and empirically-based instructional design
strategies promoting 21st century skills, creativity,
and cultural relevance;
Construct effective methods of collaboration,
communication and partnership with colleagues,
community, and related stakeholders;
Evaluate educational action research drawing on
critical analysis, research, and methods of various
disciplines to address local or global educational
issues; and
Relate personal learning with professional growth,
advancement, and the ability to impact learners and
other professionals in the field.
Major Course Requirements (30 credits)
ECI 601 Introduction to Curriculum & Instruction:
The Science of Learning and Teaching (3 credits)
ECI 605 Contemporary Educational Issues, Trends,
and Challenges (3 credits) Prerequisite: ECI 601
ECI 610 21st Century Curriculum, Standards, &
Assessment (3 credits) Prerequisite: ECI 601
ECI 615 Intentional Approaches to Intervention (3
credits) Prerequisite: ECI 601
ECI 630 Authentic Technology Integration in the
Classroom (3 credits) Prerequisite: ECI 601
ECI 680 Collaborative Approaches to Curriculum
Alignment and Design (3 credits) Prerequisite: ECI
601
EDU 620 Meeting Individual Student Needs with
Technology (3 credits) Prerequisite: EDU 673 or ESE
601 or ECI 601
ECI 685 Transforming Curriculum & Instruction
Through Empowering Leadership (3 credits)
Prerequisites: ECI 601 and EDU 650 or ECI 680
EDU 694 Capstone 1: Educational Research (3 credits)
Prerequisite: ECI 685 or EDU 620
EDU 696 Capstone 2: Culminating Project (3 credits)
Prerequisite: EDU 694 or ECE 660
Graduation Requirements
To be eligible for the Master of Arts in Curriculum and
Instruction degree, a student must successfully complete
the following:
The approved program consisting of 30 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Curriculum and Instruction.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
MASTER’S PROGRAMS
252 ASHFORD UNIVERSITY
Master of Arts in Early Childhood
Education Leadership
Degree Focus
The Master of Arts in Early Childhood Education
Leadership program prepares professionals in early
childhood education to address the developmental needs of
young children in a variety of settings using ethical
practice, innovative technology, and research-based
advocacy. The program is designed to empower students
from a variety of backgrounds and experiences in the
growing field of early childhood education. This program
is open to learners with a Bachelor’s degree in Early
Childhood Education or a related field and those who are
currently or have been previously employed in the field of
early childhood education.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are accredited by the
Council for the Accreditation of Educator Preparation
(CAEP), which is a requirement for certification in some
states. Other factors, such as a student’s criminal history,
may prevent an applicant from obtaining licensure or
employment in this field of study. All prospective students
are advised to visit the Education Resource Organizations
Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain licensure
to verify that these courses qualify for teacher
certification, endorsement, and/or salary benefits in that
state prior to enrolling. Prospective students are also
advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu
Hawaii Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University’s online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12 educator
preparation programs are NOT accredited in Kentucky by
the Education Professional Standards Board and are NOT
recognized for initial, additional, or renewal of
certification or salary enhancement (rank change) for K-
12 educators in Kentucky. For more information, please
visit the Education Professional Standards Board’s
website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Master of Arts in Early Childhood Education Leadership
graduates will be able to:
Evaluate evidence-based theories and strategies
aligned with early development and learning needs to
support high quality learning environments;
Assess effective communication and collaboration
strategies to positively influence partnerships with
community agencies and families with young
children;
Evaluate early childhood curricula designed to
promote development and learning across all domains
of development;
Evaluate effective assessment and evaluation
strategies, tools, and procedures designed to improve
outcomes for young children, families, and programs;
Design discipline-specific action research based on
relevant theory and research methodology;
Propose ethical solutions that promote educational
transformation in the field of early childhood
education; and
Construct a personal definition of leadership as an
early childhood education professional.
Program-Specific Requirements
Applicants to the Master of Arts in Early Childhood
Education Leadership must have:
Earned a bachelor’s degree* from a regionally
accredited or an approved nationally accredited
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 253
university in early childhood education or a related
field; or
Current or previous employment in the field of early
childhood education.
* Unofficial or official transcripts showing an earned
undergraduate degree in Early Childhood Education or a
related field must be submitted with the Application for
Admission.
Core Requirements (30 credits)
ECE 600 Leadership, Innovation, & Social Justice in
Early Childhood Education (3 credits)
ECE 624 Advanced Topics in Child Development,
Learning, & Developmentally Appropriate Practices (3
credits) Prerequisite: ECE 600 or EDU 650
ECE 631 Building Family & Community Partnerships
(3 credits) Prerequisite: ECE 600 or EDU 650
ECE 642 Quality Curriculum in Early Childhood
Education (3 credits) Prerequisite: ECE 600 or EDU
650
ECE 657 Assessment to Support Young Children and
Families (3 credits)
ECE 660 Action Research & Inquiry in Education (3
credits) Prerequisite: ECE 631, ECE 642 and ECE
657
ECE 671 Management & Administration of Early
Childhood Programs (3 credits) Prerequisite: ECE 600
or EDU 650
ECE 672 Personnel Management & Staff
Development for Early Childhood Administrators (3
credits)
ECE 673 Advocacy, Policy, and Social Justice in
Early Childhood Education (3 credits) Prerequisite:
ECE 671
EDU 696 Capstone 2: Culminating Project (3
credits) Prerequisite: EDU 694 or ECE 660
Graduation Requirements
To be eligible for the Master of Arts in Early Childhood
Education Leadership degree, a student must successfully
complete the following:
The approved program consisting of 30 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Early Childhood Education Leadership.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University
Master of Arts in Education
Degree Focus
The Master of Arts in Education is designed to present
foundational perspectives in education as well as build
expertise by emphasizing various specializations. Its core
courses are aligned to program outcomes that define the
knowledge, skills, and dispositions that are essential for
providing effective and innovative instruction to diverse
student populations. Its specializations are comprised of
courses students can select based on their personal area of
interest and expertise in education.
Certification and Licensure Terms and Conditions:
An
online degree from Ashford University does not lead to
immediate teacher licensure in any state.
If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are accredited by the
Council for the Accreditation of Educator Preparation
(CAEP), which is a requirement for certification in some
states. Other factors, such as a student’s criminal history,
may prevent an applicant from obtaining licensure or
employment in this field of study. All prospective students
are advised to visit the Education Resource Organizations
Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain licensure
to verify that these courses qualify for teacher
certification, endorsement, and/or salary benefits in that
state prior to enrolling. Prospective students are also
advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
MASTER’S PROGRAMS
254 ASHFORD UNIVERSITY
Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu
California Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of California. In order to
obtain teacher licensure, a baccalaureate or higher
degree, except in professional education, from a
regionally-accredited college or university is required.
Residents that meet the education requirement must also
complete a CA state approved teacher preparation
program which includes coursework, a supervised student
teaching experience and a formal recommendation by the
institution where the preparation program was completed.
They also must pass the state exams which includes
California Basic Educational Skills TestTM (CBEST®)
and California Subject Examinations for Teachers®
(CSET®). A criminal history background check by
fingerprint via a Live Scan service must be passed that
may include an investigation into felony and misdemeanor
convictions. For additional details regarding the CA
requirements for obtaining a single subject teaching
credential, please visit:
http://www.ctc.ca.gov/credentials/leaflets/cl560c.pdf.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa: An education degree offered through Ashford
University’s online modality does not lead to teacher
licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12 educator
preparation programs are NOT accredited in Kentucky by
the Education Professional Standards Board and are NOT
recognized for initial, additional, or renewal of
certification or salary enhancement (rank change) for K-
12 educators in Kentucky. For more information, please
visit the Education Professional Standards Board’s
website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Master of Arts in Education graduates will be able to:
Design appropriate, challenging and diverse learning
experiences informed by contemporary, research-
based theory and practice;
Design a variety of strategies and experiences to
elicit evidence of learner growth and responsive
instructional decisions;
Analyze research that generates positive social
change along with evidence-based practices and
academic writing;
Demonstrate innovative actions serving as advocates
and change agents within communities by engaging
in continuous professional growth;
Construct effective methods of collaboration,
communication, and partnership with colleagues,
community, and stakeholders; and
Apply confidence, competence, and purpose around
digital citizenship, consuming, creating, and
communicating information and ideas using
technology.
Core Requirements (24 credits)
Note: Degree-seeking students are required to complete
courses in the correct sequence. For this program, the
specialization courses may be taken after completion of
ESE 601. The last two courses completed as part of this
program should be EDU 694 and EDU 696.
EDU 650 Teaching, Learning and Leading in the 21st
Century (3 credits)
EDU 692 Creativity, Culture, & Global Contexts in
Education Decision Making (3 credits) Prerequisite:
EDU 650
EDU 673 Instructional Strategies for Differentiated
Teaching & Learning (3 credits) Prerequisite: EDU
650
EDU 645 Learning & Assessment for the 21st Century
(3 credits) Prerequisite: EDU 673
EDU 620 Meeting Individual Student Needs with
Technology (3 credits) Prerequisite: EDU 673
ESE 601 Students with Exceptionalities in the School
Setting (3 credits)
EDU 694 Capstone I: Educational Research (3 credits)
Prerequisite: EDU 620
EDU 696 Capstone II: Culminating Project (3 credits)
Prerequisite: EDU 694 or ECE 660
Specialization Requirements (12 credits)
Child Development Specialization (12 credits)
ECE 630 Language, Physical & Social Development
in Young Children (3 credits)
ECE 653 Cognitive Development of Infants & Young
Children (3 credits)
ECE 654 Assessment & Intervention in Early
Childhood (3 credits)
ECE 605 Children & Families in a Diverse Society (3
credits)
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 255
Curriculum and Instruction Specialization (12
credits)
ECI 601 Introduction to Curriculum and Instruction:
The Science of Learning and Teaching (3 credits)
ECI 610 21st Century Curriculum, Standards, and
Assessment (3 credits) Prerequisite: ECI 601
ECI 615 Intentional Approaches to Intervention (3
credits) Prerequisite: ECI 601
ECI 685 Transforming Curriculum and Instruction
Through Empowering (3 credits) Prerequisite: ECI
601 and EDU 650
Early Childhood Education Specialization (12
credits)
ECE 624 Advanced Topics in Child Development,
Learning & Developmentally Appropriate Practices (3
credits) Prerequisite: ECE 600 or EDU 650
ECE 631 Building Family & Community Partnerships
(3 credits) Prerequisite: ECE 600 or EDU 650
ECE 642 Quality Curriculum in Early Childhood
Education (3 credits) Prerequisite: ECE 600 or EDU
650
ECE 671 Management & Administration of Early
Childhood (3 credits) Prerequisite: ECE 600 or
EDU 650
Family and Community Services Specialization (12
credits)
EDU 617 School, Family & Community Partnerships
(3 credits)
EDU 635 Community & Youth Development (3
credits)
EDU 644 Child & Family Welfare (3 credits)
EDU 647 Families, Community & Diversity (3
credits)
Higher Education Specialization (12 credits)
EDU 586 Foundations of American Higher Education
(3 credits)
EDU 587 Adult Learning and Development (3 credits)
EDU 588 Student Services (3 credits)
EDU 589 Issues and Innovations in Higher Education
(3 credits)
School Leadership in the 21
st
Century (12 credits)
EDU 684 Shared Vision of Learning (3 credits)
EDU 687 Building a Learning-Centered Culture (3
credits)
EDU 688 Organizational Management for Student
Learning (3 credits)
EDU 689 Personal Ethics & Leadership Capacity (3
credits)
Special Education Specialization (12 credits)
EDU 647 Families, Communities & Diversity (3
credits)
ESE 603 Law & Ethics in Special Education (3
credits) Prerequisite: ESE 601
ESE 610 Assessment & Evaluation of Students with
Mild to Moderate Disabilities (3 credits)
ESE 634 Education-Based Collaborative Relationships
(3 credits) Prerequisite: ESE 601
Graduation Requirements
To be eligible for the Master of Arts in Education degree, a
student must successfully complete the following:
The approved program consisting of 36 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Education.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Education
(This version of the program is no longer accepting new
enrollments)
Degree Focus
The Master of Arts in Education is designed for students
who have a baccalaureate degree in any academic
discipline and who seek careers in the field of higher
education. The curriculum in this program focuses on the
foundational theories, current research, emerging trends,
and a personalized opportunity for students to pursue a
chosen area of interest. Students will investigate the
historical, theoretical, and philosophical foundations in the
field of education to identify a problem, propose a
solution, implement the solution, and communicate the
results of their findings. The Master of Arts in Education
provides an opportunity to go beyond the known
educational strategies and pedagogical theories. The core
courses in this program provide the foundation of
MASTER’S PROGRAMS
256 ASHFORD UNIVERSITY
knowledge and skills you will need to provide leadership
to diverse populations in the field of education.
Certification and Licensure Terms and Conditions:
An
online degree from Ashford University does not lead to
immediate teacher licensure in any state.
If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are accredited by the
Council for the Accreditation of Educator Preparation
(CAEP), which is a requirement for certification in some
states. Other factors, such as a student’s criminal history,
may prevent an applicant from obtaining licensure or
employment in this field of study. All prospective students
are advised to visit the Education Resource Organizations
Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain licensure
to verify that these courses qualify for teacher
certification, endorsement, and/or salary benefits in that
state prior to enrolling. Prospective students are also
advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu
Hawaii Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
California Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of California. In order to
obtain teacher licensure, a baccalaureate or higher
degree, except in professional education, from a
regionally-accredited college or university is required.
Residents that meet the education requirement must also
complete a CA state approved teacher preparation
program which includes coursework, a supervised student
teaching experience and a formal recommendation by the
institution where the preparation program was completed.
They also must pass the state exams which includes
California Basic Educational Skills TestTM (CBEST®)
and California Subject Examinations for Teachers®
(CSET®). A criminal history background check by
fingerprint via a Live Scan service must be passed that
may include an investigation into felony and misdemeanor
convictions. For additional details regarding the CA
requirements for obtaining a single subject teaching
credential, please visit:
http://www.ctc.ca.gov/credentials/leaflets/cl560c.pdf.
Iowa: An education degree offered through Ashford
University’s online modality does not lead to teacher
licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12 educator
preparation programs are NOT accredited in Kentucky by
the Education Professional Standards Board and are NOT
recognized for initial, additional, or renewal of
certification or salary enhancement (rank change) for K-
12 educators in Kentucky. For more information, please
visit the Education Professional Standards Board’s
website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Master of Arts in Education graduates will be able to:
Design appropriate and challenging learning
experiences informed by analysis of how learners
develop individually across the cognitive, linguistic,
social, emotional, and physical patterns to promote
student learning and growth;
Employ differentiated instructional practices aligned
with learner strengths and differences, diverse
cultures, and diverse communities to promote student
learning in a safe, collaborative, engaging, inclusive,
21st century learning environment;
Design a variety of evidence-based assessments used
for ongoing evaluation of student progress, and to
guide teacher and learner decision making;
Execute an action research study that draws on the
research and methods of various disciplines to
address local or global educational issues;
Design learner-centered instruction aligned
with Common Core State Standards, digital age
standards (NETS-S), and 21st Century skills to
promote learner achievement and growth;
Engage in continuous professional growth through
leadership in educational environments and the
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 257
demonstration of legal and ethical behavior in
professional practices;
Use knowledge of subject matter and central concepts
of the discipline(s) to create technology-enriched
learning environments that promote learner
achievement and innovation;
Effectively communicate and collaborate with
various stakeholders through written communication,
verbal communication, and a variety of current and
emerging digital age tools to ensure learner growth
and to advance the profession; and
Use a range of digital technology tools to research,
organize, evaluate, and communicate information
while exhibiting an understanding of ethical and legal
issues surrounding the use of information
technologies.
Program Requirements (30 credits)
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
EDU 5101 Learning Theory (3 credits)
EDU 5250 Foundations of Learning (3 credits)
ORG 6520 Professional Ethics, Standards of Practice
& Law (3 credits)
EDU 5450 Educational Trends (3 credits)
RES 5240 Applied Research Methods (3 credits)
EDU 5650 Current Education Research (3 credits)
EDU 6100 Identifying Solutions in Education (3
credits)
EDU 6200 Implementing Solutions in Education (3
credits)
EDU 6300 Communication Methods in Education (3
credits)
Graduation Requirements
To be eligible for the Master of Arts in Education degree, a
student must successfully complete the following:
The approved program consisting of 30 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Education.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Health Care
Administration
Degree Focus
The Master of Arts in Health Care Administration prepares
graduates to assume leadership and management positions
in health care organizations. The program incorporates
integration and application of health care theories and
concepts across the domains of organizational health care.
Topics addressed throughout the program are:
management, finance, accounting, economics,
administrative leadership, quality improvement, risk
management, health policy, law, ethics, strategic planning,
information systems, statistical reasoning, and human
resources.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept a
graduate’s application to sit for any exam for the purpose
of professional certification. Students seeking licensure or
certification in a particular profession are strongly
encouraged to carefully research the requirements prior to
enrollment. Requirements may vary by state. Further, a
criminal record may prevent an applicant from obtaining
licensure, certification, or employment in this field of
study.
Program Outcomes
Master of Arts in Health Care Administration graduates
will be able to:
Apply health care financial and accounting concepts
in organizational decision making;
Apply principles of leadership in the developing of
strategic goals, achieving organizational outcomes,
and modeling professional values;
Formulate health care decisions consistent with legal
and ethical standards;
Utilize health care information technology and
statistical reasoning in organizational planning and
decision-making;
Demonstrate sensitivity to diversity in the health care
setting;
Evaluate health care outcomes using quality
improvement and risk standards;
Apply health care economic perspectives in the
interpretation of health policy;
MASTER’S PROGRAMS
258 ASHFORD UNIVERSITY
Apply problem-solving approaches in the resolution
of health care issues; and
Communicate the responsibility of a health care
professional remaining current in their professional
knowledge.
Course Requirements (36 credits)
MHA 601 Principles of Health Care Administration (3
credits)
MHA 622 Health Care Ethics & Law (3 credits)
MHA 620 Health Policy Analyses (3 credits)
MHA 630 Global & Population Health Comparative
Systems (3 credits)
MHA 616 Health Care Management Information
Systems (3 credits)
MHA 605 Business Intelligence (3 credits)
MHA 612 Financial & Managerial Accounting (3
credits)
MHA 618 Health Economics (3 credits)
MHA 624 Continuous Quality Improvements & Risk
Management (3 credits)
MHA 628 Managed Care & Contractual Services (3
credits)
MHA 626 Strategic Planning & Marketing in Health
Care (3 credits)
MHA 690 Health Care Capstone (3 credits)
Graduation Requirements
To be eligible for the Master of Arts in Health Care
Administration degree, a student must successfully
complete the following:
The approved program consisting of 36 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Health Care Administration.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Human Development
(This program is no longer accepting new enrollments)
Degree Focus
The Master of Arts in Human Development is an engaging
program that focuses on the varying and constant
developmental and transformational changes across the life
span. This program is designed for persons who want to
understand stages of human development and apply
effective practices to address pressing public issues and
social needs related to factors that shape human
development such as emotional, cognitive, cultural,
environmental, ethical, and social structures.
This program prepares individuals who plan to serve in
roles as instructors, trainers, curriculum developers,
consultants, public policy influencers, or for those who
seek to be more authentic in their own leadership in
organizations and communities. Graduates of the program
will be prepared to conduct applied research and apply
human development knowledge in their work with
organizations and groups. This program also prepares
graduates to engage stakeholders in open and mindful
dialogue for the purpose of social change for the common
good.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept a
graduate’s application to sit for any exam for the purpose
of professional certification. Students seeking licensure or
certification in a particular profession are strongly
encouraged to carefully research the requirements prior to
enrollment. Requirements may vary by state. Further, a
criminal record may prevent an applicant from obtaining
licensure, certification, or employment in this field of
study.
Program Learning Outcomes
Evaluate theories, issues, views, policies, and
practices of human lifespan development;
Analyze issues in human development to support
decision making from practical, ethical, cultural,
scientific, legal, personal, individual, and collective
perspectives;
Evaluate professional literature and quantitative,
qualitative, and mixed methods research on human
development;
Construct models and plans for personal and
professional development using human lifespan
development theory, ideals, research, policy,
reflection, and practice; and
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 259
Develop clear, effective, and professional written,
oral, and visual communication skills around the
current theories and practices within human lifespan
development.
Program Requirements (30 credits)
Core Course Requirements (15 credits)
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
PSY 5130 Life Span Development (3 credits)
RES 5240 Applied Research Methods (3 credits)
ORG 6520 Professional Ethics, Standards of Practice
& Law (3 credits)
HUD 6910 Human Development Capstone (3 credits)
Electives (15 credits)
HUD 5110 Human Sexuality (3 credits)
HUD 5420 Interdisciplinary Theories of Gerontology
(3 credits)
HUD 5430 Physical & Psychological Aspects of
Aging (3 credits)
HUD 5440 Optimizing Aging: Learning, Leisure, &
Social Interaction (3 credits)
HUD 5320 Advanced Theories of Adult Personal
Transformation (3 credits)
HUD 5330 Personality Development (3 credits)
HUD 5340 Resiliency, Transformation, & Life’s
Challenges (3 credits)
SOC 5610 Structure & Function of Nonprofit &
Government Organizations (3 credits)
SOC 5630 Community Organizations & Analysis (3
credits)
HUM 5060 Granting Writing (3 credits)
Graduation Requirements
To be eligible for the Master of Arts in Human
Development degree, a student must successfully complete
the following:
The approved program consisting of 30 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Human Development.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Human Services
Degree Focus
This advanced program of study provides students with a
broad range of human service-relevant, advanced,
challenging, stimulating courses that allow them to tailor
their degree to their respective professional needs.
Students learn how to successfully review, evaluate, and
modify programs, apply various research methods, analyze
human services-relevant theories and policies, lifespan and
human diversity topics, and ethics, laws and standards as
they apply to the field of human services.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept a
graduate’s application to sit for any exam for the purpose
of professional certification. Students seeking licensure or
certification in a particular profession are strongly
encouraged to carefully research the requirements prior to
enrollment. Requirements may vary by state. Further, a
criminal record may prevent an applicant from obtaining
licensure, certification, or employment in this field of
study.
Program Learning Outcomes
Master of Arts in Human Services graduates will be able
to:
Develop a historical context of human services;
Evaluate various human systems as they relate to the
human services field;
Explain human service delivery systems in relation to
populations served, organizations, and models of
service delivery;
Develop research and written communication skills
applied to the human services field;
Construct a program plan, program review, and
community-needs assessment;
Explain knowledge, theory, and skills pertaining to
interventions and direct services;
Examine operational, organizational and
administrative aspects of human services;
Explain the need to ethically remain mindful and
respectful of each client’s values; and
MASTER’S PROGRAMS
260 ASHFORD UNIVERSITY
Synthesize values and personal world views for self-
awareness, professional development, and personal
development.
Program Requirements (24 credits)
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
HUM 5010 Overview of Human Services (3 credits)
PSY 5130 Life Span Development (3 credits)
RES 5240 Applied Research Methods (3 credits)
ORG 6520 Professional Ethics, Standards of Practice
& Law (3 credits)
HUM 6100 Group Theories & Human Systems (3
credits)
HUM 5300 Human Services Delivery Skills &
Processes (3 credits)
HUM 5100 Integrative Project for Human Services (3
credits)
Specialization Requirements (9 credits)
Standard Specialization
Choose three classes from this list:
HUD 5420 Interdisciplinary Theories of Gerontology
(3 credits)
HUM 5060 Grant Writing (3 credits)
HUM 5210 Recruiting & Coaching Volunteers (3
credits)
HUM 5220 Non-Profit Principles & Practices (3
credits)
HUM 5500 Human Services Administration (3 credits)
ORG 5574 Criminal Justice Organizations & their
Functions (3 credits)
ORG 5650 Contemporary Issues in Mental Health
Care Compliance (3 credits)
ORG 6343 Intervention Strategies in Wellness
Programs (3 credits)
ORG 6504 Leadership & Management (3 credits)
ORG 6570 Victimology: Theory, Research & Policy
(3 credits)
ORG 6660 Fiscal Administration in Mental Health
Care Systems (3 credits)
PSY 6160 Family Systems & Dynamics (3 credits)
SOC 5510 Sociology of Health & Medicine (3 credits)
SOC 5610 Structure & Function of Nonprofit &
Government Organizations (3 credits)
Mental Health Administration Specialization
HUM 5500 Human Services Administration (3 credits)
ORG 5650 Contemporary Issues in Mental Health
Care Compliance (3 credits)
ORG 6660 Fiscal Administration in Mental Health
Care Systems (3 credits)
Nonprofit Management Specialization
HUM 5210 Recruiting & Coaching Volunteers (3
credits)
HUM 5220 Non-Profit Principles & Practices (3
credits)
ORG 6504 Leadership & Management (3 credits)
Graduation Requirements
To be eligible for the Master of Arts in Human Services, a
student must successfully complete the following:
The approved program consisting of 33 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Human Services.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Psychology
Degree Focus
The Master of Arts in Psychology program guides students
though an in-depth exploration of the discipline. At the
core of the program is the “generalist model,” a conceptual
framework emphasizing an understanding of the processes
that underlie human experience and behavior, as well as
core knowledge, theories, and research in the field of
psychology.
Special Terms and Conditions: The Master of Arts in
Psychology is not a licensure program and does not
prepare an individual to become a licensed psychology
professional. Ashford University does not guarantee that
any professional organization will accept a graduate’s
application to sit for any exam for the purpose of
professional certification or licensure. Students seeking
licensure or certification in the field of psychology should
carefully research the requirements prior to enrollment.
Requirements vary by state. Further, a criminal record
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 261
may prevent an applicant from obtaining licensure,
certification, or employment in this field of study.
California Students: This program does not lead to
licensure. According to the California Board of
Psychology, candidates for licensure must have a
doctorate degree in clinical or counseling psychology. The
Board of Behavioral Sciences which governs licensure for
LMFT, LPC, LPCC, and LCSW, requires candidates to
meet didactic requirements and rigorous
practicum/supervised professional hours that range
between 500 to 2000 hours depending on the type of
license. Coursework in the MAPSY may partially meet
didactic requirements for CA licensure but that evaluation
is done by the respective boards, and the purpose of the
program is not designed to prepare students for licensure
of any type. A criminal history background check by
fingerprint via a Live Scan service must be passed that
may include an investigation into felony and misdemeanor
convictions. For additional details regarding the CA
requirements for obtaining licensure, please visit:
http://www.psychology.ca.gov/licensees/.
Program Outcomes
Master of Arts in Psychology graduates will be able to:
Apply ethical principles and standards of psychology
to academic and professional activities;
Explain psychological concepts using the
professional standards of the discipline;
Analyze major concepts, theories, methodologies, and
historical trends in psychology;
Evaluate the scientific merit of the professional
literature in psychology; and
Integrate psychological theory and research.
Core Requirements (36 credits)
PSY 600 Introduction to Graduate Study in
Psychology (3 credits)
PSY 605 Developmental Psychology (3 credits)
PSY 610 Applied Social Psychology (3 credits)
PSY 615 Personality Theories (3 credits)
PSY 620 Learning & Cognition (3 credits)
PSY 625 Biological Bases of Behavior (3 credits)
Prerequisites: PSY 600, PSY 605, PSY 610, PSY 615
and PSY 620
PSY 630 Psychopharmacology (3 credits)
Prerequisite: PSY 625
PSY 635 Research Design & Methods (3 credits)
PSY 640 Psychological Testing & Assessment (3
credits) Prerequisite: PSY 635
PSY 645 Psychopathology (3 credits)
PSY 650 Introduction to Clinical & Counseling
Psychology (3 credits) Prerequisite: PSY 645
PSY 699 Master of Arts in Psychology Capstone (3
credits)
Graduation Requirements
To be eligible for the Master of Arts in Psychology degree,
a student must successfully complete the following:
The approved program consisting of 36 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Psychology.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Psychology
(This version of the program is no longer accepting new
enrollments)
Degree Focus
The Master of Arts in Psychology program is a graduate
degree in psychology designed primarily for students who
wish to meet one of the following goals: (a) prepare for
careers as psychological researchers or technicians in
behavioral or mental health research organizations, (b)
gain education in psychological foundations and research
methodologies, demonstrate their ability to succeed in
graduate-level work and in conducting graduate-level
research in preparation for entering a Doctoral program, or
(c) gain further depth of knowledge in the science of
psychology.
Students in the program build a solid foundation of
knowledge in the science of psychology, including
psychometric theory, statistics and research methodology,
human development, learning theory and behavior, and the
biological, cognitive, emotional, and social bases of
behavior.
Special Terms and Conditions: The Master of Arts in
Psychology is not a licensure program and does not
prepare an individual to become a licensed psychology
professional. Ashford University does not guarantee that
any professional organization will accept a graduate’s
application to sit for any exam for the purpose of
MASTER’S PROGRAMS
262 ASHFORD UNIVERSITY
professional certification or licensure. Students seeking
licensure or certification in the field of psychology should
carefully research the requirements prior to enrollment.
Requirements vary by state. Further, a criminal record
may prevent an applicant from obtaining licensure,
certification, or employment in this field of study.
California Students: This program does not lead to
licensure. According to the California Board of
Psychology, candidates for licensure must have a
doctorate degree in clinical or counseling psychology. The
Board of Behavioral Sciences which governs licensure for
LMFT, LPC, LPCC, and LCSW, requires candidates to
meet didactic requirements and rigorous
practicum/supervised professional hours that range
between 500 to 2000 hours depending on the type of
license. Coursework in the MAPSY may partially meet
didactic requirements for CA licensure but that evaluation
is done by the respective boards, and the purpose of the
program is not designed to prepare students for licensure
of any type. A criminal history background check by
fingerprint via a Live Scan service must be passed that
may include an investigation into felony and misdemeanor
convictions. For additional details regarding the CA
requirements for obtaining licensure, please visit:
http://www.psychology.ca.gov/licensees/.
Program Outcomes
Apply ethical principles and standards of psychology
to academic and professional activities;
Explain psychological concepts using the
professional standards of the discipline;
Analyze major concepts, theories, methodologies, and
historical trends in psychology;
Evaluate the scientific merit of the professional
literature in psychology; and
Integrate psychological theory and research.
Program Requirements (39 credits)
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
PSY 5130 Life Span Development (3 credits)
PSY 5420 Principles of Social Psychology (3 credits)
PSY 6290 Learning Theory & Behavioral
Applications (3 credits)
RES 5240 Applied Research Methods (3 credit)
RES 5400 Understanding, Interpreting, & Applying
Statistical Concepts (3 credits)
ORG 6520 Professional Ethics, Standards of Practice
& Law (3 credits)
Specialization Requirement
Criminal Justice
ORG 5571 Traditional Criminological Theories (3
credits)
ORG 5574 Criminal Justice Organizations & their
Functions (3 credits)
ORG 6570 Victimology: Theory, Research & Policy
(3 credits)
ORG 6572 Law Enforcement & Communities (3
credits)
ORG 6580 Correctional Philosophies & Strategies (3
credits)
ORG 6574 Law & Society (3 credits)
Graduation Requirements
To be eligible for the Master of Arts in Psychology degree,
a student must successfully complete the following:
The approved program consisting of 39 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Psychology.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Public Sociology
(This program is no longer accepting new enrollments)
Degree Focus
Public Sociology is an applied sociological discipline with
a clear intent to make an impact in society. The program
involves development in applied research and policy
driven work, advocacy and activism, and empirically-
based problem solving; deepening our collective
understanding of public issues in a social context and
seeking to influence positive social change. Students will
acquire expertise and skills to apply sociological theory
and research methods to address contemporary public
issues and social problems in organizations and
communities in a local, national, and international context.
The program is designed to prepare graduates who want to
understand social structures and systems and apply
effective practices to address pressing public issues and
social needs in public, nonprofit, community, and other
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 263
institutions, as well as manage resources for projects,
programs and organizations. Graduates of the program
will also be prepared to conduct social science research
and apply sociological knowledge in preparation for
doctoral studies.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Further, Ashford University does not
guarantee that any professional organization will accept a
graduate’s application to sit for any exam for the purpose
of professional certification. Students seeking licensure or
certification in a particular profession are strongly
encouraged to carefully research the requirements prior to
enrollment. Requirements may vary by state. Further, a
criminal record may prevent an applicant from obtaining
licensure, certification, or employment in this field of
study.
Program Learning Outcomes
Master of Arts in Public Sociology graduates will be able
to:
Model knowledge of foundational and advanced
sociological concepts; specifically, concepts of
diversity, social responsibility, human rights, and
dignity and respect for others in society;
Synthesize a variety of classical and contemporary
sociological theoretical perspectives;
Integrate a broad range of varied research
methodologies and ethical approaches within the
sociological context;
Critically specify sociological issues in the local,
national, and international context;
Devise solutions using sociological tools to impact
societal issues in the local, national, and international
context; and
Propose strategies for management of projects,
programs and resources in the field of public
sociology; specifically within the role of community
engagement, advocacy and activism in the local,
national, and international context.
Program Requirements
ORG 6499 Cultural Diversity & Individual
Differences (3 credits)
SOC 5110 Sociological Theory (3 credits)
PSY 5420 Principles of Social Psychology (3 credits)
RES 5240 Applied Research Methods (3 credits)
RES 5400 Understanding, Interpreting, & Applying
Statistical Concepts (3 credits)
HUM 5060 Grant Writing (3 credits)
SOC 5610 Structure & Function of Nonprofit &
Government Organizations (3 credits)
SOC 5620 Sociology of Work in Contemporary
Society (3 credits)
SOC 5630 Community Organizations & Analysis (3
credits)
SOC 6910 Public Sociology Capstone (3 credits)
Graduation Requirements
To be eligible for the Master of Arts in Public Sociology, a
student must successfully complete the following:
The approved program consisting of 30 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Public Sociology.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Special Education
Degree Focus
The Master of Arts in Special Education is an online
degree program for adult learners with a previously earned
bachelor’s degree in any discipline. The program is
intended for non-certified teachers who are interested in
working with children with disabilities as well as certified
teachers and employed non-licensed education
professionals seeking job advancement or added
knowledge within the field.
Educational experiences in the Master of Arts in Special
Education program will blend academic scholarship,
analytical thinking, effective communication, and
workplace relevance while providing students the
flexibility of the online learning modality. The online
courses will be embedded with structured video
observations, simulations, and interviews with key
personnel in the field, enabling students to apply concepts,
knowledge, and skills in classroom settings. The Master of
Arts in Special Education program will provide an in-
depth knowledge base on classroom instruction, laws,
assessment, and communication skills needed for a career
in the special education field. This program requires the
use of an e-Portfolio, which may have an out-of-pocket
cost associated with it, depending on the specific product
selected by the student.
MASTER’S PROGRAMS
264 ASHFORD UNIVERSITY
Certification and Licensure Terms and Conditions:
An
online degree from Ashford University does not lead to
immediate teacher licensure in any state.
If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are accredited by the
Council for the Accreditation of Educator Preparation
(CAEP), which is a requirement for certification in some
states. Other factors, such as a student’s criminal history,
may prevent an applicant from obtaining licensure or
employment in this field of study. All prospective students
are advised to visit the Education Resource Organizations
Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain licensure
to verify that these courses qualify for teacher
certification, endorsement, and/or salary benefits in that
state prior to enrolling. Prospective students are also
advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu
Hawaii Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa: An education degree offered through Ashford
University’s online modality does not lead to teacher
licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12 educator
preparation programs are NOT accredited in Kentucky by
the Education Professional Standards Board and are NOT
recognized for initial, additional, or renewal of
certification or salary enhancement (rank change) for K-
12 educators in Kentucky. For more information, please
visit the Education Professional Standards Board’s
website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Master of Arts in Special Education graduates will be able
to:
Design appropriate learning experiences for students
with exceptionalities that are informed by diverse
cultural experiences and varied patterns of learning
and development;
Create a safe, inclusive, culturally responsive
environment that cultivates active and effective
learning for students with exceptionalities;
Plan cross-disciplinary learning experiences that
promote individualized academic and social abilities,
attitudes, values, interests, and career options for
students with exceptionalities;
Synthesize results from multiple evidence-based
assessments to guide educational decisions for
individuals with exceptionalities;
Incorporate cross-disciplinary skills using evidenced-
based instructional strategies for students with
exceptionalities;
Evaluate how ethical principles and practice
standards influence special education laws,
regulations and individual professional
accountability;
Construct an action research proposal that addresses
local or global issues related to individuals with
exceptionalities; and
Integrate positive collaborative practices with various
stakeholders to address the needs of students with
exceptionalities across a range of learning
experiences.
Core Requirements (30 credits)
ESE 601 Students with Exceptionalities in the School
Setting (3 credits)
ESE 603 Law & Ethics in Special Education (3
credits) Prerequisite: ESE 601
ESE 610 Assessment & Evaluation of Students with
Mild to Moderate Disabilities (3 credits)
ESE 634 Education-Based Collaborative Relationships
(3 credits) Prerequisite: ESE 601
ESE 645 Lesson Design for Students with Mild to
Moderate Disabilities (3 credits) Prerequisite: ESE
601
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 265
ESE 656 Positive Behavior Supports in the Classroom
(3 credits) Prerequisite: ESE 601
EDU 620 Meeting Individual Students Needs with
Technology (3 credits) Prerequisites: EDU 673 or
ESE 601
ESE 668 Evidenced-Based Instructional Methods for
Students with Mild to Moderate Disabilities (3 credits)
Prerequisite: ESE 601
EDU 694 Capstone I: Education Research (3 credits)
Prerequisite: EDU 620
EDU 696 Capstone II: Culminating Project (3 credits)
Prerequisite: EDU 694 or ECE 660
Graduation Requirements
To be eligible for the Master of Arts in Special Education
degree, a student must successfully complete the
following:
The approved program consisting of 30 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Special Education.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Arts in Teaching and Learning
with Technology
(This program is no longer accepting new enrollments)
Degree Focus
The Master of Arts in Teaching and Learning with
Technology focuses on developing expertise in designing,
implementing, and facilitating Instructional Technology in
a variety of learning environments. Learners connect
theory and practice in the design of learning solutions for a
digital age. Competencies build knowledge and skills to
integrate current and emerging instructional technologies
into educational and professional settings. Professional
opportunities include instructional technology leaders,
consultants and coaches, online educators, school or
college technology experts, and educational entrepreneurs.
Certification and Licensure Terms and Conditions:
An
online degree from Ashford University does not lead to
immediate teacher licensure in any state.
If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are accredited by the
Council for the Accreditation of Educator Preparation
(CAEP),, which is a requirement for certification in some
states. Other factors, such as a student’s criminal history,
may prevent an applicant from obtaining licensure or
employment in this field of study. All prospective students
are advised to visit the Education Resource Organizations
Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain licensure
to verify that these courses qualify for teacher
certification, endorsement, and/or salary benefits in that
state prior to enrolling. Prospective students are also
advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
California Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of California. In order to
obtain teacher licensure, a baccalaureate or higher
degree, except in professional education, from a
regionally-accredited college or university is required.
Residents that meet the education requirement must also
complete a CA state approved teacher preparation
program which includes coursework, a supervised student
teaching experience and a formal recommendation by the
institution where the preparation program was completed.
They also must pass the state exams which includes
California Basic Educational Skills TestTM (CBEST®)
and California Subject Examinations for Teachers®
(CSET®). A criminal history background check by
fingerprint via a Live Scan service must be passed that
may include an investigation into felony and misdemeanor
convictions. For additional details regarding the CA
requirements for obtaining a single subject teaching
MASTER’S PROGRAMS
266 ASHFORD UNIVERSITY
credential, please visit:
http://www.ctc.ca.gov/credentials/leaflets/cl560c.pdf. For
additional details regarding the CA requirements for
obtaining a multiple subject teaching credential, please
visit: http://www.ctc.ca.gov/credentials/leaflets/cl561c.pdf.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa: An education degree offered through Ashford
University’s online modality does not lead to teacher
licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12 educator
preparation programs are NOT accredited in Kentucky by
the Education Professional Standards Board and are NOT
recognized for initial, additional, or renewal of
certification or salary enhancement (rank change) for K-
12 educators in Kentucky. For more information, please
visit the Education Professional Standards Board’s
website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Master of Arts in Teaching and Learning with Technology
graduates will be able to:
Generate a shared and learner-focused instructional
vision;
Synthesize data to draw conclusions that inform the
design of effective learning solutions;
Design effective learning solutions by blending
theory and accepted practice;
Create strategies for safe, legal, and ethical use of
digital information and technology;
Propose solutions for equitable access to digital tools
and technology;
Construct solutions specific to target audiences and
learning environments;
Facilitate effective and engaging learning events; and
Prescribe a variety of technologies for teaching and
learning in a digital world.
Note: Program outcomes for the Master of Arts in
Teaching and Learning with Technology have been
adopted from the NETS*T standards (National
Educational Technology Standards for Teachers) that
serve as nationally recognized professional standards.
Core Requirements (15 credits)
EDU 648 Teaching & Learning with Technology
(3 credits)
EDU 652 Instructional Design & Delivery (3 credits)
EDU 694 Capstone I (3 credits)
EDU 658 Instructional Leadership (3 credits)
EDU 696 Capstone II (3 credits) Prerequisite: EDU
694
Specialization Requirements (15 credits)
Standard Specialization
EDU 655 Trends & Issues in Instructional Design &
Technology for Online Learning (3 credits)
EDU 656 Technology Solutions for Just in Time
Training & Learning (3 credits)
EDU 679 Technology Solutions for Organizational
Improvement (3 credits)
EDU 651 Collaboration & Learning in a Virtual
Environment (3 credits)
EDU 649 Technologies for Teaching & Learning (3
credits)
Online Educator Specialization
EDU 600 Introduction to Online Learning (3 credits)
EDU 602 Assessing Knowledge and Skills in the
Online Learning Environment (3 credits)
Prerequisite: EDU 600
EDU 601 Promoting Student Success in the Online
Learning (3 credits) Prerequisite: EDU 602
EDU 609 Online Teaching Internship (3 credits)
Prerequisite: EDU 601
EDU 651 Collaboration & Learning in a Virtual
Environment (3 credits)
Graduation Requirements
To be eligible for the Master of Arts in Teaching and
Learning with Technology degree, a student must
successfully complete the following:
The approved program consisting of 30 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Arts in Teaching and Learning with Technology.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 267
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Public Administration
(This program is no longer accepting new enrollments)
Degree Focus
The Master of Public Administration is designed for
students with a baccalaureate degree in any academic
discipline who seek careers in government management at
the federal, state, local level, or in non-profit, non-
governmental organization management. Graduates will
demonstrate knowledge of public leadership and service in
diverse communities, with a focus on finance, urban
planning/redevelopment, public policy, and management.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
Program Outcomes
Master of Public Administration graduates will be able to:
Develop critical thinking skills appropriate to a
commitment to the principles and values of public
service;
Evaluate the impact of political, socioeconomic, and
cultural influences on the public-sector decision-
making processes;
Analyze the needs of various stakeholders in the
development of public policy;
Assess the effectiveness of public administration
strategies for dealing with urban planning and
redevelopment;
Evaluate public administration trends and strategies
for financing government operations; and
Assess the role and function of public administration
in today’s multicultural environment.
Program-Specific Requirements
Students who submit official transcripts indicating that
they successfully completed undergraduate coursework in
Statistics, Business Statistics, or Quantitative Methods
with a grade of “C” or higher or graduate coursework in
Statistics, Business Statistics, or Quantitative Methods
with a grade of “B” or higher will be exempt from the
requirement to take MAT 540 Statistical Concepts for
Research.
Course Requirements (36 credits)
BUS 600 Management Communications with
Technology Tools (3 credits)
BUS 610 Organizational Behavior (3 credits)
OMM 618 Human Resources Management (3 credits)
OMM 640 Business Ethics & Social Responsibility (3
credits)
BUS 660 Contemporary Issues in Organizational
Leadership (3 credits)
*MAT 540 Statistical Concepts for Research (3
credits)
PPA 601 Foundations of Public Administration (3
credits)
PPA 510 Ethical Public Leadership (3 credits)
PPA 602 Public Financial Management (3 credits)
PPA 604 Urban Planning/Redevelopment (3 credits)
PPA 605 Negotiation, Bargaining & Conflict
Management (3 credits)
PPA 699 Public Policy Development (3 credits)
*Students who waive MAT 540 are required to take 33
total program credits in order to meet graduation
requirements.
Graduation Requirements
To be eligible for the Master of Public Administration
degree, a student must successfully complete the
following:
The approved program consisting of 36 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Public Administration.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
MASTER’S PROGRAMS
268 ASHFORD UNIVERSITY
Master of Public Health
Degree Focus
The Master of Public Health program in the College of
Health, Human Services, and Science examines the socio-
environmental issues responsible for health-related
behaviors that lead to morbidity, mortality and health
disparities. Master of Public Health students will be able to
gain knowledge and an understanding of the biological and
social determinants of health while exploring key public
health issues through epidemiology, biostatistics and
research. Upon graduation, students will be able to create,
plan, administer, and evaluate public health programs in
diverse settings, including research institutions, health care
facilities, community organizations, schools, and
governmental agencies both large and small. Students can
follow either a generalist track or pursue a specialization in
Health Services Administration. The program integrates
seven interdisciplinary themes throughout all coursework:
Integration of Science and Practice, Quantitative
Foundations, Health Policy, Structural Determinants of
Health Systems Thinking, Leadership, Diversity and
Culture.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of track. Further,
Ashford University does not guarantee that any
professional organization will accept a graduate's
application to sit for any exam for the purpose of
professional certification. Students seeking licensure or
certification in a particular profession are strongly
encouraged to carefully research the requirements prior to
enrollment. Requirements may vary by state. Further, a
student’s criminal history may prevent them from
obtaining licensure, certification, or employment in this
field.
The Master of Public Health program is not accredited by
the Council on Education for Public Health
(CEPH). CEPH is an independent accrediting
organization whose mission is to serve the public interest
by establishing and enforcing quality Accreditation
Standards for Public Health programs. Academic
leadership intends to pursue CEPH programmatic
accreditation once eligible to apply.
Program Outcomes
Master of Public Health graduates will be able to:
Design and conduct assessments that integrate the
concepts, methods, and tools of public health data
collection, analysis, interpretation, and evidence-
based reasoning to determine the health status and/or
health needs of a population;
Demonstrate effective communication skills and the
ability to interact with both diverse individuals and
communities utilizing public health education,
community empowerment, and information
dissemination;
Integrate public health theories, models, and concepts
across a broad range of disciplines (social, scientific,
behavioral, etc.) into public health research and
practice to produce or impact an intended public
health outcome;
Apply quantitative and qualitative research findings
found in medical, public health, and social science
journals to the identification and pursuit of
opportunities for promoting health and preventing
disease across the lifespan and for enhancing public
health preparedness;
Evaluate how the biological, environmental,
socioeconomic, behavioral, and cultural determinants
of health influence the global and societal burden of
disease and contribute to health disparities;
Apply systems thinking concepts to effectively
implement and manage public health interventions as
members of interdisciplinary teams; and
Evaluate how the legal, ethical, economic, and
regulatory dimensions of health care and public
health system influence public health policies.
Practicum Requirements
Students are required to complete a practicum consisting
of ninety (90) contact hours, which may be paid or unpaid.
As practical knowledge and skills are essential to a
successful career in public health, a planned, supervised,
and evaluated practicum is an essential component of a
public health professional degree program. The goal of the
practicum is to provide an opportunity for students to
synthesize, integrate, and apply practical skills,
knowledge, and training learned through courses, to gain
professional experience in a public health work
environment, and to work on public health practice
projects that are of particular interest to the student.
Prior to beginning a supervised practicum and/or
employment in most health care facilities students may
need to provide or successfully complete:
Background checks
Blood-borne pathogen training
Liability coverage
HIPAA training
Proof of current immunizations (required of the state)
including a two-step TB test (within a year of clinical
practicum), MMR or titers, Tdap (10 yr. booster),
Varicella, Hepatitis B immunizations or titers,
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 269
Influenza or record of decline, and/or health clearance
from a physician.
Practicum Locations
Potential locations for practicum include:
Health care offices
Public health offices
Community health centers
Non-profit organizations
State health offices, or
Other health-related organizations
Students can only complete their Professional Practice
Experiences in states where this program is available.
All
Students enrolling in a degree program with a practicum
requirement are expected to complete the practicum in the
United States. If students anticipate that they will not be
able to complete their practicum in the United States all
exceptions must be approved prior to admission to the
program
Students who reside and/or work outside the United States
may be ineligible to complete practicum hours at a facility
abroad; requirements and restrictions vary by country.
Students must notify the Program Chair prior to enrolling
in the program to discuss a potential practicum location
and obtain Program Chair permission to enroll.
Practicum Equivalent Experience
Although there are no exemptions or waivers of the
practicum, in rare situations it is possible to receive
Practicum Equivalent Experience, reducing the total
number of practicum hours needed to be completed
through Ashford University by up to 30 contact hours.
This request can only be approved if a student provides
evidence of substantial prior public health experience
relevant to program-specific competencies. In general, this
substantiation would include one or more years of
relevant, full-time public health work prior to
matriculation in the program. Students who wish to apply
for Practicum Equivalent Experience must submit a
Student Petition to Waive Practicum Hours Form during
their first course. This timeframe allows students to plan a
practicum should prior experience not be sufficient.
Core Requirements (27 credits)
MPH 601 Introduction to Public Health Concepts (3
credits)
MPH 602 Social and Biological Determinants of
Public Health (3 credits) Prerequisite: MPH 601
HIA 625 Principles of Biostatistics (3 credits)
*MPH 603 Applied Behavioral Science (3 credits)
Prerequisite: MPH 602, HIA 625, and Faculty Advisor
Approved
*MPH 604 Principles of Epidemiology (3 credits)
Prerequisite: HIA 625 and Faculty Advisor Approved
*MPH 606 Health Services Administration (3 credits)
Prerequisite: MPH 604 and Faculty Advisor Approved
MPH 605 Environmental Health Sciences (3 credits)
Prerequisite: MPH 606
^*MPH 650 Public Health Practicum I (1 credit)
Prerequisite: Practicum Site approval. Should be taken
concurrently with MPH 605.
^MPH 651 Public Health Practicum II (1 credit)
Prerequisite: MPH 650. Should be taken concurrently
with MPH 608 or MHA 618.
^MPH 652 Public Health Practicum III (1 credit)
Prerequisite: MPH 651. Should be taken concurrently
with MPH 609 or MHA 622.
^MPH 699 Public Health Capstone/Culminating
Experience (3 credits) Prerequisite: MPH 605. This
course must be taken last in the program and students
must have all Practicum hours complete prior to being
enrolled.
When practicum is incomplete and all courses (except for
the Capstone) in the Master of Public Health degree are
complete, students must register in ^MPH 653 Public
Health Practicum Extension (1 credit) consecutively until
the Practicum is complete.
^ This course must be taken at Ashford University. It may
not be transferred from another institution and is not
available for Non-Degree Seeking students.
*Students are required to have an MPH Faculty Advisor
selected and approved. The Faculty Advisor will assist
students with identifying Practicum opportunities and
assist in the development and implementation of
successful projects. The Faculty Advisor is the students
public health mentor for the remainder of their MPH
curriculum.
** Practicum Site Approval is required before a student
can be scheduled for this course. In order to have
Practicum Site approval, students must complete
Practicum stages 1-7 as outlined in the MPH Practicum
Handbook.
Tracks (15 credits)
Generalist Track
MPH 607 Global Health (3 credits)
Prerequisite: HIA 625
MPH 608 Health Communication Practice & Theory
(3 credits) Prerequisite: MPH 605
MASTER’S PROGRAMS
270 ASHFORD UNIVERSITY
MPH 609 Public Health Education Methods (3
credits) Prerequisite: MPH608
MPH 610 Public Health Program Planning &
Implementation (3 credits) Prerequisite: MPH 609
MPH 611 Public Health Program Assessment &
Evaluation (3 credits) Prerequisite: MPH 610
Health Care Administration Track
MPH 621 Public Health Systems (3 credits)
Prerequisite: HIA 625
MHA 618 Health Economics (3 credits)
MHA 620 Health Policy Analyses (3 credits)
MHA 622 Health Care Ethics & Law (3 credits)
MPH 623 Human Resources Management (3 credits)
Prerequisite: MHA 622
Graduation Requirements
To be eligible for the Master of Public Health degree, a
student must successfully complete the following:
The approved program consisting of 42 credits;
Practicum requirements; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Public Health.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Science in Criminal Justice
Degree Focus
The Ashford University Master of Science in Criminal
Justice program prepares students for professional careers
in the field of criminal justice. The rapid advance of
technology and the specter of terrorism have created an
expanding need for criminal justice professionals with
advanced skills to grapple with the criminal justice issues
of the 21st century.
The Master of Science in Criminal Justice program
develops students’ knowledge and skills in the areas of
criminal law, criminal justice, forensics and crime scene
investigations, cybercrime and technology, management,
constitutional processes, ethics, victimology, comparisons
of criminal justice systems, and other current and related
topics. The Master of Science in Criminal Justice program
also provides students with an understanding of social
problems and social responsibility perspectives.
Special Terms and Conditions: Successful completion of
this program by itself may not qualify a student for
employment with a federal, state or local law enforcement
agency. State and local police agencies require training
and certification specified by the individual state’s Police
Officer Standards and Training (P.O.S.T.) Board and are
often provided post-hire at a police academy. Other
federal, state and local agencies as well as private entities
have individualized requirements. Prospective students are
advised to contact individual agencies and states’ P.O.S.T.
boards for additional information relating to these
requirements. Students seeking licensure or certification in
a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Further, a criminal
record may prevent an applicant from obtaining licensure,
certification, or employment in this field of study.
Program Outcomes
Master of Science in Criminal Justice graduates will be
able to:
Analyze the major systems of criminal justice and
how the functions of police, prosecution, courts, and
corrections are interrelated;
Evaluate the issues and management of personnel
administration in criminal justice;
Analyze the judicial processes of the U.S.
Constitution;
Explain ethical issues within the criminal justice
system;
Evaluate research regarding criminal justice and
public policy and its effect on society, victims, and
rehabilitation;
Apply forensic methods and crime scene
investigation to real-world situations; and
Assess research and methods used to investigate a
key empirical or theoretical issue relating to criminal
justice.
Program-Specific Requirements
Master of Science in Criminal Justice students who submit
official transcripts indicating that they have earned an
undergraduate degree in criminal justice or have
successfully completed undergraduate coursework in
criminal justice, criminal law and constitutional law with a
grade of C or higher will be exempt from the requirement
to take CRJ 501 Criminal Justice, Criminal Law & the
Constitution. Students are responsible for notifying the
University if they believe they have met these
requirements through previous college coursework during
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 271
the application process and are responsible for submitting
official transcripts for verification.
Core Requirements (30 credits)
*CRJ 501 Criminal Justice, Criminal Law & the
Constitution (3 credits)
CRJ 510 Criminal Justice Policy & Theory (3 credits)
CRJ 512 Criminological Theory (3 credits)
CRJ 514 Constitutional & Judicial Processes (3
credits)
CRJ 520 Research Methods in Criminal Justice (3
credits)
CRJ 522 Psychological Factors in Criminal Justice (3
credits)
CRJ 524 Ethics in Criminal Justice (3 credits)
CRJ 613 Comparative Criminal Justice Systems (3
credits)
CRJ 615 Victimology (3 credits)
CRJ 697 Capstone: Evaluation & Program Analysis in
Criminal Justice (3 credits)
*Students who waive CRJ 501 are required to take 36 total
program credits in order to meet graduation requirements.
Specialization Requirements (9 credits)
Cybercrime & Technology Specialization
CRJ 621 Cybercrime Investigation (3 credits)
CRJ 626 Computer Forensics (3 credits)
CRJ 631 Security & Protection for Cybercrime (3
credits)
Forensic Science Specialization
CRJ 622 Introduction to Forensic Science (3 credits)
CRJ 627 Advanced Forensic Science (3 credits)
CRJ 632 Crime Scene Investigation & Management (3
credits)
Homeland Security Specialization
CRJ 623 Homeland Security (3 credits)
CRJ 628 Terrorism: Threats & Strategy (3 credits)
CRJ 633 Risk Assessment (3 credits)
Law Enforcement & Corrections Administration
Specialization
CRJ 620 Organizational Behavior in Law Enforcement
& Corrections (3 credits)
CRJ 625 Employment & Policy Law for Law
Enforcement & Corrections Administrators (3 credits)
CRJ 630 Budgeting for Finance Law Enforcement &
Corrections Administrators (3 credits)
Graduation Requirements
To be eligible for the Master of Science in Criminal Justice
degree, a student must successfully complete the
following:
The approved program consisting of 39 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Science in Criminal Justice.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Science in Health Informatics
and Analytics
Degree Focus
Keeping pace with rapid changes in technology, health
informatics is unlocking new opportunities in the health
care industry for patients, providers, and other health
professionals. The industry-wide implementation of
electronic health records has increased the amount of
health information available, and technology has enhanced
our ability to use that information to improve the quality,
safety, and efficiency of health care. The Master of
Science in Health Informatics and Analytics focuses on the
structure and function of information, health information
exchange, privacy, security and interoperability standards,
and the effective use of data in problem solving and
information governance. A multidisciplinary approach
prepares students to meet the information needs of various
stakeholders within health care and related systems.
Students gain an extensive understanding of heath
informatics resources and tools, and will know how to
apply them for practical and research purposes to improve
health care delivery and outcomes now and in the future.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state. Further, Ashford University does
not guarantee that any professional organization will
accept a graduate's application to sit for any exam for the
purpose of professional certification. Students seeking
licensure or certification in a particular profession are
strongly encouraged to carefully research the
MASTER’S PROGRAMS
272 ASHFORD UNIVERSITY
requirements prior to enrollment. Requirements may vary
by state. Further, a student’s criminal history may prevent
them from obtaining licensure, certification, or
employment in this field of study.
Program Outcomes
Health Informatics and Analytics graduates will be able to:
Apply principles of leadership in the development of
strategic goals, achieving organizational outcomes,
and modeling professional values;
Utilize health care information technology and
statistical reasoning in organizational planning and
decision making;
Evaluate health care outcomes using quality
improvement and risk standards;
Apply problem-solving approaches in the resolution
of health care issues and digital management of
health care information;
Analyze data to improve clinical practices,
organizational priorities, risk analytics, metrics, and
trends;
Propose the design, delivery, and improvement of
software applications, training programs, and related
courseware;
Evaluate policies and procedures protecting
confidential patient information in accordance with
federal and state regulations; and
Develop strategic initiatives for information
management systems and regulatory policies.
Major Course Requirements (39 credits)
HIA 601 Foundations in Health Informatics (3 credits)
MHA 616 Health Care Management Information
Systems (3 credits)
HIA 608 Health Care Program & Project Management
(3 credits)
HIA 610 Systems Analysis, Design & Technology
Management (3 credits) Prerequisite: HIA 601
HIA 612 Technology Topics in Information
Governance & Business Analytics (3 credits)
Prerequisite: HIA 601
HIA 615 Management Topics in Information
Governance (3 credits) Prerequisites: HIA 601 &
HIA 612
HIA 620 Data Visualization & Decision Support (3
credits) Prerequisite: HIA 601
HIA 625 Principles of Biostatics (3 credits) .
MPH 604 Principles of Epidemiology (3 credits)
Prerequisite: HIA 625
HIA 630 Clinical Research & Grant Writing (3
credits) Prerequisites: HIA 601 & HIA 620
HIA 640 Provider Topics in Health Informatics (3
credits) Prerequisites: HIA 601, HIA 610, HIA 612,
& HIA 615
HIA 650 Advanced Topics in Biomedical Informatics
(3 credits) Prerequisites: HIA 601,HIA 610, HIA 612,
HIA 615, & HIA 640
^HIA 690 Health Informatics and Analytics Capstone
(3 credits) Prerequisite: Successful completion of
MSHIA program core courses.
^This course must be taken last in the program.
Graduation Requirements
To be eligible for the Master of Science in Health
Informatics and Analytics degree, a student must
successfully complete the following:
The approved program consisting of 39 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The degree will be noted on the transcript as a Master of
Science in Health Informatics and Analytics.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Master of Science in Instructional Design
and Technology
Degree Focus
The Master of Science in Instructional Design &
Technology (MSIDT) program will prepare students for
ethical practice in the areas of effective learning analysis,
design, development, implementation, and evaluation.
Serving varied audiences in diverse educational settings,
the MSIDT program will provide relevant connections
between theoretical concepts and real world application,
take students through the rigors of the instructional design
process as they design and develop learning/performance
solutions to an identified problem or need, allow students
to tailor course work to individual instructional design
interests, and incorporate the development and refinement
of a work-ready ePortfolio throughout the program.
Certification and Licensure Terms and Conditions: An
online degree from Ashford University does not lead to
immediate teacher licensure in any state. If the desire is to
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 273
become a classroom teacher, students must contact their
state's education authorities prior to enrolling at Ashford
to determine what state-specific requirements must be
completed before obtaining a teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are accredited by the
Council for the Accreditation of Educator Preparation
(CAEP), which is a requirement for certification in some
states. Other factors, such as a student’s criminal history,
may prevent an applicant from obtaining licensure or
employment in this field of study. All prospective students
are advised to visit the Education Resource Organizations
Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain licensure
to verify that these courses qualify for teacher
certification, endorsement, and/or salary benefits in that
state prior to enrolling. Prospective students are also
advised to regularly review the state’s policies and
procedures relating to licensure as those policies are
subject to change.
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
Alabama Certificate Reciprocity Approach. Current
requirements may be found at www.alsde.edu.
Hawaii Students: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University’s online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Department of Education & Liberal
Arts offers a variety of programs aimed at preparing
potential educators in diverse settings, our K-12 educator
preparation programs are NOT accredited in Kentucky by
the Education Professional Standards Board and are NOT
recognized for initial, additional, or renewal of
certification or salary enhancement (rank change) for K-
12 educators in Kentucky. For more information, please
visit the Education Professional Standards Board’s
website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Outcomes
Master of Science in Instructional Design and Technology
graduates will be able to:
Apply fundamental research and communication
skills into the instructional design process using
instructional designer professional foundations;
Conduct comprehensive needs and instructional
analyses as part of a learning project including an
examination of target populations, environmental and
learning characteristics, instructional materials, and
multi-media and adaptive technologies;
Create learning and performance solutions using
learning theory, instructional design techniques and
strategies to meet the needs of diverse learners and
purposes;
Implement and Evaluate learning and performance
solutions based on instructional design proposals and
learning projects; and
Model instructional designer management skills
throughout the instructional design process.
Core Requirements (36 credits)
IDT 601 Instructional Analysis I (3 credits)
IDT 602 Instructional Analysis II (3 credits)
Prerequisite: IDT 601
IDT 603 Instructional Design and Technology I
(3 credits) Prerequisite: IDT 602
IDT 604 Instructional Design and Technology II
(3 credits) Prerequisite: IDT 603
IDT 605 ID Project Management (3 credits)
Prerequisite: IDT 604
IDT 606 ID Technology Research (3 credits)
Prerequisite: IDT 605
IDT 607 Evaluation of Instructional Systems
(3 credits) Prerequisite: IDT 606
IDT 608 Database Systems and Management
(3 credits) Prerequisite: IDT 607
IDT 609 Advanced Instructional Design and
Technology (3 credits) Prerequisite: IDT 608
IDT 610 Advanced Instructional Design and
Technology II (3 credits) Prerequisite: IDT 609
IDT 611 Final Project Phase I (3 credits) Prerequisite:
IDT 610
IDT 612 ID Final Project Phase II (3 credits)
Prerequisite: IDT 611
MASTER’S PROGRAMS
274 ASHFORD UNIVERSITY
Competency Based Education – Equivalent
Project-Based Requirements*
Novice Project
: Instructional Analysis (IDT 601,
602)
Developing Project
: Instructional Design and
Technology (IDT 603, 604)
Intermediate Project:
Instructional Design Research
and Project Management (IDT 605, 606)
Proficient Project:
Instructional Development and
Evaluation (IDT 607, 608)
Expert Project
: Advanced Instructional Design and
Technology (IDT 609, 610)
Mastery Project:
Instructional Design Final Project
(IDT 611, 612)
*This version of the program is not accepting new
enrollments and is not eligible for Federal Financial Aid.
Graduation Requirements
To be eligible for the Master of Science in Instructional
Design and Technology degree, a student must
successfully complete the following
:
Core Program:
The approved program consisting of 36 credits; and
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
Competency Based Education Program:
Six projects (equivalent to 36 credits); and
Earn a Pass Proficient or Pass Mastery grade in each
project (equivalent to a minimum cumulative grade
point average of 3.00 in all coursework).
The degree will be noted on the transcript as a Master of
Science in Instructional Design and Technology.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Post Baccalaureate Teaching Certificate
Degree Focus
This Post Baccalaureate Teaching Certificate program in
the Department of Education & Liberal Arts within the
College of Arts and Sciences collaboratively leverages
strengths from, K-12 educators, and faculty expertise to
provide students a rigorous and relevant curriculum, which
is aligned to Florida Exceptional Accomplished Practices
(FEAP) and Assessments (TPA), as well as the Florida
Teacher Certification Examinations (FTCE). A main goal
of this program is to get students access to live classroom
experiences that help translate and bridge course theory
into practice. A secondary goal of this program is to
highlight alignment of Florida Department of Education
(FLDOE) assessments, and Council for the Accreditation
of Educator Preparation (CAEP) standards into the course
discussion to engage students in the type of intellectual
conversations that will enable them to hit the ground
running and be productive and contributing educators in
the field.
Program Outcomes
The Program Standards and PLOs are aligned with the
Council for Accreditation for Educator Preparation
(CAEP) and the Florida Department of Education
(FLDOE). They align with the Conceptual Framework
and Strategic Plan and exemplify the rigor expected of
Ashford University’s high quality degree programs. The
graduates of the Post Baccalaureate Teaching Certificate
will be able to:
Explain the role of culture in student achievement,
and the meaning of culturally sensitive pedagogy as it
relates to awareness of school socialization issues as a
community and as a part of the larger community.
Bloom’s Level 5 (InTASC 2) (CAEP 1);
Demonstrate ability to teach integrated literacy skills
across curriculum. Bloom’s Level 3 (InTASC 4, 5, 7)
(CAEP 1);
Relate knowledge in content areas including
concepts, procedures, and processes, and tools of
inquiry to instruction. Bloom’s Level 6 (InTASC 4)
(CAEP 1);
Prepare to deliver skillful instruction, including the
pedagogical knowledge skills and dispositions
necessary for professional decision making.
Bloom’s Level 5 (InTASC 5, 7) (CAEP 2);
Develop evaluation systems that employ a variety of
assessment tools and technological tools. Bloom’s
Level 5 (InTASC ) (CAEP 5);
Incorporate effective communication in a
professional manner, orally, written and through
digital means with peers, teachers, students, and
professors using standard English and grammar.
Bloom’s Level 5 (InTASC 10) (CAEP 3);
Design positive and motivating learning
environments that encourage development of critical
thinking, problem solving, academic, and social
performance skills. Bloom’s Level 5 (InTASC 3)
(CAEP 2, 3);
MASTER’S PROGRAMS
2020-2021 ACADEMIC CATALOG 275
Synthesize theories of teaching and learning
development to provide appropriate instructional
opportunities targeted to differentiated student
learning. Bloom’s Level 5 (InTASC 8) (CAEP 1,2);
Model effective interpersonal skills with: students,
family members, peers, and the larger community.
Bloom’s Level 4 (InTASC 9, 10) (CAEP 2,3);
Model awareness of and sensitivity to all learners and
the diverse needs of every child. Bloom’s Level 4
(InTASC 2) (CAEP 2,3); and
Model professional behavior, ethics, skills and
dispositions including being a reflective practitioner
and awareness of individual and cultural diversity.
Bloom’s Level 5 (InTASC 9, 10) (CAEP 2,3,4).
Special Terms and Conditions:
Students who successfully complete all Post Baccalaureate
Teaching Certificate program requirements and are US
citizens can earn Florida Professional Teacher
Certification in one of forty-two subject areas (valid for
five (5) years, and a Florida Reading Endorsement
Certificate (Competency Two (2)). The Department of
Education Studies (DES) team in the Ashford University
Department of Education & Liberal Arts can work with
students to complete and submit all necessary forms to the
Florida Bureau of Educator Certification. The Florida
Department of Education’s process is to notify program
completers to submit fingerprints for background
clearance. Following clearance, the Florida Department
of Education’s process is to award program completers
the Florida Professional Teacher Certification in the
subject area for which it was earned and send a hard copy
of that certificate to the program completers as proof that
professional teaching credentials have been obtained.
Reciprocity:
Transferring a Florida teacher certification to
a student’s home state:
Program completers must research reciprocity
requirements according to the NASDTEC interstate
agreements. The Department of Education Studies (DES)
will support in this process. DES will assist in providing
any information on the necessary paperwork required by
the receiving jurisdiction to assist program completers in
obtaining reciprocity to their home state. Program
completers must know that certificate completion alone
will not lead to immediate teacher licensure. Ultimately, it
is the responsibility of the program completer to complete
the reciprocity licensure process.
Program Specific Requirements Core
Requirements (12 Credits)
EPP 511 English Language Learners in the Classroom
(3 credits)
EPP 520 Effective Classroom Management (3 credits)
EPP 530 Serving Exceptional Learners (3 credits)
EPP 531 Assessing Learners (3 credits)
Certificate-Level Requirements (12-15 Credits)
Elementary Education (15 credits)
EPP 540 Elementary Social Science Methods (3
credits)
EPP 541 Elementary STEM Methods I (3 credits)
EPP 543 Elementary Integrated Reading Methods (3
credits)
EPP 551 Student Teaching and Seminar I (3 credits)
EPP 552 Student Teaching and Seminar II (3 credits)
Secondary Education (18 credits)
EPP 561 Secondary English Methods (3 credits) OR
EPP 562 Secondary History-Social Science Methods
(3 credits) OR EPP 564 Secondary STEM Methods (3
credits)
EPP 563 Secondary Integrated Reading Methods (3
credits)
EPP 571 Student Teaching and Seminar I (3 credits)
EPP 572 Student Teaching and Seminar II (3 credits)
Post Baccalaureate Teaching Certificate
Graduation Requirements
To be eligible for the Post Baccalaureate Teaching
Certificate, students must:
Complete all required coursework (27 credits for Post
Baccalaureate Teaching Certificate - Elementary
Education or 24 credits for the Post Baccalaureate
Teaching Certificate - Secondary Education).
Pass the Subject Area Examination, General
Knowledge Test and Professional Education Test.
Complete all Student Teaching requirements.
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University.
The program of study will be noted on the transcript as a
Post Baccalaureate Teaching Certificate – Elementary
Education or as a Post Baccalaureate Teaching Certificate
– Secondary Education.
Note: The date of conferral recorded on the student’s
transcript and certificate will reflect the date the student
completes all academic degree requirements. However,
release of certificates, and verifications for program
completion awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
DOCTORAL PROGRAMS
276 ASHFORD UNIVERSITY
SECTION EIGHT: DOCTORAL
PROGRAMS
Overview
The following doctoral programs are offered through the
Forbes School of Business & Technology® at Ashford
University and the College of Arts and Sciences.
Admissions Policies and
Procedures
Conditional Admission Requirements
Applicants seeking admission to any Doctoral program
must meet the following admission requirements prior to
the start of the first course at Ashford University:
Have a Master’s degree from a regionally or
approved nationally accredited institution with a
graduate-level cumulative GPA of 3.0 or higher, or an
earned Doctoral degree from a regionally or approved
nationally accredited institution. Applicants must
provide an unofficial or official transcript
demonstrating degree completion by day 7, Week 3 of
their first course or they will be denied admission;
o
Students who have completed 12 credits or more of
doctoral-level coursework may have their GPA
calculated for doctoral coursework to meet the 3.0
graduate GPA requirement.
Have access to a computer with an Internet
connection and meet the minimum technology
requirements and minimum computer skills, abilities,
features, system configurations, hardware, and
software outlined in the General Academic
Information & Policies section of this Catalog;
Have the ability to study in English indicated by one
of the following:
Earned a Master’s degree in which the primary
language of instruction was English; or
Test of English as a Foreign Language (TOEFL) or
International English Language Testing System (IELTS)
examination taken within the past two (2) years. For the
TOEFL, a minimum score of 550 paper-based or 79
internet-based is required. For the IELTS, a minimum
score of 6.5 is required. Copies of unofficial scores must
be submitted prior to provisional enrollment, and official
scores must be submitted prior to full admission. Master’s
degrees from nationally accredited institutions granted
accreditation by the following accreditation agencies may
be considered for admission:
Association of Advanced Rabbinical and Talmudic
Schools, Accreditation Commission (AARTS);
Association of Biblical Higher Education (ABHE,
formerly known as AABC);
Accrediting Commission of Career Schools and
Colleges (ACCSC, formerly known as ACCSCT,
NATTS or CCA-ACICS)
Accrediting Council for Independent Colleges and
Schools (ACICS, formerly known as AICS or
CCAACICS)*;
Commission on Accrediting of the Association of
Theological Schools in the United States and Canada,
(ATS);
Council on Occupational Education (COE, formerly
known as SACS-COEI);
Distance Education and Training Council, Accrediting
Commission (DETC, formerly known as NHSC);
Transnational Association of Christian Colleges and
Schools, Accreditation Commission (TRACS); and
Accrediting Bureau of Health Education Schools
(ABHES).
*Credits earned from Colleges and Schools with this
accreditation will be reviewed on a case-by-case basis to
determine if the accrediting body was approved and in
good standing when credits were earned.
Students with Master’s degrees accredited by the
aforementioned institutions may be required to submit
unofficial documentation to the Registrar’s Office at the
time of provisional admissions.
Ashford University reserves the right to deny admission or
re-admission to any applicant. Ashford University
recognizes the importance of protecting student privacy
and reserves the right to request documentation to establish
or verify any student’s identity at any time, for
administrative or compliance purposes. Students are
expected to provide such documentation, and failure to do
so may be considered a violation of the Student
Community Standards. The University may deny or
rescind admission to any student for failure to authenticate
his or her identity.
Applicants are conditionally admitted to a Doctoral degree
program when they submit a completed application
indicating that they meet admission requirements outlined
for that program and are approved by the Registrar’s
Office. Applicants in a conditional admission status are not
eligible for Title IV funds and are not considered regular
students until granted provisional or full admission.
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 277
Conditionally admitted students who do not achieve
provisional or full admission status after one attempt in the
Ashford Promise, are allowed a second period of
conditional admission to be provisionally or fully
admitted.
Attendance in the first course is confirmation of a
student’s intent to matriculate and, therefore, constitutes an
attempt. Subsequent withdrawal from the course or
institution, whether administrative or student-initiated,
concludes an attempt.
Students who are administratively withdrawn for failing to
submit required Financial Aid documents during the
conditional admission period are required to submit the
required documents as a prerequisite to a subsequent
attempt.
Appeal Procedure beyond a second (2
nd
)
Consecutive Conditional Admission
Period or Ashford Promise Attempt
Provisional admission status must be attained by the end of
the second (2nd) attempt of the Ashford Promise, while a
student is in conditional standing. Students who fail to
attain provisional admission by the end of their second
(2nd) attempt of the Ashford Promise must wait six
months from the date they were denied admission to re-
apply, or they may appeal the University’s decision using
the process outlined subsequently to request any additional
consecutive attempts of conditional admission in the
Ashford Promise.
Disagreements over academic quality will not be
considered as an appropriate basis for such appeals. In
cases of appropriate cause, the Ashford University
Admission Appeals Committee reviews the appeals and
renders a decision to the student. The decision will be
communicated to the student via email from the Registrar's
Office. Appeals must include an explanation of the event
that occurred, which caused the student to not attain
provisional admission to the University after two attempts.
Students must appeal in writing to the University
Registrar. The appeal must be submitted
to academic.progress@ashford.edu and approved prior to
enrollment in any future courses. Additionally, the
student’s appeal letter must include:
A reasonable explanation for the student’s academic
performance to date, which includes mitigating
circumstances such as student injury/illness, death of a
student’s family member, or other reasons resulting in
the undue hardship to the student;
Compelling evidence that they have the ability to
succeed in an academic program due to changed
circumstances, experience, and/or successful
completion of college level credits during their period
of absence; and,
A plan for completion of the coursework required to
meet basic academic requirements during their
coursework at Ashford University.
Appeal decisions will be communicated from the
Registrar’s Office to students via email.
Provisional Admission Requirements
Students must attend beyond Week 3 of their first course
and have submitted official or unofficial college transcripts
in order to be provisionally admitted to a Doctoral degree
program.
Attendance beyond Week 3 constitutes a student’s
confirmation of their intention to continue in the program
as a regular student. Upon attendance beyond Week 3 of
their first course, students are considered matriculated,
regular students in their degree program. Students who
meet the requirements for Full Admission will be fully
admitted into the degree program.
Transfer Credit Evaluation for Doctoral
Degree Programs
Records Management staff will begin requesting official
transcripts from schools where any graduate-level credit
was earned, using the signed Transcript Request form.
This includes:
College or university transcripts from institutions
where graduate credit was earned
Military credits evaluated for equivalency to graduate-
level college credits
Once these transcripts have been received, the Registrar’s
Office staff will complete the student’s transfer credit
evaluation.
At the conclusion of the third (3rd) attempted Ashford
University course in a degree-seeking program, if any
transcripts from institutions where graduate credit was
earned have not yet been received, the Registrar’s Office
staff will proceed with the transfer credit evaluation of any
transcripts received to date. Additional transcripts may be
submitted for evaluation at a later date, should they
become available.
If it is determined prior to the conclusion of the third (3rd)
attempted Ashford University course that certain
transcripts where graduate credit was earned are unable to
be provided, students may sign and submit an
Authorization to Close File form thereby waiving potential
transfer credits from previously attended schools, to
expedite the transfer credit evaluation process. These
transcripts may be submitted for evaluation at a later date,
should they become available.
DOCTORAL PROGRAMS
278 ASHFORD UNIVERSITY
Students are responsible for reviewing their transfer credit
evaluation as well as their scheduled courses with their
Academic Advisor and informing them of any courses that
they feel are duplicative or equivalent in content to
previously completed coursework.
Students may submit official transcripts to Ashford
University for review of transfer credits at any time.
Full Admission Requirements
The following requirements must be met prior to the
conclusion of the third (3rd) attempted Ashford University
course in a degree-seeking program. To start the fourth
(4th) course, students must complete all the requirements
subsequently outlined and must meet all admissions
requirements applicable to their specific degree program.
Students who do not complete all requirements will not be
fully admitted and will be withdrawn from the program.
Submission of an official transcript from the regionally
accredited or approved nationally accredited institution
that awarded the Master’s degree indicating a
minimum GPA of 3.0 or an official transcript from a
regionally or approved nationally accredited institution
that awarded a Doctoral degree, with a degree
conferral date prior to the start of the first course at
Ashford University.
o
Students who have completed 12 credit or more of
doctoral-level coursework may have their GPA
calculated for doctoral coursework to meet the 3.0
graduate GPA requirement.
Students must submit official TOEFL or IELTS
scores, if required for admission.
Additional Admission Requirements for
International Applicants
The following requirements are applicable to international
applicants and applicants relying on academic credentials
earned outside the United States for admission to Doctoral
programs. Please note that visa services are not provided
and that the University will not vouch for a nonimmigrant
alien student’s status or associated charges.
Provisional Admission Requirements
In addition to the requirements for provisional admission
outlined in the admission policy for doctoral programs,
copies of documentation indicating that the student meets
the following admission requirements are required for
provisional admission:
Submit copies of an official evaluation from an
approved evaluation service indicating that the student
has met the following requirements:
o
The equivalent of a regionally or approved
nationally accredited Master’s degree from the
United States.
All academic records from countries other than the
United States must have been evaluated by one of the
following evaluation services:
o
Educational Credentials Evaluators, Inc. (ECE); OR
o
World Education Services (WES)
Note: Students who have already had their international
credentials evaluated prior to applying to Ashford
University may petition the Office of the Registrar for
acceptance of evaluations from other credible agencies.
Full Admission Requirements
In addition to the requirements for full admission outlined
in the admission policy for Doctoral programs,
international students must submit an official evaluation
sent directly from an approved evaluation service
indicating that the student meets full admission
requirement (student copies are not accepted) prior to the
conclusion of three (3) Ashford University courses
(equivalent to one academic term) if that institution is
where their Master’s degree was earned. To begin the
fourth (4th) Ashford University course, international
students must complete the requirement or they will be
withdrawn from the program at the conclusion of the third
(3rd) attempted Ashford University course.
Non-Degree Seeking Student General
Admission Requirements for Doctoral
Level Coursework
It is the responsibility of the applicant to provide Ashford
University with all materials required for admission prior
to enrolling in coursework as a non-degree seeking
student. Please see additional policies for non-degree
seeking students under Classification of Students in the
General Academic Information and Policies section of this
Catalog.
Students seeking to enroll in Doctoral-level coursework as
a non-degree seeking student must meet the following
requirements:
Submit an official or unofficial transcript from the
regionally accredited or approved nationally
accredited institution that awarded the Master’s
degree indicating a graduate-level cumulative GPA of
3.0 or higher or an earned Doctoral degree from a
regionally or approved nationally accredited
institution with a degree conferral date prior to the
start of the first course at Ashford University;
o
Students who have completed 12 credits or more of
doctoral-level coursework may have their GPA
calculated for doctoral coursework to meet the 3.0
graduate GPA requirement.
Submit an official or unofficial transcript from the
regionally accredited or approved nationally
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 279
accredited institution showing proof of credit
awarded for any required prerequisite coursework;
Have access to a computer with an Internet
connection for the Web-based programs and meet the
minimum technology and minimum computer skills,
abilities, features, system configurations, hardware,
and software outlined in this Catalog; and
Have the ability to study in English indicated by one
of the following:
o
Earned a Bachelor’s or Master’s degree in which
the primary language of instruction was English; or
o
Test of English as a Foreign Language (TOEFL) or
International English Language Testing System
(IELTS) examination taken within the past two (2)
years. For the TOEFL, a minimum score of 550
paper-based or 79 internet-based is required. For
the IELTS, a minimum score of 6.5 is required.
Copies of official or unofficial scores must be
submitted prior to enrolling in coursework as a non-
degree seeking student.
Doctor of Psychology, Respecialization
Ashford University does not provide a Doctor of
Psychology (PsyD) Respecialization course of study.
Students wishing to pursue a doctorate in clinical
psychology who already have an advanced degree in
psychology should consult with an Enrollment Services
Advisor to determine the recommended program of study
at Ashford University.
Academic Policies and
Procedures
Academic Calendar
The Academic Calendar for Ashford University Doctoral
programs is continuous (also known as non-term), rather
than defined by semester dates. Students typically take one
course at a time and move on to the next course without a
break.
Most courses are 6 weeks or 9 weeks in length with an
annual two-week Winter Break when courses are not
scheduled. The Winter Break for 2020-2021 occurs from
December 22, 2020 to January 4, 2021.
Registration
Initial registration and student scheduling is a one-time
process based upon the information provided to Ashford
University in the admission application. The student’s
initial schedule is based upon the student’s desired start
date and program of study in conjunction with previous
education. Initial registration occurs in consultation with
an Enrollment Services Advisor. Upon completion of
initial registration, students have access to their individual
course schedules and the dates of each course for which
they are registered via the Student Portal. A student’s
course schedule may not reflect the exact order in which
the courses appear on the website, in the Enrollment
Agreement, and in this Catalog. Course sequencing may
vary by student according to academic needs and course
availability.
Academic Advisors adjust student schedules, in
consultation with the student, to accommodate courses
applied in transfer once the admission file is completed
and the student receives full admission to the University. It
is the student’s responsibility to review his or her schedule
regularly through the Student Portal and to notify their
advisor to initiate any schedule changes.
Cohort Size Management
Ashford University reserves the right to make adjustments
to student schedules, courses, and programs, including but
not limited to cancellation, postponement, course dates,
sequence, and modality as deemed necessary by University
administration. The University may postpone the
scheduled starting date or the class schedule due to
insufficient cohort size based on projected or actual
enrollment in the course. The delay period will be
determined by the time necessary to secure sufficient
enrollment in the course, but will not exceed one year in
length. Students unable to register for a particular course
will receive a full refund for any tuition paid for that
course. Registration in a particular course section or with a
specific instructor is not guaranteed. Students are classified
as full time while enrolled.
Attendance Policy for Doctoral Courses
Students taking classes in an accelerated format are
expected to attend each week. Attendance is defined as
participating in an academic activity within the online
classroom which includes posting in a graded discussion
forum or submitting a written assignment. Postings not
related to graded discussion forums or written assignments
not related to the actual assignment may be reviewed and
disqualified for attendance purposes.
Each instructional week begins on a Tuesday and
concludes on the following Monday. A student is recorded
either absent or present each day based on participation in
an academic activity. All recorded time stamps for
assignment submissions, discussion board posts, and
attendance records reflect Mountain Time Zone.
Students who do not attend at least once in any seven (7)
consecutive day period will be issued an attendance
warning. Students who do not attend at least once in any
14 consecutive day period will be dropped from the course
and administratively withdrawn from the University
DOCTORAL PROGRAMS
280 ASHFORD UNIVERSITY
retroactive to the last date of recorded attendance. Students
who attend on the first day following 14 consecutive days
of non-attendance will not be dropped from their course or
administratively withdrawn. Students who are enrolled in
courses concurrently and are meeting attendance
requirements for at least one course will not be
administratively withdrawn from the University, but will
be dropped from any courses in which attendance
requirements are not being met.
Students who participate in an academic activity in a
course prior to its official start date will not be dropped
from their course during Week 1 for non-attendance as
long as they subsequently attend at least once during Week
1 of the course.
Please refer to Course Drop policies for grade implications
when not meeting attendance requirements. Students who
drop a course or are dropped for not meeting attendance
requirements and do not attend within 14 days of their last
date of attendance will be administratively withdrawn
from the University. A student’s last date of attendance
following successful completion of a course is the end date
of that course. The University may schedule breaks during
which no courses are scheduled. When this occurs, such as
during the annual winter break, the non-enrollment period
may extend the 14 day limit to include the break.
For information regarding the determination of withdrawal
date, please see the Withdrawal from the University policy
in the General Academic Policies and Information section
in this Catalog.
Note: New students who do not meet attendance
requirements for the first week of their first course, or do
not complete their first course, will be administratively
withdrawn from the University and must work with their
Enrollment Services Advisor to reschedule their
enrollment in the program.
In-Residence Workshops
During the In-Residence Workshop in San Diego, students
are expected to actively participate for the full sixteen
hours of instructional time. Failure to actively participate
90% or greater (at least fourteen hours) of instructional
time during the In-Residence Workshop will result in the
student being withdrawn from the workshop, and he or she
will be required to repeat the workshop. During the Virtual
In-Residence Workshop, students are expected to actively
participate for the full ten hours of instructional time.
Failure to participate 90% or greater (at least nine hours)
of the instructional time during the Virtual In-Residence
Workshop will result in the student being withdrawn from
the workshop, and he or she will be required to repeat the
workshop. Active participation is defined as actively
engaging in the learning environment and not engaging in
other activities such as: work obligations, unrequired
technology use, and care-taking responsibilities.
Dissertation & Applied Doctoral Project
Courses
Dissertation and Applied Doctoral Project courses for
students enrolled online are supplemented by an online
classroom environment where students are expected to
actively participate. The standard Online Course
Attendance Policy applies for Dissertation and Applied
Doctoral Project courses.
Academic Participation
In addition to meeting attendance requirements, students
attending online courses are expected to participate in their
courses by actively engaging in weekly discussion forums
with substantial posts and completing the required
assignments for each week. A list of all assignments can
be found in the course calendar within the Course
Guide/Syllabus and in the online course. Assignment
instructions are detailed in the weekly instructional units.
Failure to meet academic participation requirements may
negatively impact an assignment and/or course grade.
Failure to complete the introductory posting on the first
day of each course may result in a grade deduction on the
assignment. All recorded time stamps for assignment
submissions, discussion board posts and attendance
records will reflect Mountain Time Zone.
Students who anticipate being absent for an entire week of
a course should contact the instructor in advance and make
arrangements to complete the required assignments.
Acceptance of late work is at the discretion of the
instructor and does not waive attendance requirements.
Academic Leave
Students who plan to take a break in attendance of greater
than 14 days but no more than 30 days from their last date
of attendance, who provide a written confirmation of their
intent to return, will not be administratively withdrawn,
provided they return as scheduled.
Written confirmations must be provided via the Academic
Leave Request form in the Student Portal, and should be
submitted within 14 days of the last date of
attendance. Academic Leave Requests allow students to
postpone the start date of their next scheduled course and
maintain an active status with the University. To gain
access to the Academic Leave Request form, students must
speak with an Academic Advisor. New students must
complete their first course in order to be eligible for an
Academic Leave.
Students who do not return on their scheduled return date
or do not attend within the first seven days of the course
they are scheduled for when returning from an approved
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 281
Academic Leave will be administratively withdrawn.
Please note that administrative withdrawal may occur at
any point in a student’s enrollment when 14 consecutive
days of non-attendance occur, whether within an active
course or between the last date of attendance in a prior
course and the first date of attendance in a subsequent
course. Students who attend on the first day following 14
consecutive days of non-attendance will not be dropped
from their course or administratively withdrawn.
Exceptions to submitting an Academic Leave
Request through the Student Portal may be made in
instances where extreme extenuating circumstances exist
for students unable to access the Student Portal. Students
must contact an Academic Advisor for assistance with this
exception.
The University can make exceptions in which a 45-day
break in attendance may be granted on a case-by-case
basis.
In-Residence Workshop
Requirement
Doctoral students have an In-Residence Workshop Series
requirement as part of the Doctoral programs, excluding
Doctor of Psychology, Clinical Specialization. Students
are required to complete three In-Residence Workshops as
part of their graduation requirements. Students must attend
their first workshop in-person at Ashford’s San Diego, CA
main campus and subsequent workshops can be taken
either in-person or virtually. Each workshop prepares
students for their Dissertation or Applied Doctoral Project
and post-doctoral experiences. These interactive sessions
offer students an opportunity to meet and collaborate with
colleagues and faculty. The workshops help to ensure
student success in completion of their program.
Students must successfully complete all three (3) required
In-Residence Workshops prior to starting the Planning II
course. Each workshop provides students with knowledge
and skills necessary to meet significant research
milestones and facilitate successful progression. Therefore,
students are required to successfully complete each
workshop during designated time frames throughout the
program. Students who do not successfully complete each
workshop during the designated time frame will not be
allowed to progress to their next scheduled course.
Students will work with their Academic Advisor to
schedule the workshops.
First In-Residence Workshop: Must be successfully
completed prior to the start of the 19th credit of the
program.
RES 8001 In-Residence Workshop 1
RES 8101 Virtual In-Residence Workshop 1 (see
Virtual In-Residence Workshop Request section)
Second In-Residence Workshop: Must be successfully
completed prior to the start of the 37th credit of the
program.
RES 8002 In-Residence Workshop 2
RES 8102 Virtual In-Residence Workshop 2
Third In-Residence Workshop: Must be successfully
completed prior to the start of the Planning II course of the
program.
RES 8003 In-Residence Workshop 3
RES 8103 Virtual In-Residence Workshop 3
In-Residence Workshop Experience
The in-person workshop will take place over three (3)
scheduled days at Ashford’s San Diego, CA main campus.
Students will be expected to participate in classroom
sessions involving group and individual activities
throughout the workshop.
The virtual workshop will take place over two (2)
scheduled days. Students will be expected to participate in
two (2) synchronous meetings. These meetings will be
facilitated via a web-based video conference tool, and each
meeting will last about five (5) hours. During the
synchronous meetings, students are expected to remain
actively engaged via web video conferencing for the entire
length of each meeting. Students can also expect to
complete asynchronous activities, in an online classroom,
throughout the workshop.
Virtual In-Residence Workshop Request
The University is committed to providing an equal
opportunity to access a full educational experience.
Students who present appropriate documentation of
disability and are otherwise qualified to participate, may
be granted the opportunity to take part in the Virtual In-
Residence Workshop. Please see Accessibility Support
Services: Office of Student Access and Wellness in
Student Rights and Responsibilities section of this catalog.
Students who are unable to travel to attend their first In-
Residence Workshop in-person may be approved for a
Virtual In-Residence Workshop. The Virtual In-Residence
Workshop Request may be approved for the following
documented reasons:
Military duty that resulted in an inability to continue in
the course or program^;
Personal or immediate family medical emergency*;
Disability related impacts;
Act of nature;
Death in the immediate family*; or
DOCTORAL PROGRAMS
282 ASHFORD UNIVERSITY
International residence.
^ For information regarding Readmission of Students After
Military Service under the Higher Education Opportunity
Act of 2008, please see the General Academic Policies and
Information section of this Catalog.
*Immediate family is defined as including husband, wife,
domestic partner, grandparent, grandchild, mother-in-law,
father-in-law, brother-in-law, sister-in-law, daughter-in-
law, son-in-law, (step/adoptive) mother, (step/adoptive)
father, (step/adoptive) brother, (step/adoptive) sister, and
(step/adoptive) child.
Additional considerations can be made on a case-by-case
basis as determined by the University. Virtual In-
Residence Workshop Requests may be submitted to the
Office of the Registrar. Please contact the Office of the
Registrar at student.[email protected] to initiate the
request.
Doctoral Research
As a requirement for graduation from Ashford University
with a degree of Doctor of Philosophy (PhD), each student
must complete and successfully defend a Dissertation. As
a requirement for graduation from Ashford University with
a degree of Doctor of Psychology (PsyD), each student
must complete and successfully defend either an Applied
Doctoral Project or a Dissertation. The Doctoral Research
phase begins after successful completion of the Doctoral
Capstone Seminar and includes: Dissertation Planning I/II,
Applied Doctoral Project Planning I/II, Dissertation,
Dissertation Extension, Applied Doctoral Project, and
Applied Doctoral Project Extension courses.
Dissertation
The purpose of the Dissertation is to ensure that the
student has mastered the ability to pursue a systematic
investigation, which examines significant issues or
problems in applied psychology. The Dissertation
requirement is also designed to contribute to the student’s
knowledge, skills, and research expertise in psychology.
Students choose a topic that addresses carefully chosen
research questions that the student then investigates with
quantitative or qualitative research, with a meta-analysis,
or with a program design or program evaluation.
Students are enrolled in Dissertation for five credits.
Students not completing their dissertation during that
period and not enrolled in any other course or internship
(for PsyD, Clinical Specialization students) will register in
Dissertation Extension to remain in the program.
Prerequisites, timelines for completion, and attendance
requirements for Dissertation, as well as a detailed
explanation of each step in the process, are described in
the Dissertation Handbook.
While it is not required, Doctor of Psychology (PsyD)
students may choose to complete a Dissertation instead of
an Applied Doctoral Project. Students interested in
completing a Dissertation must submit a change request to
the Registrar’s Office.
Applied Doctoral Project
Consistent with the philosophy and purpose of a PsyD
degree, the Applied Doctoral Project (ADP) will
demonstrate a student’s mastery of a particular topic of
relevance and the application of scholarly knowledge and
skills. Given the broad diversity of topics, fields,
methodologies, settings, and applications relevant to
students’ chosen careers within the University’s PsyD
programs, the nature and format of the ADP is by
necessity flexible, including quantitative and qualitative
approaches, action research, historical analysis,
observational studies, theoretical inquiries, case studies,
program evaluations, and other research methodologies.
Students are enrolled in Applied Doctoral Project for a
minimum of five credits (RES 8981-8985). Students
satisfactorily progressing through the ADP course
requirements, but not meeting the required milestones in
the designated timeframe, will be required to reenroll in
the corresponding ADP course. Students needing more
than two reenrollments in any of the ADP courses will
need to appeal to enroll in the Applied Doctoral Project
Extension, RES 8986/8987 to remain in the program and
complete the designated milestone(s).
Prerequisites, timelines for completion, and attendance
requirements for Applied Doctoral Project, as well as a
detailed explanation of each step in the process, are
described in the Applied Doctoral Project Handbook.
Student Portfolio
Students are encouraged to create portfolios during the
course of their program to showcase their best work and to
have a document to utilize and submit when applying for
internships, post-doctoral programs, or for employment.
Doctoral Candidacy
S
tudents in all Doctoral Programs, except PsyD, Clinical
Specialization*, will be conferred Doctoral Candidacy
following their Doctoral Research committee approval of:
For Dissertation: Letter of Intent, or
For Applied Doctoral Project (ADP): Project
Justification Template
Candidacy is officially conferred by the Registrar
following confirmation of progress by the student’s
Dissertation Specialist. Prior to Doctoral Candidacy being
conferred, the student should be referred to as a doctoral
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 283
student; following being conferred, the students can be
referred to as a doctoral candidate.
*Doctor of Psychology (PsyD), Clinical Specialization has
a separate candidacy policy
Doctoral Candidacy – PsyD Clinical
Students will be eligible to apply for doctoral candidacy in
Doctor of Psychology (PsyD), Clinical Specialization after
they have completed the following:
Passed the Doctoral Qualifying Exam;
Completed 300 hours of practicum experience; and
Had an acceptable annual review of student progress.
Candidacy is officially conferred by the President of the
University Faculty Senate upon recommendation by the
student’s Faculty Mentor. An appeal of the candidacy
decision may be made to the Provost, or designee.
Program Time Limits
Doctoral Programs
All Doctoral programs have a seven (7) year time limit for
completion starting from the time a student enters the first
term of any Doctoral program. Students who do not
complete their degree program within the required time
limit may be dismissed from the University.
In some circumstances, Doctoral Degrees may take longer
to complete if students do not meet their milestones,
maintain full-time status, take an academic leave, retake a
course, or fail the Dissertation or Applied Doctoral Project
defense. Program completion milestones and deadlines are
calculated based on the first date of attendance in the
student’s program.
In documented extenuating circumstances, Deans may
approve an extension to the maximum time for
completion. Doctoral program completion time limits do
not supersede the obligation to maintain satisfactory
academic progress throughout the student’s program of
study. Approved extensions may not exceed the
requirements to maintain satisfactory academic progress.
For the full Satisfactory Academic Progress policies,
please see that policy under in the General Academic
Information and Policies section of this Catalog.
Doctor of Psychology (PsyD), Clinical
Specialization
In keeping with some licensing board regulatory statutes,
students cannot complete a Clinical Doctoral program at
Ashford University in less than three (3) years. To satisfy
the residency requirement, the University requires students
to complete full-time enrollment of six (6) semester credits
or more of regular coursework for five (5) consecutive
terms (one academic year). Students should be aware that
this is a requirement for graduation. In addition, The PsyD,
Clinical Specialization program has a seven (7) year time
limit from the term that the student was admitted to the
PsyD, Clinical Specialization program. Students can
except to complete the PsyD, Clinical Specialization
program in four and one half years to five years of
continuous full-time study from their beginning term.
In some circumstances, it may take longer for an
individual student to earn his or her Doctoral degree. For
instance, not maintaining full-time status, taking an
academic leave from the program, retaking a course,
failing to advance to the next stage of the program at an
annual review, or failing to pass the Comprehensive
Examinations or the Dissertation defense, can delay a
student’s completion of the program. From the time a
student enters the first term of the PsyD, Clinical
Specialization program, he or she has a maximum of seven
(7) years to complete the program requirements, except in
exceptional cases approved by the Dean for the program
level.
Forbes School of Business &
Technology®: Doctoral
Programs and Requirements
Doctor of Philosophy (PhD) in
Organizational Development and
Leadership
Degree Focus
The Doctor of Philosophy (PhD) in Organizational
Development and Leadership program is designed for
students with career aspirations in applying the principles
of psychology of human performance in organizations to
improve organizational operations and strategic execution.
The PhD in Organizational Development and Leadership
resembles the traditional scientist-practitioner model for
the student who desires more preparation in the application
of research, statistics, assessment, and related
methodologies in organizational psychology.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
DOCTORAL PROGRAMS
284 ASHFORD UNIVERSITY
Program Learning Outcomes
Graduates of the PhD in Organizational Development and
Leadership program will be able to:
Design research applicable to individuals, teams and
organizations using evidence-based methods and
principles of ethical psychological research;
Assess the influence and impact of social, emotional,
and cultural dynamics on organizational strategy,
innovation, learning, growth, and competitive
advantage;
Create evidence-based systems and strategies
associated with organizational performance, structure,
and development, human performance, behavior and
learning, and growth and innovation;
Evaluate concepts, skills, and initiatives that are
fundamental to the ethical practice of diverse and
multicultural organizations and organizational
leaders;
Appraise the complexity of organizational systems
and functions as an effective change agent through
implementation of evidence-based interventions and
psychological research in complex, multicultural
teams and organizations;
Assess the impact of organizational policies,
practices, strategic initiatives, innovation, and change
processes in teams and organizations;
Design appropriate organizational learning and
development solutions influenced by principles of
human performance technology and industrial and
organizational psychology; and
Apply leadership skills appropriate for a variety of
complex, multicultural team and organizational
settings.
Program-Specific Requirements
Dissertation
Students writing a Dissertation must complete a total of 5
credits by registering for five terms of Dissertation credit,
one credit per term.
Please refer to Dissertation in this section of this Catalog
for more information on Dissertation requirements.
In-Residence Workshop
Students in this program have an In-Residence Workshop
requirement. These workshops are a graduation
requirement. The In-Residence Workshop Series prepares
students for their Dissertation and post-doctoral
experiences.
Please refer to the In-Residence Workshop Requirement in
this section of this Catalog for more information on the In-
Residence Workshop requirements.
Major Course
Requirements (44 credits)
ORG 7102 Advanced Seminar: Leadership &
Management (3 credits)
RES 7105 Scholarly Argument I (3 credits)
ORG 8511 Advanced Topics in Performance
Management (3 credits)
ORG 8510 Advanced Seminar: Leading
Organizational Change (3 credits)
ORG 8518 Professional & Business Ethics in
Organizational Leadership (3 credits)
RES 7410 Research Design & Methods – Qualitative
(3 credits)
RES 7400 Research Design & Methods – Quantitative
(3 credits)
RES 7402 Advanced Tests & Measurements (3
credits)
ORG 7101 Assessment Tools for Organizational
Leadership (3 credits)
RES 7110 Scholarly Argument II (3 credits)
Research Course Requirement
(3 credits - students will choose one of the following courses)
RES 7415 Advanced Statistics (3 credits)
RES 7440 Advanced Study in Qualitative Research (3
credits)
Capstone and Dissertation Courses
DOC 8770 Doctoral Capstone Seminar (4 credits)
RES 8910 Dissertation Planning I (1 credit)
RES 8912 Dissertation Planning II (1 credit)
RES 8990/8992 Dissertation* (5 credits)
*Students writing a Dissertation must complete a total of 5
credits by registering for five terms of Dissertation credit,
one credit per term. Students will be registered for RES
8990 upon beginning Dissertation until successfully
passing the Preliminary Oral Defense. Students will be
registered for RES 8992 once the Preliminary Oral
Defense has been successfully passed. In RES 8992 the
Dissertation Support Fee will no longer be charged.
Specializations (18 credits)
Standard Program of Study
EDU 8240 Theories & Models of Instructional
Systems Design (3 credits)
ORG 8512 Leadership & Organizational Cultures (3
credits)
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 285
ORG 8532 Advanced Seminar: The Leader as Coach
(3 credits)
ORG 8615 Advanced Topics in Organizational
Development & Leadership (3 credits)
ORG 8619 Current & Global Issues in Industrial &
Organizational Psychology (3 credits)
ORG 8534 Advanced Seminar: Human Resources
Business Strategy (3 credits)
Innovation and Entrepreneurship
ORG 8801 Organization Design for Innovation (3
credits)
ORG 8805 Managing for Agility (3 credits)
ORG 8855 Advanced Social Networking for
Organizations (3 credits)
ORG 8803 Creating a Culture of Innovation (3
credits)
ORG 7525 Issues & Methods in Market Research (3
credits)
ORG 8815 Global Issues in Innovation &
Entrepreneurship (3 credits)
Organizational Diversity
ORG 7701 Theoretical Foundations for Diversity
Work (3 credits)
ORG 8855 Advanced Social Networking for
Organizations (3 credits)
ORG 8270 Diversity & Inclusion – Research in Action
(3 credits)
ORG 7705 Advanced Topics in Cross-Cultural
Communications (3 credits)
ORG 8532 Advanced Seminar: The Leader as Coach
(3 credits)
ORG 7710 Cross-Functional Diversity Alignment (3
credits)
Training and E-Learning
ORG 8201 Learning Strategies in Organizations (3
credits)
EDU 8240 Theories & Models of Instructional
Systems Design (3 credits)
ORG 8205 Training Needs Assessment Models &
Methods (3 credits)
ORG 8210 Training Evaluation Models & Methods (3
credits)
ORG 8213 Strategic Talent Development (3 credits)
ORG 8619 Current & Global Issues in Industrial &
Organizational Psychology (3 credits)
Graduation Requirements
To be eligible for the PhD in Organizational Development
and Leadership, a student must successfully complete the
following:
The approved program consisting of 62 credits;
Dissertation requirements;
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University; and
Three non-credit In-Residence Workshops.
The degree will be noted on the transcript as a Doctor of
Philosophy in Organizational Development and
Leadership with specialization as applicable.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the end of the
term in which the student completes all degree
requirements. However, release of diplomas, and
verifications for degrees awarded are contingent upon
submission of an electronic version of the Dissertation for
binding, the Petition to Graduate form, payment of the
graduation fee, and payment of any outstanding balances
with the University.
College of Arts and
Sciences: Doctoral Programs
and Requirements
Doctor of Philosophy (PhD) in Education
Degree Focus
The Doctor of Philosophy (PhD) in Education is designed
for students who have a Master’s degree in any academic
discipline and who have career aspirations and research
interests related to education. Students will develop
doctoral research, practical skills, critical thinking skills,
and the knowledge needed to become an innovative,
ethical contributor to the field. The advanced curriculum in
this program focuses on providing students with the
knowledge and skills needed to approach complex and
varied challenges with education-based solutions. The
program also focuses on applied research intended to
optimize learning opportunities using creative, innovative
and resourceful educational leadership and change
theories, methods and strategies. The curriculum in this
program focuses on the foundational theories, current
research, emerging trends, and a personalized opportunity
for students to pursue a chosen area of interest and
contribute to their chosen field. Students will investigate
the historical, theoretical, and philosophical foundations in
the field of education to identify a problem, propose a
solution, implement the solution, and effectively
DOCTORAL PROGRAMS
286 ASHFORD UNIVERSITY
communicate the results of their findings. Research is
critical to the advancement of knowledge in this
profession. In addition to course-related research activities,
students in this PhD program will complete a dissertation,
which is a major piece of original research.
Certification and Licensure Terms and Conditions:
An
online degree from Ashford University does not lead to
immediate teacher licensure in any state
. If you want to
become a classroom teacher, contact your state's
education authorities prior to enrolling at Ashford to
determine what state-specific requirements you must
complete before obtaining your teacher's license. Ashford
graduates will be subject to additional requirements on a
state-by-state basis that will include one or more of the
following: student teaching or practicum experience,
additional coursework, additional testing, or, if the state
requires a specific type of degree to seek alternative
certification, earning an additional degree. None of
Ashford's online education programs are CAEP, TEAC or
NCATE accredited, which is a requirement for
certification in some states. Other factors, such as a
student’s criminal history, may prevent an applicant from
obtaining licensure or employment in this field of study.
All prospective students are advised to visit the Education
Resource Organizations Directory (EROD) and to contact
the licensing body of the state where they are licensed or
intend to obtain licensure to verify that these courses
qualify for teacher certification, endorsement, and/or
salary benefits in that state prior to enrolling. Prospective
students are also advised to regularly review the state’s
policies and procedures relating to licensure as those
policies are subject to change.
*The Council for the Accreditation of Educator
Preparation (CAEP) is the resulting entity from the merger
of the Teacher Education Accreditation Council (TEAC)
and National Council for Accreditation of Teacher
Education (NCATE).
Alabama Residents: State authorization to provide a
program related to the preparation of teachers or other P-
12 school/system personnel does not indicate eligibility for
an Alabama professional educator or professional
leadership certificate. Applicants who complete an
educator preparation program at a non-Alabama
institution must apply for an Alabama professional
educator or professional leadership certificate through the
Alabama Certificate Reciprocity Approach. Current
requirements may be found at
www.alsde.edu
.
Hawaii Residents: An education degree offered through
Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii. In Hawaii, an
alternative route to certification is not available.
Iowa Residents: An education degree offered through
Ashford University’s online modality does not lead to
teacher licensure in the state of Iowa.
Kentucky Residents: Please be advised that although
Ashford University Ashford University Department of
Education & Liberal Arts offers a variety of programs
aimed at preparing potential educators in diverse settings,
our K-12 educator preparation programs are NOT
accredited in Kentucky by the Education Professional
Standards Board and are NOT recognized for initial,
additional, or renewal of certification or salary
enhancement (rank change) for K-12 educators in
Kentucky. For more information, please visit the
Education Professional Standards Board’s website at
http://www.epsb.ky.gov/mod/page/view.php?id=220.
Program Learning Outcomes
Graduates of the PhD in Education program will be able
to:
Evaluate theories, practices, issues, and trends in
designing and implementing educational strategies;
Develop strategies for leveraging social and cultural
diversity in offering education in organizations;
Design policies and initiatives that adhere to ethical
and legal practices in educational settings and
learning communities;
Propose solutions to societal problems through
evidence-based application of educational research;
and
Apply diverse methods and principles of inquiry,
discovery, evaluation, and original scholarship to
educational research questions and practices.
Program-Specific Requirements
Dissertation
Students writing a Dissertation must complete a total of 5
credits by registering for five terms of Dissertation credit,
one credit per term.
Please refer to Dissertation in this section of this Catalog
for more information on Dissertation requirements.
In-Residence Workshop
Students in this program have an In-Residence Workshop
requirement. These workshops are a graduation
requirement. The In-Residence Workshop Series prepares
students for their Dissertation and post-doctoral
experiences.
Please refer to the In-Residence Workshop Requirement in
this section of this Catalog for more information on the In-
Residence Workshop requirements.
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 287
Major Course Requirements (59 credits)
EDU 7000 Learning & Cognition (3 credits)
EDU 7100 History of Education & Social Change (3
credits)
RES 7105 Scholarly Argument I (3 credits)
EDU 7120 Transformative Issues & Trends in
Education (3 credits)
EDU 7130 Educational Leadership Theories &
Strategies (3 credits)
RES 7400 Research Design & Methods – Quantitative
(3 credits)
EDU 7220 Educational Leadership: Challenges &
Opportunities (3 credits)
EDU 7240 Diversity in Education (3 credits)
RES 7410 Research Design & Methods – Qualitative
(3 credits)
EDU 8225 Culture, Curriculum & Learning (3 credits)
EDU 8250 Curriculum, Assessment, Design, &
Evaluation (3 credits)
EDU 8260 Integrating Technology (3 credits)
EDU 8300 Governance & Politics of Education (3
credits)
EDU 8320 Change in People, Society, Bureaucracies
& Institutions (3 credits)
RES 7110 Scholarly Argument II (3 credits)
Research Course Requirement
(3 credits - students will choose one of the following courses)
RES 7440 Advanced Study in Qualitative Research (3
credits)
RES 7415 Advanced Statistics (3 credits)
Capstone and Dissertation Courses
DOC 8770 Doctoral Capstone Seminar (4 credits)
RES 8910 Dissertation Planning I (1 credit)
RES 8912 Dissertation Planning II (1 credit)
RES 8990/8992 Dissertation* (5 credits)
*Students writing a Dissertation must complete a total of 5
credits by registering for five terms of Dissertation credit,
one credit per term. Students will be registered for RES
8990 upon beginning Dissertation until successfully
passing the Preliminary Oral Defense. Students will be
registered for RES 8992 once the Preliminary Oral
Defense has been successfully passed. In RES 8992 the
Dissertation Support Fee will no longer be charged.
Graduation Requirements
To be eligible for the PhD in Education, a student must
successfully complete the following:
The approved program consisting of 59 credits;
Dissertation requirements;
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University; and
Three non-credit In-Residence Workshops.
The degree will be noted on the transcript as a Doctor of
Philosophy in Education.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Doctor of Philosophy (PhD) in Human
Services
Degree Focus
The Doctor of Philosophy (PhD) in Human Services
program is designed for students with career aspirations
and research interests related to guiding the policies and
practices needed to address the needs of diverse and
underserved populations, including those struggling with
addiction, illness, poverty and violence. The advanced
curriculum in this specialization is designed to provide
opportunities for increasing both depth and breadth of
knowledge in the field of human services. Research is
critical to the advancement of knowledge in this
profession. In addition to course-related research activities,
students in this PhD program will complete a dissertation,
which is a major piece of original research.
Special Terms and Conditions: Successful completion of
this program by itself does not lead to licensure or
certification in any state, regardless of concentration or
specialization. Students seeking licensure or certification
in a particular profession are strongly encouraged to
carefully research the requirements prior to enrollment.
Requirements may vary by state. Ashford University does
not guarantee that any professional organization will
accept a graduate’s application to sit for any exam for the
purpose of professional certification.
DOCTORAL PROGRAMS
288 ASHFORD UNIVERSITY
Program Learning Outcomes
Graduates of the PhD in Human Services program will be
able to:
Design research related to human services theories
and systems;
Critique incorporation of social justice matters in
human services organizations;
Assess human services performance structures,
capacity building, and talent development
implementation strategies;
Evaluate concepts, skills, and policies and initiatives
that are fundamental to ethical and legal practice in
the human services settings;
Formulate strategies to navigate the complexities of
human services systems based on best practices; and
Advocate for specific strategies, standards, policies,
practices, and service delivery methods using
multiple communication methods.
Program-Specific Requirements
Dissertation
Students writing a Dissertation must complete a total of 5
credits by registering for five terms of Dissertation credit,
one credit per term.
Please refer to Dissertation in this section of this Catalog
for more information on Dissertation requirements.
In-Residence Workshop
Students in this program have an In-Residence Workshop
requirement. These workshops are a graduation
requirement. The In-Residence Workshop Series prepares
students for their Dissertation and post-doctoral
experiences.
Please refer to the In-Residence Workshop Requirement in
this section of this Catalog for more information on the In-
Residence Workshop requirements.
Major Course Requirements (47 credits)
HUM 7100 History & Systems of Human Services (3
credits)
RES 7105 Scholarly Argument I (3 credits)
ORG 8518 Professional & Business Ethics in
Organizational Leadership (3 credits)
HUM 7175 Program Review & Evaluation (3 credits)
RES 7480 Evidence-Based Practice (3 credits)
HUM 8105 Applied Human Services Policy (3 credits)
HUM 8115 Theories & Strategies of Community
Development & Advocacy (3 credits)
HUM 7160 Organizational Operations & Human
Services Administration (3 credits)
RES 7400 Research Design & Methods – Quantitative
(3 credits)
RES 7410 Research Design & Methods – Qualitative
(3 credits)
RES 7110 Scholarly Argument II (3 credits)
Research Course Requirement
(3 credits - students will choose one of the following courses)
RES 7415 Advanced Statistics (3 credits)
RES 7440 Advanced Study in Qualitative Research (3
credits)
Capstone and Dissertation Courses
DOC 8770 Doctoral Capstone Seminar (4 credits)
RES 8910 Dissertation Planning I (1 credit)
RES 8912 Dissertation Planning II (1 credit)
RES 8990/8992 Dissertation* (5 credits)
*Students writing a Dissertation must complete a total of 5
credits by registering for five terms of Dissertation credit,
one credit per term. Students will be registered for RES
8990 upon beginning Dissertation until successfully
passing the Preliminary Oral Defense. Students will be
registered for RES 8992 once the Preliminary Oral
Defense has been successfully passed. In RES 8992 the
Dissertation Support Fee will no longer be charged.
Specializations (15 credits)
Standard Program of Study
HUM 7140 Socio-Cultural Determinants in Society (3
credits)
HUM 7170 Financial & Grant Management (3 credits)
HUM 8125 Performance & Quality Management
(3 credits)
HUM 8215 Special, Vulnerable, & Underserved
Populations in Human Services (3 credits)
HUM 8225 Human Services Information Technology
(3 credits)
Mental Health Administration
ORG 7272 Group Process & Group Leadership in
Organizations (3 credits)
ORG 8061 Administration of Grants & Contracts:
Governmental & Community Funding (3 credits)
ORG 8650 Strategies & Policies to Advance Mental
Health Care (3 credits)
ORG 8160 Mental Health Programs & Services for
Special Populations (3 credits)
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 289
ORG 8165 Mental Health in the Context of
Community Wellness (3 credits)
Nonprofit Management
HUM 7170 Financial & Grant Management (3 credits)
HUM 8519 Advanced Seminar: Ethical Issues in Non-
Profit Management (3 credits)
HUM 8060 The Non-Profit Executive as Fund Raiser
(3 credits)
ORG 8061 Administration of Grants & Contracts:
Governmental & Community Funding (3 credits)
HUM 8070 Advanced Seminar: Volunteers & Non-
Profit Governance (3 credits)
Graduation Requirements
To be eligible for the PhD in Human Services, a student
must successfully complete the following:
The approved program consisting of 62 credits;
Dissertation requirements;
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University; and
Three non-credit In-Residence Workshops.
The degree will be noted on the transcript as a Doctor of
Philosophy in Human Services with specialization as
applicable.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the date the
student completes all academic degree requirements.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Doctor of Psychology (PsyD)
Degree Focus
The Doctor of Psychology (PsyD), program is designed for
students who are, or desire to be, practitioners in particular
disciplines such as Criminal Justice, Mediation and
Conflict Resolution, Sport and Performance Psychology,
Industrial Organizational Psychology, and others that have
in common a desire to demonstrate service to the
community through improving the emotional and mental
health of clients. PsyD students become practitioner-
scholars by becoming knowledgeable of the theory,
research, and evidence-based practice in their
specializations. The culminating Applied Doctoral Project
becomes a personal contribution to the field of practice
and of scholarship.
Special Terms and Conditions: The Doctor of Psychology
(PsyD) is not a licensure program and does not prepare an
individual to become a licensed psychology professional.
Ashford University does not guarantee that any
professional organization will accept a graduate’s
application to sit for any exam for the purpose of
professional certification or licensure. Students seeking
licensure or certification in the field of psychology should
carefully research the requirements prior to enrollment.
Requirements vary by state. Further, a criminal record
may prevent an applicant from obtaining licensure,
certification, or employment in this field of study.
California Students: This program does not lead to
licensure. According to the California Board of
Psychology, candidates for licensure must have a
doctorate degree in clinical or counseling psychology. The
Board of Behavioral Sciences which governs licensure for
LMFT, LPC, LPCC, and LCSW, requires candidates to
meet didactic requirements and rigorous
practicum/supervised professional hours that range
between 500 to 2000 hours depending on the type of
license. Coursework in the MAPSY may partially meet
didactic requirements for CA licensure but that evaluation
is done by the respective boards, and the purpose of the
program is not designed to prepare students for licensure
of any type. A criminal history background check by
fingerprint via a Live Scan service must be passed that
may include an investigation into felony and misdemeanor
convictions. For additional details regarding the CA
requirements for obtaining licensure, please
visit: http://www.psychology.ca.gov/licensees/.
Program Learning Outcomes
Graduates of the PsyD program will be able to:
Apply best practices in the field regarding
professional values, ethics, attitudes, and behaviors;
Exhibit culturally diverse standards in working
professionally with individuals, groups, and
communities who represent various cultural and
personal backgrounds;
Utilize a comprehensive knowledge base grounded in
theoretical models, evidence-based methods, and
research in the discipline;
Integrate leadership skills appropriate in the field of
psychology; and
Critically evaluate applied research methods, trends,
and concepts.
Program-Specific Requirements
Applied Doctoral Project
Students completing an Applied Doctoral Project (ADP)
must complete a minimum of 5 credits by registering for
DOCTORAL PROGRAMS
290 ASHFORD UNIVERSITY
five terms of Applied Doctoral Project credit, one credit
per term. Doctor of Psychology (PsyD) students may
choose to complete a Dissertation instead of an Applied
Doctoral Project. Students interested in completing a
Dissertation must submit a change request.
Please refer to Dissertation & Applied Doctoral Project in
this section of this Catalog for more information on
Applied Doctoral Project and Dissertation requirements.
In-Residence Workshop
Students in this program have an In-Residence Workshop
requirement. These workshops are a graduation
requirement. The In-Residence Workshop Series prepares
students for their Applied Doctoral Project and post-
doctoral experiences.
Please refer to the In-Residence Workshop Requirement in
this section of this Catalog for more information on the In-
Residence Workshop requirements.
Major Course Requirements (41 credits)
PSY 7512 Psychology of Leadership (3 credits)
RES 7105 Scholarly Argument I (3 credits)
PSY 7510 Biological Bases of Behavior (3 credits)
PSY 7210 Adult Psychopathology & Treatment I (3
credits)
ORG 7272 Group Process & Group Leadership in
Organizations (3 credits)
RES 7302 Advanced Research Methods (3 credits)
RES 7480 Evidence-Based Practice (3 credits)
RES 7430 Action Research (3 credits)
RES 7110 Scholarly Argument II (3 credits)
ORG 7101 Assessment Tools for Organizational
Leadership (3 credits)
Capstone and Applied Doctoral Project Courses
DOC 8770 Doctoral Capstone Seminar (4 credits)
RES 8920 Applied Doctoral Project Planning I (1
credit)
RES 8922 Applied Doctoral Project Planning II (1
credit)
RES 8981-8985 Applied Doctoral Project (5 credits)*
*Students satisfactorily progressing through the ADP
experience, but not meeting the required milestones in the
designated timeframe, will be required to reenroll in the
corresponding ADP experience. Students needing more
than two reenrollments in any of the ADP courses will
need to appeal to enroll in the Applied Doctoral Project
Extension, RES 8986/8987 to remain in the program and
complete the designated milestone(s).
Specializations (21 credits)
Criminology and Justice Studies
ORG 8571 Contemporary Criminological Theory (3
credits)
ORG 8573 Types & Characteristics of Crime (3
credits)
ORG 8575 Advanced Analysis of Criminal Justice
Processes (3 credits)
ORG 8577 Juvenile Justice (3 credits)
ORG 8580 Mental Health & Crime (3 credits)
ORG 8582 Drugs, Addiction, & Crime (3 credits)
ORG 8586 Evaluating Criminal Justice Interventions
(3 credits)
Educational Leadership
ORG 8530 Influence, Motivation & Persuasion in the
Workplace (3 credits)
ORG 8512 Leadership & Organizational Cultures (3
credits)
ORG 8534 Advanced Seminar: Human Resources
Business Strategy (3 credits)
EDU 8240 Theories & Models of Instructional
Systems Design (3 credits)
ORG 8542 Advanced Seminar: Learning Strategies in
Organizations (3 credits)
ORG 8545 Advanced Seminar: Learning Initiatives &
Organizational Change (3 credits)
ORG 8550 Organizational Systems Theory (3 credits)
Health and Wellness Psychology
ORG 8510 Advanced Seminar: Leading
Organizational Change (3 credits)
ORG 8300 International Comparison of Health
Insurance Systems (3 credits)
ORG 7343 Advanced Intervention Strategies in
Wellness Programming (3 credits)
ORG 8320 Environmental Stress on Mind & Body (3
credits)
ORG 8340 Exploring the Self: Increasing the
Efficiency of Helping Others (3 credits)
ORG 8500 Advanced Topics in Organizational
Consulting (3 credits)
ORG 7356 Integrative Medicine in Health Promotion
Programs (3 credits)
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2020-2021 ACADEMIC CATALOG 291
Industrial Organizational Psychology
ORG 8530 Influence, Motivation & Persuasion in the
Workplace (3 credits)
ORG 8518 Professional & Business Ethics in
Organizational Leadership (3 credits)
ORG 8619 Current & Global Issues in Industrial &
Organizational Psychology (3 credits)
ORG 8534 Advanced Seminar: Human Resources
Business Strategy (3 credits)
ORG 8615 Advanced Topics in Organizational
Development & Leadership (3 credits)
ORG 8500 Advanced Topics in Organizational
Consulting (3 credits)
ORG 8512 Leadership & Organizational Cultures (3
credits)
Mediation and Conflict Resolution
ORG 8500 Advanced Topics in Organizational
Consulting (3 credits)
ORG 7650 Organizational Systems & Conflict
Theories (3 credits)
ORG 8518 Professional & Business Ethics in
Organizational Leadership (3 credits)
ORG 8630 Influencing Leaders to Resolve Conflict (3
credits)
ORG 8635 Developing Conflict Resolution Plans &
Policies (3 credits)
ORG 8510 Advanced Seminar: Leading
Organizational Change (3 credits)
ORG 8632 Evaluating Conflict Resolution Processes
(3 credits)
Sport and Performance Psychology
PSY 7301 Advanced Performance Enhancement I:
Core Mind-Body Practices (3 credits)
PSY 7305 Advanced Psychomotor Development &
Kinesiology (3 credits)
PSY 7311 Advanced Performance Enhancement II:
Integrative Mind-Body Practices (3 credits)
PSY 7314 Rehabilitation in Sports & Performance (3
credits)
PSY 7330 Sport & Performance Psychology as a
Business (3 credits)
PSY 7317 Advanced Group Dynamics in Sports &
Performance Settings (3 credits)
PSY 7321 Advanced Performance Enhancement III:
The Psychology of Peak Experience (3 credits)
Graduation Requirements
To be eligible for the PsyD, a student must successfully
complete the following:
The approved program consisting of 62 credits;
Applied Doctoral Project or Dissertation requirements;
A minimum cumulative grade point average of 3.00 in
all coursework attempted at the University; and
Three non-credit In-Residence Workshops.
The degree will be noted on the transcript as a Doctor of
Psychology with specialization as applicable.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the end of the
term in which the student completes all degree
requirements. However, release of diplomas, and
verifications for degrees awarded are contingent upon
submission of an electronic version of the Applied
Doctoral Project or Dissertation for binding, the Petition
to Graduate form, payment of the graduation fee, and
payment of any outstanding balances with the University.
Doctor of Psychology
(PsyD), Clinical
Specialization
(
This program is no longer accepting new enrollments)
The Doctor of Psychology (PsyD) Clinical Specialization
program follows the Practitioner-Scholar Model, which
prepares all students, regardless of previous earned
master’s degrees** or transfer credits, to be skilled
practitioners who provide mental health services that are
based upon and firmly grounded in the science of
psychology. The program philosophy is to prepare
practitioners with the knowledge and skills requisite to
critically evaluate and effectively apply scientific research
findings to everyday practice. To this end, students
complete research methodology coursework and engage in
research as a part of the program. Through this experience,
students grow in their ability to evaluate the research of
others and to conduct research that will ultimately enhance
the effectiveness of the services they provide.
Further, the program employs an educational model of
experiential learning wherein students learn by and while
doing. This is clearly reflected through student
involvement in practicum experiences that allow for
sequentially graduated levels of responsibility and
complexity, from the point of matriculation through the
completion of all foundation and applied skill coursework.
Within the PsyD, Clinical Specialization, Doctoral
candidates may pursue one of five areas of concentration:
Clinical Neuropsychology, Forensic/Correctional
DOCTORAL PROGRAMS
292 ASHFORD UNIVERSITY
Psychology, Health Psychology, Marriage and Family
Therapy, and Sport Neuroperformance. The completion of
a Concentration is not required in order to graduate with
the PsyD, Clinical Specialization degree, but may be
chosen by students who want focused education and/or
experience in one of the concentration areas. The
completion of a Concentration will not be noted on the
diploma, but will be listed on graduate transcripts
following the granting of the degree.
Students who complete a Master of Arts in Psychology/
Master of Arts in Counseling program with a
specialization in either Addiction Counseling, Clinical
Mental Health Counseling, or Marriage, Couples and
Family Counseling at Ashford University may apply up to
43 credits from their Master’s degree toward the Doctor of
Psychology, Clinical Specialization, upon acceptance to
the program.
Licensure Information
Colorado Residents: The Doctorate of Psychology,
Clinical Specialization meets the requirements for
professional licensure in the State of Colorado.
The Ashford University cannot confirm whether its
courses or programs meet requirements for professional
licensure in your state. For information regarding
professional licensure requirements in your state, you
should contact the applicable licensing board or agency in
your state and determine whether the program meets
requirements for licensure in the state where you reside.
Additional information will be provided to you when you
contact the school and during your first term in your
program of study.
The Clinical Specialization in the Doctor of Psychology
program is not accredited by the American Psychological
Association (APA) or registered with the Association of
State and Provincial Psychology Boards (ASPPB), which
is a requirement for licensure in some states. Other factors,
such as a student’s criminal history, may prevent an
applicant from obtaining licensure or employment in this
field of study. All prospective students are advised to
contact individual state boards of psychology for
additional information relating to licensure requirements
prior to enrolling. In addition, as of the beginning in 2017,
APA accreditation became a requirement for students who
intend to participate in APPIC Match or APPIC-member
internships, which may be a requirement for licensure in
some states. A list of state psychology boards is available
here:www.asppb.net/i4a/pages/index.cfm?pageid=3395.
Prospective students are also advised to regularly review
the state’s policies and procedures relating to licensure as
those policies are subject to change.
Please note: A criminal record may prevent an applicant
from obtaining state licensure. Please refer to individual
state licensing boards for additional information relating to
licensure requirements.
**Note: Students entering the program without an
appropriate foundation in psychology as outlined in the
Admission Policies and Requirements section of this
Catalog will be required to take PSY 5001 Survey of
Psychology I and PSY 5002 Survey of Psychology II.
Credits earned will be in addition to published program
requirements.
Program Specific Requirements
Student Professional Liability Insurance Requirements
Student accepted into the Doctor of Psychology (PsyD),
Clinical Specialization degree program are required to
have proof of professional liability insurance in order to
register for their first term of Practicum. Due to the
liabilities associated with direct care, students need to be
insured during clinical Practicum and Internship training.
Professional liability insurance can be purchased from one
of several insurance carriers. Students are required to
provide proof of coverage to the Director of Clinical
Training (DCT). The DCT will notify the Registrar’s
Office of anyone that should be disenrolled from a
Practicum or Internship experience for failure to provide
proof of or maintain the appropriate insurance coverage.
Background Check Consent Policy
Prospective Doctor of Psychology, Clinical Specialization
students must sign the appropriate consent(s) for a
background check at the time of application. The consent
form permits the University to conduct a background
check at the time of application and at any point after the
student’s enrollment in the program. A copy of the signed
consent(s) will be maintained in the permanent student
record.
Refusal to Submit to a Background Check Policy
Refusal to request the criminal background check or
falsification of information regarding the background
check will preclude the student from enrollment,
matriculation, continued training, or graduation, if
applicable.
PsyD, Clinical Specialization Residency
Requirement
Licensing boards may require that a student, during the
course of his or her Doctoral program, be enrolled for at
least three academic years of study from the degree-
granting institution, and at least one year must be in full-
time residence. To satisfy this residency requirement,
Ashford University requires students to complete full-time
enrollment of six semester hours or more of regular
coursework for five consecutive terms (one year). Students
should be aware that this is a requirement for graduation.
DOCTORAL PROGRAMS
2020-2021 ACADEMIC CATALOG 293
Students may petition to take fewer than the previously
mentioned hour requirement, but they must be aware that
doing so may delay Comprehensive Exams, and therefore
delay program completion. Comprehensive Examinations
are administered at designated intervals only.
Clinical Practicum or Counseling Practicum or
Internship
Students who are completing a clinical or counseling
Practicum or Internship must be enrolled as a degree
seeking student in the PsyD, Clinical Specialization
program.
A Clinical Practicum (minimum of 1,500 hours) is
required for all students in the PsyD, Clinical
Specialization program. Students who enter the program
with a clinical Master’s degree may receive credit for up to
700 hours of Practicum. The number of transferable
Practicum hours is determined by the University Registrar
in consultation with the Director of Clinical Training.
Students who are completing a Practicum or counseling
Internship in Colorado must obtain registration with the
Colorado Department of Regulatory Agencies (DORA)
prior to beginning their Practicum experience at the
University. Students will be required to provide
documentation of registration with DORA if they are
completing Practicum hours in Colorado, and
documentation of a current professional liability policy for
all clinical or counseling Practicum experiences.
The Practicum experience gives students the opportunity
to integrate Core Competencies, Clinical Proficiencies, and
academics as they apply their learning in a real world
clinical setting. Students build the skills they will need to
be successful in the mental health profession. The Practica
also give students the chance to discover the clinical
relationship skills and techniques that work for them in the
clinical setting and the client populations with which they
are most effective. The level of professionalism and
enthusiasm, with which students approach their Practica,
has a direct bearing on their success and the quality of
their learning experience.
In the Clinical Practica, students must understand their
professional obligations to clients and to the University.
They must strive to maintain appropriate relationships and
demeanor whenever clients are present. As the American
Psychological Association (APA) Code of Conduct states,
“Psychologists uphold professional standards of conduct,
clarify their professional roles and obligations, accept
appropriate responsibility for their behavior, and adapt
their methods and needs to different populations.”
Students in the PsyD, Clinical Specialization complete
Clinical Practicum requirements in community settings
with the approval of the Director of Clinical Training.
Supervision must be provided by a licensed psychologist
who is credentialed and approved by the Director of
Clinical Training. These supervisors agree to be in regular
communication with the Director of Clinical Training.
Additional requirements for Practicum and Internship
eligibility may be found in their respective handbooks.
Transfer of Clinical and Counseling Practicum
Hours
Ashford University may accept up to 700 hours of clinical
Practicum or up to seven semester credits from approved
accredited institutions when those Practicum hours are
demonstrated to be from a clinical psychology doctoral
program that has similar standards of training as Ashford
University. In such cases, the student must take at least an
additional 800 hours of clinical Practicum in the Ashford
University Doctor of Psychology, Clinical Specialization
program. Final determination of the acceptance of
Practicum hours will be made by the Director of Clinical
Training.
Personal Therapy Requirement
The Ashford University faculty understands that as a part
of becoming a psychologist or mental health professional
one needs to be aware of his or her biases, beliefs, and
challenges. Therefore, each student in the Doctor of
Psychology (PsyD), Clinical Specialization program is
required to participate as a client in psychotherapy with a
licensed mental health professional. Being a client can be a
growth experience as well as an educational opportunity
for the graduate student.
For Doctoral students, the requirement is met through a
minimum of 30 hours or sessions of psychotherapy over a
minimum of 30 weeks. Fifteen of the acquired therapy
hours or sessions must be with the same mental health
professional. At least 20 of the hours must be in an
individual modality. Students may apply up to 18 hours of
personal therapy if they have acquired them within the
preceding five years with a licensed mental health
professional.
Ashford University considers 30 hours a minimum number
of therapy hours over a minimum of 30 weeks and
encourages additional sessions if the student believes it
would be of benefit personally or professionally. A
requirement of additional hours of therapy may also be a
part of a student’s development plan designed by the
student and his or her advisor or other student support or
administrative offices. An additional therapy requirement
may also be imposed by the University.
Therapy must be conducted by a licensed mental health
professional contingent, who is not a Ashford University
faculty member. Verification of participation must be
indicated in a letter, on the letterhead of the licensed
mental health professional, stating the number of sessions
DOCTORAL PROGRAMS
294 ASHFORD UNIVERSITY
and hours spent in therapy, the period of time over which
the therapy occurred, and the modality of the therapy.
Diagnosis and treatment issues discussed in therapy must
not be included in the letter. Verification must be sent to
the Registrar’s Office and must be on file at the time the
student takes his or her Doctoral Comprehensive
Examination. Therapy fees are the responsibility of the
student and are not covered by tuition.
Comprehensive Examinations
The PsyD, Clinical Specialization has two stages of
Comprehensive Exams – a Doctoral Qualifying Exam and
a Doctoral Comprehensive Exam.
Doctoral Qualifying Exam
The Doctoral Qualifying Exam is an objective assessment
of students’ knowledge of coursework content from the
first 39 credits of the curriculum.
Eligibility
The Doctoral Qualifying Exam can be taken after the
completion of the first 39 credits of coursework (6 terms)
and must be successfully completed before the third year
of coursework. Students must obtain approval to take the
Doctoral Qualifying Exam from the University Registrar.
Students who entered the program with a Master’s degree
must take the Doctoral Qualifying Exam prior to their
second year of study in the PsyD, Clinical Specialization at
Ashford University.
Doctoral Comprehensive Exam
The Doctoral Comprehensive Exam is a summative
assessment procedure that assesses students’ knowledge of
the field of clinical psychology, their ability to diagnose
and conceptualize clinical cases, and to present this
information in both oral and written formats. This
examination must be passed prior to beginning Pre-
Doctoral Internship.
Eligibility
Once students have successfully completed the Doctoral
Qualifying Exam, achieved Doctoral Candidacy status,
completed all required coursework, and submitted
documentation of their 30 hours of personal therapy, they
may apply to the University Registrar for approval to take
the Doctoral Comprehensive Exam.
Applied Doctoral Project
Students completing an Applied Doctoral Project (ADP)
must complete a total of 5 credits by registering for five
terms of Applied Doctoral Project credit, one credit per
term. Doctor of Psychology (PsyD) students may choose
to complete a Dissertation instead of an Applied Doctoral
Project. Students interested in completing a Dissertation
must submit a change request.
Please refer to Dissertation & Applied Doctoral Project in
this section of this Catalog for more information on
Applied Doctoral Project and Dissertation requirements.
Program Learning Outcomes
Graduates of the PsyD, Clinical Specialization will be able
to:
Exhibit behavior and comportment that reflects the
values and attitudes of psychology;
Demonstrate awareness, sensitivity, and skills in
working professionally with diverse individuals,
groups, and communities who represent various
cultural and personal background and characteristics;
Apply ethical concepts and legal issues regarding
professional activities with individuals, groups, and
organization;
Practice with personal and professional self-
awareness and reflection, with awareness of
competencies, and with appropriate self-care;
Relate effectively and meaningfully with individuals,
groups, and/or communities;
Understand research, research methodology,
techniques of data collection and analysis, biological
bases of behavior, cognitive-affective bases of
behavior, and development across the lifespan.
Respect scientifically derived knowledge;
Generate research that contributes to the professional
knowledge base and evaluate the effectiveness of
various professional activities;
Integrate research and clinical expertise;
Assess and diagnose problems, capabilities, and
issues associated with individuals, groups, and/or
organizations;
Use interventions designed to alleviate suffering and
to promote health and well-being of individuals,
groups, and/or organizations;
Provide expert guidance and/or professional
consultation in response to a client’s needs or goals;
Provide instruction, disseminate knowledge, and
evaluate acquisition of knowledge and skill in
professional psychology;
Supervise and train others in the practice of
psychology;
Identify and interact with professionals in multiple
disciplines and be aware of key issues and concepts
in related disciplines;
Manage the direct delivery of services and/or the
administration of organizations, programs, or
agencies; and
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2020-2021 ACADEMIC CATALOG 295
Advocate for change at the individual, institutional,
and/or systems level regarding the impact of social,
political, economic or cultural factors.
Program Requirements
First Year Courses
PSY 5003 Introduction to Applied & Professional
Psychology* (3 credits)
PSY 5130 Life Span Development* (3 credits)
PSY 5280 Ethics, Laws & Standards of Professional
Practice* (3 credits)
PSY 5290 Theories & Techniques of Counseling* (3
credits)
RES 5400 Understanding, Interpreting, & Applying
Statistical Concepts* (3 credits)
PSY 5330 History of Psychology* (3 credits)
PSY 5410 Physiological Bases of Behavior* (3
credits)
PSY 5420 Principles of Social Psychology* (3 credits)
ORG 6499 Cultural Diversity & Individual
Differences* (3 credits)
PSY 5520 Cognitive & Affective Bases of Behavior*
(3 credits)
PSY 6501 Psychology of Personality* (3 credits)
Second Year Courses
PSY 6160 Family Systems & Dynamics* (3 credits)
PSY 5610 Psychometrics: Tests & Measurements* (3
credits)
PSY 7961 Clinical Practicum (1 credit)
PSY 7210 Adult Psychopathology & Treatment I (3
credits)
PSY 7220 Clinical Personality Assessment: Objective
Techniques (3 credits)
PSY 7962 Clinical Practicum (1 credit)
PSY 7360 Psychopathology II: Children &
Adolescents (3 credits)
PSY 7340 Assessment of Intelligence (3 credits)
PSY 7963 Clinical Practicum (1 credit)
PSY 7480 Neuropsychology (3 credits)
PSY 6470 Theories & Techniques of Group
Counseling & Psychotherapy (3 credits)
PSY 7964 Clinical Practicum (1 credit)
PSY 6580 Human Sexuality & Sexual Disorders (3
credits)
PSY 7540 Clinical Personality Assessment: Projective
Techniques (3 credits)
PSY 7965 Clinical Practicum (1 credit)
Third Year Courses
PSY 7870 Substance Abuse & Dependence (3 credits)
PSY 7640 Quantitative Research Design & Methods
(3 credits)
PSY 7971 Clinical Practicum (1 credit)
PSY 7740 Qualitative Research Design & Methods
(3 credits)
PSY 7490 Integrative Report Writing (2 credits)
PSY 7720 Evidence-Based Practices in Psychotherapy
(1 credit)
PSY 7972 Clinical Practicum (1 credit)
PSY 7880 Psychopharmacology (3 credits)
PSY 7620 Professional Issues in Clinical Psychology
(3 credits)
PSY 7973 Clinical Practicum (1 credit)
PSY 7940 Advanced & Multivariate Statistical
Analysis (3 credits)
PSY 7950 Theories & Methods of Supervision &
Consultation (3 credits)
PSY 7974 Clinical Practicum (1 credit)
Elective (3 credits)
Elective (3 credits)
PSY 7975 Clinical Practicum (1 credit)
Fourth Year Courses
PSY 7981 Clinical Practicum (1 credit)
PSY 7982 Clinical Practicum (1 credit)
PSY 7983 Clinical Practicum (1 credit)
PSY 7984 Clinical Practicum (1 credit)
PSY 7985 Clinical Practicum (1 credit)
RES 8981-8985 Applied Doctoral Project (1 credit per
term, 5 terms) (5 credits)
Elective (3 credits)
Fifth Year Courses
PSY 8980 Pre-Doctoral Internship 1,500 Hours (1
credit per term, 5 terms) (5 credits)
*Required to complete the Master of Arts in Psychology
(39 credits). A minimum of 27 credits taken at Ashford
University must be earned at the Master’s level in order to
earn a Master of Arts in Psychology en route to a PsyD,
Clinical Specialization degree. Students must successfully
complete the Doctoral Qualifying Exam in order to be
awarded a Master of Arts in Psychology.
Please refer to Comprehensive Examinations Doctor of
Psychology (PsyD), Clinical Specialization in this section
DOCTORAL PROGRAMS
296 ASHFORD UNIVERSITY
of this Catalog for additional information on the Doctoral
Qualifying Exam and the Doctoral Comprehensive Exam.
Graduation Requirements
To be eligible for the PsyD, Clinical Specialization, a
student must successfully complete:
The approved program consisting of 121 credits*;
Doctoral Qualifying Exam;
Doctoral Comprehensive Exam;
1,500 hours of Practicum;
Pre-doctoral Internship;
Personal Therapy requirement;
Applied Doctoral Project or Dissertation requirements;
and
Earn a minimum cumulative GPA of 3.00;
*Students who elect to enroll in the Sport
Neuroperformance Concentration are required to
complete 127 total program credits.
The degree will be noted on the transcript as a Doctor of
Psychology, Clinical Specialization.
Note: The date of degree conferral recorded on the
student’s transcript and diploma will reflect the end of the
term in which the student completes all degree
requirements. For students who have successfully
completed their Applied Doctoral Project or Dissertation
requirements and whose final graduation requirement is
the Pre-doctoral Internship, the date of degree conferral
will reflect the date the final requirement was met.
However, release of diplomas, and verifications for
degrees awarded are contingent upon submission of the
Petition to Graduate form, payment of the graduation fee,
and payment of any outstanding balances with the
University.
Areas of Concentration
Students in the PsyD, Clinical Specialization program may
prepare as a generalist or may choose an emphasis in one
or more of Ashford University’s concentrations. Students
who desire a concentration may choose an area and
complete the elective courses required for each
concentration.
Concentrations are offered in the following areas:
Clinical Neuropsychology (9 credits)
Forensic/Correctional Psychology (9 credits)
Health Psychology (9 credits)
Marriage and Family Therapy (9 credits)
Sport Neuroperformance (15 credits)
Clinical Neuropsychology Concentration
Requirements
Ashford University offers a concentration in Clinical
Neuropsychology within the PsyD, Clinical Specialization
program. In addition, the Clinical Neuropsychology
specialization can be completed by individuals already
holding a graduate degree in psychology who wish to
acquire a certificate in Neuropsychology. The
concentration is primarily aimed at developing
competencies in administering, scoring, and interpreting a
wide variety of neuropsychological assessment
instruments. The systematic training includes coursework
in clinical neuroanatomy, clinical neuropsychopathology
(e.g., Parkinson’s Disease, movement disorders,
dementias, traumatic brain injury), clinical
psychopharmacology (neuroactive drugs that can skew
measurement), and supervised practice in
neuropsychological assessment.
Courses in biological bases of behavior and
psychopharmacology are a part of the PsyD, Clinical
Specialization degree program.
Note: Neuropsychology is typically a post-Doctoral
specialty designation, requiring state licensure as a
psychologist and several years of specialized training and
supervised practice. Those prospective or current students
who are interested in completing the requirements
necessary to practice as a neuropsychologist should
consult with the National Academy of Neuropsychology
and the state psychology licensing board in which they are
practicing or would like to practice to determine the
requirements for designation as a neuropsychologist. This
concentration does not lead to a designation or licensure
as a neuropsychologist.
Courses (9 credits):
PSY 8185 Pediatric Neuropsychology (3 credits)
PSY 8110 Neuropsychological Assessment (3 credits)
PSY 8170 Neurofeedback Assessment & Treatment (3
credits)
Forensic/Correctional Psychology Concentration
Requirements
The Forensic/Correctional Concentration within the PsyD,
Clinical Specialization is designed to give students an
introduction to the exciting and emerging fields of
Forensic and Correctional Psychology. At its core,
Forensic Psychology is the application of psychological
principles, research, assessment and practice to the legal,
correctional, and criminal/civil justice systems, while
Correctional Psychology is the application of
psychological principles, research, assessment and practice
to correctional systems and facilities. Students who
complete this concentration will have a good
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2020-2021 ACADEMIC CATALOG 297
understanding of the various areas in which forensic and
correctional psychologists practice, including corrections,
law enforcement, research, consultation and assessment.
Students examine the forensic and correctional
applications of traditional personality and cognitive
assessment instruments and specific forensic instruments
used for evaluation of such areas as competency to stand
trial, psychopathology, propensity to commit sexual
offenses, risk of violent behavior, and general response
style. Through hands-on practice (under supervision),
students develop a basic competency in the major personal
and social theories of correctional mental health practice
and family violence, including elder abuse, and develop
skills in the treatment of inmates and victims of family and
other types of violence.
Courses (9 credits):
Choose 9 credits from the following:
PSY 8540 Forensic Psychology (3 credits)
PSY 8160 Forensic Assessment (3 credits)
PSY 8310 Correctional Mental Health: Theory and
Practice (3 credits)
PSY 6230 Treatment of Family Violence (3 credits)
Health Psychology Concentration Requirements
The Health Psychology Concentration within the PsyD,
Clinical Specialization program is designed to prepare
psychologists to function more effectively in health care
settings and to develop a much deeper understanding of
the interrelationships between physical and emotional
health. Students may focus their studies within the
concentration in general health psychology or in pain
management.
Courses in biological bases of behavior and
psychopharmacology are a part of the PsyD, Clinical
Specialization degree program.
Courses (9 credits):
PSY 8820 Health Psychology (3 credits)
Choose 6 credits from the following:
PSY 8821 Major Illnesses: Health Psychology's Role
(3 credits)
PSY 8822 Treatment Approaches in Health
Psychology (3 credits)
PSY 8823 Medical Ethics in Health Psychology (3
credits)
Marriage and Family Therapy Concentration
Requirements
The Marriage and Family Therapy Concentration within
the PsyD, Clinical Specialization program prepares the
clinician to work with a wide range of issues that confront
families and systems. This concentration focuses on the
systemic approach for numerous problem areas and
diagnoses. Topics covered include: assessment, treatment,
and interventions.
Courses (9 credits):
Choose 9 credits from the following:
PSY 6460 Marital Systems (3 credits)
PSY 6600 Theories & Techniques of Marriage &
Family Therapy I (3 credits)
PSY 6610 Theories & Techniques of Marriage &
Family Therapy II (3 credits)
PSY 8620 Advanced Seminar in Marriage & Family
Therapy (3 credits)
Sport Neuroperformance Concentration
Requirements
Ashford University offers within the PsyD, Clinical
Specialization program a concentration in Sport
Neuroperformance. The concentration is primarily
designed to prepare psychologists to work with athletes
and other performers in a variety of contexts. With an
emphasis on neuropsychology, students in this
concentration learn neuropsychological assessment skills,
concussion assessment and management skills,
psychological aspects of injury, as well as performance
enhancement techniques. This concentration consists of 15
credits of coursework, and can be completed by students
enrolled in the Ashford University PsyD, Clinical
Specialization.
Courses (15 credits):
PSY 8110 Neuropsychological Assessment (3 credits)
PSY 8170 Neurofeedback Assessment and Treatment
(3 credits)
PSY 7314 Rehabilitation in Sports & Performance (3
credits)
PSY 7301 Advanced Performance Enhancement I:
Core Mind-body Practices (3 credits)
PSY 8190 Sport Neuropsychology (3 credits)
Note: This concentration in the PsyD, Clinical
Specialization program does not lead to Association for
Applied Sport Psychology (AASP) certification. AASP
does not certify programs or curricula, but rather approves
specific courses in 12 areas leading to certification. Many
of the courses in the PsyD, Clinical Specialization
program, Sport Neuroperformance Concentration at
Ashford University have been approved by AASP as
meeting criteria in specific content areas, but students may
need to use undergraduate courses or take additional
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298 ASHFORD UNIVERSITY
courses to meet all AASP requirements. Students will
complete practicum courses as part of this Concentration
that may meet some or all of AASP internship
requirements for certification. Students are strongly
encouraged to check with AASP to determine specific
internship requirements.
Electives
Electives are offered based on the interests and needs of
the student body and the availability of faculty with
expertise in each area. Electives required for a
concentration are offered on an “as needed” basis.
Students should consult their Registrar Assistant
concerning the timing of enrollment in relevant electives.
Students usually take electives in their third year of study;
however, certain one-hour electives offered by visiting
faculty are open to students in the first and second years of
the program. Students should consult the Registrar’s
Office concerning the timing of enrollment in relevant
electives. Students are advised that taking electives out of
their normal course sequence could delay completion of
their program.
Annual Student Review
At the conclusion of each academic year, the faculty
review the progress of each student in the program. This
review includes grades, course evaluations, practicum
work, and other feedback from faculty, instructors, and
supervisors. Faculty Mentors provide feedback to their
students, including strengths and any areas that may need
improvement. This feedback is documented on the Annual
Student Review form.
Enrolling in Practica and Advancement to Pre-
Doctoral Internship
Students in the PsyD, Clinical Specialization must
complete 1,500 hours of practica. To enroll in practica,
students must complete all prerequisite courses and have
approval from the Director of Clinical Training. In
addition, students who are completing a practicum in
Colorado must obtain registration with the Colorado
Department of Regulatory Agencies (DORA) prior to
beginning their practicum experience at the University,
and all clinical or counseling students must have personal
liability insurance prior to beginning practicum. Students
will be required to provide documentation of registration
with DORA if they are completing practicum hours in
Colorado, and documentation of a current professional
liability policy for all clinical or counseling practicum
experiences.
The Pre-Doctoral Internship is a State of Colorado
requirement for licensure as a psychologist. Students in the
Doctor of Psychology (PsyD), Clinical Specialization are
eligible for advancement to Pre-Doctoral Internship after
successfully completing a minimum of 111 semester hours
of required and elective graduate credit, passing the
Doctoral Comprehensive Exam, and having completed the
formal Applied Doctoral Project or Dissertation Proposal.
The student can then enroll in Pre-Doctoral Internship
(PSY 8980). The PsyD, Clinical Specialization program
requires a 1,500-hour Pre-Doctoral Internship at an
Ashford -University approved site. Students must
complete the Pre-Doctoral Internship in no less than 12
months and no more than 24 months. The Pre-Doctoral
Internship is designed to provide an intensive clinical
experience building upon the coursework, practica
experiences, and supervision skills developed during the
previous years of the Doctoral program. The Pre-Doctoral
Internship must be conducted in a setting which meets the
same requirements as APPIC or APA internship sites and
must be approved by the Ashford University Director of
Clinical Training.
To prepare for the Pre-Doctoral Internship, students are
encouraged to read Guide to Obtaining a Psychology
Internship (4th ed., 2001) by E. Megargee. This book
describes the Pre-Doctoral Internship application process,
and specific chapters cover preparation of the curriculum
vitae and the interview process. For further detailed
information, see the Ashford University Pre-Doctoral
Internship Handbook and contact the Director of Clinical
Training.
Successfully completion of the Pre-Doctoral Internship
and successful defense of the Applied Doctoral Project or
Dissertation are required for graduation and awarding of
the Doctor of Psychology (PsyD) degree.
Guidance in the Profession
Ashford University provides coursework that is designed
to be beneficial to students in preparing to find
employment in the mental health field either while
attending the University or upon graduation. Part of the
Professional Issues in Clinical Psychology (PSY 7620)
curriculum for PsyD, Clinical Specialization students
includes helping graduates prepare for, and succeed in,
positions within the field of psychology.
Members of the University faculty are available to talk to
students about what it means to be in the profession and to
give advice on career decision making. Collectively, the
faculty has many years of experience in the mental health
profession and can be a rich resource to students in career
planning.
The Career Services department is available to provide
students with additional assistance with interviewing,
resume preparation, job search techniques, and
informational resources.
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 299
SECTION NINE: COURSE
DESCRIPTIONS
Not all courses are offered with the same frequency.
Please reference the academic programs sections of this
Catalog to find a list of courses offered and/or required
in each degree program. Course prerequisites may also
be listed in the individual program sections.
Course descriptions that reference “successful
completion” of a prerequisite course assume the student
will have earned a grade of “C-” or higher, unless
otherwise noted in the program requirements. Course
offering dates are subject to change.
Course Numbering System
While many courses cross lines between class levels, the
following offers a general correlation between course
numbers and grade levels:
Grade Level Course Number Range
Lower Division 100–299
Upper Division 300–499
Master’s Level 500–699/5000-6999
Doctoral Level 700-899/7000-8999
Ashford University awards semester credit hours.
ABS Applied Behavioral Science
ABS 200 Introduction to Applied Behavioral Science 3 Credits
This course provides an introduction and overview of the application
and use of applied behavioral science. Basic terms and definitions are
reviewed, and students are introduced to the varied components of
applied behavioral science. Topics covered include definition of the
field, sub-specialties, and real world applications, and aspects of the
field.
ABS 300 Psychological Assessment 3 Credits
This course will survey instruments of psychometric assessment that
are frequently used in education and clinical practice. Fundamental
theory and research pertaining to the quantitative measurement of
human traits will be reviewed. Psychometric instruments will include
standardized neuropsychological tests, intelligence tests, and
personality tests. Strengths and limitations of these instruments will
be carefully examined. Prerequisite: PSY 101 and PSY325.
ABS 415 Leadership & Ethics in a Changing World 3 Credits
This course examines leadership and ethics from a broad perspective,
and includes an overview of key leadership theories. Students explore
leadership characteristics and values as applied to ethical decision-
making, and challenges, as well as in regard to their own lives. Also
included is an exploration of future leadership trends in a dynamic
evolving world.
ABS 417 Community Organizing & Development 3 Credits
This course examines methods, techniques, and theories involved in
working with people to solve problems in community-based settings.
ABS 497 Applied Behavioral Sciences Capstone 3 Credits
This course provides the opportunity for the synthesis and application
of content learned throughout the degree program. Students complete
a project that demonstrates application of concepts presented
throughout the degree coursework. Prerequisite: Successful
completion of the General Education Capstone course.
ACC Accounting
ACC 201 Principles of Financial Accounting 3 Credits
This course is an introduction to financial accounting for non-
accounting business majors. Emphasis is on accrual accounting
procedures and the development and use of financial statements.
Students who successfully complete ACC 201 may waive ACC 205,
in approved circumstances.
ACC 202 Principles of Managerial Accounting 3 Credits
This course is an introduction to managerial accounting for non-
accounting business majors. Emphasis is given on the internal
accounting methods of business organizations for planning and
control. Various topics include determining accounting systems for
manufacturing operations, cost-volume profit analysis, differential
analysis and produce pricing, budgeting and standard costs,
decentralized operations, and capital investment analysis. (Equivalent
to ACC 208). Students who successfully complete ACC 202 may
waive ACC 206, in approved circumstances.
ACC 205 Principles of Accounting I 3 Credits
Introduction to the principles and procedures of general financial
accounting with an emphasis on reporting to individuals outside the
organization. Development of accounting reports on an accrual basis.
Students who successfully complete ACC 205 may waive ACC 201,
in approved circumstances.
ACC 206 Principles of Accounting II 3 Credits
Primarily covers the principles of managerial accounting. Emphasis
on reporting to individuals inside the organization. Major concepts
include job order costing, process costing, budgets and standards, and
statement analysis. Prerequisite: ACC 205. Students who successfully
complete ACC 206 may waive ACC 202, in approved circumstances.
ACC 208 Accounting for Manager 3 Credits
This course is designed to explain how data can be interpreted and
used by managers in making decisions. Additionally, this course
introduces the student to the analysis and interpretation of financial
reports.
ACC 281 Accounting Concepts for
Health Care Professionals 3 Credits
This course is designed as an applied managerial and financial
accounting course, designed to provide health care decision-makers
with fundamental concepts of health care accounting practices and
procedures. Prerequisites: Successful completion of Quantitative
Reasoning Core competency and Digital Literacy competency.
ACC 305 Intermediate Accounting I 3 Credits
This is the first of three intermediate accounting courses. The course
covers accounting theory and a review of the accounting cycle.
Additional topics covered include net income and comprehensive
income, cash flows and the time value of money. Prerequisite: ACC
206.
ACC 306 Intermediate Accounting II 3 Credits
This is the second of three intermediate accounting courses. The first
part of the course covers revenue recognition accounting theory.
Additional topics covered include cash and receivables, inventory,
long-term assets and liabilities. Prerequisite: ACC 305.
ACC 307 Intermediate Accounting III (3 credits)
This is the third of three intermediate accounting courses. The first
part of the course covers stockholder’s equity and investments.
Additional topics covered include income taxes, leases, employee
COURSE DESCRIPTIONS
300 ASHFORD UNIVERSITY
compensation, earnings per share, accounting changes and cash
flows. Prerequisite: ACC 306.
ACC 308 Accounting Information Systems 3 Credits
This course serves to advance the knowledge of computerized
accounting for service and merchandising businesses, the underlying
differences between manual and computerized accounting, and build
students’ understanding of the accounting cycle and business
processes including bookkeeping, invoicing, billing, and business
trends.
ACC 310 Cost Accounting I 3 Credits
Covers traditional “cost” concepts: factory overhead, cost
accumulation, job order cost system, process cost system, joint
product and byproduct costing, standard costs and variances.
Prerequisite: ACC 206.
ACC 345 Leadership & Financial Analysis 3 Credits
The course emphasizes the leadership component of the accounting
profession and the link of accountants as business partners and team
leaders in organizations today. The financial analysis component is
included to link the team and leadership concepts to providing
information and analysis of key financial ratio indicators for the
organization. Prerequisite: ACC 310
ACC 380 Accounting for Not-for-Profit Organizations 3 Credits
Examines the differences in accounting between not-for-profit and
for-profit organizations. Accounting for funds including general
funds, special revenue funds, capital projects funds, debts service
funds, special assessment funds, internal service funds, enterprise
funds, fiduciary funds, the general fixed asset group of accounts, and
the general long-term debt group of accounts. Prerequisite: ACC 206.
ACC 401 Federal Income Taxes I 3 Credits
A study of federal income tax laws and their application to
individuals, partnerships, and corporations. Prerequisite: ACC 205.
ACC 407 Advanced Accounting 3 Credits
Primarily a course dealing with combined business entities. Topics
include mergers, acquisitions and combinations, consolidated
financial statements, intercompany profit, changes in equity,
international operations, and partnerships. Prerequisite: ACC 306 and
ACC 310.
ACC 408 International Accounting 3 Credits
The course focus encompasses the global perspective accountants are
exposed to regularly. Many firms conduct business abroad thanks to
internet sales, and accountants need a broader understanding of the
impact of these business transactions on the accounting and financial
reporting activities required of today’s accountant as a team partner.
Prerequisite: ACC 407.
ACC 410 Auditing 3 Credits
Principles, procedures, and standards of public accounting. Emphasis
on auditor’s working papers and submission of audit statements.
Prerequisites: ACC 306 and ACC 310 and successful completion of
the General Education Capstone course.
ACC 610 Advanced Federal Taxation 3 Credits
This course explores advanced managerial and cost accounting topics
as they relate to problem-solving skills for managers. Topics include
activity-based costing, activity-based management, cost of quality,
theory of constraints related to capacity planning and new emerging
practices that support management decision-making.
ACC 611 Advanced Tax Research 3 Credits
This course is designed with an emphasis on developing research
skills related to complex tax issues. The focus is on interpretation of
tax law and finding support for various positions on difficult tax
issues related to a variety of business, personal, and estate tax issues.
ACC 612 Advanced Financial Accounting 3 Credits
This course expands on the basic financial reporting concept with a
focus on business combination reporting for corporations and
partnerships, foreign currency transaction reporting and financial
statement translation, and financial statement note disclosure.
ACC 614 Auditing & Fraud Detection 3 Credits
This course will cover the components of the auditing process with a
strong emphasis on planning, risk assessment, and gathering audit
evidence. The course will provide a foundation in the fundamentals
of assurance, attestation, and auditing.
ACC 616 Forensic Accounting 3 Credits
This course will cover the basic concepts of forensic accounting
including identifying, detecting, and preventing fraud. There will be
an emphasis on investigating documentary evidence, interviewing
witnesses and potential suspects, writing investigative reports, and
testifying to findings.
ACC 617 Current Issues in Advanced Auditing 3 Credits
This course will examine current and advanced issues affecting the
auditing profession. Topics will include the study of audit risk,
corporate governance, audit planning and execution, special reports,
and assurance engagements.
ACC 618 Professional Ethics for the Accountant 3 Credits
This course will provide an understanding of the ethics and code of
professional conduct provided by the American Institute of Certified
Public Accountants (AICPA). In addition, ethic guidelines and codes
of conduct endorsed by other professional accounting organizations
such as the Institute of Managerial Accountants will be introduced.
ACC 622 Accounting Information Systems 3 Credits
This course will include a review of accounting information systems
application controls and internal controls. Topics include hardware
and software concepts, application internal controls, internal control
procedures, integrated audit software, generalized general ledger
software, Sarbanes-Oxley (SOX) internal control requirements, and
required company and audit documentation.
ACC 624 Current Issues in Accounting
Information Systems 3 Credits
This advanced course provides an in-depth study of Accounting
Information System concepts including business intelligence
solutions, computerized accounting, enterprise resource planning,
information technology strategy, data integrity, security techniques,
user interface design, and internal controls. Emphasis is placed on
understanding how accounting information systems can ensure the
accuracy and reliability of financial information and aid in the
decision-making process of an organization.
ACC 626 Accounting in a Global Environment 3 Credits
This course will include the study of an entity reported as either a
multinational company or an entity whose reporting obligations to
stakeholders are located in a country other than that of the reporting
entity. Conceptual and practical applications of accounting are
investigated from a global perspective. Special emphasis is placed on
managing multinational enterprises with respect to how accounting
applies to global strategies and the key accounting issues that
influence multinational decision-making. In addition, a detailed
investigation on the convergence of U.S. Generally Accepted
Accounting Principles (GAAP) and International Financial Reporting
Standards (IFRS) is covered in this course. Also discussed are the
effects of financial reporting, international taxation, and international
financial statement analysis on a multinational reporting entity.
ACC 630 Advanced Government & Non-Profit
Accounting 3 Credits
This course introduces specialized accounting principles applicable to
state and local governments and other non-profit organizations.
Emphasis will be on fund accounting, and students will gain an
understanding of the differences between private and public sector
accounting.
ACC 640 Advanced Managerial & Cost Accounting 3 Credits
This course explores advanced managerial and cost accounting topics
as they relate to problem-solving skills for managers. Topics include
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 301
activity-based costing, activity-based management, cost of quality,
theory of constraints related to capacity planning, and new emerging
practices that support management decision-making.
ACC 695 Accounting Capstone 3 Credits
This course is designed to bring together knowledge gained from the
previous program courses and allow the student to demonstrate how
the various components of an accounting system work together.
Broadly, the course encompasses complex accounting concepts,
financial statement reporting, taxes, risks, information systems,
auditing, business law, and ethics.
ACC 697 Audit Capstone 3 Credits
This course is designed to bring together knowledge gained from the
previous program courses. Broadly, the course emphasizes complex
auditing concepts and will also encompass accounting concepts,
financial statement reporting, taxes, risks, information systems,
business law, and ethics.
ACC 698 Accounting Information Systems Capstone 3 Credits
This course requires students to use all of the skills and knowledge
gained during completion of the program by applying them to
contemporary information systems issues and problems facing the
profession. Students will be required to apply accounting information
systems to complex areas of accounting and taxation. The course
emphasizes both the practical and ethical issues of the practice of
accounting.
ANT Anthropology
ANT 101 Introduction to Cultural Anthropology 3 Credits
Students explore culture in its role of guiding human behavior and
providing social order, structure, and stability for individuals and
groups of people. Culture is presented as a system of adaptation
involving beliefs, behavior, language, customs, socio/political
strategies, traditions, and technology that evolve over time.
Recommended prerequisite: ENG 122.
ANT 202 Human Origins & Prehistory 4 Credits
This course will introduce students to the anthropological study of
human evolution and prehistory. Students will be introduced to the
theory of natural selection and to humanity as a member of the
primate order. Topics covered will be the human ancestors, the
Neolithic revolution, and how humans both differ and are similar to
other primates. Prerequisite: Written Communication Competency
and ANT 101 or Intercultural & Global Awareness.
ANT 234 Family, Kin, & Groups 3 Credits
The course explores kinship systems, ethnicity, neighborhood and
other social arrangements in various cultural settings through the
reading of selected ethnographic materials. Students will study the
kinship on a cross-cultural and worldwide basis, beginning with
immediate social ties in familial contexts to broad connotations in
ethnic, national, and universal domains. Prerequisite: Written
Communication Competency and ANT 101 or Intercultural & Global
Awareness.
ANT 307 Anthropology of War 3 Credits
An examination of the nature of war, primarily as it occurs in pre-
industrial societies, and a survey of the anthropological explanations
regarding this phenomenon. Emphasis is on understanding the
complexity, variability, and cultural embeddedness of war as it
occurs around the world. Prerequisite: Written Communication
Competency and ANT 101 or Intercultural & Global Awareness.
ANT 315 Material Culture: Archaeology and the
Human Condition 3 Credits
This course examines the anthropological sub-discipline of
archaeology, the study of the human past, looking specifically at the
theories and methods used by archaeologists. Students will learn how
archaeologists gather and use data, and how this information is
relevant to contemporary society. Students will explore the history
and background of archaeology, as well as how archaeologists
approach such topics as the origins of inequality, gender roles,
complex societies, and ethical issues such as who owns the past.
Prerequisite: ANT 202.
ANT 340 Anthropological Theory 3 Credits
This course explores anthropological theory in a historical
perspective focusing on the rise of a distinct anthropological
perspective on the comparative study of human societies and cultures.
The course will detail various theoretical models developed in the
19th and 20th centuries to explain the similarities and differences in
cultural systems. Prerequisite: Written Communication Competency
and ANT 101 or Intercultural & Global Awareness.
ANT 343 Language, Culture, & Communication 3 Credits
This course is an introduction to the study of the relationship of
language and culture, including examination of the characteristics
and structural principles of natural language. After exploring the
basic characteristics of sound, word formation, and sentence
structure, these principles are applied to such topics as language
variation, language change, psycholinguistics, and pragmatics.
Prerequisite: Written Communication Competency and ANT 101 or
Intercultural & Global Awareness.
ANT 348 Native American Anthropology 3 Credits
This course examines the nature and distribution of North American
Indian cultures from the pre-Columbian period to the present.
Through the use of archeological, anthropological, and contemporary
community studies, this course will explore the diversity of
traditional North American Indian and Inuit cultures and the
adaptation of indigenous peoples to America. Prerequisite: Written
Communication Competency and ANT 101 or Intercultural & Global
Awareness.
ANT 351 Anthropology of Religion, Magic, & Ritual 3 Credits
This course examines the nature of religious belief systems, myth and
ritual, witchcraft, and magic and sorcery in various societies of the
world. These behavioral and symbolic forms exist or have existed in
virtually all human societies and cultures. In this course, students will
study many different belief systems, define these entities, and
develop an understanding of how they work in societies. The
differences among traditions in nation states on cultures and political
systems will be explored. Prerequisite: Written Communication
Competency and ANT 101 or Intercultural & Global Awareness.
ANT 353 Anthropology of Gender 3 Credits
This course examines cross-cultural analysis of gender roles while
focusing on non-Western societies, using data from other societies to
better understand the gender system of our own culture. Issues
include status of women and men, the meaning of “femaleness” and
“maleness” historically and in contemporary society. Gender roles,
transnational migrations, social movements, international relations,
and religion are explored. Prerequisite: Written Communication Core
Competency and ANT 101 or Global Awareness Competency
Requirement.
ANT 462 Anthropological Research Methods 3 Credits
The course introduces students to qualitative research methods.
Students will learn techniques such as participant observation,
informal and formal interviewing, and archival research and explore
the connection between theory and methodology. The perspective
guiding the course is qualitative research as an empirical, rigorous
approach that analyzes and interprets social and cultural aspects of
human life. Prerequisite: All 300-level courses required for major and
successful completion of the General Education Capstone course.
Recommended Prerequisite: Senior Level Status.
ANT 499 Ethnographic Study Capstone 3 Credits
This course will provide an opportunity for students to engage in a
qualitative research project to practice the skills and concepts
acquired throughout their programs. Particularly attentive to the
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302 ASHFORD UNIVERSITY
problems of conducting ethnographic research in a changing world
characterized by transnational ties, the course is meant to form the
capstone experience for anthropology and social science majors.
Prerequisite: ANT 462, no more than 12 additional credits required
before graduation, and successful completion of the General
Education Capstone course.
ART Art
ART 101 Art Appreciation 3 Credits
A survey course providing an overview of art history and the
principles of visual art, exploring the various contextual factors and
purposes of art. Students are encouraged to discover personal
interests through their own research on movements, themes, and
individual artists.
ASH Ashford Success
ASH 101 Launchpad: Developing Skills &
Strategies for Success 3 Credits
As a new student to Ashford University, there are many things to
look forward to on one’s academic journey. Beginning with this first
course, students can look forward to acquiring tools and strategies for
academic success. Students will apply personal strengths, skills, and
lifelong learning strategies to career competencies, making a
meaningful connection between their learning and their future
professional work. The goal of this course is to enlighten and
empower students personally, academically, and professionally.
BUS Business
BUS 105 Business & Academic Success 3 Credits
In today’s modern business world, professionals must have an
understanding of the connection between organizational, leadership,
and career success. Get ready to learn the foundational skills
necessary for success, both as a Forbes School of Business &
Technology student, as well as an organizational leader in a variety of
settings. The focus of this course will be on understanding leadership
as a highly valued commodity, developing leadership skills and
styles, and using effective leadership skills to meet organizational
objectives. Additionally, you will be introduced to the many learning
resources available to Ashford University students to support their
academic success.
BUS 119 Principles of Personal
& Organizational Leadership 3 Credits
This is a leadership skills development course. This course provides
an overview and introduction to leadership principles and leadership
applications in various organizational settings. It examines the
concept of leadership, leadership styles, traits, and types, and the
evolution of leadership behaviors observed during recent generations.
BUS 123 Business Writing with Confidence,
Clarity, & Style 3 Credits
This course provides instruction and practice in writing clear, logical,
and persuasive documents for business. Students will engage with the
instructor, colleagues, course materials, and additional resources to
explore the role of writing in business, to engage in the steps of the
writing process, and to practice common forms of business writing.
Prerequisite: Successful completion of ENG 121 or equivalent with a
grade of “C-” or better
BUS 202 Professional & Business
Communications 3 Credits
In today’s modern business world, professionals must excel in verbal,
written, and visual business communication practices, including
electronic and in-person communication. Almost every job posting
includes a requirement for proficiency in verbal and written
communication. As a result, to move up in one’s career, it is a critical
necessity to develop these essential employability skills. In this
course, students will learn the techniques of effective and appropriate
business and professional communications for speech, video
presentations, emails, PowerPoints, Web content, professional
networking, and visual representations of data and be able to apply
these techniques to all professional and business communications.
BUS 215 Personal Financial Management 3 Credits
This course provides an introduction to the field of personal financial
management and planning, focusing on the tools individuals and
families employ to manage their financial affairs.
BUS 250 Corporate & Social Responsibility 3 Credits
This course explores philosophic perspectives for understanding the
meaning of corporate responsibility in society, and considers the
leadership roles of managers in implementing corporate and social
responsibilities. Topics include uses of power, government
regulations, environmental issues, employee rights and
responsibilities, consumer protection, and ethical integrity.
BUS 303 Human Resource Management 3 Credits
An introduction to the field of human resource management. Topics
to be discussed include communication, motivation, and management
of personnel. The course will include a review of current standards
and practices as well as the legal environment as it pertains to the
human resource field. (Equivalent to MGT 445.)
BUS 307 Operations Management
& Quantitative Techniques 3 Credits
A survey of relevant quantitative techniques commonly used in
accounting, business, and information systems. Topics will vary, but,
typically, elementary probability theory and applications, decision
theory, and linear programming are included. Prerequisite:
Fulfillment of Quantitative Reasoning Core Competency.
BUS 308 Statistics for Managers 3 Credits
This course examines the application of statistical analysis,
hypothesis testing, and regression analysis in business decision-
making. Additionally, the course focuses on the utilization of
statistical methods as applied to business problems and operations.
Prerequisite: Fulfillment of Quantitative Reasoning Core
Competency.
BUS 311 Business Law I 3 Credits
Introduction to the legal environment of business in the United
States. Examination of the Constitution, administrative law,
contracts, agency, and the protection of competition, consumers,
employees, investors, the environment, and international trade.
BUS 317 Introduction to Advertising 3 Credits
This course is designed to introduce students to the field of
advertising as a promotional force with emphasis on institutions,
planning, strategic practices, and tactical decisions made by
advertising executives. It will also explore the various career
opportunities including account executive, media buying,
copywriting, production, and research.
BUS 318 Organizational Behavior 3 Credits
This course is designed to develop the student’s skills in the
understanding of factors that affect how individuals and groups act
and interact with one another and with management. It also looks at
how organizations manage their internal environment with the aim of
improving productivity, efficiency, and communications among
members. Prerequisite: BUS 201 or MGT 330.
BUS 319 The Social Responsibility of Organization 3 Credits
The course is designed to provide students with insights into the
complex environment that organizations of any size operate.
Organizational leaders’ and organizational members’ responsibility to
use ethical thinking to balance stakeholder interests with
organizational duty are examined. Modern managers and leaders face
increasing demands in local, regional, national and global
environments with competing value expectations. The values and
beliefs of organizational members fundamentally impact the success
of the organization. In this course, students will gain appreciation for
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 303
and understanding of social responsibility of the organization under
such conditions. Prerequisites: ENG 121 and ENG 122.
BUS 323 Risk Management & Insurance 3 Credits
In this course, students study identification and quantification of risk,
the span of methods of handling risk, and common contracts for
managing risk. Common commercial/industrial situations and
personal risk management situations are addressed.
BUS 330 Principles of Marketing 3 Credits
The methods used by producers of goods and services to determine
and satisfy the wants of society. An examination of external and
internal environments that impact marketing decisions, the basic
elements of a marketing program, and issues in ethics and social
responsibility. (Equivalent to MGT 350.)
BUS 336 Marketing Strategy 3 Credits
The objective of this course is to advance the students’ ability to
develop, implement, and critically evaluate the marketing strategy for
a product or service. It will provide the conceptual frameworks and
hone the analytical and creative skills that are necessary to define and
develop superior value, persuasively communicate that value,
profitably deliver it to a carefully selected target market, and sustain
both the value and the profitability in the face of ever-changing
customer needs and competitive offerings.
BUS 337 Principles of Retail Management 3 Credits
Principles and practices used in management of retail businesses. The
course covers topics such as site selection, layout, organization,
staffing, positioning, customer service, promotional techniques, and
all aspects of the critical buying function.
BUS 339 Marketing Research 3 Credits
Study and analysis of the marketing information system. Includes the
organizational characteristics of marketing research, basic tools and
procedures, and management science applications.
BUS 340 Business Communications 3 Credits
Every aspect of contemporary business communications — from
determining what information to communicate to processing
information and sharing it — depends on technology. Students will
learn to compose, format, and manage business letters, memos,
reports, email, and resumes. Students will use software to access
information and to evaluate the quality of the information they
receive. Students will create electronic presentations to communicate
information.
BUS 342 Financial Planning & Practice 3 Credits
This course is a study of the various aspects of family financial
planning from the perspective of the financial planning professional.
It introduces the legal and regulatory issues affecting financial
planners, defines the client-planner relationship, and prepares the
planner to conduct family financial analysis. Emphasis is on
providing the student with the knowledge and tools necessary to help
families make informed financial decisions.
BUS 343 International Marketing 3 Credits
Examination of cultural, economic, and political factors that affect
marketing of goods and services worldwide. Emphasis is on adapting
the marketing strategies of domestic marketers to international
operations and the institutional structure that exists in international
markets. Marketing strategies of firms operation within these markets
are also examined.
BUS 350 Consumer Behavior 3 Credits
This course illustrates the psychological, socio-cultural, and decision-
making aspects of consumer behavior. Students study behavioral
concepts, motivation, and the role of consumer behavior in our
society.
BUS 351 Integrated Marketing Communications 3 Credits
This course is designed to reinforce the concept of integrated
marketing communications (IMC). It aims to increase students'
understanding of the planning, implementation and evaluation
process of an IMC campaign. Particular emphasis is on the
integration of key elements of the marketing communication mix
(e.g., advertising, promotion, direct marketing, interactive marketing,
PR and publicity, etc.). Students will also learn how different types of
media are employed in IMC.
BUS 352 e-Business 3 Credits
An introduction to the fundamental concepts used in e-business and
e-commerce. This course identifies and describes the wide range of
applications in business. It explains what the Internet is and how it
can be used for business applications in a competitive environment.
Through Internet labs, this course will compare various Web
strategies of current businesses. Students need to be proficient in
using the Internet to find information.
BUS 357 International Business 3 Credits
Students examine functional areas of business from an international
perspective. The importance of differing cultural and political
assumptions in business is also addressed. (Equivalent to BUS 403.)
BUS 362 Introduction to Entrepreneurship 3 Credits
This dynamic course is based on a unique model of entrepreneurial
methodology developed by Forbes School of Business and
Technology™ at Ashford University. Entrepreneurship encompasses
imagining the unknown, taking inspired action, and embracing
uncertainty to create a new future. It involves the identification,
evaluation, and exploitation of opportunities to address challenges
and to solve problems. Students will learn how to use imagination,
creativity, innovation, and entrepreneurship to bring new ideas to
fruition that inspire others. Students will create a feasible blueprint
for a venture opportunity idea of their own. This course will be the
beginning of the journey to becoming an entrepreneur.
BUS 365 Creativity & Innovation 3 Credits
This course emphasizes developing knowledge and skills of
creativity, innovation, and entrepreneurship. This iterative process
transforms business opportunities into outcomes of inspirational
value for customers and stakeholders alike. This practice based
approach enables students to engage with obstacles as opportunities
for devising unique solutions that create desirable, feasible, and
viable outcomes. The course also examines how individuals can be
innovative in organizations and the challenge of building creative,
innovative organizations as entrepreneurs. Prerequisite: BUS 362.
BUS 368 Venture Capital & Banking 3 Credits
BUS 368 provides students the opportunity to gain fundamental
finance knowledge needed to start, grow and value new business
ventures. The emphasis is on using theory to inform practice rather
than focusing on complex terms and calculations. Real-world case
studies that demonstrate entrepreneurial finance concepts in action
are used throughout the course. These concepts provide the
foundation for obtaining financing and executing part of the
management function of control when business-as-usual activities are
evaluated. Prerequisite: BUS 362.
BUS 370 Organizational Development 3 Credits
The course overviews how, why, and when to integrate the
behavioral sciences with human resources management principles to
increase individual and organizational effectiveness. Students will
also be introduced to many types of interpersonal, intra-group, inter-
group, and organizational interventions that are used to effect
comprehensive and lasting changes. Prerequisite: BUS 201,MGT 330
or HCA 459.
BUS 372 Employee & Labor Relations 3 Credits
The course provides students with both the common and complex
issues related to human behavior in the workplace as it relates to
employee relations, and an examination of relationships among
unions, workers, management, laws and government regulation.
Prerequisite: BUS 303.
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BUS 375 Employee Training 3 Credits
This course provides essential managerial-level comprehension of
training theory and its practical applications in the business and
management environment. Students learn the functions and duties of
training: trainer/developer, the identification and assessment of
training needs, program design and development, selection of
delivery methods and means of instruction, the implementation of
training programs, and evaluation. Prerequisite: BUS 303.
BUS 378 International Business Law 3 Credits
This courses focuses on the legal environment associated with
international commercial transactions, including an analysis of major
Western and non-Western legal traditions and the supranational law
of the European Community, a detailed analysis of the negotiation,
formation, enforcement, and financing of international sales
contracts, an analysis of international trade regulation, analysis of
methods of regulating global competition, and of the protection of
business property rights in international transactions.
BUS 401 Principles of Finance 3 Credits
Basic corporate finance is presented with the emphasis on risk and
return, bond and equity markets, valuation of bonds and equities,
present value analysis, internal rate of return analysis, and project
analysis using the weighted average cost of capital. Prerequisites:
ACC 205 or ACC 208 or ACC 281 and fulfillment of the
Quantitative Reasoning Core Competency. (Equivalent to BUS 320.)
BUS 402 Strategic Management & Business Policy 3 Credits
A case-based course that discusses the set of managerial decisions
and actions that determines the long-run performance of a company.
The course includes environmental scanning, strategy formulation,
strategy implementation, and evaluation and control. Prerequisites:
BUS 201 or MGT 330, ACC 205, and ECO 203 or ECO 204 and
successful completion of the General Education Capstone course.
BUS 405 Principles of Investments 3 Credits
The study and analysis of securities and other forms of investments.
Emphasis is on investment principles from the manager’s point of
view. Prerequisite: BUS 401.
BUS 410 Digital Marketing Essentials 3 Credits
This course is designed to provide the theoretical understanding of
the digital marketplace necessary to adapt to its many changes, while
also equipping students with the skills they will need to perform vital
functions of digital marketing. Prerequisite: BUS 330.
BUS 421 PR/Marketing Capstone 3 Credits
This course is designed to bring together the knowledge gained
through the entire program and permits the student to demonstrate
mastery in the various course competencies. Students are expected to
apply and integrate a variety of skills, tools, and knowledge to assess
real-world problems offering realistic solutions. Students will
analyze, design, implement, and document an appropriate solution for
a capstone project. The project should exemplify the student’s ability
to apply program outcomes. Prerequisite: Successful completion of
the General Education Capstone course.
BUS 430 Finance Seminar 3 Credits
Using readings and case studies, students gain understanding the
types of analysis performed and decisions made by the financial
managers of corporations, focusing on valuation concepts and
managing for value. Students also explore specific financing and
investing decisions made by the firm’s management to mitigate
corporate risk using insurance and financial derivatives; valuation of
real options; real estate investment decision; issues and methods of
corporate financial management in an international environment.
Prerequisite: BUS 405.
BUS 433 New Business Strategy 3 Credits
This course is intended to provide prospective entrepreneurs with
information and tools for evaluating opportunities for starting a new
firm—how to choose markets for entry, when to enter, and what
resources and capabilities it will take to enter and provide a platform
for future growth. Prerequisite: BUS 362.
BUS 434 Compensation & Benefits Management 3 Credits
This course reviews the fundamentals of wage and salary programs,
including conducting salary surveys, defining compensable factors,
adjusting pay structures, evaluating pay differentials, and relating pay
to performance. Benefit programs and related employee incentive and
service programs are also covered. Prerequisite: BUS 303.
BUS 435 Small Business Ventures 3 Credits
This course incorporates the concepts and practices of entrepreneurial
methodology in developing the framework for a small business
venture based on each student's individual entrepreneurial desires and
goals. The course provides students with a unique opportunity for
engaging in the practice of entrepreneurship. The focus will be on the
creation of a feasible working prototype for an actual small business
venture. Students will explore the application of sound management
practices related to strategic planning, operating, financing, and
launching a small business venture or operating family-owned and
managed companies or privately held firms. Prerequisite: BUS 362
(Completion of BUS 365, BUS 368, & BUS 433 recommended).
BUS 437 Business Plan Development 3 Credits
BUS 437 is a capstone course in which students use prior learning to
create a comprehensive business plan for a new venture. The
emphasis is on using a systematic four-step method to frame business
plan development activities. Each week student teams will develop
one segment of the team’s business plan and receive feedback from
the instructor through a game simulation. Prerequisites: Successful
completion of the General Education Capstone course.
BUS 439 International Human Resources Management 3 Credits
In this course, students will examine human resources practices in an
international business environment. The course also addresses HR
strategies and practices to increase organizational effectiveness and
efficiency as well as international compliance problems faced by HR
professionals.
BUS 441 Retail Pricing Management 3 Credits
The purpose of this course is to provide an in-depth understanding of
the issues and considerations in the pricing of retail products,
illustrate the role of pricing and product management in achieving
strategic retail business goals, and demonstrate the link between
pricing and product management within the context of the marketing
mix within the marketing management process. Prerequisites: ECO
204 and SRV 340.
BUS 442 Retail Merchandising 3 Credits
This course addresses the central issues of retailing business while
emphasizing issues related to channel options available to the final
consumer. The course features concepts applied to both store based
(e.g., specialty store, department store, multi-unit retail) and non-
store based (e.g., Internet and catalog) retailing channels.
BUS 443 Quality Management for
Organizational Excellence 3 Credits
This course presents quality procedures and concepts for enhancing
goods, services, and the entire business environment. Students will
learn to view quality as the result of customer-focused processes.
Tools to manage these processes focus on designing, monitoring,
controlling, and improving the inputs, activities, and outputs involved
in all business activities.
BUS 445 Total Quality Management 3 Credits
This course presents quality procedures and concepts for enhancing
goods, services and the entire business environment. Students learn
various methods of process control and acceptance sampling,
including using control charts and sampling plans. Quality planning,
assurance and control are covered as parts of a total quality system.
Probability and statistical concepts are further explored as related to
process control.
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2020-2021 ACADEMIC CATALOG 305
BUS 446 Production Operations Control 3 Credits
Students analyze production control requirements as applied to both
"push" and "pull" production environments. Students will gain an
understanding of the ideologies related to forecasting, planning,
scheduling, and managing operations with regard to the important
relationship between the supply chain and production control.
Students further learn to capture data to produce goods and services.
BUS 450 International Finance 3 Credits
An examination of the international aspects of corporate finance and
investing, the course covers balance of payments, foreign exchange
with emphasis on exchange rate determination, exchange risk,
hedging, and interest arbitrage, international money and capital
markets, international financing, and international banking.
BUS 455 Internet & Social Media Marketing 3 Credits
This course is an introduction to the use of the internet and social
media applications as part of an integrated marketing strategy.
Students will be exposed to a variety of alternative media as well as
other online marketing tools and strategies. The course will also
evaluate how these tools fit into the marketing theoretical framework.
Prerequisite: BUS 330.
BUS 458 Consumer & Family Finance Capstone 3 Credits
This course provides a link between the traditional advisement
services (finance, investment, tax, insurance, retirement planning,
trust planning) and the client’s life plan to manage financial affairs.
As a final exercise, students complete a model financial plan for a
mock client. Prerequisite: Successful completion of the General
Education Capstone course.
BUS 461 Decision Modeling & Analysis 3 Credits
An introduction to the application of management science techniques
and statistical tools to business decisions. Students will learn the
assumptions and techniques necessary to apply and to implement
solutions from optimization and other decision science models. The
focus of the course will be on problem solving, which includes
problem definition, problem analysis, evaluation and choice of
alternatives, and implementation and evaluation of the decision.
Prerequisites: MGT 330 or BUS 308.
BUS 495 Marketing Capstone Course 3 Credits
This course is designed to bring together marketing knowledge
gained throughout the entire program. Students will demonstrate a
mastery of marketing components by designing and developing a
strategic marketing plan for a product or service. The plan will reflect
an understanding of the real-world problems by offering realistic
solutions to business-to-business markets as well as domestic and
global markets. Students will formulate the marketing plan
sustainably and responsibly by evaluating various concepts such as
consumer behavior, environmental analysis, market research,
marketing mix (product, price, place, promotion), and digital and
social marketing practices. Prerequisites: GEN 499. This course must
be taken last in the program.
BUS 497 e-Marketing Capstone 3 Credits
This course discusses the elements of a marketing plan as they are
applied in an internet marketing situation. Students will create an e-
marketing plan, beginning with an environmental scan and
progressing through product strategy, channel strategy, and
marketing communication. Prerequisite: Successful completion of the
General Education Capstone course.
BUS 590 General Cost Accounting 3 Credits
This course covers principles of planning, measuring, recording, and
controlling costs in different types of organizations. Key concepts
will include cost records, cost behavior and allocation, inventory
valuation, product costing, standard costs, responsibility accounting,
and cost planning and control. Emphasis is placed on costing
analysis, evaluation, and reporting in order to assist management
with the decision-making process.
BUS 591 Financial Accounting & Analysis 3 Credits
This course is a study of how the firm’s management captures and
uses financial information for reporting and analysis to both internal
and external stakeholders. Various course topics include the
accounting cycle, sources of the information contained in financial
statements, time value of money, ratio analysis, the preparation and
analysis of income statements, balance sheets, and statements of cash
flows.
BUS 592 Financial Business Overview 3 Credits
The Financial Business Overview course will provide a thorough
overview of the financial statements from a user perspective rather
than a preparer perspective. A global perspective will be presented
using both Generally Accepted Accounting Principles (GAAP) and
International Financial Reporting Standards (IFRS). Students will
analyze statements using various techniques and interpret the
financial statements to understand the performance of a business.
The analysis will extend to include future decision making and
strategic planning.
BUS 600 Management Communications 3 Credits
with Technology Tools
This course is designed to introduce the student to the Ashford
University Graduate Business programs, with emphases upon
conceptualizing communication and communication processes in the
contexts of organizations and leadership. Emphasis will be on
technology, theories and models, qualitative communication research
methodologies, and research writing.
BUS 604 New Business Venture Management 3 Credits
This course focuses on the important aspects of starting a new
business enterprise with emphasis on the challenges faced by the
entrepreneur in initiating a business venture and directing its early
development. The course also addresses the process of forming
business ventures, the identification and evaluation of new venture
opportunities, and the development of appropriate entry strategies.
BUS 605 Venture Capital & Private Equity 3 Credits
This course will examine the role of finance and the formation of
financial strategies needed to support each phase of the business start-
up. Sources of equity and debt capital along with entry strategies such
as franchising and acquisition are examined. Alternative working
capital, capital structure, and investment strategies unique to the start-
up are presented.
BUS 606 Global Comparative Management 3 Credits
This course reviews management systems within their political,
social, and economic environments with a global perspective. This
course also emphasizes the managerial processes in a global business
environment and provides a strategic assessment of the fundamental
issues involved in the management of multinational corporations.
Topics include comparative studies of practices of management in
foreign nations and examination of the influences of culture on
business operations.
BUS 607 Business Law for the Accountant 3 Credits
This course involves in-depth study of specific laws and practices as
related to contracts, the Uniform Commercial Code, commercial
paper, secured transactions, real and personal property, estates, and
bankruptcy.
BUS 610 Organizational Behavior 3 Credits
This course investigates behavioral factors that affect modern
organizations and their management. Topics include group and team
dynamics, organizational structure, motivation, leadership, power,
and change management.
BUS 611 Project Planning & Management 3 Credits
This course introduces students to the art and science of project
management as applied to different types of project situations. Topics
such as project life-cycle management, project organizations and
leadership, project team building, RFPs, proposals and contracts,
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techniques for project scope definition, work definition, estimating,
scheduling, risk management, control and closeout, the project
management methodology, and PM software are covered.
BUS 612 Advanced Project Procurement 3 Credits
This course emphasizes a hands-on approach to using project
management knowledge areas to facilitate scheduling, estimating,
tracking and controlling the schedule and costs of the project. A
project baseline will be set so that actual schedule and cost variances
can be compared to the project baseline and corrective actions can be
developed to address the variances. In this course students will learn
about the legal, ethical, and fiscal considerations in procurement and
contracts. Students will examine ways of identifying, evaluating and
mitigating risk in scheduling, cost control, contracting and
procurement.
BUS 616 International Business 3 Credits
This course studies the major functional business areas in a global
context. Taking into consideration socio-political structural
differences, the multinational corporation is investigated with
applications in management, finance, marketing and operations.
BUS 620 Managerial Marketing 3 Credits
This course examines the marketing function, focusing on the
managerial application of marketing tools and methodology.
Emphasis is placed on marketing decisions associated with allocating
organizational resources including: product development and design,
pricing, promotional strategies, and distribution-based activities.
Course coverage includes the marketing concept, buyer psychology,
strategic planning and implementation of marketing plans.
BUS 621 Leadership and Teamwork 3 Credits
This course provides a high-level learning experience that involves
the analysis of leadership skills, models and practices, organizational
settings, team development, global markets, and cultural factors
impacting leadership. Students will focus on ethical considerations
impacting leaders within modern organizations nationally and
internationally. Students will utilize communication technologies to
demonstrate communication skills useful to leaders.
BUS 622 Global Marketing 3 Credits
The Global Marketing course develops a comprehensive
understanding of global competition. It focuses on the managerial
application of marketing tools and methodology utilized in gaining
global competitive advantage and creating socially responsible
marketing strategies. It covers the analysis of various environmental
forces in the global arena such as economic environment, political,
legal, and regulatory climates, as well as trade, cultural and social
environments. Emphasis is placed on tools and tactics used in the
development of a successful global marketing plan including
information systems, market research, segmentation, targeting and
positioning, various global marketing strategies, and the four major
components of a marketing plan: products and brand, price, channels
of distribution, and promotion.
BUS 623 Human Capital Management
Using Applied Psychology 3 Credits
The Human Capital Management Using Applied Psychology course
will challenge students to think strategically about a company’s
human assets and the potential global competitiveness that can be
gained. The course will offer a view of applied psychology and an
understanding of how and why people think and act. The course will
also include practical application of human capital management
topics such as recruitment, performance management, managing
careers, diverse work force, training and development and retention.
Importance will be placed on how to deploy human capital in an
organization. Finally, emphasis will be placed on contemporary
issues such as a flexible work force and predictive analytics.
BUS 624 Law & Ethics in the Business
Environment 3 Credits
The Law and Ethics in the Business Environment course covers
major areas of legal regulation, including anti-trust, consumer
protection, employment and labor law, intellectual property law,
environmental regulations, securities and contract laws. While
studying the laws, students will be acquainted with ethical decision-
making tools to enhance ethical thinking and problem solving in both
domestic and international contemporary business settings. Emphasis
is placed on active, experiential application of legal and ethical
reasoning and analysis as applied in diverse cultural environments.
BUS 625 Data & Decision Analytics 3 Credits
The Data and Decision Analytics course will provide students with
the knowledge on how to analyze and dissect data into useful
information. Students will use a variety of skills, including data
collection, data assembly, and data dissemination to provide a
synopsis of organizational operations. Students will create a
comprehensive data proposal and use data to come to operational and
strategic decisions. Prerequisite: BUS 592.
BUS 626 Global Economics &
Political Influence 3 Credits
The Global Economics and Political Influence (featuring Steve
Forbes) course introduces skills and perspective necessary to
understand domestic and international macroeconomic events. The
course will provide an overview of macroeconomic topics including,
unemployment, inflation, money supply, and the tools employed by
the Federal Reserve System and the federal government to create and
implement monetary and fiscal policies. This course will also
include international trade and the foreign exchange markets.
Finally, real life important policy debates such as government
spending and taxes, social security, the role of government with
contrasting views from Keynes and Hayek, the importance of a sound
money system, and the causes of the Great Recession of 2008-2009
will be critically explored. Prerequisite: BUS 592.
BUS 627 Financial Statement Analysis 3 Credits
The Financial Statement Analysis course provides a detailed and
comprehensive evaluation of the financial statements to aid in short-
term and strategic long-term decision making. Accounting concepts
will be studied from a manager’s perspective rather than a detailed
accountant’s perspective to allow students to analyze and interpret
financial results. Students will study both Generally Accepted
Accounting Principles (GAAP) and International Financial Reporting
Standards (IFRS) to gain an understanding of the basic accounting
concepts and language. Financial ratios, horizontal, and vertical
analysis will be calculated to interpret and understand financial
statements. Students will have the opportunity to explore accounting
concepts at the corporate level and apply several concepts at the
personal finance level as well. Prerequisite: BUS 592.
BUS 629 Financial Budgeting,
Forecasting & Analysis 3 Credits
The Financial Budgeting, Forecasting and Analysis course provides
the concepts and tools to make sound comprehensive short-term and
strategic long-term financial decisions. Topics include working
capital management, capital budgeting, long-term financing, capital
allocation, and international financial management. Importance will
be placed on basic budgeting and forecasting as this is a critical
management skill. Emphasis will also be placed on contemporary
global issues such as Bitcoin, micro lending, crowd funding and
green financing. Finally, the course will relate many of the corporate
financial concepts to personal finances as there is an increased
responsibility for individuals to manage their own wealth. Overall the
course will aid in developing a financial intuition to help students
make better financial decisions in both career and life. Prerequisite:
BUS 592.
BUS 630 Managerial Accounting 3 Credits
This course studies the role and major functions of the managerial
accountant within the organization. Students of managerial
accounting should not only be able to produce accounting
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information but also understand how managers are likely to use and
react to that information. The goal of this course is to acquaint
students of business with the fundamental tools of management
accounting and to promote their understanding of the dramatic ways
in which the field is changing. The emphasis through the text and
course is on using account information to help manage an
organization. Some topics covered in this course include: cost
management, various budgeting theories and techniques, and
decision-making processes. Prerequisite: BUS 591 or equivalent.
BUS 631 Integrated Supply Chain Management 3 Credits
Study and analysis of supply chain management for products/services
and the dynamic interaction of companies within an integrated supply
chain. Topics include factors guiding companies’ supply chain
development and management; Technology as a supply chain tool;
Positioning of a company in terms of its role as a valuable member of
the supply chain; and, performance measures used across the supply
chain.
BUS 632 Advanced Logistics 3 Credits
This course provides an overview of current logistics and distribution
practices intended to advance current knowledge. Students should
gain an understanding of the significant components of logistics
management and the dynamics of what is considered best practice.
Focuses on the complexities associated with the integrated flow of
raw materials, in-process goods, finished goods, and information
from point-of-origin through the production process to the end
consumer.
BUS 633 Project and Operations Management 3 Credits
The Project and Operations Management course includes critical
project planning basics as well as methods to achieve efficiency in
manufacturing and service industries in today’s marketplace.
Students will explore the connections between various business
activities and processes which impact production. Some of these
areas include the organization’s ability to utilize project management
methods, meet product specifications, adhere to contractual
requirements, schedule deliverables, and effectively utilize available
resources to attain profitability. Students will study the influences on
operations outcomes, with an emphasis on the scorecard concept of
matrix management, capacity management, process analysis,
quantitative work measurement, and production control.
Additionally, this course will enhance students’ understanding of
project and operations management by investigating business tools
for effective global operations management.
BUS 635 Media Markets & Systems 3 Credits
This course examines the various segments of the market that utilize
media resources for organizational growth and communication.
Examination of the components of media, stakeholders, markets
available and cultures impacted by media will include assessment of
technological and economic drivers that establish a congruent
approach to the marketplace.
BUS 636 Media Management & Innovation 3 Credits
Utilizing the key principles of organizational management, this
course will focus on the media approach in an organization and
providing systematic guidelines for oversight of the institutional
media team. Creating a culture of innovation in the media team will
be a strategic element in the course content.
BUS 637 Entrepreneur/Intrapreneur 3 Credits
The Entrepreneur/Intrapreneur course examines key aspects of the
roles of entrepreneurs and intrapreneurs within organizations. Both
roles are important to the continued success and competitiveness of
an organization. This course explores new and innovative ways for
organizations to overcome challenges in their internal and external
operating environments. Additionally, this course examines financial
elements that are associated with new venture start-ups in addition to
studying the ethical implication with global growth strategy. Students
will focus on the internal activities of intrapreneurs and the external
activities of entrepreneurs that can positively impact organizations as
a whole and individual careers. Prerequisite: As this course is an
elective option for the student, elective courses must be completed
after all other major courses and prior to the capstone course.
BUS 638 International Business 3 Credits
The International Business (Virtual Experience) course is designed to
offer students opportunities for analyzing information and strategies
for conducting business in the international marketplace. The course
will allow students to examine international business practice and
their impact on the global market via business process analysis such
as PESTLE, SOAR, and SWOT. In addition, the course will expand
on students’ knowledge of international business strategies and
procedures, global corporate social responsibility and current
international norms. The course will also demonstrate the impact of
financial risks and currency fluctuation on foreign investment. Lastly,
this course will give students the opportunity to examine various
cultures through interactive activities. Prerequisite: As this course is
an elective option for the student, elective courses must be completed
after all other major courses and prior to the capstone course.
BUS 639 Technology and Innovation 3 Credits
The Technology and Innovation course takes an in-depth look at
innovatively driven organizations and the use of technology to
advance in competitive markets. Students explore various products
and processes within organizations in addition to examining stages of
innovation and opportunity as synthesized with a corporate strategy.
Topics include; structure and support of control processes in
personnel, financial strategy and organizational culture. This course
also explores avenues for acquiring technology through alliances and
mergers in addition to studying sustainable competitive advantages
with social, ethical, political and legal responsibilities with relation to
integrating new technology into existing structures. Prerequisite: As
this course is an elective option for the student, elective courses must
be completed after all other major courses and prior to the capstone
course.
BUS 640 Managerial Economics 3 Credits
This course is designed to provide a solid foundation of economic
understanding for use in managerial decision-making. The course
offers an intuitive non-calculus based treatment of economic theory
and analysis. A variety of examples is used to illustrate the
application of managerial economics to diverse practical situations.
The role that economic analysis plays in that process is emphasized
throughout this course. Prerequisite: MAT 540 or equivalent.
BUS 642 Business Research Methods & Tools 3 Credits
This course examines the use of quantitative techniques business
decision-making. Using spreadsheet software, the course addresses
managerial problem solving through the use descriptive statistics,
hypothesis testing, and correlation and regression (single and
multiple) analysis. This course also provides a graduate foundation
for conducting business research. Topic coverage includes: research
methodology, literature review, hypothesis generation, data collection
and summary techniques. Additional coverage includes study of
qualitative and quantitative data as well as reviewing conceptual
versus empirical research studies. Prerequisite: MAT 540 or
equivalent.
BUS 644 Operations Management 3 Credits
This course focuses on the principles associated with the effective
design, implementation and management of organizational processes
and systems. With an emphasis on efficiency, course coverage
includes: systems design for products and services, inventory
management systems, distribution and supply chain management.
BUS 650 Managerial Finance 3 Credits
This course studies the role and major functions of corporate finance
within the organization. Upon developing an understanding of the
theoretical foundation of corporate finance, students will use
financial tools in an applied case and problem format. Topics covered
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include: net present value analysis (time value of money), risk
assessment, security valuation, decisions on capital structure and
allocation, and the weighted average cost of capital. Prerequisite:
BUS 591 or equivalent.
BUS 655 Financial Investment Management 3 Credits
The central focus of this course is to develop an understanding of
how security markets function, factors that influence security
valuation, differentiating between various investment types and
understanding investment risk and return principles. This course
covers security markets operations, investment information, portfolio
asset allocation; financial environment analysis; and evaluation of
equity and fixed income securities.
BUS 657 Corporate Managerial Finance 3 Credits
This course introduces the financial theory and practices firm
managers use to attain their goal of maximizing corporate
shareholder wealth. Topics covered are: analysis techniques of
financial statement and cash flows; working capital management and
financial forecasting; valuation methods for debt and equity capital;
risk and rate of return theory; cost of capital, capital project
budgeting decisions and cash flow estimation; optimal capital
structure and dividend policy.
BUS 660 Contemporary Issues in
Organizational Leadership 3
Credits
This course provides an in-depth examination of the multi-faceted
concept of leadership studies by presenting the student with the
vocabulary, concepts, theories, and applicable research that are
fundamental to the understanding of leadership. The course examines
contemporary and historical leadership issues, moral and ethical
responsibilities of leadership, and leadership in a variety of contexts.
Leadership as a social and political influence process is examined.
BUS 661 Leading Organizational Change 3 Credits
This course blends theories of leadership with concepts and models
of organizational change. The change process consists of a series of
steps that focuses on vision, implementation, change agents, and
other internal and external components. The course provides insight
into types of changes that impact organizations and possible
strategies to effectively address those changes.
BUS 665 Environmental Law & Compliance 3 Credits
This course begins with an analysis of The Solid Waste Disposal
Act/Resource Conservation and Recovery Act (RCRA),
Comprehensive Environmental Response, Compensation, and
Liability Act (CERCLA). Further, it will familiarize students with an
environmental manager’s duties in permitting, reporting, record
keeping and sampling. It emphasizes a systematic approach to
identifying obligations with respect to regulated media and
developing appropriate responses. Obligations under United States
environmental laws, their relationship to state and local laws, and
state and local obligations are considered as a model for analysis and
response.
BUS 667 Energy, Environment & Economics 3 Credits
This course deals with the linkage of energy, environmental and
economic issues. The impact of energy supply and end-use on human
well-being and the ecosystem is covered. It also includes a
comprehensive approach to the resolution of resource, technical,
economic, strategic, environmental, socio- and geopolitical problems
of the energy industries. In addition, pathways to a sustainable global
energy system are presented.
BUS 668 Macroeconomics of Financial
Markets3 Credits
This course examines the monetary aspects of production, spending,
borrowing, and lending decisions, organization, performance and
scope of services provided by financial markets and institutions, and
the powers of the Federal Reserve System to use monetary policy and
limits to credit expansion. The regulatory and globalization aspects
and relevance of market behavior to the financial system are also
examined.
BUS 669 Managerial Economic Analysis 3 Credits
Managerial economics introduces the basic principles of economic
analysis as applied to managerial decisions to determine how an
organization can achieve its aims most efficiently. This course
applies statistical and quantitative tools and the methodological
approaches commonly used by economists to business problems as
demand estimation, product pricing, profit maximizing level of
output, cost minimizing level of input use, and forecasting.
BUS 670 Legal Environment 3 Credits
This course involves the study of business law, its foundations, and
the role it plays in managing a business, with a particular emphasis
on the corporate form. Topics of relevance to be explored include the
following core concepts: constitutional law, case law, government
regulation, ethics, contracts, anti-trust law, securities regulations,
employment law, environmental law, and crimes and torts.
BUS 680 Training & Development 3 Credits
This course provides in-depth knowledge of training and performance
development concepts essential for line managers or human resource
specialists. Beginning with fundamental principles of performance,
the course focus is on identifying critical factors in workplace
performance and in determining how to analyze the causes of
performance problems. Additionally, this course distinguishes
between training and development and addresses their
complementary functions in the modern organization.
BUS 681 Compensation & Benefits 3 Credits
This course provides in-depth knowledge into compensation theories,
policies, systems, and practices, with particular emphasis toward
designing effective compensation programs.
BUS 686 Capstone Strategic Simulation 3 Credits
The Capstone Strategic Simulation course is a culminating
experience for the MBA program. The course focuses on the
application of strategic and managerial tools critical for success in
today’s marketplace. Students will manage and lead a startup
enterprise through an on-line competitive business simulation. The
simulation will integrate concepts learned throughout the program,
emphasizing a cross functional framework that assesses short and
long term strategies, as well as interpersonal and quantifiable skills.
Students will have the opportunity to create a business strategy and
operationalize decision making to achieve success. Prerequisites: All
courses in the MBA program must be taken prior to the capstone
course.
BUS 687 MBA Capstone 3 Credits
This course provides a personalized, directed, and experiential
learning process that involves practical application of knowledge and
skills developed and acquired during the MBA degree program. In
this course, students will examine practical application of finance,
marketing, human resources management, and information
technology. Students are required to conduct research, analysis, and
implementation of strategic plans related to business establishment,
growth, and longevity. The course provides experience with ethical
conduct associated within a socially-responsible business.
Prerequisites: Successful completion of MBA program core courses.
BUS 688 Business Strategy: The Sustainable Enterprise 3 Credits
This course integrates environmental management issues with use of
strategic planning tools for assessing and responding to the driving
forces of the “next” economy: globalization, technology,
demographics and the environment. The course examines the
challenge of corporations competing in the global economy of the
new millennium in such a way that will allow the planet to support
them indefinitely. Emphasis is on the company’s ability to build and
sustain a competitive advantage utilizing traditional management
concepts as well as new sustainability practices.
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BUS 689 Market Structure & Firm Strategy 3 Credits
This course focuses on the study of markets, laws, and government
regulations used to smooth significant market imperfections,
especially the problems caused by market structure and market
power. The course further examines how firms formulate business
strategies and activities to position themselves for profit advantage.
This course is cumulative in nature, integrating knowledge and
information attained while completing the entire MBA/Business
Economics curriculum. In addition, the course project requires the
generation and presentation of an industry economic analysis.
BUS 690 Business Strategy 3 Credits
This course explores the formulation, implementation, and
evaluation/control of organizational strategic management. In the
context of a globally competitive market, students will explore
methods of directing an entire organization through applied case
analysis. Topics include analysis of competitive position, value
creation, development of system-wide goals and objectives, and
creation of a strategic plan. This course is cumulative in nature,
integrating knowledge and information attained while completing the
entire MBA curriculum. Additionally, the course project requires the
generation and presentation of an industry analysis.
BUS 691 Strategies in Organizational Leadership 3 Credits
This course builds on leadership, business, and management
concepts. This strategy course provides the student with the
opportunity to synthesize all prior learning in leadership and related
coursework and experiences, both personal and professional. The
course expands the leader’s thinking and explores the arena of
leadership and how it will impact the future of the individual, the
organization, and the world in which we live.
BUS 692 Strategies in Human Resource Management 3 Credits
This course examines how to manage human resources effectively in
the dynamic legal, social, and economic environment currently
impacting organizations. The course examines human resource
management in the current business environment and develops
alignment with vision, strategy, organizational values, and HR
functions. Emphasis is placed on integrating human resource
management with the overall business strategy.
BUS 693 Global Business Strategy 3 Credits
This course builds on the leadership, business, and management
concepts while integrating a comprehensive look at strategic planning
and management in a global environment. The course is designed to
employ case analyses, critical assessments, global market
evaluations, and a comprehensive strategic planning project to lead
the student to fluency in the global strategic planning process.
BUS 694 Finance Seminar 3 Credits
This course will cover advanced financial topics including:
International financial management, corporate risk management,
merger and acquisitions, portfolio management theory and real
options.
BUS 695 Marketing Seminar 3 Credits
This course builds on the leadership, business, and management
concepts contained in the MBA program while introducing the
principles and tools for managers to apply in the development,
implementation, and review of marketing strategy for organizations.
Topics include internal and external environmental analysis; value,
competition, and strategic choice; strategic positioning; and
implementation and control issues. In addition, the course project
requires the generation and presentation of strategic marketing plan.
BUS 696 Strategic Thinking for Entrepreneurs 3 Credits
This course focuses on application of key strategic and managerial
approaches necessary for entrepreneurs to implement the strategy for
a start up or business takeover enterprise. It examines and discusses
how entrepreneurial firms develop and implement innovative
business plans, create functional operations, and incorporate
technology strategies. Emphasis is placed on the vision of the firm,
the strategic planning process, and strategic management. The final
component is the generation of a business plan.
BUS 697 Project Management Strategy 3 Credits
This course focuses on application of managerial approaches
necessary to align significant projects with organizational strategy. It
examines and discusses how firms determine business benefits and
project feasibility, report progress, and measure project quality while
communicating with key organizational stakeholders. Emphasis is
placed on Earned Value Management techniques and achieving
project progress and technical performance of the project.
BUS 698 Supply Chain Strategic Management 3 Credits
This covers addresses the strategic implications of sourcing and
supplier relationships in the context of supply chain management.
Critical elements including identifying and selecting suppliers,
negotiating contract terms and conditions, implementing contracts,
and measuring performance in the context of the organization’s
strategic plans are covered. Practical examples of sourcing excellence
are provided.
BUS 699 Media Strategies & Applications 3 Credits
This course is designed to integrate media management concepts in to
a strategic plan. The course is focused on building and implementing
the media strategies for an integrated and comprehensive plan that is
consistent with an institution’s vision and mission and follows
standard strategic planning theory and practice.
CAH Complementary & Alternative
Health
CAH 390 Introduction to Chinese Medicine 3 Credits
Introduction to Chinese medicine is the study of the medical system
and healing practices traditionally used in China, and more recently,
in the United States and other countries. The course endeavors to
explore the conceptual framework of Chinese medicine; in particular,
from a contextual and historical perspective. Additionally the course
will focus on how Chinese Medicine understands the concepts of
health and disease, creating context for how health imbalances are
understood in the medical system.
CGD Computer Graphic Design
CGD 218 Visual Literacy in Business 3 Credits
This course examines the evolution and trends in digital media
utilized in business. Course content and activities focus on message
content and creation and the visual principles and theories that shape
effective visual communication in the business environment. Legal
and ethical issues relating to visual communication will be introduced
and incorporated into projects that develop visual literacy and visual
problem-solving skills.
CGD 240 Media Writing & Editing 3 Credits
An introduction to the process of writing for varied media. Emphasis
is on gathering information, writing styles, editing, and organization
of written communication.
CGD 318 Public Relations Practices &
Promotional Writing 3 Credits
An introduction to current procedures and duties of public relations
personnel will be studied. Students will write news releases,
brochures, speeches, reports, memos, scripts, and ad copy using
workshop format.
COM Communications
COM 101 Introduction to Communication 3 Credits
This course serves as an introduction to the study of human
communication. Students will examine classic and modern views of
communication as well as theories and research relating to various
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sub-disciplines of communication such as interpersonal, group,
organizational, mass and public communication. They will discuss
and evaluate these theories and research findings and assess the
impact of technology on the communication process. Relationship
stages, theories, and contemporary views of “family” are examined,
as well as the impact of family, culture, and gender on
communication patterns. Types of groups and organizations are
identified, as well as concepts of power and interaction in group,
organizational, and public settings. Mass communication and its
impact on individuals and society will be explored. In this class,
students will also have an opportunity to examine the practical
implications of these concepts in building their own communication
skills as well as future career path.
COM 200 Interpersonal Communication 3 Credits
This course is designed to aid students in understanding the dynamics
of interpersonal relationships. Verbal and nonverbal communication
patterns between people in personal, social, academic, and
professional settings will be examined, and the nature of those
interactions will be evaluated using contemporary communication
theory. The course will enable students to identify their interpersonal
communication behaviors and to more critically evaluate their own
oral communication and that of others. A primary goal of the course
is to improve the quality of students’ communication in their personal
and professional relationships.
COM 223 Persuasion in Communication 3 Credits
Students learn to analyze and evaluate persuasive messages and
determine which contribute to effective and non-effective persuasion.
Students formulate persuasive arguments and learn to deliver those
arguments effectively, in a variety of forms. This course examines the
purpose and function of research in supporting elements of
persuasion and the need to understand receiver variables.
COM 325 Communication & Conflict 3 Credits
The course provides students with conflict resolution techniques
through communication. Students will analyze the purpose of
conflict, learn to work with difficult people, and understand
communication as a significant factor in the development,
management, and resolution of conflict at the interpersonal, small
group, organization, and societal levels. Prerequisites: ENG 121 and
ENG 122 or equivalents.
COM 327 Visual Communication 3 Credits
Students will be introduced to communication fields’ standards
related to the design of visual messages and the various software
programs within the field. This course will teach students the
importance of visual elements in communication, and how to
effectively incorporate visual elements into messages for various
media platforms.
COM 345 Media Writing for Communication 3 Credits
This course is an introduction to the process of writing for varied
media. Emphasis is on gathering information, writing styles, editing,
and organization of written communication.
COM 355 Technology & Communication 3 Credits
Students will be introduced to communication fields’ standards
related to the design of visual messages and the various software
programs within the field. This course will teach students the
importance of visual elements in communication, and how to
effectively incorporate visual elements into messages for various
media platforms.
COM 370 Intercultural Communication 3 Credits
This course integrates the use of advanced communication techniques
into a variety of contexts shaped by socially and culturally
constructed distinctions between and among individuals and groups.
Topics include intercultural, multicultural, international, and
intergender communications.
COM 425 Communication in Organizations 3 Credits
This course investigates the role of communication in creating an
effective and ethical organizational environment. Students will be
assisted in developing and strengthening such communication skills
as self- awareness, intrapersonal efficacy, interpersonal competence,
and leadership and team skills.
COM 480 Communication Studies Capstone 3 Credits
This course is a summative compilation of representative work from
each course in the program. Students will create an electronic
portfolio containing the assignments completed throughout the
program to demonstrate professional achievement. Students will
complete a comprehensive research project on a selected career field.
Prerequisite: Successful completion of the General Education
Capstone course.
CPT Computer Technology
CPT 200 Fundamentals of Programming Languages 3
Credits
This course will introduce students to the fundamentals of computer
programming. Students will learn fundamentals of computer
programming including primitive data types, expressions, control
statements, functions, and arrays. Students in this course will be
using Python programing language. Python is a widely used high-
level, general-purpose, interpreted, dynamic programming language.
Prerequisite: INT 100.
CPT 301 Computer Organization & Architecture 3
Credits
This course provides students with an opportunity to form a strong
understanding of the design and architecture of modern computers. In
this course, students will learn the principles of computer
organization and basic architecture concepts, including computer
instruction, arithmetic of computers, and memory hierarchy and
technologies. Prerequisite: CPT 200.
CPT 304 Operating Systems Theory & Design 3
Credits
This course will introduce students to the fundamental concepts and
techniques for Operating Systems Theory and Design. Students will
learn the operating system concepts including implementation,
processes, deadlocks, communication, multi-processing, multilevel
memory management, file systems, protection, resource allocation,
and scheduling. This course is designed to provide students an
overview of operating systems principles, implementations, and
methodologies. Prerequisite: CPT 200.
CPT 307 Data Structures & Algorithm 3 Credits
In this course, students will learn data structure foundations; concepts
and features of object-oriented-programming, arrays, stacks, queues,
lists; and trees. Students will analyze different sorting and searching
algorithms. Emphasis is placed on the appropriate use and choice of
standard data structures. Prerequisite: CPT 200.
CPT 310 Database Systems & Management 3 Credits
This course introduces the students to fundamentals of database
design, modeling, and relational databases. Students will utilize the
concepts to construct and test a database and associated application
components. The developments of efficient database application
systems require an understanding of fundamentals of database
management system. Prerequisite: CPT 307.
CRJ Criminal Justice
CRJ 201 Introduction to Criminal Justice 3 Credits
This course considers processes for law enforcement, the judiciary,
corrections and juvenile justice. In addition, this course considers
criminal justice issues, applications for criminology, and critical
perspectives in the study of criminal justice.
CRJ 301 Juvenile Justice 3 Credits
This course describes prevalent patterns of juvenile delinquency,
relates these patterns to theories of child and adolescent development,
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2020-2021 ACADEMIC CATALOG 311
and examines various theories pertaining to the causes of criminal
behavior among juveniles. In addition, the course surveys the roles of
police, courts, and delinquency intervention programs in the
administration of juvenile justice. Emphasis will be given to
strategies of prevention and early intervention.
CRJ 303 Corrections 3 Credits
An analysis of correctional procedures and institutions, especially
jails, prisons, parole, and probation is the focus of this course. Other
topics include inmate subcultures, rehabilitation, and prisonization.
CRJ 305 Crime Prevention 3 Credits
This course explores strategies of crime prevention including
programs designed to reduce opportunities to commit crime,
programs to alleviate demoralizing community social and economic
conditions that foster criminal behavior, programs to improve
police/community cooperation, and programs to educate young
people as to likely consequences of criminal behavior.
CRJ 306 Criminal Law & Procedure 3 Credits
A survey of constitutional rights, police compliance to constitutional
rights, and constitutional amendments that specifically apply to the
individual. The course examines the application of these rights in the
enforcement, investigation, and adjudication of specific crimes.
CRJ 308 Psychology of Criminal Behavior 3 Credits
Introduction to the Psychology of Criminal Behavior provides an
overview of the intersection of psychology and the criminal justice
system. The biopsychosocial factors that may influence criminal
behavior are examined such as aggression, psychopathy, mental
health disorders, and brain dysfunction. Finally, appropriate
psychological interventions are evaluated to determine the best
course of action for predicting and treating criminal behavior in both
juveniles and adults.
CRJ 310 Applied Constitutional Issues 3 Credits
This course will introduce students to constitutional rights and issues
as they apply to the work of police departments and other law
enforcement organizations at the federal, state, and local level. The
course will focus on the Bill of Rights, particularly the First, Fourth,
Fifth, Sixth, and Eighth Amendments to the Constitution of the
United States, as well as the Fourteenth Amendment. The course
examines the application of these rights in the enforcement,
investigation, and adjudication of crime.
CRJ 311 Forensics 3 Credits
Forensic science applies scientific methodology to crime scene
investigation and crime solving. This course analyzes techniques of
crime scene investigation and the lawful gathering of evidence.
Emphasis is placed upon the Federal Rules of Evidence, including the
admissibility of physical evidence at trial, as well as the role of
forensic science in the criminal justice system and the identification,
collection, and preservation of physical evidence (chain of custody
issues).
CRJ 422 Criminal Justice Capstone 3 Credits
Students will review all learning objectives achieved throughout
previous coursework and develop a comprehensive, focused study of
a modern criminal justice issue while applying solutions and
predictions for future trends in criminal and social justice. Successful
students will focus on the pragmatic application of principles and
theories that guide criminal justice practice in the United States.
Prerequisite: Successful completion of the General Education
Capstone course.
CRJ 501 Criminal Justice, Criminal Law &
the Constitution 3 Credits
This course introduces students to the fundamentals of the criminal
justice system, substantive criminal law, and the U.S. Constitution.
This course may be waived for students holding undergraduate
degrees in criminal justice or having completed certain courses.
CRJ 510 Criminal Justice Policy & Theory 3 Credits
This course provides an extensive analysis of the functions,
processes, and structures of the criminal justice system. Principles,
doctrines, selected rules of criminal law, and law as social control
will be examined.
CRJ 512 Criminological Theory 3 Credits
This course explores classical and contemporary literature in
criminology and criminal justice. Both theory and empirical research
will be used to examine criminal behavior as well as the structure,
function, and interaction of the criminal justice system.
CRJ 514 Constitutional & Judicial Processes 3 Credits
This course examines the structure, functions, and operations of the
constitution and judicial processes. The impact of historical and
contemporary constitutional issues on the criminal justice process
will also be examined.
CRJ 520 Research Methods in Criminal Justice 3 Credits
This course introduces the use of research methods in the study of
criminal justice. The focus is on the examination of the issues related
to collecting, analyzing, and using data. Students will learn to test
hypotheses, draw inferences, and write a research report.
CRJ 522 Psychological Factors in Criminal Justice 3 Credits
This course introduces students to the use of psychological methods
and theoretical models in the criminal justice system. Students will
examine criminal and police psychology with an overview of forensic
psychology.
CRJ 524 Ethics in Criminal Justice 3 Credits
This course examines theoretical and applied criminal justice ethical
standards as they relate to criminal justice decision making. Students
will evaluate issues concerning discretion, due process, truthfulness,
corruption, and discrimination.
CRJ 613 Comparative Criminal Justice Systems 3 Credits
This course provides an international perspective on law
enforcement. Students will focus on the phenomena of globalization
of criminal activity, major aspects of the legal traditions and criminal
justice systems of selected countries, as well as international legal
and law enforcement institutions.
CRJ 615 Victimology 3 Credits
This course provides an overview of the principles and concepts of
victimology, an analysis of patterns and trends, as well as theoretical
reasoning and responses to criminal victimization. Students will
examine the consequences suffered by victims as well as the services
and resources available to them.
CRJ 620 Organizational Behavior in Law
Enforcement & Corrections 3 Credits
This course provides an analysis of the various issues facing criminal
justice and correctional organizations in the context of professional
practice, including, the theoretical concepts of organizational
behavior, management and leadership of human resources, and
design and structural processes of such organizations. Included topics
are fiscal accountability; personnel deployment; implementation of
change, motivation and retention of personnel, the hiring, assignment,
and promotion of personnel, organizational communication;
professional development, and applicable legal issues as they pertain
to agency operations.
CRJ 621 Cybercrime Investigation 3 Credits
This course will introduce students to the methods for investigating
internet crime. Students will learn how to gather evidence, build a
case against the perpetrator, and manage an Internet crime scene.
CRJ 622 Introduction to Forensic Science 3 Credits
This course will introduce students to the history of forensic science
along with current technologies, procedures and methods of
laboratory analysis in use today. Topics covered will include
recognition, protection, documentation and collection of physical
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312 ASHFORD UNIVERSITY
evidence as well as analysis of such physical evidence. Legal
recognition of new technologies will also be reviewed.
CRJ 623 Homeland Security 3 Credits
This course introduces the student to the responsibilities and
functions across agencies at various jurisdictional levels that have the
charge of mitigating hostilities, threats, hazards, and consequences.
Additionally, this course will study the methods of the most effective
response systems. Students will develop the skills to identify,
evaluate and resolve complex policy issues and initiate practical
actions.
CRJ 625 Employment & Policy Law for
Law Enforcement & Corrections Administrators 3 Credits
This course explores specialized topics in substantive and procedural
law with a special emphasis on employment law, and how these legal
issues impact ethics and leadership in criminal justice and
correctional organizations. This course is well suited for command-
level personnel in response to a variety of potential agency and
personal liability issues.
CRJ 626 Computer Forensics 3 Credits
This course will introduce students to the methods for preventing and
detecting cybercrime. Students will learn the basics of retrieving and
analyzing data from various mediums, such as computers, global
positioning systems, or removable storage devices.
CRJ 627 Advanced Forensic Science 3 Credits
This course will review the forensic science subjects covered in CRJ
622 and introduce the student to the scientific techniques used in
processing evidence found at investigations and crime scenes. This
course is designed to allow the student to complete exercises in the
forensic fields most commonly used today.
CRJ 628 Terrorism: Threats & Strategy 3 Credits
This course is designed to provide the student with an understanding
of terrorism, both international and domestic. The course will explore
the causes and effects of terrorism as they relate to political structures
from both religious and historical perspectives; with particular focus
on present day impacts.
CRJ 630 Budgeting for Finance Law
Enforcement & Corrections Administrators 3 Credits
This course will introduce students to public program budgeting and
finance concepts. Special emphasis is given to methods of financing
public programs and the preparation and management of budgets for
the programs. This course is intended to provide students with an
opportunity to learn and practice the technical aspects of program
budgeting and finance in the public safety arena.
CRJ 631 Security & Protection for
Cybercrime 3 Credits
This course will instruct students of the basic rights of business and
individuals who are affected by cybercrime as well as the means to
protect them. Students will learn how to protect potential victims
whether minors in chat rooms or multinational businesses from cyber
criminals.
CRJ 632 Crime Scene Investigation
& Management 3 Credits
This course will introduce the student to the forensic techniques
utilized in crime scene investigations (CSI). Students will learn how
to process and retrieve trace evidence such as DNA and other items
of evidentiary value. Student will also learn accepted methodologies
employed in contemporary crime scene management. Students will
also become familiarized with commonly accepted forensic
techniques, contemporary specialized techniques, and judicial
expectations and requirements relative to the admittance of evidence
collected by forensic crime scene investigators.
CRJ 633 Risk Assessment 3 Credits
This course is intended to provide the student with advanced
knowledge and understanding of the area of risk assessment and
management. The focus is on the recognition of real and perceived
threats, sharing information between communities and agencies, the
collaboration of resources, and the management of risk. Students will
examine the concepts of risk assessment, risk analysis, and the
impacts of actual and suspected threats.
CRJ 697 Capstone: Evaluation & Program
Analysis in Criminal Justice 3 Credits
Students will research key concepts, methods, and issues in the field
of evaluation research. In addition, students will analyze and develop
an evaluation proposal on a discreet topic within the field of criminal
justice. The focus will center on needs assessment, impact,
monitoring, as well as the application of quantitative and qualitative
techniques.
CSL Counseling
CSL 5101 Professional Orientation &
Issues in Counseling 3 Credits
This course provides an overall orientation to the counseling
profession, including the professional roles, functions, and
relationships that counselors hold, counseling practice, history of the
discipline, licensing, professional organizations within the discipline,
and contemporary issues in the field.
CSL 5530 Cultural Diversity & Individual Differences 3 Credits
This course provides a systematic review of the wide range of
cultures and individual differences and the ways in which cultural
mores, ethnocentrism, and factors such as matters of race, gender,
religion, sexual orientation, customs and cultures impact behavior of
the individual themselves and of those around them. Through this
course, students better understand themselves and others, in terms of
perceptions and behaviors. Equivalent to ORG 6499.
CSL 6831 Addiction Counseling Practicum 1 Credit
The Counseling Practicum experience at University of the Rockies is
designed to further the classroom experience that students have
completed and to allow them to begin practice and application of
skills. The competencies that are evaluated are designed to train
graduate-level mental health clinicians, specializing in the areas of
addiction and substance abuse, consistent with the standards of
national accrediting bodies (e.g., CACREP). Prerequisites: CSL 5280
and CSL 5290, as well as completion of Practicum Application and
permission of instructor.
CSL 6832 Addiction Counseling Practicum 1 Credit
The Counseling Practicum experience at University of the Rockies is
designed to further the classroom experience that students have
completed and to allow them to begin practice and application of
skills. The competencies that are evaluated are designed to train
graduate-level mental health clinicians, specializing in the areas of
addiction and substance abuse, consistent with the standards of
national accrediting bodies (e.g., CACREP). Prerequisite: CSL 6831.
CSL 6833-6837 Addiction Counseling
Internship 1 Credit (each)
The Counseling Internship experience at University of the Rockies is
designed to further the classroom and Internship experience that
students have completed and to allow them to begin practice and
application of skills. The competencies that are evaluated are
designed to train graduate-level mental health clinicians, specializing
in the areas of addiction and substance abuse, consistent with the
standards of national accrediting bodies (e.g., CACREP).
CSL 6851 Counseling Practicum 1 Credit
The Counseling Practicum experience at Ashford University is
designed to further the classroom experience that students have
completed and to allow them to begin practice and application of
skills. The competencies that are evaluated are designed to train
graduate level mental health clinicians consistent with the standards
of national accrediting bodies (e.g., CACREP). Prerequisites: CSL
5101, CSL 5530, CSL 5280, CSL 5290, CSL 6210, and CSL 6470, as
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2020-2021 ACADEMIC CATALOG 313
well as completion of Practicum Application and permission of
instructor.
CSL 6852 Counseling Practicum 1 Credit
The Counseling Practicum experience at Ashford University is
designed to further the classroom experience that students have
completed and to allow them to begin practice and application of
skills. The competencies that are evaluated are designed to train
graduate level mental health clinicians consistent with the standards
of national accrediting bodies (e.g., CACREP). Prerequisite: CSL
6851.
CSL 6853-6857 Counseling Internship 1 Credit (each)
The Counseling Internship experience at Ashford University is
designed to further the classroom and Internship experience that
students have completed and to allow them to begin practice and
application of skills. The competencies that are evaluated are
designed to train graduate level mental health clinicians consistent
with the standards of national accrediting bodies (e.g., CACREP).
CSL 6951 Marriage & Family Therapy
Practicum 1 Credit
The Marriage & Family Therapy Practicum experience at University
of the Rockies is designed to further the classroom knowledge that
students have completed and to allow them to begin the practice and
application of skills. The competencies that are evaluated are
designed to train graduate level mental health clinicians consistent
with the standards of national accrediting bodies (e.g., CACREP,
AAMFT.) Prerequisites: CSL 5101, CSL 5530, CSL 5280, CSL
6600, CSL 6210, CSL 6610, CSL 6380, and CSL 6470, as well as
completion of Practicum Application and permission of instructor.
CSL 6952 Marriage & Family Therapy
Practicum 1 Credit
The Marriage & Family Therapy Practicum experience at University
of the Rockies is designed to further the classroom knowledge that
students have completed and to allow them to begin the practice and
application of skills. The competencies that are evaluated are
designed to train graduate level mental health clinicians consistent
with the standards of national accrediting bodies (e.g., CACREP,
AAMFT.) Prerequisite: CSL 6951.
CSL 6953-6957 Marriage & Family
Therapy Internship 1 Credit (each)
The Marriage & Family Therapy Internship experience at University
of the Rockies is designed to further the classroom knowledge that
students have completed and to allow them to begin the practice and
application of skills. The competencies that are evaluated are
designed to train graduate level mental health clinicians consistent
with the standards of national accrediting bodies (e.g., CACREP,
AAMFT).
CST Computer Software Technology
CST 301 Software Technology & Design 3 Credits
In this course, students will learn the application of theory,
knowledge, and practices to effectively and efficiently build reliable
software systems that satisfy the requirements of customers and
users. Students will understand all phases of the lifecycle of a
software system, including requirements analysis and specification,
software architecture, design patterns and concerns, software
development methodologies (i.e. waterfall and agile process
development), and software testing. Prerequisite: CPT 310.
CST 304 Software Requirements & Analysis 3 Credits
The course will discuss concepts for systematically establishing,
defining and managing the requirements for a large, complex,
changing and software-intensive systems, from technical,
organizational and management perspectives. The course will involve
building models of both requirements Technology process and
requirements Technology product, concerning both functional and
non-functional. Prerequisite: CST 301
CST 307 Software Architecture & Design 3 Credits
This course introduces basic concepts and principles about software
architecture and design. It starts with discussion on architectural
structures and styles, followed by coverage of design issues and
design patterns. The emphasis is on the interaction between software
design and quality attributes such as availability, performance,
security, interoperability, and modifiability. Prerequisite: CST 301
CST 310 Software Development 3 Credits
This course introduces students to modern software development
principles and practices. It provides the necessary grounding on the
different technologies associated with developing business websites.
Students in this course will learn client-side web development (such
as HTML5, CSS3, and Bootstrap); as well as server-side web
development using PHP programing language. Prerequisite: CST 301
CST 313 Software Testing 3 Credits
This course introduces students to software testing and quality
control concepts, principles, and methodologies. The emphasis here
is on understanding software testing process, planning, strategy,
criteria, and testing methods, as well as software quality assurance
concepts & control process. It covers the various subjects, including
test models, test design techniques (black box and white-box testing
techniques), integration, regression, and system testing methods.
Prerequisite: CST 301
CST 316 Information Security Management 3 Credits
This course introduces students to skills, knowledge, techniques, and
tools required by information technology security professionals.
Topics include application security principles and techniques,
network security mechanisms, cryptography, and secure
programming techniques including cross site scripting, and SQL
injection. Prerequisite: CST 301
CST 499 Capstone for Computer Software Technology 3 Credits
This course will offer an opportunity for students to work on real life
problems through an applied project in a teamwork environment.
This course will cover the major software development lifecycle
phases: software requirements gathering, software architecture &
design, software development, software testing, and software project
management. Students are required to apply appropriate
methodologies to the activities in the aforementioned phases based on
the selected topic. Each group of students will report their progress
through a weekly interactive assignment and receive feedback from
the instructor. Upon the completion of the course, each group will be
required to submit a professional technical report and a working
software demonstration. Prerequisite: CST 304, CST 307, CST 310,
CST 313, CST 316, GEN 499
CYB Cyber & Data Security Technology
CYB 300 System Administration & Security 3 Credits
In this course, students will learn how to manage the technology that
affects organizations. Concepts covered include security best
practices, access control, network components and services, change
management, and configuration management. Students will gain an
understanding of how the services offered by the various network
components should be managed and protected. Prerequisite: INT 301.
CYB 301 Introduction to Cyber &
Data Security Technology 3 Credits
This course introduces students to the principles of information
systems security (confidentiality, integrity, and availability) and the
seven domains of the typical IT infrastructure. Risks, threats, and
vulnerabilities will be defined. Creation of an IT security policy
framework will be emphasized. The following topics will be
introduced: the risk management process, cryptography, compliance
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laws, and information security standards. At the end of the course,
students will be able to apply the security life cycle to an information
system.
CYB 302 Secure Web Applications &
Social Networking 3 Credits
This course introduces the risks associated with connecting to the
Internet via web applications and social networking. Students will
learn the Open Web Application Security Project (OWASP) Top 10
threats to web applications and the threat classifications of the Web
Application Security Consortium (WASC). Instruction on how to
maintain PCI-DSS compliance in e-commerce sites will be provided.
At the end of the course, students will be able to secure web
applications and mitigate vulnerabilities with web applications on the
Linux and Windows platforms.
CYB 400 Cryptography 3 Credits
This course expands upon the cryptography concepts learned in CYB
301 Introduction to Cyber & Data Security Technology. A history of
cryptography will be presented. Topics include symmetric encryption
algorithms, asymmetric encryption algorithms, and hashing
functions. The protocols, tools, and techniques used in cryptography
will be reviewed. Hacking techniques that use cryptography will be
introduced. At the end of the course, students will be able to design a
cryptography plan to safeguard information that is electronically
transmitted.
CYB 401 Risk Management & Infrastructure 3 Credits
This course builds upon the risk management concepts learned in
CYB 301 Introduction to Cyber & Data Security Technology. Topics
presented are risk management standards, methods, and tools and IT
governance and control frameworks. Methods to prepare a risk
analysis will be reviewed. Upon completion of the course, students
will be able to identify an organization’s threats and vulnerabilities
and the associated risks along with the probability that the risks will
occur.
CYB 402 Computer Forensics 3 Credits
This course builds upon the compliance concepts learned in CYB 301
Introduction to Cyber & Data Security Technology. Students will
examine laws and/or regulations that may apply to an organization.
The various types of evidence and how to protect the evidence via the
chain of custody will be emphasized. Upon completion of the course,
the students will be able to perform a digital forensic investigation.
CYB 499 Capstone for Cyber & Data
Security Technology 3 Credits
In the Cyber & Data Security Technology Capstone course, students
will complete an original and significant project that integrates
concepts, principles, and tools taught throughout the program. In this
course, the student will design, implement, test, and document a
secured solution of the seven domains of an organization’s IT
infrastructure. A presentation will be made by the individual for
evaluation and approval. Prerequisites: GEN 499. This course must
be taken last in the program.
DOC Doctoral
DOC 8770 Doctoral Capstone Seminar 4 Credits (9 weeks)
This seminar will engage students in thoughtful discussion and
application of knowledge gained throughout their course of study.
Students will demonstrate mastery and reflection of program learning
outcomes through the compilation of a professional and summative
portfolio. In addition, students will explore contemporary problems in
their field of interest utilizing research skills, analytic writing skills,
and application of knowledge. Prerequisites: completion (including
approved credit transferred) of all coursework required in the
student's doctoral curriculum. Equivalent to EDU/HUM/ORG/PSY
8770.
ECA Early Childhood Administration
ECA 380 Becoming an Early Childhood
Education Leader in Today’s Society 3 Credits
This course will provide students with a clear and practical
introduction to the leadership foundation including the knowledge,
skills, theories, roles, and responsibilities prevalent in early childhood
education administration today. This course will provide students
with the framework to begin to build their leadership philosophy.
ECA 400 Building, Maintaining and Leading Early Childhood
Education Programs 3 Credits
This course will further explore the knowledge, skills and roles of an
early childhood professional in leading staff, families, children and
communities. Students will explore the building, maintaining, and
leading of early childhood programs fostering communication,
collaboration, and high quality practices.
ECA 435 Leading the Future of Early Childhood Education 3
Credits
This course explores fiscal management, policy and law topics
surrounding the field of early childhood education. This course
culminates in the development of student’s personal vision of
leadership and a plan for a high quality early childhood education
program.
ECD Early Childhood Development
ECD 101 Foundations of Early Learning & Development 3
Credits
This course provides an overview of child development and early
learning for children birth to age 8. Students will examine many
different influences on child development including historical,
biological, environmental, and cultural factors. In addition, theories
and learning models foundational to this field will be discussed.
Students will apply knowledge of theories and stages of child
development to support developmentally appropriate practices.
Finally, students will examine strategies and settings that promote
development.
ECD 201 Atypical Development 3 Credits
In this course students will study atypical development. Students will
differentiate between genetic and environmental factors that impact
development. Students will also examine contemporary issues and
trends related to children with exceptionalities. In addition students
will analyze strategies for professionals and families that best support
children with high incidence disabilities. Finally, students will
summarize evidence based best practices for meeting the needs of
diverse learners in inclusive settings. Prerequisite: ECD 101.
ECD 301 Foundations of Early Intervention 3 Credits
This course provides an introduction to early intervention for children
and their families (birth to age 3). Students will explain the historical,
legal and educational basis for early intervention. Subsequently
students will describe professional standards and ethics and their
relationship to early intervention. Students will analyze the roles of
early educators in the delivery of instructional services for young
children. In addition, students will explain early intervention
strategies and services and create a plan for collaborating with
families and other professionals. Prerequisite: ECD 201
ECD 302 Safe & Healthy Learning Environments 3 Credits
In this course students will learn about creating safe and healthy
learning environments. Students will explain the influence that
contemporary issues have on establishing and maintaining a safe and
healthy learning environment. Students will examine the roles of
professionals in creating and maintaining healthy learning
environments. In addition, students will apply required codes and
regulations to create a safe and healthy environment for young
learners. Finally students will describe resources that support a
commitment to professionalism. Prerequisite: ECD 201.
ECD 305 Positive Learning Environments 3 Credits
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In this course, students will learn about creating developmentally
appropriate and positive learning environments for a diverse
childhood population. The students will identify effective
instructional planning for diverse learners. Students will recommend
strategies for classroom management and establishing learning
environments. Finally students will create a high quality learning
environment that meets the needs of all learners. Prerequisite: ECD
301 or ECD 302.
ECD 310 Exceptional Learning & Inclusion 3 Credits
This course provides an examination of historical approaches for
inclusion and their influence on current trends for learning
environments for children with exceptionalities. Students will apply
evidence based instructional methods and strategies to support
children with diverse needs. In addition, students will analyze the
collaborative models in inclusive settings that support and serve
children and their families. Finally students will create a professional-
and ethical-based philosophy of inclusion for children with
exceptionalities.
ECD 315 Curriculum Planning & Design
for Early Learners 3 Credits
This course provides an examination of the essential elements of
curriculum planning and design for diverse settings and learners.
Students will analyze developmentally appropriate planning, teaching
and assessment strategies used with a diverse childhood population.
In addition students will assess the role of educators in fostering each
child’s development and joy of learning. Finally students will create
individualized objectives and design integrated standards based
lessons for a diverse childhood population. Prerequisite: ECD 310.
ECD 320 Cognition & Language Development 3 Credits
This course provides students with a foundation of the theoretical
frameworks related to cognitive and language development in
children from birth to age three. Using this foundation, students will
analyze current research and its influence on language acquisition
and cognitive development. Additionally, students will explore the
relationship between cognitive and language development. Finally,
students will prepare an analysis of referral and intervention
strategies for students with exceptionalities related to language and
cognitive development. Prerequisite: ECD 310.
ECD 330 Ethics and Legal Responsibility
in Early Learning Settings 3 Credits
This course provides a comprehensive introduction to special
education in early learning settings. Students will examine legislation
that impacts current special education practices in early learning
settings. In addition, students will analyze the Individuals with
Disabilities Education Act (Part C) and identify the components of
Individualized Family Service Plans (IFSP). Students will also focus
on the process of Individualized Education Plans and how to
differentiate placement consideration mandates for diverse learners.
Prerequisite: ECD 315 or ECD 320.
ECD 336 Examining Multicultural &
Anti-Bias Education 3 Credits
In this course, students will examine approaches and critical
perspectives in multicultural education that acknowledge and support
the needs of diverse children and families. Students will design
activities and environments that are culturally and linguistically
inclusive as well assess personal cultural competence and context for
the purpose of building respectful, reciprocal relationships with
diverse children and families. Finally, students will evaluate how
families and culture affect the development of the child in order to
plan for bias-free interactions and environments.
ECD 340 Language & Literacy Development 3 Credits
This course focuses on language and literacy development in
children. In this course, students will examine foundational theories,
milestones and research related to the development of language and
literacy in young children. Students will promote effective strategies
for involving families and explain a variety of assessment tools for
language and literacy development. In addition students will develop
a theoretical-based philosophy of language and literacy development
and examine the influence of linguistic and cultural diversity on the
development of language and literacy. Finally, students will design
developmentally appropriate standards-based lessons that foster
language and literacy development. Prerequisite: ECD 335.
ECD 345 Family Systems and Community Resources 3 Credits
This course provides students with an analysis of theories and
approaches for working with children, families, and the community.
Students will examine how culture and family structure influences a
child’s learning and development. Additionally, students will
synthesize how children’s needs are met and supported through the
family and community environment as socializing agents. Finally,
students will evaluate family and community programs, agencies and
resources that support the diverse needs of children. Prerequisite:
ECD 335.
ECD 405 Assessment & Intervention 3 Credits
The content in this course will allow students to analyze the purpose
of assessment in supporting children across all developmental
domains. Using this foundation, students will examine the practical
application of assessment tools and utilize assessment strategies to
enhance the growth and development of children. Finally, students
will synthesize their learning by developing an assessment portfolio
that contains intervention strategies for meeting the developmental
needs of children. Prerequisite: ECD 340 or ECD 345.
ECD 410 Behavioral Methods & Strategies 3 Credits
In this course students will analyze the major theories of behavior.
Students will evaluate effective strategies for both practitioners and
families to use to promote optimal behavior in a diverse childhood
population. In addition, students will create an environment that is
inclusive of different behavioral needs. Finally, students will design
an individual behavioral support plan for specific disruptive
behaviors. Prerequisite: ECD 405.
ECD 415 Foundations of Play & Learning 3 Credits
This course focuses on play as the primary learning modality for
young children. In this course, students will explain the function of
play as a teaching and learning tool as well as analyze the role of play
as a means of assessment. Students will evaluate the cultural and
individual student factors that impact play in diverse settings. Finally
students will design appropriate play based activities and formulate a
framework of play and learning for working with young children.
Prerequisite: ECD 405.
ECE Early Childhood Education
ECE 101 Introduction to Early Childhood Education 3 Credits
This course provides an overview of the field of early childhood
education including history, philosophy, advocacy, public policy,
issues, trends, and careers.
ECE 201 Introduction to Early Childhood
Behavior Management 3 Credits
Introduction to Early Childhood Behavior Management will address
age appropriate behavioral expectations. Challenging behaviors will
be identified as well as strategies to assist with classroom
management. Strategies to increase positive self-esteem as well as
strategies to assist with classroom management will be examined.
Students will also apply the understanding of how planning and
assessment will be utilized to address challenging behaviors in the
classroom. The final project will include creating a behavior plan to
address a child's needs.
ECE 203 Introduction to Curriculum
& Instruction for the Early Childhood Classroom 3 Credits
Introduction to Curriculum and Instruction for the Early Childhood
Classroom examines the relationship between curriculum, instruction,
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and assessment. This course is designed to provide students with the
opportunity to apply developmentally appropriate practices to
lessons. In addition, students will create lessons that are inclusive of
culture and individual differences. Finally, students will apply
knowledge of aligning professional standards to the curriculum and
to the classroom. The final project will include a comprehensive
curriculum plan.
ECE 205 Introduction to Child Development 3 Credits
Introduction to Child Development examines the principles of child
development from birth to adolescence. The course begins with
students describing the major developmental stages, domains and
milestones of child development. Students will also explore the
biological, environmental, societal, and cultural influences on typical
and atypical development. In addition, students will analyze how
knowledge of theories, developmental stages, and domains of
development support developmentally appropriate practices.
Throughout the course students will explore the importance of family
involvement and the strategies that foster communication and
engagement from families. In addition, the overall responsibilities
that early childhood educators have in maintaining an ethical and
high quality learning environment will be studied. Finally, using their
knowledge of developmentally appropriate practices, students will
propose environments that nurture the physical, socio-emotional,
language and cognitive growth of every child.
ECE 207 Professional Responsibilities in the
Early Childhood Environment 3 Credits
Professional Responsibilities in the Early Childhood Environment
examines key topics related to high quality early learning
environments. In this course, students will discuss ways to involve
families in the health, safety and nutritional growth of their children.
Students will also utilize their knowledge of developmentally
appropriate practices to plan for high-quality learning environments
for young children. Finally, this course examines administrative
practices, workforce issues, professional standards, and ethical
behaviors associated with operating a high quality early childhood
environment.
ECE 214 Nutrition & Health of Children & Families 3 Credits
This course provides a study of the health and nutrition needs of
children and families.
ECE 312 Administration of Early Childhood
Education Programs 3 Credits
This course focuses on the development and implementation of early
childhood programs for a variety of age groups and purposes.
Specifically, curriculum development, materials, teaching strategies,
evaluation, budgets, hiring procedures and state
guidelines/regulations are addressed as are the skills and
competencies to implement the above.
ECE 313 Collaboration with Parents & Community 3 Credits
Factors that promote effective communication and collaboration with
parents of babies and preschool-aged children, families and
community resources are considered in this course.
ECE 315 Language Development in Young Children 3 Credits
This course provides an introduction to the developmental stages of
language acquisition in young children from birth to the age of 6. The
focus of the course is on the facilitation of language acquisition in
young children.
ECE 320 Supporting Adolescent Development 3 Credits
Adolescence is the largest developmental period other than infancy.
The purpose of this course is to provide a solid foundation for
educators and other professionals to be able to support the developing
adolescent. In this course, students will examine the key physical,
social-emotional, behavioral, and cognitive changes in adolescence
and explain methods for fostering positive peer and family
relationships. Students will analyze the role of media and technology
and its impact on adolescent development. Additionally, students will
summarize the key elements that influence adolescent identity-
development and propose strategies for supporting adolescents facing
mental health and behavioral issues.
ECE 332 Child Development 3 Credits
This course provides a basic introduction to the nature of human
growth and development as it occurs from conception through early
childhood. Students learn about motor, cognitive, social, emotional,
moral, aesthetic, and language development in early childhood.
ECE 335 Children’s Literature 3 Credits
Students learn how to select and use children’s books and other
media relating to physical, cognitive, emotional, and social
development of babies and preschool-aged children.
ECE 341 Social & Emotional Growth of
Infants & Toddlers 3 Credits
Social-emotional development including the management of
emotions and the ability to establish positive relationships with others
will be covered in this course. Students will learn the important
elements in a childcare setting that support healthy social, emotional,
and behavioral adjustment in infants and toddlers.
ECE 343 Quality Care Environments for
Infants & Toddlers 3 Credits
Students will learn both theory and application of why and how to set
up, arrange and change early childhood learning environments to
effectively meet the developmental needs of very young children.
The role of the teacher, the importance of the environment, design
principles, health and safety will be covered in this course.
ECE 345 Infant & Toddler Learning &
Development 3 Credits
Emphasis will be placed on effective activities and practices to
promote language development, cognitive development and motor
skill development in young children. Sensory, music and movement
development will also be covered in this course. Appropriate
behavior teaching and coaching for infants, toddlers and two year
olds will be discussed.
ECE 347 Culture, Family & Childcare 3 Credits
This course will increase the students expertise and understanding of
all the components that must work together to create an effective
childcare setting in which all children can thrive. Elements to be
covered in the planning of a childcare environment include discipline
and behavior management as well as consideration of the child’s
developmental level, the family and cultural context.
ECE 351 Play & Learning for the Young Child 3 Credits
In this course students explore the significant role and impact of play
on the development of children. Students will actively participate in
discussions and activities related to major theorists, current research
on play, the developmental stages of play, cultural influences, and
current trends and topic related to play.
ECE 353 Cognitive Development of
Infants & Young Children 3 Credits
Gain knowledge of cognitive and brain development in children from
birth to eight years of age. The variations in rates of cognitive
development and the impact on development in other areas will be
explored throughout the course. Students will apply this knowledge
to designing programs to meet the needs of children with varying
needs and abilities.
ECE 355 Understanding Behavior & Family Dynamics 3 Credits
This course explores developmental theory and the relationship to the
socialization and education of young children in child rearing, caring,
and education. Special emphasis will be placed upon exploring how
the child is viewed in the context of his or her family and the
community at large.
ECE 405 Children & Families in a Diverse Society 3 Credits
This course will provide a clear and practical introduction to
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multicultural and anti-bias issues, and aid students in developing
culturally relevant methods in working with children and families in
early childhood settings.
ECE 600 Leadership, Innovation, and
Social Justice in Early Childhood Education 3 Credits
Students in this course will be introduced to the professional
knowledge, skills, dispositions, and standards expected of early
childhood education professionals and innovative leaders in the field.
Further, this course will introduce several programmatic themes—
social justice, 21st century teaching and learning, and leadership—to
inspire students to be active early childhood advocates for children.
Students will also gain insights and understanding related to the
academic, personal, and professional expectations of graduate
students to support their success in the MAECEL program and in
their profession.
ECE 605 Children & Families in a Diverse Society 3 Credits
This course will provide a clear and practical introduction to
multicultural and anti-bias issues and will aid students in developing
culturally relevant methods in working with children and families in
early childhood settings.
ECE 624 Advanced Topics in Child Development,
Learning, and Developmentally Appropriate Practices 3 Credits
This course examines current issues, trends, theories, and research
related to child development and developmentally appropriate
practices in the early childhood classroom. Students generate ethical
solutions to relevant issues in the field of early childhood education
and social justice. Further, students will examine how various
leadership models foster professional knowledge and skills within
their chosen field of study. Using this information, students design a
classroom environment that incorporates evidence-based and
developmentally appropriate strategies that promote optimal learning
and development in young children. Prerequisite: ECE 600 or EDU
650
ECE 630 Language, Physical & Social 3 Credits
Development in Young Children
This course provides an introduction to the developmental stages of
language acquisition, physical and social development in young
children from birth to 6. The focus of the course is on the specific
developmental milestones in young children.
ECE 631 Building Family and
Community Partnerships 3 Credits
This course provides opportunities for students to examine
partnerships among early childhood professionals, families, and the
communities in which they work. Throughout the course, students
evaluate how their daily instructional practices promote positive
outcomes for young children. Students explore the various
partnerships necessary in early childhood education and discover how
these partnerships can support curriculum, learners’ development,
and the learning environment. Course requirements provide several
opportunities for students to examine and discuss the effectiveness of
ethical communication and collaboration strategies. Approaching
course topics as reflective practitioners, students are able to
determine how these specific partnerships fit into their future roles.
Prerequisite: ECE 600 or EDU 650.
ECE 653 Cognitive Development
of Infants & Young Children 3 Credits
This course deals with theories regarding cognitive development in
children from birth to eight years of age including knowledge
resulting from brain research. The relationship between the rate of
cognitive development and overall development will be explored
throughout the course. Students will apply this knowledge to design
programs to meet the needs of children with varying needs and
abilities.
ECE 654 Assessment & Intervention
in Early Childhood 3 Credits
This course explores the issues around early assessment and
intervention with young children. Specific developmental concerns
will be identified and intervention programs will be examined.
ECE 657 Assessment to Support Young
Children and Families 3 Credits
In this course, students examine the purpose and ethical use of
assessment and evaluation strategies, tools, and procedures in early
childhood education. In addition, students analyze assessment
methods related to developmental concerns and intervention
strategies in early childhood settings. Students also evaluate
leadership roles and responsibilities in building effective learning
environments and programs through assessment partnerships and
action research initiatives with families and colleagues. Throughout
the course, students learn how to utilize effective assessment
strategies to positively influence child development.
ECE 660 Action Research and Inquiry in Education 3 Credits
Students enrolled in this course are introduced to action research and
are provided with an explanation of the goals, rationale, and value of
action research in the early childhood environment. Students will
demonstrate effective use of research sources using digital tools and
evaluative methods. They will apply methodologies and use ethics to
evaluate various educational theories and research and acquire skills
that support best practices. During this course, students will identify a
problem, construct an action research proposal, collect and analyze
data, and identify implications for future action research while
considering their professional and leadership capabilities.
Prerequisite: ECE 600, ECE 631, ECE 657
ECE 671 Management and Administration of
Early Childhood Programs 3 Credits
This course provides students with an overview of the knowledge and
skills necessary to develop and administrate an early childhood
facility. Students will create a personal definition of leadership and
evaluate high-quality early childhood programs that meet the needs
of diverse children, families, and communities. In addition, students
will develop a strategic plan that meets high-quality and
developmentally appropriate aspects of early childhood programs.
Students will also examine how early childhood administrators
evaluate faculty and staff. Prerequisite: ECE 600 or EDU 650
ECE 672 Personnel Management & Staff
Development for Early Childhood Administrators 3 Credits
In this course, students evaluate professional early childhood learning
resources that target learning outcomes, program needs, and support
family and community partnerships. Students also develop a strategic
plan to foster professional learning and development for early
childhood staff and teachers that includes professional learning
models. In addition, students create a system that supports the
development of effective personnel management practices and
promotes high-quality programs. Throughout the course, students
analyze ethical and professionally sound decision-making and
leadership practices used in early childhood education.
ECE 673 Advocacy, Policy, and Social Justice 3 Credits
in Early Childhood Education
In this course, students will learn about public policy and law as it
relates to early childhood education. Students will leverage
leadership skills, advocacy skills, and professional knowledge to
promote educational transformation, social justice, and positive
change in early childhood education. Prerequisite: ECE 671.
ECE 695 Professional and Ethical Leadership in
Early Childhood Education Capstone 3 Credits
The capstone course is the culminating experience for the Master of
Arts in Early Childhood Education Leadership program. In this
course, students integrate concepts they have learned through a
capstone project designed to propose solutions to complex ethical
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dilemmas in the field of early childhood. In addition, students critique
and showcase their attainment of program learning outcomes through
a professional e-portfolio designed for program and professional
purposes. Prerequisite: All MAECEL Core course requirements.
ECI Education Curriculum
and Instruction
ECI 601 Introduction to Curriculum and
Instruction: The Science of Learning and Teaching 3 Credits
This introductory course examines the science of learning and the
impact that brain compatible instruction can have on learning.
Students in the course analyze how learning theories, practices, and
brain research-based strategies can support the development of
effective curriculum & instruction and promote student success.
ECI 605 Contemporary Educational Issues,
Trends, & Challenges 3 Credits
Effective curriculum design and implementation requires knowledge
of educational and organizational issues, challenges, and trends.
Professionals must use this knowledge collaboratively to make
informed curriculum and instructional design decisions that
positively impact learner, school, and organization achievement
while sharing a belief that all learners can succeed. In this course,
students are introduced to legislative reform policies, issues and
trends pertaining to learning standards, college and career readiness,
assessment and accountability, as well as improved accessibility to
resources and the call for technology-based teaching, training, and
learning. Prerequisite: ECI 601
ECI 610 21st Century Curriculum, Standards,
& Assessment 3 Credits
This course establishes the relationship between curriculum design
and instructional strategies deemed best practices. Students design
creative, student-centered, and standards-based learning opportunities
incorporating 21st century skills. Participation in this course
challenges students to commit to a shift away from educational
approaches of the past and embrace proven effective methods to
engage diverse learners in a variety of learning environments.
Prerequisite: ECI 601.
ECI 615 Intentional Approaches to Intervention 3 Credits
This course is designed to get students thinking about appropriate and
intentional interventions to address a variety of challenges faced by
learners in the instructional setting. Students apply practical, yet
innovative instructional strategies to realistic situations in which
interventions are needed to advance learners to the next level of
success. A variety of evidence-based curriculum adaptations and
interventions are examined with the goal of improved outcomes for
learners, schools, districts or organizations. Prerequisite: ECI 601.
ECI 630 Authentic Technology Integration in
the Classroom 3 Credits
In this engaging course, students develop distinct understandings of
the relationships between motivation and learning as exemplified
through technology-based experiences. Students are challenged to
discover ways technology impacts curriculum and instruction design
as a means to deliver the most effective learning experiences to meet
the needs of diverse learners in diverse learning environments. No
previous technology experience is required; only a desire to be
change agents and harness 21st-century learning to improve
educational outcomes. Prerequisite: ECI 601
ECI 680 Collaborative Approaches to Curriculum
Alignment & Design 3 Credits
With increased national attention on improved responsibility for
curriculum, standards and assessment, having a shared belief of
universal achievement and collaboration has never been more
important. In this course, students will not only practice the steps of
the curriculum design process, but do so in the spirit of collaboration.
A variety of effective collaboration models are explored as students
develop an understanding of curriculum improvement as an ongoing
process while paying attention to both the curriculum ("what") and
the instruction ("how"). Prerequisite: ECI 601
ECI 685 Transforming Curriculum and Instruction
Through Empowering Leadership 3 Credits
When it comes to school or organizational improvement, leaders play
a pivotal role in ensuring that a culture of achievement and growth is
shared by all. In this course, students investigate a variety of
principles including; growth mindset, transformational leadership,
transparency, fostering a culture of continuous growth and
achievement, principles of servant leadership, and the power of
collaboration. The role professional development plays in laying a
foundation for the curriculum design and implementation process is
also examined. Leadership experience is not required to be successful
in this course. Teachers, trainers, and educational leaders or
administrators will learn practical, yet powerful ways to improve
their professional practice. Prerequisites: ECI 601 and EDU 650.
ECO Economics
ECO 203 Principles of Macroeconomics 3 Credits
Introduction to national income determination and the equilibrium
level of output and employment. Monetary and fiscal policies as well
as open economy issues are discussed. Recommended prerequisites:
Fulfillment of the General Education Critical Thinking core
competency and Digital Literacy competency.
ECO 204 Principles of Microeconomics 3 Credits
Introduction to the theory of consumer equilibrium, market structure,
and wage determination. Recommended prerequisites: Fulfillment of
the General Education Critical Thinking competency, Quantitative
Reasoning Core competency, and Digital Literacy competency.
(Equivalent to ECO 308).
ECO 316 Financial Institutions & Markets 3 Credits
A study of money and capital markets concentrating on interest rate
determination, the major public and private financial institutions in
the U.S. economy, and the major types of financial instruments
including bonds, equities, and derivative instruments. Prerequisite:
ECO 100 or ECO 203. (Cross-listed as BUS 316.)
ECO 320 International Economics 3 Credits
This course will focus on the environment of firms with particular
emphasis on economic variables such as GNP, inflation, interest
rates, exchange rates and international trade.
ECO 342 Principles of Econometrics 3 Credits
This course introduces students to multiple regression methods for
analyzing data in economics and related disciplines. The mathematics
of econometrics will be introduced only as needed and will not be a
central focus. Prerequisites: BUS 308, and fulfillment of the
Quantitative Reasoning Core competency.
ECO 406 Business Cycles & Growth 3 Credits
Topics include analysis of economic fluctuations and their impact on
corporations and consumers; different explanations for business
cycles; monetary and fiscal policy for stabilizing economic
fluctuations; effects of public debt, investment, employment and
trade policy on economic growth. Prerequisite: ECO 203.
ECO 408 Managerial Economics 3 Credits
This course will focus on the application of economic principles and
analyses to contemporary business problems and managerial decision
making. Emphasis will be given to price and production decision
making for profit maximization, investment decision making for a
new project, strategic decision making in various business situations,
and decision making with risks and uncertainty. Prerequisite: ECO
204.
EDU Education
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 319
EDU 100 Issues in Education 3 Credits
This is an introductory course for students considering teaching as a
career path or individuals seeking an increased understanding of the
complexity and importance of education. The first focus is on topics
in education that include, but are not limited to, teaching as a
profession, diversity in the classroom, facilitation of student
achievement and accountability, classroom management, and
requirements for continuing professionalism in the field. The second
focus of this course is on academic writing as a necessary component
in the field of education.
EDU 108 Introduction to Policy & Education 3 Credits
This course examines the theory, analysis, development and
implementation of educational policy. It will explore the reasons for
change in educational policy, ways to track its’ evolution, and
manners in which educational policy may be influenced. The history
of educational policy will also be explored.
EDU 120 Principles of Instructional Design 3 Credits
This introductory course will cover learning theories including
behaviorist, cognitive, constructivist and social learning as well as
examine their relationship to instructional practices and course
design. Basic principles and vocabulary for instructional design will
be introduced. Additional topics covered will include factors that
influence learning including motivation, learner engagement and
learning styles. Students will begin to identify learning outcomes that
can be addressed in an instructional design setting.
EDU 232 Instructional Design for E-Learning 3 Credits
This course will introduce students to a variety of eLearning
strategies preparing them to select and evaluate eLearning for a
variety of learners andff organizational contexts. Throughout this
course, students will have an opportunity to evaluate eLearning and
create effective assessments for eLearning activities. Additionally,
students build on prior learning about needs assessment in
instructional design contexts. Prerequisite: EDU 120.
EDU 302 Foundations of Library & Information
Science 3 Credits
In this course, students will explore and evaluate library services and
programs designed to meet diverse user needs. The course includes a
strong focus on customer service and creating welcoming and
flexible library environments. Students will explore methods of
communicating the library’s’ message to the community, including
social networking. Students will discuss ethical, legal, and social
issues surrounding programs and services, especially in the area of
equal access for all patrons.
EDU 304 Introduction to Education 3 Credits
This course is designed to provide students with a broad view of the
various components involved in education and schools today. An
introduction to current legislation and trends in education as well as
curriculum standards will be covered. The complex diversity of
students today, as well as assessment and accountability issues, will
also be addressed.
EDU 306 Library Programs & Services 3 Credits
In this course, students will explore and evaluate library services and
programs designed to meet diverse user needs. The course includes a
strong focus on customer service and creating welcoming and
flexible library environments. Students will explore methods of
communicating the library’s message to the community, including
social networking. Students will discuss ethical, legal, and social
issues surrounding programs and services, especially in the area of
equal access for all patrons.
EDU 307 Library Collection Development
& Management 3 Credits
This course is an introduction to collection development and
management. Students will learn the essential skills needed to
manage a library collection in a variety of library settings. Learners
will explore multiple categories of resources, including informational
books, digital material, and media, and develop instructional
materials to promote learning. Students will also examine policies
and procedures related to library collections, and learn how library
materials are classified and organized.
EDU 308 Reference & Research Services 3 Credits
This course provides knowledge and skills using general and
specialized reference tools, materials and services for patrons. It
includes topics including an exploration of the role of teaching,
information literacy and the research process, the reference interview,
information seeking behavior, and evaluation of reference resources
and services.
EDU 321 Introduction to Serving
English Language Learners 3 Credits
This course provides a sufficiently broad yet detailed exposure to the
realities of teaching English Language Learners. The course is
designed to prepare students to deliver content area instruction to
English Language Learners with diverse abilities using the sheltered
instruction approach.
EDU 324 History of American Education 3 Credits
This course provides an overview of sentinel events, theories, and
important historical figures that have shaped the United States
education system. (Cross-listed as HIS 324.)
EDU 335 Design Concepts & Application
for Online Learning 3 Credits
The application of instructional design for online learning will be
emphasized as students apply their knowledge to analyze, select and
design instructional strategies that are most effective for engaging
and teaching online learners. Students will learn methods for
managing and delivering online instruction utilizing course
management tools and multimedia technologies in both synchronous
and asynchronous environments. Prerequisites: EDU 120 and EDU
232.
EDU 336 Evaluation of E-Learning 3 Credits
Students will examine the components of on-line instruction and
classroom design for high quality standards. Learners will evaluate
and assess instructional design and its impact on student learning
through a review of various sites and programs. Tools for evaluation
of instructional material will be reviewed. Prerequisites: EDU 120
and EDU 232.
EDU 337 Collaboration in the Virtual Classroom 3 Credits
The use of e-learning to promote collaboration and team work in a
virtual environment will be explored in this course. Opportunities for
collaboration utilizing social networking and other tools will be
evaluated. Students will utilize a variety of tools to experience real
time learning in the virtual classroom. Prerequisites: EDU 120 and
EDU 232.
EDU 338 Human Development & Learning 3 Credits
Brain development as related to human development and the capacity
for learning will be explored throughout this course. The
neuroscience of brain development and how this information
translates into education, as well as the implications of this
information for maximizing learning, memory, behavior and overall
functioning, are topics that will be addressed.
EDU 352 Foundations of Educational Technology 3 Credits
Strategies and ideas for the use of technology to enhance learning
will be explored in this course. The latest in Web applications will be
explored and evaluated for their instructional application.
EDU 356 Emerging Issues in Educational Technology 3 Credits
Strategies and ideas of including the latest in technology
advancements to promote student engagement and learner success
will be examined in this course. Mobil learning, the use of social
media such as blogs, Facebook, etc. as well as other Web 2.0
COURSE DESCRIPTIONS
320 ASHFORD UNIVERSITY
applications will be explored and evaluated for instructional
application. Prerequisites: EDU 120 and EDU 232.
EDU 358 Assessment of Student Learning 3 Credits
Students will learn to identify the differences in formative and
summative evaluation data and design on-line learning scenarios to
address both of these. The effectiveness of e-learning will be
explored through research. The philosophy, use and development of
grading rubrics for assignments will be explored. Issues of plagiarism
and cheating in e-learning will also be examined. Prerequisites: EDU
120 and EDU 232.
EDU 362 Adult Learning & Instruction 3 Credits
Students will learn about the various theories and practices associated
with adult learning. Various modalities of instruction will be
addressed including e-learning, accelerated courses, and training
sessions.
EDU 363 Education & Social Justice 3 Credits
The influences of educational policy and its’ convergence with social
justice will be studied in this course. Issues of race, gender, sexuality,
globalism, and other multicultural issues within the study of politics
and policy will be explored throughout this course.
EDU 365 Politics of American Education 3 Credits
The political dimensions of policy formation/implementation in
education and the use of power to influence educational policy will
be explored. Conflict resolution and the analysis of consequences and
impact will be examined.
EDU 367 Elementary & Secondary School Media 3 Credits
This class will explore the role of the teacher librarian and role of the
library media center at three different levels of education
(elementary, middle, and high school). Students will research
programs, library practices, teaching styles and management in the
facilitation of a library media center.
EDU 371 Phonics-Based Reading & Decoding 3 Credits
This course provides an overview of research, curricular content, and
instructional practices associated with Research Based Systematic
Phonics Instruction (RBSPI) and other methods for teaching reading.
Emphasis and focus are on methods mandated by Arizona legislation.
This course covers the history of written language, alphabetic reading
and writing systems, and implementation of effective methods for
reading instruction. Note: Students enrolled in EDU 371 will be
required to find a student to teach or instruct for this course. The
student can be a child or adult, age 5 or above. The time commitment
will be approximately 3 hours per week for three weeks beginning
the second week of this course. There are no exceptions to this
requirement. Prerequisite: EDU 372.
EDU 372 Educational Psychology 3 Credits
Educational Psychology explores the theories of how people learn.
Selected learning theories are analyzed from the perspective of
teaching and learning. Developmental theory and environmental and
social factors are explored as they interface with the learning process.
Educational psychology’s research is applied to the measurement,
assessment, and evaluation of learning and the effectiveness and
efficiency of teaching-learning interactions.
EDU 381 Curriculum & Instructional Design 3 Credits
Students will examine the pedagogy involved in designing, selecting
and assessing curriculum to meet the needs of diverse learners. The
basics such as how to write learning outcomes based on academic
standards to selecting the research based materials and activities to
support student learning, will be covered. Evaluation of student
learning will be included in the course.
EDU 400 Library Materials for Mid-grade &
Young Adults 3 Credits
In this course students will explore, read, discuss, and assess a variety
of middle grade and young adult literature, including informational
text, award winning fiction, multicultural materials and more.
Students will focus on recommending materials for library purchase
from the perspective of the librarian, explore review sources,
recommend materials for individual users, and learn about resources
in the YA and middle grades fields. Students will examine programs
that promote reading and other library activities and examine legal,
ethical and other issues surrounding youth services in libraries.
EDU 411 Reading & Cognition 3 Credits
The task of learning to read is a very complex process involving the
application of perceptual, sensory, linguistic, and cognitive skills to
making meaning of text. Exploration of the specific cognitive
functions that are applied while reading and strategies supporting
reading instruction and reading comprehension skills will be
addressed. The implications of digital media on reading skills will
also be explored in this course.
EDU 416 Intelligence Assessment 3 Credits
This course will explore the definition of intelligence, different
theories of intelligence, the use of intelligence tests in a variety of
settings, and the impact of family and culture on intelligence.
Educational and learning expectations, programs bases on
intelligence scores, and cultural biases that may impact educational
opportunities will be investigated across the lifespan. Prerequisite:
ABS 300.
EDU 428 Student Achievement in Public Schools 3 Credits
This course will examine various factors influencing student
achievement in public schools. Influencing factors will include
motivation theories, as well as the impact of families, teachers and
schools on student success. Issues of equity and access to quality
educational programs will be considered.
EDU 431 Advanced Instructional Design 3 Credits
In this course, students will apply the systematic approach of
instructional design to design and develop instruction for online
delivery. Throughout this course, students will evaluate trends and
issues in the field of instructional design. Students will apply
knowledge and skills acquired throughout the Bachelor of Arts in
Instructional Design program to assess the quality of instructional
design projects. Prerequisites: EDU 120 and EDU 232.
EDU 433 Project Management for Instructional Design 3 Credits
Instructional design requires careful and thoughtful collaboration
among a variety of design team members. In this course various
project management tools, procedures, and methodologies will be
introduced as they are applied to projects in education or training.
Students will explore the relationship of time constraints, cost, scope
and the nature of the project being designed. Prerequisites: EDU 120
and EDU 232.
EDU 440 Information Literacy 3 Credits
This course will prepare students to be information-literate
practitioners within a library environment. Students will learn the six
frameworks of the Association of College and Research Libraries
(ACRL) Framework for Information Literacy for Higher Education,
and will examine ways of teaching information literacy to library
users.
EDU 499 College of Education Capstone 3 Credits
The capstone will tie together the themes and concepts students have
learned throughout their degree program. With this information as the
foundation, students will synthesize theories, knowledge, and
professional standards related to their field of study. Students will
assess multiple influences, such as social and cultural factors,
contemporary issues, and trends have on their practice. Students will
further demonstrate their knowledge of the field by applying
evidence-based strategies, approaches, and technologies to their
work. The students will explain environments that support optimal
outcomes to the field of study. Finally, students will propose
professional and ethical based practices that emphasize access,
participation, and partnerships with children and families.
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 321
Prerequisite: Successful completion of the General Education
Capstone course.
EDU 601 Promoting Student Success in
the Online Learning 3 Credits
This course covers the basic tools needed for student success in an
online learning environment. Topics include communication,
collaboration, and software skills required to succeed in online
learning. Also covered are instructor and student responsibilities and
expectations, as well as potential roadblocks to success. Tools and
techniques for organizing, prioritizing, and completing course tasks
are discussed. Finally, instructional methods for guiding students and
evaluating student progress in online courses are also addressed.
Prerequisite: EDU 600.
EDU 602 Assessing Knowledge & Skills in the
Online Learning Environment 3 Credits
This course examines approaches that assess student knowledge and
skills in the online learning environment. Directed instruction, or
objectivism, is compared and contrasted with constructivist or
inquiry-based learning and assessment theories. Traditional
assessment strategies are discussed as applied in directed
instructional models of online learning. Nontraditional assessment
approaches are explored in constructivist models, such as group
products, web pages, multimedia projects, student portfolios, and
student projects graded by self-report assessment instruments and
rubrics. This course will focus on the use of discussions, pre- and
post-testing, writing activities, graded assessments, self-grading
assessments, and hands-on projects on student learning and
assessment. Prerequisite: EDU 600.
EDU 608 Children’s & Young Adult Literature 3 Credits
Students will explore contemporary literature for children and young
adults at the early childhood, elementary, middle and high school
levels. The ability to select and evaluate quality literature for children
and youth, and the skills necessary to plan and integrate literature into
a K-12 program will be addressed.
EDU 609 Online Teaching Internship 3 Credits
Learners will have the opportunity to demonstrate professional skills
and knowledge in meeting the unique needs of online learners by
using a Learning Management System (LMS) to develop their own
online course. Learners will create engaging content and activities
that reflect best practices for promoting critical thinking, student
retention, and ensuring a robust community environment in the online
classroom. Learners will use a professional online course evaluation
instrument to rate their courses and those of their peers to inform the
improvement and finalization of a quality online course. Prerequisite:
EDU 601.
EDU 620 Meeting Individual Student Needs
With Technology 3 Credits
This course fosters awareness of individual learner characteristics
that impede successful achievement. Milder forms of learning
disabilities, emotional disorders, and dysfunctional social conditions
that are prevalent in typical instructional situations are evaluated.
Alternative pedagogies utilizing computer technology applications to
alleviate such barriers are explored. Prerequisite: EDU 673.
EDU 629 Linguistically & Culturally
Diverse Learners 3 Credits
This course explores strategies and techniques to support the success
of language and culturally diverse students. The values, customs, and
communication styles of cultural groups and their implication for
teaching are considered. Research-based instructional approaches to
developing English learner literacy will be examined.
EDU 635 Community & Youth Development 3 Credits
This course will support teachers and others with the development of
practical strategies and tools to support community-wide efforts to
strengthen and support youth today. Advocacy for youth
development as well as strategies to support youth from a wide range
of backgrounds will be addressed.
EDU 642 Understanding & Teaching English Language 3 Credits
In this course students will study the structure of the English
language in order to better understand the difficulties that arise in
learning a second language. English phonology, syntax, analysis, and
application of linguistic theory will be studied.
EDU 643 Methods, Materials & Technology for
Learning a Second Language 3 Credits
Strategies for English Language Learners in the content areas while
maintaining a language development focus will be illustrated.
Specific strategies, materials, technology, and learning activities will
be examined to support learning.
EDU 644 Child & Family Welfare 3 Credits
This course will examine public policies in place to support children
and families in at-risk situations. A focus on the services and
programs offered to support families and children as well as the
development of protective factors in families will be offered in this
course.
EDU 645 Learning & Assessment for the 21st Century 3 Credits
Student learning is achieved when assessments appropriately measure
student skill and content knowledge. This course examines the most
effective practices and principles of assessment as it relates to
informal and formal assessment instruments and procedures. The
course explores the importance of using formative assessments to
monitor student learning and guide instruction through analyzing
assessment data results to identify learner needs. Furthermore,
effective uses of technology to enhance and support assessment
practices are evaluated. Prerequisite: EDU 673.
EDU 647 Families, Communities & Diversity 3 Credits
This course will focus on establishing relationships and partnerships
within families and community of diverse cultures. Specific strategies
in developing programs promoting cultural competence within
families and communities will be explored. Students will analyze
available family and community resources within their community in
promoting and supporting cultural diversity.
EDU 650 Teaching, Learning & Leading
in the 21st Century 3 Credits
This course is designed give students a real world perspective into the
what it is like to teach, learn, and lead in the 21st century classroom.
This course provides an opportunity for students to experience the
world of the classroom and analyze the range of perspectives and
topics that impact being a successful teacher, learner, and leader in
the 21st century. The course will bring together a unique set of
‘voices’ from the field, to explore the contemporary nature of what it
is like to teach in today’s changing schools while focusing on
identifying innovations that can develop students’ capacity to be
agents of innovation, collaboration, and creativity. (Equivalent to
EDU 623.)
EDU 655 Trends & Issues in Instructional Design &
Technology for On-line Learning 3 Credits
Students gain the necessary skills and knowledge to design effective
instructional materials for use in an on-line learning environment.
Powerful innovations that may redefine teaching and learning
practices will be explored throughout the course.
EDU 656 Technology Solutions for Just in
Time Training & Learning 3 Credits
This course will allow students to develop an understanding of the
planning for and application of technology for training that meets
institutional and organizational needs. Students will utilize
technology to effectively develop a request for proposal plan for
training utilizing technology to inform, motivate, and prepare
learners.
COURSE DESCRIPTIONS
322 ASHFORD UNIVERSITY
EDU 658 Instructional Leadership 3 Credits
This course focuses on leadership in the educational or corporate
environment to bring about change required to meet learning and
training needs. Students will evaluate their personal leadership in
their professional environment. Leadership tools to provide increased
learning opportunities will be used to design learning experiences and
evaluate results.
EDU 659 Testing & Assessment for English
Language Learners 3 Credits
Various tools and methodologies for assessing English proficiency in
speaking, listening, reading and writing for both ELL children and
adults will be critiqued. Formative and summative assessments will
be explored with an emphasis on the application and appropriateness
of their use for instructional design.
EDU 673 Instructional Strategies for Differentiated
Teaching & Learning 3 Credits
During this course, students will learn about and use evidence-based
differentiated strategies and materials to meet diverse academic
instruction that incorporate the progressive needs of 21st century
learners using student’s cultural schemata (i.e., personal experiences,
cultural/language norms and family belief systems). Instruction will
align with the Common Core State Standards and alternative
assessment methods to provide a rich inquiry of learning styles while
applying strategies that promote critical thinking and incorporate
digital tools and resources. Prerequisite: EDU 650.
EDU 679 Technology Solutions for
Organizational Improvement 3 Credits
In this course, students will examine theories, organizational learning
outcomes, and models of assessment and evaluation that lead to
institutional improvement and effectiveness in the use of technology.
Students will follow a logic model to conduct a program evaluation
and develop a proposal for organizational improvement.
EDU 684 Shared Vision of Learning 3 Credits
Students will learn how to develop a shared vision of student
achievement and integrate it into the school plan. By developing and
articulating a belief system and shared vision of teaching and
learning, students will learn how to link improved teaching strategies
to school-wide and district-wide instructional priorities. From this
initial building of a shared vision, students will develop a theory of
action directed at getting to the shared vision by ensuring that
relevant student data are available and examined regularly. Students
will learn and apply strategies for guiding, motivating, delegating and
building consensus among diverse constituencies in the school and
community. The reality is that school leaders must encounter multiple
voices in the community and as such, they need to ensure that those
voices are part of the consensus building for shared visions of
schooling.
EDU 687 Building a Learning-Centered Culture 3 Credits
This course is designed to provide an opportunity for participants to
learn how to advocate, nurture, and sustain a school culture and
instructional program that is conducive to student learning and staff
professional growth in a standards-based system of learning. In this
course students will develop an understanding of the rationale for and
the components of standards based curriculum and instruction and
how they link to students’ learning needs. Students will learn to apply
student data to determine policy decisions and leadership actions to
improve the instructional program. They will learn to apply site-
based teacher-practice data to determine leadership actions to drive
professional development and identify student support systems that
result in increased student performance. Students will also explore
research on diverse learning styles and differentiating instruction for
all learners. It is in this course that students learn the power of a
system-based approach that builds coherence through a standards-
based curriculum and instruction; supervision that supports
differentiated instruction in support of accelerating student learning,
and the development, implementation, and evaluation of professional
development that supports standards-based curriculum and
instruction.
EDU 688 Organizational Management for
Student Learning 3 Credits
Students are introduced to safe school environments, data-driven
decision-making strategies, practice using various assessment tools
and monitoring systems for teaching and learning, and learn district,
state, and federal accountability systems. Students will gain an
understanding of the legal polices pertaining to classified and
certificated personnel. Students will also continue to apply a system-
based approach that builds coherence through the alignment of fiscal,
human, and material resources to support the learning of all sub-
groups of students.
EDU 689 Personal Ethics & Leadership Capacity 3 Credits
This course develops students' ability to model integrity and justice
while learning and applying a variety of decision-making and
problem-solving strategies. In this course, students will write a
personal code of ethics that includes their moral purpose and belief
system for the improvement of teaching and learning. Students will
also address issues of equity such as race, language, religions, and
sexual harassment. Students will learn ways to inspire and motivate
others, and to effectively communicate shared decision-making
outcomes to stakeholders. Students will continue to build
understanding around the leadership practices that create a learning-
centered and trustworthy school community that provides high levels
of learning for all students.
EDU 692 Creativity, Culture, & Global
Contexts in Education Decision Making 3 Credits
This course provides rich opportunities for participants to learn how
culture, creativity, and innovation impact teaching and student
learning in the 21st century. Participants will adopt a global
perspective of teaching and learning to understand how the infusion
of 21st century skills impacts curriculum and prepares learners for the
challenges associated with living and working in the 21st century.
Through scenario-based activities, participants will directly apply
skills needed to make informed decisions about the design,
development, implementation, and evaluation of culturally relevant
instructional practices to support the learning of 21st century skills.
Prerequisite: EDU 650.
EDU 694 Capstone I: Educational Research 3 Credits
Capstone I: Educational Research guides students through the process
of becoming an effective change agent by applying action research
principles to current educational challenges and issues. Students will
locate and evaluate research articles for scholarship, relevancy, and
ethical neutrality. The topics covered during this course include
implementing change in an education-based organization, evaluating
the impact of the applied intervention, communicating outcomes,
collaboration, and 21st-century leadership practices. Prerequisites:
ECI 685, EDU 620 or ECE 673.
EDU 696 Capstone II: Culminating Project 3 Credits
Capstone II: Culminating Project is a course in which students will
demonstrate their attainment of the program outcomes through a
spiraled process of skill demonstration including reflection,
application, and evaluation. First, students will reflect on patterns in
academic work as well as design and development challenges
associated with previous coursework so as to take control of one’s
professional growth and become a more self-directed learner. Next,
students apply the framework of 21st century teaching and learning to
redesign prior coursework and then evaluate how 21st century skills
influence program learning outcomes. Last, students will use digital
tools to showcase their scholarly artifacts through the creation of a
digital portfolio for both courses, and for professionally related
purposes. Prerequisite: EDU 694 or ECE 660
EDU Education
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 323
EDU 5101 Learning Theory 3 Credits
This course focuses on learning theory and systems. It explores
historical and theoretical views of learning throughout the
developmental lifecycle. Students will address the factors that
contribute to individual differences in learning. Students will
investigate the major theories concerning the learning process and
explore the implications. Students will analyze and apply research in
the field through a combination of critical discussions, case studies,
journaling, interviews, and written assignments.
EDU 5250 Foundations of Learning 3 Credits
Students in this course will investigate case studies of actual
situations within their chosen areas of interest in higher education
institutions. They will develop a broad perspective by critically
analyzing the foundational theories and existing educational research.
Students will utilize reflective strategies to analyze and improve
professional practice.
EDU 7000 Learning & Cognition 3 Credits
Educational practice is based on theories and philosophies of learning
and cognition. These accepted theories have evolved, from idealism
to realism, pragmatism to constructivism, and are incorporating new
research in brain-based learning. This course will focus on theories
and philosophies of learning and cognition along with ways in which
these theories are studied and applied in educational practice.
EDU 7100 History of Education & Social Change 3 Credits
This course examines the history and philosophy of education, as
well as a systematic analysis of the effect of social change on
education and vice versa. Adult learning and higher education
settings are a focus in this course.
EDU 7120 Transformative Issues &
Trends in Education 3 Credits
This course examines current issues in education, and explores how
changing social trends affect educational systems and practices bound
by decades of tradition. Topics include applicable federal and state
policies and regulations, national education standards, access to
education, and others.
EDU 7130 Educational Leadership
Theories & Strategies 3 Credits
Students will explore the history and theoretical nature of educational
leadership. The emphasis is on the application of the latest theories
and strategies of educational leadership in political, economic, social
and global contexts. Students will explore the theories and principles
of executive decision-making processes such as qualitative decision-
making models and techniques. A related emphasis is on effective
communication with diverse groups, and implementation and
evaluation of strategic decisions. A critical examination of the
emerging leadership literature and research are used to develop a
comprehensive understanding and working knowledge of the
strategies, theories, and interdisciplinary nature of educational
leadership.
EDU 7220 Educational Leadership: Challenges &
Opportunities 3 Credits
This course explores current trends in higher education with an
emphasis on challenges and opportunities that administrative
leadership will face in the next ten years due to changing
demographics, technology, structures, and resources. The 21st
century education administrator faces a number of challenges
including student preparedness, campus safety, reduced institutional
aid, programmatic costs, environmental concerns, and a myriad of
other factors that make appropriate problem assessment and decision-
making a priority. This course will focus on diagnosing the root
causes of common institutional problems and apply appropriate
solution-based critical thinking skills.
EDU 7240 Diversity in Education 3 Credits
Students will identify and analyze the socio-cultural, institutional,
historical, legal and political resources, policies, and needs associated
with serving diverse populations in an educational setting. They will
be prepared to advocate for underserved communities and for
constituents with diverse needs and learning processes. Students will
grapple with complex situations and propose strategies for resolution.
EDU 8225 Culture, Curriculum & Learning 3 Credits
This course explores literature and recent debate related to culture
and linguistic diversity, learning, and instruction both within the
United States and globally. Emphasis will be placed on an
exploration of the history of and recent debates related to social,
cultural and linguistic diversity, learning, and instruction in the
service of leveraging resources and systems to support student
learning in diverse populations.
EDU 8240 Theories & Models of Instructional
Systems Design 3 Credits
This course will include an examination of the major instructional
design models and their theoretical, empirical, historical, and
philosophical foundations in technology and media. Students will
evaluate current theories and models and examine the historical and
philosophical foundations of these theories and will present their
analyses of instructional design examples as well as prepare an
outline for an instructional design project, incorporating relevant
learning theory, media, and other technology applications.
EDU 8250 Curriculum, Assessment, Design,
& Evaluation 3 Credits
This course will provide students with an opportunity to study
curriculum assessment, design and evaluation principles, processes,
approaches and models. The focus will be on the resulting impact on
curriculum, assessment, design and evaluation modifications at the
classroom, school, system, state, and national levels. The influence of
societal trends will be examined as will recent major higher
educational reform efforts and potential future trends.
EDU 8260 Integrating Technology 3 Credits
This course will equip learners to recognize and integrate appropriate
learning theory into instructional design, and to make effective use of
instructional interventions, technology and media. Participants will
evaluate current theories and models, policies and initiatives, along
with original scholarship, to examine the historical and philosophical
foundations of these theories and their influence on the use of
technology and media.
EDU 8300 Governance & Politics of Education 3 Credits
This course will provide students with an opportunity to study the
politics of education as well as educational policy making, processes,
approaches and models. The focus will be on the making of
educational policies, the politics involved relating to non-profit and
for-profit educational institutions, emerging educational technologies,
and governance in higher education institutions. The influence of
societal trends will be examined as will recent major higher education
reform efforts and potential future trends at the local, state, regional,
and national level. Topics of study include educational policy
making, globalism and the politics of education, the politics of
learning, the politics of inclusion and exclusion, and the politics of
educational reforms.
EDU 8320 Change in People, Society, Bureaucracies, &
Institutions 3 Credits
This course explores the contradictory roles of educators and
educational institutions in both preserving the past and preparing
students for the future. The impacts of recent innovations and
advancements in technologies have not been fully realized and will
be the foundation of exploration in this course. The role of change
agents, early adopters, and the diffusion process on the acceptance of
innovation will be investigated.
ELL English Language Learner
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324 ASHFORD UNIVERSITY
ELL 240 Linguistically & Culturally Diverse Learners 3 Credits
This course explores strategies and techniques to support the success
of language and culturally diverse students. The values, customs, and
communication styles of cultural groups and their implication for
teaching are considered. Research-based instructional approaches to
developing English learner literacy will be examined.
ELL 351 Listening & Speaking in a Second Language 3 Credits
The stages of language development as well as ideas and strategies to
enhance oral language learning and acquisition in the classroom will
be applied in this course. Theories and methods of teaching language
as communication in oral and aural modes will also be applied.
ELL 353 Reading & Writing in a Second Language 3 Credits
The relationship between first and second language comprehension as
well as the reading comprehension and writing connection will be
explored in this course. The use of differentiated literacy instruction
for English Language Learners will be the central focus.
ELL 354 Grammar in a Second Language 3 Credits
This course will provide students with foundational knowledge of
how and why English grammar is necessary for teaching the four
language skills, and recognizing and correcting student errors. This
course provides students with an overview of English grammar and
strategies for implementing grammar instruction. Students will
critique lesson plans in terms of best practices, and create their own
lesson plans for specific student populations by applying their
knowledge of English grammar and language pedagogy.
ELL 355 Methods, Materials, & Technology
for Learning a Second Language 3 Credits
Strategies for English Language Learners in the content areas while
maintaining a language development focus will be illustrated.
Specific strategies, materials, technology, and learning activities will
be examined to support learning.
ELL 361 Language Learning in a Global Context 3 Credits
This course introduces students to the issues surrounding second
language learning around the world. Emphasis will be given to
educational, civic, business, governmental, and cultural issues.
ELL 420 Testing & Assessment for ELL Students 3 Credits
Various tools and methodologies for assessing English proficiency in
speaking, listening, reading and writing for both ELL children and
adults will be critiqued. Formative and summative assessments will
be explored with an emphasis on the application and appropriateness
of their use for instructional design.
ENG English
ENG 121 English Composition I 3 Credits
This course is designed to enable students to develop competence in
analyzing, organizing, and developing ideas. Additionally, students
will locate and use library resources to support ideas, and to adapt
their writing to various audiences. The course focuses on instruction
and practice in writing and critical reading.
ENG 122 English Composition II 3 Credits
This course provides instruction and practice in writing effective
expository and persuasive essays. The techniques for doing research
and writing research papers are explored. Attention is given to the
development of library research skills. Prerequisite: Successful
completion of ENG 121 or equivalent with a grade of “C-” or better.
ENG 125 Introduction to Literature 3 Credits
This course is an introduction to the basic elements of fiction, poetry,
and drama. Emphasis is on reading literature to perceive the
techniques used in each genre, to understand the basic theoretical
approaches to literature, to acquire the vocabulary associated with
literary criticism, and to analyze and evaluate literature.
ENG 225 Introduction to Film 3 Credits
This course is designed to help students understand and appreciate
movies and film more completely. The course examines the ways in
which movies and films are shot, tell stories, develop characters, and
depict physical reality. Classes consist of critique and analysis of
movies and films.
ENG 301 American Literature to 1865 3 Credits
This course will examine American literature from early colonization
through 1865, including texts from the colonial, revolutionary, and
antebellum periods. The focus will be upon literary analysis and
literary movements contextualized by American history and culture.
ENG 302 American Literature After 1865 3 Credits
This course will examine American literature focusing on a selection
of works published between 1865 and the present. We will explore
the impact of social and cultural transformations on our national
literature working through literary movements and paying close
attention to the development of ideas about gender, race, region and
nation as expressed in fiction, poetry, and drama.
ENG 315 Business & Professional Writing 3 Credits
Instruction in the planning, organization, construction, style, and tone
of several forms of business and professional correspondence: letters,
interoffice communication, resumes, and formal reports. A review of
grammar, punctuation, and usage is incorporated into the course.
Prerequisites: ENG 122 and junior standing or permission of the
instructor.
ENG 317 International Voices 3 Credits
An introduction to recent international writing in its cultural context.
Students read fiction, nonfiction, poetry, and interview, and are
introduced to music, art, film, and cuisine of cultures beyond U.S.
borders. Prerequisites: Fulfillment of English Proficiency
requirement.
ENG 325 Intermediate Composition 3 Credits
Students in this course will practice writing for multiple audiences
and purposes. In addition to researching academic arguments, the
course emphasizes the analysis of discourse and writing in a variety
of contexts, including public, personal, political, and professional.
Students will synthesize the various voices that are involved in
conversation, debate, and action, as well as add to the dialog with
their own nuanced contributions. This course will focus on advancing
critical thinking, analytical research, and written communication
skills through English composition assignments and activities.
Prerequisites: ENG 122 or equivalents.
ENG 328 Scientific & Technical Writing 3 Credits
Students will develop the skills necessary for writing about scientific,
environmental, medical, and technological topics. Emphasis is placed
on making complex and technical information understandable to a
variety of audiences. Prerequisites: ENG 122 and fulfillment of the
General Education Science requirement.
ENG 345 British Literature I 3 Credits
This course examines writing by representative British authors in
various genres from the Anglo-Saxon period through the mid-
eighteenth century.
ENG 346 British Literature II 3 Credits
This course provides a survey of writing by representative British
authors in various genres from the Romantic Period to the present.
ENG 438 Literary Theory 3 Credits
This course is designed to provide students with the knowledge,
skills, and tools to develop an understanding the nature of literature,
what functions is has, what the relation of the text is to the author, the
reader, to language, to society and to history.
ENG 497 English Capstone 3 Credits
Students will demonstrate mastery of the concepts and methodology
in the major by producing a final project that includes extensive
research into the selected topic. Prerequisite: Successful completion
of the General Education Capstone course.
COURSE DESCRIPTIONS
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COURSE DESCRIPTIONS
326 ASHFORD UNIVERSITY
ENV Environmental Studies
ENV 100 Introduction to Environmental Studies 3 Credits
This course introduces students to the scientific information and key
concepts that underlie the functioning of earth’s systems with
emphasis on how these systems are shaped by human activities.
Students examine the social, economic, political, ethical, and
technical dimensions related to environmental issues and solutions.
Topics include population growth, natural environmental cycles,
industrialized food systems, air and water pollution, and urbanization.
ENV 111 Introduction to Sustainability 4 Credits
This course focuses on sustainable development from a cross-
disciplinary approach, including, economics, management, education,
policy, and science. Students discuss sustainability conflicts at the
national and international levels, and use online simulations to
understand and evaluate sustainability practices. Topics include zero
waste, water management, smart growth, green technology, global
change, renewable energy, agriculture, and land management.
ENV 322 Energy & Environmental Systems 3 Credits
This course is designed to provide knowledge relative to the
relationship between energy consumption, energy generation, their
related externalities, and conservation in the context of diminishing
reserves of fossil fuels and increasing availability of renewable
resources. Students will defend a position related to a particular
energy source and its effect on the environment.
ENV 325 Environmental Management 3 Credits
This course examines the issues in the urban environment and the
interactions between theory and policy relating to urbanization,
industrialization and the impact of population growth on the
environment.
ENV 326 Ecology & Evolution 3 Credits
This course examines the ecological and evolutionary processes
across several levels of organization, including individuals,
populations, communities, and ecosystems. Students analyze the
interactions among organisms and between organisms and their
environment, with an emphasis on natural selection. The course
demonstrates the methods used by ecologists to answer questions
about ecological systems including experimental, statistical,
theoretical modeling, and visual representations of data. Prerequisite:
ENV 100
ENV 333 Environmental Impact 3 Credits
Following the guidelines set by the National Environmental Policy
Act (NEPA) and its subsequent modifications, students will learn the
fundamental methods of analysis required for conducting a robust
Environment Impact Statement (EIS). Students will learn the
fundamental elements of an EIS through the examination of
contemporary cases.
ENV 345 Business & the Environment 3 Credits
An environmental economics approach is used to illustrate the impact
of the firm on the environment and environmental policy on the firm.
Cost-benefits analysis is developed in student-driven research
projects. (Cross-listed as BUS 345.)
ENV 350 Conservation Biology 3 Credits
Conservation biology examines the causes and consequences of
biodiversity loss, conservation approaches and strategies, and the
ecological and evolutionary theory used in these approaches.
Students evaluate practices that conserve biological diversity at the
gene, population, ecosystem, landscape and global scales. The course
incorporates topics in culture, ethics, economics and politics to
monitor and protect global biodiversity. Prerequisite: ENV 326.
ENV 385 Chemistry & Toxicology 3 Credits
This course examines the underlying scientific principles of
toxicants, the sources, fate, and effects of chemicals on organisms
and the environment. Students will analyze the accumulation and
transport of toxicants in food webs and evaluate their effects on
organism physiology, reproduction, and behavior. The course will
also include an examination of experimental methods used to assess
toxicity, forensic toxicology, ecotoxicology, risk assessment
development, role of government regulation, and global and historical
contexts.
ENV 497 Environmental Studies Capstone 3 Credits
Students will utilize knowledge gained throughout the program to
construct a final Capstone Project focused on the design and
implementation of a sustainable community. This Project will allow
students to display content area knowledge over all completed
courses.
EPP Educator Preparation Program
EPP 511 English Language Learners in the Classroom 3 Credits
This course provides a sufficiently broad yet detailed exposure to the
realities of teaching English language learners. The course is
designed to prepare students to deliver content area instruction to
English language learners with diverse abilities using the sheltered
instruction approach.
EPP 520 Effective Classroom Management 3 Credits
Students will learn research-based strategies and best practices for
developing effective instructional programs and managing safe,
supportive, learning environments in elementary and secondary
classrooms. The course will introduce participants to practical, field-
tested approaches through required school observation related to
classroom discipline, behavior management, and strategies for
classroom teachers, with methods that apply to a wide range of
classrooms, including low-income and multicultural environments.
EPP 530 Serving Exceptional learners 3 Credits
This course prepares students to work collaboratively with families
and school personnel to have a positive impact on the educational,
social and behavioral development of all students, including those
with a full range of disabilities, in a diverse society. The course
focuses on knowledge of legislative mandates for serving exceptional
students, characteristics of exceptionality, best practice in facilitating
teaching and learning, and accountability through assessment of
outcomes.
EPP 531 Assessing Learners 3 Credits
This course is designed to familiarize students with current state and
local classroom assessment data. Students will learn how to select
appropriate reading and math assessment instruments, observe and
record data, analyze test scores and performance, interpret data, and
outline accommodations and plans for remediation. Students will
practice making educational decisions based upon data provided by
local and/or state assessments and communicate assessment results.
EPP 540 Elementary Social Science Methods 3 Credits
Designed to provide teacher candidates with models of instruction
consistent with basic principles and new trends of instruction and
curriculum development in teaching elementary school social
sciences. This course implements current understanding of learning
strategies, and opportunities to develop related process skills, use of
technology in the teaching and learning of social science, and skills in
implementing instructional models.
EPP 541 Elementary STEM Methods I 3 Credits
This course focuses on the development of science teaching
competencies, basic principles and new trends of instruction and
curriculum development in elementary school science. The course
content is designed to help students develop the necessary
knowledge, skills, and dispositions to implement inquiry-based,
developmentally appropriate science lessons. Unit planning,
laboratory activities, evaluation strategies and science learning
centers are emphasized.
EPP 542 Elementary STEM Methods II 3 Credits
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2020-2021 ACADEMIC CATALOG 327
The primary purpose of this course is to learn about teaching methods
and practices designed to make critical academic areas accessible to
elementary students. Students will study lesson plan design,
assessment strategies and learning activities for maximizing the
engagement of their students. Learning centers, games and
diagnostic/prescriptive treatment are explored. Students will gain
initial information on how to relate national and statewide content
standards and frameworks to lesson plan design, a variety of
assessment strategies, and ELD/SDAIE strategies.
EPP 543 Elementary Integrated Reading Methods 3 Credits
This course is intended to help elementary school teachers understand
the relationship between literacy instruction and content across all
areas of study. Particular emphasis is given to the reading and study
of expository materials at all levels of the curriculum. The major
areas of study include levels of thinking and questioning, textbooks,
assessments, factors in learning, reader strategies, and teacher
strategies. The instructional strategies discussed are appropriate for
elementary grade levels and all content areas.
EPP 551 Elementary Student Teaching and Seminar I 3 Credits
This is the first course of a three part practice teaching and seminar
series designed to prepare students to teach in elementary schools. At
a qualified school site under the supervision of a mentor teacher and
university supervisor, students will develop an understanding of
instructional planning and delivery to make content comprehensible,
assess learning, support the needs of diverse learners, maintain a safe
learning environment and incorporate reflective practices for their
own professional development. This course contains a synchronous
component each week.
EPP 552 Elementary Student Teaching and Seminar II 3 Credits
This is the second course of a three part practice teaching and
seminar series designed to prepare students to teach in elementary
schools. At a qualified school site under the supervision of a mentor
teacher and university supervisor, students will develop an
understanding of instructional planning and delivery to make content
comprehensible, assess learning, support the needs of diverse
learners, maintain a safe learning environment and incorporate
reflective practices for their own professional development. This
course contains a synchronous component each week.
EPP 561 Secondary English Methods 3 Credits
This course will learn, practice and reflect on the specific
pedagogical knowledge needed to teach English to secondary
students. Students will explore a variety of teaching strategies for
organizing a secondary English curriculum using the Common Core
Standards. Teacher candidates will discuss, plan, implement and
assess appropriate instruction using current best practices for the
effective teaching of English in secondary classes. The course
addresses various curricular areas of English arts, including the
teaching of writing, reading comprehension and literature, language
applications, grammar, speaking applications and visual media and
how they can be effectively integrated into daily lesson planning
while meeting Common Core Standards.
EPP 562 Secondary History-Social Science Methods 3 Credits
This course is intended to prepare students to be effective History-
Social Science teachers in secondary classrooms and is designed to
develop the capacities models of instruction consistent with basic
principles and new trends of instruction and curriculum development
in teaching secondary school social sciences. Emphasis is placed on
curriculum, materials, and instructional methods and strategies
specific to teaching social sciences to diverse student populations.
EPP 564 Secondary STEM Methods 3 Credits
This course focuses on the development of teaching competencies,
basic principles and new trends of instruction and curriculum
development in secondary school Science Technology Engineering
and Math (STEM). The course content is designed to help students
develop the necessary knowledge, skills, and dispositions to
implement inquiry-based, developmentally appropriate STEM
lessons. Unit planning, laboratory activities, evaluation strategies and
math and science learning centers are emphasized.
EPP 571 Secondary Student Teaching and Seminar I 3 Credits
This is the first course of a three part practice teaching and seminar
series designed to prepare students to teach in secondary schools. At
a qualified school site under the supervision of a mentor teacher and
university supervisor, students will develop an understanding of
instructional planning and delivery to make content comprehensible,
assess learning, support the needs of diverse learners, maintain a safe
learning environment and incorporate reflective practices for their
own professional development. This course contains a synchronous
component each week.
EPP 572 Secondary Student Teaching and Seminar II 3 Credits
This is the second course of a three part practice teaching and
seminar series designed to prepare students to teach in secondary
schools. At a qualified school site under the supervision of a mentor
teacher and university supervisor, students will develop an
understanding of instructional planning and delivery to make content
comprehensible, assess learning, support the needs of diverse
learners, maintain a safe learning environment and incorporate
reflective practices for their own professional development. This
course contains a synchronous component each week.
ESE Education Special Ed
ESE 370 Learning & the Brain 3 Credits
Teaching and learning issues within a cognitive processes context are
explored. This course covers the study of emotion, memory, and
recall as well as early brain development and its relationship to
learning.
ESE 601 Students with Exceptionalities in the
School Setting 3 Credits
This course provides an introduction to the education of students in
the school setting with exceptional needs, specifically those with mild
to moderate disabilities, who qualify for services under one or more
of the eligibility criteria covered by special education federal laws.
Special education key terms and common strategies that influence
learning and behavior as well as ethical and legal privacy rights of
families of children with disabilities are introduced. Additionally,
variations, characteristics, and patterns of individual differences in
learning and academic progress are investigated.
ESE 603 Law & Ethics in Special Education 3 Credits
Law & Ethics in Special Education explores the fundamental civil
and legal principals and pivotal legislation that contribute to the
placement, instruction, service delivery, and privacy issues of those
who have a qualifying disability under federal laws. Learners will
identify critical issues that may lead to ethical and legal conflicts of
interdisciplinary team participants as well as proactive strategies for
resolution. Furthermore, the course offers multiple opportunities for
analysis of personal biases regarding professional ethics and practice
standards. Prerequisite: ESE 601.
ESE 610 Assessment & Evaluation of Students
with Mild to Moderate Disabilities 3 Credits
Assessment & Evaluation of Students with Mild to Moderate
Disabilities provides a comprehensive examination of the assessment
and evaluation cycle employed within the special education process.
During this course, learners will distinguish the special educator’s
role within the multidisciplinary assessment process including how
the evaluative data drives the planning and development of an
individualized program. Additionally, the mandatory safeguards that
assure ethical evaluation and assessment practices do not discriminate
on the basis of race, culture, or native language are examined.
ESE 634 Education-Based Collaborative
Relationships 3 Credits
This course focuses on collaboration strategies for special educators
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328 ASHFORD UNIVERSITY
in the school environment who work with other professionals,
services providers, and families of students with mild to moderate
disabilities. Emphasis is placed on educators who provide academic
support for various service delivery models. Communication,
teamwork, and strategies for dealing effectively with conflict are
emphasized. Prerequisite: ESE 601.
ESE 645 Lesson Design for Students with
Mild to Moderate Disabilities 3 Credits
This course explores the methods of effective instructional planning,
lesson design, and teaching strategies for students with mild to
moderate disabilities. Learners will develop quality differentiated
instruction techniques for various student profiles. Additionally,
learners will create individualized goals and objectives for students
with disabilities. Prerequisite: ESE 601.
ESE 656 Positive Behavior Supports in the
Classroom 3 Credits
This course introduces the underpinnings of behavior theory and
offers real-world strategies for the 21st-century classroom that assist
today’s educators in meeting the needs of students with mild to
moderate disabilities. Behavior functions and modifications as well
as various methods of observation and documentation are
emphasized. Diverse cultural and environmental factors contributing
to student behavior are also examined. Prerequisite: ESE 601.
ESE 668 Evidenced-Based Instructional Methods
for Students with Mild to Moderate Disabilities 3 Credits
In this course, learners will explore multiple aspects of curriculum
design and delivery, apply their knowledge of the characteristics of
varying disabilities, and create meaningful classroom instruction that
aligns with curriculum, standards, and individualized education
program goals. Data-driven instruction derived from individualized
assessment results will be accessed and applied to instructional
methods. Emphasis will be placed on evidence-based instructional
strategies including collaboration with service providers to best meet
the academic needs of students with mild to moderate disabilities.
Prerequisite: ESE 601.
FIN Finance
FIN 301 Ethics for Finance Professional 3 Credits
In this course, students will examine some of the most recent and
classical organizational ethics cases using the framework from
managing business ethical procedures and practices. This course will
provide a sound ethical decisions making guideline for students to
use when making business ethical decisions and encourage ethical
conduct and discourage unethical conduct in the workplace. Student
will also explore how business ethics impact the global business
environment and the current thinking on business –society and the
business-environment relationships.
FIN 490 Finance Capstone 3 Credits
This capstone course is designed to integrate methods and techniques
of corporate finance with an emphasis on how the various financial
theories and practices work together. This course will integrate
computer simulations based on a case study. Students will be
expected to run simulations and then analyze and report outcomes.
FIN 689 Advanced Financial Management
& Analysis 3 Credits
This course continues financial statement analysis of public
companies, with a focus on special issues such as income taxes, post-
employment compensation plans, and intercorporate investments.
Students will investigate financial reporting in publicly traded
companies, and develop an understanding of financial statement
analysis from a global perspective. Techniques for adjusting financial
statements and determining the quality of financial reports will be
used throughout the course. The course will culminate in a research
paper that comprehensively assesses the investment quality of a
company based on its financial reports. Prerequisite: FIN 671
FIN 671 Financial Analysis and Security Valuation 3 Credits
This course is intended for graduate students who expect at some
point in their careers to use financial statements to evaluate earnings
quality, performance, prospects, and value of a business. The primary
emphasis will be on the analysis of public companies, but most of the
tools and techniques utilized are also relevant to private firms’
financial analysis. This course focuses on the fundamental analysis of
valuation, with a focus on developing and applying methods for
valuing firms using financial statement analysis.
FIN 672 Financial Instruments and Derivatives 3 Credits
This course develops an understanding of the basic derivative-related
financial instruments (forwards, swaps, futures, etc.), and their use in
transforming and managing risky investments and projects in the
areas of risk management, portfolio insurance, and financial
engineering. Students will apply appropriate analytical tools needed
to effectively manage risky investments and how to price derivatives.
Prerequisite: FIN 678
FIN 673 Applied Portfolio Management 3 Credits
This course deals with the construction and management of an
institutional investment portfolio. The course provides the necessary
understanding and tools crucial in portfolio management activities.
Students will develop an appreciation for the various perspectives
and techniques associated with portfolio management and security
analysis and apply their knowledge by analyzing stocks and other
investments with the guidance of their professor.
FIN 674 Strategic Cost Analysis 3 Credits
This course focuses on the strategic use of cost information for
planning and control, as well as costing products, services, and
customers. Students will learn alternative ways of measuring costs to
meet different management objectives, the role of budgeting as a
planning and management tool, the use of cost analysis as a control
tool to help management meet short-and long-term profit objectives,
and the importance of ethics in achieving all of these objectives.
FIN 675 Financial Economics 3 Credits
This course is designed to give students a strong understanding of the
theory and logic of financial economics. Students will review
standard models of how consumers and producers behave in the
financial environment, and the implications of these models for
financial resource allocation and market efficiency. Students will also
evaluate the basic tools of economics, including optimization,
comparative statics and equilibrium as it applies to finance.
Applications to finance will be highlighted throughout the course,
and special attention will be paid to how the tools of economics can
be applied to problems in finance and business.
FIN 676 Financial Accounting 3 Credits
This course focuses on the source, nature, interpretation of
accounting data; analysis, measurement, presentation; significance,
relevance of output information to a variety of external needs;
financial reporting in a global economy. Students will also develop a
better understanding of accounting information, especially the
financial statements of businesses, and how information affects
decisions, and especially how accounting information is used in
decision making.
FIN 677 International Finance 3 Credits
This course is designed to introduce the principles and practices
involving finance and investment decisions of multinational firms
operating globally. Topics will include foreign exchange markets,
financial instruments in the international capital markets, corporate
exchange risk management, international investment decisions,
global financing strategies, financial crises, and related issues. This
course will be exclusively focused on financial management and
investment as it relates to the international environment.
FIN 678 Statistics for Financial Managers 3 Credits
This course is designed to introduce the principles and practices of
various financial decision-making tools and techniques, and to the
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 329
statistical methods which are used both in the direct solution of
financial problems and as foundations for more advanced statistical
models and analysis. Topics include collecting data; describing,
sampling, and presenting data; probability; statistical inference;
regression analysis; forecasting; and risk analysis. Microsoft Excel is
used extensively for organizing, analyzing, and presenting data.
FIN 679 Advanced Corporate Finance 3 Credits
This course is designed to explore advanced methods and techniques
of corporate finance with an emphasis on the practice. Topics
include: corporate valuation; financial statement analysis and
forecasting; the evaluation of capital investments under differing
assumptions about risks; estimating the cost of capital; the effects of
debt, equity, mergers, acquisitions, and derivative financial
instruments on the value of the firm.
FIN 680 Corporate Finance Capstone 3 Credits
This capstone course is designed to integrate advanced methods and
techniques of corporate finance with an emphasis on how the various
financial theories and practices work together. This course will
integrate computer simulations based on a case study. Students will
be expected to run simulations and then analyze and report outcomes.
Prerequisite: FIN 673, FIN 679, FIN 672, and FIN 683
FIN 681 Money, Banking, and Financial Institutions 3 Credits
This course focuses on the essential elements of money, banking and
financial markets. The emphasis is on macroeconomics including
forms and functions of money, financial markets, the role of
electronic trading, interest rates, efficient markets, depository
institutions and regulations, money supply, central banks, the role of
the Federal Reserve, and monetary policy. Students will explore
advanced treatment of money and its role in the economy. Students
will also examine and analyze the various financial structures and
institutions, the Federal Reserve System, and the increasing
importance of the global financial arena. Special emphasis is placed
on financial events and policy issues.
FIN 683 Investment Analysis 3 Credits
This course is designed to explore the field of security analysis,
beginning with an in-depth study of fixed income securities. Students
will learn to apply theory of analysis and valuation of fixed income
securities through course assignments and activities. Topics include
markets and trading, valuation, risk and return, credit analysis
models, and term structure theories.
FIN 689 Advanced Financial Management & Analysis 3 Credits
This course continues financial statement analysis of public
companies, with a focus on special issues such as income taxes, post-
employment compensation plans, and intercorporate investments.
Students will investigate financial reporting in publicly traded
companies, and develop an understanding of financial statement
analysis from a global perspective. Techniques for adjusting financial
statements and determining the quality of financial reports will be
used throughout the course. The course will culminate in a research
paper that comprehensively assesses the investment quality of a
company based on its financial reports.
GEN General Education
GEN 102 Digital Literacy for Life and the Workplace 3
Credits
This course offers an overview of digital literacy as it applies to
personal, academic, financial, and professional success. Students will
analyze the impact of digital technology on personal and social
communication to develop digital literacy skills that will assist in
achieving academic and career goals. An overview of financial
literacy in the digital age is introduced with practical strategies for
application in personal and professional life.
GEN 103 Information Literacy 3 Credits
This course will provide a foundation in information literacy skills.
Students will learn distinct research methods for various types of
questions as well as develop methods to evaluate resources based on
authorship, authority, credibility, information type, currency, and
purpose. A focus on the use and acknowledgement of resources will
provide students with a ground for future ethical research. The course
will emphasize the use of academic research and organization tools
with a focus on applying those methods to make informed choices
and think critically about various sources of information.
GEN 104 College Reading Strategies 3 Credits
In this course, students will develop effective reading skills to engage
with college-level course materials. Students will explore a variety of
texts and analyze active reading strategies to develop personal
reading approaches.
GEN 499 General Education Capstone 3 Credits
This course provides students with a cumulative and integrative
learning experience grounded in their general education experience.
Through the study of selected interdisciplinary topics and course-
embedded assessments students will demonstrate mastery of essential
competencies and application of different ways of knowing. Students
will apply the general education principles informed by ethical and
critical sensibility and provide evidence of growth in acquiring the
habits of active citizenship. A minimum grade of “C –” is required to
meet course requirements. Prerequisite: 75 credits or permission of
the student’s school or college dean.
GEO Geography
GEO 308 Geographic Information Systems 3 Credits
This course is an introduction to the Geographic Information Systems
(GIS) software that is widely used to conduct spatial analysis in the
areas of environmental science, defense and intelligence, emergency
response, business, education, government, health and human
services, public safety, transportation, and utilities and
communication. Students will learn the ArcGIS system and become
experienced in the analysis of spatially related data and the digitized
map system. Note: The software used in this course has specific
computer requirements including, Windows 8 Operating System, 2.2
GHZ minimum speed, and 2GB minimum Memory/ RAM.
GRO Gerontology
GRO 325 Aging & Health 3 Credits
This course examines the interface between health and aging. A
broad range of health concerns and issues of older persons are
explored from physical, mental, and emotional perspectives.
GRO 410 Death & Dying 3 Credits
This multi-disciplinary course offers an overview of psychosocial
aspects of death and dying. Topics include attitudes toward death,
preparation for death, care of terminally ill patients, funeral issues,
mourning, grief practices, suicide, and euthanasia.
GRO 497 Gerontology Capstone 3 Credits
This course is a synthesis of the major ideas, perspectives, and
concepts gained from the study of gerontology. A substantive paper
is developed which requires students to critically analyze their
experiences and integrate knowledge gained throughout the program.
Prerequisite: Successful completion of the General Education
Capstone course.
HCA Health Care Administration
HCA 205 Introduction to Health Care 3 Credits
This is an introductory course that explores the historical evolution of
health care in the United States, its financing sources, technology,
delivery of care and the stakeholders who comprise the health care
system. The structure of the health care system, including the Patient
Protection and Affordable Care Act, better known as Obamacare, will
be discussed along with the various components that influence health
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care such as legal, ethical, regulatory, and fiscal forces. Students will
also explore other health care systems and examine the potential
future of health care in the United States.
HCA 312 Health Care Finance 3 Credits
This course provides an introduction to health care finance. Students
will develop skills for the role of a health care manager to plan,
control, direct and coordinate financial activities related to the
organization's day-to-day operation. Learning will consist of
understanding financial reports, revenue sources, contractual
allowances, budgeting, cost classifications, annualizing staffing,
inventory and depreciation methods. Students will calculate financial
ratios and analyze the results to determine the efficiency of the
organization's financial operations. Additionally, the functions of the
health care financial manager will be addressed through
understanding financial practices, governmental policies and
regulations, cash management strategies and consistent
methodologies involved in the financial decision-making process in
the health care setting. Prerequisites: ACC 281 and HCA 205.
HCA 322 Health Care Ethics & Medical Law 3 Credits
This course presents the ethical and legal implications of health care
administration. The unique legal aspects encountered in the provision
of health services are analyzed. Concepts of access, affordability,
health care interventions and human rights are interfaced with legal
and ethical issues challenging the provision of health care services.
Concepts of risk management, continuous quality assurance,
guardianship, Institutional Review Boards, and needs of special and
diverse populations provide discussion points in the course. The
overlapping domains of ethics and medical law are examined. Case
studies and discussion of ethical and legal precedent setting decisions
are used to link theory with reality. Prerequisites: GRO 325, HCA
305, HCA 205, HPR 201, HPR 231 or NUR 300
HCA 333 Introduction to Long-Term Care 3 Credits
This course provides an overview of the long-term service delivery
continuum. Course topics include: the concept of patient-family-
centered services, introduction to theories of adult development and
aging, modalities of the long term care delivery system,
organizational culture, introduction to regulatory agencies, financial
resources, and assurance of quality.
HCA 340 Managing in Health & Human Services 3 Credits
An upper-level management course providing basic management
theory for the beginning manager. Management challenges, human
service environments, management theories, organizational design,
program planning and implementing supervisory relations, managing
finances program evaluation, leadership theories and teams in
organizations are explored. Prerequisite: HCA 205, HCA 305 or HPR
231.
HCA 375 Continuous Quality Monitoring
& Accreditation 3 Credits
This course provides a foundational exploration of the concepts of
health care accreditation and continuous quality monitoring. The
concept of quality assurance is explored from a perspective of
selected accreditation, regulatory, licensing and certification
programs. The interface of accreditation and reimbursement is
explored. Health information systems are used in the analysis of
health care accreditation, government mandates, and regulatory
activities as they impact consumer outcomes. Legal implications of
quality monitoring are analyzed. Social, political, professional and
organizational influences upon health services delivery are explored
from a perspective of demand, special populations, financing and
service delivery. Prerequisite: HCA 205.
HCA 415 Community & Public Health 3 Credits
This introductory course explores community and public health
services in the well-being of a population. Regulatory mandates
promoting public and community health are explored. The interface
among community and public health services and the overall health
care industry is explored. Legal and ethical imperatives emergent in
public health services are discussed. Financing options are explored
recognizing the role of categorical fiscal resources. Health care
promotion and prevention strategies are explored in concert with the
role of health care institutions and the public sector. Health
information data is utilized in the planning of a community and/or
public health project. Prerequisite: Successful completion of the
majority of major coursework.
HCA 421 Health Care Planning & Evaluation 3 Credits
This course utilizes health care research data, research protocols, and
information systems in the planning, implementation and evaluation
of health care programs meeting the health care needs of a diverse
population. Historical perspectives are discussed in tandem with
current health programs and future challenges. The impact of public
entities in controlling the demand aspects of health services is
discussed in light of regulatory legislation. Planning strategies to
meet the needs of a diverse population are explored from both the
public and private sector. Discussion of the efficacy and efficiencies
of past and current programs provide opportunities for analysis of
past and on-going service demand and client outcomes. Development
of a health care model applying the concepts of reimbursement,
supply and demand, contractual adjustments and patient mix in to the
planning and evaluation process. Prerequisite: Successful completion
of the majority of major coursework.
HCA 430 Special Populations 3 Credits
This is a topics course that explores health care services for special
populations. The populations include: mental health, substance
addiction, rehabilitation, geriatrics and selected specialty services.
The course is problem focused emphasizing access, cost-quality
issues and financing considerations. Health information data is
utilized as resources for the analysis of demand, quality and cost-
efficiency. Historical perspectives are presented as shaping factors
influencing the present models of health services for special
populations. . Prerequisite: Successful completion of the majority of
major coursework.
HCA 442 Contemporary Issues in Aging 3 Credits
This course presents significant major interdisciplinary aging issues
and controversies drawn from biological sciences, medicine, nursing,
psychology, sociology, gerontology, public policy, and social work.
With an emphasis on critical thinking, divergent views and
perspectives of aging phenomenology are explored through the
reading and research of selected articles and reports covering current
topical content.
HCA 444 Long-Term Care: The Consumer Perspective 3 Credits
This course examines the role and impact consumers have in long-
term care decision making and provision of care. Factors and
challenges influencing consumer choices are explored within the
context of long-term care improvement in both institutional and
community settings. Current topical issues such as customer/provider
relationships and quality of care are overviewed in this course.
HCA 460 Health Care Administration Capstone 3 Credits
The Health Care Administration Capstone is designed to provide a
comprehensive experience that enables students to apply their
understanding of the concepts explored throughout the program.
Students will integrate leadership skills, policies and procedures,
rules, and regulations in the development of their work throughout
the course. For the summative assessment in this course, students will
need to demonstrate administrative competencies with managerial,
legal, ethical, and financial concepts related to health care systems.
Prerequisites: Successful completion of the General Education
Capstone course and majority of major coursework.
HCS Health Care Studies
HCS 308 Introduction to Nutritional Concepts 3 Credits
This introductory course provides an overview of the basic principles
of nutrition including the basic functions, needs, and sources of micro
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and macronutrients. Students apply nutrition principles to personal
needs, as well as needs of individuals across the lifespan. Nutrition
controversies are explored in addition to learning about the
anatomical and physiological impacts of inadequate/improper
nutrition practices and the risk for disease. Note: This course is
designed for students with no previous and/or limited science
background. Prerequisite: HWE 200
HCS 316 Cultural Diversity in Health & Illness 3 Credits
This course explores the complexities and dimensions of health and
illness through diverse cultural perspectives. Traditional health
beliefs and practices among selected populations are presented along
with the influences of social, political, and demographic changes
impacting issues and perceptions of health and illness in a multi-
cultural society.
HCS 321 Foundations of Complementary &
Alternative Health 3 Credits
This course introduces students to basic definitions and
classifications of non-allopathic complementary and alternative
health systems. Content includes the history and development of
practices, practitioner nomenclature, and cultural influences of the
major systems of Complementary and Alternative Medicine used
today.
HCS 326 Holistic Health 3 Credits
This course examines health in relation to living a balanced life and
the synergism of mind, body, and spirit, rather than approaching its
study solely from the conventional Western or allopathic perspective.
Divided into three major themes, the course investigates the
principles of strengthening your inner resources, developing healthy
lifestyle practices, and taking charge of challenges to the body, mind,
and spirit.
HCS 334 Personal Fitness & Wellness for
Optimal Living 3 Credits
Students will compare their own physical activity habits to national
guidelines, and explore the benefits of physical activity as well as the
consequences of physical inactivity. The five major components of
health-related fitness will be further examined throughout this course.
Students will learn about various assessments and have an
opportunity to design exercise and wellness plans for themselves and
for potential clients. Prerequisite: HPR 205 and HWE 200.
HCS 339 Introduction to Western Herbalism; Basic Doctrine,
Energetics and Classifications 3 Credits
This course explores fundamental constructs of Western Herbalism.
Its focus is in providing the student a framework from which herbs
can be conceptualized as entities with energetic and practical
signatures. Consequently, herbs will be presented and appreciated
from various and eclectic points of view which describes their
characteristics and actions for their application in various body tissue
conditions. The course will also cover qualitative descriptions
(constitutions) that are tied to the human organism, appreciation of
therapeutic laws, and classification of medicinal plants. Prerequisites:
HCS 321 and HCS 326.
HCS 412 Health Promotion Planning & Evaluation 3 Credits
This course provides an overview of the practical and theoretical
elements of health promotion program planning, implementation, and
evaluation in a variety of settings. Students explore models and
theories used in planning health and wellness promotion campaigns/
interventions and how findings of program evaluation can be utilized
and applied.
HCS 435 Spirituality, Health, & Healing 3 Credits
This course explores the connections between spirituality, culture,
health, and healing. Students examine spiritual rituals and practices
from multi-cultural perspectives, in addition to examining elements
of spiritual care in a variety of health settings and contexts.
HCS 495 Complementary & Alternative
Health Capstone 3 Credits
This course is a synthesis of the major ideas, perspectives, and
concepts gained from the study of complementary and alternative
health. A substantive paper is developed which requires students to
critically analyze their experiences and integrate knowledge gained
throughout the program. Prerequisite: Successful completion of the
General Education Capstone course & the majority of major
coursework.
HCS 497 Health Education Capstone 3 Credits
This course is a synthesis of the major ideas, perspectives, and
concepts gained from the study of health education. A substantive
paper is developed which requires students to critically analyze their
experiences and integrate knowledge gained throughout the program.
Prerequisite: Successful completion of the General Education
Capstone course.
HHS Health and Human Services
HHS 201 Introduction to Human Services 3 Credits
This course introduces students to the profession of health and human
services beginning with the historical evolution of the field and
continuing up to modern day. A broad-based view of the purpose,
preparation, and theoretical orientation of the profession is stressed
including the many types and career settings of human service
professions, scope of work, and duties and functions. Basic skills
required by health and human service workers are reviewed, in
addition to the roles of human service workers in both clinical and
non-clinical settings. An introductory examination of orientations,
ethics, and skills related to health and human service delivery in
diverse practice settings is included.
HHS 207 Communication Skills for Health &
Human Service Personnel 3 Credits
This course emphasizes theories and practice of professional
communication skills within the context of health and human
services. Students will examine classical approaches and new
theories and research in interpersonal, and group communication.
Active listening, empathy interviewing, nonverbal communication,
and presentation skills are stressed. The impact of family, culture,
and gender on communication is integrated through communication
exercises and class projects. In this class, students will also have an
opportunity to examine the practical implications of these concepts in
developing their own communication skills through application of
selected communication techniques and strategies.
HHS 310 Health & Human Services Culture:
The Helping Relationship 3 Credits
This course examines the role and function of “helping,” and helping
processes as applied within the context of the health and human
service profession. Helper characteristics are considered, relative to
optimizing service delivery in diverse health and human service
settings serving a multitude of constituents/client groups. Helping
strategies and interventions, with attention to principles,
methodology, practitioner skills and knowledge are overviewed.
Interpretive strategies such as case study analysis, and vignette
analysis are used to simulate health and human service settings.
HHS 320 Cultural Awareness in the Human Services 3 Credits
This course prepares students to understand cultural systems, and the
nature of cultural identity defined by gender, ethnicity, race, national
origin, sexual orientation, income, physical and mental ability, age,
and religion. Emphasis is placed on defining and developing skills for
the culturally competent delivery of health and human services.
HHS 435 Contemporary Issues, Trends,
Health Law Ethics in Health & Human Services 3 Credits
Health and human service delivery practices are discussed using
contemporary issues, trends, legal aspects, and ethics in an integrated
approach. Health laws, ethics, and professional conduct standards
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including boundary- setting and confidentiality requirements are
covered. Professional roles, functions, and legal/ethical
responsibilities of health and human service professionals are
overviewed using standards published by selected professional
organizations.
HHS 460 Research Methods in Health & Human Services 3
Credits
This course is a survey course encompassing the application of
research methodology. It prepares students to critically evaluate
published research. The nature and history of the scientific method,
research tools, data collection and analysis will be reviewed.
Although key statistical concepts are covered, the focus of the course
is helping students gain a conceptual understanding of the
components of sound research, and to understand the steps and
procedures involved in ethical research of the content area.
HHS 497 Health & Human Services Capstone 3 Credits
In this final course, students will reflect upon and synthesize the
major insights gained in their study of Health and Human Services. A
substantive paper is developed which requires students to critically
analyze their experiences and integrate knowledge gained throughout
their program. The focus is on a strategic health and human services
topic that is directly related to access and delivery of services to a
selected client group. Prerequisite: Successful completion of the
General Education Capstone course.
HIA Health Informatics & Analytics
HIA 601 Foundations in Health Informatics 3 Credits
This foundation course addresses essential elements of health
informatics. Students will study facets of this evolving field and their
relationship with all aspects of health care. As a foundational course,
students will explore the relationship of data and information;
informatics skills; the current state of health care information
systems; and specialized applications of health informatics.
HIA 608 Health Care Program & Project Management 3 Credits
This course defines the role of leadership in effectively managing
multiple projects to achieve the organization’s goals. Students will
learn the key elements of planning, execution, monitoring, and
controlling the variables of a project as well as multiple projects
simultaneously. The course includes project management theory,
processes, quality control, and communication with stakeholders.
There is emphasis on practical application of project management
theories and management of resources and priorities.
HIA 610 Systems Analysis, Design & Technology 3 Credits
This course examines technical aspects of health informatics such as
the development of functional and technical requirements as well as
the design of data structures and business logic. Technology topics
such as networking, systems virtualization, security and web- based
application development are addressed. Students explore best
practices in cost- effective technology design. Prerequisite: HIA 601.
HIA 612 Technology Topics in Information
Governance & Business Analytics 3 Credits
Students are introduced to the technology tools and methods
associated with data governance, metadata design, data warehousing
and business intelligence. Data transformation technologies used to
turn transactional data into business intelligence models are explored.
The course also addresses the technical aspects of how to secure
technology platforms. Prerequisite: HIA 601.
HIA 615 Management Topics in Information
Governance 3 Credits
Principles of health data governance are addressed from a
management perspective. There is a focus on how stakeholders can
use big data models to make better financial and clinical decisions.
The course also explores the legal and regulatory aspects of health
data governance and information exchange including issues at the
consumer, organizational, local, state, national and global level.
Prerequisites: HIA 601 and HIA 612.
HIA 620 Data Visualization &
Decision Support 3 Credits
This course explores data analytics: tools, techniques, data and data
visualization. The course content includes the principles of the data
analytics process; open source and free software; and the differences
between a database and a database management system. The course
includes different modalities of data visualization and decision
support. Prerequisite: HIA 601.
HIA 625 Principles of Biostatistics 3 Credits
This course explores the application of fundamental statistical
methods to the health care environment. Course content includes both
descriptive and inferential methods including: data analysis,
statistical estimation, regression analysis, analysis of variance,
hypothesis testing and analysis of longitudinal data.
HIA 630 Clinical Research and Grant Writing 3 Credits
This course examines the essential elements of writing grant
proposals and research papers. Students will learn how to develop a
hypothesis, conduct a literature search, guidance in completing key
components of a research study and strategies and tips for conveying
information in an oral presentation. Throughout the course, students
will learn tips on how to write for a scientific audience. Prerequisites:
HIA 601 and HIA 620.
HIA 640 Providers Topics in Health Informatics 3 Credits
This course explores the roles of clinical providers in the adoption of
transformative information technology. There is a focus on the
interdisciplinary use of advanced informatics solutions to improve
health outcomes. Students examine ways in which providers
contribute to the development of knowledge systems and clinical
content in informatics applications. Prerequisites: HIA 601, HIA 610,
HIA 612, and HIA 615.
HIA 650 Advanced Topics in Biomedical Informatics 3 Credits
This course examines progressive topics in biomedical informatics.
Emphasis is on the use of these technologies in addressing issues
related to clinical care improvement and population health. This
advanced course also addresses progressive informatics topics such
as biobank data and integration of phenotypes into models of care.
Prerequisites: HIA 601, HIA 610, HIA 612, HIA 615, and HIA 640.
HIA 690 Health Informatics &
Analytics Capstone 3 Credits
This capstone course will highlight topics, issues, and skills learned
during the completion of the health informatics coursework. The
course will address cutting edge components related to data analytics
and data visualization in all aspects of the healthcare industry. The
final project will showcase the student’s application of the skills and
knowledge developed throughout the program. Prerequisite:
Successful completion of MSHIA program core courses.
HIM Health Information Management
HIM 105 Medical Terminology 3 Credits
This course is the study of medical language and includes the
building blocks of prefixes, suffixes and root words, definitions,
pronunciations, basic medical terms, and common laboratory tests,
diagnostic tests and procedures by body system.
HIM 205 Anatomy and Physiology 4 Credits
This course is part one of a two-part course that is the study of
anatomy, the structure of the body and how the body is organized and
physiology, the function and vital processes of the various structures
making up the human body. This course includes an overview of the
human body, basic chemistry of the body, cell and tissue structures,
integumentary, skeletal, and muscular and nervous system.
HIM 206 Anatomy & Physiology 3 Credits
This course is part two of a two-part course that is the study of
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anatomy, the structure of the body and how the body is organized and
physiology, the function and vital processes of the various structures
making up the human body. This course includes an overview of the
endocrine, cardiovascular, respiratory, lymphatic & immune,
gastrointestinal, urinary and reproductive systems. Prerequisite: HIM
205.
HIM 210 Pathophysiology 3 Credits
This course is the study of common human diseases, disorders and
conditions. In the course, students will learn the description,
symptoms and signs, diagnostic tests, etiology, and treatment for
common diseases, disorders and conditions. In addition, the students
will learn about the associated drug class for specific diseases,
disorders or conditions. Prerequisite: HIM 105, HIM 205, and HIM
206.
HIM 217 Electronic Health Records 3 Credits
In this course, students will learn about the structure, capture, use,
storage and retrieval of health information in paper, hybrid and
electronic formats. Students will learn about Electronic Health
Record (E H R) project management including scope, goals, strategic
planning, workflow analysis, functional needs assessment and
implementation. Students will learn about the financial aspects of the
E H R as well as the E H R from a consumer and a nationwide health
information network perspective. Prerequisite: HCA 205.
HIM 250 Clinical Classifications Systems I 3 Credits
This course is part I of a two-part course that introduces students to
applications for clinical classification and coding. Students will learn
about the development of classification systems, use of the health
record for coding and the relationship between coding and
reimbursement. In particular, the students will learn the guidelines for
diagnosis coding and organizational structure for provider billing.
Prerequisites: HIM 105, HIM 205, HIM 206, HIM 210 and HIM 217.
HIM 251 Clinical Classification Systems II 3 Credits
This course is part two of a two-part course that introduces students
to applications for clinical classification and coding. Students will
compare and contrast various processes, policies, and procedures to
ensure the accuracy of coded data and demonstrate their
understanding of diagnosis and procedure coding systems through
practical application. Prerequisites: HIM 105, HIM 205, HIM 206,
HIM 210, HIM 217, and HIM 250.
HIM 252 Legal Aspects of Health Information 3 Credits
This course explores the major legal and ethical issues central to the
implementation, application, and utilization of health information
across the spectrum of health care settings. Key topics include
liability, confidentiality, the legal and ethical ramifications of federal
legislative mandates pertaining to health information management
and informatics. Prerequisite: HIM 217 and HCA 205.
HIM 301 Introduction to Health Informatics 3 Credits
This foundational course details the history and factors driving the
emergence of health informatics. In addition to emphasizing the
concepts, terminologies and scope of health informatics, the course
delves into health information exchanges, data standards, health
informatics ethics, online resources and E-research. The course
includes an overview of basic database architecture, design and file
structure, and data warehousing and data mining in health care.
HIM 310 Healthcare Reimbursement 3 Credits
This course reviews health care reimbursement methodologies,
government and voluntary health care insurance plans, and inpatient
and outpatient reimbursement systems. Students will learn about the
revenue cycle, audit processes and compliance strategies.
Prerequisite: HCA 205, HIM 250 and HIM 251.
HIM 360 Healthcare Statistics 3 Credits
This course introduces the student to the generation and analysis of
common health care statistics, state and national reporting of
information and departmental performance standards. Students will
learn how to construct and analyze various tables and charts related
to health care. Prerequisites: HCA 205, HIM 217, HIM 250, and HIM
251, and Quantitative Reasoning Core competency.
HIM 370 Professional Practice Experience I 3 Credits
This course focuses on the technical application of concepts
introduced in other program courses and explores similarities and
differences with various health care providers. Students will
demonstrate their ability to apply knowledge, analyze situations and
create solutions in various health care scenarios. Prerequisites: HIM
105, HIM 205, HIM 206, HIM 250, HIM 251, HCA 205, HIM 310,
HIM 217, HIM 252, HIM 210, and HIM 360.
HIM 410 Health Informatics – A Systems Perspective 3 Credits
This course focuses on the behind the scenes components of
exchange, standards and interoperability of information in health
care. The course will evaluate informatics-based support resources to
include evidence based practice, clinical decision support and
transport protocols. Prerequisite: HIM 301.
HIM 420 Health Information Governance &
Strategic Planning 3 Credits
This course addresses key components of health care information
systems and operational effectiveness. Students will analyze the
strategic alignment of health information technology, including the
evolution of health care information systems and data governance.
Students will evaluate health information architecture and
infrastructure, applications and service management, and
administrative and financial systems. Foundational information on
the transition of data into knowledge, value analysis, and information
management strategic planning is provided. Prerequisite: HIM 301,
HIM 217, HIM 252, HIM 370 and HCA 205.
HIM 435 Analyzing Healthcare Data 3 Credits
This course is a synthesis of the major ideas, perspectives, and
concepts gained from the study of health informatics. Students will
learn about the construction and utilization of health care data sets;
the use of computerized statistical packages in health care; and the
role of health informatics in financial and performance improvement
goals. The student will apply common performance improvement
models and tools to develop data-driven organizational reports.
Prerequisite: HIM 301.
HIM 440 Health Informatics Research
Methods and Data Analysis 3 Credits
This course explores in depth the relationship of research and
informatics, research methods, the research process and the
quantitative and qualitative analysis of data, including descriptive and
inferential statistics. Students will explore the role of epidemiology in
research and policy development. Prerequisites: Successful
completion of quantitative reasoning core competency, HIM 360,
HCA 205, and HIM 252.
HIM 445 Healthcare Project Management 3 Credits
This course explores principles of project management to improve
quality and decrease cost in health care. While addressing the
intersection of healthcare and information technology, students will
learn about the project process and related tools and techniques to
successfully plan, execute, control and assess a project. Prerequisite:
HCA 205 and HIM 450, HCA311, HCA 312 or ACC 281
HIM 450 Healthcare Management 3 Credits
This course focuses on key management principles in health care
management and unique Health Information Management activities.
Students will learn about organizational structure, the planning and
decision making process, budgeting, committee and team dynamics,
staff hiring and development and key indicators of department
performance. Prerequisites: HCA 205, HCA 375, HIM 105, HIM
205, HIM 206, HIM 210, HIM 217, HIM 250, HIM 251, HIM 252,
HIM 310, HIM 360 and HIM 370. This course must be taken at
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Ashford University and may not be transferred from another
institution.
HIM 495 Professional Practice Experience II 3 Credits
This course is a combination of virtual activities and a supervised
management experience in a health care setting. Students complete
40 hours in a professional work environment demonstrating mastery
in their knowledge, application, analysis and synthesis of key Health
Informatics and Health Information Management concepts.
Prerequisite: Completion of BSHIM program core courses. This
course must be taken at Ashford University and may not be
transferred from another institution. This course is not eligible to be
taken as Non-degree seeking. PPE site approval is required before
this course can be scheduled.
HIM 496 Virtual Professional Practice Experience II 3 Credits
This course is a combination of virtual activities and a supervised
management experience in a healthcare setting. Students complete 40
hours in a professional work environment demonstrating mastery in
their knowledge, application, analysis, and synthesis of key Health
Informatics and Health Information Management concepts. This
course was designed to be offered during situations (earthquakes,
floods, tornados, or illnesses that threaten/risk the health and safety of
staff, students, or faculty) not under the control of the program or
institution, on a temporary basis, to students as a Professional
Practice Experience. Prerequisite: Completion of BSHIM program
core courses. This course must be taken at Ashford University and
may not be transferred from another institution. This course is not
eligible to be taken as Non-degree seeking. Approval is required
before this course can be scheduled.
HIS History
HIS 103 World Civilizations I 3 Credits
This course is a study of the origins and development of the world’s
major civilizations from their beginnings through the seventeenth
century. Emphasis is placed on the salient socio-economic, political
and religious characters of the civilization and the patterns of
interaction among them. Recommended prerequisite: ENG 122.
HIS 104 World Civilizations II 3 Credits
This course is a study of the development and interaction of the
world’s major civilizations from the seventeenth century to the
present. Emphasis is placed on the rise and decline of European
global dominance. Recommended prerequisite: ENG 122.
HIS 205 United States History I 3 Credits
American history from the beginnings of European settlement
through the Civil War. Emphasis is placed on the colonial sources of
American nationality, the development of American political
institutions, the evolution of American society, and the sectional
crisis of the mid-nineteenth century. Recommended prerequisite:
ENG 122.
HIS 206 United States History II 3 Credits
This course surveys American history from 1877 to the present.
Emphasis is placed on the multifaceted experiences within American
society; political, economic, intercultural, and social trends; and the
impact of the United States in world affairs. Prerequisite: ENG 122.
HIS 306 Twentieth-Century Europe 3 Credits
The history of Europe since 1900. Emphasis is placed on the
changing nature of European society, the confrontation between
totalitarianism and democracy, the origins and consequences of the
two world wars, and Europe’s evolving role in world affairs.
Prerequisites: ENG 122 and HIS 206. Suggested Prerequisite: HIS
378.
HIS 311 Gender in History 3 Credits
This course examines the changing roles and relationships of
individuals and groups within specific historical contexts in an
exploration of gender’s centrality to the study of the past. Students
will assess gender as a category of socially constructed difference
that reveals the complexity of peoples’ experiences as historical
actors. Starting from a broad discussion of gender history and theory,
the course moves chronologically and geographically through major
themes including the family, economic life, ideals and laws, religion,
political life, education and culture, and sexuality. Within each
topical area, emphasis is placed on the ways that gender is integral to
other relations of power, which have affected human lives in multiple
ways over time and place. Prerequisite: ENG 122 and HIS 206.
Suggested Prerequisite: HIS 378.
HIS 340 Recent American History 3 Credits
This course will examine the foreign policy, political, cultural and
social developments in the United States in the years after World War
II. Prerequisites: ENG 122 and HIS 206. Suggested Prerequisite: HIS
378.
HIS 355 Decolonization in Asia, Africa,
and the Americas 3 Credits
In this course, students will investigate the end of Western
imperialism and the decolonization process within Asia, Africa, and
the Americas via comparative analysis. Emphasis is placed on the
legacy of imperialism in modern society, different nationalistic
movements driving decolonization, the impact of decolonization on
society and culture, the relationship between formerly colonized
nations and their colonizers, and the impact of globalization in the
post-colonial world. Prerequisites: ENG 122, HIS 104 and HIS 206.
HIS 378 Historiography & Historical Methodologies 3 Credits
This course provides students with an introduction to the practice of
the discipline of history. It provides them with an overview of the
ways historians have approached the study of the past since classical
antiquity, acquaints them with the major approaches that characterize
the discipline today, and equips them to use appropriate practices in
historical research and writing. Prerequisites: ENG 122 and HIS 206
HIS 379 The Atlantic World 3 Credits
The history of the Atlantic basin from the late fifteenth century
through the early nineteenth, including the interactions of Africans,
Europeans, and the indigenous peoples of the Americas and the
societies their interactions produced. Themes covered include the
Columbian exchange, migrations (forced and voluntary), empire-
building, strategies of resistance, identity formation, and the
transatlantic dimensions of the American and French Revolutions.
Prerequisites: ENG 122, HIS 104 and HIS 206. Suggested
Prerequisite: HIS 378.
HIS 497 History Capstone: Advanced Research Project 3 Credits
Students will demonstrate their mastery of the learning outcomes of
the history major by demonstrating the ability to conduct historical
research using primary and secondary sources and by producing an
original research paper on an approved topic. Prerequisite: Successful
completion of the General Education Capstone course and all History
coursework.
HON Honors
HON 270 Thinking Critically about Global Issues 3 Credits
This course teaches critical thinking through a careful study of global
issues. Utilizing principles of logic, including analyzing reasoning
and assessing sources, students will examine critical issues of our
time. Students will engage in individualized and experiential
learning, in conjunction with scholarly research, in order to explore
relationships between critical thinking and personal responsibility.
The course emphasizes self-motivated research, with an eye to
leadership and problem solving. Prerequisite: Must be a current
Honors student.
Nontransferable; not eligible for Prior Learning
Assessment (PLA) credit.
HON 280 Society, Power, and Responsibility 3 Credits
This course will provide students with a foundation for informed and
effective civic engagement. Students will assess the civic identities of
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2020-2021 ACADEMIC CATALOG 335
different cultures, communities, and societies, including their own,
evaluating the impacts of various forms of civic engagement.
Students will analyze political biases in media, and explain how
political policies and discourse impact their lives. Emphasis will be
placed on the ways that diverse communities have engaged in various
civic processes to create change. Prerequisite: Must be a current
Honors student. Nontransferable; not eligible for Prior Learning
Assessment (PLA) credit.
HON 290 Studies in Culture and
Society: Exploring Diverse Perspectives 3 Credits
In this course, students will explore themes of intercultural and global
awareness and apply this knowledge to real life situations, both
historical and contemporary. Students will analyze diverse modes of
cultural expression and experience from multiple perspectives.
Students will also examine how cultural biases are created and how
these influence both past and current events. Prerequisite: Must be a
current Honors student.
Nontransferable; not eligible for Prior
Learning Assessment (PLA) credit.
HON 470 Leadership in the 21st Century 3 Credits
This course is designed for students to acquire leadership skills that
will benefit society on a global scale. Students will examine the role
of leadership in the context of global and societal issues.
Additionally, students will move from theory to the practical
processes of leadership in the 21st century, while investigating
process and content issues related to team building, interpersonal and
group dynamics, and effective problem solving and ethical decision
making skills in today’s world. Finally, students will be challenged to
assess primary global leadership examples, think critically upon the
principles evident in our current leaders, and develop a real-world
strategy for addressing a relevant societal issue. Prerequisite: Must be
a current Honors student. Nontransferable; not eligible for Prior
Learning Assessment (PLA) credit.
HON 480 Envisioning Innovation and Creativity
in the 21st Century 3 Credits
In this course students will examine the key elements of innovation
and creativity in the 21st century. Students will formulate a personal
philosophy of creativity and innovation, as well as develop an
innovation toolbox. In addition, students will propose idea generation
techniques meant to stimulate individual or group problem solving
approaches. Finally, students will integrate innovation and creativity
strategies within individual discipline-specific work. Prerequisite:
Must be a current Honors student.
Nontransferable; not eligible for
Prior Learning Assessment (PLA) credit.
HON 490 Honors College Seminar 3 Credits
The Honors College Seminar provides students an opportunity for the
synthesis and application of content learned throughout their honors
coursework though a spiraled process of skill demonstration
including reflection, application, and evaluation. Students will use
digital tools to create and showcase scholarly artifacts for both
academic and purposes. Prerequisite: Must be a current Honors
student. Nontransferable; not eligible for Prior Learning Assessment
(PLA) credit.
HPR Health Promotion
HPR 205 The Human Body, Health & Disease 4 Credits
This introductory course provides students the opportunity to develop
a basic understanding of health and disease as it relates to basic
human physiology for non-science majors. The functions of the
skeletal, muscular, integumentary, nervous, special senses, endocrine,
cardiovascular, respiratory, immune, gastrointestinal, urinary and
reproductive systems are explored. The most common conditions and
diseases associated with these systems are examined. Students are
provided the opportunity to learn about the major contributing factors
associated with these conditions and diseases. In addition to
coursework, weekly laboratories provide students the opportunity to
explore various aspects of human physiology while applying the
scientific method.
HPR 231 Introduction to Health Education 3 Credits
This course is a foundational course designed to provide an
introduction to health education and the health education profession.
Health educators are often responsible for developing and
implementing health education programs that aim to improve the
quality of life of individuals and communities. The roles,
responsibilities, skills, settings and professional networks of health
educators will be reviewed in this course.
HPR 232 Community Health Promotion Methods 3 Credits
This course provides an overview of the professional scope of entry-
level health educator responsibilities. Students gain knowledge of
organizational concepts, processes, skills, attitudes, and personal
characteristics comprising the field of health education. The course
content explores the theoretical and practical issues of the field of
community health that enable students to identify and apply health
education principles to health challenges facing individuals, groups,
and communities.
HPR 303 Health Communications 3 Credits
Utilizing a multi-disciplinary approach, this course provides an
introduction to the field of health communications, and explores how
communications are utilized to influence and motivate individuals,
institutional, government, and public audiences about important
health issues and interventions. Students examine processes for
creating clear, accurate, and appropriate health communications for a
variety of target audiences. Case studies of health campaigns are
integrated into the course.
HPR 350 Introduction to Epidemiology 3 Credits
This course will introduce students to the field of epidemiology, its
purpose and benefits within the public health and health-related
fields. It will provide the students the opportunity to review current
and relevant health surveillance data and its application in the various
health care fields. Furthermore, it will afford the students the
opportunity to learn about the role of epidemiologists in today’s
health care system.
HPR 450 Grant Writing and Evaluation 3 Credits
This course explores the strategies and execution of the grant process
and proposal writing in both non-profit and government sectors. The
course covers research for local, state, federal and private funding
sources, and emphasizes the creation and preparation of competitive
proposals. Students will use all aspects of grant and proposal writing,
including how to effectively describe objectives, research and
program design, methodology, expected measurable outcomes,
evaluation, and budget development. Students will prepare an actual
grant proposal as the final project.
HPR 460 Analysis of Health Research 3 Credits
This course is designed to provide students the opportunity to
develop a basic understanding of health research. Students are given
the opportunity to learn about the various types of health research and
associated research designs and methodologies. This course provides
the students with increased exposure to health research literature and
teaches students strategies to critically analyze this literature.
Students are provided the opportunity to learn about the ethical
dimensions, physical limitations, and practical application of health
research. The students are provided a supplemental booklet
containing example literature and figures that highlight the major
concepts covered in the course.
HRM Human Resources Management
HRM 400 Human Resource Technology Management 3 Credits
This course explores the impact of using technologies in serving HR
by building an awareness of technological skills. The content
investigates how information technology can be applied to strategic
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336 ASHFORD UNIVERSITY
management, records and employee tracking for enhanced
recruitment, selection, staffing, compensation, benefits
administration, policies and procedures, performance evaluation,
training and organizational development. Ethical and legal challenges
regarding protection of human resource data are researched.
HRM 610 Employment Law and Labor Relation 3 Credits
This course offers a comprehensive review of labor relations and
employment law as well as legal issues surrounding today’s
employment market. The course is designed to evaluate, analyze and
apply laws and legislation designed to protect employees and laborers
and their implementation by government entities. Students will
examine antidiscrimination, occupational safety and health,
unemployment, privacy, wages and other federal employment and
labor laws. Students will become familiar with leading labor and
employment regulations and practice in order to apply them to the
workplace.
HRM 620 Job Analysis and Design 3 Credits
This course examines the process of designing jobs based on market
analysis and organizational strategy. Students will explore how job
analysis and job design contributes to performance measurement,
selection and other core Human Resources functions.
HRM 630 Workforce Planning and Talent Management 3 Credits
This course provides a study of the theory, principles, and legal
requirements for effective workplace planning, recruitment, selection,
and retention. Students will explore methods for forecasting staffing
needs, and attracting and retaining talent. Students will examine the
usefulness of various methods and metrics used in job analysis,
testing and measurement, and internal and external market analysis.
This course explores practical situations regarding areas of employee
performance, discipline and termination.
HRM 640 Performance Management: Metrics &
Measurement of Human Resources 3 Credits
This course is a study on the role of measurements and metrics in
making informed decisions and aligning HRM strategies with
business objectives. Students will examine Human Resource
Management Systems (HRMS), performance management, and HRM
Analytics. Students will also learn how to bridge the gap between
organizational strategy, individuals, and departments.
HRM 650 Managing a Global and Diverse Workforce 3 Credits
This course provides students with an understanding of the
importance of diversity within the modern workforce and strategies
to manage diversity. Students will explore the multifaceted nature of
diversity and the relationships between diversity, Equal Employment
Opportunity and affirmative action. Students will be able to
understand the mechanics of oppression and power while learning the
greater advantages of hedging diversity for higher organizational
performance and managing the emerging issues in diversity.
HRM 660 Organizational Development 3 Credits
This course is designed to introduce students to organizational
development concepts and the role of HR as an internal consultant
within an organization. Students will examine organizational
development theories, models, and tools and the major functions of
human resources and how they relate to an organization’s
management strategy.
HSL Human Services Leadership
HSL 200 Direct Service Skills and Interventions
in Human Services 3 Credits
In this introductory course, students will develop an understanding of
the fundamental elements associated with the provision of direct
services to various client populations. Emphasis will be placed upon
formulation of a client assessment, development of interventions for
clients, designing an implementation plan for interventions, and
formal termination. Practical skills and competencies will also be
highlighted, including the significance of understanding the role of
evidence-based practice, problem-solving, proper documentation, and
self-care.
HSL 300 Social Welfare Policy and Social
Programs: A Historical Perspective 3 Credits
This course provides students with a comprehensive account of
relevant social policies that have shaped the evolution of
contemporary human services. An historical approach will be taken
to examine various facets of how social welfare policies have been
formed, as well as issues and considerations that have impacted their
development and implementation. Students will gain insight into
human service policies and social programs from the early 1900s to
present day.
HSM Homeland Security Management
HSM 101 Introduction to Homeland Security &
Emergency Management 3 Credits
This course is a broad overview of homeland security in the United
States. Areas of study include the organizational structure of the
Department of Homeland Security as well as the principals,
foundations, and doctrines surrounding homeland security. Students
examine both historical and current issues related to the creation of
the Department of Homeland Security, current policies of the
Department, and potential career paths within the department.
HSM 201 Department of Homeland Security
Missions & Current Issues 3 Credits
The course examines the Department of Homeland Security core
missions; the reasoning behind the Department; the threats to
America; and the current issues revolving around homeland security.
In addition, students look at the various career opportunities in the
Department of Homeland Security.
HSM 305 Survey of Homeland Security & Emergency
Management 3 Credits
This course is a broad overview of Homeland Security from its
emergence in America’s first century to the 9/11 attacks. Areas of
study include the rise of modern terrorism, domestic terrorism,
cyberterrorism, Homeland Security organization, strategies, programs
and principles, emergency management, the media, and the issues of
civil liberties.
HSM 311 Ethics & Homeland Security 3 Credits
This course provides a foundation of classical ethical theories and
explores the ethical implications of war and terrorism in the 21st
century. Students will be challenged to analyze the controversial
issues of the practice of torture, bombing of civilians, assassination
and targeted killing, and humanitarian intervention. Civil Liberties
and the Patriot Act will be examined. Case studies will offer students
the opportunity to examine their own moral stance on selected issues,
and study the traditional ethical rules and practices in war, even when
engaging with international terrorist groups.
HSM 315 Emergency Planning 3 Credits
This course will provide students with the skills to develop a
comprehensive plan for risk analysis, threat assessment, staffing an
emergency operations center, coordinating with supporting agencies,
and the creation of a continuing testing program. Actual case studies
are used to teach students how to plan for natural disasters as well as
terrorism at the federal, state and local levels.
HSM 318 Emergency Planning and Response 3 Credits
This course will provide students with the skills to develop a
comprehensive plan for risk analysis, threat assessment, staffing an
emergency operations center, coordinating with supporting agencies,
and the creation of a continuing testing program. Analysis of
historical incidents as well as realistic scenarios are used to teach
students how to plan for natural disasters as well as terrorism and
other emergencies at the federal, state and local levels. This course is
designed to provide students with the ability to evaluate an
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2020-2021 ACADEMIC CATALOG 337
emergency incident, determine its scope, understand the function of
the first responders, learn the communication procedures necessary to
alert the appropriate agencies, and understand how first responders
are dispatched. Students will create a recovery plan for response to
large scale incidents.
HSM 320 Emergency Response to Terrorism 3 Credits
This course is designed to provide students with the ability to
evaluate an emergency incident, determine its scope, understand the
function of the first responders, learn the communication procedures
necessary to alert the appropriate agencies, and understand how first
responders are dispatched. Students will create a recovery plan for
response to large scale terrorist incidents.
HSM 323 Revolution & Terrorism in the Modern
World 3 Credits
This course examines the ways revolution and terrorism has shaped
the twenty-first century from an interdisciplinary perspective drawing
on history, philosophy, and sociology. Emphasis is on the ideas and
socio-historical forces that have produced revolutions. Equivalent to
LIB 323.
HSM 433 Counter Terrorism & Intelligence Analysis 3 Credits
Students in this course study and analyze counterterrorism including
the evolution of counterterrorism, and the specifics of the typology
and anatomy of terrorist operations. The course includes an overview
of the intelligence community, collection, analysis, requirements and
dissemination.
HSM 435 Psychology of Disaster 3 Credits
Utilizing case studies and clinical research, the course will focus on
the psychological and physiological response to natural disasters,
terrorism, and other manmade disasters. Students will examine
psychological reactions, the recovery process and mental health care
for victims, disaster recovery teams, and first responders.
HSM 438 Introduction to Cyber Crime 3 Credits
This course focuses on the technical aspects of digital crime as well
as behavioral aspects of computer hackers, virus writers, terrorists
and other offenders. Using real life examples and case studies,
students will examine the history, development, extent and types of
digital crime and digital terrorism as well as current legislation and
law enforcement practices designed to prevent, investigate and
prosecute these crimes.
HSM 497 Homeland Security & Emergency
Management Capstone 3 Credits
In this final course students will demonstrate their mastery of
program outcomes in Homeland Security & Emergency Management
creating an original research and analysis report using the draft and
research developed in the Research and Analysis Course.
Prerequisite: Successful completion of the General Education
Capstone course.
HUD Human Development
HUD 5320 Advanced Theories of Adult Personal
Transformation 3 Credits
This course combines theoretical concepts of adult development and
adult learning with the experiential processes that lead to personal
transformation. Course topics add to the external, rational, and
analytical perspectives by also exploring the internal processes of
how adults learn and transform their meaning schemes over time.
Students will have the opportunity to become aware and analyze
current assumptions, interpretations, emotions, beliefs, habits of
mind, and perspectives that define their external and internal world.
Students will participate in mindfulness practices designed for
transformational change, such as journaling, discourse, and a variety
of reflective practices.
HUD 5340 Resiliency, Transformation, & Life’s
Challenges 3 Credits
This course examines the theoretical concepts and assumptions of an
individual’s ability to appropriately manage and cope with life’s
stressors and adversity. Topics will explore factors in developing
resilience when dealing with both ordinary and extraordinary stress.
Students will have the opportunity to explore their own sense of
resiliency and practice strategies based on empirical evidence from
research on resilient individuals who have a tendency for adopting
coping strategies that elicit positivity. Resiliency strategies include
cognitive reappraisal such as finding benefit-in life’s challenges,
humor, or optimism; realistic planning, self-confidence, goal directed
problem solving skills, and the ability to manage strong impulses and
feelings.
HUD 5420 Interdisciplinary Theories of Gerontology 3 Credits
This course explores the interdisciplinary issues associated with
gerontology and aging. Topics include social, biological, cognitive
theories; differences in issues related to environment and gender; and
future implications for service organizations and policy makers in
relation to an aging society. Students will understand the individual
aging process related to psychological, economic, cultural, and health
issues. Students will critically assess the practical implications of an
aging population, its social significance, and its effect on society at
large in relation to policy, services, living environments, retirement,
social support, family relationships, and diseases of older adulthood.
HUM Human Services
HUM 5010 Overview of Human Services 3 Credits
This course is designed to introduce the student to the broad field of
human services, the types of disciplines represented in the field, the
general nature and scope of services provided by the disciplines, the
similarities in services provided, and the differences among the
disciplines. A major emphasis will be on the ways in which human
services professionals can effectively and efficiently interact to
enhance service delivery and maximize the use of valuable resources.
HUM 5060 Grant Writing 3 Credits
This course provides students with knowledge of various types of
government and private grants, sources of information on funding
agencies, grant writing principles and techniques, pre-submission
consultation review processes, and the overall grant review process.
Practice in researching funding sources and grant guidelines and in
proposal preparation are included.
HUM 5100 Integrative Project for Human Services 3 Credits
This course provides the opportunity for students planning careers in
human service agencies to apply knowledge and skills obtained
throughout the program in a practical way. Students may opt for
projects in new program/ service delivery design, program
evaluation, or grant writing by utilizing quantitative or qualitative
research on an issue in human service delivery, or other appropriate
areas, approved by the instructor. HUM 5100 is intended to be a
capstone course in the student’s program. Prerequisite: completion of
all required coursework. This course may not be transferred in.
HUM 5210 Recruiting & Coaching Volunteers 3 Credits
This course is designed to provide students with working knowledge
of volunteer use in human service agencies. Sources and methods of
volunteer recruitment, legal issues in the recruitment and use of
volunteers, screening issues, methods of training, and techniques for
coaching, securing and maintaining on-going commitment, and
effective use of volunteers are areas of focus.
HUM 5220 Non-Profit Principles & Practices 3 Credits
This course provides students with the common issues and principles
surrounding non-profit agencies and organizations. Background and
philosophy, rules and regulations, tax implications, principles of
philanthropy, the role of grants and other sources of external funding
are emphasized. Prerequisite for MA Psychology, Non-Profit
Management Specialization: completion of all required coursework.
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338 ASHFORD UNIVERSITY
HUM 5300 Human Services Delivery Skills & Processes 3 Credits
This course provides students with a broad overview of the laws and
regulations that govern delivery of services in the various human
services disciplines. Cross-disciplinary regulations, policy
development and review in agencies, and methods to impact policy
/regulation development and revision at the state and national level
are areas of emphasis.
HUM 5500 Human Services Administration 3 Credits
This course draws from the concepts of organizational behavior and
leadership theory and human services policy to present the students a
conceptual framework for leading a human services organization.
Leadership issues unique to human services settings will be
discussed, with the focus on developing effective leadership styles,
promoting self-care practices, and using mindfulness-based strategies
to enhance self-awareness and improve organizational effectiveness
in human services agencies. Prerequisite: HUM 5300.
HUM 6100 Group Theories & Human Systems 3 Credits
This course will explore group theories and groups as human
systems. Students will study how large and small groups are utilized
in human service organizations. The students will also gain an
understanding of group dynamics and functionality for the
application of research and theory relating to large and small groups
and human social systems for the enhancement of service delivery.
The emphasis is on integrating theory and concepts from the
behavioral and social sciences as a basis for understanding group
systems theory and human behavior within human services and
society.
HUM 7100 History & Systems of Human Services 3 Credits
This entry point course provides the historical context and
development of the human services field. This course examines the
historical context and the evolution of health and human services
professions. Students will study the origins of the profession and
evaluate ways in which philosophical and ideological perspectives
have defined the fields of practice throughout its history. Students
will analyze the ways service delivery and social policy has changed
in response to political influence and societal needs. Students will
explore the differing political, social, and economic perspectives and
their influence on health and human services professions.
HUM 7140 Socio-Cultural Determinants in Society 3 Credits
In this case study-based course on social determinants of human
services and aspects of diversity, students will examine the conditions
in which people are born, grow, live, work, and age in varying US
and global social systems and demographics. Students will explore
social constructs, correlates of behavior, impact of social and
community structure on status, and disparities within diverse
communities. Students will apply social and behavioral theories of
human service resources, strategies, methods, ethics, and public
policy.
HUM 7160 Organizational Operations & Human
Services Administration 3 Credits
Students will apply advanced critical thinking skills in this course
designed to expose them to a broad range of essential organizational
operations and extend students’ existing knowledge base on the
workings of human services administration. In addition to exploration
of volunteer recruitment, retention and management, marketing,
cross-disciplinary regulations, development and implementation of
policy, change management, fund-raising, the critical focus will
apply to leadership theories and organizational behavior aimed at
positions of leadership within an organization.
HUM 7170 Financial & Grant Management 3 Credits
This financial and grant management course critically examines and
identifies various accounting and financial knowledge related to the
establishment and monitoring of financial strategies, policies, and
tools within a government or private human services organization or
service. In addition, financial management roles and responsibilities,
advanced grant writing principles and techniques, and ethical
financial practices and accountability will be explored and developed.
HUM 7175 Program Review & Evaluation 3 Credits
This practical program review and evaluation course for the human
services discipline will employ a hands-on approach ultimately
culminating in a hypothetical program evaluation and service-level
improvement by completing weekly process goals, to include
analysis of a completed needs assessment survey. The course will
provide students with all materials needed in order to evaluate the
complex program presented and complete tasks to ultimately modify
it by the end of the term.
HUM 8060 The Non-Profit Executive as Fund Raiser 3 Credits
This advanced seminar examines all recognized methods of fund
raising, forecasting fund raising income, and balancing administrative
and fundraising expenses in the short term with longer term
programmatic and mission goals. Topics include direct mail, planned
giving, special events, corporate giving, and foundation grant writing.
HUM 8070 Advanced Seminar: Volunteers &
Non-Profit Governance 3 Credits
Non-profit organizations and their governance, depend heavily on
sound working relationships among staff, especially executive staff,
volunteer officers, and board members. This course explores common
issues and concerns related to this governance, especially succession
planning, assessing the ability of potential leaders, executive
development, and engaging volunteers during and between board
meetings.
HUM 8105 Applied Human Services Policy 3 Credits
This course examines cutting edge trends in the formation and
execution of human services policy in public and private
organizations. Selected topics include the current human services
climate, forces driving policy formation and execution, and issues
related to the future of human services policy. The topics selected
will connect human service policy with culture, existing
organizational strategies, and the process of change in future
directions. Effective mechanisms to influence policy are emphasized.
Major case study examples of human services policy are included in
the learning process.
HUM 8115 Theories & Strategies of Community
Development & Advocacy 3 Credits
This course examines the theories and research underlying the
political, economic, and social structures related to community
groups and organizations within contemporary society. Students
analyze methods of creating communities and social organizations
that empower and support individuals to work together to initiate
change, with or without the assistance of outside advocacy. Students
develop skills to create and assess community action plans,
incorporate persuasive language into client advocacy, and organize
political action groups to seek opportunities for themselves and
others. There is a focus on social and economic justice within the
context of human services’ ethics that supports and sustains the well-
being of individuals and communities, especially among diverse
populations.
HUM 8125 Performance & Quality Management 3 Credits
This course provides students with the opportunity to explore the
theories underlying performance evaluation and approaches to
evaluation in human services settings. Emphasis is placed on
conceptual, methodological, organizational, political, and ethical
problems in evaluating both risks and approaches involved in the
delivery of human services. Students will learn to identify quality and
outcome indicators. They will learn to evaluate research and analyze
data associated with the evaluation of the quality of service delivery
and the assessment of risk. They will learn construct techniques used
to perform the evaluations, strategies for getting human services
professionals to be invested in the development of the research and in
the outcomes, demonstration of program effectiveness, and
dissemination of results to stakeholders.
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HUM 8215 Special, Vulnerable & Underserved
Populations in Human Services 3 Credits
This course will apply a hands-on approach to understanding the
unique needs of vulnerable and underserved populations in the
human services field. Students will explore all of the following and
select one to complete a practical project incorporating the study of
and recommendations for specific needs of: military members and
their families, veterans, homeless individuals and homeless families,
immigrants, the geriatric community, medically underserved,
chronically and severely mentally ill, single parents, the uninsured,
economically disadvantaged children and families, those with human
immunodeficiency virus [HIV], racial/ethnic minorities, incarcerated
individuals and their families, or any other instructor approved
demographic population.
HUM 8225 Human Services Information Technology 3 Credits
This course explores the past, present, and future of various human
services information technology modalities from the basics of
computer literacy, telecommunications, networking, accounting and
administrative applications, to security issues and Health Insurance
Portability and Accountability Act of 1996 (HIPAA). With evolving
changes in laws and policies, such as implementation of the
Affordable Care Act, this course is recommended for those students
interested in staying abreast of the latest in cutting-edge technologies
that coincide with this and other legislative initiatives impacting the
human services field.
HUM 8519 Advanced Seminar: Ethical Issues in
Non-Profit Management 3 Credits
This advanced seminar examines enduring issues in business and
professional ethics and applying proven approaches to ethical
professional practice and organizational operations in contemporary
non-profit organizations. Topics will include social responsibility of
for-profit organizations in support of non-profit organizations,
program operating budgets vs. long-term financial stability, and
ethical concerns related to governance and program priorities.
HWE Health and Wellness
HWE 200 Introduction to Health & Wellness 3 Credits
This course provides students with a holistic overview of the multi-
faceted dimensions of health and wellness across the lifespan. The
seven dimensions of health: Physical, social, intellectual, emotional,
occupational, spiritual, environmental, and financial are explored
within the context of a wellness lifestyle.
HWE 330 Musculoskeletal Anatomy & Physiology 3 Credits
In this course, students study the structure and function of muscular
and skeletal systems within the human body using a regional
approach. Students are given the opportunity to learn about
anatomical variation, the functional importance of this variation, and
common pathologies of the upper and lower extremities and trunk.
This course expands upon the anatomical concepts provided in the
prerequisite, The Human Body, Health, and Disease. Prerequisite:
HPR 205.
HWE 340 Exercise & Physiology 3 Credits
This course introduces students to physiological responses to exercise
in the human body. Students compare the major physiological
systems (energy transfer, cardiovascular, respiratory, neuromuscular,
etc.) at rest, explain the systemic adaptations that occur with acute
and long-term exercise, and evaluate how these activities affect
health and human performance. Students also analyze how nutrition
and pharmacological aids impact athletic performance.
HWE 415 Stress Management 3 Credits
This course provides students with a basic understanding of stress
management concepts including causes and effects of acute and
chronic stress as well as techniques used to manage stress. Students
learn about the effects of stress, analyze the relationship between
stress and health, apply stress management techniques, and develop
stress management programs while considering various cultural
backgrounds.
HWE 420 Wellness for Special Populations 3 Credits
This course is designed to provide students the opportunity to
enhance their understanding of nutritional concepts and designing
exercise programs for special populations. Students will learn how to
apply knowledge to develop and modify exercise plans for
individuals with special conditions. Special populations that will be
covered in this course will include but not limited to: the elderly,
pregnant women, individuals at risk for disease (i.e. elderly, obese),
and individuals living with health conditions (i.e. cardiovascular
disease, arthritis, pulmonary disease, obesity, diabetes, hypertension,
etc.). Risks, contraindications, and benefits of exercise for these
special populations also will be covered.
HWE 498 Health & Wellness Capstone 3 Credits
This course is a synthesis of the major ideas, perspectives, and
concepts gained from the study of health and wellness. Assignments
provide students with an opportunity to create health and wellness
programs for target populations and apply appropriate health
promotion strategies and techniques to benefit these groups. Students
analyze lifestyle factors that negatively or positively affect health and
evaluate the effectiveness of wellness programs. This course also
provides an opportunity for the students to develop career- related
tools for use in professional situations. This course should be taken as
the last course in the program.
IDT Instructional Design and
Technology
IDT 601 Instructional Analysis I 3 Credits
This course provides an introduction to the instructional design
process. Students will start with the identification of a problem or
need that can be addressed by an instructional intervention. Weekly
course work will then culminate in conducting a complete
instructional design front end analysis (IDFEA). Major components
to the IDFEA include: gathering data to inform the intervention,
identifying and describing a target audience and learning setting, and
providing an overview of tasks, instruction, and content that will be
associated with the proposed solution to the problem or need. In
addition, students will take part in professional network development
(PND) activities and discussions to create connections to other
professionals via social networking technologies in the field of
instructional design and technology.
IDT 602 Instructional Analysis II 3 Credits
This course builds on the work completed in IDT 601: Instructional
Analysis I. Weekly course work will culminate in the completion of
instructional design project proposal (IDPP) and a conference
presentation and proposal (CPP). Major components to the IDPP
include: addressing the strategies and resources as well as the
outcomes that the target population will achieve as a result of the
instructional intervention. The CPP is an opportunity to construct
and present a proposal for the instructional design project as if
planning to do so at an academic or professional conference.
Although an actual conference will not be attended, a presentation
will be recorded for MSIDT program peers and the program’s faculty
to view. The proposal format used has been adapted from the
Association for Educational Communications and Technology
(AECT) conference proposal. The AECT was chosen as it is a
prominent organization in the field of instructional design and
technology. In addition, students will take part in professional
network development (PND) activities and discussions to create
connections to other professionals via social networking technologies
in the field of instructional design and technology. Prerequisite: IDT
601
IDT 603 Instructional Design and Technology I 3 Credits
This course builds on the work completed in IDT 602: Instructional
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Analysis II. Weekly course work will culminate in the completion of
a design document, flowcharts, and storyboards. The Design
Document is where additional factors that may affect the design of
the final project will be considered while the flowcharts and
storyboards will provide graphical and visual details related to project
navigation, usability, and design. Prerequisite: IDT 602.
IDT 604 Instructional Design and Technology II 3 Credits
This course builds on the work completed in IDT 603: Instructional
Design and Technology I. Weekly course work will culminate in the
completion of instructional materials, the assessment of project
changes, and professional network development. Three examples of
instructional materials to support the implementation of the final
project will be created. Students will also assess their MSIDT
coursework up to this point and make necessary project revisions to
refine the overall effectiveness of the design, feasibility, usability,
and alignment to the project learning objectives. In addition, students
will take part in professional network development (PND) activities
and discussions to create connections to other professionals via social
networking technologies in the field of instructional design and
technology. Prerequisite: IDT 603
IDT 605 ID Project Management 3 Credits
This course builds on the work completed in IDT 604: Instructional
Design and Technology II. Weekly course work will culminate in the
completion of a communication and management plan. The
communication and management plan will address the
communication hierarchy, preferred methods of communication, and
how frequently everyone should be communicating. Student’s will
also provide an overview of how the content will be sequenced in
their projects as well as conduct a topic and/or concept and/or task
analysis depending on the nature of the content and project.
Prerequisite: IDT 604
IDT 606 ID Technology Research 3 Credits
This course builds on the work completed in IDT 605: ID Project
Management. Weekly course work will culminate in the completion
of technology market study and making project design revisions. In
addition, students will take part in professional network development
(PND) activities and discussions to create connections to other
professionals via social networking technologies in the field of
instructional design and technology. Prerequisite: IDT 605
IDT 607 Evaluation of Instructional Systems 3 Credits
This course builds on the work completed in IDT 606: ID
Technology Research. Weekly course work will culminate in the
completion of Program/Project Evaluation and an Evaluation Plan.
Students will conduct a Program/Project Evaluation through the
construction of a logic model while the evaluation plan will be
developed to establish how target audience will be assessed to
determine whether the solution to the problem has been effective.
Prerequisite: IDT 606
IDT 608 Instructional Development I 3 Credits
This course builds on the work completed in IDT 607: Evaluation of
Instructional Systems. Weekly course work will culminate in the
completion of a working prototype which reflects the major features,
content, and functionality student’s MSIDT project. In addition,
students will take part in professional network development (PND)
activities and discussions to create connections to other professionals
via social networking technologies in the field of instructional design
and technology. Prerequisite: IDT 607
IDT 609 Advanced Instructional Design and Technology 3 Credits
This course builds on the work completed in IDT 608: Instructional
Development. Weekly course work will culminate in students
conducting an Alpha Test with the Prototype developed in IDT 708.
Once conducted, students will analyze and write up the results of the
alpha test in the form of an Alpha Test Report. Prerequisite: IDT 608
IDT 610 Advanced Instructional Design
and Technology II 3 Credits
This course builds on the work completed in IDT 609: Advanced
Instructional Design and Technology I. Weekly course work will
culminate in the completion of a design team and stakeholder plan.
Student will also make revisions to their projects based on the results
of their alpha test that was conducted in IDT 709. In addition,
students will take part in professional network development (PND)
activities and discussions to create connections to other professionals
via social networking technologies in the field of instructional design
and technology. Prerequisite: IDT 609
IDT 611 Final Project Phase I 3 Credits
This course builds on the work completed in IDT 610: Advanced
Instructional Design and Technology II. Weekly course work will
culminate in students conducting a Beta Test with their final project.
Once conducted, students will analyze and write up the results of the
beta test in the form of a Beta Test Report. Finally, students will
make revisions to their projects based on their beta test findings.
Prerequisite: IDT 610
IDT 612 ID Final Project Phase II 3 Credits
This course builds on the work completed in IDT 611: Final Project
Phase I. Weekly course work will culminate in the completion of a
final project presentation, the creation of an ePortfolio containing
various artifacts of MSIDT coursework, and a final project reflection.
In addition, students will take part in professional network
development (PND) activities and discussions to create connections
to other professionals via social networking technologies in the field
of instructional design and technology. Prerequisite: IDT 611
INF Information Systems
INF 103 Computer Literacy 3 Credits
Students will use operating system software, the Internet, and
productivity software (word processing, spreadsheet, presentation
graphics, etc.). Students will use the library and Web resources to
research a topic, word process their findings, and create a visual
presentation to communicate to the class.
INF 220 IS Principles 3 Credits
This course develops students’ understanding of information systems,
foundational technologies, and organizational application to conduct
business and solve problems. This course presents information
systems principles and examines how they form an integral part of
modern organizations. Topics include systems concepts;
organizational processes; technological aspects of information
systems; Internet applications; IT security; database management;
systems development life cycle; and ethical and social responsibility
issues. Prerequisite: INF 103 or permission of instructor.
INF 231 Programming Concepts 3 Credits
This course is an introduction to computer programming with focus
on the program development process and concepts involved in use of
a higher- level, object-oriented programming language. In this hands-
on, virtual lab-based course, students will analyze, design, code, and
test computer programs using the JAVA programming language.
Different programming language designs will be explored 51
including building web elements, mobile applications, computer
programs, and commands to different machines. Computer hardware
and associated technologies are discussed. Students will acquire
hands-on experience in the programming process.
INF 322 Database Management Systems 3 Credits
This hands-on, virtual lab-based course introduces students to
fundamentals of database management systems, techniques for the
design of databases, and principles of database administration.
Database management concepts, practices, and emerging trends are
evaluated. In lab sessions, students will demonstrate the ability to
build databases using enterprise DBMS products such as Oracle or
SQL Server. Prerequisites: INF 231 and fulfillment of the
Quantitative Reasoning Core competency.
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2020-2021 ACADEMIC CATALOG 341
INF 325 Telecommunications & Networking Concepts 3 Credits
A study of real-time and distributed-processing computer networks
including telecommunications, data transmission techniques
(protocols), design, and implementation considerations. Prerequisite:
INF 231 or permission of the instructor.
INF 336 Project Procurement Management 3 Credits
Designed to develop the basic knowledge base of project managers
and project procurement managers, this course emphasizes partnering
between buyers and sellers to create a single culture with one set of
goals and objectives. Students will discover the key areas in
procuring outside services and products—from the initial decision to
buy through final contract closeout. They will recognize what must
be done for success in the six key project procurement management
processes: procurement planning, solicitation planning, solicitation,
source selection, contract administration, and contract closeout. They
will also formulate the make-or-buy decision, prepare an effective
procurement management plan to guide the team, and use
outsourcing for maximum benefit. Lessons and best practices from
procurement theory and experience are also presented. This course
can be used as a substitute for BUS 309.
INF 337 Integrated Cost & Schedule Control 3 Credits
Effective cost and schedule management are cornerstone activities of
each project. Students will determine how best to plan the execution
of a project scope, to consider stakeholder budget and schedule
constraints, to use different methodologies, and to establish the
performance measurement baseline. They will also discover keys to
identify potential cost and schedule overruns and master the tools and
techniques to compare actual work accomplished against established
plans, as well as work accomplished against actual expenditures. By
identifying early warning indicators, students will gain greater insight
into potential risk areas and take the necessary corrective action to
keep the project in control. Prerequisites: ACC 205, and MAT 332 or
BUS 308.
INF 340 Business Systems Analysis 3 Credits
This course studies the problems and needs of organizations and how
business functions, staff, data, business processes, and technology
can be used to achieve organizational goals and objectives. The focus
is on assessment for improvement of the business and its functions.
Prerequisite: Fulfillment of the Digital Literacy Competency
INF 620 Management of Information Systems 3 Credits
This course introduces the fundamentals of computer systems, the
role of information processing in the business environment, and
provides a basic overview of essential computer software. The course
also provides an overview of systems development, operating
systems and programming, database management, networking, and
telecommunications all from a management perspective.
INF 630 Systems Analysis 3 Credits
This course addresses the business systems analysis function and
purpose within organizations. Students will learn to elicit, analyze
and validate business and user requirements. Topics include
information systems solutions planning, requirements gathering,
logical system diagrams, developing information systems solutions to
address business problems, and business information systems
analysis methods.
INF 690 ISS Seminar 3 Credits
This course emphasizes the use of information technology to develop
distinct competitive advantage in relations with competitors,
customers, and suppliers, and with respect to products and services.
Course participants examine strategies of actual companies and
identify other strategies that can be deployed to gain competitive
advantage in diverse settings. In addition, the course is cumulative in
nature, integrating knowledge and information attained while
completing the entire MBA curriculum. The course project requires
generation and presentation of an organizational information systems
strategic plan.
INT Information Technology
INT 100 Fundamentals of Information
Technology & Literacy 3 Credits
This course is designed to prepare students for their degree program
path. The Fundamentals of Information Technology and Literacy
course covers concepts to enable fluency in Information Technology
(IT), a fluency that the National Research Council (NRC) considers
an important component of the life-long learning process. This course
includes a review of basic concepts needed for the program including
topics such as operating systems and computer components,
hardware and software, basics of database, programming and system
design, and other concepts that encourages critical thinking.
INT 301 Computer Networking 3 Credits
This course provides a comprehensive overview of digital and analog
transmission. The course discusses fundamentals of voice, video and
data processing, client-server architectures, Open Systems
Interconnect model (OSI), Network Components, Local Area
Networks (LAN) and Wide Area Networks (WAN), and cutting edge
technologies. In addition fundamentals of Ethernet, TCP/IP, and
other high speed protocols, broadband communication systems will
also be presented. Participating students actively learn via case
studies that provide “real-world” examples and scenarios of modern
state of the art data communication systems. Prerequisite: CPT 307.
INT 302 Programming in C++ 3 Credits
This course teaches structured high-level language C++ programming
using the C++. Topics covered include basic input and output,
declaration and use of variables, control statements, application of
functions, and arrays. Students will deploy applications using C++
programming language. Prerequisite: CST 301.
INT 303 Human Computer Interaction 3 Credits
This course will focus on the scientific principles of Human
Computer Interface (HCI) design methodology and the user-interface
used in the HCI implementation. Covered topics include human
cognition, HCI theories, role of end user, prototyping, user interface
design, components of graphical user interface (GUI), system
usability and accessibility. Prerequisite: CST 301.
INT 304 Web Design & Development 3 Credits
In this course, students will study major web programming
languages. Topics such as content development strategies,
crowdsourcing, and supplier management methods are covered while
focusing on page layout methods, design coding practices, selection
of multimedia, typography, graphics, usability, and accessibility
issues. Website publishing, test, marketing, management, and
maintenance will also be discussed. Prerequisite: CST 301.
INT 305 Mobile Application Design & Development 3 Credits
This course will focus on the principles of mobile applications
development. Students will develop mobile applications on
platforms, such as Android. Major topics include memory
management, (UID) User Interface Design and Development, input
and data handling, network techniques, URL loading, and GPS and
motion sensing. Students will create projects, including conception
analysis, design and implementation, and testing, to be deployed in
real-world applications. Prerequisite: CST 301.
INT 401 Information Technology Strategy &
Management 3 Credits
Information Technology has the potential to increase personal and
organizational productivity and provide competitive business
advantages. The primary objective of the course is to familiarize
students with Information Technology that can be used in solving
business problems, increasing productivity, and employing
competitive advantage strategies. Major topics of the management of
Information Systems (IS)/Information Technology (IT) are covered,
including strategic and operational issues, the significance of rapidly
advancing technology, current technology trends, systems
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architectures, data management, networking, e-business strategy and
tactics, supply chain implications, and human and organizational
issues related to Information Technology introduction and use.
Prerequisite: CST 301.
INT 499 Capstone for Information Technology 3 Credits
In this course, students will complete a real-life project within a team
environment. Students will cover project management techniques
such as system planning, system analysis, requirements analysis,
conceptual modeling, system development, testing as well as
suggesting maintenance and support ideas. Throughout this course,
students are required to submit a weekly progress to the instructor,
complete weekly interactive assignments, and incorporate feedback
from the instructor throughout the project development. Upon the
completion of the course, each group will be required to submit their
project and documentations as well as a presentation of the final
working project. Prerequisites: INT 302, INT 303, INT 304, INT 305
and INT 401.
INT International Leadership
INT 6230 Leading Across Boundaries 3 Credits
Effective organizational leadership occurs when groups collaborate
across boundaries to achieve outcomes that are above and beyond
what those groups could achieve on their own. No longer do leaders
work only within an intact group in which leaders and followers
share a culture, values, and interests. Global leaders must also be able
to lead across groups, where a diversity of experience, expertise, and
culture intermingle. This course provides students with the
knowledge and skills required to lead successfully across intra-and
inter-organizational group boundaries in the global, multi-cultural
environment. Students explore leadership styles, principles, and
theories; cultural competence required to lead successfully in the
global environment; characteristics and challenges of the six
boundaries that leaders encounter (vertical, horizontal, stakeholder,
demographic, and geographic); and specific strategies for spanning
these boundaries in the global context.
INT 6250 Glocalization: Leading Across Cultures &
International Communication 3 Credits
This course introduces the concept and evolution of glocalization
over past decades. The dialectic of global and local are examined
within complex globalized marketplaces where global dexterity is
required. Students are grounded in basic theories of communication
and explore how dimensions of culture influence leading and
communicating across cultures, particularly at an organizational
level. Students design a plan to “glocalize” an organization by
adapting their leadership and communication behaviors and styles.
ISM Information Systems Management
ISM 500 Introduction to Management
of Information Systems 3 Credits
This course introduces students to the fundamentals of computer
systems and the role of information processing in the business
environment. Students are provided with a basic overview of
essential business software as well as insight into systems
development, operating systems and programming, database
management, networking, and telecommunications from a
management perspective.
ISM 510 Introduction to Computer
Programming for Business Applications 3 Credits
This course introduces students to computer programming concepts
that include client/server applications, dashboard technologies, and
responsive Web design for current platforms. Students explore basic
programming tenets such as user-centered interface design, object
oriented programming, mobile app development, and other topics
related to current practices. Using a virtual lab, students apply course
concepts to an iterative project that is developed during the six-week
course.
ISM 640 Computer Networking &
Telecommunication Design 3 Credits
This course covers methods and techniques for the design of
computer and telecommunication networks as well as management
and business perspectives on network design, traffic and application
requirements, network cost analysis, topological design, capacity
assignment, virtual network design, network design tools, wireless
network design issues, availability analysis, and survivable network
design. Students participate in a group project, through which they
develop a networking solution for a business problem. Prerequisites:
BUS 600 and INF 630.
ISM 641 Database Design & Management 3 Credits
This hands-on, virtual lab-based course introduces students to data
modeling and relational databases. Students design and implement
normalized databases and manipulate them through online interfaces.
The course provides opportunities and includes assignments that
allow students to develop the skills needed for translating users’ data
needs into functional business applications. Prerequisites: BUS 600
and INF 630.
ISM 642 Information Security and IT Governance 3 Credits
This course provides students with a review of networking concepts
and technologies that are critical to IT security operations. It offers
guidance on usage and includes a comparison of the available
methodologies and their content. Students examine the importance
and benefits of sound IT governance to any IT organization. They
investigate computer security principles, mechanisms, and
implementations to ensure data protection and security of computers
systems and examine key network perimeter security tools, including
firewalls and intrusion detection systems (IDS). Prerequisites: BUS
600 and INF 630.
ISM 643 Leadership in Business
Systems Development 3 Credits
This course provides students with a foundation for applying
appropriate techniques when managing software development
projects. Focus is placed on managing Agile development projects
and using Agile development methodologies. The importance of team
management, changing goals and priorities, knowledge management
ideals, and alignment with organizational goals is presented. Students
complete a group project, though which they apply leadership
principles to a mock software development project. Prerequisites:
OMM 622 and ISM 641.
ISM 644 Legal and Ethical Issues in Technology 3 Credits
This course examines legal and ethical issues in today’s technology
and data-driven organizational environments. Students analyze issues
from an organizational perspective on topics that include information
ownership, privacy, and the concept of due care and responsibility for
data collected by organizations. Compliance requirements,
regulations, and laws governing data and information, protection,
collection, usage, and storage are discussed. Prerequisites: OMM 622
and ISM 642.
ISM 645 Information Technology Strategic Planning 3 Credits
This course examines the means for effectively developing short-,
medium-, and long-term technology plans. Students focus on topics
such as assessment of a firm’s current state and future goals, the
process of information technology enterprise planning for meeting
the goals of the organization, the need for and the responsibilities of
an information systems steering committee, and the methods of
identifying and prioritizing information technology projects for the
organization. A group project that applies the elements of strategic
planning is a key component of this course. Prerequisites: OMM 622,
ISM 642 and ISM 643.
ISM 650 Information Systems Project Methodologies I 3 Credits
This course introduces students to project management as defined by
the Project Management Institute’s (PMI) body of knowledge
(PMBOK) with an emphasis on information technology projects.
Project management processes and knowledge areas are explored,
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2020-2021 ACADEMIC CATALOG 343
with a specific focus placed on the project initiation, scope, schedule,
cost, and quality management. Students have opportunities
throughout the course to work in groups as they develop components
of the project plan. Prerequisites: BUS 600, INF 630, ISM 640, ISM
641, ISM 642, OMM 622, ISM 643, ISM 644 and ISM 645.
ISM 651 Information Technology Methodologies II 3 Credits
This course is a continuation of ISM650. In this course, students
continue exploring the project management knowledge areas of 52
human resources, communications, risk management, and
procurement. Emphasis is placed on information technology projects.
Students have opportunities throughout the course to work in groups
as they develop components of the project plan. Prerequisite: ISM
650.
ISM 652 Project Management Capstone – Strategic
Project Management 3 Credits
In this course, students apply project management concepts to
information technology projects using strategic managerial
approaches. Concepts include determining business benefits and
project feasibility, reporting project status, stakeholder management,
and measuring project quality. Earn value management concepts are
introduced. Emphasis is placed on the Project Management Maturity
Model. Prerequisites: ISM 650 and ISM 651.
ISM 670 IT Organizational Management &
Leadership Capstone 3 Credits
In this capstone, students will integrate professional practices
explored in the Master of Information Systems program core courses
with concepts presented in the Organizational Management and
Leadership specialization courses. Topics in IT leadership, database
systems, networking, software design, human computer interaction,
management of technology, and ethics are applied within a
framework of global e-business technology strategy. Through
projects, students draw from real organizational scenarios to practice
major information technology concepts. Students select, develop, and
present a significant technology implementation project. The project
will incorporate organizational management and leadership
strategies, systems development, and business planning.
Prerequisites: INF 630, ISM 640, ISM 641, ISM 642, OMM 622,
ISM 643, ISM 644, ISM 645, OMM 640 and BUS 661.
ISM 680 Big Data Applications 3 Credits
This course provides students with an overview of big data and its
applications. Students explore course topics that include data
collection, analytics, and presentation. Prerequisites: BUS 600, INF
630, ISM 640, ISM 641, ISM 642, OMM 622, ISM 643, ISM 644
and ISM 645.
ISM 681 Business Intelligence Systems 3 Credits
This virtual lab-based course outlines the procedures necessary for
translating raw data into meaningful information that can be used for
making business decisions. Students complete a group project
through which they utilize a range of technologies that enable these
processes. Prerequisite: ISM 680.
ISM 682 Advanced Data Management &
Acquisition Capstone 3 Credits
This course provides an overview of current and future trends in data
management. Students continue to develop their knowledge of online
data applications as they apply to broad and specific contexts through
the completion of a capstone project. Prerequisites: ISM 680 and ISM
681.
JRN Journalism
JRN 101 Digital & Media Literacy 3 Credits
This course is designed to teach students to critically examine the
impact of digital media and mediated messages on their everyday
lives. Throughout the course, students explore the underlying power
relationships of the media industry, the construction of media
messages, and the influence of digital media on individuals, groups,
and society.
JRN 200 Elements of Journalism 3 Credits
Elements of Journalism provides students with an understanding of
the field of journalism. The course focuses on developing the
students’ skills in the areas of grammar, spelling, punctuation,
Associated Press (AP) style writing, the inverted pyramid, news
gathering, interviewing and other elements of journalism.
Prerequisites: ENG 121 and 122 or equivalents.
JRN 301 Newsgathering and Reporting 3 Credits
This course focuses on gathering, evaluating, writing, and editing
information for news stories tailored to various forms of media.
Prerequisite: JRN 201
JRN 321 Visual Journalism 3 Credits
This course will teach students the importance of visual elements in
news, and how to effectively incorporate visual elements into news
stories for various media platforms. Students will also be introduced
to industry-standards related to the design of visual news and the
various software programs that are used. Prerequisite: JRN 301.
JRN 330 Media Law & Ethics 3 Credits
Media Law and Ethics familiarizes students with the major laws and
ethical guidelines associated with news and information media. This
course will explore the fundamental principles of media law and the
ethical responsibilities of media practitioners. Prerequisite: JRN 201
JRN 341 Specialized Journalism 3 Credits
This course introduces students to the various genres of journalistic
writing. Students learn to employ skills acquired from previous
journalism courses to specific types of news reporting. Genres
include the following: investigative journalism, sports journalism,
entertainment journalism, business journalism, and environmental
journalism. Prerequisite: JRN 301.
JRN 412 Advanced Editorial & Feature Writing 3 Credits
Students in this course will apply journalistic skills to opinion writing
for editorial pages. It provides tools for evaluating critical thinking
and argumentation for evaluating editorial writing. Additionally,
students will learn the skills and requirements for feature writing.
Prerequisite: JRN 301.
JRN 497 Journalism & Mass Communication Capstone 3 Credits
Students will demonstrate mastery of the programmatic outcomes of
the journalism major by creating an electronic portfolio of work
completed during the program and by adding newly developed
material that showcase professional journalistic skills. Prerequisite:
Successful completion of the General Education Capstone course &
all program courses.
LDR Leadership
LDR 6220 The Focused Leader 3 Credits
The Focused Leader provides students with insight- and action-based
skills focused on understanding oneself and one’s impact on others—
skills necessary for effective interactions in the global arena. The
course builds upon research in emotional intelligence, mindfulness,
and motivation, and gives students an understanding of the role of
emotional intelligence as an aspect of personal empowerment and
professional effectiveness, in the global context in particular.
Students learn methods of managing emotions triggered by
differences, develop strategies for building harmonious and
productive relationships, and gain tools and strategies to help others
develop emotional intelligence. Students will leave the course having
identified goals for their own personal development, strategies for
meeting those goals, and a plan for implementing those strategies.
LDR 6270 Financial Leadership & Management 3 Credits
This course is designed to empower students with a framework of
essential finance and accounting terminology, concepts, and
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344 ASHFORD UNIVERSITY
applications for a range of organizations in the private, nonprofit, and
public sector. Students will learn how financial decisions impact the
operation of organizational units and the viability of
organizations. Students will also learn the key elements of typical
finance and accounting operations in organizations and how such
activities relate to the effective development and deployment of
leadership strategies in an organization.
LDR 6280 Strategic Leadership 3 Credits
This course provides students with the knowledge, tools, and skills
required to develop a coherent and effective organizational strategy
and to lead strategically within an environment that features diverse
economic systems, volatile political environments, conflicting labor
practices, and other complex global and/or regional realities. Students
will explore the essential elements of an effective strategic plan; the
leader’s role and responsibilities in the application of strategic
thinking, planning, and implementation within organizations; and the
extrinsic factors that influence the success of a strategic
plan. Students will gain knowledge and skills that allow them to
better align their leadership and work with the strategic goals of
organizations and the larger, long-term interests of a global
community.
LEA Law Enforcement Administration
LEA 101 Introduction to Concepts in
Law Enforcement Administration 3 Credits
This course introduces students to the concepts involved in law
enforcement administration and the factors influencing successful
organizations through effective hiring, training, and support of
employees. The course explores organizational theory, design and
communication, along with the processes of planning and decision
making. The effects of stress and adverse behavior are also reviewed
with relation to the organization and requirements of the
administration. Politics, labor relations, and fiscal management are
addressed in correlation with the effects on law enforcement
administration process.
LEA 200 Ethical Leadership 3 Credits
This course focuses on theories and methods to assist in developing
and maintaining ethical behavior in law enforcement organizations
through ethical leadership. The course will analyze the ethical
theories, environment and traits of responsible and moral leadership,
as well as the consequences of ethical lapses.
LEA 300 Policing Models for the 21st Century 3 Credits
This course examines the key roles and responsibilities in the
management of effective policing efforts necessary to successfully
meet the needs of the 21st century. This examination will also include
an analysis of the various policing models currently used,
technological tools required, and the impact of technology. In
addition, the levels of interaction, communication and relationships
between law enforcement agencies and the diverse communities they
serve are examined with respect to various policing models which
may be utilized to provide effective law enforcement services based
on the circumstances and tools at hand.
LEA 301 Supervision & Human Resource
Management in Law Enforcement 3 Credits
This course will explore supervision and human resource
management issues as each relates to issues involved in maintaining
qualified and capable employees in a law enforcement organization.
Concepts such as the impact of supervisory roles, recruitment, hiring,
and retention, union-labor influences, and Human Resource standards
are examined and discussed.
LEA 413 Investigations Management 3 Credits
This course addresses criminal investigations from the perspective of
the police manager or administrator as well as developing practical
skill sets in investigative technique. Legal, social, managerial, and
community concerns regarding crime and investigations are
evaluated. Relationships between investigators, prosecutors, and
police managers are explored.
LEA 420 Socio Cultural Intelligence in
Criminal Justice 3 Credits
LEA420 Socio-Cultural Intelligence in Criminal Justice will
introduce students to the concept of effectively engaging with
individuals from aspects of society different than their own.
Emphasis will be on the implications of cultural intelligence for
criminal justice practitioners in today’s increasingly complex
communities. This will include an exploration of changing social
expectations, developing a diverse workforce that is reflective of the
community, and the implications of cultural intelligence in problem
solving, decision-making, and communication, as well as examining
both explicit and implicit bias.
LEA 444 Training Management 3 Credits
The focus of this course surrounds the necessity of training and the
effectiveness of methods employed to reduce agency liability while
promoting employee safety. The course will address the liability
assumed by both employee and agency when training standards are
not adhered to or supervision and leadership allows for deviation
from set standards.
LEA 497 Law Enforcement Administration Capstone 3 Credits
This course will focus on the integration of research skills, theory
analysis, and application of leadership and management
methodologies in law enforcement administration. Successful
students will exercise critical thought along with clear and concise
writing skills throughout the development of a final project/paper on
a singular topic within the field of law enforcement administration.
Prerequisite: Successful completion of the General Education
Capstone course.
LIB Liberal Arts
LIB 101 The Art of Being Human 3 Credits
An interdisciplinary introduction to the humanities, focusing
especially on classic texts of the ancient and medieval period as a
way to understand our lives today. The course will explore various
human beings have expressed their understanding of the human
condition through such cultural forms as mythology, religion,
philosophy and the arts.
LIB 102 Human Questions 3 Credits
An interdisciplinary introduction to the humanities, focusing
especially on the period from the Renaissance through the present.
The course will explore the various ways human have attempted to
answer questions about the meaning of our world and existence
through philosophy, art, and science.
LIB 202 Women, Culture, & Society 3 Credits
Women, Culture, and Society” examines the images, roles, and
contributions of women in historical and artistic contexts from the
Renaissance to the present. The course is designed to give students an
understanding of the role women have played in the development of
culture in Western Civilization as well as the ways western societies
have shaped women’s lives and creative expression. With
conversations on the arts and theory, the course analyzes the complex
ways gender, intersecting with race, class, and ethnicity, influences
our experience and culture.
LIB 301 Liberal Arts Seminar 3 Credits
Students examine a selected topic from the perspectives of the
various disciplines within one of the broad fields of liberal arts: fine
arts, humanities, science, or social science. Students develop a
working knowledge of the methodologies, perspectives, and
limitations of each discipline, as well as an appreciation of the
insights that may be derived from interdisciplinary inquiry. May be
repeated for additional credit only with change of field. Prerequisite:
Junior standing or permission of the instructor.
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2020-2021 ACADEMIC CATALOG 345
LIB 315 The Environment & the Human Spirit 3 Credits
An interdisciplinary examination of humanity’s spiritual relationship
with the natural world. The course will explore contemporary
environmental issues in the context of theology, philosophy,
literature, film, music, visual art, and other representations of the
human imagination. Prerequisite: ENG 122 or equivalent.
LIB 316 Historical Contexts & Literature 3 Credits
In Historical Contexts in Literature, students will explore the ways in
which literary works represent particular people, places, situations,
and ideas through fiction. Further, by using a range of literary,
political, and historical texts, the course will examine both the ways
in which political and historical contexts shape literary production,
and the ways in which fictional texts affect political, social, and
moral discourse.
LIB 332 Science & Culture 3 Credits
This course explores Western science as a cultural artifact and its
impact on other aspects of culture: art, literature, film, music,
philosophy, and theology. In addition, the affects of these “other
aspects of culture” on the development of science will also be
investigated with emphasis on the need to make connections. The
course will examine the ways in which scientific developments are
articulated in other cultural artifacts.
LIB 356 Research Methods for the Humanities 3 Credits
Students in this course will develop a working knowledge of the
major methodologies and perspectives of disciplines in the
humanities. Topics include the role of theory, identification of
appropriate sources, the influence of values, and the role of the
humanities in interdisciplinary inquiry.
LIB 495 Capstone – Advanced Research Project 3 Credits
This course will culminate with a comprehensive and summative
final project that demonstrates the student’s ability to conduct
research into an approved topic and to develop an original research
paper using an interdisciplinary approach. Prerequisite: Successful
completion of the General Education Capstone course.
LNG Linguistics
LNG 206 Language & Technology 3 Credits
This course provides an introduction to the various ways language
and technology interact. Students will understand the importance of
computers that can process spoken and written language, and be
introduced to a variety of implementations of these emerging
technologies. Prerequisite: LNG 101 or 321.
LNG 310 Sounds of Language 3 Credits
In this course, students begin to answer the questions: how do we
speak, why do different languages sound distinct, and how does
sound encode and convey meaning? Students will examine sounds
and sound systems of languages by exploring the phonetic properties
of language as well as various phonological systems that languages
employ to organize these speech sounds into meaningful utterances.
Students will also study selected applications of these theories.
Prerequisite: LNG 101 or 321.
LNG 312 Second Language Acquisition 3 Credits
This course provides students with an opportunity to examine the
process of acquiring a second language. Students will compare the
basic theories of second language acquisition to those first language
acquisition, and to learning in general. They will explore how
theories of second language acquisition influence curriculum design
and guide second language instructional methods. Building on the
knowledge and skills obtained throughout the course, students will
develop their own strategies for second language instruction that
address the cognitive and social obstacles faced by second language
learners.
LNG 320 Structures of Language 3 Credits
This course provides students an opportunity to explore the linguistic
theories of morphology and syntax. Students will examine structure
within language by describing and investigating the underlying
principles and processes of word formation as well as the rules which
govern phrase and sentence structure. Basic concepts addressed
include morpheme-based morphology and a generative grammar
approach to syntax. Students will also study selected applications of
these theories. Prerequisite: LNG 101 or 321.
LNG 330 Language and Power: An Introduction to
Discourse Analysis 3 Credits
How does language function in maintaining and changing power
relations in modern society? What are the ways of analyzing
language that can reveal these processes? How can people become
more conscious of power structures, and more able to resist and
change them? The relationship between language and power remains
an important issue in the twenty-first century, but substantial social
changes in the past decade have altered the nature of unequal power
relations, and therefore the agenda for the critical study of language.
This course provides an introduction to the analysis of discourse and
dialogue. It brings the discussion fully up-to-date by addressing the
globalization of power relations and the influence of the internet and
new technologies on the language of contemporary institutions and
ideologies.
LNG 360 Language & Society 3 Credits
This course provides an introduction to language in its social context.
In this course, students will explore how language embodies culture,
and how society is impacted by language. Topics include linguistic
variation in diverse social contexts; language and gender; language
and ethnicity; language and socioeconomic class; and the language of
law, politics, propaganda, and advertising.
LNG 415 Meaning in Language 3 Credits
This course provides an introduction to the theory of meaning in
language. Students will consider how language relates to the physical
world, and how it contains and conveys truth, falsehood, and
meaning. Students will also consider how various contexts factor into
determining meaning, and will study selected applications of these
theories. Prerequisite: LNG 101 or 321.
LNG 450 Computational Linguistics 3 Credits
This course provides an introduction to the domains of internet
linguistics, including natural language processing, computational
linguistics, and human language technology. Students will study
basic elements of computer programming from a computational
linguistics perspective, and assess how the theories, methods, and
materials of internet linguistics can be applied to real-world language
problems. In a final portfolio, students will develop, analyze, and
interpret computational work on a corpus of text, utilizing online
visualization and natural language processing tools. Computational
linguistics is an exciting subfield within the discipline of linguistics
that investigates the potential of language technology for society and
the practical applications of these emerging technologies.
Prerequisite: LNG 101 or 321.
LNG 497 Applied Linguistics Capstone 3 Credits
This course provides students an opportunity to conduct research into
a theoretical area of linguistics and its application to assist in creating
a plan for future study and professional development. Students will
select a topic of interest and research its current and potential
applications to one or various areas of industry. Students will
demonstrate an understanding of how key linguistic theories have
allowed for progress within certain industries and identify
opportunities that are still present in the field of applied linguistics.
Prerequisites: LNG 101 or 321 and successful completion of the
General Education Capstone course.
MAT Mathematics
MAT 205 Quantitative Explorations in Everyday Life 3 credits
This course is designed to engage students in complex and realistic
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346 ASHFORD UNIVERSITY
situations involving the mathematical phenomena of quantity, change
and relationship. Emphasis is placed on authentic contexts which will
introduce the concepts of numeracy, proportional reasoning,
dimensional analysis, rates of growth, personal finance, consumer
statistics, and mathematics for citizenship. Upon completion, students
should be able to utilize quantitative information as consumers and to
make personal, professional, and civic decisions by decoding,
interpreting, using, and communicating quantitative information
found in modern media and encountered in everyday life.
MAT 221 Introduction to Algebra 3 Credits
This course establishes a strong base for an Algebraic exploration of
mathematical topics. Student understanding is built up through
learning the basics of real numbers and Algebra terminology, writing,
solving, and graphing equations, and manipulating polynomials
through various operations. Students will develop a familiarity and
ease of working with the language and notation of Algebra while
learning to think logically through algorithms and solving methods.
Emphasis will be placed on developing an awareness of the use of
mathematics as it exists in the world today.
MAT 222 Intermediate Algebra 3 Credits
In this course students will explore a wider range of Algebra topics
beyond the introductory level. Topics will include polynomials,
functions, rational expressions, systems of equations and inequalities,
operations with radicals, and quadratic equations. Emphasis will be
placed on developing an awareness of the use of mathematics as it
exists in the world today.
MAT 232 Statistical Literacy 3 Credits
This course is designed to meet general education quantitative
reasoning (mathematics) requirements. It will cover such topics as
sampling, bias, probability, distributions, graphical methods of
portraying data, measures of center, dispersion and position and the
Central Limit Theorem. It will also cover computational techniques
such as correlation, regression and confidence intervals
MAT 540 Statistical Concepts for Research 3 Credits
This course demonstrates how to apply selected statistical techniques
to a wide variety of problems and situations arising in the areas of
business, economics, finance, management, social science, health,
psychology, and education. Topics include graphical description of
data; measures of location and dispersion; probability; discrete and
continuous random variables; sampling distributions and estimation;
confidence intervals and hypothesis tests; simple linear regression
and correlation.
MGT Management
MGT 300 Supply Management 3 Credits
This course introduces the professional practice of supply
management and its application to business. Students examine
procurement, total cost of ownership, sustainability, and strategic
partnerships in a global economy with different market structures.
Students also evaluate negotiating and contracting to achieve
organizational strategic objectives. Finally, students explore supply
management careers.
MGT 302 Foundations of Production & Operations
Management 3 Credits
This course addresses the basic concepts of production and
operations management, including the use of quantitative methods
and analytical tool for forecasting, resource allocation, operations
budgeting, capacity planning, project management, supply chain
management, and quality assurance. Prerequisites: Quantitative
Reasoning, ACC 206 or ACC 202, BUS 308, and MGT 330.
MGT 321 Assessing Leadership Skills 3 Credits
This course introduces students to the concepts, skills, and strategies
of personal/professional transformation that are the foundation of
leading organizations in diverse communities. Topics include
leadership assessment, developing personal vision, establishing a
commitment to service, leading in complex communities, managing
communication, and creating an environment of excellence.
MGT 323 Principles of Supply Chain Management 3 Credits
This course introduces logistics/physical distribution and supply, and
the related costs. It provides a systematic overview and analysis of
the elements of logistics functions in widely varying types of
industries and agencies, including handling, warehousing, inventory
control, and financial controls. Prerequisite: MGT 330.
MGT 330 Management for Organizations 3 Credits
This course presents an introduction to management theory and
practice, including the inter-relatedness that the planning, organizing,
leading, and controlling functions play in the multicultural,
technology-driven, and global organizations of the 21st century. The
emphasis is on the application of management theory to real-life
situations in the workplace. (Equivalent to BUS 201.)
MGT 370 International Supply Chain Management 3 Credits
Topics covered in this course include the government’s role in global
logistics, the global logistics environment, ocean and air
transportation, transportation to Canada, Mexico, and the European
continent including intermediaries, documentation, insurance,
exporting, and importing. Current trends in globalization will also be
explored and evaluated. The role of logistics and transportation
organizations in the global supply chain process will be discussed.
MGT 380 Leadership for Organizations 3 Credits
Several leadership styles are examined in this course. Emphasis is
placed on developing effective leadership in organizations and
personal enterprises, and on developing ethical leadership
perspectives in personal and professional decision-making.
MGT 400 Logistics Management 3 Credits
This course is an overview of logistics management in the modern
business environment. It examines financial and economic aspects of
logistics and highlights the value created by logistics activities.
Students will evaluate transportation and warehousing management
strategies. The course takes a practical approach to logistics and
applies innovative logistics principles to business situations. The
course examines contemporary topics, including the role of
inventory, that support the organization’s strategic goals. Prerequisite
MGT 300
MGT 425 Leadership & Motivation 3 Credits
This course examines various approaches to motivation and the
design and implementation of motivational strategies for effective
personal and organizational performance.
MGT 435 Organizational Change 3 Credits
In this course, students will study and apply alternative theories,
models and strategies for creating and managing organizational
change. The effectiveness of management tools in initiating problem
solving and decision making to bring about change within
organizations is evaluated.
MGT 440 Dark Side of Leadership 3 Credits
The purpose of this course is to provide an in-depth examination of
light (ethical) and dark (unethical) leadership paradigms. Students
will compare and contrast light and dark leadership styles while
examining the effectiveness of each. Topics to be explored include
dark leadership, general ethical principles, normative leadership
theories, as well as, examining the challenges of ethical leadership in
a global society.
MGT 450 Strategic Planning for Organizations 3 Credits
Strategic Planning introduces students to various management
planning models and techniques, and applies these to actual business
cases. This course stresses the concepts of both strategic planning and
strategic management. Prerequisite: MGT 330.
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2020-2021 ACADEMIC CATALOG 347
MGT 460 Leadership Priorities & Practice 3 Credits
Leadership Priorities and Practice is a capstone course that requires
students to reflect on and synthesize the major insights gained in their
study of organizational management. A substantive paper is
developed to illustrate how these insights can be applied effectively
in the student’s work environment. Students choosing the personal
program of study must show how their chosen concentration relates
to organizational management and include insights from each
academic area in their synthesis and application. Prerequisite:
Successful completion of the General Education Capstone course.
MGT 490 Strategic Human Resources Planning 3 Credits
This course provides a link between the traditional human resources
functions (recruiting, staffing, training, performance appraisals, labor
relations, and compensation and benefits), strategic planning, and
meeting long-range organizational goals and objectives. Prerequisite:
Successful completion of the General Education Capstone course.
MGT 492 Strategic Management for the Multinational
Enterprise Capstone 3 Credits
The final integrative course in the international business program
integrates the basic business functions through strategic management
principles. Comprehensive cases deal with global competition in
complex changing environments within which the organization seeks
to achieve a sustainable competitive advantage. Issues of strategy
formulation and implementation are addressed. Prerequisite:
Successful completion of the General Education Capstone course.
MGT 496 Strategic Warehouse Management 3 Credits
This course is an overview of the strategic role that the warehousing
function plays in the modern logistics environment. Subjects include
warehouse strategies, difference in government and non-government
systems, layout and design, location, customer service, bar coding,
material handling, and measuring warehouse productivity.
Prerequisites: MGT 330 and successful completion of the General
Education Capstone course.
MGT 497 Strategic Technology Planning
for Organizations 3 Credits
In this capstone, students will integrate knowledge and practices
explored in the Bachelor of Business Information Systems program
53 core courses. The course examines how an organization can
achieve competitive advantage through the strategic alignment of
information systems with organizational goals, and provides an
opportunity for students to develop an Information Technology
Strategic Plan. The course includes use of case analysis and
interactive assignments to address industry best practices and
challenges in real-world applications of IT strategic planning
concepts. Prerequisites: All core BABIS degree program courses.
MGT 601 The Functions of Modern Management 3 Credits
This course serves to advance the knowledge of the functions of
management, the underlying theories and literature associated with
the management discipline, and build students’ understanding of the
relationships across organizational and business functions. Students
grapple with current management problems and emerging solutions
applied in the context of the organization.
MHA Master Health Care Administration
MHA 601 Principles of Health Care Administration 3 Credits
The focus of this course is on the application of advanced
organizational principles in complex health care environments.
Organizational issues, administrative processes and applications are
explored. The managerial perspectives of a mid-to senior health care
administrator are emphasized.
MHA 605 Business Intelligence 3 Credits
Business Intelligence uses technology to transform and analyze data
into presentable information for decision-making. Strategic planning
is essential for sustainability and business intelligence tools help
leaders make the decisions that will positively impact the bottom line.
MHA 612 Financial & Managerial Accounting 3 Credits
This course provides the foundation for integrating health care
finance and managerial accounting. Opportunities for analyzing
current and emerging health care financing trends are provided.
Practical cost-benefit strategies used in planning, controlling and
preparing internal and external reports are emphasized.
MHA 616 Health Care Management Information
Systems 3 Credits
This course applies health care data in real-world contexts. Factors
such as service line identification, program planning, implementation
models and outcome monitoring are covered.
MHA 618 Health Economics 3 Credits
This course focuses upon the analysis of health care operations and
planning decisions derived from the theoretical concepts of demand,
cost production, profit and competition. External and internal forces
challenging health care services are analyzed. Organizational
effectiveness and efficiency within the complex health care
environment are emphasized.
MHA 620 Health Policy Analyses 3 Credits
This course focuses on the analysis and evaluation of health care
policy. Policy implications in organizational decision making,
strategic planning and market positions are examined.
MHA 622 Health Care Ethics & Law 3 Credits
This course focuses upon the legal and ethical issues arising in the
health care environment. Case study analysis is used to illustrate the
ethical and legal implications commonly addressed in health care.
MHA 624 Continuous Quality Improvements
& Risk Management 3 Credits
This course examines a systemic approach to health care outcomes
and risk management practices. Assurance of quality health services
and organizational risk control is discussed using industry benchmark
and accreditation standards and processes.
MHA 626 Strategic Planning & Marketing
in Health Care 3 Credits
This course focuses upon the visioning and modeling of services and
programs, both anticipatory and responsive, utilizing market-driven
information. Students integrate theories from economics, information
management, finance and leadership, culminating in the generation of
a comprehensive business plan.
MHA 628 Managed Care & Contractual Services 3 Credits
This course examines the concepts of supply, demand, profits, cost
and quality control in a managed care environment. Stakeholder
dynamics are explored. Factors such as population, health status,
market forces, contractual adjustments, third-party payers, cost
allocation, government policies, and legal and ethical implications are
explored.
MHA 630 Global & Population Health:
Comparative Systems 3 Credits
Global health care needs continue to emerge as interchanges among
peoples and nations increase. To effectively address these needs,
health care administrators must understand the social, economic,
environmental, and political determinants of health and be prepared
to respond to challenges related to health and health care at the local,
national, and global level. This course examines the historical
evolution of global health challenges as well as the future trends that
will continue to impact health and health systems worldwide.
MHA 690 Health Care Capstone 3 Credits
This course offers an opportunity for the integration of knowledge
and skills developed within a culminating student project. The focus
is on strategic and organizational issues unique to the health care
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348 ASHFORD UNIVERSITY
environment. The student will complete a comprehensive, practical
Capstone project for a health care-related organization.
MIL Military Studies
MIL 101 Introduction to Military Studies 3 Credits
This course provides a concise and exciting primer for examining the
historical, topical, and geographic issues that encompass today's
international security environment. Students will investigate the
threats and risks associated with military, economic, technological,
socio/political, and environmental insecurity. Students will also be
introduced to various ways and means to mitigate threats and risks
from real-world security and military events. Finally, students will
analyze some of the pro and cons of a spectrum of mitigation
processes
MIL 275 Military Ethics 3 Credits
Ethical issues faced in the modern world will be examined including
the ethics of leadership, just war theory, and the moral status of the
rules of war. Students will use critical thinking to determine the
ethical implications and solutions for complex issues that are relevant
to the current day military. The course will make use of case studies
to illustrate moral and ethical dilemmas.
MIL 312 Peacekeeping 3 Credits
This course will explore the concept of peacekeeping, particularly as
it relates to grand strategy. Both multilateral and unilateral
peacekeeping operations will be studied in considerable detail.
Students will use a case study methodology to assess the utility and
moral implications of peacekeeping operations worldwide.
MIL 350 Studies in Military Leadership 3 Credits
A close examination of how and what made specific American
military leaders successful by studying their leadership techniques
and military careers. The American Revolution to present day leaders
will be examined. This course is designed to inspire an interest in the
principles and practices of military leadership and to explore how
these high-impact principles and practices may be professionally
applied in the workplace.
MIL 497 Military Studies Capstone 3 Credits
In this final course, students will demonstrate their mastery of
program outcomes in the Bachelor of Arts in Military Studies by
creating an original research report on a current, relevant, and well-
defined subject area. Prerequisite: Successful completion of the
General Education Capstone course. MKT Marketing
MKT 635 Market Research 3 Credits
This course is designed to integrate theory and practice and develop
students’ analytical skills in marketing research methodology.
Students apply methods and techniques for the collection, analysis,
interpretation, and presentation of primary and secondary data toward
the solution of current marketing problems.
MKT 640 Brand Publishing 3 Credits
This course builds on leadership, business, management, and
marketing concepts contained in the MBA program, while
introducing the principles of brand publishing, trending technologies,
and customer behavior. Through examples and case studies, students
learn to improve the organization, tracking, assembly,
personalization, and sourcing of content to establish a center of
excellence within an organization. In addition, this capstone project
will generate a portfolio project to demonstrate students’ significant
execution of brand publishing as a core marketing function and career
path.
MPH Master of Public Health
MPH 601 Introduction to Public Health Concepts 3 Credits
This course presents foundational information about the field of
public health – its purpose, focus, infrastructure, and tools. The
seven program themes (Integration of Science and Practice,
Quantitative Foundations, Health Policy, Structural Determinants of
Health, Systems Thinking, Leadership, Diversity and Culture) that
will be covered in the core courses are introduced in a way that
demonstrates the application and integration of these disciplines in
the analysis and resolution of public health problems in the
community.
MPH 602 Social & Biological Determinants
of Public Health 3 Credits
This course provides an overview of current knowledge regarding the
social and biological mechanisms of major health concerns in the US
and globally. The focus will be on understanding and interpreting the
determinants of health and disease in a public health context.
Students will examine major public health problems from the past
century and the interventions used to address them. Prerequisite:
MPH 601.
MPH 603 Applied Behavioral Science 3 Credits
This course provides an overview of the application and use of
applied behavioral science. Students will develop an understanding of
the theoretical basis of social and behavioral interventions. In
addition, students will examine the psychosocial influences on
morbidity and mortality where topics covered include definition of
the field, sub-specialties, and real world applications, and aspects of
the field. Students will examine the social and behavioral factors
responsible for health-related behaviors that lead to morbidity,
premature mortality and health disparities. Prerequisites: MPH 602,
HIA 625, and Faculty Advisor Approved
MPH 604 Principles of Epidemiology 3 Credits
This course provides an introduction to epidemiology for students
majoring in any aspect of public health. The focus will be on the
principles and methods of epidemiologic investigation, including
describing the patterns of illness in populations and research designs
for investigating the etiology of disease. Students will examine
quantitative measures to determine risk, association, and procedures
for standardization of rates. Prerequisite: HIA 625.
MPH 605 Environmental Health Sciences 3 Credits
Students will illustrate the connection between physical, biological,
and chemical agents in the environment. Students will also become
familiar with data sources, methodologies, and policy approaches
being used to address the public health impacts of environmental and
occupational health hazards through the use of problem-solving
frameworks. Students will also gain a more complete understanding
of how built environments can affect multiple aspects of health and
the populations they house. Prerequisites: MPH 606 and Preliminary
Practicum Work Approved
MPH 606 Health Services Administration 3 Credits
This course offers students the opportunity to acquire the leadership
and management skills needed to pursue positions of authority and
influence in organizations that serve the public and promote public
health. An emphasis will be placed on understanding the greater
health care system and how they serve culturally diverse populations.
Topics to be covered include: overview of the U.S. Health Care
System (private and public sectors), interface between Public Health
and U.S. Health Care System, various health care delivery structures,
health care workforce, health care resources, types of health services,
financing of health services and health care coverage, meeting the
health care needs of special populations, and critical issues in health
services. The student will conduct a community health system
analysis. Prerequisite: MPH 604.
MPH 607 Global Health 3 Credits
During the course a broad snapshot of global health will be presented,
providing students with insight into the challenges currently facing
global health. Students will also gain an understanding of why
tackling global health issues is such an important endeavor with the
potential to reduce poverty, build stronger economies and promote
peace. Students will not only be exposed to the major communicable
and noncommunicable diseases posing a profound effect on health
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2020-2021 ACADEMIC CATALOG 349
(especially within the developing world), but they will also learn how
socioeconomic and demographic differences can influence the burden
of disease. Students will be encouraged to understand that solving
global health problems requires the input of multiple disciplines (e.g.
the sciences, ethics, economics and diplomacy). Prerequisite: HIA
625.
MPH 608 Health Communication Practice & Theory 3 Credits
This course is designed to examine research and practice in the area
of health communication with a special focus on how health media
campaigns are planned and executed in order to stimulate change in
knowledge, attitudes, behavior, and subsequent health outcomes. This
examination will include the review of the history of health
communication campaigns, selected case studies of campaigns, and
the theoretical foundation for the design and implementation of
campaigns health. Prerequisite: MPH 606.
MPH 609 Public Health Education Methods 3 Credits
Research methods are at the center of our approach to knowledge and
understanding in public health. An opinion alone does not hold
weight. Theories are supported by concrete evidence. This class
provides an introduction to this way of thinking, i.e., into
methodology or the "science of finding out". The purpose of this
course is to train students in how to collect and analyze data on social
phenomena in a rigorous and scientific manner. This knowledge
requires an understanding of three different components: 1) inquiry
and research design, 2) data collection, and 3) data analysis.
Prerequisite: MPH 605.
MPH 610 Public Health Program Planning
& Implementation 3 Credits
This course is designed to assist individuals to become responsible
and productive public health professionals who are capable of
planning, implementing, and managing health promotion and
education programs for public health. Concepts in community
assessment, organization, and mobilization for the purposes of
addressing identified public health concerns will serve as the
foundation for the public health planning process. Appropriate
techniques of partnership building, planning strategies, data
collection, data analysis, and evidence-based decision-making will
also be introduced. Prerequisite: MPH 609.
MPH 611 Public Health Program Assessment
& Evaluation 3 Credits
Public health specialists must develop the expertise and adaptability
to manage the complexities of research design encountered in
evaluations. Public health specialists must also develop expertise in
psychometrics, statistical analysis, and in substantive disciplines, to
develop and evaluate tests and assessments. These skills form a
strong foundation in theory and methodology coupled with practical
experience in real evaluation and assessment projects. Students will
learn to apply theory and advanced methods in evaluation and
assessment to public health programs, campaigns, and initiatives.
Prerequisite: MPH 610.
MPH 621 Public Health Systems 3 Credits
Students will explore the history, basic structures and operations of
public health and health care delivery systems based on the 10
Essential Public Health Services. They will learn to apply the core
functions and essential public health services framework to public
health problems, and identify the main components and issues of the
organization, financing and delivery of health services and public
health systems in the US. Prerequisite: HIA 625.
MPH 623 Human Resources Management 3 Credits
This course provides a study on managing people in the health care
workplace, focusing on the important policies and processes
associated with recruiting, hiring, training and evaluating personnel
in order to achieve strategic organizational goals. Prerequisite: MHA
622.
MPH 650 Public Health Practicum I 1 Credit
The practicum provides students with a unique opportunity to gain
professional experience and apply knowledge and skills learned in
the classroom to real-world public health settings and real-time
public health issues. The practicum is critical to students’ academic
and professional development and their ability to become competent
in the practice of public health. This course includes 30 hours of
practicum experience. Prerequisite: Practicum Site approval.
MPH 651 Public Health Practicum II 1 Credit
The practicum provides students with a unique opportunity to gain
professional experience and apply knowledge and skills learned in
the classroom to real-world public health settings and real-time
public health issues. The practicum is critical to students’ academic
and professional development and their ability to become competent
in the practice of public health. This course includes 30 hours of
practicum experience. Prerequisite: MPH 650.
MPH 652 Public Health Practicum III 1 Credit
The practicum provides students with a unique opportunity to gain
professional experience and apply knowledge and skills learned in
the classroom to real-world public health settings and real-time
public health issues. The practicum is critical to students’ academic
and professional development and their ability to become competent
in the practice of public health. This course includes 30 hours of
practicum experience. Prerequisite: MPH 651.
MPH 653 Public Health Practicum Extension 3 Credits
When practicum is incomplete and all courses in the Master of Public
Health degree are complete, students must register in Public Health
Practicum Extension consecutively until the Practicum is complete.
Prerequisite: MPH 652.
MPH 699 Public Health Capstone/Culminating
Experience 3 Credits
The public health capstone is an opportunity for students to work on a
public health project that is of particular interest to them. The goal is
for students to synthesize, integrate and apply the skills and
competencies they have acquired to a public health problem that
approximates a professional practice experience. The project is done
under the direction of a faculty member. Prerequisite: MPH 605 and
MPH 650.
NUR Nursing
NUR 300 Professional Role Development &
Practice in Nursing 3 Credits
This course focuses on the baccalaureate-prepared nurse’s role(s) in
professional practice, and the alignment of nursing theories with
practice and research. The course surveys important changes that
have occurred in the nursing profession over the years, such as the
ANCC Magnet Recognition Program. The course will cover quality
and safety education for nurses (QSEN), the nursing scope of practice
as defined by the American Nurses Association (ANA), the Institute
of Medicine’s (IOM’s) core competencies in collaborative care,
nursing ethics, education, health promotion, and disease prevention,
as they relate to professional nursing roles. Students will apply
critical thinking, evidence-based practice (EBP), and continuous
quality improvement (CQI) to professional nursing practice. This
course includes 20 hours of practice experience activities.
Prerequisite: ENG 328.
NUR 302 Transcultural Nursing Care 3 Credits
This course focuses on the differences and similarities among
cultures with respect to human care, health, and illness and how these
considerations apply to real-world nursing practices. Students
enrolled in the course develop their scientific and humanistic
knowledge by integrating their own history, life experiences, beliefs,
and values and by assessing how these factors have the potential to
impact the ways in which they provide culturally competent care.
Prerequisite: NUR 300.
COURSE DESCRIPTIONS
350 ASHFORD UNIVERSITY
NUR 304 Health Assessment 3 Credits
This course prepares RN to BSN students to synthesize the
comprehensive health assessment. Emphasis is placed on the
acquisition, processing, and interpretation of data collected from
clients of all ages. A physical, psychological, sociocultural, and
spiritual approach, which is supported by evidence-based practices is
used to assess the client and to incorporate consideration of the
client's needs, state of wellness, developmental level, and response to
life experiences. Students also evaluate current health policy and
technology to support health assessment to improve community
health. Prerequisite: NUR 302.
NUR 306 Nursing Research 3 Credits
This course provides the scientific foundation for professional
practice. It introduces the student to the basic research methodologies
and statistical concepts, and qualitative, quantitative, and
epidemiologic research designs. Research methods and findings are
appraised and applied within the framework of evidence based
professional practice. Research proposal development as a foundation
for nursing inquiry is emphasized. Prerequisite: NUR 300.
NUR 400 Family Health Nursing 3 Credits
Major theoretical models and frameworks for developing clinical
skills in assessing, diagnosing, planning, implementing, and
evaluating holistic nursing interventions across the family life cycle
are presented. Contemporary issues related to diverse family
structures, cultural and socioeconomic influences on access to and
delivery of health care, and provision of culturally-competent family
nursing care are emphasized. Knowledge and skill development in
providing evidence-based nursing care and coordinating health care
for families experiencing acute and chronic illnesses, including
transitions in level of care and care settings, are reinforced.
Community-based nursing assessment and interventions with
physically-, psychologically-, and socially-vulnerable client
populations within a family health context are explored.
Prerequisites: NUR 304, NUR 306 and GRO 325.
NUR 402 Community Health Nursing 3 Credits
This course focuses on culturally diverse populations and aggregates
in communities to achieve an optimum level of wellness. Special
emphasis is placed on advanced theoretical concepts related to health
promotion, risk reduction, disease prevention, and development
processes. Students gain skills needed to influence policy and to
support the changes in a community context. They examine health
care reform and its impact on communities, evaluate policies that
influence the structure, financing, and quality in health care, and
examine health care delivery from a global perspective. Through
discussions and other activities, students examine the effect of legal
and regulatory processes on nursing practice, health care delivery,
and population health outcomes as well as ways to advocate for
promotion and preservation of population health. This course
includes 20 hours of practice experience activities. Prerequisites:
NUR 304 and NUR 306.
NUR 404 Nursing Care and Management of
Chronic Illness and Disability 3 Credits
This course focuses on the interrelationship among functioning,
health, and disability, which is analyzed within a biopsychosocial
context. Pathophysiological, psychosocial, and functional aspects of
chronic health conditions, across the lifespan and linked to the
following physiological systems, are presented: respiratory,
cardiovascular, neurological, gastrointestinal, renal, endocrine,
immune/ inflammatory, hematological, and skeletal/integumentary.
The Chronic Care Model (CCM), multidisciplinary care, and current
therapeutic modalities and disease management for these conditions
are explored. Development of evidence-based, community-focused
chronic illness nursing assessment, care plans, and interventions,
including care coordination strategies, is emphasized. Prerequisites:
NUR 400 and NUR 402
NUR 406 Leading and Managing in Nursing 3 Credits
To effectively transition from a clinical nursing role to leadership,
nursing professionals must possess business savvy and specialty
skills that allow them to meet the demands an evolving and changing
industry while maintaining the caring competencies of the nursing
profession. This course introduces and reinforces group-promoting
teamwork, leadership, delegation, supervision, health care ethical
decision-making processes, strategic planning, and business
negotiation. This course includes 20 hours of practice experience
activities. Prerequisites: NUR 304 and NUR 306.
NUR 492 Capstone I: Nursing Practice
Improvement Inquiry 3 Credits
This course, and its companion, NUR 494, represent the culmination
of learning in the nursing program, and provide students an
opportunity to synthesize and demonstrate knowledge of
biopsychosocial health alterations and health promotion with clients
across multiple practice settings, with an emphasis on patient
population/community practice, the importance of culture and
diversity in nursing practice, health policy, knowledge of nursing
leadership, intra- and interprofessional collaboration, ethics, and
research. Integrated knowledge and skills will be demonstrated
through the development of a capstone project proposal related to the
identification and critical, evidence-based, research exploration of a
nursing practice problem, and strategies for quality improvement in
the areas of health informatics, leadership and management, or
population/ community health. NUR 492 and NUR 494 includes 30
hours of practice experience activities. Prerequisites: NUR 404, NUR
406 and permission of the program chair.
NUR 494 Capstone II: Nursing Practice
Improvement and Evaluation 3 Credits
Demonstration of integrated theoretical, research, and evidence-based
practice knowledge and skills is foundational to the role of the
professional, bachelor’s-prepared nurse. The student will utilize the
capstone project proposal developed in NUR 492 to develop a
comprehensive improvement plan for the identified nursing practice
problem, which encompasses best practices utilizing: quality and
safety in patient care, nursing informatics, health policy, community/
population health, nursing leadership, ethical and professional
standards, and integration of theory. The plan will include strategies
for evaluating its identified outcomes. The project will highlight the
knowledge gained of the professional nurse practice role, specialized
patient population, and health care-practice setting. NUR 492 and
NUR 494 includes 30 hours of practice experience
activities. Prerequisites: NUR 492 and permission of the program
chair.
OMM Organizational Management
OMM 612 Managing in Social Change 3 Credits
This course considers key aspects of social change in today’s
complex and interdependent business world, analyzes their effect on
how managers position their business enterprises, and identifies
decision-making strategies that allow mission-driven organizations to
contribute to social transformation.
OMM 615 Strategies: Marketing/Advertising/
Public Relations 3 Credits
This course explores practical ways to develop organizational
communication plans that integrate marketing, advertising and public
relations strategies. Emphasis is given to the dynamic process of
managerial decision-making required to implement an integrated
communication plan effectively in order to achieve organizational
goals.
OMM 618 Human Resources Management 3 Credits
This course is a study on managing people in the workplace, focusing
on the important policies and processes associated with recruiting,
hiring, training and evaluating personnel in order to achieve strategic
organizational goals.
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 351
OMM 622 Financial Decision-making 3 Credits
The course is designed to allow individuals who do not prepare
accounting and financial documents to understand and use these
documents as tools in effective managerial decision-making, control
and planning. Topics include purposes of financial statements,
analysis of financial statements using basic accounting concepts,
budgeting, and financial accountability in an organization.
OMM 640 Business Ethics & Social Responsibility 3 Credits
This course analyzes organizational, professional and personal ethics
and creates a framework for exploring the social responsibilities of
managers and organizational leaders. Various methodologies will be
used to explore ways to encourage ethical development and moral
behavior within organizational culture and to resolve business ethical
issues and dilemmas.
OMM 692 Organizational Management Strategy 3 Credits
This capstone course explores the formulation, implementation and
maintenance of organizational strategic management. In the context
of a globally competitive market, students will explore methods of
directing an entire organization. Topics include: analysis of
competitive position, value creation, developing systems-wide goals
and objectives, and the creation of a strategic plan. This course is
cumulative in nature, integrating knowledge and information attained
while completing the entire program curriculum.
ORG Organizational Leadership
ORG 5571 Traditional Criminological Theories 3 Credits
This course introduces students to traditional theories of crime to
facilitate an understanding of the causes of criminal behavior.
Emphasis will be placed on the origins of traditional,
interdisciplinary, and theoretical frameworks as they relate to
delinquency, deviant behavior, and other types of crime. Specific
types of criminal behavior will be used to explain and evaluate the
various theories. Additionally, issues concerning societal problems
will be discussed in relation to divergent theoretical views.
ORG 5574 Criminal Justice Organizations & their
Functions 3 Credits
In this course, the criminal justice process and its components are
examined. Students will become familiar with the different
organizations that the justice system comprises. The complexity of
criminal justice processes functioning as a dynamic system of
interrelated yet separate parts will also be studied. In addition,
students will be introduced to the distinctions between the adult
criminal justice and the juvenile justice system to gain an
understanding of the different ways in which offenders are dealt with
in each system.
ORG 5650 Contemporary Issues in Mental Health Care
Compliance 3 Credits
This course familiarizes the student with major areas of compliance
in the administration of mental health agencies. Through readings and
exercises students will explore HIPAA, JCAHO, other accrediting
bodies, grant compliance, insurance regulations and lobbying efforts
on behalf of mental health systems of care. Other topics may also be
examined as new issues arise.
ORG 6343 Intervention Strategies in Wellness
Programs 3 Credits
This course explores the various methodologies for assessing the
needs of target populations through health risk assessments,
biometric health screenings, medical insurance data, culture audits,
and health interest surveys whose focus is to select appropriate
interventions. Interventions covered will include organizational
changes, integration of wellness initiatives with various departments
and functions, utilizing current research, as well as health education
and behavioral strategies. Efficacy of intervention strategies will be
explored in terms of their ability to improve lifestyle, mental health,
and enhanced organizational performance. Additional issues to be
explored include information on our aging workforce, medical
consumerism, and prevention of relapses. Students learn to prioritize
and tailor the various interventions for organizations and will plan for
involving a population in the health promotion interventions.
ORG 6499 Cultural Diversity & Individual Differences 3 Credits
This course provides a systematic review of the wide range of
cultures and individual differences and the ways in which cultural
mores, ethnocentrism, and factors such as matters of race, gender,
religion, sexual orientation, customs and cultures impact behavior of
the individual themselves and of those around them. Through this
course, students better understand themselves and others, in terms of
perceptions and behaviors. Equivalent to CSL/PSY 5530.
ORG 6504 Leadership & Management 3 Credits
This course is an overview of essential principles and current issues
in leadership and management theory and practice. Students explore
the evolutionary progress of leadership and management theories and
practices from early in the industrial age to the present. Students learn
to distinguish effective management and leadership practices for
different organizations and operating environments. This class will
examine systematic approaches to leadership in the context of
organizational culture and interpersonal factors such as leadership
ethics, organizational mission, individual motivation, leadership
power, organizational strategy, and team performance.
ORG 6520 Professional Ethics, Standards of
Practice & Law 3 Credits
This course is a study of the ethical and legal issues confronting
practicing professionals. Topics related to ethics, standards of
practice, and professional conduct are explored. Students learn
principles of ethical decision-making, standards for human and
animal use in research, and standards of care specified by state and
federal laws. Emphasis is placed on exploration of the emotional
impact that major ethical and legal dilemmas have on decision-
making. Students also examine the professional code of ethics for
their professional discipline. Equivalent to PSY 5280.
ORG 6522 Fundamentals of Coaching 3 Credits
This course will examine and analyze essential constructs and
practices of effective executive coaching. It will focus on cutting
edge executive coaching models, various coaching orientations, tools,
and techniques of effective coaching. Students will get practice in
basic skills in coaching such as establishing rapport and purpose,
effective listening skills, giving effective feedback, and goal setting.
The course also explores legal and ethical issues in the application
and practice of executive coaching.
ORG 6523 Teams in Organizations 3 Credits
In this course students explore the dynamics of highly functioning
teams and their role in improving performance and increasing cross-
functional collaboration in organizations. Students analyze the
fundamental building blocks of effective teams in organizations,
including behaviors of effective team members, factors that
distinguish effective problem solving by teams, how organizational
cultures influence team effectiveness, and the vital dimensions of
team leadership. The course explores the life cycle of a team,
including how leaders effectively form teams and optimize
performance at different stages of the life cycle.
ORG 6534 Human Resources Management 3 Credits
This course will focus on the evolving role of human resource
management (HRM), which emphasizes its strategic importance to
organizational effectiveness. The course also explores the systems-
oriented view of HRM integral current best practices. Students will
examine the impact of trends and changes in the external
environment on the design and implementation of organizational
HRM strategies and practices. Topics include recruitment, selection,
retention, compensation, benefits, training, development, employee
engagement, and succession planning.
COURSE DESCRIPTIONS
352 ASHFORD UNIVERSITY
ORG 6570 Victimology: Theory, Research & Policy 3 Credits
To broaden the student’s understanding of criminal events, this
course explores the impact of crime on victims, both in relation to the
criminal event itself as well as its aftermath, when criminal justice
agencies become involved. The student is also introduced to various
viewpoints on trauma effects of victimization, responses to
victimization, and media intervention. In addition, the course
examines the role and participation of victims in the processing of
criminal cases.
ORG 6572 Law Enforcement & Communities 3 Credits
This course introduces students to traditional policing strategies as
well as to new movements and trends in policing. The role of
communities in policing, the interaction of police with communities,
and their collective impact on the effectiveness of policing strategies
will be examined. In addition, the range of possible consequences
related to various policing strategies used in communities will be
covered.
ORG 6574 Law & Society 3 Credits
In this course students explore the links between the application of
law and its impact on society. Major course topics include how laws
are developed, the evolution of the legal system, and the impact
society has on the creation and changing of laws. The ways in which
the law plays a role in creating social change will also be analyzed.
Additionally, constitutional issues that guide and constrain criminal
processes will be addressed. Prerequisite: completion of all required
coursework. This course may not be transferred in.
ORG 6660 Fiscal Administration in Mental Health
Care Systems 3 Credits
This course explores the common metrics organizations use, the data
used in support of those metrics, the assessment of fiscal outcomes,
trends and events. Identifying cost centers and programs is
considered. Students will evaluate differing funding streams that
could potentially support the provision of services including public
funding, public insurance programs (e.g. Medicaid, Medicare),
government and foundation grants and private donations. Fundraising
efforts as applied to an overall budget strategy will also be
considered.
ORG 7101 Assessment Tools for Organizational
Leadership 3 Credits
This course involves the study of the theory and practice of objective
personality assessment and its application to executive coaching and
organizational leadership. The course focuses on how objective
personality assessment is used to provide insights into readiness for
leadership and management roles. Primary emphasis is on those
published instruments and inventories commonly used in executive
coaching, organizational leadership assessment and organizational
development, including instruments such as: FIRO-B, Social Style
Profile, Myers-Briggs Type Indicator, CPI 260, Thomas-Kilmann
Conflict Mode, Campbell Leadership Index, Workplace Big Five,
Change Style Indicator, Campbell Organizational Survey, and
Conflicts Dynamics Profile. (All of the above will not necessarily be
included in each session of the course; instructors will select
representative examples from classes of instruments.)
ORG 7102 Advanced Seminar: Leadership
& Management 3 Credits
This course develops students’ knowledge and understanding of
contemporary leadership and management theory and practice.
Students gain an understanding of the differences between leadership
and management as well as implications of and reasons for these
differences. Students analyze core leadership and management
practices and evaluate and communicate their relevance to effective
organizational performance in a complex, diverse and rapidly
changing globalized business environment. This class will encourage
students to develop and reflect on their own leadership and
management competencies and experiences.
ORG 7272 Group Process & Group Leadership in
Organizations 3 Credits
This course provides an overview of group theory, processes and
dynamics in organizations. It will also examine effective behaviors
and characteristics of facilitating/leading groups in an organizational
setting. Students will be afforded the opportunity to participate in
group simulations both as participant and facilitator. Students will
receive evaluation and feedback on their group facilitation skills. A
strong emphasis is placed on ethical standards and behavior in groups
along with legal issues. The impact on groups of factors such as
diversity, culture, distance, and others are explored.
ORG 7343 Advanced Intervention Strategies in
Wellness Programming 3 Credits
This course examines the full range of intervention strategies and
learning modalities for promoting health and wellness. Students will
explore the most updated and proven theories for achieving strong
employee participation, improving lifestyles and health outcomes, as
well as for reducing health care costs. Students will analyze and plan
advanced interventions for new wellness programs and mature
wellness programs. Additional topics in this advanced course will
cover recent issues in health care such as the impact of an aging
population, use of incentives, injury prevention, and medical
consumerism. Students will conduct a survey of relevant research to
determine suitable environments and conditions for integration of
current best practices.
ORG 7356 Integrative Medicine in Health Promotion
Programs 3 Credits
This course examines recent advances in traditional and
nontraditional research that have led to new ways of thinking about
well-being and illness. Drawing on fields such as neuroscience,
positive psychology, and interdisciplinary consciousness studies,
students will enhance their awareness of ways to promote exceptional
health habits through self-awareness and enlightenment. Students will
also conduct in-depth studies of advanced research and theories that
integrate mind-body practices beneficial to the health of individuals,
groups, and organizations alike. Advanced practices in the areas of
performance, health psychology, energy healing, indigenous, and
Eastern medicine will be explored. Students will assess the efficacy
and appropriateness of various practices to know which of them to
incorporate into health promotion programs. The Health and
Wellness Psychology student will be well-informed about the
ramifications of nutrient deficiency, and that there is a fourth aspect
of well-being besides (a) stress management, (b) dietary choices, and
(c) exercise regimen. This fourth aspect is (d) dietary
supplementation with the goal of counter-balancing nutrient
deficiency. The safety of dietary supplements is explored, along with
the differences between synthetic, natural and organic supplements.
ORG 7525 Issues & Methods in Market Research 3 Credits
This advanced workshop explores current techniques in mass market
and Internet market research, with an emphasis on state of the art
methods and issues facing practitioners. The course explores the
social psychology of creating and supplying demand for products and
services, by applying qualitative and quantitative research methods in
both traditional retail and business distribution channels as well as
through the Internet. Topics include market segmentation, product
feature targeting, packaging, pricing, bundling, and placement, as
well as advertising through direct mail, email, Internet, electronic
mass media, and print media.
ORG 7650 Organizational Systems & Conflict Theories 3 Credits
Systems theory involves an orientation to the unified whole of any
system in which human beings find themselves. The emphasis will be
on integrating theory and concepts from the behavioral and social
sciences as a basis for understanding human behavior within
organizations and resulting conflict from that behavior. Experiential
exercises will augment theoretical learning.
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 353
ORG 7701 Theoretical Foundations for Diversity Work 3 Credits
This course will review the theoretical underpinnings for diversity
work in the United States. Students will consider the implications of
different models and explore what diversity means as a developing
field. The course explores multi-disciplinary scholars, practitioners
and theorists (academic, public policy, organizational, and others) to
formulate discussion, analysis and experiment in the concept of
diversity as a framework for organizational success.
ORG 7705 Advanced Topics in Cross-Cultural
Communications 3 Credits
This advanced course in cross-cultural communication will focus on
the natural tensions that exist when conducting business globally.
Within a framework of transnational business and global economics,
students will address contemporary concerns that apply to strategic
alliances and the management of the globally diverse organization.
Topics covered include the achievements of global leaders,
characteristics of leaders, leading across cultures, leading change and
relationship between leaders and followers.
ORG 7710 Cross-Functional Diversity Alignment 3 Credits
Promoting an organizational environment that fosters diversity
requires aligning to and with organizational values, missions and
visions. This course provides an overview of the organizational
system including the design, control, and improvement of business
systems. Topics include operations strategy, marketing and public
relations, the legal landscape, principles of measuring organizational
results, quality management, affirmative action and its role with
Human Resources, as well as supplier diversity management.
ORG 8061 Administration of Grants & Contracts:
Governmental & Community Funding 3 Credits
This course provides students with knowledge of the various types of
funding sources, including government agencies, private and
community sources, grants and contracts as well as rules, guidelines
and typical procedures applied to gaining and managing funding. The
course also includes basic skill building in using social capital to
develop funding sources and in grant proposal development.
Interagency collaboration is emphasized.
ORG 8160 Mental Health Programs & Services for
Special Populations 3 Credits
This course covers the unique mental health service programming
options for individuals representing special populations, including
individuals with traumatic brain injury, mental
retardation/developmental disabilities, co-occurring disorders,
physical disabilities, individuals who are homeless, individuals in
distressed communities, etc. The impact of family systems is also
considered.
ORG 8165 Mental Health in the Context of Community
Wellness 3 Credits
This course is designed to present the student with methods of
conducting needs analysis, developing presentation activities, and
programs to promote positive mental health. Interaction with, and
promotion within the community, is also an area of focus. Methods of
conducting and presenting results of cost-benefit analysis of
community mental wellness programs are also covered. Prevention
and wellness programs are discussed.
ORG 8201 Learning Strategies in Organizations 3 Credits
This course explores aligning organizational learning and business
strategies. Students will explore current issues in this area, including
different approaches that organizations take to planning,
implementing, managing, and evaluating training as well as factors
that contribute to success. Topics include selecting the optimal
combination of curricula and delivery modalities; choosing and
implementing learning management systems, selecting and utilizing
instructional technology tools; and evaluating the impact of learning
programs on strategic organizational performance.
ORG 8205 Training Needs Assessment Models &
Methods 3 Credits
This course focuses on the process of applying research design
models and methodologies to the analysis of performance problems
or opportunities for organizations, teams or individual workers.
Students will develop and apply a variety of systematic measurement
tools, including extant (existing) data research, surveys,
benchmarking, and focus groups while conducting performance and
root cause analysis in the context of needs assessments or front end
analysis.
ORG 8210 Training Evaluation Models & Methods 3 Credits
This course presents approaches to utilizing quantitative, qualitative,
and mixed methods to evaluate the effectiveness and impact of
training programs. Models/methods will include Kirkpatrick’s levels
of evaluation, Brinkerhoff’s Success Case Method, Phillip’s ROI
method, and new developments in TDR (Talent Development
Reporting).
ORG 8213 Strategic Talent Development 3 Credits
This course focuses on the role of the training function as it relates to
strategic talent development utilizing an evidence-based approach.
Students will learn how to integrate and align a development strategy
with the long-term goals and needs of the organization. Connections
will be made to tools and methods utilized for performance
management, identification of high-potential leaders, and succession
planning. Topics will include the increasing demand for leadership
development and executive coaching.
ORG 8270 Diversity & Inclusion – Research in Action 3 Credits
In this course, students will conduct an action research project to help
select the appropriate interventions related to diversity and inclusion.
It is critical that when designing plans, students understand the role
that different solutions have toward meeting organizational goals.
Students will first begin by defining diversity and inclusion and how
the definitions relate to organizational solutions. Then, they will
explore approaches that organizations may take to assess and
evaluate their needs, and to plan and then execute the appropriate
response to support the organizational strategy. Topics will include:
learning and development, training, communications, event planning,
and community relations.
ORG 8300 International Comparison of Health
Insurance Systems 3 Credits
This course examines healthcare delivery systems in various
developed economies around the world. Content focuses on health
insurance and other forms of healthcare financing, and means of
providing efficient and effective healthcare to the general public. The
course includes discussions of a variety of healthcare financing and
healthcare delivery systems in countries around the world, some of
which offer nationally financed programs, while others offer a
combination of nationalized and private health care features.
Pertinent issues related to healthcare financing and delivery systems
located in the United States will be highlighted and analyzed. Topics
include current issues and practices in the public policy related to
financing and delivery of healthcare, preventative and wellness
programs, access to healthcare, and quality of care.
ORG 8320 Environmental Stress on Mind & Body 3 Credits
This course addresses important aspects of environmental influences
on health and wellness, such as exposure to industrial chemicals,
environmental toxins in air, water due to excessive use of agricultural
chemicals, as well as contaminates from radon, molds and cancer
causing erionite exposure. A corporate health and wellness consultant
needs to be familiar with basic environmental hazards that cause
illness both in the private and corporate settings, as well as how to
address the health and wellness needs of those whose health has
already been compromised through environmental agents.
COURSE DESCRIPTIONS
354 ASHFORD UNIVERSITY
ORG 8340 Exploring the Self: Increasing the Efficiency
of Helping Others 3 Credits
This course emphasizes the importance of reflecting on the self. The
emphasis is on exploring unresolved shame, guilt, anger and
interpersonal communication blunders, the role of forgiveness and
making amends, along with negative and positive communication
patterns as they help future health and wellness experts increase their
effectiveness in advising and counseling employees, patients and
clients in various organizational settings. The role of suppressing
biased thinking is also addressed. The idea is that people who are
able to address their own psychological needs are more efficient in
helping others, than those who have unresolved issues.
ORG 8500 Advanced Topics in Organizational
Consulting 3 Credits
This course focuses on the application of psychological principles to
the workplace and how psychologists can facilitate the improvement
of work environments, conditions, employee performance, and
interpersonal/team functioning. In addition, the course provides a
review of the basic theory, research, and practice in organizational
training, development, and behavior. Topics covered include job
performance and attitudes, work motivation, personnel selection and
classification, group influence, and training and development. There
is an emphasis on the contribution of specific psychological skills in
organizational consultation.
ORG 8510 Advanced Seminar: Leading Organizational
Change 3 Credits
This seminar examines cutting edge trends in organizational change,
the current global business climate, forces driving change, and issues
related to positioning organizations for the future. The topics selected
will connect change with culture, existing organizational strategies,
and the process of change in future directions. Major case study
examples of organizational change are included in the learning
process.
ORG 8511 Advanced Topics in Performance
Management 3 Credits
This course takes a broad perspective on the theory and strategic
application of performance management systems design and
implementation, with an emphasis on the more complex issues and
questions associated with these advanced systems. This advanced
course explores strategic issues and best practices in employee
engagement, leadership development, succession planning, evaluative
performance feedback, and compensation models. The ways that the
changing nature of work and changing demographics in the business
world are influencing performance management systems are
examined, including globalization, generational differences,
multinational operations and cross-cultural issues. Based on current
theories and applications for performance management systems,
students explore current literature and case examples to implement
and support organizational development and increased organizational
effectiveness.
ORG 8512 Leadership & Organizational Cultures 3 Credits
This course addresses the key relationships among organizational
culture, executing business strategy, structuring organizations into
teams and workgroups, and aligning these with culture. The role of
leaders in creating, maintaining, and changing culture gets special
emphasis. The course includes current theories on the role of culture
in organizational success and the role of leadership in guiding the
organization and its culture toward successful outcomes.
ORG 8518 Professional & Business Ethics in
Organizational Leadership 3 Credits
This advanced seminar examines enduring issues in business and
professional ethics and applying proven approaches to ethical
professional practice and organizational operations to contemporary
organizational environments and issues.
ORG 8530 Influence, Motivation & Persuasion in the
Workplace 3 Credits
This advanced graduate seminar explores theories of motivating adult
performance in the workplace. The exploration includes theories and
application of methods for leaders to influence and persuade others in
ways that motivate and engage them in their work and their
organization’s mission.
ORG 8532 Advanced Seminar: The Leader as Coach 3 Credits
This advanced graduate seminar explores models and techniques for
organizational leaders to apply in coaching others in their
organization, especially direct reports and others they influence in
matrixed organizations.
ORG 8534 Advanced Seminar: Human Resources
Business Strategy 3 Credits
This advanced graduate seminar explores issues and models for
leveraging human resources to execute business strategy. Topics
include succession planning, leadership development models,
workforce staffing models, compensation models, and training and
development strategies. Equivalent to ORG 8182.
ORG 8542 Advanced Seminar: Learning Strategies in
Organizations 3 Credits
This advanced seminar explores current topics in aligning educational
and business strategy in organizations. Students will explore current
issues in this area, including published literature, with an emphasis on
learning the implementation of educational and learning strategy in
organizations. Topics include return on investment in learning
programs, selecting the optimal combination of curriculum,
instruction, and technology, and evaluating the impact of learning
programs on the strategic organizational performance.
ORG 8545 Advanced Seminar: Learning Initiatives &
Organizational Change 3 Credits
This advanced course explores the role of learning, education and
training in designing and implementing organizational change. The
course examines the role of learning initiatives as tools for change
and as environmental factors that impel organizations toward
changing their strategies and tactics. Based on current theories and
applications for leading organizational change, students will explore
current literature and case examples of learning initiatives and
educational programs to implement and support organizational
change and organizational development.
ORG 8550 Organizational Systems Theory 3 Credits
Based on current thinking in systems theory and its application, this
course applies systems thinking to organizational development.
Topics include system dynamics, system archetypes, dynamic links,
loops, and the application of chaos theory to improving
organizational performance.
ORG 8571 Contemporary Criminological Theory 3 Credits
This course involves a critical analysis of contemporary
criminological theories and current applications or revisions of
traditional theories. Students will explore topics ranging from
restorative justice and gender-driven theories to critical criminology
and environmental criminology. The relative benefits and drawbacks
of each topic will be examined, as well as the status of current
research relating to them.
ORG 8573 Types & Characteristics of Crime 3 Credits
The purpose of this course is to review the classification of different
crime types, and to assess the distribution of each type across an
array of socio-demographic variables, including class, race/ethnicity,
gender, age, and locale. Students will learn about the various causes
of the different types of crimes, and the specific ways the justice
system should respond to different types of offenders.
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ORG 8575 Advanced Analysis of Criminal Justice
Processes 3 Credits
This course examines the processing of offenders through the
criminal justice system, from arrest to corrections. Issues of due
process will be analyzed and critiqued, with particular emphasis
placed on judicial system parameters. Recognition of the need for the
three components of the justice system to process cases efficiently
will lead the student to an understanding of how systems theory is
integrated into an overall analysis of the justice system.
ORG 8577 Juvenile Justice 3 Credits
This course focuses on the juvenile justice system, while highlighting
differences between the juvenile and the adult criminal justice
system. The course will not only cover traditional topics such as
juvenile delinquency and the processing of juvenile offenders, but
also current concerns about juvenile behavior, such as rates of youth
violence and gang participation. The legal and philosophical bases for
the separate system for juveniles will also be analyzed and debated.
ORG 8580 Mental Health & Crime 3 Credits
The relationship between crime, mental health, and mental illness are
covered in this course, with a focus on analyzing specific treatment
and rehabilitation practices used with various types of offenders in
diverse settings. Emphasis will be placed on changes in the mental
health system that generated an increase in the presence of mentally
ill offenders in the criminal justice system. Additionally, focus will
be placed on issues such as the accurate assessment of mental illness,
problems with certain therapy methods, and difficulties in treating
dangerous offenders, drawbacks of utilizing personnel with limited
training, and other impediments and limitations to effective treatment
of offenders.
ORG 8582 Drugs, Addiction, & Crime 3 Credits
This course explores the relationships among criminality, drug use,
and addiction by examining the evolution of drug policies from the
following perspectives: enforcement, prosecution, and sentencing of
drug users and addicts. The impact of drug laws on criminal justice
processing will also be examined. Students will gain an
understanding of drug use and will explore theoretical orientations
that help to explain why people use drugs and how such use leads to
criminal behavior. Further, the ways in which drug use and drug
policies have an impact on the juvenile justice and criminal justice
systems will be covered. An integral part of this course will be based
on current events, policies on drug treatment, and enforcement of
drug laws.
ORG 8586 Evaluating Criminal Justice Interventions 3 Credits
This course focuses on methods used to examine the effectiveness of
programs developed to treat offenders, support victims, as well those
concerning crime prevention schemes. Prior evaluation models will
be reviewed and problems and appropriate methods in assessing
effective models of intervention will be discussed. Evaluation
concerns will not only include program effectiveness, but also issues
of ethics and legal requirements. Students will become familiar with
how to address the need to design and evaluate programs according
to such concerns. They will also have an opportunity to use
prediction techniques and operational research methods to measure
the effectiveness and performance of criminal justice programs.
ORG 8615 Advanced Topics in Organizational
Development & Leadership 3 Credits
This highly experiential course explores current issues and practices
in the application of leadership and organizational development
processes and systems. Topics include succession planning,
facilitation skills, leading across global cultures, strategic planning,
transforming organizational cultures, implementing effective
leadership development programs, and other current topics. Learning
methodology include simulated organizational environments and the
development of realistic strategic plans, systems, and processes that
address the issues that impact the performance of organizations
viewed as a whole.
ORG 8619 Current & Global Issues in Industrial &
Organizational Psychology 3 Credits
Due to the rapidly and continually changing nature of industrial and
organizational (I/O) psychology, it is important for scholars,
researchers, and practitioners to stay abreast of current and emerging
issues in the field. Given that many of the changes occurring in the
field of I/O are due to the globalization of the business world,
particular emphasis will be focused on the role and practice of I/O in
the complex environment of global organizations. In this advanced
seminar, students explore current and global issues that attract the
attention of researchers and practitioners in I/O psychology, as
evidenced by the published literature, with an emphasis on learning
the application and implementation of best practices and emerging
theories in the field. Topics in the seminar will evolve along with the
issues that appear most often in the I/O literature, issues that receive
the most attention in the professional and business press, and current
lines of research having the most impact on the field.
ORG 8630 Influencing Leaders to Resolve Conflict 3 Credits
This course explores the theories and methods leaders can use to
influence and persuade others to employ as constructive approaches
to conflict resolution. Topics include the power leaders can employ to
provide impetus to conflict resolution and effective communication
strategies for leaders to employ in resolving conflict.
ORG 8632 Evaluating Conflict Resolution Processes 3 Credits
This course explores principles, challenges, and models of conflict
resolution. The course emphasizes using organizational business
metrics as key macro-level outcomes measures, and multiple-method,
multiple source measurement approaches to predicting and
explaining outcomes.
ORG 8635 Developing Conflict Resolution Plans &
Policies 3 Credits
This course will lead the student through the development of a
conflict resolution plan, and will focus on how a written plan serves
as a key tool in conflict resolution for mediators, managers, and
negotiators alike. Further emphasis will be given to the role
communication plays the resolution process by providing a concrete
structure, guidelines, and standards for conflict resolution.
ORG 8650 Strategies & Policies to Advance Mental
Health Care 3 Credits
Analyze and transform mental health treatment systems, cross
cultural mental health systems, advocate for legislative change,
integrate research into coherent and effective argument to analyze
and transform mental health treatment systems.
ORG 8801 Organization Design for Innovation 3 Credits
This course focuses on developing an organization design that
encourages innovation and enhances the success of entrepreneurial
ventures. Various organization design techniques are discussed as a
foundation, followed by application to various scenarios and business
issues.
ORG 8803 Creating a Culture of Innovation 3 Credits
This course focuses on the development of an organizational culture
that encourages innovation and entrepreneurship. Principles of
organizational culture are discussed as a foundation, as well as
factors that increase innovation and entrepreneurship. Levers for
driving culture and techniques of culture change will also be
demonstrated. Students will develop an idea and business plan for an
innovative venture within a corporation/agency or a new
entrepreneurial venture. Students will demonstrate application of the
program content in the creation of a business plan. Equivalent to
ORG 8600.
ORG 8805 Managing for Agility 3 Credits
Students in this course will learn the principles of managing for
creativity and agility. This will include the role of management in
encouraging and inhibiting creativity, as well as specific management
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techniques for managing staff in creative jobs. Specific management
techniques will be compared and contrasted for their potential
application to innovation and entrepreneurship. This seminar-based
course will focus on the ability of organizations to rapidly respond to
changing market conditions and emerging opportunities. Topics such
as disruptive innovation, alternative organization models, the
extended enterprise, and others will be discussed, with a focus on the
latest thinking in this area.
ORG 8815 Global Issues in Innovation &
Entrepreneurship 3 Credits
This course will focus on the emerging practice of innovation and
entrepreneurship around the globe, with a particular focus on
developing and lesser-developed countries. As countries such as
India and China emerge as sources of innovation and
entrepreneurship, it presents new challenges for countries that have
traditionally held positions of economic leadership – how can
innovators and entrepreneurs capitalize on this trend and counter
these threats? Innovation and micro-enterprise in lesser-developed
countries and the opportunities that it presents will also be discussed.
ORG 8855 Advanced Social Networking for
Organizations 3 Credits
The role that media forms like “social media” (or computer-mediated
social networking sites like Facebook or LinkedIn) play in large
companies and organizations has become increasingly important for
the analysis and leadership of organizations. In this course, students
will develop a theoretical basis in, and begin to differentiate among,
emerging media and internet technologies, the ethical questions
surrounding social media, personal identity and the workplace, and
the role that the internet, blogs and email have on group decision-
making and the effectiveness of leaders. Students will take their
knowledge of how social media are used for promotion and public
relations, and how content communities and virtual social worlds are
utilized in organizations, and apply it to creating plans for
transforming organizations.
PFP Personal Financial Planning
PFP 457 Retirement & Estate Planning 3 Credits
The Retirement and Estate Planning course is designed to introduce
methods and techniques of personal financial planning with an
emphasis on how a client’s needs are addressed within the confines
of government rules and regulations. This course will include an
examination of the laws, regulations and benefits available to those
who are retiring, who have retired, or those who are estate planning.
Prerequisite: ACC 401
PHI Philosophy
PHI 103 Informal Logic 3 Credits
This course is a study of correct and incorrect reasoning involved in
everyday activities. The fundamentals of language and argument,
deductive and inductive reasoning and other aspects of practical
reasoning are examined.
PHI 208 Ethics & Moral Reasoning 3 Credits
This course explores key philosophical concepts from an ethical
perspective. Students will analyze selected assertions of knowledge
and the methods of reasoning humans use to justify these claims.
Through research into theories of science and religion, as well as the
theoretical and empirical challenges these institutions of thought face,
students will also investigate how the mind constructs and
understands reality. This will provide a foundation for an exploration
into questions of morality, in which students will look at traditional
and contemporary ethical theories, and apply these theories to
contemporary moral issues.
PHI 445 Personal & Organizational Ethics 3 Credits
This course studies the theories and paradigms underlying personal
and organizational values and ethical principles; how personal values
and ethical principles relate to the organizations in which people
function; and the effects of the organization’s ethics on its reputation,
functioning and performance.
POL Political Science
POL 111 Introduction to Political Science 3 Credits
This course is an introduction to the complexity and nuance of
Political Science. It explores the political and social dynamics of
choice, action, and consequence that underlie and support all political
phenomena. Specifically, this course focuses on the why and how of
politics rather than the what, in order to provide students with useful,
current, and relevant conceptual and theoretical tools for enhancing
their critical thinking skills.
POL 201 American National Government 3 Credits
A survey of government at the national level. Emphasis is placed on
the constitutional basis of American government, federalism, the
sources and forms of political behavior, the operation of the three
branches of government, and the making of national policy.
POL 255 Introduction to International Relations 3 Credits
This course in International Relations is an introductory study of the
interactions and interconnectivity of the countries of the world. The
course emphasizes the need to think critically about international
politics and foreign policy. Consequently, this course focuses
topically on how and why wars begin, balances of power between
states, international institutions, collective security, international
communications, human rights, globalization, regime types,
international trade, environmental change, imperialism, injustice,
inequality, and other issues relevant to the changing world.
POL 303 The American Constitution 3 Credits
This course is a study of the Constitution of the United States and its
role in American history and government. The study covers the
drafting and ratification of the Constitution, its subsequent
amendment and interpretation, and its contemporary role in American
politics and government.
POL 310 Environmental Policies 3 Credits
Examines political, social, and economic policies and their impact on
the global environment. Also explores ways in which policy
decisions can serve to protect the environment.
POL 353 Comparative Politics 3 Credits
This course introduces the basic concepts and theories of comparative
politics through an analysis of selected political systems and
governments from various regions and societies across the world.
Topical analysis in the course includes an emphasis on key political
institutions, political culture, ideology, globalization, conflict and
stability, various state and non-state actors, and on issues associated
with economic development and underdevelopment.
POL 470 Introduction to Political Analysis 3 Credits
This course introduces the preliminary processes needed to research
and write presentable and professional Political Science papers.
Practical, hands-on experience and in-class exercises will walk
students through the research process and enable them to create
expert research products. Specifically, this course focuses on how to
choose a research topic, conduct a thorough literature review, make
critical research design decisions, collect and analyze relevant data,
and skillfully document and present the results of the research.
POL 480 Methodology in Political Science 3 Credits
This course completes the process of learning how to conduct
political analysis and critically assess statistical research. In this
course, students will learn how to measure political science events
and actions, identify and assess pertinent variables, design valid
hypothesis testing techniques, control for alternative hypotheses, and
interpret data in various formats, including graphs, statistical tables,
and charts. Students will utilize pragmatic, relevant Political Science-
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related exercises to enhance and refine their political science analysis
skills. Prerequisite: POL 470.
POL 497 Political Science Capstone 3 Credits
In this final course, students will demonstrate mastery of program
outcomes in Political Science and Government by applying the
scientific method and research analysis to create a professional
research paper examining a current and relevant political issue.
Prerequisite: Successful completion of the General Education
Capstone course.
PPA Public Administration
PPA 301 Principles of Public Administration 3 Credits
An introductory examination of the characteristics of the public
organization and its impact on society including analysis of the
principles of public administration, personnel issues, budgetary
activities, legal dynamics, as well as historical development of the
field are included.
PPA 303 Finance for Public Administrators 3 Credits
This course addresses the principles of state and local financing of
government, sources of public revenue, objects of public
expenditures, problems of fiscal administration, emerging policy
issues involving land use and taxation, spending and budgeting,
intergovernmental cooperation, debt financing, financing for
economic development, and privatization. Prerequisite: ECO 203.
PPA 305 Budgeting for Public Administrators 3 Credits
This is an introductory course in government budgeting dealing with
public revenue, expenditure policies, and politics of the budgetary
process while addressing current issues and challenges in this field.
PPA 307 Intergovernmental Relations & Issues 3 Credits
The theory and practice of intergovernmental relations and the
various issues that accompany the daily operations and affect the
overall efficiency of our system. This course will address both the
legal and political perspectives of the interactions, relationships and
public policy considerations throughout the various components and
levels of government. Prerequisite: PPA 301.
PPA 310 Public Organizational
Theory & Behavior 3 Credits
PPA 310 Public Organizational Theory and Behavior presents the
theories of how people behave in organizations with the emphasis on
public sector and non-profit organizations. This course addresses
Organization Behavior, Organization Theory, and Public
Management with emphasis on public accountability while providing
a perspective for managing public and nonprofit sector organizations.
The focus is on the primary foundational aspects of organizational
structure, communication, and accountability directly to the citizen.
Students will also apply theory to practice and understand how to
respond to the public mood of cutback and reduction in addition to an
overall distrust of government.
PPA 401 Urban Management 3 Credits
This course is an introduction to formal and informal elements of
urban management systems addressing the exploration of alternative
approaches to dealing with problems arising from rapid urban
growth. Prerequisite: PPA 301.
PPA 403 Administrative Law 3 Credits
A study of the nature and the law of the administrative procedure, of
separation and delegation of powers, and of the scope of judicial
review and other remedies against administrative actions.
PPA 405 Personnel Management 3 Credits
An examination of the essential processes, policies, and laws
pertaining to public personnel including an analysis of issues
concerning public personnel administrators, employee protection,
motivation, and effectiveness.
PPA 497 Public Policy Formation 3 Credits
A study of how the dynamics of governmental decision making
influence the content of public policy; course focuses upon how
legislators, interest groups, chief executives, and the bureaucracy
function to define alternatives and to shape policy agenda and
content. Prerequisites: PPA 301 and successful completion of the
General Education Capstone course.
PPA 510 Ethical Public Leadership 3 Credits
This course examines the ethical constructs found in public
leadership. Reviews the different fundamental and ideal theories
associated with the public leader. The course especially evaluates the
public and non-profit sectors as they relate to culture, society, and
diversity, when making leadership decisions. The framework for
public leadership is also examined to identify why foresight is needed
in the public sphere.
PPA 601 Foundations of Public Administration 3 Credits
This course examines the theory and practice of public
administration, its legal and constitutional foundation and the role of
the public administrator in public policy. The context of the course
discussions are based on the current issues facing public agency
administrators.
PPA 602 Public Financial Management 3 Credits
This course is an exploration of current governmental fiscal
management techniques and issues. Other course topics include
various types of financial and technical assistance as well as quasi-
governmental and non-profit management organizations.
PPA 603 Government Budgeting 3 Credits
This is a comprehensive, straightforward examination of government
budgeting. Topics deal with include the advantages and
disadvantages of various approaches to revenue projection, the
collection and review of departmental proposals, the development of
capital budgeting policy and other budgeting tasks. Also addressed
are budget implementation, accounting and financial reporting. A
variety of methods for maintaining budgetary balance, preventing
overspending and dealing with contingencies are presented and
discussed.
PPA 604 Urban Planning/Redevelopment 3 Credits
This course focuses upon the visioning and modeling of services and
programs, both anticipatory and responsive, utilizing market-driven
information. Students integrate theories from economics, information
management, finance and leadership, culminating in the generation of
a comprehensive business plan.
PPA 605 Negotiation, Bargaining & Conflict Management 3
Credits
This course analyzes bargaining and negotiation principles and
practices in the public sector. The course focuses on the financial
issues of contract negotiations and labor relations and building
negotiation skills of the administrator.
PPA 699 Public Policy Development 3 Credits
This course is an examination of influences affecting policy
development and decision making in the urban political arena. It also
covers policy management, policy execution, establishing and
measuring criteria for policy success, and effective communication
throughout the public policy process. This course is cumulative in
nature, integrating knowledge and information attained while
completing the entire MPA curriculum. In addition, this course
requires the generation and presentation of an analysis of a
community development project.
PRM Project Management
PRM 300 Introduction to Project Management 3 Credits
This course provides the foundational principles and techniques to
initiate, plan, execute, control, and close projects. Topics such as the
project life-cycle management, project organizations and leadership,
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project team building will be covered. Project management methods
and techniques for project charter, scope, schedule, budget, risk
management, control and closeout, and project management software
are also covered.
PRM 337 Integrated Cost & Schedule Control 3 Credits
Effective cost and schedule management are cornerstone activities of
each project. Students will determine how best to plan the execution
of a project scope, to consider stakeholder budget and schedule
constraints, to use different methodologies, and to establish the
performance measurement baseline. They will also discover keys to
identify potential cost and schedule overruns and master the tools and
techniques to compare actual work accomplished against established
plans, as well as work accomplished against actual expenditures. By
identifying early warning indicators, students will gain greater insight
into potential risk areas and take the necessary corrective action to
keep the project in control. Prerequisites: ACC 205, and MAT 332 or
BUS 308. (Equivalent to INF 337)
PSY Psychology
PSY 101 Introduction to Psychology 3 Credits
This course is a survey of selected topics in psychology, including
research methods, physiological psychology, sensation, perception,
consciousness, learning, memory, motivation, gender roles, abnormal
behavior, psychotherapy, and social psychology.
PSY 104 Child & Adolescent Development 3 Credits
This course provides a basic introduction to the nature of human
growth and development from conception through adolescence.
Students are provided the opportunity to explore the physical,
psychosocial, and cognitive factors of growth and development from
both a theoretical and a practical perspective. The context and impact
of the family and society as well as individual, cultural, moral, and
linguistic differences on development will be covered.
PSY 301 Social Psychology 3 Credits
Students explore how the thoughts, feelings and behavior of
individuals are influenced by other human beings in a variety of
social situations. This course also entails a survey and critical
analysis of the various methods used by researchers in social
psychology. Topics include: social cognition, aggression, prejudice,
interpersonal attraction, altruistic behavior, conformity, group
influences, and conflict resolution. Prerequisite: PSY 101 or SSC 101
or equivalent.
PSY 302 Industrial/Organizational Psychology 3 Credits
This course examines the influence of an organization upon the
individual, as well as ways an individual can influence an
organization. Topics include recruiting, personnel selection,
organizational climate, group problem solving, and conflict
resolution.
PSY 303 Abnormal Psychology 3 Credits
The course entails a study of the diagnosis, causes, treatment, and
prevention of psychological disorders. Problems with the reliability
and validity of the American Psychiatric Association system for
diagnosing psychological disorders will be discussed, and various
alternative systems will be introduced. Prerequisite: PSY 101 or
equivalent and PSY 330.
PSY 304 Lifespan Development 3 Credits
This course provides a basic introduction to the nature of human
growth and development from conception through death. Students are
provided the opportunity to explore the physical, psychosocial, and
cognitive factors of growth and development from both a theoretical
and a practical perspective. The context and impact of the family and
society as well as individual, cultural, moral, and linguistic
differences on development will be covered. Prerequisite: PSY 101.
PSY 317 Cognitive Functioning in the Elderly 3 Credits
This course will introduce changes both cognitively and physically,
that occur in both healthy and pathological aging. This course will
emphasize changes in functioning, learning, language-processing,
decision-making, memory, and reasoning in older adults.
Prerequisite: PSY 101 or equivalent.
PSY 323 Perception, Learning, & Cognition 3 Credits
Students will study research and theory about mental processes that
go between experience and the human mind. Students will gather and
interpret data for several simple experiments that demonstrate classic
research findings in perception, learning, and cognition. Perception
entails the mental processes involved in the organization and
interpretation of sensory experience. Learning entails relatively
permanent changes in behavior that result from experience. Cognition
explains how the mind processes information, how we encode, store,
and retrieve memories, and how we use information to form beliefs,
make decisions, and solve problems. Prerequisite: PSY 101 or
equivalent.
PSY 325 Statistics for the Behavioral & Social Sciences 3 Credits
Descriptive and inferential statistics are investigated and multiple
techniques for statistical analysis are introduced in this course.
Formulas for presenting and evaluating data are explored in
accordance with generally accepted protocol for statistical analysis.
Prerequisite: MAT 232 (students in the RN-BSN program are waived
from the MAT 232 course prerequisite)
PSY 326 Research Methods 3 Credits
Research Methods is an introduction to the foundations of research
methodology, design and analysis. Basic principles of qualitative and
quantitative research are explored and evaluated. Understanding the
results of statistical analysis as it applies to research is a focus of this
curriculum. Prerequisite: MAT 232
PSY 330 Theories of Personality 3 Credits
This course reviews the basic concepts and principles of the major
theories of personality. It also assesses the scientific worth and
validity of these theories as they relate to the development of
personality. Theoretical assumptions of the importance of
environment and genetics will be stressed. Students will be
challenged to identify the theoretical concepts that they think best
describe personality development and to evaluate their own
personality, as it relates to the theories being presented. Prerequisites:
PSY 101 or equivalent and PSY 326.
PSY 331 Psychology of Learning 3 Credits
Learning is the relatively permanent change in behavior and mental
processes resulting from experience. This course consists of the
application of learning theory and research in a wide range of settings
where learning takes place.
PSY 350 Physiological Psychology 3 Credits
Students study the anatomy and physiology of the brain, spinal cord,
peripheral nervous system, and endocrine system. Study of the
biological systems promotes better understanding of mind-body
relationships important to hunger, thirst, sex, sleep, emotion,
learning, and memory. Students also examine medical theories,
assessment, and treatments of psychological disorders including new
imaging technologies and drug therapy. Prerequisite: PSY 101 or
equivalent.
PSY 352 Cognitive Psychology 3 Credits
Cognitive psychology takes a scientific approach to understanding
the fundamental mental processes involved in everyday cognition.
This course covers the topics of perception, attention, memory, and
language by examining both classic and contemporary cognitive
psychology methods and experimental results. Prerequisite: PSY 101
PSY 361 Health Psychology 3 Credits
Students explore the mind/body relationship as it pertains to health,
stress, and the person’s response to medical treatment. This course
includes a review of anatomy and physiology of the nervous system,
the endocrine system, the immune system, and other organ systems.
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Students explore new strategies of applied psychology for sustaining
health, managing stress, and recovering successfully from disease,
injury, and medical treatment.
PSY 380 Counseling & Behavior Change 3 Credits
This course is designed for students entering into human service
fields. Students compare and contrast behavior change theories and
models, determine client needs, apply motivational strategies and
counseling skills, and evaluate moral and ethical issues. Cultural
competency and cultural sensitivity concepts are also discussed.
Prerequisites: HWE 200 and PSY 361.
PSY 496 Applied Project 3 Credits
This course provides a synthesis of the major ideas, perspectives,
theories, and concepts gained from the study of psychology. Students
will develop a final product that will support their future career and
academic advancement, providing the opportunity to integrate key
learning and knowledge gained throughout their degree program.
Prerequisites: Successful completion of the General Education
Capstone course and the majority of the major coursework.
PSY 600 Introduction to Graduate Study in Psychology 3 Credits
This course provides an introduction to graduate study at Ashford
University in the field of psychology. Students will explore
psychology as a science and profession. They will examine
professional roles and organizations, ethics and professional
standards, theoretical perspectives, and contemporary practical
applications of psychology to real-world situations.
PSY 605 Developmental Psychology 3 Credits
This course will cover developmental and contextual experiences of
humans across the lifespan. Emphasis will be placed on issues and
questions that have dominated the field over time and continue to
provide impetus for research. Interactions will focus on articles that
describe and illustrate current theories and trends. Students will read
selected research articles and self-select additional readings related to
weekly topics and personal interest. These topics include theoretical
trends and foundations in research, policy and ethics, health and
wellness, human developmental context, and end-of-life issues.
PSY 610 Applied Social Psychology 3 Credits
This course provides a comprehensive examination of the science of
social psychology as well as how it is applied to manage and aid the
understanding of contemporary social issues. Topics include social
quandaries encountered in the fields of mental and physical health,
the workplace, the education system, and the legal system. Students
will study seminal theories and research that informs the practical
application of social psychology to real-life situations. Students will
also apply social psychology theory and research to explain current
social issues.
PSY 615 Personality Theories 3 Credits
This course provides an overview of the basic concepts and principles
of the major theories of personality. Students will assess the scientific
worth and validity of these theories based on case studies that show
how these theories are applied to the treatment of psychological
disorders and how personality assessments are applied in different
settings. Detailed descriptions of healthy and unhealthy personality
types will be stressed, and students will be challenged to evaluate
various assessment tools as they relate to the respective theories
being presented.
PSY 620 Learning & Cognition 3 Credits
This course introduces students to multiple dimensions of learning
and cognition, which range from the basic processes underlying
learning to the contexts that promote self-regulation and
metacognition. As the foundation of cognitive psychology, learning
and cognition encompasses many topics including attention, memory,
categorization, problem solving, epistemology, language acquisition,
and recognition of diversity. During the course, students will study a
broad range of content through an eclectic collection of peer-
reviewed articles focusing on the different aspects of learning and
cognition. This course highlights main findings, established facts, and
skills in learning and cognition that are applicable to a wide range of
contexts.
PSY 625 Biological Bases of Behavior 3 Credits
In this course students will explore the detailed anatomy and
physiology of the brain, including cellular physiology, synaptic
transmission, and clinical neuroanatomy. Theories that focus on the
relationship between brain function and behavior will be reviewed,
and students will illustrate their understanding of important brain
networks, including those involved in sensation/perception, language,
memory, movement, and emotions. Through a review of the history
of behavioral neuroscience, students will learn about the relationship
between symptom presentation and underlying theories of
neuroanatomy/neurophysiology as well as how these concepts have
evolved over time. Students will also become familiar with important
research methods used in neuroscience by analyzing current concepts
in brain aging and neurodegenerative diseases. For the final
assignment in the course, students will design a grant proposal that
focuses on a particular disorder/syndrome in the area of
neurophysiology. Prerequisites: PSY 600, PSY 605, PSY 610, PSY
615 and PSY 620.
PSY 630 Psychopharmacology 3 Credits
Students will examine the activity of drugs, both therapeutic and
recreational, on the body with an emphasis on the brain. Theories of
the biological basis of psychiatric disorders will be explored as a
basis for examining the professional standards behind therapeutic
drug use. The history of drug use, research methods and ethical
concerns will be examined. Prerequisite: PSY 625.
PSY 635 Research Design & Methods 3 Credits
This course reviews the basic concepts of common quantitative
research methods and introduces research design using qualitative
and mixed methods. In the review of quantitative methods, emphasis
will be placed on experimental research designs. Students will be
challenged to select appropriate research designs and methodologies
for various research questions. The course will culminate in a
detailed research proposal on topics chosen by the students.
PSY 640 Psychological Testing & Assessment 3 Credits
The course includes an overview of individual and group approaches
to testing in psychology. Students will review psychological
assessments utilized to evaluate personality, intelligence,
achievement, and career-related interests and skills in a variety of
work settings. The course will provide students with opportunities to
analyze psychometric methodologies typically employed in the
development and validation of psychological and educational tests.
Students will apply knowledge of psychological measurement
principles to testing and assessment data with an emphasis on ethical
and professional interpretation. Issues and challenges related to
testing and assessment with diverse populations will be integrated
into the course. Prerequisite: PSY 635
PSY 645 Psychopathology 3 Credits
This course introduces students to objective and phenomenological
understandings of psychological symptoms and disorders. Students
will draw from various theoretical and historical perspectives to build
their understanding of diagnostic and treatment methods for
psychological disorders and develop their appreciation for evidence-
based practices. Additionally, students will be encouraged to
conceptualize psychopathology from a socioculturally sensitive
standpoint through the examination of culture-related syndromes.
Diagnostic manuals and handbooks will be discussed and used
throughout the course.
PSY 650 Introduction to Clinical &
Counseling Psychology 3 Credits
This course examines similarities and differences in clinical and
counseling psychology, with an emphasis on professional roles and
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activities. Students will gain greater awareness of their attitudes
toward various ethical and professional issues, psychotherapy
modalities, theoretical orientations, and clinical interventions through
case studies. Evidenced-based practices and psychotherapy
integration will also be covered during the course. Prerequisite: PSY
645
PSY 699 Master of Arts in Psychology Capstone 3 Credits
The capstone course is the culminating educational experience for the
Master of Arts in Psychology. In this course, students will integrate
and apply what they have learned throughout the program to meet
competencies as outlined in the program learning outcomes. Students
will be exposed to a holistic view of psychology as a discipline, and
they will be encouraged to think critically about the broader themes
that link various subfields of psychology. Students will reflect on the
experience of the program as a whole and will consider how the
program’s themes apply to a variety of civic and professional
settings. The capstone affords students a final opportunity to practice
and demonstrate the skills they will need to succeed after graduation.
PSY Psychology
PSY 5001 Survey of Psychology I 3 Credits
This course is a survey course developed to assist students with
degrees in areas other than psychology to become prepared for
graduate study in psychology. Survey I covers an introduction to
research, basic psychotherapeutic concepts, cognitive development,
sexual development and issues, child issues, family therapy and other
therapies, learning and memory and ethics. This course is the first of
two survey courses in this preparation process.
PSY 5002 Survey of Psychology II 3 Credits
This course is the second of two survey courses. This course covers a
brief history of psychology, psychoanalytic theories of personality as
well as other personality theories, human motives and social motives,
psychological therapies and questions about psychotherapy,
intelligence measurement, personality traits and their measurement,
social relation in groups, stress, health and illness and mind, self and
well-being. Prerequisite: PSY 5001.
PSY 5130 Life Span Development 3 Credits
This course surveys the major theoretical perspectives on life span
development from conception through late adulthood. Developmental
processes related to physical, cognitive, moral, and emotional
functions are reviewed as well as societal and cultural aspects of
development. Equivalent to CSL 5130.
PSY 5280 Ethics, Laws & Standards of Professional
Practice 3 Credits
This course is a study of the ethical and legal issues confronting those
practicing in human services. Topics related to clinical methodology,
standards of practice, and inter-professional relations are explored.
Students learn principles of ethical decision making, standards for
human and animal use in research, and standards of care specified by
state and federal laws. Emphasis is placed on exploration of the
emotional impact that major ethical and legal dilemmas have on
decision making. Students also master the current code of ethics of
the American Psychological Association and other professional codes
of ethics, such as the code of the American Association of Marriage
and Family Therapy or the code of the American Counseling
Association. Equivalent to ORG 6520. This course may not be
transferred in for the Doctor of Psychology, Clinical Specialization.
PSY 5290 Theories & Techniques of Counseling 3 Credits
This course is an overview of the psychodynamic,
cognitive/behavioral, and existential/humanistic schools of
psychology, as well as corresponding models of counseling and
frequently used assessment and therapeutic techniques. The primary
focus in the course is on the development of both skills and rationale
in the application of intervention strategies to treatment and case
management.
PSY 5420 Principles of Social Psychology 3 Credits
This course provides an introduction and overview of the principles
and theories of social psychology. The course includes exploration of
behavior in groups, group impacts on individual behavior and the
ways in which organizational rules and norms impact behavior.
Constructs of social psychology, including social influence, social
thinking, and attitude formation are covered and related to
sociological and psychological research. Equivalent to CSL 5420.
PSY 5520 Cognitive & Affective Bases of Behavior 3 Credits
This course studies the science of the cognitive and affective bases of
behavior. The course reviews the contributions of cognitive
psychology and also studies the effect of emotion and motivation on
behavior. Cognitive psychology emphasizes perception, attention,
memory, reasoning, language, imagery, and problem solving.
Affective psychology focuses on emotional arousal, motivation,
attribution, and mood. Students are thoroughly acquainted with
research and research methods in this area and also focus on how this
information applies in clinical practice.
PSY 6160 Family Systems & Dynamics 3 Credits
This course is an introduction to the systems approach to intervention
with families. It includes a historical perspective on family theory
development. The focus is on obtaining knowledge and theory about
the nuclear family in traditional and alternative forms. Normal family
patterns of interaction, family life cycle, family of origin, family
subsystems, and societal influence are explored. Contemporary issues
and outcome research literature are reviewed. This course serves as a
knowledge base for further study of assessment, treatment, and
intervention with families. Equivalent to CSL 6160.
PSY 6230 Treatment of Family Violence 3 Credits
This course explores the major personal and social theories of family
violence, including elder abuse. The course focuses on severe marital
conflicts, rape, and physical and emotional violence. The cycle of
family violence is examined with emphasis on societal factors that
contribute to this behavior. Students explore causality and treatment
alternatives for victims and perpetrators as well as current research
findings in the field. Prerequisite: PSY 6160. Equivalent to CSL
6230.
PSY 6290 Learning Theory & Behavioral Applications 3 Credits
This course surveys traditional areas of learning theory, including
classical and instrumental conditioning paradigms, motivation,
reinforcement variables, stimulus discrimination, generalization and
transfer, habituation, and memory. Also reviewed are models of
social learning theory, modeling, and behavioral rehearsal.
Behavioral approaches to therapy that focus on modifying specific,
observable behaviors, using the principles of learning theory such as
systematic desensitization, cognitive-behavioral approaches, and
dialectical behavioral therapy.
PSY 6460 Marital Systems 3 Credits
This course explores current theory and practice of couple and
marital therapy. It includes a review of the professional and non-
professional literature related to the subject. Topics such as divorce,
infidelity, relationship enhancement, cross-cultural marriages, and
same sex couples are researched. Interactive patterns, societal
influences, and intervention strategies are discussed. Prerequisite:
PSY 6160 or equivalent. Equivalent to CSL 6460.
PSY 6470 Theories & Techniques of Group Counseling
& Psychotherapy 3 Credits
This course is a study of the history, theory, and practice of group
counseling and psychotherapy. Several major contemporary models
of group counseling are examined. Instructional methods include
both didactic presentations and experiential methods. Students are
afforded the opportunity to participate in a training group as a group
member and as a leader. A strong emphasis is placed on ethical
standards and self-assessment of personal strengths and weaknesses
that affect group leadership. Prerequisites: PSY 7210 or equivalent
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for the Doctor of Psychology, Clinical Specialization. Equivalent to
CSL 6470.
PSY 6580 Human Sexuality & Sexual Disorders 3 Credits
This course focuses on the sexual response cycle, sexual identity, and
the treatment of sexual disorders in clinical practice. The primary
emphasis is on the way in which a disturbance in the processes of the
sexual response cycle (desire/excitement/orgasm/resolution) leads to
sexual dysfunction. The student also becomes familiar with the
paraphilias and gender identity disorders. Equivalent to CSL 6580.
PSY 6600 Theories & Techniques of Marriage &
Family Therapy I 3 Credits
This course is a didactic integration designed to introduce the student
to the foundations of marriage and family therapy. It provides an
overview of the major theoretical approaches to marriage and family
therapy. Assessment techniques and intervention strategies are
presented for all of the schools of thought, with an emphasis on
intergenerational, communication, experiential, structural, and
behavioral approaches. Equivalent to CSL 6600.
PSY 6610 Theories & Techniques of Marriage &
Family Therapy II 3 Credits
This course focuses on mastery of basic and advanced principles of
marriage and family therapy through an integration of therapeutic
perspectives of modernist models. Models studied include strategic,
brief solution focused, narrative, and integrative. Intervention
strategies from each perspective are presented and practiced.
Prerequisites: PSY 6160 and PSY 6600, or equivalents. Equivalent to
CSL 6610.
PSY 7210 Adult Psychopathology & Treatment I 3 Credits
This course focuses on the etiology and diagnosis of adult
psychopathological disorders. Students develop skills in case
conceptualization and addressing adult disorders, differential
diagnosis and construction of a systematic treatment plan, emerging
treatment revision, assessment of outcome, termination, and ethical
issues in the treatment process. While placing treatment within a
theoretical context, the real emphasis in this course is on treatment
techniques aimed at symptom and problem reduction. Benefits and
limitations of the diagnostic process are reviewed.
PSY 7220 Clinical Personality Assessment: Objective
Techniques 3 Credits
This course involves the study of the theory and practice of objective
personality assessment. The course focuses on how objective
personality assessment is used to provide information in educational,
psychiatric, industrial, and medical practice. Primary emphasis is on
the Minnesota Multiphasic Personality Inventory - 2nd Edition, and
the Millon Clinical Multiaxial Inventory - 3rd Edition. Secondary
emphasis is on the Personality Assessment Inventory and tests of
normal personality functioning. In addition, the student gains
familiarity with numerous scales and inventories used to measure
functioning in educational, industrial, and psychiatric practice.
Prerequisite (for clinical programs only): PSY 5610 or equivalent.
PSY 7301 Advanced Performance Enhancement I:
Core Mind-Body Practices 3 Credits
This course presents mind-body practices that provide the core
elements of behaviors for individual and team performance. The
student will learn to practice and to teach mastery of cognitive and
physical skills to control systemic arousal and focusing behavior. The
course will provide tools to construct performance profiles on
individuals taking into account age, gender and cultural parameters.
This depth of analysis provides the foundation to effectively integrate
mind-body practices with performance enhancement. The student
will be given strategies for measuring the efficacy of applying mind-
body practices in diverse settings.
PSY 7305 Advanced Psychomotor Development &
Kinesiology 3 Credits
This course explores the practical applications of physiological and
psychomotor dimensions of performance. The curriculum provides a
comprehensive analysis of human movement and mental training
applications. Parameters for measuring the stress response will be
explored in conjunction with optimizing human performance. The
lifelong developmental aspects of physiological and motor behavior
will be examined.
PSY 7311 Advanced Performance Enhancement II:
Integrative Mind-Body Practices 3 Credits
This course provides in depth study of advanced research and
theories that integrate mind-body practices in enhancing
performance. Students are taught how to utilize multiple conceptual
frameworks and research findings in training skills such as advanced
arousal control, imagery and focusing. The student will be able to
assess the influence of age, gender and cultural factors on
performance and apply this understanding to developing
individualized training protocols. The graduate will be able to assess
the efficacy of integrative mind-body practice models in enhancing
individual, group and team performance.
PSY 7314 Rehabilitation in Sports & Performance 3 Credits
This course examines crucial rehabilitation topics in sports and
performance. The curriculum provides methods of psychological
evaluation and treatment for injuries, addictions, eating disorders, and
burnout. Students will investigate the dynamics of aggression in
sports and performance settings. Retirement issues and exercise
adherence strategies are explored. Inclusive in the course is a special
debate section challenging students to confront current ethical issues
in the field.
PSY 7317 Advanced Group Dynamics in Sports &
Performance Settings 3 Credits
This course examines the integral relationship between leadership,
communication, and group performance. The curriculum applies
group and team principles to diverse populations such as youth,
special needs, high-profile performers and support networks.
Leadership is studied within the context of group functioning.
Students will develop research protocols for assessing group and
team functioning.
PSY 7321 Advanced Performance Enhancement III:
The Psychology of Peak Experience 3 Credits
This course is the pinnacle of performance enhancement teachings.
The emphasis in this course is the development of advanced
awareness skills in the attainment of self-mastery. The student learns
how to guide individual goal achievement in congruence with current
skills. The ultimate goal for the student is to recognize and cultivate
individual and group experiences that are characterized by such terms
as optimal performance, actualization, effortless awareness, flow, and
peak experience.
PSY 7330 Sport & Performance Psychology as a
Business 3 Credits
This course assists students in developing personal business plans.
The curriculum addresses the financial, legal and ethical issues
encountered in sport and performance psychology. The course gives
the student persuasive arguments to use with clients to prevent their
use of licit and illicit drugs and performance enhancing substances, as
well as advising clients who have already used illicit substances and
how to handle accusations against them for substance use or abuse.
Potential career opportunities are identified and compared. The
student will prepare a personal resume, market analysis and
comprehensive business plan.
PSY 7340 Assessment of Intelligence 3 Credits
This course involves the study of the theory and practice of
intellectual assessment. The course focuses on how intellectual
assessment is used to provide information in educational, psychiatric,
industrial, and neurological practice. Primary emphasis is on the
Wechsler intelligence assessment instruments. Secondary emphasis is
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on the Stanford-Binet and Kaufmann Assessment Battery for
Children. The student also gains familiarity with numerous
intelligence tests and achievement tests used in school and industrial
settings and with tests used with non-traditional clients. Prerequisite:
PSY 5610 or equivalent.
PSY 7360 Psychopathology II: Children &
Adolescents 3 Credits
This course focuses on the etiology and diagnosis of child and
adolescent psychopathological disorders. Students develop skills in
addressing disorders of childhood and adolescence, as well as
psychotherapeutic techniques to be employed with children and
adolescents with a broad range of psychological problems from stress
reactions to psychosis. Treatment modalities include group, family,
and individual. The course includes an examination of
psychopathology in childhood and adolescence with emphasis on
diagnostic classification systems for children, major types of
disturbances, assessment techniques, and etiology as related to
constitutional, environmental, and familial factors. Benefits and
limitations of the diagnostic process are reviewed. This course may
not be transferred in.
PSY 7480 Neuropsychology 3 Credits
This course is designed to familiarize the student with language and
terms used in neuroanatomy and physiological psychology. The
course explores brain-behavior relationships that exist and are
diagnostic in the practice of psychology. There is emphasis on the
anatomy of the brain and the nervous system. The course also looks
at several neurological conditions, including AIDS, Parkinson’s
disease, and Multiple Sclerosis as well as the psychological and
neurological impacts of these diseases. Prerequisite: PSY 5410 or
equivalent.
PSY 7490 Integrative Report Writing 2 Credits
This course demonstrates essential components that make up report
writing commonly used in the field of mental health, including
forensic/criminal/custody, school, traditional psychological,
neuropsychological, industrial/organization, and other areas.
Common structure of various types of reports will be considered, but
with attention also given to more focused mental health venues.
Common elements in report writing, integrating report writing,
treatment plans and progress notes and summaries, evaluation of
treatment outcomes, and documentation will be covered. Practice in
writing reports will be a vital part of the course as well as review
examples of well-constructed reports. Finally, ethical issues of report
writing will also be examined. Prerequisites: PSY 7220 and PSY
7340.
PSY 7510 Biological Bases of Behavior 3 Credits
This course is designed to provide the student with a foundation of
human physiology including the nervous, hormonal, reproductive,
and sensory systems, and the attendant functions of digestion, sleep,
learning and memory, emotion and other human biological functions.
The course provides an essential knowledge base for most other
offerings in the field of psychology.
PSY 7512 Psychology of Leadership 3 Credits
The course will provide an overview of the key events and
accomplishments that have played an important role in the historical
evolution of the psychology of leadership and the systems that form
the basis of the discipline. A review of the history of organizational
psychology introduces several important distinctions that define the
discipline, and theoretical models and perspectives that trace the
evolution of theory and practice. The learning activities emphasize
the dichotomy between the science and applications of organizational
psychology and leadership. The course approaches the psychology of
leadership from three different perspectives 1) objectives for research
and practice in the field, 2) basic methodological orientation of
practitioners and 3) the systems and research-based foundations that
form the basis of organizational psychology and the psychology of
leadership.
PSY 7540 Clinical Personality Assessment: Projective
Techniques 3 Credits
This course involves the study of the theory and practice of projective
personality assessment and the way in which projective assessment is
used to provide information in clinical practice. Primary emphasis is
on the Comprehensive System for scoring and interpreting the
Rorschach Ink Blot Test. In addition, the student gains familiarity
with the Holtzman Inkblot Technique, the Thematic Apperception
Test, and projective drawings. Prerequisite: PSY 5610 or equivalent.
PSY 7620 Professional Issues in Clinical Psychology 3 Credits
This course is focused on the skills necessary to successfully
complete a doctoral program in Clinical Psychology and work as a
licensed psychologist in Colorado. This includes completing a
dissertation, obtaining an internship, completing post-doctoral hours,
securing state licensure and gaining professional employment. The
student is prepared to become a positive representative of, and
contributor to, the mental health professional community.
Prerequisite: PSY 5003 and PSY 7640.
PSY 7640 Quantitative Research Design & Methods 3 Credits
This course extends a student’s knowledge of the principles and
procedures involved in complex behavioral sciences research. The
goal is to provide the student with an educational experience that
allows him or her to become an informed consumer of scholarly
psychological research. The course also prepares the student to
conduct advanced research. Topics include philosophy of science,
advanced research methods, and analysis of variance. Prerequisite:
RES 5400 or equivalent.
PSY 7720 Evidence-Based Practices in Psychotherapy 1 Credit
The recent trend toward empirically -based treatments excludes other,
more potent factors responsible for psychotherapy outcome. This
course takes a critical look at “business as usual” in mental health,
exposes its mythmakers, and translates the latest research findings on
what really works in therapy into empirically supported principles for
clinical practice. It emphasizes practical skill building over theory by
teaching students how to use valid and reliable feedback from clients
to deliver effective, efficient, and accountable care.
PSY 7740 Qualitative Research Design & Methods 3 Credits
Readings and exercises in this course emphasize design, analysis, and
research concepts most appropriate to investigating intangibles and
common data in psychological modeling. Techniques of
methodological design related to observational, evaluative, systemic,
psycho-historical, phenomenological, heuristic, mythic, and case
methods are emphasized. Other course topics include data collection,
reliability, validity, data summary and analysis, data reporting,
influences on response rate, techniques of survey sampling (mail,
questionnaire, and telephone surveys), and semi-structured interview
schedules. Research issues of protection of human subjects, privacy,
and confidentiality are also addressed. Students are supervised and
share experiences gained while preparing to develop, administer, and
analyze qualitative research projects. Emphasis is placed on the role
that qualitative methodologies play in the world of research.
Prerequisite: RES 5400 or equivalent.
PSY 7870 Substance Abuse & Dependence 3 Credits
This course addresses the basic models and theories of substance
abuse/chemical dependency; basic psychopathology and
psychodynamics of substance abuse/chemical dependency;
assessment, diagnosis, and differential diagnosis of substance use
disorders (including psychological testing and assessment with the
MMPI-2, MAC, AUI, MAST, and others); and treatment models and
modalities for substance abusing and chemically dependent clients.
PSY 7880 Psychopharmacology 3 Credits
This is a required course which all clinical students must complete at
Ashford University or through transfer credit. This course includes an
examination of basic neurobiology, the brain, CNS, and biologic
models of major psychiatric illness. Students examine in-depth the
clinical uses, mechanisms of action, therapeutic efficacy, side effects,
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and other practical and clinical issues associated with psychotropic
medications. These medications, designed to treat mental illness,
include anti-depressants, mood stabilizers, anti-anxiety agents, and
anti-psychotic medications. This course also examines the match
between different clinical subgroups and various psychotropic
medications, as well as the complex relationships between substance
abusing or chemically dependent patients and psychopharmacologic
treatments. Prerequisites: PSY 5410, PSY 5520 and PSY 7480, or
equivalents.
PSY 7940 Advanced & Multivariate Statistical
Analysis 3 Credits
This course builds on the foundation covered in RES 5400. The focus
is on multivariate techniques commonly used in psychological
research, such as factorial analysis of variance, analysis of
covariance, repeated measures analysis of variance, multivariate
analysis of variance, multiple regression, factor analysis, canonical
correlation, and other multivariate techniques. The emphasis is skill-
building and conceptual understanding, with exposure to a variety of
procedures, so students gain a solid understanding of the
reasoning/logic behind statistical procedures. Extensive use of
statistical software packages (e.g., SPSS, R) will help illustrate
techniques and concepts. This course prepares students to analyze
and interpret data collected for the dissertation. Prerequisite: RES
5400.
PSY 7950 Theories & Methods of Supervision &
Consultation 3 Credits
This course is designed as an interactive experience including a
variety of exercises, group discussions, debates, and observations of
supervision. The course prepares participants for a variety of therapy
settings including private practice, agencies, and academia. The
following critical areas of knowledge and skills are addressed: major
models of supervision, development of a personal model of
supervision, co-evolving therapist-client and supervisor’s
relationships, issues in supervision, and ethical and legal
considerations related to supervision. Students are also acquainted
with best practices for consulting in agency settings. Prerequisite: 1
of the Practicum courses must have been taken at Ashford University.
PSY 7961 – 7965 Clinical Practicum 1 Credit (each)
Students obtain direct clinical experience during participation in the
provision of psychological services. Students provide clinical
services in the form of psychotherapy and psychological assessment
to a broad range of clients in collaboration with, and under the
supervision of, licensed psychologists. Students receive both
individual and group supervision from licensed psychologists. This
clinical practicum is conducted at a site approved by the Director of
Clinical Training. Perquisites: PSY 5280 and PSY 5290.
PSY 7971 – 7975 Clinical Practicum 1 Credit (each)
Students obtain direct clinical experience during participation in the
provision of psychological services. Students provide clinical
services in the form of psychotherapy and psychological assessment
to a broad range of clients in collaboration with, and under the
supervision of, licensed psychologists. Students receive both
individual and group supervision from licensed psychologists. This
clinical practicum is conducted at a site approved by the Director of
Clinical Training. Prerequisites: PSY 7962-7965.
PSY 7981 – 7985 Clinical Practicum
(100 Hours, 1 Term) 1 Credit (each)
Students obtain direct clinical experience during participation in the
provision of psychological services. Students provide clinical
services in the form of psychotherapy and psychological assessment
to a broad range of clients in collaboration with, and under the
supervision of, licensed psychologists. Students receive both
individual and group supervision from licensed psychologists. This
clinical practicum is conducted at a site approved by the Director of
Clinical Training. Prerequisites: PSY 7971-7975 and PSY 7220, PSY
7340 and PSY 7540.
PSY 8110 Neuropsychological Assessment 3 Credits
This course focuses on the theory and practice of neuropsychological
assessment and how behavior can be measured to provide
information regarding brain functioning. Primary emphasis is on
neuropsychological assessment using the Halstead-Reitan and other
single or comprehensive batteries. Secondary emphasis is given to
instruments used for neuropsychological screening and to illuminate
abilities in specific areas of brain functioning. The student learns how
these tests are used to provide assessments and recommendations in
clinical practice. Prerequisites: PSY 5610, PSY 7340, PSY 7220,
PSY 7480, or equivalents.
PSY 8160 Forensic Assessment 3 Credits
Students examine the forensic application of traditional assessment
instruments such as MMPI-II, Rorschach, and MCMI-III. This course
also acquaints the student with specific forensic instruments such as
the Hare Psychopathy Checklist, Multiphasic Sex Inventory, and risk
assessment instruments. Students have the opportunity to administer
and interpret a number of forensic measures and apply the results in
clinical situations. Prerequisites: PSY 5610, PSY 7340, and PSY
7220.
PSY 8170 Neurofeedback Assessment & Treatment 3 Credits
This course introduces the student to converging trends that have
influenced the development of applied biofeedback/
psychophysiology. Major antecedents in classical and operant
conditioning, psychophysiology, behavioral medicine, and
electroencephalography will be examined, as well as the key role that
CNS arousal patterns play in the genesis and etiology of various
brain-based disorders. The primary focus of the course is on
neurofeedback (NF), and offers the student a decidedly hands-on
opportunity for learning how to: 1) become a competent NF
technician; and 2) gain familiarity with the clinical skills that
comprise the basics of choosing NF protocols individually tailored
for patients with a variety of medical and psychological maladies.
PSY 8185 Pediatric Neuropsychology 3 Credits
This course focuses on the theory and practice of pediatric
neuropsychology and its distinctions from adult neuropsychology.
Thus, emphasis is given to the unique practical considerations in
assessing the child/adolescent, to ensure that data collection is valid
and free from unnecessary confounding factors. The student is also
exposed to a variety of common neurological conditions such as TBI,
sports concussion, Autistic Spectrum, toxic exposure, Reactive
Attachment Disorder, etc. In addition, introduction and hands-on
practice with the administration, scoring, and interpretation of a
thorough pediatric neuropsychological battery is provided. The
student furthermore gains supervised experience in writing
meaningful clinical reports and with regard to treatment planning.
Lastly, practical information on how to provide effective assessment
feedback to parents/caretakers is supplied. Prerequisites: PSY 5610,
PSY 7340, PSY 7220, and PSY 7480.
PSY 8190 Sport Neuropsychology 3 Credits
Sport Neuropsychology covers the application of neuropsychological
understanding to the world of sport, with a particular emphasis on
concussion assessment and management. Topics will include
epidemiology of concussions, on field and post-concussion
assessment, concussion management, and counseling issues related to
concussions and neuropsychology. Students will develop knowledge
and expertise in concussion recognition and management.
Prerequisites: PSY 7480 and PSY 8110.
PSY 8310 Correctional Mental Health: Theory &
Practice 3 Credits
Correctional Mental Health covers the application of mental health
theory and practice to jail and prison settings, with a particular
emphasis on identifying and treating mental illness for those who are
incarcerated. Topics will include legislative and court battles that
established correctional mental health, suicide prevention,
components of mental health treatment in correctional systems and
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facilities, and issues related to the provision of psychotherapy in jails
and prisons. Students will develop the knowledge and expertise that
will enable them to practice effectively in correctional systems.
PSY 8540 Forensic Psychology 3 Credits
This course is designed to acquaint the student with psychological
services provided to the criminal and civil justice systems. Emphasis
is placed on the role of psychologists in correctional institutions, the
assessment of juvenile and adult offenders, consultation with various
law enforcement agencies, criminal profiling, and mental health law.
Prerequisite: PSY 5280 or equivalent.
PSY 8620 Advanced Seminar in Marriage & Family
Therapy 3 Credits
This course is for students with significant experience in marriage
and family therapy and explores the cutting edge research and theory
in the field. Students have the opportunity to build theory and create
and develop marriage and family interventions. Prerequisites: PSY
6160, PSY 6600, PSY 8600, and PSY 8610, or equivalents.
PSY 8820 Health Psychology 3 Credits
This course explores the major theories and techniques of health
psychology, behavioral medicine, psychoneuroimmunology, and
body-mind approaches to healing and health care. Psychodynamic
theories and the theories of Reich and Lowen; biofeedback and
behavioral theories; humanistic, Eastern, and body-mind theories are
explored, as well as the works of Borysenko, Ornish, Siegel, and
Weil. Current theoretical approaches and research related to the field
are explored.
PSY 8821 Major Illness: Health Psychology’s Role 3 Credits
Purpose of this course is to familiarize the students with major
medical illness, disease progression, and the contribution of life-style
to disease etiology, prevention, wellness, and quality of life.
Treatment issues are reviewed only by way of illustrating problems
of compliance or adherence once an illness is diagnosed and
treatment has begun. Case illustrations will be used to describe the
health psychology approach to etiology, assessment, treatment
planning, treatment tools and modalities, and the multidisciplinary
environment that the health psychologist functions within.
PSY 8822 Treatment Approaches in Health Psychology 3 Credits
This course explores major theories and techniques of health
psychology treatment, behavioral medicine, psycho-
neuroimmunology, and body-mind approaches to health and health
care. Biofeedback, stress management/relaxation training, behavioral
management approaches, guided imagery, autogenic
phrases/progressive relaxation, hypnosis, meditation / yoga /
acupuncture, massage/body work, pain management, flotation REST,
spirituality and health, relationship/social support and health, and
other related treatment approaches will be explored. The work of
health psychology /behavioral medicine professionals such as Neil
Miller, Dean Omish, Bernie Siegel, Andrew Weil, and Joan
Borysenko along with current theoretical approaches and research
related to the field are explored. Prerequisite: PSY 8820.
PSY 8823 Medical Ethics in Health Psychology 3 Credits
This course is devoted to learning about the practice of psychology in
the health care environment dealing with medical illnesses whether
integrated or non-integrated. Emphasis is placed on ethical issues in
health psychology and behavioral medicine.
PSY 8980 Pre-Doctoral Internship
(1500 Hours; 1 credit per term, 5 terms) 1 Credit
The Internship year provides students with an intensive clinical
experience building upon coursework, Practicum experiences, and
supervision skills obtained during the first three years of coursework.
Through their own investigation and with the assistance of the
Internship Director at Ashford University, students obtain approved
Internship sites either locally or at a distance to provide them with an
opportunity to exercise clinical skills in their area of specialization or
in general psychotherapy. Students are immersed during the
Internship experience in a clinical setting that allows them to work
full time in the field of psychology and therefore prepares them for a
career in psychology. Students may refer to the Internship Handbook
for detailed information regarding Internship requirements. All
Internships must meet APPIC requirements. Prerequisites: 15 hours
of Clinical Practicum and Passing of Doctoral Comprehensive
Examination.
RES Real Estate Studies
RES 301 Principles of Real Estate 3 Credits
This course introduces students to the general principles of real
estate, to include industry terminology, ethics, deeds, listing and
purchase agreements, agency, contracts, and property valuation
decisions. Emphasis will also be on factors impacting local and
national real estate markets.
RES 325 Real Estate Practice 3 Credits
This course examines the basic job functions of real estate
salespersons and brokers. Property listing, advertising, escrow, sales,
and establishing a client base will be covered with practical
applications for completing successful transactions.
RES 327 Real Estate Economics 3 Credits
This course is a study of the foundational economic principles of real
estate with an overview of the U.S. capitalist system. Focus will be
on land use, markets, cycles and growth patterns, as well as property
and income taxation.
RES 334 Real Estate Finance 3 Credits
This course primarily examines the residential real estate finance
markets and their impacts on consumers, but will also cover facets of
commercial real estate. Mortgage options and purchase costs will be
highlighted with attention to theories of real estate investment.
RES 345 Legal Aspects of Real Estate 3 Credits
This course is a study of the legal system and its impact on purchase,
ownership, sale, and leasing of real estate. Topics to be covered
include contracts, wills, zoning, and environmental law, as well as
Constitutional issues in real estate.
RES 429 Property Management 3 Credits
This course provides the framework for the management and
development of inventory of private and commercial real estate
properties on a large scale. Included emphases are the roles of the
property manager, landlord duties and policies, leases, maintenance,
reports, and insurance.
RES 431 Commercial Real Estate Investment 3 Credits
This course examines investment transactions, asset management,
and enterprise management as the core components of commercial
real estate investment. Methods for determining the value of
commercial properties and the sources of real estate capital are also
discussed.
RES 450 Real Estate Appraisal 3 Credits
A study of the functions and approaches to appraisal, which include
cost, income, and the direct sale comparison approach. The social and
economic factors that impact determination of value will be discussed
with emphasis on analyzing market data.
RES 497 Strategic Management of the
Real Estate Enterprise 3 Credits
This capstone course discusses the managerial decision-making and
problem-solving processes that determine the failure or success of a
real estate enterprise. Strategy formulation, implementation, and
evaluation and control are key points of comprehensive focus. The
course also incorporates program comprehensive demonstrations of
knowledge. Prerequisite: Successful completion of the General
Education Capstone course.
RES Research
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 365
RES 5240 Applied Research Methods 3 Credits
This course involves the study of research design, and the
quantitative and qualitative methods that can be used in addressing
research questions. Students will be introduced to social scientific
inquiry and the research design process, as well as some of the most
common quantitative and qualitative research methodologies.
Through the process of critiquing research articles, students will learn
how to determine the appropriate use of research design, recognize
errors and biases in conducting research, and communicate the
methods and results of particular studies.
RES 5400 Understanding, Interpreting, & Applying
Statistical Concepts 3 Credits
This course teaches students how to critically analyze, interpret, and
apply statistical concepts to research in education and the social
sciences. The focus is on a quantitative approach to the concepts and
methods of statistical inference. Topics include sampling, frequency
distributions, estimation, hypothesis testing, and probability.
Statistical analyses covered include correlation, regression, t-tests,
nonparametric tests, and Analysis of Variance. Basic research design
issues are also addressed focusing on selecting data analysis
techniques to appropriately address research questions and to apply
the concepts covered to various psychological problems and realistic
situations. Emphasis is on developing skills in interpreting statistical
results presented in research articles. Equivalent to CSL 5400.
RES 7105 Scholarly Argument I 3 Credits
In this course students will learn foundation skills for searching the
academic literature and constructing a sound argument. Students will
develop a detailed topic outline and an annotated bibliography of
resources in an area of interest. This course will give students the
opportunity to develop the research skills to succeed in their
coursework and complete either an Applied Doctoral Project or
Dissertation.
RES 7110 Scholarly Argument II 3 Credits
This course will build on the work students began in Scholarly
Argument I and the research skills honed throughout the curriculum.
Organization of content and formulating a well-researched scholarly
argument are key learning outcomes. Students will produce a first
draft of a literature review in their content areas and review potential
research methodologies for completing either an Applied Doctoral
Project or Dissertation. Prerequisites: Scholarly Argument I and 6
credits of research (RES) courses.
RES 7302 Advanced Research Methods 3 Credits
This course involves the advanced study of research design, and the
quantitative and qualitative methods that can be used in addressing
research questions. The course is divided into three sections, which
cover social scientific inquiry and research design, quantitative
methodologies, and qualitative methodologies. Qualitative methods
will be emphasized, but a foundation for quantitative methodological
principles will be provided. Students will be required to complete a
training on ethics in research, as well as complete a qualitative
research proposal in an area of interest, which may include
dissertation related research.
RES 7400 Research Design & Methods - Quantitative 3 Credits
This course involves the advanced study of research design, and the
quantitative methods that can be used in addressing research
questions. Students will gain experience developing their own
research ideas and learning how to select and apply appropriate
research designs to test those ideas. Through the process of critiquing
research articles, students will also learn how to evaluate which
research designs would be appropriate to test various areas of inquire,
as well as how to communicate the methods and results of particular
quantitative studies. Students will be required to complete a training
on ethics in research, as well as complete a quantitative research
proposal in an area of interest, which may include dissertation related
research.
RES 7402 Advanced Tests & Measurements 3 Credits
This course involves the advanced study of the theory and practice of
psychological measurement. Students review and apply the concepts
of measurement (levels of measurement, variables, and validity and
reliability of instruments and measurement procedures), and basic
principles of statistics (descriptive statistics, univariate inferential
statistics for comparisons of sample means, correlation, and
regression), as a basis for exploring the proper use of tests and
measurements in psychological research. Students will explore
published research based on psychometric instruments and other
measurement methodologies, and design a quantitative research
proposal in an area of interest, which may include dissertation related
research. Prerequisites for PhD: RES 7410 and RES 7400.
RES 7410 Research Design & Methods - Qualitative 3 Credits
This course involves the advanced study of research design, in
general, and the qualitative inquiry, in particular, that can be used in
addressing research questions. The epistemological assumptions
underlying the qualitative methodology will be explored as students
become familiar with the philosophical issues underlying how we
know what we know. The ability to choose a researchable topic and
create associated research questions will be emphasized. Students
will become familiar with a variety of approaches including
ethnography, grounded theory, phenomenology, narrative,
participatory action research, and case study. A variety of common
data collection methods will be studied, such as observation,
interviews, surveys, and historical document collection. Validation
and reliability standards, as well as evaluation criteria for qualitative
approaches will be addressed. Students will be required to complete
training on ethics in research, as well as complete a qualitative
research proposal in an area of interest, which may include
dissertation related research.
RES 7415 Advanced Statistics 3 Credits
This course emphasizes inferential statistical concepts related to
methods most appropriate to data and theories. The focus is on a
quantitative approach to the concepts and methods of statistical
inference. Topics include hypothesis testing, probability, multiple
correlation and regression, t-tests, Analysis of Variance, Analysis of
Covariance, and Multivariate Analysis of Variance, and
nonparametric tests. Research design issues are addressed, with a
focus on selecting data analysis techniques to appropriately address
research questions and apply the concepts covered to various research
problems and real life situations. Emphasis is on developing skills for
interpreting statistical results presented in scholarly research articles.
Prerequisite for PhD: RES 7410. Additional prerequisite for PhD
ODL: RES 7402. Prerequisite for PsyD: RES/ORG/PSY 7402.
RES 7430 Action Research 3 Credits
Action research is a reflective process of collaborative, participatory
problem solving. This course addresses the processes and procedures
for conducting action research, as well as how to develop an action
research plan. Students will attain a conceptual and applied
understanding of action research methods and the skills to use these
methods to transform an organization through data driven decision-
making. Students will be able to critically analyze and design action
research projects, collect and analyze data, interpret results, and
articulate action research principles as a leader in relevant contexts.
RES 7440 Advanced Study in Qualitative Research 3 Credits
Students with interest in qualitative research, or with a desire to
utilize this methodology for their respective doctoral dissertation, will
be given an opportunity to greatly expand their existing knowledge
base on qualitative research methodology. Students may elect to
begin working on a preliminary proposal for their doctoral
dissertation (or select and explore a topic of interest that may become
the dissertation topic) for the culminating project in this course.
Prerequisites: RES 7400 and RES 7410.
RES 7480 Evidence-Based Practice 3 Credits
This course demonstrates the value of evidence-based practice as an
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366 ASHFORD UNIVERSITY
integral part of formulating research and policy across multiple
disciplines, including human services, education, and organizational
leadership. Coursework examines the current definition of evidence-
based policy and change approaches informed by research. The
course also examines actions to further evidence-based policy,
including preparing and communicating data more effectively, using
existing analytic tools, conducting policy surveillance, and tracking
outcomes with different types of evidence. This course emphasizes
evidence-based practice within the context of action research, quality
improvement, program evaluation, and other real-world research
methodologies.
RES 8001 In-Residence Workshop 1 0 Credits
This interactive workshop contributes to a student’s commitment
toward lifelong learning. As practitioners, leaders, and scholars,
students will engage in self-awareness and learn to become active
participants in supporting their personal, professional, and academic
goals. Students will consider what it means to be a participant of a
scholarly community, and how becoming a scholar-practitioner can
impact the students’ professional community and future goals.
Students will engage in scholarly skills of writing, critical thinking,
and research as they learn how to explore topics within their own
discipline. Students will formulate questions and provide structured
responses, discuss the results and impact of data, recognize the need
and scope of research problems, and search for scholarly articles and
documents. The Dissertation or Applied Doctoral Project process will
be introduced as students will connect their Dissertation or Applied
Doctoral Project preparation to the rest of their scholarly journey.
RES 8002 In-Residence Workshop 2 0 Credits
In the second workshop of the In-Residence series, students will
continue to build on scholarly competencies, focusing on critical
thinking skills and developing more advanced research skills
involving assessment and feedback. Through discussion, assessment,
feedback, and reflective activities, students will learn a variety of
skills, both insight- and action-based, with a core focus on critically
assessing oneself and others in order to serve as leaders and scholars
in their communities of practice. Students will evaluate a problem
statement, critique a scholarly paper, interpret data, and synthesize
ideas through the development of a literature review.
RES 8003 In-Residence Workshop 3 0 Credits
In the third workshop of the In-Residence series, students will
continue to build on scholarly competencies with clarity and accuracy
about data or complex ideas, focusing on the Dissertation or Applied
Doctoral Project process and how this definitive scholarly product
supports the community in which students serve. As leaders in
scholarship and in their communities, it becomes increasingly
essential for students to recognize the complexity of the people with
whom they interact. In this advanced workshop, students explore
their understanding of different populations and the impact of
diversity on their research and professional experiences by creating
relevant questions. Students will learn to write a problem statement
as well as a scholarly paper with a focus on the ethical and legal
access and use of information. Students will further explore how to
generate, and implement new knowledge as well as create visuals of
data in a variety of contexts for scholarly and professional
application.
RES 8004 In-Residence Workshop 4 0 Credits
This workshop is optional. The session provides an opportunity for
students to return to the Ashford University community to support the
Dissertation or Applied Doctoral Project process, specifically
enhancing the quality of their research question, research design,
methodology, and/or the analysis. This open-forum, community-
based workshop provides the setting to support student-faculty
interaction and personalized solutions in assisting students who desire
additional face-to-face support.
RES 8101 Virtual In-Residence Workshop 1 0 Credits
This interactive workshop contributes to a student’s commitment
toward lifelong learning. As practitioners, leaders, and scholars,
students will engage in self-awareness and learn to become active
participants in supporting their personal, professional, and academic
goals. Students will consider what it means to be a participant of a
scholarly community, and how becoming a scholar-practitioner can
impact the students’ professional community and future goals.
Students will engage in scholarly skills of writing, critical thinking,
and research as they learn how to explore topics within their own
discipline. Students will formulate questions and provide structured
responses, discuss the results and impact of data, recognize the need
and scope of research problems, and search for scholarly articles and
documents. The Dissertation or Applied Doctoral Project process will
be introduced as students will connect their Dissertation or Applied
Doctoral Project preparation to the rest of their scholarly journey.
RES 8102 Virtual In-Residence Workshop 2 0 Credits
In the second workshop of the In-Residence series, students will
continue to build on scholarly competencies, focusing on critical
thinking skills and developing more advanced research skills
involving assessment and feedback. Through discussion, assessment,
feedback, and reflective activities, students will learn a variety of
skills, both insight- and action-based, with a core focus on critically
assessing oneself and others in order to serve as leaders and scholars
in their communities of practice. Students will evaluate a problem
statement, critique a scholarly paper, interpret data, and synthesize
ideas through the development of a literature review.
RES 8103 Virtual In-Residence Workshop 3 0 Credits
In the third workshop of the In-Residence series, students will
continue to build on scholarly competencies with clarity and accuracy
about data or complex ideas, focusing on the Dissertation or Applied
Doctoral Project process and how this definitive scholarly product
supports the community in which students serve. As leaders in
scholarship and in their communities, it becomes increasingly
essential for students to recognize the complexity of the people with
whom they interact. In this advanced workshop, students explore
their understanding of different populations and the impact of
diversity on their research and professional experiences by creating
relevant questions. Students will learn to write a problem statement
as well as a scholarly paper with a focus on the ethical and legal
access and use of information. Students will further explore how to
generate, and implement new knowledge as well as create visuals of
data in a variety of contexts for scholarly and professional
application.
RES 8104 Virtual In-Residence Workshop 4 0 Credits
This workshop is optional. The session provides an opportunity for
students to return to the Ashford University community to support the
Dissertation or Applied Doctoral Project process, specifically
enhancing the quality of their research question, research design,
methodology, and/or the analysis. This open-forum, community-
based workshop provides the setting to support student-faculty
interaction and personalized solutions in assisting students who desire
additional face-to-face support. Equivalent to RES 8004.
RES 8910 Dissertation Planning I 1 Credit (9 weeks)
In this course students begin drafting their dissertation under
instructor supervision. Students working individually on their
dissertation drafts focus on the description of their topic, refinement
of their research questions, and outlining their review of the literature
with feedback and recommendations for revisions from their
instructor. (Final approval of these drafts of portions of the
dissertation rests with the student’s individual dissertation
committees, as described in the current Ashford University
Dissertation Handbook, as revised from time to time. Following the
procedures outlined in the Handbook, students may form their
committees before, during, or after their enrollment and completion
of Dissertation Planning I and II.) Prerequisite: Doctoral Capstone
Seminar.
COURSE DESCRIPTIONS
2020-2021 ACADEMIC CATALOG 367
RES 8912 Dissertation Planning II 1 Credit (9 weeks)
In this course students continue drafting their dissertation from
Dissertation Planning I under instructor supervision. Students
working individually on their own dissertation drafts focus on further
refinement of the description of their topic, the final draft wording of
their research questions, and beginning to write their review of the
literature and research methodology with feedback and
recommendations for revisions from their instructor. Students will
exchange research concepts and proposed approaches about their
research methodology with other students proposing similar methods
(qualitative, quantitative, mixed, action). Final approval of these
drafts of portions of the dissertation rests with the student’s
individual dissertation committees, as described in the current
Ashford University Dissertation Handbook, as revised from time to
time. Following the procedures outlined in the Handbook, students
may form their committees before, during or after their enrollment
and completion of Dissertation Planning I and II. Prerequisite:
completion of all required coursework and Dissertation Planning I.
RES 8920 Applied Doctoral Project Planning I 1 Credit (9 weeks)
In this course students will begin drafting their Applied Doctoral
Project under instructor supervision. Students will work individually
on their Applied Doctoral Project drafts and their Project Justification
drafts, focusing on the description of their project, refinement of their
research questions, and a draft of their review of the literature.
Students are encouraged to work closely with their chair during this
course. Prerequisite: Doctoral Capstone Seminar (excluding Doctor
of Psychology, Clinical Specialization).
RES 8922 Applied Doctoral Project Planning II 1 Credit (9
weeks)
In this course students continue drafting their Applied Doctoral
Project and Project Justification from Applied Doctoral Project
Planning I. Students will further refine the description of their topic,
their review of the literature and their Project Justification. At the end
of this course, students should have a Project Justification in close to
its final form. Prerequisites: completion of Applied Doctoral Project
Planning I.
RES 8981 – 8985 Applied Doctoral Project
(1 credit per term, 5 terms) 1 Credit (each)
Students completing the Applied Doctoral Project must complete a
minimum of 5 credits by registering for five terms of Applied
Doctoral Project credit, one credit per term. Applied Doctoral
Projects are written per the policies, practices, and procedures in the
Applied Doctoral Project Handbook. *Students satisfactorily
progressing through the ADP experience, but not meeting the
required milestones in the designated timeframe, will be required to
reenroll in the corresponding ADP experience, Students needing
more than two reenrollments in any of the ADP courses will need to
appeal to enroll in the Applied Doctoral Project Extension, RES
8986/8987 to remain in the program and complete the designated
milestone(s). Prerequisites: completion of all required coursework
and Applied Doctoral Project Planning II.
RES 8986 Applied Doctoral Project Extension 1 Credit
Students needing more than two reenrollments in RES 8981, RES
8982, or RES 8983 will need to appeal to enroll in the Applied
Doctoral Project Extension, RES 8986 to remain in the program and
complete the designated milestone(s). Equivalent to RES 8987.
RES 8987 Applied Doctoral Project Extension 1 Credit
Students needing more than two reenrollments in RES 8984 or RES
8985 will need to appeal to enroll in the Applied Doctoral Project
Extension, RES 8987 to remain in the program and complete the
designated milestone(s). Students registered for RES 8987 are no
longer charged the Applied Doctoral Project Support Fee. Equivalent
to RES 8986.
RES 8990 Dissertation (1 credit per term, 5 terms) 1 Credit (each)
Students writing a dissertation must complete a total of 5 credits by
registering for five terms of dissertation credit, one credit per term.
Dissertations are written per the policies, practices, and procedures in
the Dissertation Handbook. Clinical program students register for
dissertation after they complete PSY 7620, Professional Issues in
Clinical Psychology. Equivalent to RES 8992.
RES 8991 Dissertation Extension 1 Credit
When Dissertation extends beyond 5 credit hours, students must
register in Dissertation Extension until the Dissertation is complete.
Equivalent to RES 8993.
RES 8992 Dissertation (1 credit per term, 5 terms) 1 Credit (each)
Students writing a dissertation must complete a total of 5 credits by
registering for five terms of dissertation credit, one credit per term.
Dissertations are written per the policies, practices, and procedures in
the Dissertation Handbook. Students are registered for RES 8992
after successfully passing the Preliminary Oral Defense, at which
point the Dissertation Support Fee is no longer charged. Clinical
program students register for dissertation after they complete PSY
7620, Professional Issues in Clinical Psychology. Equivalent to RES
8990.
RES 8993 Dissertation Extension 1 Credit
When Dissertation extends beyond 5 credit hours, students must
register in Dissertation Extension until the Dissertation is complete.
Students are registered for RES 8993 after successfully passing the
Preliminary Oral Defense, at which point the Dissertation Support
Fee is no longer charged. Equivalent to RES 8991.
SCI Science
SCI 207 Our Dependence Upon the Environment 4 Credits
In this course, learners deepen their understanding of the importance
of natural resources to mankind. Students explore physical,
biological, and ecological principles, examine how human alterations
affect the environment, and reflect on the controversies surrounding
various approaches to addressing environmental problems and the
steps some communities have taken to address these challenges.
SOC Sociology
SOC 101 Introduction to Sociology 3 Credits
This introductory course presents basic concepts, theories, and
research in sociology. Group organization, sex and gender, marriage
and the family, sports as a social institution, and collective behavior
are among the topics considered.
SOC 120 Introduction to Ethics & Social Responsibility 3 Credits
This course introduces the basic ethical concepts and explores
philosophic perspectives for understanding the meaning of social
responsibility. Topics include ethical theories, the role of
government, the role of corporations, environmental issues, and
ethical integrity.
SOC 203 Social Problems 3 Credits
Drugs, poverty, illiteracy, homelessness, AIDS, undocumented
aliens, single-parent families, urban and farm crises, and racial and
environmental issues are examined. Possible causes and remedies are
scrutinized.
SOC 205 Social Theory 3 Credits
Social theory refers to efforts to understand and illuminate the nature
of social life. As such, social theory is not only the domain of
sociologists. Contributors to social theory include economists,
philosophers, psychologists, historians, activists, dramatists,
essayists, poets, and novelists. Moreover, ordinary folks like us also
theorize about social life. Social theories are crucial for helping us as
individuals make sense of our daily lives, and they are essential to
understanding new research, social practices and institutions. With
the long-term aim of helping us better understand our lives and the
world we live in, we will study what sociological theorists, have to
say about the social world. The course covers key theorists such as
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368 ASHFORD UNIVERSITY
Marx, Durkheim, Weber, Bourdieu and Foucault, Du Bois, Butler
and Bauman and their seminal works, as well as the key social
thought movements of Capitalism, Modernity, Alternative
Knowledge, Self and Society.
SOC 301 Identity & Social Inequality 3 Credits
The course considers issues of identity, social inequality, and
discrimination in society. The focus is on identities such as race and
ethnicity, sex and gender, social class, culture, age, and ability, as
well as the intersection between them. The focus is on these social
categories as both elements of personal identity and sources of social
inequality.
SOC 302 Social Problems & Social Action 3 Credits
This course examines the major theoretical and conceptual
explanations for social problems in modern society. Students will be
introduced to a variety of current social problems in the United States
and around the world, and will consider and suggest potential social
action through the use of foundational sociological tools such as
research, social theory and understanding of inequality and identity
groups. The focus of the course is twofold: the critical analysis of the
causes and consequences of these social problems from a sociological
framework; and the considered social action through community
action, using sociological tools.
SOC 304 Social Gerontology 3 Credits
The course focuses on social stereotypes and prejudice against the
aged, discrimination, friends and family, care giving, living
environments, demography, senior political power, legislation, elder
abuse, and death and dying.
SOC 307 Gender & Sexuality 3 Credits
This course is an introduction to gender and sexuality studies from a
sociological perspective. Its primary focus is critical perspectives on
the social construction of gender and sexuality, inequalities on the
basis of gender and sexuality, activism around issues of gender and
sexuality, and how gender and sexuality shape and are shaped by
other systems of inequality such as race, ethnicity, class, culture, and
age. Also covered are key sociological discourses in the areas of
feminism, masculinities, and queer theory.
SOC 308 Racial & Ethnic Groups 3 Credits
This course examines key sociological perspectives, concepts, and
current research related to race and ethnicity. Its primary focus
includes the social construction of race and ethnicity, patterns of
inequalities and discrimination on the basis race and ethnicity, and
the ways in which key social institutions impact and are impacted by
race and ethnicity. Also covered are current issues related to
immigration, inter-group relations, and how race and ethnicity are
shaped by other systems of inequality such as gender, class,
nationality, and culture.
SOC 312 Child, Family & Society 3 Credits
This course provides an overview of the child (infant through
elementary) and the reciprocal relationships children develop with
their family, their school, and the world in which they live. Theories
pertaining to the roles and relationships within and between families,
schools, and communities are introduced with an emphasis on
enabling students to identify family needs and concerns and to use a
variety of collaborative communication and problem-solving skills to
assist families in finding the best available community resources to
meet these needs. Students themselves explore various community
resources that further the development of the child’s potential.
SOC 313 Social Implications of Medical Issues 3 Credits
An introductory course that provides learners with a basic foundation
of human biology applicable to human service and health and human
services providers. The course explores basic human biology and its
relationship to selected socio-cultural domains that are grounded in
Bronfenbrenner’s Ecological Model of Human Development.
SOC 315 Cross-Cultural Perspectives 3 Credits
Culture and politics in Europe, Latin America, the Arab world, India,
East Asia, and other areas are examined. Emphasis is on viewing the
world from the diverse perspectives of other cultures and political
systems. Topics and regions vary.
SOC 320 Public Policy & Social Services 3 Credits
An examination of public policies and the social services they
mandate. The major focus is on American government policy at all
levels and the detailed content of social services. Some consideration
of other nations and international agencies is offered. Policies and
services pertaining to a variety of areas including urban life, poverty,
health care, substance abuse, children, the aged, unemployment, and
mental health are studied.
SOC 333 Research Methods 3 Credits
This course examines quantitative, qualitative, mixed methods and
associated data interpretation within the context of research, policy
and practice within the social sciences. This course also examines the
relationship between research, policy and/or theory. Students will
examine types of data, measurement scales, hypotheses, sampling,
probability, and varied research designs for research in the social
sciences and related disciplines.
SOC 401 Engaging in Sociology 3 Credits
The course embraces the concept of ‘Engaging Sociology’ - a need
for students to understand how to engage social/theoretical concepts
into their daily lives in varied social environments, as well as through
their employment. The course covers varied aspects of applied
Sociology and social/theoretical concepts as a citizen in communities
on a local, national, and global scale, as well as through employment
as a Sociologist or in a related field. Prerequisites: SOC 101, SOC
333, and SOC 301 or ANT351, ANT 353, and ANT 340.
SOC 402 Contemporary Social Problems &
the Workplace 3 Credits
This course presents an analysis of major contemporary social
problems, especially in the United States. Attention is given to the
problems of poverty, racism, sexism, drug and alcohol abuse, and
illiteracy, and their impact on the contemporary workplace.
Consideration is given to diverse sociological perspectives regarding
the causes, consequences, and solutions to these problems.
SOC 490 Social Science Capstone 3 Credits
This course requires students to reflect upon and synthesize the major
insights gained in their study of the Social Sciences. A substantive
paper is developed which requires students to critically analyze their
experiences and knowledge in order to build leaders in the
interdisciplinary field of Social Science. Prerequisite: Successful
completion of the General Education Capstone course.
SOC Sociology
SOC 5110 Sociological Theory 3 credits
This course provides a systematic review of foundational and
advanced sociological concepts, especially those in relation to
classical and contemporary sociological theories and their reflection
of individuals, social groups, social problems and social movements
in society. Students will gain knowledge of the development of
social theories through research and the integration of varied
theoretical perspectives on society; as well as be able to critically
synthesize these social theories within the varied contexts of the field
of public sociology.
SOC 5610 Structure & Function of Nonprofit &
Government Organizations 3 Credits
In this course, the nonprofit organization, the governmental
organization, and their structure and function are examined. Students
will become familiar with different types of nonprofit and
governmental organizations and their interrelated and often
interdependent functions. Students will learn about the complexity of
the public and nonprofit sectors functioning as a dynamic system of
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2020-2021 ACADEMIC CATALOG 369
interrelated yet separate organizations that are governed by social and
fiscal policy and regulation.
SOC 5620 Sociology of Work in Contemporary Society 3 Credits
This course explores theories and concepts of work in contemporary
society within and external to formal employment, and the
intersection of work, gender, and family. Students will understand a
broad range of experiences of work, drawing upon research on how
temporal, socio-economic, gender and family roles, culture, and other
factors shape work experiences. Students will also consider
implications for policy and practice.
SOC 5630 Community Organizations & Analysis 3 Credits
This course explores the structure, function, and culture of
community organizations, and the ways in which social scientists can
use qualitative and quantitative data to inform decision making,
identify and address needs, and evaluate processes and outcomes.
Students will read and analyze a variety of case studies and
approaches that address these issues.
SOC 6910 Public Sociology Capstone 3 Credits
This capstone course addresses the application of sociological theory
and research methods to social problems or policy concerns in
organizations or communities. Students can either choose from a
selection of case studies provided or identify a local organization
with an applied or medical social problem or policy issue and
develop a proposed solution that applies their learning through an
integrative project plan that combines theory, research, and practice.
Prerequisite: completion of all required coursework. This course may
not be transferred in.
SPA Spanish
SPA 103 Beginning Spanish I 3 Credits
This course is designed for beginning Spanish speakers with no
previous college course work in Spanish. The goal of this course is to
enable students to acquire a basic mastery of the following four
language skills: listening, speaking, reading, and writing. The course
will emphasize practice of grammar and communication skills.
SPA 104 Beginning Spanish II 3 Credits
Continued study of grammar and vocabulary of the Spanish language
and study of the Spanish-speaking cultures. Emphasis on speaking,
reading, and writing skills. Prerequisite: SPA 103 or departmental
approval.
SPE Speech
SPE 103 Oral Communication 3 Credits
Students learn basic theory and practice of oral communication.
Topics include language, listening, causes of communication
breakdown, feedback, nonverbal communication, audience analysis,
reasoning, organization and development of messages, and delivery
strategies. Oral assignments may range from informative, persuasive,
and ceremonial speaking to small group discussion and oral
interpretation.
SRM Sports and Recreation
Management
SRM 300 Sport Facility Management 3 Credits
This course explores the basic concepts, practices and management of
sport facilities. The students will identify and review the managerial
practices as to the financing, building, and management of various
forms of sport facilities. Included in the course will be an
examination of legal issues, risk management, and current trends and
issues in the management of sport facilities. The students will be
afforded the opportunity to obtain specific insights to current
practices and new developments in sport facilities management.
SRM 311 Sport Law 3 Credits
This course explores the legal structure of, and issues surrounding,
amateur and professional sports leagues and associations. Included
will be an examination of tort issues, risk management, sports
agency, contract law, collective bargaining, gender issues, intellectual
property, and antitrust law.
SRM 320 Organization and Administration of
Sports & Recreation Management 3 Credits
Reviews the principles of organizational structure and behavior
within sport organizations. Topics include organizational policies and
procedures, organizational effectiveness, communication networks,
and leadership values. Prerequisite: Junior standing or permission of
instructor.
SRM 325 Case Research in Sports &
Recreation Management 3 Credits
Sports as a subject matter is very ancient and its marketing can be
traced to even its earliest days. However, as an integral portion of
contemporary society, successful sporting events or seasons generally
require professional marketing efforts. Utilizing the principles of
management, marketing and other relevant disciplines this course
will use case studies, class discussions, and projects to enhance the
student’s collective expertise in this area of Sports and Recreation
Management. Prerequisite: Successful completion of the General
Education Capstone course.
SRM 401 Sport Finance 3 Credits
The course examines the economic and financial environment in
which the sport industry operates, with emphasis on financial
decision-making, financial management, and current financial trends.
The content identifies key stakeholders and their various interests in
the financial success of sport operations and organizations. The
students will explore sources of funding and revenue generation,
financial controls and reporting, budgets, and the relationship
between management principles and financial performance.
Prerequisite: ACC 205
SRM 410 Contemporary Issues in Sports
Marketing & Management 3 Credits
Sport has become a major business enterprise in the United States
and in much of the world. This course helps students understand the
scope of the sport industry, to include identifying career opportunities
in various segments of the sport industry. The course also examines
the managerial process to include the functions of management, as
well as the roles, skills, and attributes required of sport managers.
Special attention is given to examining the unique characteristics of
sport and the resulting social and ethical responsibilities of sport
managers.
SRV Service Management
SRV 301 Introduction to Service Management 3 Credits
This course introduces management in the ‘intangible industries’
organization and addresses the central challenges presented by
services organizations. The course also addresses the need for value
creation through customers, the role of organizational leadership, and
the role of services in modern society.
SRV 312 Service Operations Management 3 Credits
This course is an introduction to service-related operations in a
variety of business sectors and is studied through the shared aspect of
their service elements, drawing upon service management theory to
provide the academic framework. Students are introduced to
operations management principles, and study the role of the
operations manager within service organizations. Prerequisite: SRV
301.
SRV 332 Fundamentals of Hospitality 3 Credits
This course is a survey of the interrelated industries that comprise the
hospitality and tourism industry. The course also introduces the
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370 ASHFORD UNIVERSITY
student to the major concepts and components that representing the
hotel, food and beverage, restaurant, recreation, theme parks, gaming,
club management, convention and event planning, cruises, and
tourism services industries. Prerequisite: SRV 301.
SRV 333 Resort Management 3 Credits
This course provides an overview of resort management and
operations in the context of ski, golf, gaming, and other types of
resorts. The basic principles of marketing, management, and
development of a resort will be covered. The course includes a
review of the history of the growth of resorts in the United States,
expansion of resorts worldwide, and their operations and
characteristics. Prerequisite: SRV 301.
SRV 340 Marketing in a Services Environment 3 Credits
This course is designed to provide an introduction to the general
principles of marketing and an in-depth study of services marketing
theory. The concepts the student learns will enable students to
develop the skills appropriate in an emerging service economy. The
student will be exposed to the relationship between services
marketing and the consumer experience. There will be opportunities
for the student to apply services marketing theory in non-profit,
mass-market retail, hospitality, and restaurant enterprise
environments. Prerequisite: SRV 301.
SRV 346 Introduction to Restaurant Management 3 Credits
Identifies the crucial elements involved in the successful operation of
a restaurant and how they interrelate. Students are taken through the
process of creating a concept, developing a menu, budgeting and
controlling costs, staffing the restaurant, purchasing food and
equipment, bar and beverage management, daily operations, and
developing a restaurant marketing plan. Prerequisite: SRV 301.
SRV 347 Sanitation & Safety 3 Credits
This course introduces the student to public health problems that
relate to the hospitality industry. Topics include disease transmission
through improper food handling and cooking, major types of micro-
organisms, environmental conditions which encourage bacterial
growth, fire prevention methods and safety, and sanitation rules and
practices. Prerequisite: SRV 301.
SRV 423 Food & Beverage Control 3 Credits
This course is a study of the systems and techniques appropriate to
manage food, beverage, and labor costs in restaurant and catering
operations. Topics addressed include management, marketing, menu
development, costs and pricing, quality assurance, production, and
operational analysis. Prerequisite: SRV 301.
SRV 425 Event, Meeting, & Conference Management 3 Credits
In this course, students learn strategies to develop meaningful, well-
organized conferences, meetings, and special events. The course
addresses event logistics, facilities management, event compliance
with ADA and other laws/regulations, contract negotiation, labor
planning, and issues with food and beverage management.
Prerequisite: SRV 301.
SRV 429 Fiscal Management of Nonprofit Organizations 3 Credit
This course examines the principles and practices of financial
management in nonprofit organizations. It is designed to teach
students how to use financial information in the management of
nonprofit organizations. The use of case studies and applied examples
intends to make the course especially practical to those working in
the nonprofit environment. Prerequisite: SRV 301.
SRV 438 Menu Planning & Design 3 Credits
This course includes food service design concept including the menu,
the location, and the type of clientele expected. Students will also
demonstrate an understanding of menu layout, including selection,
development, price structure, and restaurant style. Prerequisite: SRV
301.
SSC Social Science
SSC 101 Introduction to Social Sciences 3 Credits
This course introduces students to the interdisciplinary field of social
sciences and some of the disciplines that comprise this field,
including anthropology, sociology, political science and history.
These subject areas figure prominently in the Social Science major.
In this course, students will learn important social science concepts
and theoretical approaches, along with the research methods that
social scientists use to study human behavior. Throughout the course
and through a summative assignment, students will examine how
social factors shape social behavior, and some of the consequences of
current social problems.
SSC 320 Global Socioeconomic Perspectives 3 Credits
This course is an examination of global socioeconomic development
in the context of globalization. Topics include population growth,
natural resources, sustainable growth, migration, diplomacy, and the
global consequences of inequality, poverty, and war. These topics are
examined through the lens of social expectations, gender ideals, and
economic justice. Equivalent to LIB 320.
SSC 330 Peacemaking: A Study of Conflict Resolution
& Activism 3 Credits
An interdisciplinary study of peacemaking and activism with a focus
on how they impact conflict resolution. Students examine thinking
and behavior in response to social conflict such as aggression, threats,
prejudice, avoidance, withdrawal, conformity, and obedience.
Students study various strategies of peacemaking, activism, and
negotiation and then apply these methods to in class activities.
Equivalent to LIB 318.
SSC 340 Human Health & Global
Environmental Change 3 Credits
This course analyzes the relationship between health and the
environment and takes into account how health is influenced by
natural and manmade environmental factors. Students will consider
the history of the relationship between health and the global
environment, addressing how groups in the past understood the
connection and the actions they took to improve both. The course will
also address contemporary theories that highlight how race, gender,
and class influence the relationship between health and the
environment. By concentrating on these factors, students will
consider the negative and positive influences of the environment on
human health as well as possible future concerns and issues that
might emerge.
TMG Technology Management
TMG 300 Scrum Basics 3 Credits
This course teaches the framework of Scrum as used in project
management as it applies to software development and many other
applications. A comparison to predictive (waterfall) methodology is
made. Scrum terminology, team responsibilities, and values are
introduced. Tools to organize and track Scrum projects are reviewed.
Course materials are aligned with Scrum.org and encourage students
that so desire to take the Professional Scrum Master I certification
exam. Individuals with PSM I certifications often continue to earn
additional levels of Scrum Master and related certifications. Links to
exam study materials are provided. Note: Students will be responsible
for registering and paying for the actual certification test as
administered by Scrum.org.
TMG 601 Technology Strategy & Governance 3 Credits
This course focuses on the strategic alliances among business,
technology, and organizational design. Students will learn how to
plan technology architecture in support of a business strategy. The
course addresses the effect of technology on privacy and ethics, the
nature of work force, and the issues in managing remote and virtual
teams. Security strategy and effective policies and training for
protecting corporate assets are covered. Students will also be
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2020-2021 ACADEMIC CATALOG 371
introduced to IT governance frameworks such as COBIT, ISO, and
ITIL in this course. Prerequisite: BUS 600.
TMG 602 Management of Technology 3 Credits
This course focuses on the key role that technology managers play in
supporting the growth and daily operations of an organization.
Students will examine the required leadership skills to succeed in a
culture of innovation along with achieving operational excellence at
the CIO level. The course covers the business opportunities provided
by the convergence of big data, networks, social media, and the
advanced analytics for the growth and competitive advantage of an
organization. Students will learn the skills for managing human and
technological resources and make choices with long-term benefits for
the company. Prerequisite: BUS 600
TMG 699 Technology Management Capstone 3 Credits
This final course will integrate and apply the core concepts acquired
throughout the program. Evaluation will be focused on the quality of
students’ applied research and problem-solving skills, technical and
business content assessment, project management and
implementation methods, and professionalism in writing and
presentation documents. Students will develop a strategic and tactical
plan to solve a given business problem leveraging technology.
Prerequisite: GEN 499 & completion of all MSTM core required
courses
WEB Web & Mobile App Technology
WEB 301 Web Front-End Design & Development 3 Credits
The Web Front-End Design and Development course introduces
students to web technologies used for front-end design and
development such as HTML5 (Hypertext Markup Language) and
CSS3 (Cascading Style Sheets). Throughout the course, students are
introduced to constructing and maintaining quality web pages;
enhancing web pages with the use of page layout techniques, text
formatting, graphics, images, and multimedia; and producing a
functional, multi-page website.
WEB 304 Cross-Platform Mobile Applications
Development 3 Credits
This course provides students with an opportunity to develop a cross-
platform mobile application using existing Web front-end
technologies. In this course, students will also be introduced to the
Bootstrap framework and learn how to use the Bootstrap's grid
systems and container layouts to develop responsive and mobile first
projects on the web.
WEB 307 Android Mobile Applications Development 3 Credits
This Mobile Application Development course examines the
principles of mobile application design and development for the
Android framework. Topics will include memory management, user
interface design, user interface building, input methods, and data
handling. This course will address unique design and deployment
issues that must be taken into consideration when developing
applications for mobile devices.
WEB 310 iOS Applications Development 3 Credits
This iOS Applications Development course examines the principles
of mobile application design and development. Students will learn
application development for the iOS platform. Topics will include
memory management, user interface design, user interface building,
input methods, data handling, network techniques and URL loading,
and specifics such as GPS and motion sensing. This course will
address unique design and deployment issues that must be taken into
consideration when developing applications for mobile devices.
WEB 401 Web Server-Side Development 3 Credits
This Web Server-Side Development course will focus on server-side
programming technologies using PHP programming language to
build web-based applications. This course will explain essential web
server-side development methodologies such as session handling and
validation. In addition, students will learn how to build data access
layer to allow PHP websites to retrieve information from an existing
database.
WEB 499 Capstone for Web & Mobile App Technology 3 Credits
In the BS Web & Mobile App Technology Capstone course, students
will complete an original and significant project that integrates
concepts, principles, and tools taught throughout the program. In this
course, student teams design, implement, test, and document a
software solution system. A presentation will be made by the team or
individual for evaluation. Prerequisites: GEN 499. This course must
be taken last in the program.
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372 ASHFORD UNIVERSITY
SECTION TEN: UNIVERSITY
PERSONNEL
Board of Trustees
Dr. Gregory Geoffroy, Chairperson
Dr. Gregory L. Geoffroy brings more than 30 years of
experience in higher education to the Ashford University
Board of Trustees. Currently, he is President Emeritus at
Iowa State University in Ames, Iowa, where he spent the
previous ten years as the institution's President. From 1997
to 2001, Dr. Geoffroy served as Senior Vice President for
Academic Affairs and Provost at University of Maryland
in College Park, Maryland. He was at Pennsylvania State
University from 1974 to 1997, where he held a variety of
leadership positions, including Dean of the Eberly College
of Science and Head of the Chemistry department. Dr.
Geoffroy currently sits on the Board of Directors of the
Bankers Trust Corporation and is a Grand Council
Member of Tau Kappa Epsilon fraternity. He earned a PhD
in Chemistry from the California Institute of Technology
and a BS in Chemistry from the University of Louisville.
Ms. Mary Jo Maydew, Vice Chairperson
For more than 30 years, Mary Jo Maydew has been
providing financial guidance to colleges and universities.
From 2000 to 2011, she was the Vice President for
Finance and Administration at Mount Holyoke College in
South Hadley, Massachusetts where she had previously
been Treasurer since 1987. Prior to that, Ms. Maydew held
the positions of Assistant Treasurer and Assistant to the
University Controller at Cornell University. Currently, Ms.
Maydew serves on the Board of Directors for the Center
Redevelopment Corporation and the Investment
Committee for The Loomis Communities. In addition, she
recently completed a seven-year term as a Commissioner
on the New England Association for Schools and Colleges
Commission on Institutions of Higher Education. She has
served on the Board of Directors for several educational
organizations, including the Tuition Plan Consortium, the
National Association of College and University Business
Officers, and the Eastern Association of College and
University Business Officers. Ms. Maydew earned her
MBA from Cornell University and her BS in Accounting
from the University of Denver.
Lt. Col. Paul Aguirre
Lt. Col. Paul Aguirre is the Logistics Readiness Squadron
Commander for the 161st Air Refueling Wing (ARW) of
the Arizona National Guard. In this role, he manages a
professional support staff that includes legal, chaplain,
public affairs and other support functions. He has served
over 22 years in the military, deploying to Afghanistan in
2011 to 2012, where he worked in the Chief of Staff's
office at the NATO Headquarters in Kandahar,
Afghanistan. His diverse management experience includes
serving as Public Affairs Officer for the Arizona National
Guard, where he represented the over 8,000 members of
the Arizona Department of Emergency and Military
Affairs to media and community groups. He also has an
extensive financial management background that includes
12 years as the Comptroller for the 161st ARW, managing
an annual budget exceeding 40 million dollars, and
Resource Manager for the Joint Counter Narcotics Task
Force, a joint Army and Air Guard program supporting
local, county, state and federal law enforcement agencies.
He has served on the Board of Directors of the Arizona
Hispanic Chamber of Commerce and the National Guard
Association of Arizona. A strong advocate for adult
education, Lt. Col Aguirre earned his BA from the
University of Phoenix while on active duty with the
Arizona National Guard.
Dr. Grey Edwards, Jr.
Chief of the Army Continuing Education Services (ACES)
Hub at Fort Benning, Georgia; served as a practitioner of
the U.S. Army adult education program. In 2009, she
retired from her full-time position as the W. Dallas Herring
Professor of Community College Education in the
Department of Adult and Higher Education at North
Carolina State University. In 2001, Dr. González Sullivan
also served as the Interim Director for Community College
Relations at The College Board. Prior to that, she has held
community college presidencies in the states of
Connecticut and Maryland. Dr. González Sullivan has
been involved in the community college movement at the
national, regional, and local levels for many years. She has
served on the board of directors of the American
Association for Community Colleges twice, was the
national president of the American Association for Women
in Community Colleges (AAWCC), and was the Executive
Director of the National Community College Hispanic
Council’s Leadership Fellows Program. She served 12
years as a member of the board of trustees for the
American University of Rome and presently chairs the
Community Coalition on Race in Maplewood, NJ. Dr.
González Sullivan holds her EdD in Vocational Education
and EdS in Adult Education from the University of
Arkansas. She holds her MA in Spanish Literature from
New York University and earned her BA from Trinity
College in Washington, D.C. Her research interests focus
on the effects of leadership training, an area in which she
has published numerous articles and book chapters.
UNIVERSITY PERSONNEL
2020-2021 ACADEMIC CATALOG 373
Dr. Leila González Sullivan
Adjunct faculty member /faculty facilitator for the New
York Student Cluster in the School of Education
Leadership for Change of Fielding Graduate
University; former W. Dallas Herring Professor of
Community College Education. In 2009, she retired from
her full-time position as the W. Dallas Herring Professor
of Community College Education in the Department of
Adult and Higher Education at North Carolina State
University. In 2001, Dr. González Sullivan also served as
the Interim Director for Community College Relations at
The College Board. Prior to that, she has held community
college presidencies in the states of Connecticut and
Maryland. Dr. González Sullivan has been involved in the
community college movement at the national, regional,
and local levels for many years. She has served on the
board of directors of the American Association for
Community Colleges twice, was the national president of
the American Association for Women in Community
Colleges (AAWCC), and was the Executive Director of
the National Community College Hispanic Council’s
Leadership Fellows Program. She served 12 years as a
member of the board of trustees for the American
University of Rome and presently chairs the Community
Coalition on Race in Maplewood, NJ. Dr. González
Sullivan holds her EdD in Vocational Education and EdS
in Adult Education from the University of Arkansas. She
holds her MA in Spanish Literature from New York
University and earned her BA from Trinity College in
Washington, D.C. Her research interests focus on the
effects of leadership training, an area in which she has
published numerous articles and book chapters.
Dr. Merle W. Harris
Dr. Merle W. Harris brings 45 years of educational
experience to the Ashford Board of Trustees. She has
served in a variety of roles at institutions of higher
education, high schools, grade schools and the Connecticut
Department of Higher Education. Most recently, she
served as Professor of Undergraduate and Graduate
Programs in Public Policy and Higher Education Policy,
Law and Foundations at Charter Oak State College and the
University of Hartford in Connecticut. Dr. Harris also
works as a consultant in planning, policy development and
accreditation in education and higher education. From
1989 to 2008, Dr. Merle served as Executive Director of
the Board for State Academic Awards and President of
Charter Oak State College. She also served as Interim
President of Central Connecticut State University and as
Deputy Commissioner of the Division of Research
Planning for the Connecticut Department of Higher
Education. Dr. Merle currently sits on the Board of
Regents for Higher Education and the Connecticut Allied
Health Policy Board. She earned her EdD in Education
Policy, Research and Administration from the University
of Massachusetts, and her MS in Guidance and Counseling
and BS in Education from Central Connecticut State
College.
Dr. Carol Kasworm
Dr. Carol Kasworm has nearly four decades of experience
studying adult learners and is considered a leading
authority on adult undergraduate students in higher
education. She is the W. Dallas Herring professor emerita
of adult and community college, formerly of the
Department of Leadership, Policy and Adult and Higher
Education at North Carolina State University. Her research
interests have focused upon the adult undergraduate
experience, including the nature of learning engagement
and participation patterns of adult students, the situated
influences of varied higher education contexts on adult
learners, and the role of adult higher education in a
lifelong learning society. Dr. Kasworm has held faculty
appointments at University of Texas – Austin, University
of Tennessee – Knoxville, University of Houston – Clear
Lake and University of South Florida. She has also served
as Associate Dean of Research and Technology in the
College of Education at University of Tennessee –
Knoxville and Associate Vice Chancellor for Faculty and
Program Development at University of Houston – Clear
Lake. In 2002, Dr. Kasworm was inducted into the
International Adult and Continuing Education Hall of
Fame. She received her BA in Psychology and Sociology
from Valparaiso University, her MA in Higher Education
Administration from Michigan State University and her
EdD in Adult Education from the University of Georgia.
Dr. Paula Kelly
Dr. Paula Kelly has more than 20 years’ experience in
higher education extended studies leadership and served as
the Dean of the College of Extended Studies at San Diego
State University. She was responsible for building strategic
alliances with external partners including corporations,
other universities, ministries, and governmental agencies.
She has a background in entrepreneurial self-support
education and international business, and traveled to more
than 30 countries in Asia, Europe, South America, and the
Middle East to market and develop College of Extended
Studies international training and development programs
for SDSU. Dr. Kelly has served on several Boards of
Directors including the University Continuing Education
Association (UCEA), World Trade Center, Asian Business
Association, and St. Vincent de Paul Village. Dr. Kelly
earned her doctorate in Education Leadership and Masters
in Business Administration from the University of San
Diego. She served as the Development Director for USD,
Vice President of Development for Monarch School, and
she is currently the Director of Development for
International Relief Teams. Dr. Kelly has expertise in
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374 ASHFORD UNIVERSITY
board development and corporate, foundation, major gift
and capital campaign fundraising.
Dr. Meredyth A. Leahy
Dr. Meredyth A. Leahy has over 30 years of experience
working with adult educators and adult learners in basic
literacy, secondary, continuing and higher education, in
both public sector and military education venues, including
Temple University and the Pennsylvania Department of
Education, Cabrini College, Muhlenberg College, and
Excelsior. From 1994 to 2008 she served as Dean, School
of Liberal Arts, Excelsior College, Albany, New York.
Since her retirement, she has served as distance education
adjunct faculty for Excelsior College teaching an
undergraduate course on the history and philosophy of
American education, and North Carolina State University
where she taught a graduate course on the adult learner.
She recently joined the American Council on Education's
Military Installation Voluntary Education Review
(MIVER) as a program review team member. Dr. Leahy
earned her Bachelor's degree from Edinboro State
Teachers College and her Master's and Doctorate degrees
in adult education from Temple University, Philadelphia,
Pennsylvania.
Dr. Craig W. Linebaugh
Dr. Craig W. Linebaugh brings a wealth of experience in
higher education to the Ashford Board of Trustees. He has
spent more than 35 years at The George Washington
University serving in a variety of leadership roles,
including Senior Associate Provost of Academic
Operations, Associate Vice President for Academic
Planning, and Chief Academic Operating Officer of the
Virginia Science and Technology Campus in Ashburn,
Virginia. Currently, he is a Professor of Speech and
Hearing Science and a Research Professor of Medicine at
The George Washington University. Dr. Linebaugh sits on
the Board of Trustees Committee on a Science and
Engineering Complex. He earned his post-doctoral fellow
in Speech-Language Pathology from the Mayo Clinic, his
PhD in Speech and Hearing Science and MA in Speech-
Language Pathology from Temple University, and a BA in
English Literature from Lebanon Valley College.
Dr. Peter J. Negroni
Dr. Peter J. Negroni is currently Senior Advisor and
consultant to EMC Publishing and the College Board. A
career educator with more than 50 years of experience in
education, Dr. Negroni spent 30 years in the New York
City Public Schools, starting as a teacher and ending with
10 years as a school superintendent in the Borough of the
Bronx. During his career, Dr. Negroni acted as the
Executive Director of an educational foundation in
Catawba County, North Carolina, where he led an effort to
reform the school districts in that county. In 1989, he was
appointed Superintendent in Springfield, Massachusetts,
where he earned a national reputation as a transformational
leader and was awarded the recognition of Superintendent
of the Year. In 2000, Dr. Negroni returned to New York
City to assume the position of Senior Vice President at the
College Board, where he spent 13 years leading major
efforts in the K-12 and International Divisions before
retiring in August 2013. Dr. Negroni holds a doctorate
from Fairleigh Dickenson University in Teaneck, N.J and a
bachelor’s degree from Iona College in New Rochelle,
New York.
Dr. Donald Bird
Dr. Donald M. Bird is Professor Emeritus of Chemistry
and former Head of the Department of Chemistry, United
States Air Force Academy, Colorado. Dr. Bird served as a
civilian faculty member from December 1993, when he
retired from active duty as a Lieutenant Colonel, until June
2014 when he retired from Civil Service. During his
assignments at the Academy, Dr. Bird taught courses in
organic chemistry, biochemistry, polymer chemistry, and
general chemistry. While on active duty, Dr. Bird served
as an aircrew navigator, instructor navigator,
standardization/evaluation navigator, Post Attack
Command and Control System Operations Planner, and as
an Emergency War Order Planner in support of KC- and
EC-135 operations at Grissom AFB, McConnell AFB, and
with the Wisconsin Air National Guard at General Billy
Mitchell Field in Milwaukee, WI. Dr. Bird was
commissioned through Officer Training School in October
1971, after completing both his Bachelor of Science
degree in Chemistry and his Master of Science degree in
Food Technology at the University of Illinois. Under Air
Force sponsorship, he completed his PhD in organic
chemistry at the University of Colorado in 1987. Dr. Bird
has published research related to the chemistry of anti-
tumor drugs, waste water recycling in space environments,
and the use of ionic liquids to neutralize chemical warfare
agents. Dr. Bird also supported Air Force athletics as the
Officer Representative for both the baseball and football
teams. In retirement, Dr. Bird continues to serve as a peer
reviewer and team chair for The Higher Learning
Commission, the regional accrediting body that accredits
the United States Air Force Academy and more than 1,100
other schools in a 19-state region in the central United
States. Dr. Bird is chairman of the board of directors of the
Air Academy Federal Credit Union and now also serves on
the board of trustees for Ashford University.
Mr. Gordon Wishon
Gordon Wishon is the retired CIO of Arizona State
University (ASU), providing leadership for the University
Technology Office, responsible for providing technology
services and support to ASU’s more than 90,000 students
and 10,000 faculty, staff, and researchers. He previously
UNIVERSITY PERSONNEL
2020-2021 ACADEMIC CATALOG 375
served as CIO at the University of Notre Dame and at the
Georgia Institute of Technology. He is also a retired USAF
officer, serving 20 years with the U.S. Air Force in a
variety of roles, from flying fighter aircraft to engineering
avionics systems for a new generation of fighter aircraft.
At Georgia Tech, Gordon played a key role in preparing
the campus to serve as the home of the Olympic Village
during the 1996 Atlanta Olympic Games, and he guided
the successful implementation of Georgia Tech’s first ERP
platform. Mr. Wishon was the founding chair of the
Southeastern Universities Research Association’s (SURA)
CIO Council and served on its Board Executive
Committee. He also served as a founding member of the
Southern Crossroads GigaPop and chaired its Board of
Directors, helping to establish the Southeast’s largest
aggregation point for participants in Internet 2 and other
advanced networking activities. At Notre Dame, he led a
comprehensive campus technology upgrade and was co-PI
on a joint Notre Dame/Purdue grant program to establish
the Northwest Indiana Computational Grid. He also
chaired the Board of Directors of the St. Joseph Valley
Metronet, a Northern Indiana regional economic
development initiative.
Mr. Wishon co-founded and chaired the
EDUCAUSE/Internet 2 Security Task Force and served as
a faculty member for the EDUCAUSE Leadership
Institute. At ASU, he served on the State of Arizona’s Data
Governance Commission, the Arizona IT Authorization
Committee, chaired the Board of Directors of the Sun
Corridor Network, and served on customer advisory
boards for Oracle, Sprint, Dell and other technology
companies. In 2004, he was selected as one of
Computerworld magazine’s Premier 100 IT Leaders, and
was awarded CIO magazine’s CIO100 award for
innovation in information technology in 2005 and again in
2008. In 2013, he was selected as one of Information
Week Magazine’s Top Five CIOs, and ASU was
recognized as among Information Week’s Top 100
Innovative Users of Information Technology. In 2014, he
received the EDUCAUSE Leadership Award,
EDUCAUSE’s highest award, and in 2017 and was voted
into CIO Magazine’s CIO Hall of Fame. Since retiring
from ASU at the end of 2017, he has served as an advisor
to several technology startups and as an independent
consultant working on projects for university clients and
consulting firms. Mr. Wishon holds bachelor’s and
master’s degrees in computer science from West Virginia
University and Wright State University in Ohio,
respectively.
Mr. Earl D. Caleb
For more than 26 years, Caleb has provided leadership and
financial guidance to numerous military entities and a
variety of businesses. During his last U.S. Army
assignment, Caleb served as the associate chief financial
officer for the U.S. Army Corps of Engineers Headquarters
in Washington D.C., supporting approximately 37,000
dedicated civilians and soldiers with annual revenues
above $25 billion. Prior to that, Caleb commanded the
Army’s 6th Recruiting Brigade, which involved
approximately 2,200 soldiers and civilians under his
leadership. Colonel Caleb served as director of the
Northern Atlantic Treaty Organization (NATO) Afghan
National Army (ANA) Trust Fund; a directorate within the
Combined Security Transition Command–Afghanistan
(CSTC-A). Caleb was commissioned via ROTC as a
second lieutenant into the U.S. Army Infantry, and later
completed the rigorous U.S. Army Special Forces
Qualification Course and transferred from the Infantry to
Special Forces. Caleb served in a variety of command and
staff assignments in the operational army and supported
six combat deployments during his career, including
Somalia, two tours in Afghanistan, and three tours in Iraq.
He concluded his Army career as a finance officer in July
of 2018 and currently serves as the chief financial officer
for Wings Over the Rockies Air and Space Museum. Caleb
earned a BS in Accounting from Alabama Agricultural &
Mechanical University. He holds a MBA from Regis
University, and a MS in Strategic Studies from the U.S.
Army War College. His military education includes
Infantry officer basic and advanced courses, Command
and General Staff College, and Army War College. In
addition, Caleb is a licensed certified public accountant
(CPA) in Colorado.
Mr. Ty Smith
Mr. Ty Smith is the founder and CEO of Vigilance Risk
Solutions (VRS), a physical security and risk mitigation
company with special focus in the field of workplace
violence mitigation, after 20 years of faithful and
honorable service to God and country. He is a highly
decorated retired United States Navy SEAL with multiple
deployments to the Middle East. Mr. Smith completed his
Bachelor of Arts degree in Organizational Management
from Ashford University and a Master of Business for
Veterans from the University of Southern California,
Marshall School of Business.
Dr. Craig Swenson
Dr. Craig Swenson is the President of Ashford University.
With more than 40 years of experience in higher
education, Dr. Swenson is a recognized national leader in
higher education. In 2015, Dr. Swenson served as Interim
President of University of the Rockies. Prior to that, he
served as Chancellor Emeritus and was a Professor of
Higher Education Administration at Argosy University. He
also served as Chancellor of the Argosy System for seven
years and held the position of Chief Academic Officer for
Education Management Corporation for several years.
UNIVERSITY PERSONNEL
376 ASHFORD UNIVERSITY
Before his tenure at Argosy University, Dr. Swenson was
Provost and Vice President of Academic Affairs at
Western Governors University. Prior to that, he served as
Provost and Senior Vice President of Academic Affairs
over the University of Phoenix system. At University of
Phoenix, he was a Senior Regional Vice President and a
Vice President/Campus Director. Dr. Swenson is on the
Board of Directors of the Council for Higher Education
Accreditation (CHEA) and he serves on the Advisory
Board for the CHEA International Quality Initiative. He is
active as a peer reviewer and accreditation team chair for
the Commission on Senior Colleges of the Western
Association of Schools and Colleges. Dr. Swenson has
been a member of the National Advisory Committee on
Institutional Quality and Integrity (NACIQI), advising the
U.S. Secretary of Education on matters related to
accreditation and the eligibility and certification process
for institutions of higher education. In addition, he has
served on the Jacob K. Javits Program Fellowship Board at
the U.S. Department of Education. He was a non-federal
negotiator for the U.S. Department of Education
Negotiated Rulemaking process in 2007. Additionally, he
was a member of the U.S. Army Educational Advisory
Committee, advising the Secretary of the Army on
education and training matters. Dr. Swenson earned a PhD
in Education with an emphasis in Adult and Organizational
Learning at Walden University, a master’s degree in
Organizational Communication from Brigham Young
University, and a bachelor’s degree in Journalism and
Mass Communications from the University of Utah.
UNIVERSITY PERSONNEL
2020-2021 ACADEMIC CATALOG 377
Ashford University
Administration
Anna Allen, MBA
Vice President, Human Resources
Stephanie Cowsert, MAEd
Associate Vice President, Financial Aid Policy &
Compliance
Bob Daugherty, M Phil
Dean, Forbes School of Business & Technology
Morgan Johnson, MA
Associate Vice President, Center for Excellence in
Teaching & Learning
Iris Lafferty, EdD
Dean College of Arts & Sciences
Tricia Lauer, PhD
Associate Vice President, Learning Assessment
Stephen Nettles, PhD
Associate Vice President, Assessment & Evaluation
Pat Ogden, MS
Vice President, Regulatory Affairs and Accreditation,
ALO
Katie Scheie, MA
Vice President, Student Affairs & University Registrar
Jim Smith, BS
Senior Vice President, Finance
Faculty
Any updates to Ashford Faculty are presented on the
Ashford University website. Please visit
http://www.ashford.edu/community/faculty.htm for the
most up-to-date faculty biographies.
Murad Abel
B.S. Central Michigan University
M.B.A. Davenport University
D.B.A. University of Phoenix
John Ackerman
B.S. Florida State University
M.A. Air Command and Staff College
M.A. Golden Gate University
Ph.D. University of Alabama
Julie Adkins
B.A. College of William and Mary
M.T. Virginia Commonwealth University
Ph.D. Capella University
Elaine Alden
B.A. Point Loma Nazarene University
M.B.A. National University
Ph.D. University of Kent
Amjad Alkilani
M.S. California State University Fullerton
Ph.D. Tennessee State University
Stephanie Anderson
B.A. University of Nebraska at Kearney
M.A., Ph.D. University of Kansas
Lane Andrew
B.S. University of Colorado
M.S. University of Denver
Ph.D. University of Northern Colorado
Kristin Ballard
B.A. University of Maryland
M.S., Ph.D. Capella University
Mingzhen Bao
B.A., M.A. Zhejiang University
Ph.D. University of Florida
John Bathke
B.A. Yale University
J.D. University of California, Los Angeles
Ronald Beach
B.L.S. University of Oklahoma
M.S., Ph.D. Capella University
Alan Belcher
B.A., M.A. Marshall University
M.S. West Virginia College of Graduate Studies
Ph.D. Capella University
Sonja Bethune
B.A., M.Ed. Wichita State University
Ph.D. California School of Professional Psychology
William Blix
C.P.A.
B.A. Florida State University
M.B.A. Regis University
UNIVERSITY PERSONNEL
378 ASHFORD UNIVERSITY
Clifford Blizard
M.S. Colorado State University
Ph.D. State University of New York at Buffalo
Rebecca Campbell
M.A. National University
M.S. Saint Joseph's College
Jorge Cardenas
B.S., M.S.B.A. San Diego State University
D.B.A. Alliant International University
Deborah Carpenter
B.A. University of California, Riverside
M.A. San Diego State University
Wendy Conaway
B.A. University of Houston
M.S. Our Lady of the Lake University
Ph.D. Walden University
Michelle Cranney
A.S., M.B.A. Davenport University
B.S. Utah State University
D.H.Sc. A.T. Still University
Tahereh Daneshi
M.S. Midwestern State University
M.S. Oklahoma State University
Ph.D. Texas Christian University
Bill Davis
B.A. Lewis University
M.A. St. Ambrose University
Claire DeCristofaro
B.A. Hunter College of the City of University of New
York
M.D. Albert Einstein College of Medicine of Yeshiva
University
Veliota Drakopoulou
B.S. State University of New York, New Paltz
M.B.A. New York Institute of Technology
Ph.D. Walden University
Amr Elchouemi
M.S., Ph.D. University of Louisiana at Lafayette
Ted D. Ellis
B.A. Northwest Nazarene College
J.D. University of Idaho College of Law
Robert A. Engelson
B.A. Augsburg College
M.F.A. University of Minnesota
D.M.A. Arizona State University
Tony Farrell
B.A. National University
M.S. National University
M.Ed. University of Oklahoma
Ph.D. University of Hawaii
Stephanie Fink De Backer
B.S. Georgetown University
M.A. Catholic University of America
Ph.D. University of Arizona
Tamecca Fitzpatrick
B.A., M.A. University of Tennessee at Knoxville
Ed.D. University of North Texas
Christopher Foster
B.A. University of California, Davis
M.A., Ph.D. University of Kansas
Don Frey
C.M.A.
B.B.A. University of Iowa
M.B.A. St. Ambrose University
Lauren Gonzalez
Ed.D. University of North Texas
Susan Gould
M.M. Northwestern University
Paul Greenberg
B.A. Macalester College
M.A., Ph.D. University of Arizona
Frank Guevara
Ed.D. Northcentral University
Debby Hailwood
B.A. Chapman University
M.A. Loyola Marymount University
Adrianne Hanson
B.A. Barnard College
M.S. University of Edinburgh
Ph.D. New York University
Jessica Harkins
Ph.D., M.A.Ed., University of North Texas,
UNIVERSITY PERSONNEL
2020-2021 ACADEMIC CATALOG 379
Yolanda Harper
B.A. University of California, Los Angeles
M.A., Ph.D. University of Arkansas, Fayetteville
Justin A. Harrison
B.A. Taylor University
M.A. University of Toledo
Ph.D. Loyola University Chicago
Brandy Havens
M.B.A. High Point University
Michael Hayden
M.B.A. University of California, San Diego
Stephanie Heald
A.A.S. State University of New York, Cobleskill
B.A., M.S. State University of New York, Oneonta
Holly Heatley
B.A., M.A. University of Texas, Arlington
M.L.I.S. University of North Texas
Marc R. Hnytka
B.S., M.S. Ohio State University
Charles P. Holmes
B.S. Eastern Illinois University
M.S., Ph.D. University of Illinois, Urbana-Champaign
Gail Hoskyns-Long
B.S., M.A. Central Michigan University
Ph.D. Capella University
Karen Lynne-Daniels Ivy
B.A. Washington University
M.B.A. University of St. Thomas
Ph.D. Capella University
James D. Jeremiah
B.S. Cedarville University
Th.M. Dallas Theological Seminary
M.B.A. University of Phoenix
Ed.D. Argosy University
Amy Johnson
M.A. Chapman University
Ph.D. Texas Women's University
Cheri Ketchum
B.A., M.A. San Francisco State University
Ph.D. University of California, San Diego
Elizabeth Krewson
B.A., M.A. Brigham Young University
Ph.D. Saybrook Graduate School
Jackie W. Kyger
B.S. Southern New Hampshire University
M.A. University of Texas
Ed.D. Texas A&M University
Iris Lafferty
Dean, College of Arts and Sciences
Ed.D. M.Ed. M.Ed., Harvard University,
Joen Larson, EdD
B.A Buena Vista College
M.S. Iowa State University
Ed.D. University of Northern Iowa
Matthew Laubacher
B.A. University of California, San Diego
B.S. University of California, San Diego
M.Ed. National University
Ph.D. Arizona State University
Pete Limon
M.S. Capella University
M.B.A. Stevens Henager College
M.S. National University
Holly Lopez
Ed.D. University of California Los Angeles
Connie Lower
B.S., M.S. Illinois State University
Ed.D. Southern Illinois University
Yvonne Lozano, MFT
B.S. University of Mary Hardin-Baylor
M.S. Baylor University
Ph.D. University of North Texas
Hwang-Ji (Sherrie) Lu
B.A. Taipei Medical University
M.A. North Dakota State University
M.A. Central Michigan University
Ph.D. Walden University
Stacy Manning
M.A. The University of Iowa
Denise Maxwell
B.S. University of Central Oklahoma
M.A. University of Northern Colorado
M.A. Ball State University
Ed.D. University of Phoenix
UNIVERSITY PERSONNEL
380 ASHFORD UNIVERSITY
Martin McAuliffe
B.A. Ripon College
J.D. Suffolk University Law School
Debra McCoskey-Reisert
B.A. Indiana Wesleyan University
M.B.A. Chancellor University
D.B.A. Argosy University
Christine McMahon
B.A., M.A. Eastern Illinois University
D.H.Ed. AT Still University
James Meetze
B.A. University of California, Santa Cruz
M.F.A. Mills College
John Mendes
M.Ed. University of Missouri - Columbia
M.A. Roosevelt University
Ed.D. Argosy University
Cara Metz
B.P.E. Ohio University
M.A., Ed.D University of Cincinnati
Newton Miller
B.A. Cheyney University
M.S. Liberty University
M.Ed. York College
Ph.D. Capella University
Charlie Minnick
M.B.A. St. Ambrose University
Ph.D. Walden University
Molly Molnar
B.A. Cal Poly, San Luis Obispo
M.S. National University
James C. Moore
A.A. Scottsdale Culinary Institute
B.A., M.A. University of Phoenix
D.B.A. Argosy University
Pamela Murphy
B.A. Hampshire College
M.B.A. American International College
Ph.D. Virginia Tech
Kelly Olson Stewart
Ed.D., M.Ed. Arizona State University
Holly Ourso
M.S. Louisiana State University and Agricultural and
Mechanical College
Laura Palmer Noone
Ph.D. The Union Institute
J.D., M.B.A. The University of Iowa
Neeraj Parikh
M.B.A. DeVry University
D.B.A. Walden University
Karin Parramore
M.S.O.M. National University of Natural Medicine
Julie Pedersen
B.A. Loyola University
M.A. Ph.D. Purdue University
Heather Pederson
Ed.D. Argosy University
M.A. Viterbo University
Kathleen Pierce-Friedman
B.A. California State University-Sacramento
M.S., Ph.D. Capella University
Ray Powers
B.S. Arizona State University
M.B.A., Ed.D. University of Phoenix
Nate Pritts
B.A. State University of New York
M.F.A. Warren Wilson College
Ph.D. University of Louisiana
Sandra Rebeor
B.B.A. Campbell University
M.S. Touro University International
Michael S. Reilly
B.A. Union Institute
M.A. National University
Ph.D. Walden University
Timothy Rice
B.S. Mobile College
M.S.S., D.S.M. United States Sports Academy
Allison Rief
B.A. University of California - San Diego
M.Ed. University of California - Los Angeles
Ed.D. University of Southern California
UNIVERSITY PERSONNEL
2020-2021 ACADEMIC CATALOG 381
Jennifer Robinson
M.A. Ohio University
Ph.D. Washington State University
Amy Rogers
M.Ed. Heritage University
Ed.D. Arizona State University
Patricia A. Ryan
B.A. Siena College
M.P.A. California State University, Northridge
Ph.D. Capella University
Avisha Sadeghinejad
B.S., M.B.A. Sharif University of Technology
D.B.A. Golden Gate University
LaTonya Santo
M.S. University of South Alabama
Ed.D. The University of Alabama
Susan Sasiadek
B.F.A. University of Arizona
M.A., M.B.A. University of Phoenix
Ph.D. Capella University
Shari Schwartz
B.S. University of Central Florida
M.S., Psy.D. Florida International University
Rob Shah
C.P.A., C.M.A.
B.A. Arizona State University
M.B.A. DeVry University
Latisha Shipley
B.A., M.A. Northwestern Oklahoma State University
Ed.D. Northcentral University
Michelle Simecek
M.A. University of Colorado
Ed.D. Edgewood College
Lisa Sims
M.S. University of Phoenix
Robert Smiles
B.S. University of Maryland
M.A. Bellevue University
Ph.D. Capella University
Chris Sorensen
B.S., Ph.D. University of South Florida
M.A. Florida Southern College
Jean Gabrial Starika-Jolivet
M.A., Ph.D. Political Science, Purdue University
Irene Stein
B.S. Bucknell University
M.S. Virginia Polytechnic Institute
M.A. Colorado State University
M.A., Ph.D. Fielding Graduate Institute
Genea Stephens
M.P.A. Wayland Baptist University
Ed.D. Grand Canyon University
Peggy Sundstrom
M.P.H., Ph.D. University of California Los Angeles
Katie Thiry
B.A. University of Wisconsin-Oshkosh
M.A. St. Catherine University
Ph.D. Capella University
Sherrie Timoll-Mueller
M.Ed. Grand Canyon University
Dan Tinianow
B.A. Oberlin College
M.S., Ph.D. Syracuse University
Lynne Trevisan
D.C. Palmer College of Chiropractic
Jennifer Vogel
B.A. St. Mary’s College
M.A. Loyola University
Ph.D. American University
Jennie Walker
B.S., B.A., M.A. University of Colorado Boulder
Ph.D. University of Denver
Michelle Warn
B.F.A. California State University, Long Beach
M.A. San Diego State University
Ph.D. San Diego State University/Claremont Graduate
University
Irina Weisblat
B.A. St. Petersburg University
M.B.A. National University
Ed.D. San Diego State University
Leah Westerman
B.S. Drexel University
J.D. Pennsylvania State University
UNIVERSITY PERSONNEL
382 ASHFORD UNIVERSITY
Conni Whitten
Ed.D. Nova Southeastern University
M.S. Central Michigan University
William Woods
B.A., M.B.A. St. Ambrose University
Ph.D. Capella University
Jennifer Zaur
B.A., M.A. Arizona State University
Maja Zelihic
B.A. University of Northern Florida
M.B.A. University of Phoenix
Ph.D. Capella University
Barbara Zorn-Arnold
B.A. Lake Forest College
Ph.D. University of Illinois, Chicago
Gloria Zúñiga y Postigo
B.S., M.A. California State University, East Bay
Ph.D. University of Buffalo
