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The University of Phoenix Phoenix Campus

How this student rated the school
Research QualityF Research AvailabilityF
Research FundingF Graduate PoliticsF
Errand RunnersF Degree CompletionF
Alternative pay [ta/gsi]F Sufficient PayF
CompetitivenessF Education QualityF
Faculty AccessibilityF Useful ResearchF
ExtracurricularsF Success-UnderstandingF
Surrounding CityF Social Life/EnvironmentF
"Individual" treatmentF FriendlinessF
SafetyF Campus BeautyF
Campus MaintenanceF University Resource/spendingF
Describes the student body as:

Describes the faculty as:

Lowest Rating
Research Quality
Highest Rating
Research Quality
He cares more about Education Quality than the average student.
Date: Dec 31 1969
Major: Unknown (This Major's Salary over time)
The good:

1. Easy to be admitted to any program. There are practically no admissions requirements. Will they take anybody ? yes. No GRE test is required, no references, no “letter of intent”. No need to hold your breath waiting for months to be “accepted” into some specialized program after competing with 200 other applicants.

2. Flexibility. Classes are scheduled to meet the needs of working people.

The bad:

1. Professors are not real “professors”, as such. They are labeled “facilitators”.

2. I signed lots of paperwork (the usual enrollment stuff, financial aid, etc.), and not once was I ever given a school catalog, no matter how much I requested it. I never did find out who the instructors were or what their academic credentials were for the program of study I was planning on taking.

3. They do NOT like anyone asking in-depth questions about the “instructors”, the nature of the program, or the specific curriculum. After asking lots of essential questions about the school, the program, the age of the particular program I was taking, and other things, I was told in so many words,

…you need to go somewhere else to get your degree…don’t come here

4. The classroom learning format is based around “groups” or “teams”. This makes sense if the instructor is not a real instructor, just a “facilitator”. When I asked about this so-called “group” learning format, and how I was to be graded, I received some very disturbing answers. Example: students are expected to collaborate with each other on their own time with learning projects. Also, if one student in a group is lazy and doesn’t do their part of the “team project” …well too bad. “This…”, I was informed, is “adult learning”

5. I felt like I was on an assembly line conveyor belt when it came to enrollment. They seem to have one main overriding concern when it comes to enrollment: get ‘em in quick, get ‘em, signed up a.s.a.p., and don’t answer any embarrassing questions.

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