“Diverse Issues in Higher Education Recognizes American InterContinental University Online as a Top Provider of ...” plus 3 more |
- Diverse Issues in Higher Education Recognizes American InterContinental University Online as a Top Provider of ...
- Aspen University Announces Launch of $100 per Credit Hour Online Degree Programs in Psychology of Addiction and ...
- Higher Education In The Digital Age
- Capella Education Company Announces Increase to Share Repurchase Program
| Posted: 12 Aug 2010 10:00 AM PDT Press Release Source: Career Education Corporation On Thursday August 12, 2010, 1:00 pm EDT HOFFMAN ESTATES, Ill., Aug. 12, 2010 (GLOBE NEWSWIRE) -- American InterContinental University (AIU) Online, a leading provider of career-focused online education, announced today that it ranked among the top five schools in several categories in the Diverse Issues in Higher Education annual list of top degree-granting schools for minorities during the 2008-2009 school year. "An integral part of our mission is to serve students from diverse cultures and backgrounds with a quality education," said Steve Tober, CEO of American InterContinental University and president of AIU Online. "Being included on this list reflects our commitment to this mission and the effectiveness of our efforts." The list included AIU Online among the top 100 associate, bachelor's and master's degree producers in 31 categories, including:
The United States higher education system has seen a notable increase in minority students. In fact, during the 2007-2008 school year, minority students drove the biggest jump in college freshman enrollment in 40 years with a 15 percent increase in Hispanic students, eight percent increase in African American students and a six percent increase in Asian students1. AIU Online has been featured among the Top 100 Degree Producers list for the past three years. The rankings were published in the May, June and July editions of Diverse Issues in Higher Education. For information on the degree programs available through AIU Online, please visit: www.aiuonline.edu. About American InterContinental University Founded in Europe in 1970, American InterContinental University offers a wide range of undergraduate and graduate degrees in programs such as business, IT, criminal justice and design at U.S. campuses in Atlanta, Houston, Weston, Fla.; an international campus in London; and an internet-based online campus headquartered in suburban Chicago. The award-winning AIU Online Virtual Campus was recognized as "Best of the Best" in the 2009 Computerworld Honors Program. AIU is accredited by The Higher Learning Commission and a member of the North Central Association. For more info, visit www.ncahigherlearningcommission.org or call 312-263-0456. AIU is a member of the Career Education Corporation (Nasdaq:CECO - News) network of universities, colleges and schools. For more info, visit www.aiuniv.edu or www.aiuonline.edu. AIU does not guarantee employment or salary. 1 According to the Pew Research Center study, "Minorities and the Recession-Era College Enrollment Boom." Published June 16, 2010. This entry passed through the Full-Text RSS service — if this is your content and you're reading it on someone else's site, please read our FAQ page at fivefilters.org/content-only/faq.php |
| Posted: 12 Aug 2010 12:00 PM PDT DENVER, Aug. 12 – DENVER, Aug. 12 /PRNewswire-USNewswire/ -- Aspen University, a leading provider of affordable online education, announced today two new degree programs, a Bachelor's and Master's in Psychology of Addiction and Counseling. Tuition for these programs is $100 per credit hour. Aspen is a 100% online, accredited university with a rich history dating back almost 40 years. As an example of the cost effective nature of these programs, the 48 credit hour master's program has a total tuition of $4,800. The programs offer a comprehensive curriculum designed to provide students with the skills needed to gain success pursuing or advancing in addiction counseling careers. Successful completion of the program provides graduates with a recognized degree that will be valuable when pursing personal growth and socially responsible opportunities in addiction counseling careers. Both of the new programs are approved by the Association for Addiction Professionals (NAADAC). Â NAADAC approved education providers offer training and education for those who are seeking to become certified and those who want to maintain their certification. All educational training programs are reviewed for content applicability to national certification standards. Aspen University is newly listed as an approved NAADAC education provider. "Three days before I started at Aspen my younger brother died from an overdosed of some derivative of cocaine and pain killers," noted Dr. David E. Lady, President of Aspen. "On day one I started the process of getting these two degrees created and approved by the appropriate agencies. If anyone has addiction in their family, close to them, or has considered a career in this field, and a NAADAC approved degree will help them achieve their goals, I hope the low cost and flexible online nature of these programs make them a consideration. If Aspen is able to help one single person, directly or indirectly with this curriculum, then these programs will be complete success." Aspen University, the first accredited university to offer a 100% online MBA, is accredited by the Accrediting Commission of the Distance Education and Training Council (DETC). The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency, and is a recognized member of the Council for Higher Education Accreditation (CHEA). Please visit www.aspen.edu for more information. SOURCE Aspen University This entry passed through the Full-Text RSS service — if this is your content and you're reading it on someone else's site, please read our FAQ page at fivefilters.org/content-only/faq.php |
| Higher Education In The Digital Age Posted: 12 Aug 2010 06:14 AM PDT Last year one in four American college students took a course online. The market for online education is booming, and institutions of higher learning are reinventing themselves to accommodate student demand, offering online-only degree programs or opportunities to earn individual credits on the Web. For the average student working toward a college degree, online is an increasingly familiar format for educational delivery. But while Web-based college courses have become mainstream across much of higher education, this trend has largely bypassed the most elite institutions, where taking undergraduate courses online for credit is practically unheard of. Rather than offering full-fledged distance education, some of the country's best universities have instead opted to share free digital versions of course materials online, through a set of efforts collectively dubbed "open courseware." Originating with the launch of MIT's landmark OpenCourseWare initiative in 2001, open courseware is a means of sharing select aspects of the university classroom experience (syllabi, reading lists, even recordings of professors' lectures) with the public--but without many of the teaching and learning elements that typically accompany raw content. For the OCW user, there is no interaction with faculty members, no grading or feedback, no course credit and no degree. Dozens of similar or related projects have sprung up around the country--at Yale, Berkeley, Carnegie Mellon, Rice and elsewhere--each with a different approach to presenting high-quality content to a mass audience. But none of these initiatives fundamentally expands the number of students receiving credits or degrees from these prestigious institutions--or, for that matter, how they instruct their own students. Through the webcast.berkeley initiative, for example, the University of California flagship records dozens of lectures every semester and posts them online the very next day, but Cal students can't just register for an online version of the course. Last year Yale's Open Yale Courses offered more than 20 lecture courses for free download by anyone in the world, including Yale undergrads, yet credit can be earned only by enrolled students in New Haven, and class attendance is still expected. In these cases and numerous others, digital versions of courses are a nice add-on to what elite universities are already doing--and certainly provide a valuable resource for the rest of the world--but they remain marginal to these institutions' core teaching and learning models. The highly selective universities pursuing open courseware have demonstrated the ability to translate their curricula into online format--so why have they stopped short of offering full online education for undergraduates? The answer may lie in concerns about diluting their brands or damaging perceptions of their quality. Daniel Greenstein, a vice provost at the University of California, asks if online education will continue to be viewed "as suspect--the provenance of bottom-feeding for-profits?" In his view, online education will not make inroads into the most selective tier "unless and until some leading universities integrate [it] into their traditional undergraduate curricula ... as fully distance learning options." There are, indeed, signs of change afoot in the elite tier, with first movers coming from the cash-strapped public university sector. UNC Chapel Hill made news last year with its decision to convert its Spanish 101 course to online-only format, freeing up valuable space and conserving resources in response to budget cuts. More dramatically, the University of California system recently announced a pilot for a large slate of online introductory courses across its 10 campuses. If they pass muster at the culmination of the pilot, these Web courses could eventually be used to teach the universities' own undergraduates or expand the UC student body by appealing to new audiences, easing bottlenecks in crowded campuses or providing a desperately needed revenue stream. As the most selective universities enter the already crowded online education market, success is by no means guaranteed; it remains to be seen if their historic advantages will continue to differentiate them from more agile competitors, and if they will be able to retain the prestige associated with their offline teaching. But if the elites were to make transformative use of online education, it would be a highly visible vote of confidence in the medium itself, potentially breaking down the demographic barriers between who learns online and who doesn't. If the UC pilot is successful and Berkeley students eventually find themselves taking much of their introductory program online, will Yale and MIT and the rest feel compelled to engage in experiments of their own? Over the next few years this is the space to watch to see whether online learning will become a legitimate, accepted element of higher education--even at the most prestigious levels. Taylor Walsh, on behalf of Ithaka S+R, is the author of Unlocking the Gates: How and Why Leading Universities are Opening Up Access to Their Courses, forthcoming from Princeton University Press. This entry passed through the Full-Text RSS service — if this is your content and you're reading it on someone else's site, please read our FAQ page at fivefilters.org/content-only/faq.php |
| Capella Education Company Announces Increase to Share Repurchase Program Posted: 12 Aug 2010 05:00 AM PDT Press Release Source: Capella Education Company On Thursday August 12, 2010, 8:00 am EDT MINNEAPOLIS--(BUSINESS WIRE)--Capella Education Company (NASDAQ: CPLA - News), a provider of exclusively online post-secondary education through its wholly owned subsidiary Capella University, today announced an increase to its current share repurchase program. The Board of Directors has authorized an increase of the existing share repurchase program up to an aggregate of $75 million. The previous share repurchase program, which was announced on July 31, 2008, had a remaining authorization of $22 million as of June 30, 2010. "Capella is well-positioned to balance the ongoing needs to invest in the infrastructure of our business and to meet our growth objectives with other potential investments, while maintaining appropriate liquidity to satisfy regulatory requirements and returning value to shareholders," said Lois Martin, senior vice president and chief financial officer. "We are well capitalized with a cash, cash equivalent and marketable securities position of $192 million and no debt as of June 30, 2010. The increased share repurchase authorization demonstrates our confidence in Capella's current value and future prospects. We are committed to increasing shareholder value and deploying a capital allocation strategy to drive high returns on invested capital." The share repurchases will be made from time to time in the open market at prevailing market prices or in privately negotiated transactions using cash generated from operations. The Company may also repurchase shares pursuant to a 10b5-1 plan which allows the Company to purchase shares during corporate black-out periods. The timing and extent of any repurchases will depend upon market conditions, the trading price of the Company's shares and other factors, and subject to the restrictions relating to volume, price and timing under applicable law. The repurchase program may be modified, suspended or terminated at any time by the Company without notice. Forward-Looking Statements Certain information in this news release does not relate to historical financial information, including statements relating to our future prospects and our expectations regarding our revenues, enrollment, and operating performance, and may be deemed to constitute forward-looking statements within the meaning of the Private Securities Litigation Reform Act of 1995. The company cautions investors not to place undue reliance on any such forward-looking statements, which are based on information available at the time those statements are made or management's good faith belief as of that time with regard to future events, and should not be read as a guarantee of future performance or results. Such statements are subject to certain risks and uncertainties that could cause the company's actual results in the future to differ materially from its historical results and those presently anticipated or projected. The company undertakes no obligation to update its forward-looking statements to reflect events or circumstances arising after such date. Among these risks and uncertainties are any failure to materially comply with the extensive regulatory framework applicable to us, including compliance with Title IV of the Higher Education Act and the regulations thereunder; regional accreditation standards and state and regional regulatory requirements; changes in the administration, funding and availability for Title IV programs; responding to any additional governmental inquiries into our financial aid practices; attracting and retaining learners; updating and expanding the content of existing programs and developing new programs; the review of our business and financial aid practices by governmental authorities, including action by Federal Student Aid on the final audit report of the Office of Inspector General of the U.S. Department of Education arising out of its ongoing compliance audit of Capella University; changes in applicable federal and state laws and regulations and accrediting agency policies, including as a result of current U.S. Department of Education rulemaking and recent Congressional review of our industry; maintaining and expanding existing commercial relationships with employers and developing new such relationships; our failure to keep up with advances in technology important to the online learner experience; our ability to manage growth effectively; our ability to realize expected efficiency improvements from our ERP system and our use of business technology to accurately store, process and report relevant data; unforeseen changes in student enrollment or our expenses; and risks associated with the overall competitive environment and general economic conditions. Other factors that could cause the company's results to differ materially from those contained in its forward-looking statements are included under, among others, the heading "Risk Factors" in our most recent Form 10-K and Form 10-Qs on file with the Securities and Exchange Commission and other documents filed by the company with the Securities and Exchange Commission. About Capella Education Company Founded in 1991, Capella Education Company is a national leader in online education and parent company of Capella University, a regionally accredited* online university. Capella University offers online graduate degree programs in business, counseling, education, health administration, human services, information technology, nursing, psychology, public administration, public health, public safety, and social work, and bachelor's degree programs in business, information technology, nursing, psychology, public administration, and public safety. These academic programs are designed to meet the needs of working adults, combining high quality, competency-based curricula with the convenience and flexibility of an online learning format. Currently, Capella University offers 42 graduate and undergraduate degree programs with 137 specializations. More than 38,600 learners were enrolled as of June 30, 2010. For more information about Capella Education Company, please visit http://www.capellaeducation.com. For more information about Capella University, please visit http://www.capella.edu or call 1.888.CAPELLA (227.3552). *Capella University is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools (NCA), www.ncahlc.org. Capella University, Capella Tower, 225 South Sixth Street, Ninth Floor, Minneapolis, MN 55402, 1.888.CAPELLA (227.3552), www.capella.edu. 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