AC A D E M IC R E P O RT
The Year in Review
2012–2013
Ta b l e
A cademic
R eport
o f
Co n t e n t s
Provost’s Letter
2
Overview
4
• Key Metrics Year-Over-Year Comparison
8
The Educational Experience
10
Graduation
22
Employment
24
Accreditation
26
Kaplan University in Detail
27
• School Profiles
28
• Learning Centers and Ground Campuses 39
• Map
40
• Learning Outcomes and Survey Results
41
• Student Organizations
45
• Career-Focused Learning Opportunities
46
• Contact Information and Addresses
47
• Leadership and Administration
48
The Year In Review • 2012–2013
2
1
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
P R O V O S T ’ S
L E T T E R
A growing national crisis threatens our way
of life: it’s called “the skills gap.”
At Kaplan University, we’re dedicated to providing
practical, student-centered programs for adult learners
that help them complete their education as quickly and
economically as possible. Our programs are designed to
equip learners to be marketable and productive in the
21st century. At the heart of our mission is this solemn
responsibility: to help individuals launch, enhance,
or change careers. We’re proud of our evidence-based
approach with its focus on continuous improvement and
the value it brings to those we serve. In the pages that
follow, you’ll read about our work this year and what our
students have accomplished.
What is this skills gap? It is the difference
between the capabilities of today’s talent
pool and what society will need to
achieve tomorrow’s goals. The skills gap
helps explain why national unemployment
figures remain stubbornly high. Employers
increasingly cite the skills gap as an
obstacle to growth: too many Americans are
ill-prepared and do not have the requisite
skills for the available jobs.
Closing the skills gap and creating a highly educated
workforce will require the collaborative effort of many
segments of society. At its core, though, we believe the
A confluence of several factors has given
rise to the skills gap:
solution will come through education. A highly educated
populace brings benefits, both tangible and intangible,
to society. To this end, we’re committed not to merely
conferring degrees but to providing outcomes-focused
education that helps people build their skills and strive
to achieve their dreams.
Sincerely,
Betty Vandenbosch, PhD
Provost
Kaplan University
Winter 2013
• The aging U.S. population
• The Baby Boomer generation moving
into retirement, further thinning the
ranks of skilled workers
• Increased qualifications for even
entry-level jobs
• Technological advances that have
rendered many jobs obsolete
• The increasingly global marketplace that
brings down barriers between countries.
The gap continues to grow. Through 2020, the U.S.
economy will have an estimated 55 million job openings:
24 million from newly created jobs and 31 million due
to Baby Boomer retirements. By that time, 65 percent
of all jobs in this country will require postsecondary
education or training beyond high school. At the current
rate, by 2020 the United States will fall short by 5 million
workers with such educational credentials.*
Unless addressed, the skills gap will hurt all of us, putting
the U.S. standing on the world stage, economically and
politically, at risk.
However, the skills gap can be closed.
Kaplan University by the Numbers
Graduation Ceremony
Important Kaplan University metrics for the 2012–2013 academic year:
Total enrollment: 45,076
At Kaplan University, we’re acutely aware of the threat
the skills gap poses. We are addressing the situation
by creating innovative educational solutions to help
individuals take charge of their lives, acquire the
skills they need for productive careers, and meet
employers’ requirements.
The challenge is great. For today’s adult learners, the
decision to pursue higher education is often beset by
obstacles. Many are single parents juggling the competing
demands of work and family. They find themselves on a
career plateau, unable to advance; they may have recently
completed military service and need to adapt to civilian
life. Some adult learners see their dream of improving
their lives through college education as unattainable.
Students over age 30: 63 percent
Female students: 76 percent
Kaplan University scholarships and grants: $5.6 million for 15,960 students
Degrees awarded: 15,295
Campuses and other locations: 16
Faculty with doctoral degrees: 41 percent
* Source: Recovery, Job Growth and Education Requirements Through 2020,
Georgetown Public Policy Institute, June 26, 2013.
2
3
Overview
K
aplan University is an institution of higher learning
dedicated to providing innovative undergraduate,
graduate, and continuing professional education.
Our programs foster student learning with opportunities
to launch, enhance, or change careers in a diverse global
society. The University is committed to general education,
a student-centered service and support approach, and
applied scholarship in a practical environment.
That is our mission. We focus on achieving that
mission in service of those who have been described as
“nontraditional adult learners,” providing our students
with the support and tools they need to achieve their
educational potential and meet their life goals.
Kaplan University’s offerings range from certificates and
diplomas to graduate and professional degrees. Students
can receive credit for coursework performed at other
accredited institutions as well as for experiential learning
and military service. This flexibility enables students to
earn a degree more quickly and at a lower cost.
To help students pursue the course of study that
optimizes their career potential, we provide a suite
of personalized services and rich academic support,
including online tutoring, labs, and web-based career
planning diagnostics.
Kaplan University’s School of General Education also
addresses the unique needs of adult learners. Under our
General Education framework, students are empowered
to hone their critical thinking skills within the context of
their chosen field of study. General Education Literacies
are embedded throughout our undergraduate degree
curricula to assure that our graduates are well-rounded
and prepared for the workplace.
4
Elizabeth Diaz
Graduate, Master of Health Care
Administration
Our standards-based, outcomes-focused approach strives
for continuous improvement by assessing students’ skills
and identifying effective teaching practices across a
variety of learning modalities.
Our Reach
With our academic headquarters in Chicago, Kaplan
University comprises online schools and 16 ground
locations that stretch from Augusta, Maine, to Lincoln,
Nebraska. We maintain online student support centers
in Chicago, La Crosse, WI, Orlando, and South Florida.
For a list of our locations, see page 47 in this report.
During the academic year beginning July 1, 2012,
and ending June 30, 2013, Kaplan University conferred
15,295 degrees and 585 certificates and diplomas.*
Through the same period, the University served 45,076
degree-seeking online and campus-based students.
Accreditation
Kaplan University is accredited by The Higher Learning
Commission and is a member of the North Central
Association of Colleges and Schools. We are also
accredited by numerous program-specific accrediting
agencies and approval grantors. For current information
on the University’s accreditation, licensing, and
programmatic approvals, visit www.kaplanuniversity.
edu/about/accreditation-licensing.aspx.
How We Began
We trace our roots to the American Institute of
Commerce, a postsecondary school that opened its
doors in 1937 in Davenport, Iowa, to provide training
for underserved jobseekers in a nation still reeling from
the Great Depression. That institution became Kaplan
College in 2001 after it was acquired by Kaplan, Inc., a
global provider of educational and career services for
individuals, schools, and businesses. Kaplan College
* All data in this report, unless otherwise noted, is provided by the Provost’s
Office of Kaplan University and covers the academic year beginning July 1,
2012, and ending June 30, 2013.
AIC in 1937 and the
Davenport campus today
began to offer degrees online with just 34 students and a
handful of degree options. After expanding our academic
offerings in 2004 to include master’s programs, we
changed our name to Kaplan University.
Our era of expansion continued in 2007 with the
addition of Concord Law School, the nation’s first online
law school, and of Hamilton College, with its seven
campuses in Iowa and Nebraska. In 2009 we added a
Kaplan University campus in Hagerstown, Maryland,
and merged with Maine-based Andover College with
campuses in South Portland and Lewiston.
In 2011 we expanded our offerings for working adults
with the addition of our School of Professional and
Continuing Education (PACE). PACE provides license
preparation, professional development, and continuingeducation programs to businesses and individuals.
Source: “Today’s typical college students often juggle work, children and bills
with coursework.” The Washington Post, September 14, 2013.
Nontraditional Students:
The New Norm
The Washington Post recently reported that more
than 20 million students are enrolled in the colleges
and universities of the United States.* And, of this
number, only about one-third fit the description of
a traditional student: that is, a teenager going to
college full -time straight from high school.
Today, according to the U.S. Department of Education,
about 40 percent of all college students in the United
States are older than age 25. More than one-third of
college students attend part time. Nearly one in five
college students also work full time.
5
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Overview
Our Vision
We strive to be a lifelong partner for career improvement,
delivering a best-in-class educational experience with an
unmatched commitment to student success.
The Students We Serve
Most of our students are adult learners, often heads
of their households, who work while pursuing their
education. They may be enrolling in a postsecondary
program for the first time, completing a course of study
that was interrupted by life’s circumstances, or furthering
their education by earning another degree, certification,
or licensure.
What We Offer
We take a highly personalized approach to student
support. Our online, on-ground, and blended learning
options are available to those who, for a variety of
reasons, have been underserved by the traditional higher
education system.
Our Approach
Designed to support the unique needs of adult learners,
our strategic plan and related initiatives align with five
key pillars of activity.
• Academic Stature: We are committed to providing
students with the knowledge and skills they need to
be successful in their careers. To this end, we focus on
discipline-based and teaching research, continuously
examining our curricula to meet the demands of
emerging industries and technologies as well as
employment trends. We are proud of our exemplary
faculty—leaders, teachers, and professionals in their
fields. And, we regard accreditation as the ultimate
endorsement of all we do.
6
Kaplan University
offers both courses and course content in
ethics geared to students’ specific subject
area. Our goal: to guide students to maintain
integrity in their work life.
• Next-Generation Learning: Maintaining our
academic stature calls for an emphasis on nextgeneration learning: creating an innovation-rich
environment that helps students achieve their academic
goals as efficiently and cost-effectively as possible. (See
the sidebar on next-generation learning.)
• Student Experience: The student experience plays
a fundamental role in academic success. We enhance
the student experience through small class sizes, live
seminars, 24-hour support resources, comprehensive
student advising, proactive career services, and a
community environment with clubs, honor societies,
and networking opportunities. We foster connections
among caring faculty and fellow students. Our faculty
bring substantive expertise to the classroom and
engage students with energy and enthusiasm.
• Growth: We are positioning Kaplan University for
growth by focusing on our value proposition for
students: Learning, support, and the career they
ultimately achieve must be far more valuable to them
than the personal cost of their experience with us
in terms of their class participation, time, study,
and expense.
• Great Place to Work: Our students are part of a
university community where their faculty and
administrators are encouraged to do the right things,
which in turn helps make Kaplan University a great
place to work and grow.
All of our courses regularly undergo a rigorous review to
drive better student learning outcomes. Our evidencebased evaluation strategy includes three key elements:
(1) understanding expertise, (2) designing and delivering
content, and (3) measuring and evaluating progress.
Trained Kaplan University faculty course leads regularly
evaluate each course and recommend opportunities
for improvement.
“I want to congratulate you all for what
hard work you’ve done. The years that
it has taken you, the dedication, the
sleepless nights, the children, the jobs, the
responsibility that you all have taken under
while still working on your education—it’s
worth it, it’s awesome, and it will pay off.
”
—U.S. Army Captain Scotty Smiley,
Kaplan University
Summer 2012 Commencement Address
Next-Generation
Learning
The Kaplan University culture is one that celebrates
innovation and continuous transformation. This
includes identifying and applying best practices
that improve the student experience and learning
outcomes. It also includes delivering education
on mobile devices, bringing learning activities to
phones and tablets in an increasingly mobile world.
We continue to experiment with such new
technology as motivational “badges,” virtual labs,
and open online courses to leverage advances that
better engage and motivate new groups and types
of learners. Additionally, each academic term we
measure the impact curriculum changes have on
learning outcomes, grades, retention, and student
satisfaction in every course. When we discover that
a change leads to greater student success (such
as the use of multimedia or other interactive
elements), we implement it in other courses
as appropriate.
Our centralized curriculum implementation helps
ensure that we are measuring learning outcomes
consistently, regardless of term, cohort, or
faculty member.
Kaplan University invests annually in institutional
research to improve our programs. We have built
a research and development infrastructure that
will allow for the continuous testing of learning
theories, practices, and innovations hypothesized
to have a broad impact in adult higher education.
This is part of our commitment to continuous
improvement and our focus on data-driven
decision making.
7
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Overview
Key Metrics Year-Over-Year Comparison Chart (Continued)
All metrics are explained in later sections of the report.
Key Metrics Year-Over-Year Comparison Chart
All metrics are explained in later sections of the report.
METRIC
2012–2013
METRIC
2011–2012
Degrees Awarded†
Campuses
2012–2013
2011–2012
15,295
17,731
• KU campuses
11
11
Distribution of Enrolled Students, by Program
• KU additional locations
5
6
• Certificates and other
1%
1%
• Associate’s
32%
30%
• Bachelor’s
Enrollment
• Total
45,076
45,979
46%
49%
• Female students
76%
74%
• Master’s
19%
17%
• Students over age 30
63%
65%
• Juris Doctor
2%
2%
• Mean student income
$20,346
$20,430
• Professional and continuing education
445,000
550,000
• Mean number of risk factors*
3.5
3.6
Average Class Size, by Course Level
• Veterans
10%
13%
• Active military
• Undergraduate
18.6
21.0
6%
5%
• Spouses of active military
4%
3%
• Graduate
13.6
13.8
• Students with prior postsecondary education
69%
71%
• Neither parent attended college
55%
56%
13%
14%
• KU student scholarships
$5.6M
$2.5M
Outcomes
• Students receiving scholarships and/or grants
15,960
2,149
87%
87%
• Total
3,572
3,944
• S tudents attaining the level of practiced, proficient, or mastery
against course learning outcomes (based on course-level
assessment) ‡
• With doctoral degrees
41%
41%
• One-year retention rate
57%
57%
• F-rate (all failing grades as a percentage of all grades awarded)
9.6%
9.0%
• Would recommend Kaplan University to others
83%
84%
• Education is relevant to current goals
88%
90%
Community
•P
ercentage of students participating in one or
more student organizations
Faculty
Satisfaction (as measured by graduate survey)
(Continued on Next Page)
* Described on page 10.
8
†
T he “degrees awarded” calculation methodology for this report has been modified from prior years. This year’s statistic reflects all degrees and certificates conferred
by the institution within the academic year. The statistic in previous years’ reports reflected the number of students whose graduation date fell within the academic
year—which does not necessarily match the year the degree was awarded.
‡
aplan University faculty measure student learning along a 0- to 5-point scale where 0 signifies “no progress” and 5 indicates “mastery.” For a discussion of this
K
strategy, see pages 17–18.
9
T H E E D U C AT I O NA L
EXPERIENCE
Todd Snyder
Graduate, Bachelor of Science
in Criminal Justice
C
losing the skills gap involves opening doors
for adult learners—something we do best. We
develop practical, student-centered programs
and support systems that help adult learners complete
their education and meet their career objectives.
The Kaplan Commitment
How Can We Improve the Outcomes
for Adult Learners?
About Our Students
For 2012–2013, 45,076 students were enrolled in online
programs, at our ground campuses, through our learning
centers, and online at Concord Law School. More than
three in four students (76 percent) are female; 63 percent
are age 30 or older. Based on student self-reporting,
mean student household income stood at $31,525 and
mean student income at $20,346.*
Risk-Factor Distribution
Among Entering
Undergraduate Students, 2012–2013
Proportion of Entering Student Population
0 (1.49%)
1 (7.43%)
6 (2.90%)
The Challenge of Higher Education
The National Center on Education Statistics identifies
seven risk factors that are known to lower a student’s
chances of graduating from college:
• Is older than typical college age
(defined as ages 18 to 22)
• Attends school part time
2 (16.13%)
5 (19.94%)
4 (27.24%)
3 (24.86%)
• Files taxes as independent
• Earned a GED
• Works full time while enrolled
• Has legal dependents other than a spouse
Source: Kaplan University Provost’s Office (2013).
• Is a single parent
During 2012–2013, Kaplan University students exhibited
a mean of 3.5 risk factors.
Our research shows that
most withdrawals occur early
in students’ academic careers.
We observed that low first-term
grades correlate directly with
lower graduation rates and higher
loan default rates. We found
that students with first-term
grades lower than a “C” are at
substantially greater risk for
long-term academic difficulties.
Our analysis led us to develop
a way for students to “try”
Kaplan University.
The Kaplan Commitment allows
undergraduate students to
enroll in classes without first
making a significant financial
commitment, to determine
whether the coursework meets
their educational needs. Students
may withdraw for any reason
during this time, without financial
obligation, or they can become
fully admitted and earn credit for
successfully completed courses.
Students who withdraw during
the trial period will not have
to pay for the coursework (and
therefore receive no financial
assistance from the U.S.
Department of Education).
Nearly 120,000 students have
enrolled under The Kaplan
Commitment since it was
introduced in 2010. In this period:
• More than 7 in 10 students
(71 percent) completed the
Commitment period, continuing
on from the introductory period
into their selected program.
• Approximately 1 in 10
students (11 percent) did
not matriculate due to poor
academic performance.
• The remaining 18 percent
opted out or failed to meet
other requirements.
Some elements of The Kaplan
Commitment were adjusted in
the 2012–2013 academic year to
better support student success.
The changes reflect what we’ve
learned since the program has
been in place.
Undergraduate students proceed
with their studies based on their
attendance. In addition, they must
decide if they do not want to
proceed with their studies after
a 3-week, rather than 5-week,
risk-free trial period. Extensive
internal research and careful
analysis over 2 years showed
that undergraduate students
were making their decision to
commit—or not—in the first 3
weeks. Therefore, the longer
period was not helping students.
Rather, it was delaying personal
commitments and distracting new
students from focusing on getting
off to an all-important good start.
Graduate students (who by virtue
of their level of enrollment
already have college experience)
are no longer covered under
The Kaplan Commitment. Here,
we found that the conditional
enrollment was hindering their
full participation in the University.
*These figures are based on income data reported by 40,852 Kaplan University students who applied for federal financial aid by completing the Free Application for Federal Student
Aid, or FAFSA. Of this number, 67 percent qualified for Pell grants. Students with access to more financial resources typically do not apply for financial aid. Given these factors,
the income values may underestimate the actual financial resources available to the University’s students.
10
11
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
The Educational Experience
Nearly 4 in 10 students (38 percent) enroll at Kaplan
University with at least one college degree. About 3 in 10
(31 percent) have completed some college coursework;
others have a high school diploma or its equivalent.
Kaplan University students are often the first in their
family to attend college. Last year, 55 percent of our
students reported that neither of their parents had
attended college. Making college possible for firstgeneration students is a source of great pride for us.
Academic Programs
Kaplan University offers certificates and degree programs
at the associate’s, bachelor’s, and master’s levels as well as
JD and EJD degrees from our Concord Law School and,
introduced this year, the Doctor of Nursing Practice
degree from our School of Nursing. In 2012–2013, 79
percent of our students pursued undergraduate degrees,
certificates, or diplomas with 21 percent enrolled in
graduate-level programs. The proportion of students
enrolled in master’s programs continues to grow: 19
percent last year, compared with 17 percent and 13
percent, respectively, in prior years.
During 2012–2013, nearly 90 percent of Kaplan University
students chose an online learning environment. We
make our online resources available to all students, and
last year 54 percent of our on-campus students took
some online courses.
Flexible and Innovative Programs
We use a variety of approaches and resources to help
students succeed, beginning with pre-enrollment testing
to identify those who may be at risk. Our intervention
continues at admission with our Kaplan Commitment.
Personalized advising supports new students during
their enrollment and throughout their time at Kaplan
University, with an emphasis on the first few months to
ensure a strong start. Our systematic efforts to observe
and mitigate the most salient drivers and root causes of
first-term failures and withdrawals are ongoing and will
remain a key focus.
Credit Transfer
Many students come to Kaplan University with
significant academic experience. To help students
complete their program as quickly as possible, we
permit them, where appropriate, to transfer academic
credit earned at other accredited institutions. Under our
credit-transfer program in 2012–2013, 15,850 students
received a total of 916,923 transfer credits, representing
a total student savings of $306 million.
Credit for Experiential Learning
Class Size
Class size for undergraduate courses (online and
campus) averaged 18.6 students. Graduate courses’ class
size averaged 13.6 students.
Individualized Student Support
The student–advisor relationship is important to the
educational experience, particularly for online students.
Kaplan University supports students with three types of
advising: education, technology, and career.
Serving the Military
We are the academic choice of more than 9,200
military-related students. Of these, 2,672 are active
military, 4,680 are veterans, and 1,878 are military
spouses and dependents. We recognize the special
challenges of military life and work. Our Military
Student Support Center staffers are specially trained
to serve the needs of military students.
We offer reduced undergraduate tuition for military
personnel, veterans, and spouses of active-duty
military: discounts, on average, of about 55 percent
for active military, 38 percent for veterans, and 10
percent for spouses of active-duty personnel.
At Kaplan University, certain competencies acquired
from work and life experiences may be eligible for
undergraduate academic credit. To apply, students
prepare a comprehensive portfolio describing their
experiential learning. Portfolios are reviewed by faculty
from each discipline for which credit has been petitioned.
Credit is awarded for evidence of learning, not merely
experience. This approach is consistent with the Ten
Standards for Learning developed by the Council for
Adult and Experiential Learning.*
When they enroll, each student is paired with an
Education Advisor who helps make appropriate degree
plan choices and manage inevitable challenges. For
technology and basic document and registration support,
our Student Support and Solutions advisors are available
24 hours a day, 7 days a week. Our Career Services team
offers comprehensive resources to students in career
planning and job search, enabling Education Advisors to
put more focus on supporting students’ academic needs.
See more about Career Services on page 24.
Student Scholarships
Academic Support
Our policies support military students facing
deployment or a permanent duty change. For
example, students may put their program on hold
for up to 5 years while on active duty.
• Business Center: Introduced in 2012, the Business
Center offers real-time tutoring to School of Business
students in associate’s, bachelor’s, and master’s degree
programs.
Kaplan University acknowledges the value of military
training and prior coursework and accepts, on
average, 33 percent of the credits graduating
military-affiliated students need to earn a degree.
Kaplan University’s Student Military Association
(KUSMA) provides a venue for military students
(active-duty members, spouses, veterans, and
members of the Reserves or National Guard) to
engage with one another outside of the classroom.
For most students and families, the cost of a quality
education is a significant financial investment. To help,
Kaplan University offers an array of scholarships and
grants. During 2012–2013, we awarded 15,960 students
nearly $5.6 million in scholarships or grants, 38 percent
of which was need-based, 39 percent merit-based, and
23 percent grants. The significant increase in aid from
the prior year comes from the launch of several new
Kaplan University scholarships and grants, including the
Single-Parent Scholarship and the Kaplan University 75th
Anniversary Grant.
Keeping a college education affordable
is important for our students. During the
2012–2013 academic year, the total program
tuition for a graduate of Kaplan University
averaged $30,339.†
Kaplan University’s virtual academic support centers
help students gain greater understanding and get the
most value from their coursework.
• Math Center: The Math Center helps students with
the skills required for success in courses involving
mathematics literacy. Support includes live tutoring,
question-and-answer submissions, a project review
service, video example responses, workshops, and oneon-one assistance to students, at their convenience.
Both active-duty servicemembers and veterans are
eligible for special tuition rates for all graduate
programs. In addition, Kaplan University participates
in the U.S. Department of Veterans Affairs’ Yellow
Ribbon Program in all of our graduate programs.
• Science Center: The Science Center provides tutoring
and additional help. Students can receive live support
during tutoring hours or submit questions via the 24/7
email service. The Center also offers practice problems,
minilessons, virtual field trips, workshops, and exam
study sessions.
* Fiddler, M., Marienau, C., & Whitaker, U. (2006). Assessing Learning:
Standards, Principles, and Procedures (Second Ed.). Chicago: Kendall Hunt
Publishing Co.
† Includes certificate, diploma, and associate’s, bachelor’s, and master’s
degree programs.
12
13
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
The Educational Experience
• Technology Center: The Technology Center supports
students in information technology courses with
online tutoring, email support, tutorials, and weekly
webinars on information technology topics. Many
tutors are seniors majoring in information technology.
• Writing Center: The Writing Center offers live
tutoring, paper reviews, workshops, and a writers’
reference library. Support includes English language
learner support for both students and faculty,
English fundamentals, podcasts, and Writing Across
the Curriculum assistance, building writing skills
throughout students’ time at Kaplan University.
• Library: Kaplan University’s library offers a wealth of
resources for students and faculty. In a recent survey,
more than 4 of 10 undergraduates (43 percent) and 2
of 3 graduate students (67 percent) reported using the
library at least once a week.
Student Organizations
Building community enriches the student experience,
enhances academic outcomes, and grows our alumni
network. Our student organizations help students
develop new skills and open doors to new opportunities.
This year, Kaplan University’s Office of Student Life
supported 37 registered student organizations: 11
honor societies and 26 clubs and professional groups.
More than 5,900 students participated in at least one
organization. Also this year, the University was approved
to form the first online chapter of Autism Speaks U, the
collegiate division of Autism Speaks, North America’s
largest autism advocacy organization.
We see a correlation between academic success and
student involvement in organizations. For students
who joined one or more University organizations, the
persistence rate was 83 percent, compared to 66 percent
for those who did not. For a list of Kaplan University
student organizations, see Kaplan University in Detail.
14
What Is the
Persistence Rate?
Widely used in postsecondary education, the
persistence rate seeks to measure students’ ability
to “persist” toward completion of their academic
program. The persistence rate is calculated by
comparing numbers of students actively enrolled
at the beginning and end of an academic year.
Students who graduate during that period are
counted as having persisted.
About Our Faculty
Kaplan University’s 3,572 faculty members combine
strong educational credentials with real-world
experience in their disciplines. Our 3,261 online faculty
are based throughout the United States, with a small
number teaching from international locations. Nearly all
of our faculty (98 percent) have an advanced academic
degree; 41 percent hold a doctorate. Nearly two-thirds of
our faculty (64 percent) are female.
For information on individual faculty members, see
the faculty listings on the Kaplan University website at
www.kaplanuniversity.edu/faculty.aspx.
Supporting and Engaging Faculty
Offering professional development for both full- and
part-time faculty is a high priority. Kaplan University
offers faculty a comprehensive array of opportunities
to enhance their expertise in teaching, adult learning,
and innovation and to engage with their colleagues. Our
Center for Teaching and Learning serves both new and
veteran teachers. Participation in Center for Teaching
and Learning offerings doubled during 2012–2013
(26,464 registrations as compared with 13,302 in the
prior year).
Key components of our professional development
resources include:
• Orientation: New Kaplan University faculty members
are oriented through a required, intensive course that
provides a comprehensive look at the institution and
our students. During their first term, new faculty
members are taught best practices in constructive
grading feedback, managing discussion boards, leading
seminars, and building communities. New faculty take
two additional training courses early in their careers
at Kaplan University that detail our support services,
professional development opportunities, and other
resources.
• Professional Development Workshops: The Center
for Teaching and Learning offers more than 30
workshops in an asynchronous format. Topics include
“Student Code of Conduct,” “Military Students,”
“Using the Kaplan University Library,” “Measuring
Student Learning,” “Virtual Collaboration,” and
“Blended Learning.”
• KU Village: Held annually, this online Universitywide conference enables teachers to meet, learn, and
share ideas about new directions in teaching and
learning innovation. The 2012 KU Village welcomed
4,416 participants and explored such disparate topics
as healthy living, the future of online education, and
publishing academic research.
Involvement in Governance
Kaplan University faculty are deeply engaged in
University governance, as demonstrated by strong
faculty representation on our academic governance
committees. Faculty are nominated and elected by their
peers to this service. Nearly all committees have both
full-time and part-time faculty representation. Faculty
hold the majority of voting seats on three-fourths of the
committees on which they serve.
Applied Scholarship
Our faculty and professional staff are affiliated with
regional and national organizations specific to their
disciplines, serving as board members, researchers, peer
reviewers, and presenters. They speak at professional
conferences, publish in peer-reviewed journals, and
receive professional awards. This year, our faculty
reported 220 publications, including 30 books or
book chapters, 170 published articles in peer-reviewed
journals and conference proceedings, and a variety of
additional publications ranging from dissertations to
technical and research reports.
Evaluating Faculty Performance
We annually evaluate faculty member performance
using rubrics measuring five core criteria:
• Substantive expertise
• Preparation
• Presentation
• Classroom management
• Cultural/environmental contribution
These evaluations are designed to enhance the expertise
of our faculty in teaching and learning improvement and
innovation.
Curriculum
At Kaplan University, curriculum development is focused
on and designed to support the continuing development
of students’ knowledge and behavior, including learning
capabilities, capacities, intellectual curiosity, and the
ability to apply their learning in context.
We are focused on offering the most current and relevant
courses and programs designed to meet the needs of
employers and put our students in the forefront of their
selected careers. To this end, we are constantly evaluating
our courses and programs. Continuing our systematic
review of courses during the 2012–2013 academic year,
based on rigorous data analysis we developed 78 new
courses and revised 638 courses.
15
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
The Educational Experience
End-of-Term Student Survey
At the end of each term, students are encouraged to
evaluate the quality of the curriculum and instruction in
an online survey.
The survey consists of 12 rating and open-ended items:
6 items each for the course and the instructor. The
survey evaluates instructors on such criteria as content
knowledge, preparedness, and engagement to lead the
course effectively. During 2012–2013, 93 percent of
respondents expressed satisfaction with the quality of
their courses. Additionally, 94 percent of respondents
reported that instructors either met or exceeded these
criteria. Survey results inform curriculum revision
and policy development and provide a basis for faculty
development.
End-of-Term Faculty Survey
At the end of each term, we also survey our faculty
to measure their perceptions of curriculum features,
associated technology, and characteristics of student
readiness for learning. In this academic year, nearly 9
in 10 respondents (88 percent) reported that courses
were appropriate for helping students meet learning
objectives. More than 8 in 10 (84 percent) stated
the courses included methods and tools to provide
meaningful evaluation of student progress. More than
7 in 10 (72 percent) rated course content and structure
as being above average, with 24 percent rating such
content and structure as being average and 4 percent as
being below average. Survey results, coupled with those
from student end-of-term surveys and assessments
made by faculty course leaders, contribute to decisions
to revise courses.
Partnerships
Kaplan University engages in partnerships with other
organizations to enhance our offerings. Two examples
include the following.
• Associate of Science in Health Science: This
program represents the partnership of Kaplan
University’s School of Health Sciences and the Medical
Education Training Center at Ft. Sam Houston in
San Antonio, Texas. Together we designed a program
16
The Kaplan Way
for Learning
Central to all our efforts is the Kaplan Way for
Learning, an evidence-based learning strategy for
driving student learning outcomes. It incorporates
the principles of motivation, contextualization,
and “prepare, practice, and perform” into the
curriculum and comprises three key elements:
External Review and Assessment
We are dedicated to measuring our performance. This
includes how well we provide a quality educational
experience and how well we perform relative to our
stated goals. We track our performance not only
internally but also externally through a broad range of
third-party measurement and benchmarking tools:
• Highly regarded institutional surveys such as the
National Survey of Student Engagement (NSSE) and
the Adult Learning Inventory (ALI).
• Understanding expertise
• Designing and delivering content
• Measuring and evaluating progress
These elements are united through a commitment
to pilot innovations and rapidly scale them upon
evidence of success. In 2012–2013 we expanded
our review process with a 30-hour online training
course in best practices in instructional design
and curriculum development for all curriculum and
innovation staff. Staff also participated in 2 days of
face-to-face training to incorporate Kaplan Way for
Learning principles into the curriculum.
• Profession-specific assessments, such as the
California First-Year Law Students’ Examination
and the National Council of State Boards of Nursing
licensure examinations.
• Benchmarking studies, from such third-party
assessment organizations as Peregrine Academic
Services, that compare student knowledge and learning
against that of students from other institutions.
We review the results of all of these measurements and
use them as opportunities to improve our programs.
General Education
that incorporates high academic standards while
recognizing medical training experience in the
military. This associate’s degree program embodies
the spirit of innovation and collaboration that we
wish to further in all our efforts to advance the cause
of higher education.
• General Education Collaboration: Kaplan University’s
School of General Education collaborated with the
Community College of the U.S. Air Force to create the
General Education Mobile program for military students.
We are committed to preparing “thinkers who can
work and workers who can think.” Our General
Education program equips students to be literate and
knowledgeable in nine core areas, empowering them to
become independent, critical thinkers who express ideas
coherently, and are better able to engage in a diverse,
changing world.
We foster literacy through a six-course core curriculum
in our bachelor’s degree programs. Literacies are also
embedded in most other courses. For example, a
Communications requirement is embedded in all
undergraduate courses (with the exception of foundational,
academic strategies, and capstone/externship courses).
Kaplan University’s
Unique Approach
Our incorporation of General Education Literacies in
all undergraduate coursework helps students build
connections among the Literacies and their field
of study. Specific assignments map to the General
Education Literacies. For example, in a criminal
justice course in which a Social Science General
Education Literacy is embedded, students may
review historical events that influence contemporary
culture and then describe how such events led to
changes in crisis negotiation. The Science General
Education Literacy incorporated into a business class
may ask students to consider the environmental
challenges that face society and how these ultimately
require companies to develop strategies and policies
to manage business risks.
All required courses contain learning activities and
assessments in either Critical Thinking, Ethics, or
Research and Information. Elective courses contain
learning activities and assessments in Arts and
Humanities, Mathematics, Science, or Social Science.
A seventh course in professionalism and career
development ensures that our students become strong,
career-focused professionals.
Measuring General Education
Learning Outcomes
We track students’ mastery of concepts and the efficacy
of each course. Rubrics are developed for each outcome
based on specific criteria, identifying student progress
toward mastery on a six-point scale:
0 1 234 5
No Progress Emergent Introductory Practiced
Proficient Mastery
17
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
The Educational Experience
Scores are analyzed to determine students’ mastery,
with progress monitored as students advance
through their studies. For example, because most
undergraduate courses include a Communications
outcome, we can track students from their first course
to their last to evaluate improvement in writing and
communication skills.
Outcome Distribution
by Academic Year
Our nursing program and Concord Law School are
subject to additional outcome assessment programs.
These third-party assessments are important to our
emphasis on quality improvement. For details on
students’ performance on these tests, see KU in Detail.
40
35
30
2011-12
2012-13
Program-Level
Third-Party Assessments
25
Percent
Our findings reveal that, on aggregate, as students
progress from 100- to 400-level courses, we see a gradual
shift toward greater mastery of concepts—that is, from
Emergent (1) and Introductory (2) to Practiced (3) and
above. As expected, as students move toward graduation
they also grow in their General Education Literacy
outcomes to demonstrate greater proficiency and
mastery. Results of this year’s outcomes are displayed in
Kaplan University in Detail on page 41.
Profession-Specific
Outcome Assessments
20
15
10
5
0
No Progress Emergent Introductory Practiced
Proficient Mastery
Course-Level Assessment
Course-level assessment provides an objective way
to measure student mastery of course-level learning
outcomes—that is, looking at established criteria rather
than norms.
We use this data to gauge student learning and, factored
together with grades, end-of-term surveys, and other
quantitative and qualitative data, inform course revisions.
Each of our degree programs assesses disciplinespecific outcomes that reflect the most important skills,
knowledge, and abilities students need to succeed.
Each program outcome is supported by a set of courselevel outcomes that, taken together, enable the student
to master the program-level outcome. Course-level
outcomes are more sharply focused components of
expected program outcomes.
Course-level assessment scores measure students’
current mastery level of the skills and knowledge
described by the outcomes. Course-level assessment
supports program outcomes, providing the framework
for specific learning objectives and activities within
18
a course. As shown in the graph, the percentages
of students achieving course-level assessment values
of at least the “Practiced” level (3 or higher) have
remained consistent (86 to 87 percent) over the past 2
academic years.
Student Success
We put students first at Kaplan University, knowing that
when they succeed our society succeeds and we succeed
as well. Consistent with our evidence-based approach to
education, we track the proportion of students who fail a
course. We monitor the “F-rate” (that is, a count of failing
grades as a percentage of all letter grades awarded).
During the last academic year, the F-rate across
Kaplan University was 9.6 percent, up slightly from 9.0
percent the prior year. Since 2008, the failure rate has
trended downward. We attribute that improvement
to a number of factors: more accurate assessment of
prospective students, The Kaplan Commitment, and
enhancements in curriculum, academic advising, and
student engagement.
Kaplan University uses independent third-party
assessments to compare our students’ performance
to national norms. A recent benchmarking study by
Peregrine Academic Services compared the mastery of
our business school students in selected business-related
subjects to aggregate pools of students in institutions
that serve similar students (adult learners). In nearly all
business disciplines, Kaplan University students’ mastery
exceeded the national norms, whether the comparative
learning modality was online, campus based, or blended.
Innovation and New Technology
Our Research Pipeline provides a formal structure for
conducting large-scale studies to evaluate innovations
and make changes in teaching and learning. Examples
of recent pilot topics include motivational “badging,”
adaptive learning, worked examples, and media principles.
The Research Pipeline team engages external research
experts in some pilot studies.
• Open Courses During the last academic year, Kaplan
University developed the infrastructure to deliver
large-scale free courses that enable students to assess
their learning for credit.
• Digital Books Approximately 80 percent of the learning
materials used by Kaplan University undergraduate
students is delivered electronically. Of those materials,
about 60 percent are digital textbooks that enable
students to highlight content, take notes, and transfer
their annotations to create individualized study guides
that aid their learning. We will continue to increase
the availability of electronic and interactive materials
to students, analyzing and implementing best practices
to enhance learning.
Kaplan University regularly seeks innovations that will
enhance the educational experience.
• Research Pipeline We are proud contributors to the
emerging interdisciplinary field of learning science,
which is informed by decades of research in cognitive
science, computer science, educational psychology,
anthropology, applied linguistics, and instructional
methods. Through our empirical research using
controlled trials, we can identify the innovations and
interventions that bring the most successful teaching
and learning approaches and outcomes to both faculty
and students.
19
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
The Educational Experience
Measuring Student Satisfaction
We diligently measure our students’ satisfaction with
their experience in a number of ways.
Kaplan University
Capstone Survey
Alumni Survey
Survey Statement
Each year since 2008, we have surveyed graduates to
gauge their sentiment regarding the Kaplan University
experience. Nearly 17 percent of recent graduates
completed this year’s survey. Ninety percent of these
respondents expressed overall satisfaction with their
Kaplan University experience. Nearly nine in ten
respondents (89 percent) said their educational program
met their expectations. More than eight in ten (83
percent) said they would recommend Kaplan University
to others. Eighty-eight percent reported their Kaplan
University education was relevant to their current
goals. Additional survey information appears in Kaplan
University in Detail on pages 42–43.
This year’s survey respondents reported that their degrees
have led to increased pay (18.4 percent), increased
responsibility at work (17.1 percent), a career change
(13.6 percent), the ability to pursue better opportunities
(11.3 percent), or promotions (8.6 percent). These results
reflect the positive impact Kaplan University is making
in the lives of its graduates.
Capstone Survey
In their final term students complete a survey designed
to measure how well Kaplan University accomplishes
its mission of providing innovative, student-centered
education and offering an efficient path to meet their
goals. During 2012-2013, more than 3,100 students
completed the survey.
Adult Learners’ Mean Satisfaction Ratings
Kaplan University Mean Satisfaction*
Agree or
Strongly
Agree (%)
Kaplan always puts my needs,
as a student, first.
87%
aplan provides personalized support to help
K
keep my program requirements in line with
my life circumstances.
86%
I believe what I learned at Kaplan will help
me reach my personal and career goals.
96%
Getting a degree from Kaplan was an efficient
path to achieving my learning goals.
95%
I believe Kaplan is innovative in its
approach to education.
93%
6.2
6.0
5.8
5.6
5.4
5.2
5.0
4.8
Outreach
Life/Career
Planning
Financing
Assessment
of Learning
*Based on an 18% response rate.
Teaching–
Learning
Process
Student
Support
Systems
Technology
Transitions
Source: 2012 Adult Learner Inventory.
Adult Learner Inventory
The Adult Learner Inventory surveys undergraduate
students ages 25 and older at 4-year institutions
across the nation. The survey addresses eight primary
dimensions of a university education:
• Assessment of Learning Outcomes
• Financing
• Life and Career Planning
• Outreach
• Student Support Systems
• Teaching–Learning Process
• Technology
• Transitions
Students rate the most important aspects of their
educational experience and how satisfied they are with
their colleges’ performance in each area. The differences
in those ratings (displayed as “satisfaction gaps”) help
signal how well a school is providing students with what
they want and need in their education.
20
National 4-Year Adult Learners’ Mean Satisfaction
We analyze our students’ responses and compare
them to the reported national means. Latest Adult
Learning Inventory results show that, on average,
Kaplan University adult learners show higher levels of
satisfaction on all eight scales compared to the average
adult learner at other national 4-year institutions.
Our students expressed greatest satisfaction with the
University’s performance in the categories of Outreach,
Teaching–Learning Process, Student Support Systems,
and Technology.
Survey results, along with other feedback sources, drive
improvements in how we serve students.
National Survey of
Student Engagement
The National Survey of Student Engagement (NSSE)
measures engagement of first-year and final-year
students and compares their responses against a national
average. According to NSSE, engagement is shown to
be predictive of how much and how well students are
learning. Nineteen percent of the University’s first-year
students and 23 percent of seniors participated in this
year’s survey.
The survey organizes results into 10 indicators of
engagement (such as Higher-Order Learning and
Supportive Environment). On 7 of the 10 indicators,
Kaplan University respondents reported significantly
higher engagement than their peers at other institutions.
On three indicators, Kaplan University students’
responses were comparable to or significantly higher
than the top 10 percent of all respondents.
On some other dimensions, our students’ lower scores
reflect the nature of our educational environment. For
example, the lower-than-average Collaborative Learning
score is likely due to the fact that our curriculum does
not emphasize working with peers on homework and
exam preparation.
Students are also asked to evaluate their overall
experience at their school and indicate whether, if they
could start over, they would choose the same school.
In this year’s survey, Kaplan University students scored
significantly higher than the national average on both
measures. For specific data, see Kaplan University in
Detail on page 44.
21
GRADUATION
D
uring 2012–2013, we conferred 15,295 associate’s,
bachelor’s, master’s, and professional degrees as
well as 585 certificates and diplomas:
What makes the difference? We believe it is our singular
focus on:
• Associate’s, 5,193
• Understanding the unique needs of a
nontraditional learner;
• Bachelor’s, 7,012
• Creating an environment that meets those needs;
• Master’s, 2,934
• Regularly measuring outcomes to gauge our
effectiveness; and
• Professional, 156
• Certificate/diploma, 585
• Adjusting the environment to improve
students’ experience.
Kaplan University’s Success Rate
University Graduation
Rate Methodology
Research in recent years, such as the longitudinal
study conducted by the National Center for Education
Statistics (NCES) for a 2003 cohort, suggests that Kaplan
University’s success rate with at-risk students is quite
different than one might expect from a traditional
institution. Based on that data, students with more than
one risk factor had a greater chance of graduating from
Kaplan University than from a traditional institution. In
that study, Kaplan University did a better job educating
and graduating at-risk students than did traditional
universities. For students with multiple risk factors,
Kaplan University’s success rate was significantly better.
The NCES has not published a follow-up study; however,
we continue to track our students’ success rate.
Anngela Hanks
Graduate, Master of Public Health
Among the measures we use, Kaplan University evaluates
persistence and completion by sampling cohorts and
determining the success of those students 2 years later.
In the table below we show the status of all students who
were enrolled at Kaplan University on October 15, 2010,
a little more than 2 years later, on December 17, 2012.
The table presents outcomes of all students (not just
first-time, full-time students as per the IPEDS standard).
FULL-TIME
Degree
Part-time
Number of Graduation Number of Graduation
Graduates
Rate
Graduates
Rate
Associate’s
The data make evident the unique cases presented by
different student circumstances. The full-time graduation
rates are strong by almost any standard and particularly
encouraging for our primarily adult population. Part-time
status is an acknowledged risk factor among students and
plays a large role among the students in our community. Its
outsized impact on student success is clearly depicted here.
The U.S. Department of Education’s Integrated
Postsecondary Education System (IPEDS) defines a
student who is eligible to be included in the graduation
rate calculation as “a first-time, full-time enrollee in an
undergraduate degree program.” The rate is calculated
with as much as a 6-year lag time to calculate the measure
at 150% of program completion for a full-time student.
In our view, this now traditional calculation bears
little resemblance to the changed profile of higher
education in America. As noted earlier, the majority of
students attending college in the United States do not fit
this definition. Of our students, nearly 7 in 10 have
had some prior college experience, and many enroll
part-time. During the 2012–2013 academic year, less
than 1 percent (only 59) of our students met the IPEDS
definition of a first-time, full-time student, making the
IPEDS graduation rate an unscientific representation of
the population. Furthermore, with as much as 6 years to
maturity, the calculation takes much too long to provide
meaningful information.
KU Graduation Rate
1,377
35%
6,446
19%
Bachelor’s
790
47%
2,362
16%
Master’s
2,202
47%
1,049
41%
Here, again, the importance of full- or part-time
status is evident as well as the impact of program level
among undergraduates. We continue to pursue ways
to increase persistence rates for all University students
and particularly for part-time undergraduates. Course
revisions, faculty training, the Kaplan Commitment,
educational and career advising, recognition of prior
learning, and specialized support centers are all among
the strategies we use and evaluate for their impact on
student success.
In addition, we present above graduation rates for
all students by program type using the IPEDS 150%
methodology for each.4 This cohort, in some cases,
reaches back as far as 2006.
Student Status – October 15, 2010, Cohort
Student Status
as of
12/17/12
Student status on 10/15/10 1
Full-Time
Half-time
Less Than
Half-Time
Leave of Absence
and Nonattending
Students
18,617
49,994
2,047
4,504
% Graduated
62%
30%
29%
34%
% Active
2%
9%
10%
11%
% Completed
(nongraduate)2
4%
3%
2%
1%
% Dismissed
Number of
students
10%
16%
5%
7%
% Dropped
22%
42%
52%
44%
% Other
0%
1%
1%
2%
3
aplan University has a rolling term structure. On October 15, 2010, two terms were at day 2,
K
one was at day 24, and one was at day 53.
Students who completed academic coursework, but have other requirements outstanding.
3
Students who failed to meet academic standards.
1
4
F or example, the 2012–2013 bachelor’s graduation rate is
based on the number of successful completers on or before
2012–2013 divided by the total number of academic starts
at that degree level in the academic year that preceded the
2012–2013 academic year by 6 years (bachelor’s degrees are
defined as 4-year degrees: 4 x 1.5 = 6, hence a 6-year period
from start to reported year making the start cohort the 2006–
2007 academic year). The same methodology would apply to
associate’s and master’s (2-year degrees: 2 x 1.5 = 3, hence a
start cohort the 2009–2010 academic year).
2
22
23
EMPLOYMENT
C
ommitted to providing outcomes-focused
education and closing the growing skills gap,
Kaplan University prepares students to become
highly marketable candidates for employment.
As we educate, we also guide our students to move
confidently onto their career paths. But success requires
mastering certain career-related skills. To this end, all of
our schools enlist advisory boards consisting of industry
professionals, employers, and educators who review
program outcomes and help keep our curricula current.
In addition, our Career Services department embeds
career-related skills training into the student life cycle
and provides comprehensive support.
A Wealth of Career-Related Skills
Career Services staff help students learn to craft a
resume, analyze job descriptions, write cover letters,
create social-media profiles, build networking skills,
and interview confidently. Working with students,
educators, and prospective employers, Career Services
helps identify the right employment opportunities for
each individual. Staff provide job-search assistance,
conduct mock interviews, and host a full calendar of
online and ground-based workshops, seminars, career
fairs, employer information sessions, and more. Through
video conferences, students interact with employers,
learn more about their hiring needs, and connect with
others in their field of study.
Kaplan University students enjoy access to the
CareerNetwork toolkit, a comprehensive resource
available on the University portal. Launched in 2011,
the CareerNetwork provides real-time, 24/7 support
for jobseekers and answers to career-related questions.
The CareerNetwork hosts a real-time, customized job
feed for students based on their program of study and
geographical area, and provides tools to help them assess
24
Virginia Pawlak
Graduate, Associate of Applied Science
in Business Administration
their interests. Working with employers, Career Services
shares job leads and, in some cases, matches candidates
with organizations. Jobseekers can view listings regularly
and partner with their Kaplan University career advisor
to brainstorm.
The Office of Student Life recently developed the Online
Alumni Network, a program to support Kaplan University
alumni. Under the program, University graduates can
connect with other alumni based on shared interests,
academic program, or geographic location.
Career-Exploration Opportunities
Employment Statistics
We help students explore career opportunities through
internships, externships, and work-experience programs.
Many of our programs require students to gain handson experience; as part of their required coursework,
students complete clinical, practicum, and/or externship
experiences within their own community. Such
experiences allow students to translate knowledge into
practice, preparing them for entry-level positions within
their field or promotion in their established profession.
We encourage students to gain experience in practical
settings to acquire expertise and professional competencies.
Many Kaplan University schools offer career-related
opportunities on an elective basis. Individual schools
manage their own internship/externship programs, as
these may involve the awarding of course credit. For a full
list, see Kaplan University in Detail.
Serving Our Alumni
We hold our alumni in high regard. If we have lived out our
mission of providing an excellent student experience, our
alumni are likely to become natural ambassadors for the
University, generating awareness of the difference they and
Kaplan University can make in building a better future.
In engaging alumni, we offer an array of resources, such as
continued access to the CareerNetwork, an official alumni
LinkedIn group, and access to benefits offered exclusively
to alumni. We annually survey our new graduates and
alumni on their Kaplan University experience. Their
perceptions are valuable to us both as they move onto
their career path and after they become established.
Recent Employers of
Kaplan University
Graduates
Aegis Sciences Corp.
Kaplan University research on 2011–2012 graduates
revealed the following:
Allied Barton
American Red Cross
• Ninety-four percent of graduates who were admitted to
Kaplan University campuses and learning centers were
employed after graduation.*
Bank of America
ChildServe
Citigroup
• Seventy-eight percent of students who were employed
reported a significant uptick, on average, in their
compensation after graduation.
Iowa Department of Veterans Affairs
First Data Merchant Services
Average Income change After Graduation,
2011–2012, for students admitted to Campuses
and Learning Centers
Four Oaks
Global Data Consultants, LLC
GMAC Mortgage
GoDaddy
Degree
Average
Income Upon
Entering
Kaplan
University
Average
Current
Income After
Graduation
Average
Income
Change After
Graduation
Average
Income
Gain After
Graduation†
Associate’s
$17,091
$28,429
$10,319
$16,690
Bachelor’s
$21,305
$31,978
$7,472
$16,068
TD Bank
Master’s
$28,800
$42,948
$6,525
$13,059
Technisource/Randstad
* This table includes Kaplan University graduates who were admitted to campuses and learning
centers and who, as entering students, reported income for FAFSA purposes. It does not reflect
income of all University graduates or those who did not complete FAFSA documentation. Average
gain is not the average FAFSA income subtracted from the average current income. It is an average
of the differences from the student-level data.
†
Average income change for graduates experiencing a salary gain.
Employment data for 2012–2013 academic year graduates will not be available until 2014.
*
Employment rates are the national campus average. Individual campus
and program rates may differ. The Augusta location is too new to report
employment rates. For complete information, including comprehensive
consumer information and how employment rates are calculated, visit www.
kaplanuniversity.edu/student-consumer-information.aspx.
John Deere
Securitas
Texas Department of Justice
U.S. Army
U.S. Department of Defense
University of Iowa
Hospitals and Clinics
Walgreens
Waterloo Community School
Wells Fargo
25
ACCREDITATION
K
aplan University is accredited by The Higher
Learning Commission (HLC) and is a member
of the North Central Association of Colleges and
Schools. For more information, visit ncahlc.org.
Many of our programs receive the accreditation of
external agencies; similarly, curricular offerings earn
approvals granted by professional organizations. The
University added the following accreditations or
approvals during the 2012–2013 academic year:
The associate’s and bachelor’s degree programs in fire
science were recognized by the Fire and Emergency
Services Higher Education (FESHE), indicating they
met standards of excellence established by FESHE and
the National Fire Academy.
For a list of all accreditations, licensures, and approvals,
visit http://www.kaplanuniversity.edu/about/accreditationlicensing.aspx.
SHRM certified the full alignment of these degree
programs with its SHRM HR Curriculum Guidebook
and Template.
26
• Learning Centers and Ground Campuses
• Map
• Kaplan University Student Organizations
• Average course-level assessment score: A measure
of student learning expressed as a numeral using
Kaplan University’s 0- to 5-point scale, where 0
signifies no progress and 5 indicates mastery.
• F-rate: A measure of student academic progress,
expressed as a percentage. The 2012–2013 F-rate
is calculated by comparing the number of failing
grades against the total number of grades awarded
during the academic year, excluding grades earned
due to transfer or experiential learning.
• National Survey of Student Engagement
(NSSE) Results
• Career-Focused Learning Opportunities
• Leadership and Administration
• Contact Information and Addresses
Note: For School profiles (pages 28–38),
the following definitions apply:
• The Society for Human Resource Management (SHRM)
approved the Human Resources specialization in the
following Kaplan University degree programs:
– Master of Science in Management
• School Profiles
• Graduate Survey Results
• The Commission on Accreditation for Health
Informatics and Information Management Education
(CAHIIM) awarded Initial Accreditation to the
Health Information Technology Associate Degree
Program at Kaplan University online. The associate’s
program at Kaplan University Hagerstown was already
fully accredited.
– Master of Business Administration
T
his section describes the following characteristics
of Kaplan University:
• General Education Learning Outcomes
• Graduate and undergraduate programs of the School
of Business received accreditation by the Accreditation
Council for Business Schools and Programs.
– Bachelor of Science in Business Administration
Kaplan University
In Detail
“The dream of pursuing a college degree is
elusive for so many people. ...You are in a
class that is distinguishable. Today, you are
a winner and I want to encourage you to
continue to be a winner, but especially to
ensure that so many others in our world will
be winners, too.
• Persistence rate: A measure, expressed as a
percentage, of students who persist in their
academic program. The 2012–2013 persistence
rate is calculated by comparing the numbers
of students actively enrolled at the beginning
and end of the academic year. Students who
graduated during the academic year are counted
as having persisted.
”
—Dr. Bernice A. King,
Kaplan University
Summer 2013 Commencement Address
27
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Kaplan University in Detail
School of Arts and Sciences
School of Business
Sara Sander, Dean
PhD, Adult Education, Capella University
BA and MA, Communication, University of Arkansas, Fayetteville
Thomas C. Boyd, Dean
PhD, University of North Carolina, Chapel Hill
MBA, Florida Atlantic University
BS, Management, Oakland University
The School of Arts and Sciences offers graduate, undergraduate, and certificate
programs designed for people with a passion for driving change, or making a difference
in communities, the lives of children, or individuals with special needs. Our curriculum
equips students to translate theory into practice in their chosen career.
Key highlights:
• Launched the Kaplan University Center for Public Service website
• Formally solicited student input on curriculum, technology, and student life through
the formation of student advisory groups for all degree programs
• Sponsored annual career fairs in psychology, human services, and educational
studies to help students learn about career opportunities nationwide
Distribution of degrees conferred: associate’s, 826; bachelor’s, 1,472;
certificate/diploma, 5; master’s, 350; graduate certificate, 17
Persistence rate: associate’s, 69%; bachelor’s, 65%;
certificate/diploma, 100%; master’s, 68%; graduate certificate, 71%
Average course-level assessment score: undergraduate, 3.47; graduate, 3.31
F-rate: undergraduate, 8.3%; graduate, 6.8%
In our nation’s recovering economy, business employment is strong. The School of
Business offers business degrees in many areas, including a specialization in event
planning. Overall, business and finance operations jobs are expected to grow 17.3
percent by the year 2020, so the job picture for our graduates is positive.
Key highlights:
• Achieving accreditation from the Accreditation Council for Business Schools and
Programs for all associate’s, bachelor’s, and master’s degree programs (with the
exception of our Master of Science in Finance, which is too new to be eligible
for accreditation)
• For three of our human resources specializations, recognition from the Society for
Human Resource Management as being in alignment with its curriculum guidelines
• Completing the first year of external testing of graduates through Peregrine Academic
Services, with Kaplan University alumni outperforming those from other universities
in almost every category in both improvement and exit scores
Distribution of degrees conferred: associate’s, 1,128; bachelor’s, 1,688;
certificate/diploma, 4; master’s, 931; graduate certificate, 70
Persistence rate: associate’s, 64%; bachelor’s, 71%; certificate/diploma, 67%;
master’s, 76%; graduate certificate, 68%
Average course-level assessment score: undergraduate, 3.15; graduate, 3.52
F-rate: undergraduate, 9.1%; graduate, 4.2%
28
29
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Kaplan University in Detail
Concord Law School
School of General Education
Greg Brandes, Dean
JD, Loyola University of Chicago
BA, Marycrest College
Jody DeKorte, Dean
PhD, Colorado State University
MA and BA, University of Northern Colorado
Offering accessible, affordable online legal education, Concord Law School has operated
under the auspices of Kaplan University since 2007. We offer these professional degree
programs: Juris Doctor (JD), Executive Juris Doctor (EJD), and Master of Laws in Small
Business Practice (LLM).
Key highlights:
• Hosted two live panel discussions, “What’s the Right Balance of Public & Private in a
World of Big Data & Emerging Internet Superpowers?” and “Closing the ‘Justice Gap,’
Law Schools and Their Critics Confront the New Realities of the Profession”
• Conferred degrees on the first graduates of our Small Business Practice LLM program,
launched 2010
• Students in our JD program sit for the 7-hour California First-Year Law Students’
Examination. Typically, more than 75 percent fail. During 2012–2013, 20 percent
of Concord’s first-time and repeat takers passed.
• Many Concord students sit for the 3-day California Bar Exam, one of the nation’s
most challenging. Pass rates for part-time students are not published for comparison
purposes. Of the Concord students who sat for the July 2012 exam, 24 percent of
first-time takers and 20 percent of repeat takers passed. For the February 2013 exam,
29 percent of first-time takers and 14 percent of repeat takers passed.
The theory of general education at Kaplan University revolves around the development
of lifelong learners. We empower students to cultivate independent, critical, and rational
thinking; express ideas coherently; develop new interests and academic skills; engage
and communicate in a diverse and changing world; and undertake practical and professional
applications. All of these are skills that employers value and that will benefit our students
regardless of their chosen field.
Key highlights:
• Sponsored our 3-day annual General Education Virtual Conference, where faculty
and academic leaders share best practices and new ideas about general education.
A record 732 individuals participated in the 77 sessions.
• Published two issues of Capstone, a literary magazine. The launch of this publication
helped kick off our annual Virtual Literary Festival in August 2012.
F-rate: undergraduate, 10.8%; graduate, 5.1%
Average course-level assessment score: undergraduate, 3.16; graduate, 3.51
Note: Because the School of General Education does not confer degrees, it does not
report the same statistics as other schools within Kaplan University.
Degrees conferred: JD, 93; EJD, 63; LLM, 7
30
31
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Kaplan University in Detail
School of Graduate Education
School of Health Sciences
Drew Ross, Dean
PhD and MSc, Oxford University
MS, University of Chicago
Keith L. Smith, Dean
EdD, Seattle University
MA, Fuller Theological Seminary • MBA, City University
The field of education can be broken out into two areas: K–12 and higher education. The
recent tightening of available jobs in K–12 teaching appears to be loosening somewhat,
with substantial demand for instructional design and technology skills and for teachers
in the STEM curricula (Science, Technology, Engineering, and Math) as well. The outlook
for higher education and adult learning is also strong, as Baby Boomers retire.
The School of Graduate Education offers K–-12 programs for practicing teachers, with a
particular focus on math and science, as well as instructional technology programs for
schools and corporations. Our graduate degrees and certificates in higher education
studies emphasize college leadership, students affairs, and university-level teaching.
We continue to develop new programs—and revise current ones—to meet this increased
demand. With health care providers and related organizations defining role requirements
around specific sets of competencies, we incorporate those competencies into our
curriculum and instruction, equipping our graduates to best position themselves in the
marketplace and be successful in their careers.
Key highlights:
Key highlights:
• Served as a peer leader in Operation Educate the Educators (OEE), an innovative
program focusing on the unique needs of children in military families
• Achieved accreditation for our Associate of Applied Science in Health Information
Technology program through the Commission on Accreditation for Health Informatics
and Information Management Education (CAHIIM)
• Participated in a session with OEE founder Dr. Jill Biden at the organization’s national
conference, where we described our innovative, technology-based program.
• Converted our graduate courses to a more user-friendly 6-week format, ensuring
that our high-performing instructors always teach the classes they teach best.
32
Health care continues to be a growth industry, with continuous and critical changes in
technology, medical and allied health practice, health policy, and related government
regulations. The need for skilled health professionals in a variety of roles is greater than
ever and will continue to grow for the foreseeable future.
• Launched the unique military-only Associate of Science in Health Sciences program,
designed to help servicemembers and veterans gain academic recognition for their
military medical training and further their career aspirations, whether military or civilian
Distribution of degrees conferred: master’s, 485; graduate certificate, 35
Distribution of degrees conferred: associate’s, 1,483; bachelor’s, 1,051; certificate/
diploma, 130; master’s, 318
Persistence rate: graduate, 73%; graduate certificate, 80%
Persistence rate: associate’s, 58%; bachelor’s, 69%; certificate/diploma, 66%; master’s, 73%
Average course-level assessment score: higher education, 3.85; teacher education, 3.84
Average course-level assessment score: undergraduate, 3.16; graduate, 3.24
F-rate: higher education, 3.9%; teacher education, 3.8%
F-rate: undergraduate, 12.7%; graduate, 3.8%
33
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Kaplan University in Detail
School of Information Technology
School of Legal Studies
David B. DeHaven, Dean
PhD, Capella University • MBA, Auburn University
MS, Kaplan University • BS, George Mason University
Frank J. DiMarino, Dean
LLM, George Washington University
JD, Case Western Reserve School of Law • AB, Georgetown University
Employment in the many fields of information technology (IT) is projected to rise
up to 30 percent during this decade. The increase comes from rising demand for
applications, information security, and the need to collect, store, and analyze an
ever-growing accumulation of data. The U.S. government is expected to increase
its hiring of information security analysts to protect the nation’s critical IT systems.
Similarly, as the health care industry migrates to digital recordkeeping, the protection
of personal data is a compliance need.
The School of Information Technology relies on the skills of a strong IT advisory board
as well as educators and employers to continually refresh our curriculum and program
offerings. We provide a strong technical foundation in all of our degree programs and
our career focus areas are designed to provide the deep technical and business skills
needed in the workplace.
Key highlights:
• Refreshed 70 percent of all courses and conducted a series of innovative pilots
and programs geared toward deepening student engagement and enhancing their
learning experience
• Added a Women in Computing chapter to our Association for Computing Machinery
club, the world’s largest national educational and scientific computing society,
delivering resources that advance computing as a science and profession
Distribution of degrees conferred: associate’s, 453; bachelor’s, 602; certificate/
diploma, 25; master’s, 216, graduate certificate, 7
Persistence rate: associate’s, 60%; bachelor’s, 67%; certificate/diploma, 69%;
master’s, 79%; graduate certificate, 50%
Average course-level assessment score: undergraduate, 3.22; graduate, 3.25
Paralegals, legal support professionals, and environmental policy specialists are
found in many types of organizations, including law firms, businesses, and federal
or state government agencies. The Bureau of Labor Statistics predicts 18 percent
growth in paralegal and legal support careers during this decade. Environmental policy
jobs continue to grow as industries and corporations develop policies to address
environmental concerns from pollution control to sustainability.
The School of Legal Studies maps our paralegal program outcomes to the key job skills
recognized by the American Bar Association and the American Association for Paralegal
Educators. Our professional advisory board and faculty regularly review academic program
outcomes for environmental and legal studies curricula to assure that each program
addresses current trends and workplace needs.
Key highlights:
• Revised and updated 80 percent of the courses in each academic program to reflect
recent court decisions, policy developments, and current job skill needs
• Initiated learning technology innovations that include enhanced two-way video in
seminars, legal writing software, and digital books permitting students to take notes,
highlight, underscore, and encode their textbooks to enhance their comprehension
Distribution of degrees conferred: associate’s, 465; bachelor’s, 542; certificate/diploma,
113; master’s, 151
Persistence rate: associate’s, 68%; bachelor’s, 64%; certificate/diploma, 69%; master’s, 75%
Average course-level assessment score: undergraduate, 3.4; graduate, 3.4
F-rate: undergraduate, 9.0%; graduate, 6.4%
F-rate: undergraduate, 12%; graduate, 5.4%
34
35
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Kaplan University in Detail
School of Nursing
Sheila Burke, RN, Dean
DNP, University of Illinois at Chicago (candidate)
MSN and MBA, University of Phoenix
BSN, Rush University College of Nursing
National labor statistics show nursing as an expanding field with great opportunity.
In an increasingly complex health care environment, the marketplace needs nurses with
at least a bachelor’s degree. Employment opportunities are also on the rise for nursing
faculty, advanced practice professionals with doctorates, and those who can manage
and implement clinical information systems.
Kaplan University’s School of Nursing offers programs for students entering the profession
as well as for experienced nurses completing their bachelor’s, master’s, or doctoral
degrees. Our blended and online courses offer convenience and efficiency. We work
closely with health care employers to enhance the value of the education we provide.
Key highlights:
• Introduced the Doctor of Nursing Practice program, the University’s only doctoral
program outside the Concord Law School
• A total of 31 students or graduates took the National Council of State Boards of Nursing
licensure examination for registered nurses for the first time, with 84 percent passing
• A total of 183 students or graduates took the Council’s licensure exam for practical
nurses for the first time, with 85 percent passing
School of Professional and
Continuing Education
Tim Smaby, Dean
PhD, Finance, University of Cincinnati
MBA, Finance, University of Wisconsin-Madison
BS, Economics, University of Minnesota
The School of Professional and Continuing Education (PACE) provides license preparation,
professional development, and continuing education programs to businesses and
individuals in accounting, financial analysis, financial planning, insurance, real estate,
and securities. Through classroom instruction and online courses, PACE serves more
than 2,900 business-to-business clients, including more than 70 Fortune 500 companies.
Kaplan University PACE comprises these divisions:
• Advanced Designations (CFA, CPA, CAIA, and FRM)
• Financial Services (Securities, Insurance, Mortgage, Professional Development,
and Certificates)
• Real Estate (Retail, Wholesale, Contractor, Appraisal, and Home Inspection)
Offering professional development and continuing education rather than degree
programs, PACE measures activity in terms of registrations. During the 2012–2013
academic year, more than 445,000 registrants used over 900,000 PACE learning
products and services.
Distribution of degrees conferred: associate’s, 148; bachelor’s, 509; certificate/
diploma, 150; master’s, 173; graduate certificate, 7
Persistence rate: associate’s, 73%; bachelor’s, 80%; certificate/diploma, 79%;
master’s, 76%; graduate certificate, 73%
Average course-level assessment score: undergraduate, 3.32; graduate, 3.41
F-rate: undergraduate, 4.3%; graduate, 2.4%
36
2012–2013 PACE Registrations
Advanced Designations
54,703
Financial Services
227,242
Real Estate & Construction
115,299
Fire & Emergency Management Services
9,500
Information Technology Certification Preparation
38,843
Total
445,487
37
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Kaplan University in Detail
School of Public Safety
Kaplan University Campuses
and Learning Centers
Mike Brackin, Dean
EdD, University of Arkansas
MPA, Mississippi State University
During this decade, the U.S. Department of Labor projects a need for nearly 250,000
new police and sheriff’s patrol officers, more than 108,000 correctional officers and
jailers, and over 112,000 firefighters. The School of Public Safety, with programs in law
enforcement, fire service, and emergency management, helps build a solid foundation for
career development. Most of our faculty currently work for or lead a public safety agency
and provide relevant, career-focused teaching.
Key highlights:
• Recognized by the Fire and Emergency Services Higher Education (FESHE)
• Member, International Fire Service Accreditation Congress (IFSAC) Degree Assembly
• Member, Academy of Criminal Justice (ACIS)
Distribution of degrees conferred: associate’s, 690; bachelor’s, 1,148;
certificate/diploma, 24; master’s, 303
Persistence rate: associate’s, 55%; bachelor’s, 63%; certificate/diploma, 75%;
master’s, 71%
Average course-level assessment score: undergraduate, 3.49; graduate, 3.53
F-rate: undergraduate, 10.4%; graduate, 6.7%
Kaplan University, Augusta, ME
Campuses
• During this academic year, 4,959 students pursued
their studies at a Kaplan University ground campus.
• In September 2012, Kaplan University Maine opened
its third location, in Augusta, achieving branchcampus status in 2013.
• In February 2013, the first cohort of students in the
Prelicensure Bachelor of Science in Nursing program
began their online coursework, and they will start
taking classes at the Augusta facility in 2014.
• The Augusta campus is also the first of Kaplan
University’s North American locations to house a
“Learn Lab” smart classroom, which offers technology
innovations and other features conducive to learning.
Campuses made the FATS systems available at no
charge to local law enforcement agencies for training
their employees.
Learning Centers
Kaplan University’s learning centers are designed to
leverage the opportunities of both the online and faceto-face learning experiences. Learning centers provide
students the flexibility of online learning with extensive
on-site student support.
The first Kaplan University Learning Center was
launched in Milwaukee in 2009. Additional centers
have since opened in Indianapolis, St. Louis, and
Rockville, Maryland. • Most Kaplan University campuses have installed a
firearms training simulator, or FATS, for students
enrolled in criminal justice courses. FATSs provide
real-time practice in a scenario-based simulation
to help students make decisions under pressure.
38
39
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Accreditation
Kaplan University Campuses, Learning Centers, and Concord Law School
General Education Literacy Scores
Kaplan University comprises 10 online schools, the online Concord Law School,
11 Kaplan University campuses, and 5 additional Kaplan University locations.
Schools, Campuses, and Learning Centers
schoolS
School of Arts and Sciences
School of Business
School of General Education
School of Graduate Education
School of Health Sciences
School of Information Technology
School of Legal Studies
School of Nursing
School of Professional
and Continuing Education
School of Public Safety
Concord Law School
Campuses
Eastern
Augusta, ME
Hagerstown, MD
Lewiston, ME
South Portland, ME
GEL Outcome Distribution
by Course Level 100
additional locations
Indianapolis, IN
Milwaukee, WI
Plantation, FL*
Rockville, MD
St. Louis, MO
Midwest
Cedar Falls, IA
Cedar Rapids, IA
Davenport, IA
Des Moines, IA
Lincoln, NE
Mason City, IA
Omaha, NE
35.4%
27.5%
19.6%
17.5%
13.1%
10.5%
8.3%
3.7%
* No longer accepting enrollments.
Lewiston, ME
Cedar Falls, IA
Mason City, IA
35.3%
24.7%
La Crosse, WI (PACE)
GEL Outcome Distribution
by Course Level 200
South Portland, ME
0
1
2
3
OUTCOME SCORE
4
5
GEL Outcome Distribution
by Course Level 300
Augusta, ME
Cedar Rapids, IA
2.1%
2.4%
0
1
2
3
OUTCOME SCORE
4
GEL Outcome Distribution
by Course Level 400
41.9%
Milwaukee, WI
Chicago, IL
Omaha, NE
Lincoln, NE
Los Angeles, CA
(Concord Law
School)
5
Rockville, MD
Davenport, IA
Des Moines, IA
Indianapolis, IN
St. Louis, MO
34.3%
32.5%
Hagerstown, MD
28.8%
25.5%
16.2%
7.4%
KU Campus
KU Learning Center
KU Headquarters
Other Locations
Pembroke Pines, FL (Nursing)
Source: Kaplan University Provost’s Office (2013).
40
1.9%
2.1%
0
1
2.9%
2
3
OUTCOME SCORE
4
5
Source: 2012 Kaplan University Survey of Graduates. See page 17 for GEL outcome scale.
0
5.0%
1.7%
1
2
3
OUTCOME SCORE
4
5
41
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Accreditation
Alumni Survey Results, 2012–2013
Overall I am Satisfied with my Experience
at Kaplan University
48.6%
50%
50%
20%
20%
10%
10%
0
5.0%
39.8%
30%
30%
0
47.8%
40%
41.3%
40%
The Education I Received at Kaplan University
is Relevant to my Current Goals
Strongly
Agree
Agree
3.2%
Neither Agree
Disagree
Nor Disagree
1.8%
8.2%
2.4%
Strongly
Disagree
The Educational Program at Kaplan University
Met My Expectations
Strongly
Agree
Agree
Neither Agree
Disagree
Nor Disagree
1.3%
Strongly
Disagree
Overall, The Education I Received At
Kaplan University Is Worth The Cost
50%
40%
50%
46.4%
40%
28.5%
30%
30%
25%
20%
20%
10%
0
33.2%
35%
42.1%
6.8%
Strongly
Agree
Agree
22.3%
15%
3.1%
Neither Agree
Disagree
Nor Disagree
1.2%
Strongly
Disagree
5.2%
5%
0
I Would Recommend
Kaplan University to Others
10.7%
10%
Strongly
Agree
Agree
Neither Agree
Disagree
Nor Disagree
Strongly
Disagree
48.5%
50%
40%
34.4%
30%
20%
10.0%
10%
0
42
3.8%
Strongly
Agree
Agree
Neither Agree
Disagree
Nor Disagree
3.2%
Strongly
Disagree
43
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Accreditation
National Survey of Student Engagement Results
Kaplan University Students Compared With NSSE 2013
Theme
Engagement Indicator
First Year
Senior
Higher-Order Learning (HO)
Reflective & Integrative Learning (RI)
Academic
Challenge
Learning Strategies (LS)
Quantitative Reasoning (QR)
Collaborative Learning (CL)
Learning With Peers
Discussions With Diverse Others (DD)
Experiences With Faculty
Student–Faculty Interaction (SF)
Effective Teaching Practices (ET)
Quality of Interactions (QI)
Campus Environment
Supportive Environment (SE)
KEY
K
aplan University students’ average was significantly higher (p < 0.05) with an effect size at least 0.3 in magnitude.
Kaplan
University students’ average was significantly higher (p < 0.05) with an effect size less than 0.3 in magnitude.
N
o significant difference.
K
aplan University students’ average was significantly lower (p < 0.05) with an effect size less than 0.3 in magnitude.
Source: 2013 National Survey of Student Engagement.
Sets of items are grouped into 10 Engagement Indicators, which fit within 4 themes
of engagement. Above are summary results for Kaplan University.
44
Student Organizations
2012–2013
Honor Society Chapters
Alpha Beta Kappa Honor Society
Alpha Phi Sigma Honor Society
Golden Key International Honour Society
Iota Sigma Tau Honor Society
Kappa Delta Pi Honor Society
Lambda Pi Eta Honor Society
National Society of Collegiate Scholars
Sigma Theta Tau International Honor Society
Psi Chi Honor Society
Sigma Beta Delta Honor Society
Professional Groups and
Clubs/Organizations
Ambassadors and Leaders Group
American Criminal Justice Association
American Medical Technologist
Association for Computing Machinery
Association for Healthcare Documentation Integrity (AHDI)
Autism Speaks U
Collegiate Entrepreneurs’ Organization
Educators Club
Gamma Chi Theta – Coed Business Fraternity
Kaplanomics
KAUSE – Kaplan African Union Student Support and Engagement
Kaplan University Human Services Club
National Communication Association
Net Impact
OWLS (Opportunities With Life Studies)
Paralegal Club
Psychology Club
Public Health Student Association
Scholars of Graduate Education
Science Club
Society for Human Resource Management
Student Accounting Association
Student Information Assurance Club
Student Military Association (KUSMA)
Student Nutrition Association of Kaplan (SNA K)
Students of Project Management (PMI)
Visit www.kaplanuniversity.edu/student-experience/student-life.aspx
45
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
Contact Information
Questions, comments, or criticisms are welcome and may be directed to the
Provost’s Office via email at kprovost@kaplan.edu.
CAREER-FOCUSED Learning OPPORTUNITIES
TYPE OF PRACTICAL
LEARNING EXPERIENCE
DESCRIPTION AND EXAMPLES
SCHOOL OF HEALTH SCIENCES
AAS in Medical Assisting
Clinical
SCHOOL OF NURSING
Adult Gerontology Nurse Practitioner
Family Nurse Practitioner
AS in Nursing (pre-licensure)
Accrediting Agencies, Approvals, and Membership
Kaplan University is accredited by The Higher Learning Commission (HLC) and is a member of the
North Central Association of Colleges and Schools (NCA) (www.ncahlc.org). The Kaplan University website
(www.kaplanuniversity.edu/about/accreditation-licensing.aspx) should be consulted for a list of school and program
accreditation approvals, including information on the full scope of what the agencies have recognized and approved.
Campuses
Maine
IOWA
AUGUSTA
14 Marketplace Drive
Augusta, ME 04330
Tel: 207.213.2500
Davenport
(Main campus)
SCHOOL OF BUSINESS
BS in Business Administration Capstone Externship
SCHOOL OF GRADUATE EDUCATION
MA in Teaching Iowa Certification – Student Teaching Internship I and II
MS in Higher Education – Students Services Practicum I and II
SCHOOL OF HEALTH SCIENCES
Internship/Externship
AAS in Health Information Technology Externship/Capstone
AAS in Medical Assisting Externship and Evaluation
AAS in Medical Office Management Externship and Evaluation
Master of Public Health
SCHOOL OF INFORMATION TECHNOLOGY
AAS in Information Technology Externship
BS in Information Technology Externship
SCHOOL OF LEGAL STUDIES
BS in Legal Studies Capstone Internship Option
SCHOOL OF PUBLIC SAFETY
BS in Criminal Justice Internship
SCHOOL OF HEALTH SCIENCES
AAS in Medical Transcription
CONCORD LAW SCHOOL
Practicum
EJD (EJD students apply knowledge in a business setting)
LEEP (JD students work with a supervising attorney)
SCHOOL OF NURSING
Nurse Administrator
Nurse Educator
Nurse Informatics
RN-to-BS in Nursing
1801 East Kimberly Road,
Suite 1
Davenport, IA 52807
Tel: 563.355.3500
Tel: 800.747.1035
Fax: 563.355.1320
Lewiston
475 Lisbon Street
Lewiston, ME 04240
Tel: 207.333.3300
Tel: 800.488.2190
Fax: 207.333.3305
Cedar Falls
South Portland
7009 Nordic Drive
Cedar Falls, IA 50613
Tel: 319.277.0220
Cedar Rapids
3165 Edgewood Parkway, SW
Cedar Rapids, IA 52404
Tel: 319.363.0481
Des Moines
4655 121st Street
Urbandale, IA 50323
Tel: 515.727.2100
Mason City
Plaza West
2570 4th Street, SW
Mason City, IA 50401
Tel: 641.423.2530
265 Western Avenue
South Portland, ME 04106
Tel: 207.774.6126
Tel: 800.639.3110
Fax: 207.774.1715
maryland
Hagerstown
Concord
Law School
10866 Wilshire Boulevard,
Suite 1200
Los Angeles, CA 90024
Tel: 310.689.3200
Fax: 310.470.3547
Learning Centers
INDIANAPOLIS
9000 Keystone Crossing,
Suite 800
Indianapolis, IN 46240
Tel: 877.320.5430
MILWAUKEE
201 West Wisconsin Avenue
Milwaukee, WI 53203
Tel: 414.223.2105
ROCKVILLE
18618 Crestwood Drive
Hagerstown, MD 21742
Tel: 800.422.2670
Tel: 301.766.3600
1390 Picard Drive,
Suite 100
Rockville, MD 20850
Tel: 301.258.3800
Nebraska
ST. LOUIS
Lincoln
1821 K Street
Lincoln, NE 68508
Tel: 402.474.5315
Omaha
5425 North 103rd Street
Omaha, NE 68134
Tel: 402.572.8500
1807 Park 270 Drive
St. Louis, MO 63146
Tel: 314.205.7900
Administrative
Offices
University
Headquarters
550 West Van Buren Street,
7th Floor
Chicago, IL 60607
Tel: 866.522.7747
Fax: 800.588.4127
Board of Trustees
DR. PAUL BOTT
Educational Consultant
Professor Emeritus
California State University,
Long Beach
LARRY DAVID
(VICE CHAIR)
Attorney
Law Office of J. Lawrence David
LUCIEN GOSSELIN
President
Lewiston/Auburn Economic
Growth Council
LT. GEN. NORMAND LEZY
U.S. Air Force (Retired)
GREGORY MARINO
Chief Executive Officer
Kaplan Higher Education Group
KAY K. RUNGE (CHAIR)
Library Consultant
KK Runge Associates
LISA GEFEN SICILIAN
(secretary)
Chief Administrative Officer
Kaplan Higher Education Group
46
Job growth projections included herein are based on U.S. Bureau of Labor Statistics data.
For comprehensive consumer and admission information, visit http://www.kaplanuniversity.edu/student-consumer-information.aspx.
47
A c a d e m i c R e p o r t • T h e Y e ar I n R e v i e w • 2 0 1 2 – 2 0 1 3
2012-2013 Academic
Leadership and
Administration
WADE DYKE
President
DPhil and BS, University of Oxford
BBA, University of Wisconsin—Madison
betty vandenbosch
Provost
PhD, MBA, and BSc,
University of Western Ontario
ron KISHEN
Senior Vice President,
Campus Operations
MS, Claremont Graduate University
BS, California Polytechnic University
KARA VANDAM
Vice Provost, Academic Affairs
PhD and MA, University of
North Carolina—Chapel Hill
MBA, Kaplan University
BGS, University of Michigan—Ann Arbor
LORRAINE WILLIAMS*
Vice Provost, Curriculum
Development and Innovation
PhD, Union Institute & University
MA, Saint Michael’s College
BA, Rutgers College
THOMAS C. BOYD
Dean, School of Business
PhD, University of North Carolina—
Chapel Hill
MBA, Florida Atlantic University
BS, Oakland University
DAVID B. DEHAVEN
Dean, School of Information Technology
PhD, Capella University
MBA, Auburn University
BS, George Mason University
FRANK DIMARINO*
JOHN “MIKE” BRACKIN
Dean, School of Public Safety
EdD, University of Arkansas
MPA, Mississippi State University
Dean, School of Legal Studies
LLM, George Washington University
JD, Case Western Reserve University
AB, Georgetown University
GREG BRANDES
DREW ROSS
Dean, Concord Law School
JD, Loyola University of Chicago
BA, Marycrest College
SHEILA A. BURKE
Dean, School of Nursing
MSN and MBA, University of Phoenix
BSN, Rush University
School of Nursing
STEVE BURNETT
Vice President, Legal Education
MSLS, Southern Connecticut State College
JD, University of Connecticut School of Law
BA, University of California at Los Angeles
BARRY CURRIER
Dean Emeritus,
Concord Law School
JD, University of Southern California
BA, University of California at Los Angeles
JODENE DEKORTE
Dean, School of General Education
PhD, Colorado State University
MA and BA, University of Northern Colorado
Dean, School of Graduate Education
PhD and MSc, Oxford University
MS, University of Chicago
BA, Bard College
SARA SANDER
Dean, School of Arts and Sciences
PhD, Capella University
MA and BA, University
of Arkansas at Fayetteville
TIM SMABY, CFA, FRM
Dean, School of Professional
and Continuing Education
PhD, University of Cincinnati
MBA, University of Wisconsin
BS, University of Minnesota
KEITH SMITH
Dean, School of Health Sciences,
and Vice President,
Ground Health Programs
EdD, Seattle University
MA, Fuller Theological Seminary
MBA, City University
ThB, Multnomah University
Kaplan University President Wade Dyke and Sheila Jackson
*Employed in this role 2012–2013.
48
49
A cademic
R eport
The Year In Review • 2012–2013
Winter 2013 Graduation Ceremony
50
51
Copyright © 2013, Kaplan University