A Holistic Approach to Adult Learning
The University of Phoenix: A Holistic Approach to Adult Learning
University of Phoenix
Certification Workshop
July 7, 2003
The University of Phoenix: A holistic approach to adult learning.
The University of Phoenix offers professional students in training an opportunity to further their education at an accredited institution, facilitated by working professionals who together develop reciprocal relationships. The purpose of this paper is to define the University of Phoenix Philosophy and purpose of learning teams. This paper will also identify advantages to and outcomes of the learning team 's group process.
The University of Phoenix Philosophy
The mission of University of Phoenix is to educate working adults to develop the knowledge and skills that will enable them to achieve their professional goals, improve the productivity of their organizations, and provide leadership and service to their community. To fulfill this mission, instruction must consist of both theory-based and of immediate practical relevance (Noone& Swenson, 2003). Theory-based instruction is comprised of a group of related hypotheses, concepts, and constructs, based on facts and observations, that attempt to explain a particular phenomenon (Barker, 1991). Instruction that is of immediate practical relevance is part of the professional education of students, in which they apply the knowledge and skills acquired primarily through the classroom experience to direct practice with organizations and clients (Baker, 1991). This philosophy demonstrates the universities commitment to the adult learning experience.
The purpose of Learning Teams
The purpose of a learning team is to work collectively to achieve common goals. Achieving these goals require groups to identify and move through the group 's structure. Shaw (1981) defined group structure as "the pattern of relationships among the differentiated parts of group" (p.236). As such, the group 's structure may be likened to
University of Phoenix
Certification Workshop
July 7, 2003
The University of Phoenix: A holistic approach to adult learning.
The University of Phoenix offers professional students in training an opportunity to further their education at an accredited institution, facilitated by working professionals who together develop reciprocal relationships. The purpose of this paper is to define the University of Phoenix Philosophy and purpose of learning teams. This paper will also identify advantages to and outcomes of the learning team 's group process.
The University of Phoenix Philosophy
The mission of University of Phoenix is to educate working adults to develop the knowledge and skills that will enable them to achieve their professional goals, improve the productivity of their organizations, and provide leadership and service to their community. To fulfill this mission, instruction must consist of both theory-based and of immediate practical relevance (Noone& Swenson, 2003). Theory-based instruction is comprised of a group of related hypotheses, concepts, and constructs, based on facts and observations, that attempt to explain a particular phenomenon (Barker, 1991). Instruction that is of immediate practical relevance is part of the professional education of students, in which they apply the knowledge and skills acquired primarily through the classroom experience to direct practice with organizations and clients (Baker, 1991). This philosophy demonstrates the universities commitment to the adult learning experience.
The purpose of Learning Teams
The purpose of a learning team is to work collectively to achieve common goals. Achieving these goals require groups to identify and move through the group 's structure. Shaw (1981) defined group structure as "the pattern of relationships among the differentiated parts of group" (p.236). As such, the group 's structure may be likened to
References: Barker, R. (1991) Social Work Dictionary, 2nd ed. Garvin, C.D. (1985) Group Process: Usage and Uses in Social Work Practice. Noone, P and Swenson, C. (2003) Faculty Handbook. Northen, H. (1995) Clinical Social Work: Knowledge and skills. 2nd ed. Shaw, M (1981). Group Dynamics 3rd ed. New York: McGraw-Hill Book Co. Yalom, I .(1983) Inpatient Group Psychotherapy. New York: Basic Books,. Yalom, I. (1985) The Theory and Practice of Group Psychotherapy. New York: Basic Books, 3rd ed.