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News Article | November 7, 2016
Site: www.businesswire.com

CAMDEN, N.J.--(BUSINESS WIRE)--Catapult Learning, Inc., today announced the hiring of Steve Quattrociocchi as President of the Education Solutions Group. In his new role, Quattrociocchi will lead more than 4,000 educators and managers, partnering with schools and school systems across the globe to deliver evidence-based intervention and professional development programs. Prior to joining Catapult Learning, Quattrociocchi served as Chief Operating Officer of Ashford University, where he led and


News Article | October 28, 2016
Site: www.prnewswire.com

SAN DIEGO, Oct. 28, 2016 /PRNewswire/ -- Nearly 300 employees, faculty, staff, students, family members, and friends from Bridgepoint Education, Inc. (NYSE: BPI) and its academic institution, Ashford University, spent Saturday, October 22, volunteering their time at Feeding San Diego. The...


The International Nurses Association is pleased to welcome Sandra A. Bergman, RN, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Sandra A. Bergman is a Nurse Educator with nearly 30 years of experience in her field and an extensive expertise in all facets of nursing, especially administration, education, geriatrics, and ICU nursing. Sandra is currently serving as a Practical Nursing Instructor for Hutchinson Community College in Hutchinson, Kansas, at an out-reach site in Fort Riley, Kansas. Sandra A. Bergman’s career in nursing began in 1987 when she graduated with her Associate Degree in Technical Nursing from the University of South Carolina Upstate. An advocate for continuing education, Sandra went on to obtain her Bachelor of Arts Degree in Organizational Management in 2011 from Ashford University, before completing her Master of Science Degree in Nursing Education in 2015 from Grand Canyon University. Working as a Practical Nursing Instructor, Sandra is responsible for the instruction and training of Practical Nursing students throughout the duration of their 18 month, part time evening program. An inductee of the Sigma Theta Tau International Honor Society of Nursing, Sandra maintains professional memberships with the American Nurses Association, the National League for Nurses, and the Christian Nurses Fellowship. She attributes her success to feeling that nursing has always been her true calling, and when she is not working, Sandra enjoys gardening and quilting. Learn more about Sandra A. Bergman here: http://inanurse.org/network/index.php?do=/4129563/info/ and be sure to read her upcoming publication in the Worldwide Leaders in Healthcare.


The International Nurses Association is pleased to welcome Sandra A. Bergman, RN, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Sandra A. Bergman is a Nurse Educator with nearly 30 years of experience in her field and an extensive expertise in all facets of nursing, especially administration, education, geriatrics, and ICU nursing. Sandra is currently serving as a Practical Nursing Instructor at Hutchinson Community College in Hutchinson, Kansas. Sandra A. Bergman’s career in nursing began in 1987 when she graduated with her Associate Degree in Technical Nursing from the University of South Carolina Upstate. An advocate for continuing education, Sandra went on to obtain her Bachelor of Arts Degree in Organizational Management in 2011 from Ashford University, before completing her Master of Science Degree in Nursing Education in 2015 from Grand Canyon University. Working as a Practical Nursing Instructor, Sandra is responsible for the instruction and training of Practical Nursing students throughout the duration of their 18 month, part time evening program. An inductee of the Sigma Theta Tau International Honor Society of Nursing, Sandra maintains professional memberships with the American Nurses Association, the National League for Nurses, and the Christian Nurses Fellowship. She attributes her success to feeling that nursing has always been her true calling, and when she is not working, Sandra enjoys gardening and quilting. Learn more about Sandra A. Bergman here: http://inanurse.org/network/index.php?do=/4129563/info/ and be sure to read her upcoming publication in the Worldwide Leaders in Healthcare.


Knight E.,Lawson Health Research Institute | Werstine R.J.,The London Clinic | Rasmussen-Pennington D.M.,Ashford University | Fitzsimmons D.,University of Western Ontario | Petrella R.J.,Lawson Health Research Institute
Physical Therapy | Year: 2015

Care for chronic conditions and noncommunicable diseases is dominating health systems around the globe. For physical therapists, this strain presents a substantial opportunity for engaging patients in health promotion and disease management in the years to come. Examples of social media being used to engage consumers in the business landscape are pervasive, and research reports suggest that patients are ready for social media to be incorporated into the way health care systems deliver care. We propose that leveraging the power and utility of existing technologies, such as social media, could innovate the way physical therapists engage patients in rehabilitation and health promotion practices, thus contributing to the evolution of the profession: Physical Therapy 2.0. To continue to be relevant in the community, physical therapist practice must respond to patients’ needs and expectations. Incorporating social media into how physical therapists are both designing and delivering care holds potential for enhancing patient engagement in prescribed health behaviors and improving treatment outcomes. This conceptual article presents the perspective that physical therapists can utilize social media to enhance care delivery and treatment outcomes. © 2015 American Physical Therapy Association.


SAN DIEGO, Feb. 16, 2017 /PRNewswire/ -- The Forbes School of Business and Technology at Ashford University will host the first event of its 2017 Distinguished Lecturer Series on Tuesday, March 7, 2017. This free event, open to all Ashford students, alumni, faculty, and staff, will be...


SAN DIEGO, Nov. 18, 2016 /PRNewswire/ -- Ashford University has earned a spot on Diverse: Issues in Higher Education's list as one of the institutions identified as a "Top 100 Minority Degree Producer for graduating students with degrees in various disciplines including education." The...


McKay II D.S.,Ashford University | Ellis T.J.,Nova Southeastern University
Proceedings of the Annual Hawaii International Conference on System Sciences | Year: 2014

Knowledge exists at both the organizational and unit levels; environment factors at either level may enable or impede knowledge sharing within an IT organization. There is, however, no meaningful means to measure organizational or unit level knowledge sharing. The need to understand this flow of knowledge within an organization is dramatically evidenced in information technology organizations in which insufficient knowledge sharing leads to intellectual capital loss, rework, skills deterioration, and repeated mistakes that increase project costs leading to failure. The goal of the current study was to examine the relationship among knowledge sharing processes at the organizational level - organizational learning factors - the unit level - project learning practices - and the success of the IT project. Twelve organizational learning factors, eleven project learning practices, and nine project success variables were identified and validated through an expert panel review. These constructs were then codified in a survey and distributed to 5,000 IT managers. This study found a positive and significant relationship among organizational learning, project learning, and project success in IT organizations. © 2014 IEEE.


Conaway W.,Ashford University | Bethune S.,Ashford University
Journal of Asynchronous Learning Network | Year: 2015

The online classroom is perceived as being a non-threatening, unbiased, safe environment due to the lack of visual cues that normally trigger hidden attitudes and biases. However, it is possible that stereotypical student names often trigger implicit bias in instructors leading to group expectations that can often manifest in a variety of ways including lack of attention or negative evaluations. In this study, we explored the relationship of underlying attitudes and biases of online instructors with respect to racially or ethnically identifiable student first names using the Brief Implicit Attitudes Test (BIAT) instrument specifically designed for this purpose. Participants included 147 online instructors with at least a Master’s degree in their given field of expertise. Using an experimental research design, we found that to a small degree, implicit bias does exist with respect to stereotypical student names. This study also found that instructors consciously believed themselves to be warm and accepting of tereotypical names. In other words, what instructors say they feel and what they really feel are distinctly different?. © 2015 Sloan Consortium. All rights reserved.


SAN DIEGO, Nov. 3, 2016 /PRNewswire/ -- The Forbes School of Business and Technology at Ashford University has been named a recipient of the 2016 Association for Distance Education and Independent Learning (ADEIL) College Level Course Award. The 2016 ADEIL College Level Course Award...

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