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��������ʿ�����¼ Recognized Nationally as an Institution Committed to Making Higher Education Accessible to Learners of Diverse Backgrounds

PHOENIX, Oct. 9, 2017 — ��������ʿ�����¼ today announced that it received the Colleges and Universities Committed to Diversity Award from Minority Access, Inc. at the organization’s 18th National Role Models Conference in Washington, D.C. This is the third year ��������ʿ�����¼ has received this award, which recognizes the University’s commitment to diversity and its efforts to increase higher education opportunities for minority scholars, promote diversity and close gaps in educational attainment.

Meilani Conley, a ��������ʿ�����¼ alumna who graduated with a Master of Information Systems in 2010, says her experience in the online program and the support she received from University advisors was critical to her success as a student who worked up to 90 hours a week. What made ��������ʿ�����¼ appealing to her was the accessibility to her instructors — who also worked in the fields they taught — and easy access to the materials and lessons wherever she was.

“My ��������ʿ�����¼ experience provided me with instructors who work in the industry and courses that applied to real-world business IT systems, which I could immediately connect to my job. I believe this helped me to advance to where I am today, and serve as a role model for others of diverse backgrounds considering a STEM career,” said Conley, who works as a CIS instructor at a private university in Missouri. “The University helps all students, whether it be the first-generation college graduate, a single working mom or a military member – this culture of inclusion made ��������ʿ�����¼ attractive to me.”

��������ʿ�����¼ has a more than 40-year-long tradition of serving the educational needs of underserved and minority populations – exceeding both national averages and institutional averages for minority access.¹

“We are pleased to recognize ��������ʿ�����¼ as a leader in helping underserved populations reach their educational goals,” said Mason Monroe, director of Minority Access, Inc. “This not only helps enhance the student’s professional opportunities, but it impacts those around them for generations to come.”

Roughly 46 percent of ��������ʿ�����¼ students are ethnic minorities as are 32 percent of its instructors,² which is reflective of the multicultural fabric of American society. The majority of the University’s students are working adults over 30 years old, with first-generation college students comprising more than half of the student body in 2014. Additionally, 72 percent of the institution’s student body hold jobs while going to school, 66 percent are women and 67 percent have dependents. These statistics further emphasize the demand by working students to enhance their career opportunities through flexible academic programs.³

“��������ʿ�����¼ continues to promote a culture where all students, faculty and staff feel included and valued,” said Angie Williams, Ed.D., dean of multicultural affairs & diversity. “It is important that all who are seeking to further their education have the opportunity and feel welcomed.”

For more information about ��������ʿ�����¼ diversity initiatives, visit /equity-and-diversity.html.

About ��������ʿ�����¼®

��������ʿ�����¼ is innovating to help working adults move efficiently from education to careers in a rapidly changing world. Flexible schedules, relevant and engaging courses, and interactive learning can help students more effectively pursue career and personal aspirations while balancing their busy lives. ��������ʿ�����¼ serves a diverse student population, offering associate, bachelor’s, master’s and doctoral degree programs from campuses and learning centers across the U.S. as well as online throughout the world. For more information, visit .

^1��U.S. Department of Education Institute of Education Sciences National Center for Education Statistics (2015). Characteristics of Postsecondary Faculty: .

² ��������ʿ�����¼ Academic Annual Report: /content/dam/altcloud/doc/about_uopx/academic-annual-report-2015.pdf

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