Welcome to Acacia University

Welcome from our President, Dr. Thomas J. Hochstettler

As President of at Acacia University, it gives me great pleasure to welcome you to our global community of learners. Through our structured approach to interactive online learning, Acacia has for decades been providing opportunities for personal and professional growth to our students. Our ever- expanding programs of study provide you with a variety of ways to connect with virtual classroom experience. Our programs are far from remote in any common sense of that word. Our faculty is trained in engaging with you, both in the give-and-take sessions
that are integral to every course, as well as in the one-on-one sessions that are our particular hallmark.

Please know that by enrolling at Acacia, you are joining a team of outstanding professionals from around the world who are truly revolutionizing higher education. We at Acacia are fully dedicated to supporting you in your journey to realize your fullest potential in whatever field you choose to engage. Please accept my every good wish as you embark upon your course of study.

Congratulations on choosing Acacia University!
Sincere regards,
Thomas J. Hochstettler, AB, MA, PhD, PFHEA President

Welcome from our Provost, Dr. Cynthia Lopez

Welcome to Acacia University! As a collegial community of scholar practitioners, we at Acacia are committed to life-long learning as represented in many cultures by the symbol and name of the acacia as the “tree of knowledge.” We take pride in our ongoing commitment to providing unparalleled quality and standards in distance education, in ways that are highly personalized. Starting this journey is a significant milestone, and we understand that this marks the beginning of a new chapter for you, filled with both challenges and opportunities.

Throughout your journey, we will support you in ensuring that your university experience is enriching, fulfilling, and transformative. Please take time to read through this Catalog thoroughly. It contains valuable information and insights into the journey ahead. Our dedicated faculty and staff are here to provide direction and mentorship as you strive to achieve your goals. If you have questions or need assistance at any time, please do not hesitate to reach out to our dedicated team. We are here to help you succeed.

On behalf of the Acacia University community, I welcome you to the Acacia family and wish you the absolute best in your educational and personal growth.
Sincere regards,
Cynthia Lopez, Ed.D. Provost

About Us

Acacia University is recognized as a foremost leader in online, research-driven learning environments. Acacia strongly emphasizes effective instructional strategies and actively fosters vibrant classroom learning communities, entirely within a remote learning environment. By integrating cutting-edge technology, Acacia enhances teaching effectiveness and improves student outcomes, reflecting its dedication to educational excellence.

Mission and Vision of Acacia University

Acacia University’s Mission

Our mission is to develop creative, innovative ideas amongst our learners and deploy contemporary technology to develop relevant learning models that are scalable, accessible, and affordable, with a focus on developing ethical, principled world leaders who can change the world.

Acacia University’s Vision

Acacia University’s name reflects our belief of life-long learning. The symbol and name of the acacia as the “tree of knowledge,” embodies our ongoing commitment to provide unparalleled standards and vehicles for learning. Acacia is committed to delivering educational programs of the highest quality through innovative forms of distance learning. Our vision is to empower people through access to high quality education that is affordable and flexible beyond boundaries.

Our values include:
Our values inform our engagement:
• Excellence in teaching/learning by offering a high-quality and student- focused education;
• Organizational integrity by operating with the highest ethical standards; and
• Diversity and civility by supporting multicultural understanding and maintaining respect for all
learners and staff.
➢ Innovation in Education
Acacia is committed to fostering creativity and the development of new ideas among learners,
using cutting-edge technology to create relevant, scalable learning models.
➢ Accessibility and Affordability
A dedication to making high-quality education accessible and affordable for a diverse range of
students, ensuring that financial and geographical barriers do not hinder access to learning.
➢ Ethical Leadership
Emphasis on developing principled, ethical leaders who are prepared to make positive changes in
their communities and the world.
➢ Life-Long Learning
Inspired by the "tree of knowledge," Acacia promotes life-long learning as a pathway to personal
and professional growth, encouraging continual development and learning.
➢ Excellence in Distance Learning
A commitment to providing exceptional quality in distance education, empowering learners
through flexible, innovative, and rigorous online programs.
➢ Global Impact
Focused on preparing leaders who can operate across cultures and contribute solutions to global
challenges, aligning with Acacia’s vision of empowering individuals worldwide.

Our goals inspire us to:
➢ Increase Enrollment through Strategic Partnerships
Build partnerships with businesses, government agencies, academic experts, consultants, and
industry leaders to strengthen our programs, expand reach, and increase enrollment.
➢ Enhance our Global Reputation for Excellence
We will strengthen our standing by consistently delivering graduates who excel in the workforce
and reflect Acacia’s commitment to quality and ethical standards.
➢ Achieving Financial Stability and Growth
Implement strategic initiatives and manage resources effectively to support financial sustainability and ongoing institutional growth.

Our objectives draw us forward to:
➢ Provide Affordable Education Offer quality educational opportunities at the most affordable cost to expand access.
➢ Deliver Challenging, Attainable Courses
Design coursework that is rigorous yet accessible, maintaining high academic standards without
overwhelming students.
➢ Create an Engaging Learning Environment
Engage students through meaningful, stimulating learning activities that promote active
participation and growth.
➢ Foster a Collaborative Learning Community
Build a culture of inquiry and exploration, encouraging students and staff to question, explore,
and deepen their understanding together.
➢ Measure and Enhance Satisfaction
Conduct regular assessments of student, staff, and employer satisfaction to ensure continuous
improvement and alignment with expectations.

This structure reinforces for all within our community Acacia University’s strategic commitment to affordable, high-quality education in a supportive learning environment.

Acacia University’s Culture

At Acacia University we understand that affordability, convenience, flexibility, support, and learning
communities are key elements that should never be compromised. Our graduates claim that we are unlike other universities in our care and support for the students. Our professors are all trained to provide an environment that promotes an energetic and thoughtful learning culture.

Acacia University does not discriminate on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, veteran status, gender identity, or other legally or policy protected status, in the university's services, educational programs, and activities, including but not limited to, admission to and employment by the university. As a federal contractor, the university is committed to affirmative action in employment for women, minorities, individuals with disabilities and covered veterans.

Goals and Outcomes

Acacia University believes that professionals throughout the world should be able to further their
education and use the knowledge gained to achieve their personal and career goals. Acacia University will be recognized as a premier program for educators who desire to earn a graduate degree while expanding and deepening their understanding of the education profession and applying skills in the school and/or classroom.

Acacia University is redefining graduate education through distance learning. Our objective is to deliver graduate degree programs of the highest quality through innovative forms of online learning.

• We provide the opportunity for you to earn your graduate degree while continuing to work in
your professional field of engagement.
• We make learning convenient so that you may study and learn from the comfort of your own
home.
• You learn and implement research-based work strategies relevant to your profession.
• You receive individual mentoring from experienced educators representing many areas of
expertise in a variety of professions.
• You earn your graduate degree while becoming a more effective professional!
Acacia University offers high quality, rigorous educational programs with the convenience and flexibility of online delivery. Acacia University has been an innovator since its inception.

Accreditation

Distance Education Accrediting Commission is listed by the U.S. Department of Education as a recognized accrediting agency. The Distance Education Accrediting Commission is recognized by the Council for Higher Education Accreditation (CHEA).

Distance Education Accrediting Commission (DEAC)
1101 17th Street NW, Suite 808
Washington, DC 20036
Phone: (202) 234-5100
Website: www.deac.org

State Licensure

Acacia University is licensed in the State of Arizona by the Arizona State Board for Private Post-Secondary Education (AZPPSE). Acacia provides high quality remotely delivered
certification and degree programs to learners from around the world.

Arizona State Board for Private Postsecondary Education
1740 W. Adams, Ste. 3008
Phoenix, AZ 85007
Direct Line (602) 542-5709
Fax (602) 542-1253
Website: https://ppse.az.gov/student-complaint-procedure

State Reciprocity

Acacia University is a member of the Arizona State Authorization Reciprocity Agreements Council (AZSARA), which provides inter-institutional recognition of distance-education course credits among member institutions. Please consult the National State Authorization Reciprocity Agreements Council (NCSARA) website at https://nc-sara.org/directory to learn about interstate reciprocity for Acacia courses and degrees. Arizona institutions in AZ SARA are automatically members of the regional interstate higher education compact organization, the Western Interstate Commission for Higher Education (WICHE). Member States in WICHE are Alaska, Arizona, Colorado, Idaho, Indiana, Louisiana, Montana, Nebraska, Nevada, North Dakota, Oregon, South Dakota, Virginia, Washington, and West Virginia. This broad network provides ready transferability of credits among member institutions, allowing ease of movement of students within the network. As an approved institution under AZ SARA, Acacia University also participates in the National Council for State Authorization Reciprocity Agreements in the USA.

How to Contact Us at Acacia

To reach the University by telephone, please call (866) 923-7765.
Email: information@acacia.edu

Office of the President
thepresident@acacia.edu

Office of the Provost
provost@acacia.edu

Office of Registrar &Admissions
registraroffice@acacia.edu

Office of Academic Affairs
dean.education@acacia.edu
dean.business@acacia.edu
dean.studentsuccess@acacia.edu

Office of Student Affairs
studentaffairs@acacia.edu

Office of Marketing & Communication
marketingoffice@acacia.edu

Office of Student Records
records@acacia.edu

Office of Finance
finance@acacia.edu

Technical Support
technicalsupport@acacia.edu

Library Support
library@acacia.edu

Faculty
Faculty email addresses are available to enrolled students only.

Hours of Operation
General office hours are 8:00 am to 5:00 pm Mountain Standard Time, Monday through Friday. However, students may communicate asynchronously with university personnel via the online course forums, email, and the help desk when the university is closed. Faculty members maintain scheduled hours of availability and are available for online discussion at posted times. The help desk is available for technical support. Help desk requests may be submitted at any time and are addressed within 24 hours.

Acacia University is closed on all U.S. federal and state holidays and on weekends. The offices will be closed on the following observed holidays:
• New Year’s Eve and New Year's Day (December 31 and January 1)
• President's Day (the third Monday in February)
• Memorial Day (the last Monday of May)
• Independence Day (July 4)
• Labor Day (the first Monday of September)
• Thanksgiving Day and the following Friday (the fourth Thursday and Friday in November)
• Christmas Day and the day prior and after (December 24, 25, and 26)

University Governance

Acacia University, Inc. is a for-profit S corporation that is incorporated in the State of Arizona.

Board of Directors
Dr. Kem Hussain, Chairman
Nabi Raza Abidi, Member
Firoz Thairinil, Member
Anil Ahluwalia, Member
Samras Mayimi, Member
Hanil Haridas, Member
Mashrook Ali, Member

University Administration
Dr. Thomas Hochstettler President
Dr. Cynthia Lopez, Provost
Dr. Lisa Oliphant, Dean, School of Education
Dr. Ryan Buck, Dean, School of Business
Dr. Shahina Qureshi, Dean of Student Success
Ms. Ronda Carlisle, Registrar

Advisory Boards

School of Education Advisory Board
Dr. Abdulla Rasheed Ahmed Dr. Kay Coleman
Dr. Shelly Henderson Dr. Holly King
Dr. Miguel Serrano
Dr. Thomas Hochstettler, ex officio
Dr. Cynthia Lopez, ex officio
Dr. Lisa Oliphant, ex officio

School of Business Advisory Board
Dr. Bryce Adams Dr. Kraig R. Kiehl Dr. Alberto Peralta
Dr. Thomas Hochstettler, ex officio
Dr. Cynthia Lopez, ex officio
Dr. Ryan Dean, ex officio

Admission and Eligibility Requirements

Information on the requirements and eligibility for admission to the degree programs can be found
below in the Program Guide sections for the School of Business and School of Education, respectively.

Academic Calendar

Acacia University follows six strategic academic sessions within an academic year, allowing students toenroll and begin their programs during three primary intakes: Fall, Spring, and Summer.

The complete Academic Calendar for the 2025–2026 academic year is provided below.
Term/Sessions Classes Begin Class End
2025 Fall Session 1 August 31, 2025 October 25, 2025
2025 Fall Session 2 October 26, 2025 December 20, 2025
2026 Spring Session 1 January 4, 2026 February 28, 2026
2026 Spring Session 2 March 1, 2026 April 25, 2026
2026 Summer Session 1 May 3, 2026 June 27, 2026
2026 Summer Session 2 June 28, 2026 August 22, 2026

Enrollment Agreement

All students are required to electronically sign an enrollment agreement, which outlines the terms of enrollment and the financial obligations for the program.

Technology Requirements

Acacia University courses are online only. Students must have internet access and a valid email address. For the best learning experience, students should meet the following requirements for all programs:

Component (s) Minimum Requirements Recommendations
Device Type Laptop or Desktop1 Mobile devices should not be used as a
primary device
Operating System Windows 7 and above
MacOS 10.10 and above Not Applicable
Processor Intel i3 or equivalent (or higher) Higher processors recommended for
optimal performance
Memory (RAM) 4 GB or higher Higher RAM recommended for better
performance
Hard Drive 60 GB (macOS High Sierra and Windows 10
require 16 GB)
Internet Connection
Must have consistent access to the
internet,
At least 2 MB upload and download speed
High-speed broadband connection is
recommended
Web Browser Mozilla Firefox, Google Chrome, Safari3,
Microsoft Edge3 and Internet Explorer3
Mozilla Firefox (latest version)
Google Chrome (latest version)
Hardware/Peripherals A built-in or external microphone and
webcam
Based on program specific
requirements2
Important Notes:
1) Chromebooks (Chrome OS), iPads (iOS), Android devices and iPhones should not be primary devices.
2) Some students have found it helpful to possess additional peripherals, such as a printer and headphones or
a headset, although these are not required unless specified by your program.
3) Safari, Microsoft Edge and Internet Explorer may be used for some coursework but will not give students
the best experience overall.

Transfer Credits and Experiential Learning Credits

Acacia University recognizes the previous coursework of an admitted student by awarding credit for courses that have been earned at another accredited institution and that are documented through a transcript from that institution. Transfer credits must be applicable to the student’s degree program at Acacia. Acacia University may award transfer credits amounting to no more than seventy-five percent (75%) of the credits required for the student’s program at Acacia. Courses accepted for transfer credit must be relevant to the Acacia program of study, equivalent in both content and degree level, and not more than ten years old. A student may appeal the ten-year limit by demonstrating that the content, relevance, rigor, and currency of the courses in question are comparable to courses within the current Acacia program of study. Appellants must present the transcript showing the courses and submit a written appeal to the Dean, who will review the case and make a recommendation to the Provost. The decision of the Provost is final. Credits from a course of study pursued at another institution can be considered for transfer at Acacia if the above criteria are met. Credits earned for one degree at Acacia University can be used for an additional degree at Acacia only with approval by the Dean and the Provost. The maximum number of prior Acacia credits is nine, and the courses must correspond in content and rigor to the level of the second degree.

The Registrar of the University has discretion over the granting of transfer credits, with oversight by the respective Dean and the Provost. Acacia University has full discretion to accept or reject transfer credits from other institutions. Students should be aware that credits earned at Acacia University may or may not be accepted by another institution, depending upon its own programs, policies, and regulations. Students planning to use credits from Acacia University as transfer credits for a degree in another institution should contact the Admissions Office of that institution in advance of applying.

Accreditation of Prior Learning (APL)Through Accreditation of Prior Learning (APL), Acacia University recognizes the prior learning of an admitted student by awarding credit for work that the student accomplished outside the normal structure of a university degree. Such accomplishments are not normally reflected on a student’s university transcript of courses. Recognition is in the form of credits that are awarded against a course and means that the student receives credit toward the degree without taking that course. APL credits are awarded in recognition of a verified achievement of designated learning outcomes at a specified level. It is the achievement of that learning, or the outcomes of it, and not just the experience of the activities alone, that will be eligible for the granting of credit through the APL policy.

Types of APL

APL recognizes certificated prior learning as Accredited Prior Certificated Learning (APCL), and experiential prior learning as Accredited Prior Experiential Learning (APEL). Credits granted through both APCL and APEL may be counted toward the completion of a program of study.

APCL is the formal recognition of previously attained qualifications outside a university degree program that have direct relevance to the program to which the student is applying. Such accreditation involves credit-mapping, that is, the matching of relevant certified or otherwise documented achievements against a credit-bearing course at Acacia. Such an accreditation requires the submission of evidence in the form of certificates or other documentation of achievements, including evidence of achieving the prescribed learning outcomes and grades. Such certification must have been awarded at a recognized educational institution. Submission of materials must occur prior to entry to the program and is subject to approval by the APL Committee and the responsible Dean.

Accreditation of Prior Experiential Learning (APEL) is the recognition of prior experience achieved outside a college or university setting. APEL is normally assessed through review of a portfolio, which is reviewed 16 by the APL Committee of the University (see below). The portfolio should reflect the learning achievement and outcomes of the student’s experience. That experience must have direct relevance to the program to which the student is applying. There are three basic principles governing the acceptance of prior learning for course credit:

1. It must be of an appropriate quality, equivalent to the prescribed standards of Acacia University.
2. It must have been acquired or experienced within a period of five years prior to the date of the
application for entry into the program of study; and

3. It must cover prescribed learning outcomes of the program or course(s).
APEL credits that have been awarded by another accredited institution may be used as transfer credits by a student transferring into Acacia University at the undergraduate or master’s level. Credits for APEL cannot exceed twenty-five per cent (25%) of the credits required for a bachelor’s or master’s degree. No APEL credits may be used as credits for the doctoral programs. Credits may be awarded for a mix of both APCL and APEL.

APL Committee
The APL Committee is responsible for reviewing all required documentation and ascertaining whether every document is complete, accurate, and up to date in relation to stated educational outcomes. The Committee shall consist of three members: one subject area specialist; one university administrator; and the Registrar. The subject specialist must have a degree at least as high as the degree under consideration. The administrator must have a doctoral degree. The committee will review each case on its merits and make a recommendation to the Dean of the relevant School. The Dean may affirm, reject, or alter the Committee’s recommendation. The Dean’s decision is final.

APL Approval
Any student applying for credit for any courses on the basis of APL policy laid herein, whether APCL, APEL, or both, must complete the Accreditation of Prior Learning (APL) Application. The Acacia University APL Committee will meet promptly upon receipt of an APL Application. Students who wish to apply for APCL or APEL should submit the following documents:
• Application to be filled along with the admission application.
• In case of APEL, the student must provide a portfolio, which should contain the resume,
organization chart, job description, achievement records, professional achievements, or any other
relevant documents that the student feels would be helpful in demonstrating the learning of
program outcomes; and
• Work products (reports, minutes, emails, etc.) testimonies, projects, professional publications,
learning logs/reflective accounts, videos, audio recordings, evidence of Continuing Professional
Development (CPD) and non-accredited training courses.

Implications of APL on Program Fees
Where a student has applied for and been successful in being accredited for prior learning against the credits of a program, those APL credits will not carry a program fee cost. The student will only pay for the credits he/she actually studies in the program. An administration fee of $25.00 per application will be charged for processing APL applications.

Transcripts

Degrees must be verified on transcripts sent by the awarding institution directly to Acacia University. As the receiving institution, Acacia University determines the acceptance for transfer of any graduate credits from the other institution.

Applicants from Institutions Outside the United States: applicants submitting transcripts from non-US institutions may be required to have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency.

Satisfactory Academic Progress (SAP)

Degree programs at Acacia University do not allow students to work at their own pace. Students are expected to keep up with the posted course schedule of lessons and assignments. Course activities and assignments are graded on a weekly basis by professors/Learning Coaches. Rubrics are used for scoring all formative assignments and assessments. Other assignments and assessments are electronically scored with immediate feedback. Students can access their grades for assigned lesson material, discussions, assignments, and assessments for each lesson at any time during the course.

Faculty and program advisors monitor the progress of each student. If the student does not make satisfactory academic progress during a course (falls behind in assignments, has unsatisfactory attendance, or lacks course participation), the professor/Learning Coach contacts the student to schedule an individual conference to assess needs.

If a student maintains a 3.0 GPA or higher, it is assumed that there is satisfactory academic progress. Should the GPA fall below 3.0, the Student Services Support Director will contact the students to schedule a conference. While Acacia University understands that students may have extenuating circumstances (e.g. medical emergencies) during a term, documentation may need to be provided and will be placed in the student record.

When the GPA is below 3.0 the student is placed on academic probation following that term and a note will be placed on the student record. The student will receive a warning that the GPA must be raised during the next two terms. Academic probation is permissible for only two terms, after which, the student will be dismissed from the university.

Master’s Degree Programs

D and F grades are not acceptable in the master’s program. Two C grades are acceptable if a GPA of 3.0 is maintained. If the GPA falls below 3.0, the student is placed on academic probation, and the retake of a course must occur prior to registering for a new course.

Each course can be retaken only once. Retake courses are subject to the normal master’s tuition rate. Note: retake courses will be indicated with an “(R)” on transcripts.

Satisfactory academic progress in the master’s program is monitored by faculty program advisors, who meet with advisees two times each academic year to discuss the pace of courses, grades, and academic progress.

Online participation, effort, and timeliness are reviewed and discussed with each student. Program goals and outcomes are reviewed and discussed so that the program advisor can determine student progress in the program. Notes of insufficiencies are recorded in the comments section of the student’s records.

Program advisors indicate areas of support needed and regularly check the transcript to monitor GPA. If a student maintains a 3.0 GPA or higher and has not expressed academic concerns, it is assumed that there is satisfactory academic progress.

Academic probation will not exceed two sessions. If, during the following two sessions, the student’s grade average is still unsatisfactory, the student will be promptly notified by the Dean of the recommendation for academic dismissal. At that time, the student may appeal by submitting a letter of grievance to the Student Support Services Director, who will convene an independent hearing to determine the status of SAP.

Quantitative Criteria
Students must earn at least a 3.0 GPA to meet program requirements. If two or more courses are taken simultaneously, no more than one course can receive a grade lower than a C. A GPA lower than a 3.0 will automatically initiate probationary status and require course retake. Students will maintain a program GPA of 3.0 (grade of B) or higher on a 4.0 grade scale.

Qualitative Criteria
Each course has a qualitative component based on timeliness, professionalism, progress, and effort based on a Participation and Effort Rubric that contributes 10% to their final course grade. Satisfactory progress (good standing) is maintained when master’s students earn a program GPA of 3.0 (grade of B) or higher on a 4.0 grade scale. Students who do not maintain a 3.0 GPA will be placed on academic probation the following session and be required to repeat the course.

Doctoral Programs
C, D, and F grades are not acceptable in the Doctoral programs of the University. If a grade of C or lower is earned, the course must be retaken the next time it is offered and completed with a grade of B or higher. A retake of a course must occur prior to registering for a new course.

If two C or lower grades are earned, the student is placed on academic probation, and both courses must
be retaken with satisfactory grades earned before registering for another course in the program of study.

If a third grade of C or lower is earned in any future doctoral course (even if two prior courses are retaken and higher grades are earned), the student will be ineligible to continue in the doctoral program and will be officially dismissed for unsatisfactory academic progress.

Each course can be retaken only once. If a grade of B or higher is not achieved upon completion of a retake, the student will be officially dismissed for unsatisfactory academic progress. Retake courses are subject to the normal doctoral tuition rate. Retaken courses are indicated with an “(R)” on transcripts.

Satisfactory academic progress in the doctoral program is monitored by faculty program advisors, who meet with advisees two times each academic year to discuss the pace of courses, grades, and academic progress.

Online participation, effort, and timeliness are reviewed and discussed with each student. Program goals and outcomes are reviewed and discussed so that the program advisor can determine student progress in the program. Notes of insufficiencies are recorded in the comments section of the student’s records.

Program advisors indicate areas of support needed and regularly check the transcript to monitor GPA. If a student maintains a 3.0 GPA or higher and has not expressed academic concerns, it is assumed that there is satisfactory academic progress.

Academic probation will not exceed two sessions. If, during the following two sessions, the student’s grade average is still unsatisfactory, the student will be promptly notified by the Dean of the recommendation for academic dismissal. At that time, the student may appeal by submitting a letter of grievance to the Dean of the respective School, who will convene an independent hearing to determine the status of SAP.

Quantitative Criteria
Students must earn at least a B grade in each course taken to meet program requirements. If two or more courses are taken simultaneously, no more than one course can receive a grade lower than a B. A grade lower than a B will automatically initiate probationary status and require course retake. Students will maintain a program GPA of 3.0 (grade of B) or higher on a 4.0 grade scale.

Qualitative Criteria
Each course has a qualitative component based on timeliness, professionalism, progress, and effort based on a Participation and Effort Rubric that contributes 10% to their final course grade. Satisfactory progress (good standing) is maintained when doctoral students earn a program GPA of 3.0 (grade of B) or higher on a 4.0 grade scale. Students who do not earn at least a B in every course during an academic session will be placed on academic probation the following session and be required to repeat the course.

Student Assessment

Grading Policy
Acacia University uses the following system of course grading:

Grading: (No rounding)
A = 92% - 100%
B = 84% - 91.99%
C = 76% - 83.99%
D = 65% - 75.99%
F = 64.99% or lower

Incomplete – Incomplete (INC) grades are granted on an individualized basis. During a course term, if a student has an extenuating or personal circumstance that prohibits him/her from completing the course within the posted schedule, special arrangements to complete the work must be made with the instructor. If a student does not complete the assigned course work within the agreed upon schedule, the course grade will be converted from INC to the grade earned as of the scheduled deadline. Grades of “D” or “Failing” do not earn credits that apply toward a graduate degree and require a retake of the course.

Grade Point Average

Grades are calculated in terms of a 4-point grade system:
20
A = 4.0 points
B = 3.0 points
C = 2.0 points
D = 1.0 points
F = 0.0 points
A student may earn as many as two grades of "C" but must balance the grades with at least two grades of "A" to achieve the minimum required grade average. A student must achieve a minimum of a 3.0 cumulative grade point average (GPA) to graduate with the graduate degree.

Graduation Requirements

To be eligible for graduation, students must do the following:
1. Complete all program of study requirements.
2. Have a minimum cumulative GPA of 3.0.
3. Complete the program of study within four (4) years after completing the first course. The Dean
of the respective School may grant an extension of one year.
4. Meet all the requirements listed in the Acacia University Catalog at the time of enrollment or when changing the program of study.
5. Fulfill all financial obligations to Acacia University prior to graduation.

Academic Probation

When the student’s cumulative grade point average falls below 3.0, academic probation occurs. A letter from the Registrar will inform the student of academic probation. A student on academic probation has two terms to raise the GPA to 3.0 or higher by retaking courses bearing inadequate grades. In the event a course is retaken, the original grade is replaced by the subsequent course grade and will be indicated with an “(R)” on transcripts. Academic dismissal/expulsion from the university will follow if the GPA is not raised to 3.0 within the following two terms. The cost for retaking a course is determined by the current tuition schedule.

Academic Integrity

Code of Conduct

When the student’s cumulative grade point average falls below 3.0, academic probation occurs. A letter from the Registrar will inform the student of academic probation. A student on academic probation has two terms to raise the GPA to 3.0 or higher by retaking courses bearing inadequate grades. In the event a course is retaken, the original grade is replaced by the subsequent course grade and will be indicated with an “(R)” on transcripts. Academic dismissal/expulsion from the university will follow if the GPA is not raised to 3.0 within the following two terms. The cost for retaking a course is determined by the current tuition schedule. All students at Acacia University are expected to be honorable and observe standards of conduct appropriate to a community of scholars. The graduate school promotes, as part of its mission and purpose, the development of
graduates of strong character and responsibility. Self-discipline is extremely important in participating and completing the online courses.

Members of the Acacia University community are expected to conduct themselves professionally, and refrain from acts of misconduct including but not limited to the following:

• Dishonesty, cheating, plagiarism, misrepresentation or furnishing false information, forgery, or misuse of academic or administrative materials.
• Actions, oral statements, and written statements which threaten or violate the personal safety of any member of the faculty, staff, or other students.
• Failure to respect the diversity of opinions among the instructor and members of the class and respond to 21 them in a courteous manner.
• Obstruction or disruption of teaching or other components of the academic process, administration, or University activity.
• Failure to maintain an environment free of harassment, stalking, threats, abuse, insults, or humiliation to the instructor and members of the class. This includes, but is not limited to the following:
o demeaning written or oral comments of an ethnic, religious, sexist (or sexual orientation), or
o racist nature; and the unwanted sexual advances or intimidations by email, on discussion boards, and other postings in courses.
• Failure to comply with published University policies.
• Failure to respect the integrity of the University’s communication systems, intellectual property, and information systems.
• Sharing student credentials, including online login information, with any person other than Acacia University Technical Support.

Cheating

Cheating includes any conduct that involves unauthorized use of written or oral information, electronic or mechanical devices, generative AI tools, or other aids to complete a test, examination, or assignment. Examples of cheating include the following:

• Buying or selling information related to a test or examination
• Unauthorized collaboration with another person
• Submitting the same work for multiple assignments
• Plagiarism (See Plagiarism Section)
• Unauthorized use of Artificial Intelligence
When you use any text generated by AI tools such as ChatGPT-3, it is essential to ensure that it is properly documented and credited. You can do this by including a citation that mentions the name of the tool, the date of your query, and the source of the material. For instance, you can use the following citation format:

“Chat-GPT 3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI.
https://chat.openai.com/”

If you use any other tools to generate the material, you should follow a similar citation convention. Failure to acknowledge the use of AI models will be penalized as plagiarism and cheating. Please note that AI models tend to include incorrect information, fake citations, and inaccurate outputs. You are responsible for any inaccurate, biased, offensive, or otherwise unethical content submitted regardless of whether it originally comes from you or an AI model. Students must author and create all work themselves. Originality and authenticity are two key academic
integrity principles expected from Acacia University students. Coursework should not be created by someone or something else. Professors will be using AI detectors such as the following:

• https://copyleaks.com/ai-content-detector
• https://turnitin.com
• https://gptzero.me
• https://writer.com/ai-content-detector

A student suspected of cheating will receive notification from his/her instructor citing the evidence used to document the offense. A copy of the notification will also be submitted to the Program Advisor and 22 Provost. A student has 48 hours to respond in writing to the instructor regarding the allegation. Instructors will apply consequences to the student assignment and/or course grades according to suggested guidelines, which can range from resubmitting an assignment for half points possible to failing the course. If it is determined that cheating has occurred, the student will not receive full credit for that assignment. If cheating reoccurs, the student will not earn credit for that course. A third incident of cheating will result in expulsion or suspension from Acacia University.

Plagiarism

Plagiarism is a serious offense. Acacia University uses current technology to identify possible instances of plagiarism by comparing student submissions against internet sites, academic journals, and previously submitted student assignments. Submissions that are flagged as possible plagiarism are reviewed by the instructor to verify if plagiarism occurred and what action needs to be taken.

If it is determined by the instructor that plagiarism by a student has occurred, the student will not receive full credit for that assignment. If plagiarism reoccurs, the student will not earn credit for that course. A third incident of detected plagiarism will result in expulsion or suspension from Acacia University.

The expectation is that the work you submit will be your own and not that of others. Copying others’ work without giving them credit is called plagiarism and is a serious offense in the US. Copyright laws protect the ideas of authors from being copied without citing the reference. This includes any work that is written or recorded in any way. Books, magazines, and online articles are protected in this way. There are three ways that plagiarism can exist in an online course.

Professor(s) will be using comprehensive plagiarism detection with the Turnitin Similarity tool.

The first is answering a question by copying directly from the content text. It is appropriate to reference a statement or section from the content, but the reference has to be stated in your words and not just copied from the text. This demonstrates your understanding. Phrases such as “according to the text” or “as found in section ” can be used to present the idea, but the explanation has to be in your words.

The second is copying from other students. For example, one of the other students in your course may submit a VLC or discussion forum post to be reviewed. If you read the post and then write a post that is almost identical, that is plagiarism.

The most common way plagiarism occurs in online courses is by using the ideas from resources (books, articles, websites, etc.) and not providing citations for them. The citation can be for a section that uses the ideas of others or can be for an exact quote that is shown in quotation marks with proper APA citation.

Finally, copying complete sections or articles from other sources is plagiarism because you are presenting it as your work. Even if cited, this is not appropriate. Use notes from articles and include the ideas in your own words. This will allow you to demonstrate your understanding of the sources you have researched. Information about plagiarism is provided in the Resource Library section of each course.

School/Course Enrollment Status

Withdrawal from the University
University withdrawal is cancelling your enrollment for all courses and leaving the University altogether. If you decide to formally withdraw from the University, you must drop all courses and provide notice, in any manner, to the Office of Registrar & Admissions (registraroffice@acacia.edu) to update your academic status. Simply dropping courses or non-attendance does not constitute an official withdrawal. This notice MUST be followed by written confirmation within 30 days. The confirmation is to indicate the last date of attendance and be signed and dated by the student.

If a student does not return from an authorized leave of absence (LOA), they will be withdrawn from the university. The withdrawal date will be the date the student was scheduled to return from the LOA and failed to do so.

Course Withdrawal

A student may withdraw from a course by notifying the professor and contacting the Office of Registrar & Admissions (registraroffice@acacia.edu), in any manner, stating your request to withdraw from the course, the course number, and reason for withdrawing.

A course withdrawal will be recorded as a “W” on the student’s transcript. If more than 50% of the course is completed, the student cannot withdraw and will receive the grade earned regardless of attendance from that point.

Course Extension Policy

Unless there are extenuating circumstances, no student may withdraw from the same course more than once. The official course withdrawal date will be the date the student submits the course withdrawal request to the Office of Registrar & Admissions (registraroffice@acacia.edu).
A student may request a two-week extension no later than the end date of a course (excluding doctoral Capstone courses), if he/she will not be able to successfully complete all course requirements on time. Extensions are reviewed and approved or denied at the professor’s discretion. Extensions may be granted in cases where the student has made acceptable progress in the course but has experienced an extenuating circumstance that will prohibit successful completion of the course on the scheduled end date. Acceptable progress is defined as:

• the student has actively participated in course activities up to the point of the extenuating
circumstance
• the student is current with all assignment submissions
• the student has earned a grade of at least 76% for the work up to that point

Extensions are not granted for lack of participation or failure to submit work on time by the student. Documentation of the extenuating circumstance will be required for every course extension request.

Extensions are limited to a maximum of two weeks, one extension per course. The student is responsible for contacting the course professor to request the extension and provide documentation to validate the 24 reason for the extension request by the course's scheduled end date. Professors will not ask for specific documents. It is the responsibility of the student to provide documentation that a reasonable person would consider sufficient to explain the reason for the extension request. However, faculty can request follow-up information related to the completeness and validity of documentation for the extenuating circumstance. The professor reserves the right to approve an extension or not, based on the student’s effort in the course.

Leave of Absence

Students may request a leave of absence (LOA) for up to two years. A leave of absence may be granted to students who face military obligations, long-term health concerns, a serious family emergency, extenuating job circumstances, or critical life circumstances that prevent them from being able to take courses for an extended period of time. To request a Leave of Absence, submit the following information to the Office of Registrar & Admissions (registraroffice@acacia.edu)
• Student ID
• Full name
• Explanation of situation
• Last course completed
• Date the LOA will begin (or began) and date of expected return (if student does not return at
expected date and does not submit a request for an extension of LOA, the student will be
withdrawn from the university and will be required to apply for readmission)

If the LOA is approved, the Registrar will send a letter of confirmation to the student within thirty (30) days.

Inactive Status
If a student does not return from an authorized leave of absence, they will be withdrawn from the
university. The withdrawal date will be the date the student was scheduled to return from the LOA and failed to do so. In the event the student fails to enroll for any course for two consecutive terms, excluding summer, he/she will be placed on inactive status. To return to active status, submit the following information to the Office of Registrar & Admissions (registraroffice@acacia.edu):
• Student ID
• Full name (as on current student records)
• Date/term to return
If an inactive student chooses not to return to active status during the following session or semester, theUniversity will initiate the process of withdrawal.

Student Services

Student/Program Advising
While the student is responsible for his/her academic decisions and education, Acacia provides support and advice throughout the program. Program Advisors are assigned upon enrollment based on his/her 25 chosen degree program.

Program Advisors will assist with the following:
• Clarifying student responsibilities to his/her academic plans
• Planning program of study to meet individual needs
• Providing academic motivation and goal setting
• Arranging for support with specific non-academic issues (study habits, time management, etc.)
• Referring to other appropriate University resources
• Intervening and assisting students identified as at-risk
• Communicating to the proper department any concerns that the student may experience
• Registering for courses each term

Any questions or concerns related to the above should be directed to your assigned Program Advisor.

Instructors will assist with the following:
• Lead and review the learner work that is posted
• Ask questions about the work to expand learner thinking about the topics
• Provide examples and suggestions about how to use strategies in real-life situations
• Use rubrics to grade learners’ work and provide specific feedback on the work
• Encourage learners to strive for a high level of quality in what they do
• Encourage learners in the analysis of their work and that of other students
• Help develop learners’ analysis skills

In order to assist students most effectively, it is the student’s responsibility to immediately communicate needs and/or concerns to the appropriate instructor, program advisor, or academic administrator for a timely resolution.

Student Records

Student records, including courses taken, course grades, current GPA, earned credits, disciplinary status, financial status, etc., are available on the university student information system. Only the student and university administration have access to an individual’s student records. Each student has a unique login and password to the student information system where they can enroll in courses and access their student records.

Transcript Requests

Students may order official transcripts from their profile page on the student information system. There is a $10 fee for each official transcript ordered. (Note: students on financial lock cannot order official transcripts.)

Forums and Virtual Learning Communities
Course Forums or Virtual Learning Communities (VLCs) are an integral element of each course. These sessions are used by the instructor to share pertinent information regarding the progress of the course. Another purpose of the course forums and VLCs is to allow students to post questions they may have regarding particular assignments. It is expected that students check the course forums or VLCs each time they access the course to ensure access to all information that has been shared by the instructor and 26 other participants.

Library Services

Acacia University provides students with free access to ProQuest. ProQuest is a collection of cross
searchable databases that include multidisciplinary content containing theses and dissertations, eBooks, scholarly journals, government documents, historical, video, and cultural archives, and newspaper archives.

Resources
Other online resources include e-books, articles, lesson examples, classroom instructional resources,exemplars, rubrics, and examples of student assignments from course activities. Internet links to resources supporting course content are included in the course content and/or the Resource section.

Credit Hour Policy

Credit hours shall be equivalent to the commonly accepted and traditionally defined units of academic measurement in accredited institutions. Academic degree or academic credit-bearing distance learning courses are measured by the learning outcomes normally achieved through 45 hours of student work for one credit. This formula is typically referred to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation Evaluative Criteria.

One credit hour is 15 hours of academic engagement and 30 hours of preparation.

Student work includes direct or indirect faculty instruction. Academic engagement may include, but not limited to, submitting an academic assignment, listening to class lectures or webinars (synchronous or asynchronous), taking an exam, an interactive tutorial, or computer-assisted instruction; attending a study group that is assigned by the institution; contributing to an academic online discussion; initiating contact with a faculty member to ask a question about the academic subject studied in the course and laboratory work, externship or internship. Preparation is typically homework, such as reading and study time, and completing assignments and projects. Therefore, a 3-credit hour course would require 135 hours (45 hours of academic engagement and 90 hours of preparation).

Graduate students are expected to spend, on average, from three to four hours per week online
performing lesson reading and assignments, forum and virtual learning community activities, and taking quizzes. A minimum of four sessions online per week is required. A student should not miss more than two consecutive days of being online. Offline study, projects, research, fieldwork, and other course related activities are expected to take from six to nine hours of additional time per week. Our courses are designed to meet credit/clock hour standards of 135 hours per 16-week course. This equates to about 8.5 hours per week in meeting course responsibilities. In an 8-week session, 135 hours equate to about 17 hours of course study online and offline per week.

Our electronic system records time and frequency online and surveys report on time spent by students on projects, assignments, reading, and both online and offline study. These reports are used by faculty to assist students who are showing signs of struggle to offer suggestions in time management and express the importance of the time required to be a successful graduate student. Faculty monitor the time spent by the length and difficulty of assignments, outside research needed, field experience, or case studies required, and evaluating student reflections and comments about the time needed to be successful in the program.

Student Identity Verification Policy

Acacia University has established, and will periodically evaluate, its process to confirm that a person who is enrolling in the university is the person who is completing the enrollment form, that a student taking an examination is the student who registered to take the examination, and that the student who is registered for an online course is the same student who participates in, completes, and receives credit for the course. To authenticate identities, Acacia University will use one or more of the following methods for verification:

• In accordance with U.S. Department of Education regulations for distance education (34 CFR §
602.17(g)), as part of the admissions process, all applicants must submit valid proof of identity.
Acceptable documentation includes a current passport or government-issued identification that
clearly displays the individual’s photograph, full legal name, document validity, and nationality.
Submission of proof of identity is an admission requirement and supports institutional identity
verification processes, including proctored examinations.
• Safeguards such as unique usernames and passwords are used to help ensure authentication.
Secure transmission is used to prevent access of others. If, at any time, the student feels that their
login information has been compromised, they may request a password change.
• Frequent and personal communication between the professor and each student responding to the required postings, assignments, and activities. This communication helps the professor monitor consistent patterns of responses and performance.
• Upload a profile photo to establish identity for the professors and their classmates. Video
conferencing is used, as needed, throughout the program and also serves to validate and verify
the authenticity of the person participating in the program.
Student Privacy Policy
• Proctored fieldwork and onsite internships provide verification and assist in furthering student
identity.

Student Privacy Policy

Acacia University will not disclose your personal information, except as required to do so by law or in the good faith belief that such action is necessary to: (a) conform to the edicts of the law or comply with legal process served on Acacia University; (b) protect and defend the rights or property of Acacia University; or, (c) act under exigent circumstances to protect the personal safety of users of Acacia University, its websites, or the public.

The United States Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

Under FERPA, a student’s academic and financial files at Acacia University will not be released to any third party without the written consent of the Learner.

Under FERPA, a student’s academic and financial files at Acacia University will not be released to any third party without the written consent of the Learner.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

• Parents or eligible students have the right to inspect and review the student's education records
maintained by the school. Schools are not required to provide copies of records unless, for reasons
such as great distance, it is impossible for parents or eligible students to review the records.
28 Schools may charge a fee for copies.
• Parents or eligible students have the right to request that a school correct record which they
believe to be inaccurate or misleading. If the school decides not to amend the record, the parent
or eligible student then has the right to a formal hearing. After the hearing, if the school still
decides not to amend the record, the parent or eligible student has the right to place a statement
with the record setting forth his or her view about the contested information.
• Generally, schools must have written permission from the parent or eligible student in order to
release any information from a student's education record. However, FERPA allows schools to
disclose those records, without consent, to the following parties or under the following conditions
(34 CFR § 99.31):
• School officials with legitimate educational interest.
• Other schools to which a student is transferring.
• Specified officials for audit or evaluation purposes.
• Appropriate parties in connection with financial aid to a student.
• Organizations conduct certain studies for or on behalf of the school.
• Accrediting organizations.
• To comply with a judicial order or lawfully issued subpoena.
• Appropriate officials in cases of health and safety emergencies; and
• State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address,
telephone number, date and place of birth, honors and awards, and dates of attendance. However,
schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, student handbook, or newspaper article) is left to the discretion of each school.

Nondiscrimination Policy

Acacia University is in compliance with all requirements imposed by or pursuant to Title VI of the Civil Rights Act of 1964 and section 504, Rehabilitation Act of 1973. The institution does not discriminate on the basis of race, color, religion, sex, or national origin in its activities, programs, or employment policies, in accordance with Federal, State, and local laws.

Disabilities

Acacia University complies with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and state and local requirements regarding students with disabilities. In compliance with federal and state regulations, Acacia University will provide reasonable accommodation or services to qualified students with disabilities.

Acacia will deem a request for accommodation or services reasonable if the request:
• Is based on documented individual needs
• Does not compromise essential requirements of a course or program
• Does not impose a financial or administrative burden upon the University beyond that which is
deemed reasonable and customary

• Is within the scope of the University’s control

Acacia defines a qualified student as one whom, with or without reasonable accommodation, is able to perform the essential functions of program or course requirements. The essential requirements of an academic course or program do not need modification to accommodate an individual with a disability.

Final responsibility for selection of the most appropriate accommodation rests with the Student Affairs Office of Acacia University and is determined on a case-by-case basis, dependent upon the nature of the disability of a student. A student seeking accommodations or services is encouraged to email studentaffairs@acacia.edu to discuss potential academic accommodations or services and begin the review process. The University, in consultation with the student, will determine the accommodation.
Student responsibility includes:

• Follow the accommodation procedure outlined above
• Identify the disability to the staff and/or faculty of the University
• Provide and incur expense for current appropriate documentation, from a qualified medical or
other licensed professional, of the disability and the accommodation or service needed
• Provide a signed medical opinion stating that with the reasonably requested accommodation or
service, the student would be physically and/or mentally able to perform the essential functions
of program or course requirements
• Request specific accommodation or services

If a student identifies a disability that may prevent him/her from completing a degree program or seeking employment in a field for which the degree program is designed to prepare him/her, the University will take all information into consideration, including medical or professional documentation, when determining whether and what type of an accommodation will be made.

Intellectual Property

It is the policy of Acacia University that any course materials prepared by faculty, staff, or students which may be eligible for copyright protection in the United States or elsewhere shall be considered property of Acacia University. All rights, titles, and interest in the copyright of such work are waived. This also includes the waiving of all moral rights relating to the work developed or produced, including, and without limitation, any and all rights of identification of authorship and any and all rights of approval, restriction or limitation on use of subsequent modifications.

The Website and its entire content, features and functionality (including but not limited to all information, software, text, displays, images, video and audio, and the design, selection and arrangement thereof), are owned by Acacia, its licensors or other providers of such material and are protected by United States and international copyright, trademark, patent, trade secret and other intellectual property or proprietary rights laws. Acacia does not claim ownership of Copyrights owned by third parties. These Terms of Use permit you to use the Website for your personal, non-commercial use only.

The Acacia name and our trademarks, service marks, logos and all related names, logos, product and service names, designs and slogans are trademarks of Acacia or its affiliates or licensors. You must not use such marks without the prior written permission of Acacia. All other names, logos, product and service names, designs and slogans on this Website are the trademarks of their respective owners.

Copyright
It is the policy of Acacia University to comply with copyright law. If you believe your copyrighted work is being infringed on an Acacia University site (acacia.edu, courses.acacia.edu), please notify the University.

Contact Information
Email: information@acacia.edu
Phone: (866) 923-7765
Mailbox: Acacia University 2801 E. Camelback Road Phoenix, AZ 85016

In notifying us of the alleged copyright infringement, please be sure to include the following information:
• a description of the copyrighted work that is the subject of the claimed infringement.
• a description of the infringing material and information sufficient to permit Acacia University to
locate the material.
• contact information, including your address, telephone number and/or email address.
• a statement by you that you have a good faith belief that use of the material in the manner
complained of is not authorized by the copyright owner, or its agent, or the law.
• a statement by you, signed under penalty of perjury, that the information in the notification is
accurate and that you have the authority to enforce the copyrights that are claimed to be
infringed; and
• a physical or electronic signature of the copyright owner or a person authorized to act on its behalf.

Failure to include all of the above-listed information may result in a delay in the processing of your complaint. Acacia University will terminate the online privileges of users who infringe the copyright of others.

Grievance Policy

Acacia University endeavors to maintain a congenial and responsive atmosphere for its students
conducive with its educational purposes, it recognizes that from time to time, misunderstandings and disagreements may arise during the course of a student’s enrollment. In response to this situation, Acacia University has established procedures to resolve problems and ensure fair adjudication of student rights.

Informal Procedures

Initially, disagreements, complaints, misunderstandings, and grievances can be resolved by the University by using informal discussion, exchanges, persuasion, and other informal procedures. It is the intent of this policy to maximize these informal procedures so long as such measures prove effective.

The formal procedure provisions of this policy should be set in motion only when the informal procedures prove to be or manifestly will be ineffective. It is expected that the great majority of cases will continue to be handled in accordance with informal procedures.

Complaint
If a student feels that he or she has been treated unfairly or unjustly by an employee, online mentor, or instructor with regard to an academic process such as grading, testing, or assignments, the student must submit a written statement of the grievance, including the allegation; all relevant names and dates, a brief 31 description of the actions forming the basis of the complaint; and copies of any available documents or materials that support the allegations, to the Office of Student Affairs (studentaffairs@acacia.edu), who is the final authority on all academic matters.

To file a grievance on the basis of race, color, gender, religion, age, marital status, national origin, physical disability, veteran’s status, any other basis prohibited by applicable US federal, state, or local laws or any other matter, the student must submit a written statement, including the allegation; all relevant names and dates; a brief description of the actions forming the basis of the complaint; and copies of any available documents or materials that support the allegations, to the Office of Student Affairs (studentaffairs@acacia.edu). The student’s grievance will be assessed within 30 days.

If the complaint cannot be resolved after exhausting the institution’s grievance procedure, the student may file a complaint with the Arizona State Board for Private Postsecondary Education. The student may contact the Board for details.

The State Board address is:
1740 W. Adams, Ste. 3008
Phoenix, AZ 85007
Direct Line (602) 542-5709
Fax (602) 542-1253
Website: https://ppse.az.gov/student-complaint-procedure

Students who are or were students of Acacia University and who believe that the school, or anyone
representing the school, have the right to file a complaint with the accrediting commission:

Distance Education Accrediting Commission (DEAC) 1101 17th Street NW, Suite 808
Washington, DC 20036 Website: www.deac.org

DEAC has an “Online Complaint System” that enables individuals to file a complaint directly from the DEAC website. The complaint form may be found at www.deac.org (select “Contact Us” and select the link in the left-hand column). All complaints should be submitted using this form. For those who cannot access the Internet, written complaints will be accepted provided they include the complainant’s name and contact information and a release from the complainant(s) authorizing the Commission to forward a copy of the complaint, including identification of the complainant(s) to the institution. Where circumstances warrant, the complainant may remain anonymous to the institution, but all identifying information must be given to DEAC.

Written complaints must contain the following: the basis of any allegation of noncompliance with DEAC standards and policies; all relevant names and dates and a brief description of the actions forming the basis of the complaint; copies of any available documents or materials that support the allegations; a release authorizing the Commission to forward a copy of the complaint, including identification of the complaint(s) to the institution. In cases of anonymous complaints or where the complainant requests for his/her name to be kept confidential, the Commission considers how to proceed and whether the anonymous complaint sets forth reasonable and credible information that an institution may be in violation of the Commission’s standards and whether the complainant’s identity is not necessary to investigate.

Students who have completed the internal institutional grievance process and the applicable State grievance process may appeal non- instructional complaints to the AZ SARA Council. For additionalinformation on the complaint process, please visit the AZ SARA Complaint page.

Webpage: https://azsara.arizona.edu/complaints

Financial Information

Tuition Fees
Our programs are designed to be extremely affordable and based on cost per credit as listed below
Program(s) Cost per Credit
Advanced Certificate(s) in the School of Education
$166.66
Master of Arts in Elementary Education
Master of Arts in Secondary Education
Master of Education in Educational Administration
Master of Education in English as a Second Language
Master of Education in Special Education
Master of Business Administration $180.56
Doctor of Education in Educational Leadership $200.00
Doctor of Business Administration $216.67
Tuition is due at the beginning of each session or semester in which a student is enrolled. Acacia University
nevertheless offers generous terms to students who require financial assistance. Because our tuition is very low,
we do not offer discounts or scholarships, thereby avoiding unnecessary overhead while still providing every
student with reasonably priced, high-quality academic experience.
Other Fees
Application Fee (one-time, non-refundable) - $75
Graduation Fee (one-time) - $100
Official Transcript Fee - $10
Master of Education in Educational Administration
Students in the Master of Education in Educational Administration program must maintain membership in the
Association for Supervision and Curriculum Development (ASCD) at the Digital + Print Select level which grants
access to online articles, online books, and resource materials.
For current membership pricing, visit https://www.ascd.org/memberships.
Master of Education in Special Education
Students in the Master of Education in Special Education program must maintain membership in the Council for
Exceptional Children (CEC) organization at the Basic Membership level. This membership grants access to the online
articles, the “Exceptional Children” journal, and other resource materials.
For current membership pricing visit https://www.cec.sped.org/
Doctor of Education in Educational Leadership
Students in Doctor of Education in Educational Leadership program must maintain membership in the Association

34

for Supervision and Curriculum Development (ASCD) at the Select Digital + Print level which grants access to the
online articles, online books, and resource materials.
For current membership pricing, visit https://www.ascd.org/memberships
Total Program Cost
The total program cost table below provides a summary of estimated tuition and required fees for each degree
program offered at Acacia University. Tuition figures reflect the total program cost based on the required credit
hours. Students are also responsible for applicable institutional fees and the cost of textbooks and program-specific
memberships, where required.
Degree Program Credits Total Tuition Required Fees Total Program Cost
Master of Arts in
Elementary Education 36 ~$6,000
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
~$6,175 + Textbooks
Master of Arts in
Secondary Education 36 ~$6,000
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
~$6,175 + Textbooks
Master of Education in
Educational
Administration
36 ~$6,000
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
ASCD memberships –
current price
~$6,175 + Textbooks
and ASCD membership
Master of Education in
English as a Second
Language
39 ~$6,500
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
~$6,675 + Textbooks
Master of Education in
Special Education 36 ~$6,000
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
CEC membership – current
price
~$6,175 + Textbooks
and CEC membership
Master of Business
Administration 36 ~$6,500
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
~$6,675 + Textbooks
Doctor of Education in
Educational Leadership 60 ~$12,000
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
ASCD membership – current
price
~$12,175 + Textbooks
and ASCD membership
Doctor of Business
Administration 60 ~$13,000
Application Fee - $75
Graduation Fee - $100
Textbooks – current price
~$13,175 + Textbooks
Payment Policies
Tuition and fees are payable at the time of enrollment for each course.
Students may pay by check, money order, wire transfer, or credit card (Visa, MasterCard, American
Express, and Discover). International students must pay with U.S. currency. Students whose employers
will be invoiced for tuition shall submit a billing authorization form prior to the second week of class in
lieu of course payment.
Interest-Free Tuition Payment Plan
Acacia University offers students, upon application, the flexibility to pay tuition on a per-course basis
within their program. Additionally, students have the option to split the course fee into installments.
However, they must complete all payments for the enrolled course before the course concludes.
Past Due Obligations
Students will not receive official grade reports, transcripts, or be awarded a degree until all financial
obligations have been met. Students who have outstanding financial obligations to Acacia University will
not be permitted to enroll in future courses unless special arrangements have been approved through
the Finance Office.

Cancellation, Withdrawal, and Refund Policy

Denial of Admission
An applicant denied admission by the school is entitled to a refund of all monies paid.

Five-Day Cancellation
An applicant who provides notice of cancellation in any manner, within five days (excluding Saturday, Sunday, and federal and state holidays) of signing an enrollment agreement is entitled to a refund of all monies paid. No later than 30 days after receiving the notice of cancellation, the school shall provide the 100% refund.

Other Cancellations
An applicant requesting cancellation in any manner, more than five days after signing an enrollment agreement and making an initial payment, but prior to entering the school, is entitled to a refund of all monies paid minus the application fee of $75.

Acacia University provides additional consideration for students that have had extenuating
circumstances, such as illness, accident, death in family, being called to active military service, or other circumstances beyond the student’s control.

University Withdrawal
University withdrawal is cancelling your enrollment for all courses and leaving the University altogether. If you decide to formally withdraw from the University, you must drop all courses and provide notice, in any manner, to the Office of Registrar & Admissions (registraroffice@acacia.edu) to update your academic status. Simply dropping courses or non-attendance does not constitute an official withdrawal. This notice MUST be followed by written confirmation within 30 days. The confirmation is to indicate the last date of attendance and be signed and dated by the student.

If a student does not return from an authorized leave of absence (LOA), they will be withdrawn from the university. The withdrawal date will be the date the student was scheduled to return from the LOA and failed to do so.

Course Withdrawal

A student may withdraw from a course by notifying the professor and contacting the Office of Registrar & Admissions (registraroffice@acacia.edu) in any manner, stating your request to withdraw from the course, the course number, and reason for withdrawing.

A course withdrawal will be recorded as a “W” on the student’s transcript. If more than 50% of the course is completed, the student cannot withdraw and will receive the grade earned regardless of attendance from that point.

The official course withdrawal date will be the date the student submits the course withdrawal request to the Office of Registrar & Admissions.

Tuition Refund
A student’s tuition liability is limited to the academic term in which the student officially withdraws or is administratively withdrawn. No refunds will be issued for prior terms that have been completed.

Refunds are calculated according to the time-based schedule below. The effective date of withdrawal is the date the University receives official notice of the student’s withdrawal.

Refund Schedule for 8-Week and 10-Week Courses

Week of Withdrawal (AFTER Classes Begin) Percentage of Course Tuition Refund*
1st week 80%
2nd week 60%
3rd week 40%
4th week 20%
5th week and thereafter 0%

Refund Schedule for 16-Week and 21-Week Courses

Week of Withdrawal (AFTER Classes Begin) Percentage of Course Tuition Refund*
1st week 80%
2nd week 70%
3rd week 60%
4th week 50%
5th week 40%
6th week 30%
7th week 20%
8th week 10%
9th week and thereafter 0%

*Refund percentage is calculated on course tuition charges only and excludes the non-refundable application fee.

Sample Refund Calculations:
• Example 1: A student who is enrolled in EDC510 (8-week course), withdraws after week 2, the student will be
refunded 60% of course tuition, and Acacia will retain 40% of course tuition. The student will be refunded
$360.00 of the $600.00 tuition.
• Example 2: A student who is enrolled in EDA649D (16-week course), withdraws after week 4, the student will
be refunded 50% of course tuition, and Acacia will retain 50% of course tuition. The student will be refunded
$600.00 of the $1,200.00 tuition.

Refunds will be issued within 30 days of the date of student notification, or date of school determination (withdrawn due to absences or other criteria as specified in the Catalog), or in the case of a student not returning from an authorized Leave of Absence (LOA), within 30 days of the date the student was scheduled to return from the LOA and did not return.

HOLDER IN DUE COURSE STATEMENT
“Any holder of this consumer credit contract is subject to all claims and defenses which the debtor could assert against the seller of goods or services obtained pursuant hereto or with the proceeds thereof. Recovery hereunder by the debtor shall not exceed amounts paid by the debtor (FTC Rule Effective 5/14/76.)”

School of Business Program Guide

Welcome from Dean, Dr. Ryan Buck
As Dean of the School of Business at Acacia University, I am pleased to welcome you to our thriving, global business community. Whether you're advancing your professional skills, preparing for a new career, or pursuing an advanced business degree, you have indeed come to the right place. Welcome to Acacia!

Through our structured approach to interactive online learning, Acacia offers a wide range of
opportunities for personal and professional growth, all accessible from your home or workplace at times that fit your schedule. Our business programs are designed to immerse you in both theory and practical application, with flexible options for rich engagement in real-world business concepts. Our courses typically require at least five sessions of active participation each week, giving you ample opportunity to apply strategies and knowledge under the expert guidance of your faculty mentor.

By enrolling at Acacia, you are joining a team of dedicated professionals from around the globe who are reshaping the landscape of business education. We are here to support you on your journey to achieve your highest potential in whichever business field you pursue. I wish you every success in your studies and future career.

Congratulations on choosing Acacia University!
Sincere regards,
Ryan Buck, PhD
Dean, School of Business

About the School of Business

Through the School of Business, Acacia University offers the MBA and the DBA with the rigorous
accreditation of the Distance Education Accrediting Commission (DEAC). DEAC is duly authorized by the U.S. Department of Education to review and validate the standards and operations of distance learning programs operating within the U.S. DEAC accreditation ensures that students receive a quality education that meets rigorous standards, and which prepares them for career success.

The launch of our MBA and DBA programs in 2025 underscores Acacia's unwavering commitment to fostering lifelong learning and supporting professional development within the international business landscape. Following our initial success with online education programs, we have launched our business degrees in response to learners eager to pursue advanced business degrees that enhance their career prospects and add meaning to their lives.

School of Business Leadership Dr. Thomas Hochstettler President Dr. Cynthia Lopez, Provost
Dr. Ryan Buck, Dean, School of Business
Dr. Shahina Qureshi, Dean of Student Success
Ronda Carlisle, Registrar

School of Business Faculty Roles
Professors
All professors in the University have a recognized terminal degree in their respective fields, meeting the requirements for them to teach University curriculum, either at the Master's or Doctoral level. Each professor at Acacia is carefully selected for their ability to provide excellent instruction and academic leadership. Professors are assigned to and responsible for all courses taught in the University. They also supervise Doctoral Candidates, providing structured online supervision through ongoing support, communication, and meaningful feedback. Quality assurance derives from the professor’s own training as well as from the use of well-established rubrics for assessing student performance. Professors have full
authority to assess all elements of the course of study and to assign all final course grades.

Doctoral Candidates
Doctoral Candidates who have completed all 500-level courses of their program and successfully passed their comprehensive written or oral exams may serve as student assistants in courses where they have performed well. They may also be placed in a course to conduct research about their dissertation topic under the guidance and oversight of the professor.

School of Business Faculty
Dr. Miray Barsoum
Subject Matter Expertise:
Business Analytics; Entrepreneurship and Innovation

Dr. Ryan Buck
Subject Matter Expertise:
Business Leadership; Organizational Behavior

Dr. Kimberly Ford
Subject Matter Expertise:
Business Analytics; Sustainability; Supply Chain; Technology and Innovation

Dr. Toby McChesney
Subject Matter Expertise:
Global Economics; Finance

Dr. Shahina Qureshi
Subject Matter Expertise:
Organizational Management; Business Economics

Dr. Charlene Walters
Subject Matter Expertise:
Organizational Behavior; Advanced Research

Dr. Jeffrey Weide
Subject Matter Expertise:
Sustainability Management; Supply Chain; Operations and Project Management

Dr. Nikoletta Weide
Subject Matter Expertise:
Business Leadership; Human Resource Management; Ethics; Healthcare Management

Textbooks
There are no textbooks in the MBA program.
Doctor of Business Administration
Course
Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
BMB705D Suzanne Farver Pathways to Success 9781604271713
$24.95
9781604278170
$17.95 (rental)
BMB708D
Camm, J. D.,
Cochran, J. J., Fry,
M. J., & Ohlmann, J.
W
Business Analytics, 4e 9780357131787
$84.00
9780357708385
$64.99 (rental)
BMB709D Quentin Langley Business and the Culture of
Ethics
9781952538223
$31.99
9781952538230
$17.99
BMB710D
BMB714D
Creswell, J. & Plano
Clark, V.
Designing and Conducting
Mixed Methods Research, 3e
9781483344379
$116.00
9781506394671
$48.45 (rental)
BMB714D Creswell, J. &
Creswell, D.
Research Design: Qualitative,
Quantitative, and Mixed
Methods Approaches, 6e
9781071817940
$116.00
9781071817964
$48.45 (rental)

Degree Programs Offered

The Acacia University School of Business offers two-degree programs:
1. Master of Business Administration (MBA)
2. Doctor of Business Administration (DBA)

Academic Resources and Practice

Online Library
Acacia offers students the use of ProQuest as our principal bibliographical resource at no cost. ProQuest is a collection of cross-searchable databases that include multidisciplinary content containing theses and dissertations, eBooks, scholarly journals, government documents, historical, video, cultural archives, and newspaper archives.

Assessments, Essays, and Examinations
All assessments are administered electronically. Assessments are system-scored, and students can view their grades upon submission or soon thereafter. There will be one comprehensive exam for DBA students before enrolling in BMB715D, Dissertation 1.

Assignments
There are many types of assignments used in Acacia courses. A few are described below:
• Lesson Assessments: Lesson Assessments are short essay-type questions. These assignments
require one to three written paragraphs with careful professional thought, including insight and
classroom application.
• Discussion Forums: Discussion Forums are interactive forum-based assignments. These
assignments represent interactive discussions among participants. Students must answer a
question based on the lesson topic. Each student must then respond to two of their classmates’
original posts, offering insightful feedback, comments, suggestions, etc. Grades are given for the
student’s answer and their responses to classmates.
• Literature Reviews: Literature reviews are common assignments in graduate courses. They are
designed to strengthen research skills while the individuals extend and deepen their knowledge on
a specific topic related to the course.
• Literature reviews have characteristics that enhance critical thinking skills and writing clarity. APA formatting is required.
• Comprehensive Final Course Project: a project requires that you collect information regarding a
topic, analyze the information, apply the course content, and design a plan that you can use in
your classroom. Projects allow you to demonstrate a high level of skill in applying the concepts of
a course. Several projects are included in the courses.
• For doctoral students, a Comprehensive Exam is mandatory in order to enroll in course number
BMB715D, Dissertation 1, the research course leading to the dissertation.

Rubrics
Each assignment has a specific rubric. The rubrics are set up to provide a detailed explanation of all expectations. All Professors use this tool to objectively score all assignments. Rubrics are found on the home page as well as each course page. Reviewing and using these rubrics while completing each assignment will help to ensure optimum points are earned.

Proctoring Requirements
The proctored exams are required to assure that the graduate student has personally fulfilled the degree requirements. A student’s achievement will be assessed by an appropriate number of proctored examinations spaced throughout the program of study. All proctors are professors or administrators from Acacia University. These experts are responsible for devising effective strategies to conduct oral exams and assignments, for providing online presentation opportunities via an online platform, or for providing guidelines for students to submit recorded videos as required in the respective courses.

With their expertise and support, proctors play a crucial role in helping the University uphold its academic standards in confirming students’ identity. To evaluate the student’s performance, a combination of oral examinations and assignments is administered and specialized software is utilized to monitor the proctored assignments, ensuring academic integrity and fairness. Specialized software includes online tools for detecting AI and plagiarism as well as having students submit recordings and videos of their presentation and/or presenting via an online platform during the required professor/group meeting throughout the course of study.

Admission Eligibility and Requirements

Master of Business Administration
1. Successful completion of a baccalaureate degree from an accredited college or university - The
degree must be verified on original transcripts sent by the undergraduate institution directly to
Acacia University.

2. English language competency - English language competency - Applicants whose first language is not English and do not have a degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:

• 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the
Internet Based Test (iBT)
• 6.5 on the International English Language Test (IELTS)
• 50 on the Pearson Test of English Academic Score Report
• 100 on the Duolingo English Test
• 55 on the 4-skill Michigan English Test (MET)
• 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
• 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE)
3. Ongoing access to computer technology – All Acacia University courses are presented online so
each applicant must have a computer and internet access to participate.

Doctor of Business Administration
1. Master’s degree from an accredited college or university. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. Applicants submitting transcripts from non-US institutions may be required to have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency.
2. There is no minimum GPA required for admission to Doctoral study, but superior academic performance in courses related to the intended field of study is highly desirable. Demonstrated improvement in academic performance over time is also desirable. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the Master’s institution.
3. Applicants must currently hold or have held a professional position or be otherwise actively engaged in work that relates to the intended field of study.
4. Essay – A personal statement, not to exceed five hundred (500) words that discusses: your reasons for pursuing the doctorate; your career goals; how the doctorate would help you meet career goals; and prior experiences which relate to your interest in, and aptitude for this program.
5. Applicants whose first language is not English and who do not have a master’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
a. 65 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 80 on the
Internet Based Test (iBT)
b. 6.5 on the International English Language Test (IELTS)
c. 58 on the Pearson Test of English Academic Score Report
d. 105 on the Duolingo English Test
e. 55 on the 4-skill Michigan English Test (MET)
f. 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
g. 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE)
6. An online interview – Not mandatory and will only be scheduled if considered necessary by the
doctoral committee as part of the admissions process and requirements.

Provisional Admission
Provisional admission may be granted to an applicant who does not meet one or more of the admission criteria:

The Application Process
1. Transcripts for previous coursework were not received by Acacia University by the application
deadline but otherwise meet the admission requirements
2. Language proficiency exam scores were not received by Acacia University by the application
deadline, but otherwise meet the admission requirements Provisional Admission stays in place for the first two courses. If the student earns less than a B in either of the first two courses or Acacia University does not receive all required application documents, the student will be administratively withdrawn.
1. Complete the online application form
2. Provide transcripts for a completed undergraduate degree from an accredited university
3. If applicable, submit the score received on the language proficiency exam
By email (preferred): admissions@acacia.edu

By mail: Acacia University MBA Admissions Committee
2801 E. Camelback Road
Phoenix, AZ 85016

Master of Business Administration (MBA)

The MBA is a 36-credit program designed for graduate-level students seeking the knowledge and skills to improve their careers. The MBA will provide opportunities for students to learn and develop skills and strategies in the areas of Operations Management, Human Resources, Marketing, Finance, Business Sustainability, and Business Analytics. Electives allow students to gain knowledge and skills in areas of their own preference.

The goal of the program is to develop talented business leaders who will learn and practice advanced skills and research-based strategies to provide active, positive, and effective leadership in their work environment.

Program Prerequisites
The prerequisites for the MBA Degree include the following qualifications or their equivalent:
• Bachelor’s Degree: From an accredited institution in any field.
• Work Experience: Typically, 2-5 years of full-time professional experience, though some programs accept less.
• Interview: optional interviews may be conducted to assess fit and motivation.

Specific requirements vary, so reviewing the admissions criteria for each program of interest is best.

Program Overview
The MBA program at Acacia University equips graduates with the essential skills and insights needed to excel in leadership roles across various professional settings. The curriculum emphasizes strategic planning, organizational effectiveness, and applied research, preparing graduates to make informed decisions that positively impact on their organizations and the broader business environment.

Upon completing the program, MBA graduates can communicate business management strategies clearly and persuasively, highlighting their relevance and implications in an ever-changing global market. They will be skilled in applying established leadership and management theories, frameworks, and models to various business contexts, enabling them to approach complex challenges with a strategic and analytical mindset.

Graduates will also demonstrate a strong ability to evaluate and navigate significant areas within business management, such as finance, marketing, operations, and human resources. This ensures that their understanding of theory and practice informs their decisions.

In an increasingly data-driven world, graduates will be adept at leveraging technology and data analytics to assess and solve complex problems, crafting innovative and practical solutions. They will also be proficient in using research methods to explore global business strategies and solutions, allowing them to contribute valuable insights to cross-cultural and international business environments. This emphasis on applied learning and problem-solving prepares graduates to drive positive changes and succeed in leadership roles across various industries and sectors.

Program of Study
Course Code
Course Name
BMA500
Course Type
International Marketing Management
Credits
Duration
BMA501
Core
8 weeks
International Human Resource Management Core 3 8 weeks

Program Learning Outcomes
The MBA prepares students to excel in taking on professional responsibility and leadership roles in their work environments. Graduates can effectively organize, plan, staff, and implement projects in diverse environments.

1. Effectively communicate business management strategies and their impact on the external
environment in which businesses operate.
2. Apply leadership and management models, theories, and frameworks to the business domain.
3. Evaluate intellectually challenging and practically relevant functional areas in business management.
4. Analyze complex problems using technology, data, and strategic approaches.
5. Utilize applied research methods to explore global business approaches, strategies, and solutions.

Course Description
BMA500 International Marketing Management
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks

International Marketing Management (IMM) equips students with essential knowledge and skills to navigate the complexities of global marketing. This course examines international marketing
strategies and practices, focusing on the challenges and opportunities that organizations face in
various markets. Key topics covered include global market research, cultural dynamics, market entry strategies, and the debate over product adaptation versus standardization. The curriculum also explores international pricing, distribution channels, and global marketing communication.
Furthermore, it looks at the impact of globalization, digital transformation, and ethical considerations on the development of international marketing strategies.

By engaging with real-world case studies and addressing contemporary issues, students will enhance their critical analytical skills, enabling them to design and implement effective global marketing strategies.

BMA501 International Human Resource Management
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks

This course explores the principles, practices, and challenges of managing human resources in a global context. Students will learn about the cultural, legal, and strategic aspects of international human resources management, equipping them to navigate the complexities of a diverse workforce effectively. Additionally, the course will cover topics such as immigration, expatriation, repatriation, and cross cultural competencies.

BMA502 Sustainability and Business
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course explores the principles, challenges, and practices that drive sustainability in business,
emphasizing strategies for achieving long-term economic, social, and environmental success. Students will examine the critical role of leadership in fostering sustainable business practices, focusing on corporate social responsibility and the United Nations Sustainable Development Goals (UN SDGs).

Topics include the foundations of sustainability, industry-specific sustainability approaches, stakeholder engagement, strategic planning, and sustainability reporting. Through case studies and applied projects, students will gain the tools to effectively integrate sustainable practices into business strategies.
BMA503 Operations and Project Management Prerequisite/s: None
Credits: 3
Course Length: 8 weeks

This course effectively combines Operations Management and Project Management principles, providing students with essential skills to navigate business operations and project execution. Participants will explore core concepts, strategic importance, and ethical considerations in Operations Management, focusing on process optimization, facility layout, and supply chain management to enhance efficiency.

In the Project Management section, students will learn about project lifecycles, methodologies, and the integration of projects within the operational framework. The course emphasizes aligning operations and project management objectives for a holistic approach to business excellence. Upon completion, participants will possess a versatile skill set to lead successful initiatives at the intersection of both fields.

BMA504 Finance for Business Leaders
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course offers a thorough overview of the role of finance in business leadership, emphasizing the responsibilities of financial management and their influence on organizational success. Key topics covered include analysis of income statements and balance sheets, cash flow management techniques, the time value of money, investment evaluation, and strategic planning. Participants will examine capital structure, the balance between debt and equity, and how to align financial strategies with long- term business objectives.

BMA505 Essentials of Business Analytics
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course examines the dynamic world of business analytics and provides a basic understanding of foundational concepts supporting the pivotal role of data analytics in shaping strategic decisions within organizations. Beyond these foundational elements, the curriculum addresses topics such as analytics lifecycle management, emphasizing the end-to-end process from data collection to deployment. The course also examines the role of managers in cultivating environments that embrace analytics, while exploring contemporary trends and processes in the ever-evolving landscape of analytics practices.

BMA506 Strategic Management and Leadership
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course will introduce the student to the various elements of strategic management and leadership, based on best-practice models of corporate leadership. The course will focus on distinguishing true leadership from management per se, highlighting the experiential and intellectual qualities that distinguish the former from the latter. The student will be introduced to a variety of roles, theories, and functions of effective leadership in leading organizations to successful outcomes. This is an applied course, and students will have opportunity to examine real-world examples of strategic leadership, both within the various levels of organizational governance as well as at the C- suite and board levels, within the local, regional, and global environments.

BMA507 Supply Chain and Logistics Management
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course provides students with a fundamental understanding of the concepts, principles, and
strategies associated with supply chain and logistics management across industries and global markets. Students will analyze how materials, information, and finances flow within a supply chain while developing strategies to mitigate and manage disruptions. Practical exercises will provide a comprehensive understanding of the components of the supply chain with an emphasis on technology, sustainability, performance metrics, and stakeholder relationship management.

BMA508 Accounting for Next-Generation Leaders
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This dynamic and forward-thinking course, "Accounting for Next-Generation Leaders," is designed to empower emerging leaders with the essential financial knowledge and strategic insights needed to navigate the complexities of the modern business landscape. Tailored for the next generation of decision makers, this course goes beyond traditional accounting concepts to address the evolving challenges and opportunities in today's global business environment.

BMA509 Socio-Economic and Legal Environment
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course provides an in-depth exploration of the ways in which socioeconomic factors and the legal landscape shape business practices. Students will delve into the complexities of societal inequalities, examining how these disparities affect access to resources and opportunities. Additionally, the course will analyze various legal frameworks and their implications for business strategies and ethical considerations. By studying real-world examples from both developing and developed countries, participants will develop a comprehensive understanding of the challenges and advantages businesses face in diverse environments. This knowledge will equip students with the tools to make informed decisions and promote ethical practices within the global marketplace.

BMA510 Strategic Leadership and HR Practices in Organizations
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course provides students with the knowledge and skills to excel in the field of human resource management and strategic leadership. Students will develop a fundamental understanding of human resource practices in the twenty-first century from talent acquisition to employee engagement and performance management. The course will also address trends and technologies for leaders responsible for human resource management, strategy planning, and strategy execution. The major project will expose students to the role of strategic leadership in developing a human resource transformation plan for an organization.

BMA511 Data Analytics in Business Processes
Prerequisite/s: None
Credits: 3
Course Length: 8 weeks
This course focuses on how data analytics can improve organizational business processes by exploring its practical applications in human resources, operations, sales and marketing, and accounting and finance. Students will analyze data analytics to improve workforce management, performance evaluation, and recruitment strategies within human resources. They will examine how analytics optimize operational processes in industries that produce and sell products, enabling better efficiency and decision-making. The course also covers the application of analytics in sales and marketing, such as enhancing customer engagement, refining marketing strategies, and increasing sales performance. Additionally, students will evaluate how data analytics supports financial and accounting activities, including budgeting, forecasting, and risk management.

BMA512 Research Methods
Prerequisite/s: 30 credits
Credits: 2
Course Length: 8 weeks
This course introduces Business students to scientific research from a methodological and epistemological perspective. Students will learn to formulate research questions, develop theoretical frameworks, and explore key data collection methodologies and analysis techniques. The course also covers the best practices for structuring and communicating research findings, offering a clear and systematic approach to conducting research.

BMA513 Master’s Thesis
Prerequisite/s: BMB512
48
Credits: 4
Course Length: 10 weeks
This course assists master's students in the final stages of developing their master's thesis. Building on the foundational knowledge gained in the research methods course (BMA512), it focuses on expanding and applying previously conducted research, refining the existing thesis outline, and drafting, editing, and finalizing the manuscript. Under the close supervision of their thesis advisor, students will demonstrate their mastery of original research and their ability to present research findings clearly and articulately intheir master's thesis. This course is offered on a Pass/Fail basis only.

Doctor of Business Administration (DBA)

The DBA is a 60-credit program designed for graduate-level students seeking the tools to exercise
transformational leadership into their organizations and into the lives whom they encounter. The DBA transcends the basic skills to master the world of business and commerce. It provides a springboard for engagement that will bring benefit to a broad circle of influence. Holders of the Acacia DBA will have emotional maturity and intellectual depth to make a profound and long-lasting contribution to the common good, whatever field they choose to enter.

The goal of the program is to foster dynamic leaders who will infuse their style and experience into their organizations, supporting learning among direct reports and all employees.

Program Prerequisites
The prerequisites for the DBA degree include the following or their equivalent:

• Master’s Degree: From an accredited institution in any field.
• Work Experience: Typically, 2-5 years of full-time professional experience, though some programs accept less.
• Statement of Purpose/Essays: Detailing career goals and reasons for pursuing a DBA.
• Acacia reserves the right to ask applicants for the names of up to two references, in cases where
additional information may be required in assessing an application.

Specific requirements vary, so please review the admissions criteria for each program of interest.

Program Overview
The Doctor of Business Administration (DBA) program is an advanced degree designed for experienced professionals who wish to expand their leadership skills and significantly contribute to academia and industry. The program typically lasts three years and includes rigorous coursework and a research component, culminating in a doctoral dissertation. The program's focus on developing scholar practitioners is a unique feature that sets it apart from other postgraduate programs. The DBA program is aimed at individuals with extensive managerial or executive experience and covers core business disciplines such as strategy, leadership, and organizational behavior. Participants can also specialize in finance, marketing, or entrepreneurship.

The program is committed to developing scholar-practitioners who can engage with theoretical
frameworks and apply this knowledge to design and implement innovative, research-based strategies. The academic rigor of the DBA program is unparalleled. Participants will delve into their fields' latest research, theories, and practices. They will also be able to conduct their research and contribute to the body of knowledge in their respective fields. The program fosters effective leadership in diverse professional settings, and its graduates are well-equipped to take on leadership roles in academia, industry, and beyond. In conclusion, the DBA program is a rigorous program that equips experienced professionals with the skills and knowledge they need to make significant contributions to their fields.

The program's focus on developing scholar-practitioners sets it apart from other doctoral programs, and its graduates are well-prepared to take on leadership roles and positively impact academia, industry, and beyond.

Program Learning Outcomes
The DBA program equips students with interdisciplinary skills to analyze real-world business challenges. It emphasizes leadership, strategic planning, and effective communication to navigate complex environments and drive positive impact through informed decision-making and strategic leadership.

1. Apply comprehensive, integrated knowledge of core principles of business management, marketing,
finance, and technology principles to analyze current real-world business challenges.
2. Conduct ethical, innovative, academic research to evaluate practical business performance,
management, and organizational issues and situations.
3. Employ integrated knowledge of leadership, strategic planning, business management, ethics, and
global trends to develop approaches that innovate practice and performance in business.
4. Communicate research findings, business analyses, evaluations, strategic plans, and proposals to
advance global change in the profession.
Program of Study
Course Code Course Name Course Type Credits Duration
BMB700D Organizational Management Concentration 3 8 weeks
BMB701D Global Economy and Finance Concentration 3 8 weeks
BMB702D Technology and Innovation Management Concentration 3 8 weeks
BMB703D Strategic Planning and Implementation Concentration 3 8 weeks
BMB704D International Marketing Management Concentration 3 8 weeks
BMB705D Business Sustainability Management Concentration 3 8 weeks
BMB706D Leadership Theory and Practice Concentration 3 8 weeks
BMB707D Designing Economic Business Strategies Concentration 3 8 weeks
BMB708D Business Analytics Concentration 3 8 weeks
BMB709D Corporate Ethics and Leadership Concentration 3 8 weeks
BMB710D Critical Thinking for Doctoral Research Concentration 3 8 weeks
BMB711D Supply Chain and Logistics Management Concentration 3 8 weeks
BMB712D Strategic Change Management Concentration 3 8 weeks
BMB713D Operations and Project Management Concentration 3 8 weeks
BMB714D Business Research Methods Concentration 6 16 weeks
BMB715D Dissertation 1 (Proposal) Capstone 6 16 weeks
BMB716D Dissertation 2 (Defense) Capstone 6 16 weeks

Comprehensive Exam
DBA students are required to pass a written and oral comprehensive exam after the completion of
course credits to include the Business Research Methods BMB714D. Passing the comprehensive exam is a graduation requirement. Once passes, the DBA student becomes a Doctoral Candidate and can progress to the next course: BMB715D Dissertation 1 Proposal. A Doctoral Examination Committee of three professor’s reviews and evaluates the written component, administers the oral exam, and conducts the final evaluation.

The comprehensive examination has two components. The first component is a written portfolio which includes a collection of written documents demonstrating knowledge and understanding of each doctoral course completed. Each course may be represented by a project, prior assignment, essay, or presentation that demonstrates knowledge of content and understanding of concepts from the course. These may be selected from submissions made during the course if desired. If a prior course assignment is not representative of course understanding, a two-page essay may be substituted for a past course assignment. The next component is the oral exam. This part of the exam is conducted via video/audio communication system during a two-hour session. Questions are related to previous completed doctoral courses and written portfolio content. The oral exam also assesses effective communication. Questions related to written submissions may also be included.

Once concluded, the Doctoral Examination Committee determines the status of the doctoral student. The student is notified via email 24 hours after the exam if other documentation or another oral session is required. If the student passes the comprehensive exam, no other documentation or meeting is required, and the student can progress to the next course as a doctoral candidate.

Course Description
BMB700D Organizational Management
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
Understanding the strategies and implications of managing people, performance, and organizational processes. This course investigates the role of human resource practices and their impact on employee performance. With emphasis on the function of control, it also examines managerial strategies for creating and implementing processes designed to align with business objectives and improve efficiency and effectiveness in organizations. It also examines technology and process management in organizations experiencing restructuring.

BMB701D Global Economy and Finance
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
Required Textbook: Fundamentals of Multinational Finance, 6e
This course provides a thorough exploration of the intricate financial dimensions inherent in the real world of international finance and business. Students will learn to examine the relationship between exchange rates and international trade, including the effects of exchange rate fluctuations on imports, exports, trade balances, and multinational firms' risk management methods. They will also utilize integrated knowledge to analyze effective risk management methods for firms functioning in volatile global marketplaces.

BMB702D Technology and Innovation Management
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
This interdisciplinary course examines the key factors, strategies, and tools for developing, implementing, and managing technology and innovation in the dynamic business environment. Students will gain an understanding of the alignment between technology and business as well as leveraging technology for a competitive edge. The course also explores the role of leaders and technology catalysts for innovation within organizations.

BMB703D Strategic Planning and Implementation
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
This course examines the key factors and practices involved in developing and implementing effective organizational strategic plans. Students will gain an understanding of the importance of the mission and vision statements as well as the environmental analysis. The course also explores best practices for setting goals and creating strategies. Students will examine the process for strategic planning and develop a comprehensive strategic plan with an implementation chart.

BMB704D International Marketing Management
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
This course provides a comprehensive overview of the fundamental principles, strategies, and trends in marketing products and services internationally. It addresses the changing nature of marketing in a digital world and the dynamics of managing marketing activities across diverse cultures, regulatory environments, and economic systems. Students will explore how to expand product lines and brands in international markets. Real-world cases will provide an applied understanding of international marketing management.

BMB705D Business Sustainability Management
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
Required Textbook: Pathways to Success, 1e This course addresses building a case for sustainability and implementing practices to improve the well being of an organization for future generations. Students will explore best practices in sustainable business practices to promote economic prosperity, social well-being, and environmental stewardship. Among the topics addressed are frameworks and models of sustainability, stakeholder engagement, corporate social responsibility, and sustainable supply chain management.

BMB706D Leadership Theory and Practice
Prerequisite/s: None
Credits: 3
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Course Length: 8 Weeks
This course presents an overview of leadership history, theories, and best practices derived from the evolution of leadership/management thought (1900 to the present) It compares and contrasts varying leadership theories and how they apply to today’s global environment as a contingent/context-specific process emphasizing the relationships found between leaders, followers, and the organization. Students study the leader's role within an organization, the process of leadership, motivation, and how followers respond to effective/ineffective leadership. Students explore the reasons for organizational failure and will undergo a self-assessment through the creation of a development plan.

BMB707D Designing Economic Business Strategies
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
This course provides an understanding of approaches, tools, and methods in theory and practice for developing sound economic business strategies. The course includes key tools for creating, refining, and optimizing strategy while considering horizontal and vertical integration and boundaries. The course addresses competition within an industry and competitive advantage. Students will learn methods and tools for economic business strategies, such as value chain analysis, and five forces analysis to apply in the profession.

BMB708D Business Analytics
Prerequisite/s: None Credits: 3
Course Length: 8 Weeks
Required Textbook: Business Analytics, 4e This course provides an overview of basic concepts, tools, and techniques on business analytics. The focus will be on how various analytical techniques can be used to analyze and understand business issues in areas such as marketing, finance, and management, and how to use data to make decisions more strategically.

BMB709D Corporate Ethics and Leadership
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
Required Textbook: Business and the Culture of Ethics, 1e This course prepares students to recognize and address the wide range of ethical challenges within a corporate setting. Using real-world examples and case studies, students will develop knowledge and cultivate leadership skills for creating a culture of accountability, trust, and ethical behavior for an organization. The course also examines the role of the leader in managing corporate social responsibility and contributing to organizational success.

BMB710D Critical Thinking for Doctoral Research
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
Required Textbook: Designing and Conducting Mixed Methods Research, 3e This course provides an overview of the research process and basic statistical analysis with a focus on critical thinking and how to use it to enhance the effectiveness of the design of research studies, the selection of appropriate data analysis techniques, and the interpretation of the results of various data analyses. Students will analyze and critique different types of research studies and develop a
comprehensive plan for a research study in their area of interest.

BMB711D Supply Chain and Logistics Management
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
This course presents an overview of the supply chain, logistics, and key sub-system interaction in the processes. The course examines the challenges of working on global and digitally enabled processes. Students study supply chain roles within an enterprise, the required coordination between processes and IT systems, the organization, the governance, and the KPIs required for effective management.

BMB712D Strategic Change Management
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
BMB713D Operations and Project Management
Prerequisite/s: None
Credits: 3
Course Length: 8 Weeks
This course provides a comprehensive understanding of the key factors, frameworks, processes, and best practices to effectively navigate and lead organizational transformation. The course examines the concepts, theories, and processes for strategically examining, implementing, and managing change within organizations. Students will learn how to analyze the need for change, establish goals, develop and implement strategic change initiatives, manage resistance, and monitor the process. A focus on fostering an adaptive culture and adjusting to dynamic environments is emphasized. Operations managers are accountable for the effective implementation of strategies as well as for the tactical execution of the business activities of the organization, leading to the achievement of financial, operational, and environmental goals, as well as for overall customer satisfaction.

BMB714D Business Research Methods
Prerequisite/s: None
Credits: 6
Course Length: 16 Weeks
Required Textbook: Designing and Conducting Mixed Methods Research, 3e Business Research Methods is designed to provide students with a comprehensive understanding of the research methodologies and techniques used in the field of business. It aims to equip students with the
necessary skills to conduct effective research and make informed decisions in a business context.

BMB715D Dissertation 1 (Proposal)
Prerequisite/s: BMB714D, Comprehensive Exanimation
Credits: 6
Course Length: 16 Weeks
Dissertation 1 is designed to guide students in the Doctor of Business Administration program through the initial phases of the dissertation journey. The course focuses on the development of the defense and equips students with the essential skills and knowledge to formulate a rigorous research proposal and defend it before a committee. Students will engage in a systematic process to explore relevant literature and design a research project relevant to their selected dissertation topic.

BMB716D Dissertation 2 (Defense)
Prerequisite/s: BMB715D
Credits: 6
Course Length: 16 Weeks
This course guides the doctoral candidate through the final stages of the dissertation process. Building on the foundational knowledge acquired in the Dissertation 1 class, this course addresses obtaining Institutional Review Board (IRB) approval, completing the manuscript, preparing for and delivering a successful oral defense presentation, and understanding the copyright application process.

Final Thoughts on Business

This School of Business Program Guide is an essential resource for understanding your program of study, your responsibilities, and the support available to you at Acacia University. Please be aware that laws, regulations, and policies may change, potentially impacting some of the information presented in this handbook. The details in this document are accurate as of the publication date. Maintaining regular communication with your professors and Program Advisors will enhance your success in completing your degree. The Acacia Team is excited to accompany you on your journey and to provide the support and encouragement you may need along the way.

School of Education Program Guide

Welcome from Dean, Dr. Lisa Oliphant Welcome to the School of Education at Acacia University! On behalf of our faculty, staff, and entire learning community, I am delighted to welcome you to a place where passion for teaching, leadership, and lifelong learning come together to create a truly transformative experience. Whether you are just beginning your graduate journey or continuing your professional development, you are now part of a vibrant, global community committed to educational excellence and innovation. At Acacia, we take great pride in offering high-caliber, accessible, and affordable graduate programs that are deeply rooted in a legacy of quality that dates back to our founding in the 1990s.

This section of the University Catalog will be your guide throughout your time in the School of Education. Below, you will find a wealth of information about degree requirements and detailed course descriptions that will help you navigate your academic path and achieve your goals. Our five Master's degree programs and the Doctor of Education in Educational Leadership are designed to challenge, inspire, and empower you to make a lasting impact in your educational community. We are honored to support you on this important journey and welcome you wholeheartedly to the Acacia family.

Warm regards,
Lisa Oliphant, Ed.D.
Dean of the School of Education

About the School of Education
Since 2006, the School of Education at Acacia University has provided high-quality, affordable graduate degrees in a range of education specialties. Acacia combines exceptional value with academic excellence, offering the lowest tuition for a fully online program while upholding rigorous academic standards. All courses are taught by distinguished, highly credentialed faculty who bring deep expertise and practical insight to the curriculum. With six admission cycles each year, the School of Education offers flexible entry points that accommodate a variety of professional and personal schedules, supporting continued advancement in the field of education.

School of Education Leadership
Dr. Thomas Hochstettler President
Dr. Cynthia Lopez, Provost
Dr. Lisa Oliphant, Dean of the School of Education
Dr. Shahina Qureshi, Dean of Student Success
Ronda Carlisle, Registrar

Faculty Roles

Professors
All professors in the University have doctorate degrees (Ed.D., D.B.A., or Ph.D.). Each professor at Acacia is qualified to provide excellence in instruction and leadership. Professors are assigned to and responsible for all graduate courses. They also supervise any assigned Doctoral Interns and/or Doctoral Candidates performing their online or onsite internships by providing ongoing support, communication, and meaningful feedback throughout the course term. Professors, in collaboration with assigned interns or candidates, utilize the Rubrics and Scoring Guides for all assignments throughout the course. Professors assign all final course grades.

Learning Coaches
All Learning Coaches have master’s degrees, post-master’s courses, and have earned the Acacia University Learning Coach Training Certification (18 credits). A Learning Coach (LC) offers assistance to the professors in all master’s courses. He/she guides, tutors, supports, explains, models, teaches, assists in scoring, and advises. The LC specifically helps and supports other students to grow and be successful.

Program Advisors
While the student is responsible for his/her academic decisions and education, Acacia provides support and advising assistance throughout the program.

Program Advisors are assigned to students upon enrollment based on his/her chosen degree program. Program advisors communicate to plan, provide assistance, address any course or program concerns, and provide mentorship throughout the program.

Doctoral Intern
Doctoral Interns are students performing their online responsibilities for the Online Internship course. Each intern is placed in a course previously completed during year one or two of his/her course of study. They shadow the professor and may assist with instructional responsibilities, with the guidance and oversight of the professor.

Doctoral Candidate
Doctoral Candidates have completed all 500 and 600 level courses of their program and successfully passed their comprehensive written and oral exams. They may be placed in a course to perform research pertaining to their dissertation topic and/or continue to perform their online responsibilities for the Online Internship course. They shadow the professor and may assist with instructional responsibilities, with the guidance and oversight of the professor.

School of Education Faculty

Dr. Ryan Buck, Ph.D. Public Policy, The New School
Subject Matter Expertise:
Educational Leadership

Dr. Aliki Constantinou, Ed.D. Educational Leadership, Acacia University
Subject Matter Expertise:
Educational Leadership, Secondary Education

Dr. Mary Donohue, Ed.D. Educational Leadership, Acacia University
Subject Matter Expertise:
Educational Leadership, Elementary Education, English as a Second Language

Dr. Pamela Felder-Small, Ph.D. Higher Education, University of Pennsylvania
Subject Matter Expertise:
Educational Leadership

Dr. Khadija Gaber, Ed.D. Educational Leadership, Acacia University
Subject Matter Expertise:
Secondary Education

Dr. Cynthia Lopez, Ed.D. Educational Leadership, University of Texas
Subject Matter Expertise:
Educational Leadership, Educational Administration, Secondary Education

Dr. Essra Mahmoud, Ed.D. Educational Leadership, Acacia University
Subject Matter Expertise:
Educational Leadership, Educational Administration, Elementary Education, Secondary Education, English
as a Second Language

Dr. Toby McChesney, Ed.D. Higher Education Leadership, Nova Southeastern University
Subject Matter Expertise: Educational Leadership

Dr. Lisa Oliphant, Ed.D. Educational Leadership, Acacia University
Subject Matter Expertise:
Educational Leadership, Educational Administration, Elementary Education, Secondary Education, Special Education

Dr. Kelly Sullivan Wells, Ed.D. Doctor of Education, Nova Southeastern University
Subject Matter Expertise:
Special Education, Educational Leadership

Dr. Farah Zannad, Ed.D. Educational Leadership, Acacia University Subject Matter Expertise:
Educational Leadership, Secondary Education

Learning Coaches
Adriana Kerr, M.A. Special Education, University of New Mexico
Subject Matter Expertise:
Special Education, Elementary Education, Secondary Education, English as a Second Language, Educational Administration

Program Advisors
Dr. Cynthia Lopez – Educational Administration, Doctoral Program
Dr. Mary Donohue – English as a Second Language
Dr. Lisa Oliphant – Special Education
Dr. Aliki Constantinou – Secondary Education
Dr. Essra Mahmoud – Elementary Education

Textbooks
Most Acacia courses require no textbooks. For those courses that do require a textbook, it is the
responsibility of the student to purchase or rent the textbook prior to the start of the course (E- textbooks may have limited time access. Be sure to check the listing before you complete your transaction). Acacia does not sell or lease textbooks. Students may purchase or rent in any format (hardback, e- textbook, new, used, etc.) and from any source but must use the assigned edition.

Current prices at the time of this Catalog and Student Handbook publication are listed below but are subject to change. Prices listed are from the publisher, however, students may purchase from any source. Since courses are updated to meet changing standards, legislation, state requirements, etc., textbooks may change during the course of the program.

Master of Arts in Elementary Education
Course Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
EDC610-1
EDC610-2 Johnson A Short Guide to Action Research,
A, 4e
9780132685863
$90.66
9780133072310
$89.99 (rental)
EDC610-2 Creswell &
Guetterman
Educational Research: Planning,
Conducting, and Evaluating
Quantitative and Qualitative
Research, 7e
9780138161194
$146.86
9780138173784
$89.94 (rental)

Master of Arts in Secondary Education
Course Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
EDC610-1
EDC610-2 Johnson A Short Guide to Action Research,
A, 4e
9780132685863
$90.66
9780133072310
$89.99 (rental)
EDC610-2 Creswell &
Guetterman
Educational Research: Planning,
Conducting, and Evaluating
9780138161194
$146.86
9780138173784
$89.94 (rental)

Course Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
Quantitative and Qualitative
Research, 7e
Master of Education in English as a Second Language
Course Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
EDC572 Díaz-Rico A Course for Teaching English
Learners, A, 3e
9780134878249
$74.66
9780137413270
$89.94
EDC610-1
EDC610-2 Johnson A Short Guide to Action Research,
A 4e
9780132685863
$90.66
9780133072310
$89.99 (rental)
EDC610-2 Creswell &
Guetterman
Educational Research: Planning,
Conducting, and Evaluating
Quantitative and Qualitative
Research, 7e
9780138161194
$146.86
9780138173784
$89.94 (rental)
Master of Education in Special Education
Course Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
Required
Throughout the
Program
Kauffman,
Hallahan, &
Cullen Pullen
Handbook of Special Education, 3e 9781032287362
$112.00
9781003302766
$112.00
EDC611-1
EDC611-2 Johnson A Short Guide to Action Research,
A, 4e
9780132685863
$90.66
9780133072310
$89.99 (rental)
EDC611-2 Creswell &
Guetterman
Educational Research: Planning,
Conducting, and Evaluating
Quantitative and Qualitative
Research, 7e
9780138161194
$146.86
9780138173784
$89.94 (rental)

Attention: Students in the Master of Education in Special Education program must maintain membership in the Council for Exceptional Children (CEC) organization at the Basic Membership level. This membership grants access to the online articles, the “Exceptional Children” journal, and other resource materials.

For current membership pricing visit https://www.cec.sped.org/
Master of Education in Educational Administration
Course Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
EDA549
Ubben,
Hughes, &
Norris
The Principal: Creative
Leadership for Excellence in
Schools, 8e
9780134606989
$191.99
9780137561834
$89.94 (rental)
EDA569
Brimley,
Verstegen, &
Knoeppel
Financing Education in a
Climate of Change, 13e
9780135180068
$143.99
9780137524990
$89.94 (rental)
EDC619 Creswell &
Guetterman
Educational Research:
Planning, Conducting, and
Evaluating Quantitative and
Qualitative Research, 7e
9780138161194
$146.86
9780138173784
$89.94 (rental)
Attention: Students in the Master of Education in Educational Administration program are required to
maintain membership in the Association for Supervision and Curriculum Development (ASCD) at the
Digital + Print Select level which grants access to online articles, online books, and resource materials.

61

For current membership pricing, visit https://www.ascd.org/memberships.
Doctor of Education in Educational Leadership
Course Code Author/s Title/Edition Print ISBN/Cost E-Text ISBN/Cost
EDA549D
Ubben,
Hughes, &
Norris
The Principal: Creative
Leadership for Excellence in
Schools, 8e
9780134606989
$191.99
9780137561834
$89.94 (rental)
EDA569D
Brimley,
Verstegen, &
Knoeppel
Financing Education in a
Climate of Change, 13e
9780135180068
$143.99
9780137524990
$89.94 (rental)
EDA679D Webb &
Metha
Foundations of American
Education, 8e
9780134027661
$133.32
9780137524990
$89.94 (rental)
EDA718D Creswell &
Guetterman
Educational Research:
Planning, Conducting, and
Evaluating Quantitative and
Qualitative Research, 7e
9780138161194
$146.86
9780138173784
$89.94 (rental)

Attention: Students in the Doctor of Education in Educational Leadership program are required to maintain membership in the Association for Supervision and Curriculum Development (ASCD) at the Digital + Print Select level which grants access to online articles, online books, and resource materials. For current membership pricing, visit https://www.ascd.org/memberships.

Online Library
Acacia offers students the use of ProQuest at no cost. ProQuest is a collection of cross-searchable
databases that includes multidisciplinary content containing theses and dissertations, eBooks, scholarly
journals, government documents, historical, video, and cultural archives, and newspaper archives.
Access to ProQuest is located on the Acacia courses home page.
Quizzes and Exams
Quizzes and exams are administered electronically. These assessments are system scored and students
can view their grade immediately upon submission. Quizzes are allotted 30-60 minutes, and mid-term and
final exams are allotted 60-120 minutes, depending on the course.
Assignments
There are many types of assignments used in Acacia courses. A few are described below:
• Lesson Assessments: Lesson Assessments are short essay-type questions. These assignments
require one to three written paragraphs with careful professional thought including insight and
classroom application.
• Virtual Learning Community Activities: Virtual Learning Community (VLC) activities are interactive
forum-based assignments. These assignments represent interactive discussions among participants.
Students must answer a question based on the lesson topic. Each student is then required to respond
to two of their classmates’ original posts, offering
insightful feedback, comments, suggestions, etc. Grades are given for the student’s answer as well
as their responses to classmates.
• Strategy Plans: As part of the coursework in the three Power Strategies® courses, you will be asked
to complete several strategy plans. These plans will demonstrate how you are integrating the Power
Strategies® into your daily instruction.
• Literature Reviews: Literature reviews are common assignments in graduate courses. They are
designed to strengthen research skills while the individuals extend and deepen their knowledge on
a specific topic related to the course. Literature reviews have characteristics that enhance critical
thinking skills and writing clarity. APA formatting is required.
• Projects: a project requires that you collect information regarding a topic, analyze the information,
apply the course content, and design a plan that you can use in your classroom. Projects allow you
to demonstrate a high level of skill in the application of the concepts of a course. There are several
projects that are included in the courses.
Rubrics
Each assignment has a specific rubric. The rubrics are set up to provide a detailed explanation of all
expectations. All Professors and Learning Coaches use this tool to objectively score all assignments.
Rubrics are found on the home page as well as each course page. Reviewing and using these rubrics while
completing each assignment will help to ensure optimum points are earned.
Proctoring Requirements
Proctored exams are required to ensure that the degree candidate has personally fulfilled the degree
requirements. A student’s achievement will be assessed by an appropriate number of proctored
examinations spaced throughout the program of study. All proctoring is performed by an administrator of
the school where the student is employed or has verifiable permission to access classrooms. Should the
student being proctored not be employed in a school, the student must present a photo ID for the proctor
to verify identity and authorize assessment activities.
Proctors shall use valid government-issued photo identification to confirm the student’s identity. This
information must be sent to the professor/Learning Coach.
Administrative authorization forms are provided in various courses for fieldwork observations, case
studies, etc. Specific proctored examinations used in the master’s degree programs are as follows:
• EDC510/EDC511 and EDC520/EDC521 require that each student have a proctor visit his/her
classroom and verify evidence of using the course strategies. The proctor completes a survey and
verification form and submits it directly to the professor/Learning Coach.
• EDC610-1/EDC611-1/EDA619 requires an authorization form signed by an administrator since
surveying, observations, and use of school data may be required.
• EDC620/EDC621/EDA609 Mentored Practicum requires a verification of mentoring form
signed by an administrator. The verification authorizes the student to conduct mentoring at the
school. The mentor, mentee, and administrator sign a second form showing agreement regarding
the mentoring activities to be conducted during the six weeks of onsite mentoring. A classroom
observation and/or discussion with the student regarding the use of strategies is documented on a
form that is signed by the proctor and returned to the professor/Learning Coach. A written and
oral summary of the mentoring process is presented to the proctor following the activity. Acacia
receives a copy of the summary and verification from the proctor regarding the presentation.
62
Proctor requirements include the following:
• The proctor is a verified supervisor of the student
• The identity of the student has been verified by the proctor
• Signed authorization and verification forms are submitted to the professor/Learning Coach before
and after each proctored assessment
• Depending on the graduate program, proctoring occurs in a minimum of 4 courses
All fieldwork, Mentored Practicum, and action research projects are authorized and approved by school
administration where the student is employed.

The Advanced Education Certificate programs offer specialized education courses that are relatively short
term and low in cost.
• Key benefits include the potential for increased marketability, enhanced skill sets, and personalized
flexibility for the working adult.
• Courses are all transferable to education graduate degree programs at Acacia University.
• Certificates can be stacked to transfer into an Acacia master’s degree program.
• Designed for graduate-level educators who are presently teachers or administrators in a school
setting or have regular weekly access to a school and classrooms.
Program Goal
Develop or strengthen specific career skills for current or potential educators.
Program Prerequisites and Requirements
Eligible participants must be graduate-level teachers (instructional specialists, administrators, or any
other school staff member assigned teaching duties or with access to educational facilities and programs)
with current access to classrooms and a school (from grades preK-12, any content area).
Participants must have regular access to a computer with reliable internet connection.
English Language Learners Certificate (9 credits)
Certificate ELL courses will build teachers’ knowledge and skills to increase the achievement of students
who are learning English as a second language. Online examples are provided to help teachers of every
subject and grade level provide appropriate instruction to facilitate listening, speaking, reading, writing,
and comprehension skills in the English language. Areas of focus include specific information and practice
on methods of ESL; foundations of ESL; teaching of reading and writing; linguistics; and assessment for
non-English proficient students.
Courses
Course Code
Course Name
EDC572
Course Type
Foundation of ESL
Credits
Duration
EDC577
8 weeks
English Language Learners/Linguistics 3 8 weeks
3
EDC535
Reading and Writing
3
8 weeks
63

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Program Learning Outcomes
At the end of this program, students will be able to:
1. Teach English as a Second Language (ESL) learners the ability to communicate information, ideas,
and concepts necessary for academic success in all content areas such as language arts,
mathematics, science, and social studies
2. Incorporate the four language domains (Listening, Speaking, Reading, and Writing) in their
curriculum, instruction, and assessment focusing on each of the five language proficiency levels
Stages I-V
3. Demonstrate knowledge and skills to create and maintain a positive learning environment that will
support and increase ESL students’ academic and language achievement
4. Design and implement developmentally appropriate strategies that foster, nurture, and develop
ESL skills in students that are within, and outside of, the normal range of child development
5. Design and implement strategies to meet the special education needs of ESL students
Special Needs Certificate (9 credits)
The program is entirely customized with examples, strategies, and assignments for any teacher to gain and
sharpen instructional skills for special education students. The courses that make up the program
curriculum are designed to prepare and strengthen the teacher by providing the most current research
based and proven educational strategies and knowledge for meeting special education needs. The
curriculum encompasses learning theory, educational foundations, brain theory, best practices,
curriculum development, standards, and assessment.
Courses
Course Code Course Name Course Type Credits Duration
EDC550 Child and Adolescent Development Core 3 8 weeks
EDC570 Special Needs Students Core 3 8 weeks
EDC578 English Language Learners with Special Needs Core 3 8 weeks
Program Learning Outcomes
At the end of this program, students will be able to:
1. Develop and implement an Individualized Education Plan (IEP)
2. Develop meaningful accommodations to maximize access to the curriculum
3. Understand and apply modifications to content, methods, and pacing of curriculum
4. Design and implement developmentally appropriate strategies that foster, nurture, and develop
skills in students that are within, and outside of, the normal range of child development
5. Design and implement strategies to meet the special educational needs of students in the resource
classroom
Power Strategies for Teaching for Learning Certificate (9 credits)
These courses are designed to prepare and strengthen the classroom teacher by providing the most
current research-based and proven educational strategies and knowledge. Students will complete several
strategy plans that will demonstrate the integration of Power Strategies® in daily instruction. Effective
strategies include methods of teaching and learning through reflection, note- taking, summarizing,
graphic organizers, word walls, and partnering to increase comprehension in all subject areas as well as
rubrics and editing for classroom assessment.

65

Courses
Course Code Course Name Course Type Credits Duration
EDC500 Power Strategies for Effective Teaching Core 3 8 weeks
EDC510 Power Strategies for Classroom Assessment Core 3 8 weeks
EDC520 Power Strategies for Improving Comprehension Core 3 8 weeks
Program Learning Outcomes
At the end of this program, students will be able to:
1. Consistently integrate the Power Strategies with other research-based strategies into their
instruction
2. Model instructional and classroom strategies that promote global citizenship, acceptance and
tolerance of others, and lifelong learning
3. Design and implement strategies to meet the individual needs of students in the classroom
4. Implement a coherent and effective elementary classroom utilizing appropriate curriculum,
instruction, and assessment practices
5. Provide mentoring to other teachers as they implement effective strategies in the classroom
School Administration Certificate (9 credits)
The goal of the certificate program is to develop scholars-practitioners who will learn and practice
advanced skills in designing, implementing, and analyzing effective research-based strategies in school
leadership so they can provide an active, positive, and effective leadership in the areas of supervision,
teacher evaluation, financial management, and professional development. The courses provide
opportunities for students to apply critical thinking to identify current educational dilemmas and propose
appropriate work-based solutions.

Courses
Course Code Course Name Course Type Credits Duration
EDC549 Principles of School Leadership and Management Core 3 8 weeks
EDC569 Education Finance Core 3 8 weeks
EDC589 Personnel Management and Supervision Core 3 8 weeks
Program Learning Outcomes
At the end of this program, students will be able to:
1. Create a team leadership Supervisory Platform that implements your vision for education
leadership in terms of duties and responsibilities
2. Determine appropriate approaches to developmental supervision and professional development
3. Create a supervisory plan that implements both clinical supervision and differentiated supervision
4. Explain the role of the principal in managing school facilities and fiscal management
5. Explore the expanded supervisory scope of responsibilities that include personnel management,
school staffing, school effectiveness, Danielson Framework, coaching, mentoring, and professional
development

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Instructional Supervision Certificate (9 credits)
For supervisors and administrators, these courses provide experience and practice in understanding
effective strategies and how to recognize “good” teaching practices when supervising teachers.
Emphasizing visual representations, engaging students, assessing learning, and teaching comprehension
are essential for learning any content, expressing ideas, and for the transference of knowledge. Students
will also learn strategies for developing content assessments and how to relate the curriculum and
assessments to state, provincial, or country standards and adjust for diverse populations.
Courses
Course Code Course Name Course Type Credits Duration
EDC509 Essential Instructional Strategies Core 3 8 weeks
EDC540 Classroom Management Core 3 8 weeks
EDC560 Curriculum, Instruction, and Assessment Core 3 8 weeks
Program Learning Outcomes
At the end of this program, students will be able to:
1. Explain appropriate research-based effective teaching strategies for special education, ESL, and
struggling students
2. Consistently integrate the essential instructional strategies with other research-based strategies
into their instruction
3. Demonstrate comprehensive understanding and knowledge of the process and principles of
curriculum design and assessment so they can plan effective instructional and assessment
strategies
4. Analyze the current trends, requirements, and practices that are required and design instruction
and instructional strategies that will enable students to meet the learning goals and standards
5. Explore effective classroom management strategies as powerful tools that will engage students,
enhance appropriate behavior, and improve the learning environment
Foundations of Education Certificate (9 credits)
The foundations course features the historical, philosophical, and theoretical development of public
education in elementary and high schools. It also focuses on educational models and elements of school
operation in relation to the issues and challenges of the 21st century. Knowing the foundations prepares
the students the skills needed to provide systematic and systemic planning and implementation of
strategic initiatives. Principles of school improvement, strategic planning, organizing for effectiveness, and
ongoing involvement of stakeholders related to the educational institution are explored through
individual and collaborative projects.
Courses
Course Code Course Name Course Type Credits Duration
EDC559 Education Law Core 3 8 weeks
EDC579 Foundations of Elementary and Secondary Education Core 3 8 weeks
EDC599 Principles of Continuous Improvement Core 3 8 weeks
Program Learning Outcomes

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At the end of this program, students will be able to:
1. Interpret the U.S. judicial and legislative systems and the formation of laws relating to public
education
2. Analyze current school practices from the standpoint of potential legal controversies
3. Examine the foundation of education in the US and how it has changed throughout the 21st
Century
4. Explore school leaders' challenging roles and impact on teacher and school effectiveness
5. Examine the components of a School Improvement Plan
Customized Teaching Preparation (9 credits)
This teacher preparation program provides options for students to choose their own courses which may
be needed to meet certification and/or licensing requirements in the respective home state.
All courses are stackable and upon completion may be transferred to one of the master’s degrees
programs at Acacia University.
This university is an approved institution of the National Council for State Authorization Reciprocity
Agreements (NC-SARA) which allows the university to provide distance learning programs and
coursework to students located in states other than Arizona. NC-SARA approval does not grant reciprocity
or exemption from state professional licensing requirements. Therefore, students should review their
state requirements and reciprocity agreements before selecting courses to satisfy their state certification
requirements. Acacia University cannot guarantee licensure, endorsement, certification, authorization,
other professional credential or salary advancement.
State regulations and professional credential standards vary. It is the learners' responsibility to
understand and comply with the requirements for their state and professional associations. Every state
has different licensing requirements. The best starting place is the state Board or Department of
Education website. All information on the website should be reviewed, including the application for
licensure, but the state statutes, regulations, or rules are what outline the license requirements. It is
important to compare license requirements with Acacia’s degree program. Review the course learning
outcomes for the selected course in the School of Education Course Descriptions to determine which
courses meet your state’s certification and/or licensing requirements.
The following courses are available to meet certification and licensing requirements:
Course Options
Course Code Course Name Course Type Credits Duration
EDC500 Power Strategies for Effective Teaching Electives 3 8 weeks
EDC509 Essential Instructional Strategies Electives 3 8 weeks
EDC510 Power Strategies for Classroom Assessment Electives 3 8 weeks
EDC520 Power Strategies for Improving Comprehension Electives 3 8 weeks
EDC535 Reading and Writing Electives 3 8 weeks
EDC540 Classroom Management Electives 3 8 weeks
EDC549 Principles of School Leadership and Management Electives 3 8 weeks
EDC550 Child and Adolescent Development Electives 3 8 weeks
EDC559 Education Law Electives 3 8 weeks
EDC560 Curriculum, Instruction, and Assessment Electives 3 8 weeks
Course Code
Course Name
EDC569
Course Type
Education Finance
Credits
Duration
EDC570
Electives
Special Needs Students
3
8 weeks
EDC572
Electives 3 8 weeks
Foundations of ESL
EDC577
Electives
English Language Learners with Special Needs
3
8 weeks
EDC578
Electives 3 8 weeks
English Language Learners with Special Needs
EDC579
Electives
Foundation of Elementary and Secondary Education
3
8 weeks
EDC589
Electives 3 8 weeks
Personnel Management and Supervision
EDC599
Electives
Principles of Continuous Improvement
3
8 weeks
Electives
Program Learning Outcomes
Program Learning Outcomes will depend upon the combination of courses chosen.

Master’s Admission Requirements
3
8 weeks
Learners seeking admission to a School of Education Master’s degree program must meet certain
requirements.
1. Successful completion of a baccalaureate degree from an accredited college or university - The
degree must be verified on transcripts sent by the awarding institution directly to Acacia
University. Mail or secure electronic delivery is accepted. Applicants from Institutions Outside
the United States: applicants submitting transcripts from non-US institutions may be required to
have their transcript evaluated by a National Association of Credential Evaluation Services (NACES)
member agency.
2. English language competency - Applicants whose first language is not English and do not have a
degree from a university in which instruction is conducted in English must provide evidence of
English proficiency. The following are accepted exams and minimum scores required for
admission:
a. 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the
Internet Based Test (iBT)
b. 6.5 on the International English Language Test (IELTS)
c. 50 on the Pearson Test of English Academic Score Report
d. 100 on the Duolingo English Test
e. 55 on the 4-skill Michigan English Test (MET)
f.
650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
g. 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE)
3. Teaching position or access to classrooms
a. The Master of Arts in Elementary Education requires access to elementary classrooms.
b. The Master of Arts in Secondary Education requires access to secondary classrooms.
c. The Master of Education in Educational Administration prefers a record of two years of
successful teaching experience and requires access to classrooms.
d. The Master of Education in Special Education requires access to Special Education
classrooms for implementation of strategies and assignments.
e. The Master of Education in English as a Second Language requires access to classrooms
with ESL students.
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4. Ongoing access to computer technology – All Acacia University courses are presented online so
each applicant must have a computer and internet access to participate.
The application and all required documents must be received two weeks prior to the start of the
applicant’s first term.
Doctoral Admission Requirements
For doctoral program requirements, please see the Education Doctoral Program Handbook Addendum
or the Business Doctoral Program Handbook Addendum, respectively).
• Master’s degree from an accredited university. The degree must be verified on original transcripts
sent to Acacia University. Applicants from Institutions Outside the United States: applicants
submitting transcripts from non-US institutions may be required to have their transcript evaluated
by a National Association of Credential Evaluation Services (NACES) member agency.
• Verifiable work experience as a teacher or administrator in an educational setting for three or
more years is preferred
• Essay - A personal statement, not to exceed five hundred (500) words that discusses: your reasons
for pursuing the Ed.D., your career goals, how the Ed.D. in Educational Leadership would help you
meet career goals, and prior experiences which relate to your interest in, and aptitude for this
program.
• Applicants whose first language is not English and who do not have a master’s degree from a
university in which instruction is conducted in English must provide evidence of English
proficiency. The following are accepted exams and minimum scores required for admission:
• 6.5 on the International English Language Test (IELTS)
• 105 on the Duolingo English Test
Provisional Admission
• 65 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 80 on the
Internet Based Test (iBT)
• 58 on the Pearson Test of English Academic Score Report
• 55 on the 4-skill Michigan English Test (MET)
• 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
• 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE)
• An online interview with the doctoral committee
Provisional admission may be granted to an applicant who does not meet one or more of the admission
criteria:
1. Transcripts for previous course work were not received by Acacia University by the application
deadline, but otherwise meets the admission requirements
2. Any other application components were not received by Acacia University by the application
deadline, but otherwise meets the admission requirements
Provisional Admission stays in place for the first two courses. If the student earns less than a B in either of
the first two courses or Acacia University does not receive all required application documents, the student
will be administratively withdrawn.
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Enrollment Agreement
All students are required to electronically sign an enrollment agreement, which outlines the terms of the
enrollment and financial obligations for the program.
Technology Requirements
Acacia University courses are online only. Students must have internet access and a valid email address.
We recommend the following hardware requirements:
• Intel P4 (minimum of 2 Ghz) or faster processor
• Minimum 512 MB RAM, 1GB or greater is recommended
• Minimum 20 GB of free hard disk space, 40 GB or greater is recommended
• Minimum of 56 Kbps or faster modem, Broadband (high-speed at 144 Kbps or faster), DSL, Cable,
or better is recommended
• Color monitor, keyboard, mouse, and access to a printer
We require the following software applications for PC systems:
• Microsoft Windows (7 or above is recommended)
• Microsoft Office (Word, Excel, and PowerPoint) (2007 or above is recommended) or compatible
alternative
• Internet Explorer, Google Chrome, Firefox, or Safari
• PDF reader
• Zoom
We require the following software applications for Mac systems:
• Mac OS (X or above is recommended)
• Microsoft Office (2008 or above is recommended) or compatible alternative
• Firefox or Safari
• PDF Reader
• Zoom

This University Catalog and the School of Education Program Guide that it contains serve as a valuable
resource to better understand your program of study, student responsibilities, and the support that is
offered through Acacia University. Please note that laws, rules, and policies can change which may affect
some of the information shared in this handbook. The information in this document contains accurate
information as of the publication date.
Regular online communication with your professor/Learning Coach and program advisors will increase
your success in completing your degree. The Acacia Team looks forward to sharing your quest for higher
education and providing support and encouragement you may need along the way.