Report: #404792

Complaint Review: University Of Phoenix Online

  • Submitted: Thu, December 25, 2008
  • Updated: Thu, October 28, 2010
  • Reported By: Oakland California
  • University Of Phoenix Online
    3157 East Elwood Street;
    Phoenix, Arizona
  • Phone: 602-387-7000
  • Web:
  • Category: Teachers

University Of Phoenix Online Inherent Bias to Corrupt my Work at the end of a 43-credit Program Phoenix Arizona

*Consumer Suggestion: Pompopus

*Author of original report: Refuting Propensities of Specious Attitudes that Denounce Assessments as Learning Instruments

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Reformatting my paper submitted at the conclusion of a 43-unit program, an instructor ignored for an entire week my question about the altered margins and unsound remarks against my syntactic elegance. She illustrated an inherent motive to ignore my questions pertaining to that incident and to the placement of tables which the APA 5th Edition indicates should follow the References Section.

I left a message with John Hargis about the altered margins and the English skills of the teacher and most of the class which indicated that they could not have satisfied an upper-division University English requirement; furthermore, I noted the truth--most of these teachers have apparently not satisfied English 1A and 1B requirements. How could these students be teaching even at primary-school levels if they have not satisfied upper-division University requirements? I have revised papers for learning team members only to be unduly criticized by a few of the students, and I fear undue criticism from teachers who do not hope to admit the veracity of my observations. If the UC Regents investigate the low reading grade-level that prevails within the class...yes, at least the students are writing.

Yet, most of these are students who object to any advice regarding syntax and etymology--the UOP administration is afraid of me, therefore. The vygotskean scaffolding process I am coordinating within the online structure. Nonetheless, the individual who has violated Standards of Conduct is the UOP course facilitator. How may I plea to the Dean of Students? My advisor indicates that I will be able to complete these last 3 courses. However, I completely object to this letter as I have violated no code of conduct whatsoever. What further fallacious reasoning and fraud may emanate now? I have conscientiously completed about 35 units that I cannot transfer to the Universities that offer state grants? I am the one who has been a victim of fraud.

After a week of consistent diligence that I rendered to the class with the Action-Research-Project facilitator, I noted that she refused to respond to my question--she evaded my question until I asked her if she did not sense a legal responsibility to answer my question. I asked her if she had any statutory obligations to honor the integrity of her learning institution. I reminded her that she had contradicted herself, asking me to submit an APA-format paper which I did; that essential paper she did purposely alter. No learning team member was offended; in fact, I did most of the work for that team, and one member e-mailed me affirming her belief that I should be pleased with my grade.

My first reaction is to detect the truth about her attitude and motive. At Stanford University Medical School, Dr. Morris Gutterman and associates always responded with respect for my reflective feedback and insight. Perhaps I have been a victim of fraud, harassment, and collusion while I have resided in Oakland striving to return to San Francisco to complete a second B.A. in English Language. Originally, I had received a grant from the UC Regents, a work-study option, and other scholarships. Someone mutilated my reserve notices; pitifully, I my meager resources constrained me; however, I overcame that when I complete my first B.A. and completed to meritable standards the CBEST and GRE.

When University of Phoenix phone advisors called me, I had just received a Financial Aid Load offer from Goal Financial. Because my CBEST scores were remarkably high--I continue to read about as much as I did when I took Psychology and History courses.

The motive of this instructor may thwart my future with UOP. I have a letter from Becky Lodewyck and Robert L. Johnson, Directors of Academic Affairs, accusing me of breaching their code of conduct; this allogation is absurd. The instructor initiated the code of conduct for altering my work and evading my questions. My wording was professional and appropriate; characteristics that I manifest always. Now that I have virtually completed their M.A. program, UOP directors have written me a letter stating that the instructor ordered me to "cease and desist." My advisor promises me not to worry; that I may complete my last several courses toward my program.

Perhaps the source is inherent in the illiterate standards for which cause the City-of-Oakland Public Schools and Alameda County Social Services cannot design and manage a structure conducive to satisfactory SAT scores--Oakland students achieve the lowest SAT scores in the state of California; administrators attribute the detriment to poverty. However, I have taken many exams to work for these people who write and speak in an English colloquial jargon that Dr. Richard Crews and Stanley Tick would demerit. I believe that they may be in collusion with UOP online--I should have avoided informing any of them about my enrollment there; however, a counselor from the University from which I graduated assured me that Oakland Public Schools Administration should objectively review my qualifications.

Having examined reports filed by other citizens thinking of UOP online as submitted here and through the Better Business Bureau, I cannot ascertain the scope of the collusion to which I have been a victim. Language among numerous Alameda County medical personnel and administrators, however, is quite unprofessionally coordinated: faulty predication, faulty passives, and dangling modifiers, for example, that prevent meaning. Perhaps our entire academia is being corrupted by those who support but their own private prestige and interests despite the overt evidence that zealous monetary practices are compromising communicative skills and products.

Indeed I have located several law firms to which I may forward copies of these letters that provide evidence of fraud and harassment against my character. I was apprehensive at first to involve myself with this University; however, the sincere demeanor of my advisor incited my venture. I do trust that I am wasting no more student loan funds to pay for classes in which my work will be mutilated and criticized by monetarily oriented butchers of the English language. Please guard my name from UOP online; some of their supporters may attempt to further my demise.

Academic Integrity
Oakland, California

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This report was posted on Ripoff Report on 12/25/2008 12:32 AM and is a permanent record located here: The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year. Ripoff Report has an exclusive license to this report. It may not be copied without the written permission of Ripoff Report. READ: Foreign websites steal our content

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#1 Consumer Suggestion


AUTHOR: diverdan - (United States of America)

HAHAHAHAHAHAH   you Pompous a*s..and why would you go to an online school.....jajajajajajajajajajaja
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#2 Author of original report

Refuting Propensities of Specious Attitudes that Denounce Assessments as Learning Instruments

AUTHOR: Academic honor - (U.S.A.)

Awkward positions to which students must succumb today they should be able to intelligibly challenge as they realize that some testing is essential to learning. Having worked through UOP classrooms with numerous facilitators whose feedback I have valued, I regret the response of this facilitator in response to my ARP in which I support that the Graduate Record Exam and other standardized exams are important to self-instruction.

Perhaps my advisor is accurate, and my current facilitator will actually coordinate my completion of this Master of Arts in Education/Curriculum and Instruction/Specialization in English and Language Arts Education. However, students restrict the learning atmosphere as they demean my intentions for introducing subject addressed also by Noam Chomsky, for example, and syntactic issues that Constance Weaver recommended for teachers. Several students actually respond appropriately. Yet, I am baffled to learn that some class members are sharing class with me only because they have been invited by phone or by an internet ad. The classrooms are comprised of those who read only at a first-grade level; a few students read and write as if they have completed University programs that were not frozen by the diversity of distant learning.

Regents of the University no longer care about the standards that they once adamantly supported? I must avoid rebuking those who are assisting me to complete this mission; at the end of this program, however, I do not deny that this is too much money to have taken from the Federal Government Loan Program unless I can clarify that the investment is worthily directed.

Pardon me, ladies and gentlement: Would you appreciate an instructor who mutilated your APA-formatted paper, assigned you a low mark after you had received excellent marks by other instructors, and sent you a letter telling you to "cease and desist"? Has this facilitator no ethical obligation to uphold common civic modes of behavior? I am in limbo until I complete about three more classes, and I am very pleased that my friend from the University of Santa Clara and University of Oregon has completed a questionnaire that I directed to her; however, the instructor who has unduly bullied me refuses to admit that I associate with professional life-time peers beyond the City of Oakland Public Schools that I had been suing through the assistance of Eugene Schneider.

That anyone supporting a collusional effort would accept $30,000, and assign a failing grade at the very end of the program so as to deny me the degree that they promised is incomprehensible, especially when the motive I detect revolves around the efficacy of learning assessments. Please disregard my name as I am now living in unsurmountable fear.
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