IOWA COLLEGE STUDENT AID COMMISSION

Purdue University Global

Initial Application for Postsecondary Registration June 22, 2018

STAFF ACTION: Approve Purdue University Global (formerly Kaplan University) for an initial, two-year registration term that begins on March 22, 2018 (the date of Kaplan University’s acquisition by Purdue University) through March 22, 2020. Registration Purpose Iowa Code Sections 261B.2 (definitions) and 261B.3 require a school to register with the Iowa College Student Aid Commission (the Commission) if a person compensated by the school conducts any portion of a course of instruction, including by in-person, distance education, or correspondence method in this state or if the school otherwise has a presence in this state. Presence means a location in Iowa at which a student participates in any structured activity related to a school’s distance education course of instruction. Presence also means an address, location, telephone number, or internet protocol address in Iowa from which a school conducts any aspect of its operations. On March 22, 2018, Indiana-based public institution Purdue University consummated a transaction with Kaplan Higher Education, LLC (KHE) that transformed the former Kaplan University (that maintained its main campus in Davenport, Iowa) into a new institution, Purdue University Global (PG or the University). PG’s main campus is now located in Indianapolis, Indiana. Under Indiana law [Indiana Code 21-7-13-26.5], Purdue University Global is a “postsecondary SEI [state educational institution] affiliated educational institution” that is “. . . organized as a public benefit corporation and controlled by a state educational institution.” The Indiana-based state educational institution that controls Purdue University Global is Purdue University. Effective upon this acquisition, the former Kaplan University ceased to meet the institutional eligibility criteria for Iowa-funded grant programs, including the Iowa Tuition Grant (ITG) Program. Any claim the University may have previously had to an Iowa registration exemption under Iowa Code Section 261B.11, subsection 1, paragraph “j” as one of Iowa’s “Higher education institutions that meet the criteria established under section 261.9, subsection 1,” (i.e., the Iowa Tuition Grant Program) is now invalid. Thus, going forward, Purdue University Global must maintain the State of Iowa’s explicit authorization through registration to conduct instructional and operational activities at Iowa campus locations and offer its distance education programs to Iowa residents regardless of the University’s State Authorization Reciprocity Agreement (SARA) status. Institutional Information Purdue University Global is classified by the Indiana Commission on Higher Education as a public institution under the laws of the State of Indiana, although it receives no public funding from the State. Its principle campus is located at 9000 Keystone Crossing, Suite 120, Indianapolis, Indiana. The University’s Chief Executive Officer is Chancellor Betty Vandenbosch, Ph.D., 550 West Van Buren St., Suite 700, Chicago, IL. The University’s Iowa contact person is Susan Spivey, Executive Director of Operations, Kaplan Higher Education, 3165 Edgewood Parkway SW, Cedar Rapids, Iowa.

PG maintains five campuses and student service centers in the State of Iowa, as follows:

1801 East Kimberly Rd., Suite 1, Davenport, Iowa 7009 Nordic Dr., Cedar Falls, Iowa 3165 Edgewood Parkway SW, Cedar Rapids, Iowa 4655 121st St., Urbandale (Des Moines), Iowa 2570 4th St. SW, Plaza West, Mason City, Iowa

In addition to the University’s principle campus in Indiana, PG also maintains campuses, student service centers, and administrative offices in the states of California (an administrative facility that supports the University’s Concord Law School), Florida, Illinois, Maine, Maryland, Minnesota, Missouri, Nebraska, and Wisconsin. The University also maintains a teaching location on the Fort Bliss military base in Texas. Governance: PG is an institutional unit of the Purdue University System. While PG is ultimately under the control of Purdue University, it is regionally accredited separately from Purdue University and operates independently. Purdue University Global’s Board of Trustees is composed, with one exception, of individuals who are also members of the Board of Trustees of Purdue University. The single exception was an independent member of the former Kaplan University’s Board of Trustees who was appointed to the PG Board of Trustees by Purdue University to provide transitional expertise. The members of PG’s Board of Trustees are as follows: Michael R. Berghoff, Chair: Mr. Berghoff is a 1985 graduate of Purdue University with a

Bachelors Degree in Industrial Management. He has served on the Purdue University Board of Trustees since 2009 and is currently that Board’s Chairman.

Mr. Berghoff is the Founder and current President of the Lenex Steel Corporation in Indianapolis, the largest steel fabricator in the region. Before starting Lenex, Mr. Berghoff worked in management positions at Haden Construction in Detroit; Broad, Vogt & Conant, a steel fabrication company in Detroit; and Ferguson Steel in Indianapolis. He is currently a member of the Board of Directors for the Indiana Chamber of Commerce; a member of the Indiana University‐Purdue University Indianapolis (IUPUI) Board of Advisors; and Chair of the Indiana University‐Purdue University Fort Wayne (IPFW) Community Advisory Council. Mr. Berghoff’s prior leadership positions include President of the Purdue University Theta Chi alumni corporation; President of the St. Simon the Apostle Parish; membership on the Cathedral High School Board of Directors; and Chairman of the Board of Directors for the Young President's Organization.

  JoAnn Brouillette, Member: Ms. Brouillette earned a Bachelor of Arts in Business Degree from

Hanover College in 1983. She is currently a member of the Purdue University Board of Trustees and has served on that Board since 2006.

Ms. Brouillette is currently a managing partner and President of Demeter LP, a privately owned grain and commercial warehouse business headquartered in Fowler, Indiana. Previously, she was an admissions counselor at Hanover College and held various positions in merchandising and management at Demeter before she assumed the role of President in 1996. Ms. Brouillette is a member of the Board of Directors of the Indiana Chamber of Commerce; a Trustee for the Lafayette Area Catholic Schools Foundation; a member of the regional Advisory Board for Lafayette Bank and Trust; and a member of the Board of Directors for MatchBOX Coworking

Studio. In addition, Ms. Brouillette is a member of the Board of Directors for the Indiana Sports Corporation, Midwest Ag Finance, and the National Grain and Feed Association. Ms. Brouillette formerly served on the Governor's Council on Physical Fitness and Sports, the Indiana Ag Advisory Committee, Purdue's Athletic Advisory Committee, and the Greater Lafayette Commerce Board of Directors. Her achievements include the 2010 AgriVision Award from the State of Indiana, and an appointment to the Advisory Committee for Trade Policy and Negotiation by President George W. Bush in 2003 and 2005.

Malcolm DeKryger, Member: Mr. DeKryger earned a Masters Degree from Purdue University’s

College of Agriculture in 1983 and has been serving on the Purdue University Board of Trustees since July of 2016.

Mr. DeKryger is the President and co‐owner of Belstra Milling Company, an independent livestock feed manufacturer located in DeMotte, Indiana. He is also a part‐owner and the primary developer of all Belstra Group pig farms. Additionally, Mr. DeKryger is the general contractor and manager of “The Pig Adventure,” a working hog farm that educates visitors on the pork industry. He has previously served as a member of the Board of Indiana Pork Producers. Mr. DeKryger has received awards for his commitment to upholding ethical farming practices including the Outstanding Community Involvement and Neighbor Relations award from the Indiana Soybean Alliance in 2008; an animal welfare award from the Indiana Veterinary Medical Association in 2014; and the Environmental Stewardship award from the National Pork Board in 2010. He was also named a “Master of the Pork Industry” in 2013 by National Hog Farmer magazine. The Purdue University’s College of Agriculture named him a Distinguished Animal Sciences Alumnus in 2008 and a Distinguished Ag Alumnus in 2012. He has served on the Purdue University College of Agriculture Dean’s Advisory Council.

Mike Klipsch, Member: Michael Klipsch earned a Bachelors Degree in Industrial Management

from Purdue University in 1985, and a Juris Doctorate with honors from Indiana University. He has served on the Purdue University Board of Trustees since May of 2015. Mr. Klipsch began his career at the law firm of Bingham, Summers, Welsh, and Spilman (now Bingham, Greenebaum, Doll LLP) and is currently a partner. During nine years of law practice, he focused on complex business transactions, debt and equity offerings, business reorganizations, and international law. Later, Mr. Klipsch worked for Klipsch, Lanham & Associates, which managed a wide variety of portfolio companies including Shane Co. Jewelers, Overhead Door Company franchises in Indianapolis and Cincinnati, National Guest Homes, and Hospital Affiliates Development Corporation. Mr. Klipsch was Chief Counsel and held a variety of other executive positions at Klipsch, Lanham & Associates, and each of its portfolio companies. Most recently, Mr. Klipsch served for 20 years at the Klipsch Group, a family owned and operated holding company for a wide variety of consumer electronic brands, including most notably the Klipsch brand. Mr. Klipsch was a third generation family member of this international audio manufacturer of loudspeakers and headphones founded in 1946 by Paul Klipsch. Mr. Klipsch held a wide variety of executive positions at the Klipsch Group including President, Chief Operating Officer, and Chief Counsel. Beyond his role of managing all legal affairs, strategic partnerships, and manufacturing, Klipsch’s major contributions included creating a global supply chain capability to manage sourcing and sales to over 40 countries. After launching the Klipsch brand into the headphone market in 2007, he helped position the company as one of today’s leading headphone manufacturers. Mr. Klipsch departed the company in late 2015 to pursue new entrepreneurial opportunities including co‐founding Klipsch‐Card Athletic Facilities, LLC.

This company develops and manages state of the art sports parks and fieldhouses. Mr. Klipsch is actively involved in the community, volunteering in organizations such as the American Cancer Society, Make‐A‐Wish Foundation, Boy Scouts of America, and Carmel Dad’s Club in Carmel, Indiana.

Don Thompson, Member: Mr. Thompson earned a Bachelor of Science Degree in Electrical

Engineering from Purdue University in 1984 and has served on the Purdue University Board of Trustees since 2009.

Mr. Thompson began his career at Northrop Corporation in 1984. In 1990, he joined McDonald’s Corporation as an electrical engineer. Over the next 25 years, Mr. Thompson served McDonald’s in a variety of key leadership positions within the company including Vice President, Division President, Chief Operating Officer, President of McDonald’s USA, and finally President and CEO from 2012-2015. Mr. Thompson currently serves on the Board of Directors for the Northwestern Memorial Hospital and is a member of the Commercial Club of Chicago, The Economic Club of Chicago, World Business Chicago, and the Arthur M. Brazier Foundation. He has also served on the board of directors for Ronald McDonald House Charities and Exelon Corporation. Mr. Thompson has been recognized for his leadership by the Illinois Holocaust Museum (2012 Humanitarian Award), the Executive Leadership Council (2010 Corporate Award), the Trumpet Foundation (2008 Corporate Executive Award) and Black Enterprise (2007 Corporate Executive of the Year).

Paul Bott, Member: Dr. Bott earned both his Masters Degree in Vocational Education and a

Doctor of Education in Curriculum and Instruction from UCLA. He was appointed to the Kaplan University Board of Trustees in 2009. Most recently, he served the Board of Kaplan University as the Vice Chair. For 30 years, Dr. Bott was a faculty member at California State University in Long Beach (CSULB), and was the Chair of the Professional Studies Department for the last 16 years. Prior to employment at CSULB, he taught vocational education courses in secondary and community college programs as well as in the military. Upon his retirement from CSULB, Dr. Bott founded a firm dedicated to helping new and existing career schools and colleges in areas ranging from accreditation, institutional assessment, government compliance, and marketing. Dr. Bott is the author of two texts widely used in occupational education teacher preparation. He has served on three statewide task forces to determine standards for teacher preparation in California. Dr. Bott is a former public Commissioner, Vice Chair, and Chair for the Accrediting Commission of Career Schools and Colleges, a national higher education accreditation organization that is recognized by the federal Department of Education.

The following individuals are Purdue University Senior Administrators: Mitchell E. Daniels, Jr., President: Mr. Daniels received a law degree from Georgetown

University in 1979. Currently, he is also the President of Purdue University, a role he has held since January 2013. As Purdue University’s President, Mr. Daniels has launched a series of initiatives called Purdue Moves. The four pillars of Purdue Moves – affordability and accessibility, transformative education, world-changing research, and STEM leadership – leverage Purdue University’s historic strengths and promote investment in new ideas. In keeping with the University’s goal of making affordability and student success top priorities, Purdue University commenced a series of tuition freezes in 2013 that will last at least through

the 2018-2019 academic year. In combination with room and board costs that have remained steady, and student book costs savings realized through a partnership with Amazon.com, Purdue University student borrowing has dropped 37 percent. Mr. Daniels has also called for greater accountability in higher education, launching the Gallup-Purdue Index, a new method for measuring the value of a college degree.

Before assuming the President’s role at Purdue University, Mr. Daniels was the Governor of the State of Indiana from 2004 through 2012. He also previously served as the CEO of the Hudson Institute, and as President of Eli Lilly and Company’s North American Pharmaceutical Operations. Mr. Daniels serves on the corporate boards of Cerner Corporation and Interactive Intelligence. His civic engagement includes serving as Co-Chair of the Committee for a Responsible Federal Budget; Co-Chair of the Aspen Institute’s Future of Work Initiatives; and membership on the boards of numerous nonprofit organizations including the Urban Institute and the American Academy of Arts & Sciences’ Commission on Postsecondary Education.

Betty Vandenbosch, Ph.D., Chancellor: Dr. Vandenbosch earned her Ph.D. in Management

Information Systems at Western University in London, Ontario, Canada. Dr. Vandenbosch is the Chancellor of Purdue University and was the President of the former Kaplan University. Dr. Vandenbosch came to Kaplan University in 2008 and served in a number of academic leadership roles before becoming President, including Provost. She was instrumental in the development of the University’s competency-based education model and oversaw the creation of 25 new programs. In addition, she directed several initiatives at Kaplan, including the growth of Kaplan’s career services capabilities, targeted faculty development across the University, use of learning science across the curriculum, and a robust process for randomized controlled testing of new learning and support approaches. Prior to her tenure at Kaplan University, Dr. Vandenbosch served as the Associate Dean of Executive Education and External Relations at Case Western Reserve University’s Weatherhead School of Management. She held other academic roles at Case Western Reserve University that included teaching and curriculum development. Dr. Vandenbosch has won several teaching and research awards from the Academy of Management, the Administrative Sciences Association of Canada, and the International Conference on Information Systems.

David Starnes, Ph.D., Vice President of Academic Operations and Chief Academic Officer: Dr. Starnes earned a Ph.D. in Management from Walden University. In the role as Chief Academic Officer, Dr. Starnes plays a central part in fulfilling the University’s mission and vision and is responsible for providing leadership and oversight of academic operations, policy, curricula, assessment, and learning. He also leads records, reporting, curriculum, and governance. Dr. Starnes joined the former Kaplan University in 2005 and served as adjunct faculty, Department Chair and Assistant Dean in the School of Business and Information Technology, and Assistant Provost. He was instrumental in driving innovation and creativity that resulted in PG’s modularized curriculum, competency-based education programs, and state-of-the art learning management system.

Carolyn Nordstrom, Ph.D., Vice President for Faculty and Academic Resources: Dr. Nordstrom earned a Ph.D. in Educational Administration and Policy Analysis from Northwestern University. In her role at PG, she has oversight and responsibility for the Center for Teaching and Learning, the Library, extracurriculars, student relations, and alumni. In addition, she manages the University’s onside locations. Dr. Nordstrom joined Kaplan Higher and Professional Education in 2007. She has held various leadership positions include Associate Provost for the former Kaplan University and Provost for Kaplan Higher Education campuses. He work has included policy, curriculum, faculty development, accreditation, assessment, and institutional

effectiveness. Dr. Nordstrom’s previous experience includes leadership roles in both public and proprietary institutions of higher education as well as 10 years as the CEO of a Chicago corporate membership organization that worked in the city and state on education and economic development projects.

Chris Ruhl, JD, Chief Financial Officer – no profile information is available at this time. The Purdue University Global Board of Trustees, Senior Administrators, and Academic Leadership are profiled on the PG website at https://www.purdueglobal.edu/about/leadership-board/?source=225169&ve=60005. Agreement Between Kaplan Higher Education, Purdue University, and Purdue University Global: Other than a nominal payment of $1 paid by Purdue University Global to Kaplan Higher Education, KHE has agreed to transfer the institutional assets of the former Kaplan University to Purdue University Global in exchange for sustainable income Kaplan Higher Education will receive from its performance of an initial, 30-year contract to provide operational services and support for Purdue University Global. In addition, Kaplan Higher Education will also be paid a percentage of PG revenue as an ongoing “contributor fee” in place of an up-front “balloon” payment that might occur at the time of a traditional sale of assets. However, under this agreement, revenues distributed to Purdue University Global are prioritized ahead of payments to Kaplan Higher Education. Both Kaplan Higher Education and Purdue University Global are eligible to receive additional revenue based on the extent to which each party performs efficiently, i.e., under budget. Institutional assets Kaplan Higher Education transferred to Purdue University Global include the following: All governmental consents and educational approvals maintained by the former Kaplan

University and that are required for Purdue University Global to continuously operate as a regionally accredited institution that is eligible to participate in the federal student aid programs. PG may elect, as part of the support functions performed by Kaplan Higher Education, to seek assistance from KHE for maintaining these approvals.

All student enrollment agreements Ownership of and access to all student records, including student records belonging to

individuals who attended former Kaplan Higher Education holdings in Iowa, such as Hamilton Business College, Hamilton College, American Institute of Commerce, and Quest College

All contracts, real property leases, and subleases associated with the former Kaplan University campuses, including those that are located in Iowa

The curriculum of the former Kaplan University. Purdue University Global has sole responsibility for, and oversight and control over its operations, including development of academic programs and performance of academic functions. Academic functions for which PG assumes responsibility include student admissions; academic standards; curriculum; student records management; academic reporting and analysis; faculty and faculty support; student support services; Library services; academic success centers; educational advising; services for disabled students; degree granting; career services; all educational approvals (e.g., state approvals and regional and programmatic accreditation); compliance; and the Office of the Purdue University Global Chancellor. Kaplan Higher Education will assist PG in hiring individuals to perform duties associated with these operational areas who are employed by Kaplan Higher Education at the time of the acquisition, and will provide all personnel files of these transferred employees.

Functions that Kaplan Higher Education will perform on PG’s behalf under its servicing contract include editorial services; marketing and advertising; front-end student advising (excluding academic advising), admissions support services, financial aid processing and record maintenance; business office functions; maintenance and upkeep of the Kaplan platform that provides online course delivery and facilitates other electronic academic and financial aid processing functions of the University; information technology support for students; human resources; and certain property management and support functions related to facilities where PG operates. While Kaplan Higher Education will conduct marketing for PG and will own marketing content, Kaplan Higher Education acknowledges its obligation to cooperate fully with PG and the Commission and provide what is necessary to address any concerns raised about marketing content by Commission staff, persons who inquired about but did not enroll at PG, or current and former students. The Transition and Operations Support Agreement (TOSA) that PG executed with Kaplan Higher Education gives the Purdue University Global Board of Trustees ultimate approval authority over marketing plans. Kaplan Higher Education maintains processes for monitoring marketing efforts, including those conducted by third party vendors. Monitoring reports produced from those processes will be shared with PG. Kaplan Higher Education also maintains a phone call recording system that will be accessible to PG. Other assets and properties that are being retained by Kaplan Higher Education include student accounts receivable that were created before the closing date of the transaction that created Purdue University Global. Student accounts receivable created after the close are the property of PG. Kaplan Higher Education assures Commission staff that, as PG’s servicer, this will be transparent to current and former students and to Commission staff who make inquiries on behalf of Iowans who attended either Kaplan University or PG. Physical Facilities: Each PG onsite program is taught in specially built classrooms and the University provides special training facilities for certain programs, like criminal justice, allied health, and nursing. Program-specific training facilities are discussed below. Each Iowa campus includes a computer lab that utilizes high-speed Internet, liquid crystal display (LCD) monitors, and current software. All computer rooms also have ceiling projectors and a whiteboard. Students are free to use the computer lab any time the campus is open, as long as they are not being used for classes. The campus Academic Success Center also has computers for students to use. Program-specific labs are available at certain Iowa campuses: All of the Iowa-based campus facilities with the exception of Cedar Falls include a Firearms

Training Room. This room facilitates the simulation of actual police interaction with the public, including flashing lights, the sound of firearms, verbal interactions with the public, and verbal commands from the officer during training. The training room has a Firearm Training Simulator (FATS) machine with a 16’ x 8’ screen. There is a Glock 17 handgun simulator, an Oleoresin Capsicum (OC, also known as pepper spray) simulator, a portable speaker system, a police rooftop flasher unit, and carbon dioxide tanks for the guns to provide life-like recoil. This lab provides students with realistic training scenarios that help students develop critical thinking skills, eyewitness identification, and on-demand verbal commands. Simulation scenarios escalate or de-escalate based on the student’s performance. The room is capable of training up to 15 people at a time.

All of the Iowa-based campuses offer medical labs that provide students with hands-on experience in clinical procedures commonly performed in medical offices. Equipment includes exam tables, microscopes, an autoclave, a centrifuge(s), venipuncture equipment, injection supplies, EKG machines, and other medical laboratory equipment and supplies.

At the Urbandale (Des Moines), Cedar Falls, and Cedar Rapids, Iowa campuses, a nursing program lab consists of birthing simulators, mannequins, high- and low-fidelity simulators, oxygen machines, injection pads, and the same nursing equipment and beds found in a hospital or clinic. Audio-visual systems assist students in the development and testing of skills.

PG provides instructional and administrative office space at each Iowa campus as follows:

Davenport, Iowa: 35,100 square feet Cedar Falls, Iowa: 30,000 square feet Cedar Rapids, Iowa: 30,000 square feet Urbandale (Des Moines), Iowa: 38,000 square feet Mason City, Iowa: 30,000 square feet.

As of the date of this report, PG is operating at campuses in Cedar Rapids, Urbandale (Des Moines) and Mason City, Iowa under three current leases were executed between the Iowa College Acquisition Corporation (a subsidiary of Kaplan Higher Education) doing business as the former Kaplan University, and the owners of these campus locations. Purdue University Global, the Iowa College Acquisition Corporation, and the property owners are currently engaged in discussions to facilitate assignment of these three leases to PG. Lease assignments will be provided to the Commission upon execution. Current leases at the Davenport and Cedar Falls, Iowa campuses have been successfully assigned without interruption to Purdue University Global as Tenant, Purdue University as Guarantor, and executed with property owners of these two locations. Accreditation: On February 22, 2018, the Higher Learning Commission (HLC), a regional accrediting agency recognized by the federal Department of Education, approved the acquisition of certain assets of Kaplan University by Purdue University, with the successor of Kaplan University to be owned and operated by Purdue University as a separately accredited institution known as Purdue University Global. Thus, Purdue University Global now holds the regional accreditation previously granted to the former Kaplan University. This accreditation includes programs offered by the University’s Concord Law School. See the HLC’s Public Statement on the purchase of Kaplan University by Purdue University at http://www.hlcommission.org/download/_PublicStatements/Purdue-Kaplan%202%20Public%20Statement%203-2018.pdf. The Commission on Collegiate Nursing Education, a programmatic accrediting agency recognized by the federal Department of Education, accredits PG’s Bachelor of Science in Nursing Program, Master of Science in Nursing Program, post-graduate APRN Certificate Program, and the Doctor of Nursing Practice Program. Federal Stafford Loan Cohort Default Rate (FFY 2014): Default rates for Purdue University Global will not be available for several years into the future. The most recently available official cohort default rate is for Kaplan University: 14.6%. For comparison purposes, the FFY 2014 national average cohort default rate is 11.5%.

Graduation Rate: The graduation rate is the percentage of first-time, full-time undergraduate students who graduated within 150% of the normal time for program completion, as reported to the federal Department of Education. Graduation rates for Purdue University Global will not be available for several years into the future. Kaplan University reported the following graduation rates for students who began their studies at the Iowa-based campuses in award year 2011-2012:

Davenport campus: 35% Cedar Falls campus: 31% Cedar Rapids campus: 29% Urbandale (Des Moines) campus: 41% Mason City campus: 56%

Average Loan Debt upon Graduation: Loan debt upon graduation figures for Purdue University Global will not be available, at minimum, until after the first full academic or award year in which students graduate from PG. The most recent average loan debt upon graduation for students of the former Kaplan University is $27,398.29, of which $11,809.41 consisted of debt incurred solely for what the University calls “stipends,” i.e., living expense payments. Record Preservation: Purdue University Global ensures the security of student records by:

Restricting electronic student information access to only staff that need it in order to perform job functions and by employing strong password protection on all hardware and software. Access to systems and databases and staff permission levels are carefully reviewed before authorization is granted. The University conducts a regularly scheduled review of all personnel authorization settings.

Securing physical files in locked cabinets or rooms and limiting access to authorized personnel only

Limiting the display of social security numbers (SSN) to staff that need that data to perform job functions; restricting SSNs from appearing on reports and printouts; and otherwise establishing security procedures to protecting SSNs from being compromised

Ensuring that work space access is limited to authorized persons Placing controls on what kind of information can be saved to a drive or printed Requiring students to clearly identify themselves for identification purposes before releasing

non-directory information Managing closely a third-party authorization process whereby students can designate

another person as someone to whom the University can release non-directory information, and the type of information which can be released to that person

Maintaining a document retention schedule and process for the timely destruction of records that are determined no longer needed or required

Managing compliance with FERPA by means of resources and training provided to personnel Using security paper when printing student transcripts and a secure third-party vendor for

providing electronic transcripts Employing a dedicated information security team to guard against external threats to

University systems Storing electronic data on secure servers, which are backed up regularly and maintained

redundantly in geographically diverse locations.

Transcript Requests: Official transcripts may be online ordered through the University’s online student portal, Purdue Global Campus. A username and password is required to sign in. Former students who need sign-in help or who have questions should contact (866) 522-7747. Instructional Methodology: Purdue University Global offers students educational programs via in-person, classroom instruction and distance education. However, not all PG programs are available via in-person instruction, and not all programs offered via in-person instruction are available at all PG campuses. PG web pages that are devoted to the University’s programs https://www.purdueglobal.edu/degree-programs/ provide information about which programs PG offers exclusively via online delivery and which programs are offered with a classroom-based component at specific PG campuses. Even in a program that is offered at a PG campus, some portion of the program and some components of an individual course may be offered via online delivery. PG assures students that those who enroll in a program that offers courses with a classroom-based component will be afforded the opportunity to take those courses in that delivery mode. Through the campus advising process, students are made aware of the delivery option(s) for courses in their program. Students enrolled in PG programs, regardless of delivery mode, use the University’s online virtual platform called Purdue Global Campus https://campus.purdueglobal.edu/Security/Login?ReturnUrl=%2f&_ga=2.175920619.871145703.1522680997-2030666530.1522680997. It is supported by a large farm of Web servers configured redundantly to generally assure uninterrupted, around-the-clock operation. Several modes of asynchronous interaction are available through the virtual classroom used in online course delivery. Threaded discussion forums are prompted by faculty using the virtual classroom Discussion Board. In addition, the online classroom provides for interactive activities such as text-based discussion, quizzes, and readings, and an integrated email system that can be used for student-to-student messages or faculty-to-student correspondence. The classroom also provides an assignment function that allows students to identify all required course assignments and any updated postings when they log into class. Virtual office hours allow students to communicate directly with instructors. In some programs, online faculty members hold live Seminar sessions online to discuss pertinent course content, case studies, or assignments. Students are expected to attend a scheduled Seminar session each week. These Seminars create valuable opportunities for students and faculty to engage in real-time interaction, exchange opinions, share relevant work experiences, and further their understanding of the curriculum. Open College: PG offers an Associate of Science or Bachelor of Science in Professional Studies through Open College https://opencollege.purdueglobal.edu/pages/professional-studies-degrees/. Coursework offered in Open College programs are not subject to term start or ending dates. Instead, these programs maay be completed at a student’s individual pace of progress. Upon admission, students design an Individualized Learning Plan with a faculty advisor to focus on an area that aligns with the student’s personal and professional goals. The Individualized Learning Plan maps out the coursework to be completed as part of the degree plan, including any previously earned credit and any general education requirements. In addition to taking PG courses, students may apply to transfer in course credit earned through Massive Open Online Courses (MOOC), courses taken at a regionally or nationally accredited institution, or through eligible experiential learning credit from, for example, military training. Every student completes a capstone class that

includes a portfolio project. Open College programs are approved by the Higher Learning Commission. Excel Track: PG offers an MBA, a Bachelor of Science in Business Administration, a Bachelor Science in Information Technology, and a Bachelor of Science in Nursing (RN to BSN) through a learning option called ExcelTrack https://www.purdueglobal.edu/student-experience/personalized-learning/. In an ExcelTrack program, courses are offered in a competency-based format, one at a time, for a single credit hour each, are self-paced, and focus on a specific skill or piece of knowledge. At the beginning of each course, a student’s existing knowledge is assessed. After the initial assessment, the student independently works through a detailed course syllabus in which guidance is provided on what study resources the student should tap to demonstrate the requisite learning outcomes. Students receive academic support from tutoring sessions, live webinars, and faculty who work directly with the student. Students receive feedback on their learning progress with quizzes, labs, and feedback from professors. When a student believes he or she has mastered the course content, he/she may schedule a final course assessment. Successful course completion occurs when the student scores at least a “B” grade on the final course assessment. ExcelTrack programs are approved by the Higher Learning Commission to be offered in a competency-based, credit-hour format. Competency Reports https://www.purdueglobal.edu/about/competency-based-learning-options/: In addition to a traditional official graded transcript, each student enrolled in a degree program at Purdue Global has access to a Competency Report. The Competency Report shows a student's capacity, demonstrated throughout his or her program, to effectively apply the knowledge, skills, abilities, and behaviors required to execute work-related activities and projects. The graded transcript combined with the Competency Report provides Purdue Global graduates with the tools to convey what they can offer prospective or current employers. The Competency Report is visible to each student in the Purdue Global Campus online student portal at any time and is available as a printable PDF. Using scoring rubrics, PG faculty assess each student’s mastery of course-level learning outcomes and document that assessment on the Competency Report. The competency scale used with the scoring rubric consists of five levels, as follows: No Progress (0) – The student’s work demonstrates no understanding or progress toward

achievement of the learning outcome. Introductory (1) – The student demonstrates rudimentary understanding and minimal progress

toward achievement of the learning outcome. Emergent (2) – The student’s work demonstrates general understanding and some progress

toward achievement of the learning outcome. Practiced (3) – The student’s work demonstrates clear understanding and good progress toward

achievement of the learning outcome. Proficient (4) – The student’s work demonstrates strong comprehension and sufficient progress

toward achievement of the learning outcome. Mastery (5) – The student’s work demonstrates exemplary comprehension and full achievement

of the learning outcome. This learning outcomes data combined with course grades provides important insight into a student’s performance and ability to engage in work-related activities and projects. Student Learning Resources: A resource shared by all online and campus-based students is the University Library at https://library.purdueglobal.edu/library/. The Library facilitates access to over

70 databases, over 200,000 e-books, and a collection of thousands of scholarly journals, magazines, newspapers, and other periodicals. Direct links from the Library main page lead students to databases that are organized alphabetically and be sorted by topic https://library.purdueglobal.edu/az.php, a single discovery search point for the Library’s collections (EBSCO Discovery Service), a publication finder, e-books http://library.purdueglobal.edu/library/ebooks, articles and reports http://library.purdueglobal.edu/library/articles, news and current topics http://library.purdueglobal.edu/library/news, and subject guides http://library.purdueglobal.edu/library/guides. The online course classroom links to Library resource guidance for each specific course. Students can find instructions on how to locate course guides on the Library Guides page at http://library.purdueglobal.edu/library/guides. Other academic support accessible from the University Library site include: Videos and Tutorials https://library.purdueglobal.edu/library/tutorials that include but are not

limited to an overview of Library collections; conducting academic research; how to pick a topic for a research project; finding and reading scholarly articles; and how to find reliable resources.

Document delivery http://library.purdueglobal.edu/library/documentdelivery, which allows students to request articles from periodicals to which the Library does not subscribe

APA Style Central http://library.purdueglobal.edu/library/apastylecentral, where students can learn the basics of APA style, including how to create a manuscript, employ the mechanics of style, use graphics effectively, credit sources and acknowledge the contributions of others, and how to avoid plagiarism.

Reference assistance http://library.purdueglobal.edu/library/ask for students is provided by professional librarians, all of whom have a Masters Degree in Library Science and professional experience as librarians. Librarians may be contacted via email, or via real-time chat Monday and Tuesday 11am – 9pm eastern time and Wednesday through Friday 10am – 6pm eastern time. A student may also schedule a one-on-one appointment with a Librarian.

The Academic Support Centers https://www.purdueglobal.edu/academic-support/student-resources/academic-support-centers/ include the following services: The Writing Center, which offers students the opportunity to connect with a tutor during specified

hours on Sunday through Thursday; submit a paper, presentation or question to a tutor; locate printable and interactive writing resources; attend a live writing workshop or view a recording, get help with the English language, and access resources geared to first term students

The Math Center, which offers interactive sessions with math tutors during specified hours Sunday through Thursday; the opportunity to submit a statistics or business math project for specified courses and receive guidance and feedback from a tutor; allows a student to submit a question; or allows students to review podcasts and modules on key topics

The Technology Center, which offers live tutoring on database, networking, programming and web courses and course software support for other courses during specified hours Sunday through Thursday; allows students to submit questions via email 24 hours a day, 7 days per week; and offers access to technology webinars

The Business Center, which offers live tutoring for business courses during specified hours on Sunday, Monday, and Tuesday

The Science Center, which offers interactive sessions with tutors, live seminars, workshops, and study sessions; permits students to submit a science-related question or project for review, or access video lessons, worksheets, and weblinks on key topics. Science Center tutors are all

Purdue Global University professors who taught the courses for which they are providing assistance.

Purdue University Global provides Career Services support to all degree seeking students https://www.purdueglobal.edu/academic-support/career-services. Career Services support and advice is available through the online classroom and is built into the curriculum of every degree program. Students can also access the “CareerNetwork,” through the University’s online student portal, Purdue Global Campus. The CareerNetwork offers a work interest assessment to help guide the student in selecting a major and learn more about a preferred career, opportunities to submit a resume and cover letter for review and feedback, a live job feed customized to the student’s program of study and geographical location, the opportunity to submit a social media profile for review and feedback in preparation for a job search, the opportunity to submit a question for response from staff, and a method to request an individual appointment with a staff member. A student may also review recorded “Employer Spotlights,” which are online information sessions from the University’s employer partners. Career Services offers dedicated staff members who are assigned to a student cohort by program of study, degree level, and geographical area. Career Services staff members reach out to pending graduates three terms before graduation to assist students with their individual, personalized career needs. A student may also email careerservices@purdueglobal.edu for additional information. Curriculum Evaluation and Development: The PG School Review Teams (SRTs) are responsible for reviewing curriculum and making decisions about programs and courses in their respective academic departments. The SRT includes representatives of various University offices: marketing, finance, military, admissions, accreditation, the assistant dean of curriculum for that academic department, and three to five faculty members from the specific program. In addition, SRTs use internal and external subject matter experts. The SRTs: Approve new undergraduate and graduate programs or changes to existing programs. SRTs

may approve the following program-related items, which are documented in a New or Revised Program Proposal template: Rationale for adding the program, with a brief discussion of the relationship to the

University’s mission, marketing feasibility, target audience, and a competitive analysis Program outcomes Degree plans including number of credits (core, major, and electives), general education

requirements, and general education literacy distribution Admission and progression requirements.

Approve new courses and/or changes to existing courses. An SRT may approve the following

course-related items:

Rationale for adding or changing course Course title Course number (as approved by the Registrar’s Office) Credit hours Prerequisites Course description Course outcomes

Course outline Course type, i.e., required or elective; and how the course fits into the degree plan.

The SRTs send recommendations for undergraduate and graduate curriculum and program changes to the Faculty Curriculum Committee for final approval. The Faculty Curriculum Committee also reviews the University’s general education curriculum requirements and proposals for modifications. The Faculty Curriculum Committee approves courses and outcome changes if the SRT recommendation is submitted with the endorsement of program faculty and if the following conditions are met:

The request is harmonious with or supportive of the University Mission Statement. The request clearly fulfills a need that cannot be met by existing course(s) or programs. The request meets general University requirements. The request is appropriate to the function of the University. The request does not duplicate a course or program offered by another program in the

University. Student Complaints Process: All Purdue University Global Students follow the same general procedures for general problem resolution and grievances. The PG Catalog https://catalog.purdueglobal.edu/policy-information/student-information-services/problem-resolution-grievance-procedures/ outlines this process, which differs slightly for online program students and onsite (campus-based) students. Online Program Students Step 1: The student should discuss the issue with the appropriate instructor, staff member, or

administrative manager. Step 2: If the student is not satisfied with outcome of the discussion, the student may request

your complaint be filed with an ombudsperson, dean, or designated resolution person. Step 3: If the student remains dissatisfied or the complaint remains unresolved, the student may

file a grievance with the University's Student Relations Department. Grievance forms may be obtained from an ombudsperson, dean, or designated resolution person and emailed to the Student Relations Department at studentrelations@purdueglobal.

Campus-Based (Onsite) Program Students Step 1: Communicate with the appropriate instructor, staff member, or administrative manager. Step 2: Communicate with the Program Coordinator/Department Chair. Step 3: Communicate with the Campus Academic Dean. Step 4: Unresolved concerns may be brought to the attention of the University’s Student

Relations Department by filing a grievance. The process from this point is the same as for online students, as described above.

Student Relations will serve as an impartial representative of the University that is not directly involved in the issues of the complaint. A Student Relations representative will investigate the complaint and assist in the response to the complainant. Student Relations will make every effort to complete investigations and provide responses to the complainant within five business days of the

date it receives and assigns the complaint, or Student Relations will contact the complainant to report the status of the investigation. Concord Law School students seeking an exception to administrative policies, such as exam rescheduling, late enrollment, and readmission requirements, may obtain a Petition—Associate Dean Form from the Student Advisor and email it to CLSAssociatedean@purdueglobal.edu. These petitions shall be reviewed by the Associate Dean for the program, the Associate Dean's designee, or a committee convened by the Associate Dean. The grant of any petition is at the sole discretion of the Concord Law School. The Iowa College Student Aid Commission (the Commission) accepts complaints from any PG student attending an Iowa-based campus, and from any Iowa resident student attending the University’s online programs, including Concord Law School and Open College, in cases when the complaint is ineligible for consideration under policies established by PG’s primary state authorizing agency, the Indiana Commission on Higher Education. The University provides contact information for the Commission at its Consumer Information site at https://www.purdueglobal.edu/consumer-info/state_agencies.pdf and on its U.S. State and Other Approvals page at https://www.purdueglobal.edu/about/accreditation/. The University will maintain records of all complaints and their resolutions for a period of no less than five years. Programs Offered Please see the separate list of programs Purdue University Global offers to Iowans online and via face-to-face instruction at Iowa-based campuses. This list includes estimates of total tuition charges over the course of each program. Book charges are included in the cost of tuition. Please note that, with the exception of students attending Open College programs, all students are charged an additional technology fee of $295 per quarter term. Programs that are eligible for the Tuition Cap are identified on the attached list. See below for more information about Tuition Cap Programs. Programs Not Offered to Iowa Residents: PG does not enroll Iowa residents in the following online programs: Juris Doctor (Concord Law School). This program qualifies graduates for the licensed practice

of law only in the State of California. Master of Arts in Teaching-Noncertification Track. PG offers a separate Master of Arts in

Teaching Iowa Certification program that qualifies students for first-time licensure as a secondary school teacher in Iowa.

Tuition Cap Programs: The Tuition Cap is available to first-time PG enrollees in predetermined programs. Not all University programs are eligible for the Tuition Cap. Programs that are eligible for the Tuition Cap are identified on the University’s web-based program page. The maximum cost of Tuition Cap eligible associate degree programs is $22,500; the maximum cost of Tuition Cap eligible baccalaureate degree programs is $45,000. With the exception of any applicable background check and/or lab fees, students will not be additionally charged for courses necessary to complete the program after the student has reached the cap, even if the student must retake a course. The student must maintain enrollment in a Tuition Cap program in order for the student to continue to qualify for the cap. A student that transfers into a non-capped program is no longer eligible for the Tuition Cap. For students with prior credits earned at another institution, the University adjusts the Tuition Cap downward based on the number of credits a student successfully

transfers into the University’s program. Military servicemembers and veterans are not eligible for the Tuition Cap since these individuals qualify for military or veterans educational benefits that exceed the Tuition Cap discount. Detailed information about the Tuition Cap program is located on the PG website at https://www.purdueglobal.edu/tuition-financial-aid/tuition-reduction/ and https://www.purdueglobal.edu/tuition-cap-frequently-asked-questions.pdf. Open College Programs: Instead of paying tuition by the credit hour, students pay a flat monthly rate of $195. After completing a course, a student must take and pass a course assessment that costs $100. At the end of the program, the student pays a one-time fee for the capstone course: $1,855 for the associate degree capstone, and $2,200 for the baccalaureate degree capstone. There is no separate technology fee for Open College Programs. Students enrolled in Open College programs are not eligible for federal student aid. ExcelTrack Programs: Students pay a flat fee of $2,200 per quarter term for the ExcelTrack baccalaureate degree programs and a flat fee of $1,550 per term for the ExcelTrack Master of Business Administration. Students may take as many courses as the student can complete during each term. Students also pay an additional per-term technology fee of $295. Enrollees in the Bachelor of Science in Information Technology program also pay a per-term lab/simulation fee of $65. Students enrolled in programs offered in the ExcelTrack competency-based format are eligible for federal student aid. However, these programs are not approved at this time for veterans education benefits or tuition assistance for active duty military service members. Military service members and veterans are not eligible for ExcelTrack programs. Veterans’ spouses are not eligible for military tuition reductions on ExcelTrack programs. Purdue University Global holds the following approvals for programs that prepare students for licensed professions in Iowa: The Iowa Board of Nursing for an Associate of Science in Nursing Program that prepares

students for initial licensure in Iowa as a Registered Nurse The Iowa Board of Education for a Master of Arts in Teaching Iowa Certification program that

prepares students for first-time, licensed employment in Iowa as a secondary school teacher. Field Experiences: The following programs contain a field placement (e.g., a practicum or clinical) component:

Certificate in Medical Assisting Certificate in Medical Billing and Coding Certificate in Medical Office Administration Bachelor of Science in Health Information Management Master of Arts in Teaching – Iowa Certification Master of Science in Health Education Master of Science in Higher Education – Student Affairs specialization Master of Science in Public Health Master of Science in Psychology (Addictions) Master of Science in Psychology (Applied Behavior Analysis) Master of Science in Psychology (Industrial/Organizational Psychology)

Graduate Certificate in Addictions Graduate Certificate in Industrial/Organizational Psychology Post-Graduate Certificate in Applied Behavior Analysis Associate of Science in Nursing Master of Science in Nursing Master of Science in Nursing – DNP Path Post-Master’s Certificate in Adult Gerontology Nurse Practitioner Post-Master’s Certificate in Family Nurse Practitioner Post-Master’s Certificate in (Nursing) Executive Leader Post-Master’s Certificate in Nurse Educator Doctor of Nursing Practice

The placement process for undergraduate students who are required to complete a clinical or externship experience is different than it is for graduate students. Undergraduate students sign a Clinical Student Agreement acknowledging the requirements for the field placement. Each student that must complete a field placement attends an orientation that explains the process and expectations. In the undergraduate programs, Clinical Placement Staff secure a placement site for each student based on criteria established by program staff. Undergraduate student progress in the field placement is also monitored by Clinical Placement Staff members. The evaluation of the student’s performance is completed by the field placement site supervisor and is used in part to determine the student’s grade for the field placement course. In graduate programs that contain a clinical, practicum, or other field placement, the following are expectations of the student, faculty, and field placement site supervisor or preceptor: Student – Graduate students work with a Clinical Placement Team to identify an appropriate site

and supervisor or preceptor. Once an appropriate site and supervisor are identified, the student submits an affiliation agreement to the Clinical Placement Team that has been signed by the student and the supervisor at the field placement site. In all courses associated with a hands-on learning experience, the student must complete additional coursework which can take the form of a journal, participation in discussion boards with other students and the course instructor, submission of a paper for the instructor’s review, and submission of timesheets to verify hours engaged in activity at the field experience site.

Faculty – Graduate faculty members are responsible for ensuring that the student has located an appropriate practicum site and is meeting the agreed upon goals. Faculty monitors the student’s progress based on guidelines for the program. Progress monitoring methods include, but are not limited to, requiring the student to maintain a journal, participate in discussion boards with other students and the instructor, or participating in conference calls with the course faculty member and the site supervisor. Based on program standards, course instructors or Clinical Placement Staff members also check in with site supervisors and review the student’s timesheets to ensure the student and the preceptor are having a successful experience.

Site Supervisor – The site supervisor works with the student to ensure the student is meeting required learning outcomes for the experience. The supervisor monitors the student’s progress toward these goals. Site supervisors are expected to help students set their weekly hours and provide regularly scheduled meetings and feedback regarding the student’s performance. In some programs, site supervisors are required to meet with University faculty members to

discuss the student’s progress. The site supervisor signs or electronically verifies all timesheets. At the end of the experience, the site supervisor provides an evaluation of the student.

Registration Compliance As required by Iowa Code Section 261B.4, Purdue University Global discloses its policies for refunding tuition charges to withdrawn students. The University’s tuition refund policy is no longer governed under Iowa law since its conversion from a for-profit to a public institution. However, the University has elected to maintain a refund policy for Iowa students who withdraw that meets the conditions of Iowa Code Section 714.23, subsection 3, paragraph b. The University discloses the Iowa tuition refund policy for Iowa-based campus students and Iowa resident online students at https://catalog.purdueglobal.edu/policy-information/financial/refund/ under the subheading Iowa Residents Tuition Refund Chart. Administrative rules specifically require the school to comply with the requirements of Chapter 261.9(1) “e” through “h”. Iowa Code Section 261.9(1)(e) requires a school to maintain and disseminate a drug and alcohol

abuse policy that includes sanctions for violation of the school’s policy and information about the availability of drug or alcohol counseling or rehabilitation. Iowa Code Section 261.9(1)(f) requires a school to maintain and disseminate a sexual abuse policy that includes information about counseling opportunities and reporting instances of sexual abuse to school officials and law enforcement. The University maintains these policies and discloses them in Clery Act security and crime awareness reports at https://www.purdueglobal.edu/student-experience/campuses/davenport/clery_act_davenport.pdf. The University’s policies for online students were maintained before PG’s acquisition in the Kaplan University Campus Security and Drug-Free Campus/Workplace Report since, at that time, the University coordinated its online programs through the Davenport campus.

Iowa Code Section 261.9(1)(g) requires a school to maintain a special policy for refunding tuition and mandatory fee charges to members of the Iowa National Guard or reserve members of the U.S. Armed Forces, or the spouse of such a member if the member has a dependent child, when the service member or spouse must withdraw from the school because the service member has been called to active national guard or federal military duty or service. The University complies with this provision of Iowa Code and currently discloses the policy to impacted students on the University’s Midterm Military Leave of Absence Request form. The policy will also be disclosed in the University’s next regularly scheduled Catalog addendum.

Iowa Code Section 261.9(1)(h) requires a school to develop and implement a policy for employees who, in the course of their employment, attend, examine, counsel, or treat a child and who suspect the physical or sexual abuse of that child. By cross-reference from existing administrative rules for registration [283-21.2(261B), subsection 7], this policy applies to Iowa’s registered schools. The University has a policy in place for Iowa-based employees that complies with this requirement and disclosed a copy of the policy in conjunction with its registration application. The University discloses the policy to Purdue University Global employees on the Human Resources Portal of PGNet, and requires employees to read and acknowledge an understanding of the policy at the time of new employee orientation. For Kaplan Higher Education employees working in Iowa on behalf of PG, KHE plans to mirror the same process. KHE employees will acknowledge the policy at the time of new employee

orientation and will have access to the child abuse reporting policy under state-specific postings and notices in Iowa in KHE’s internal Workday system.

Student Consumer Information: Iowa Code Section 261B.4(8) requires the disclosure to students of information about the school’s programs and courses, a brief description of each course, tuition and fee charges, and whether a certificate or diploma awarded by the school is applicable toward a degree program the school offers. The University provides these disclosures in the following locations: In the University Catalog at https://catalog.purdueglobal.edu/pdf/April_2017-2018.pdf In web-based tuition and fee disclosure documents for undergraduate students

https://www.purdueglobal.edu/paying-for-school/tuition-fees/undergraduate_tuition_fees.pdf and graduate students https://www.purdueglobal.edu/paying-for-school/tuition-fees/grad_tuition_fees.pdf.

Regarding the matter of whether certificate credit is applicable toward a degree program the University offers, this is disclosed, as applicable, on individual program pages, for example, relating to the undergraduate Corrections Certificate https://catalog.purdueglobal.edu/undergraduate/social-behavioral-sciences/corrections-certificate/.

The University affirms on the application that it will comply with the provisions of Iowa Code Section 261B.7. These provisions state that, provided the school does not claim “approval” or “accreditation,” the school must disclose to students that it is registered by the Commission and provide Commission contact information for students who have questions or complaints about the school. The University discloses that it is authorized by the Commission and provides the Commission’s contact information for students who have complaints at https://www.purdueglobal.edu/about/accreditation/, under U.S. State and Other Approvals, and in the Catalog at https://catalog.purdueglobal.edu/policy-information/university-information/accreditation-approvals-memberships/. The University also provides the Commission’s contact information in the context of student complaints in a State Agencies Contact List on the University’s Student Consumer information main page at https://www.purdueglobal.edu/consumer-info/state_agencies.pdf, under the heading General Institutional Information. Financial Responsibility: At the time of the acquisition of the former Kaplan University by Purdue University, the most recent independent audit that existed was of Kaplan Higher Education (KHE) and Subsidiaries (including the former Kaplan University) for the institutional fiscal year ending December 31, 2016. The audit was conducted by Knutte & Associates, P.C. In a report dated June 16, 2017, the auditing firm stated its opinion that KHE’s consolidated financial statements present fairly, in all material respects, the consolidated financial position of KHE and its subsidiaries, and the results of their operations and cash flows. The auditors provided additional commentary on appendices to KHE’s consolidated financial statements that contained a condensed balance sheet and condensed statement of operations for former Kaplan University, as required by its accrediting agency, the Higher Learning Commission. The auditors state that such information is not intended to be a complete presentation of the financial position and result of operations of the former Kaplan University. Thus, this information was not subjected to stand-alone audit procedures performed in conjunction with the audit of the KHE consolidated financial statements. However, the information was subjected to the auditing procedures applied in the audit of the basic consolidated financial statements, and in the auditors’

opinion, is fairly stated in all material respects in relation to the KHE consolidated financial statements as a whole. Financial Responsibility Composite Score: Not applicable. Purdue University Global is now

considered a public institution by the federal Department of Education to which a financial responsibility composite score does not apply.

90/10 Ratio (the percentage of a for-profit institution’s revenue that is derived from Title IV aid): Not applicable. Purdue University Global is now considered a public institution by the federal Department of Education to which a 90/10 ratio does not apply.

Full-Time Iowa Resident Faculty Member or Program Coordinator: PG has 24 full-time and 97 part-time Iowa faculty members. The University also employs full- and part-time staff members who conduct other operational activities on the University’s behalf in Iowa. Instructional/Supervisory Staff Qualifications: The University posts on its website https://www.purdueglobal.edu/academic-support/faculty/ profiles for a sampling of faculty who provide instruction in each academic department which offers programs to Iowa residents, as follows: Business: Of 20 undergraduate faculty members profiled, five have a masters degree. The

remaining undergraduate faculty members have a doctoral degree. Of 15 graduate faculty members profiled, all have a doctoral degree. Educational and experiential expertise among all faculty members includes areas such as small businesses, entrepreneurship, project management, public accountancy, fiscal strategies, international finance, tax regulation, economics, supply chain management, international business, acquisitions, information systems and technology, cyber law and cyber security, risk management, education technology, virtual teams, workforce training and development, not-for-profit and public organizational management, grant management, organizational culture and behavior, human resources, customer relationships, service delivery, marketing and promotions, fraud, audits, ethics, and teaching at the postsecondary level.

Concord Law School: Of 36 faculty members profiled, all have a doctoral degree in law from higher education institutions such as New York University, Duquesne University, Drake University, the University of California at Los Angeles and Berkeley, the University of Wisconsin, the University of Connecticut, the University of Tulsa, Southern Illinois University, San Diego State University, the University of North Dakota, Brigham Young University, Harvard University, George Washington University, Boston University, Auburn University, the University of Southern California, and Tulane University. Expertise among these faculty members includes areas such as disability rights, high impact class action litigation, labor and employment, businesses and corporations, health law, contracts, real estate, wills and estates, property, land use planning, school law, personal injury, family law, adoptions, construction law, medical malpractice, civil and criminal law, constitutional law, administrative law, immigration, international law, bankruptcy, and postsecondary school accreditation. All but one faculty member are members of the Bar in one or more states that include Alabama, California, Oklahoma, Florida, Georgia, New York, Pennsylvania, New Hampshire, North Carolina, New Mexico, Illinois, Indiana, Minnesota, Wisconsin, Massachusetts, Tennessee, Utah, Montana, Nevada, Colorado, Wyoming, and Missouri. Three faculty members are authorized to practice in the U.S. Court of

International Trade, the U.S. Court of Appeals for the Federal Circuit, or the U.S. Supreme Court.

General Education: Of 42 faculty members profiled, 22 have a masters degree. The remaining faculty members have a doctoral degree. Educational and experiential expertise among these faculty members includes areas such as English, mathematics and statistics, reading, rhetoric and composition, creative writing, business communication, literature, linguistics, foreign language, criminal justice, history and American government, film, theology, critical thinking, law, higher education leadership, environmental science, ethnobotany, anthropology, biochemistry, microbiology and molecular biology, social sciences, sociology, educational policy, recruitment and retention of underprivileged students in STEM fields, at-risk students, working with hearing impaired students, grant writing, developing course content, using technology in education, managing online course software, and teaching at the elementary through postsecondary level.

Graduate Education: Of five faculty members profiled, all five have a doctoral degree. Educational and experiential expertise among these faculty includes areas such as educational leadership, educational technology and management systems, faculty development for online instruction, student cognition, motivation and persistence, gifted and talented students, at-risk students, reading intervention strategies and literacy development, curriculum design, and classroom teaching at the elementary through postsecondary level.

Health Sciences: Of 17 faculty members profiled, six have a masters degree. The remaining 11 faculty members have a doctoral degree. Educational and experiential expertise among these faculty members includes areas such as health informatics, health care administration, rural health care, long-term care, hospice, pharmacy, nursing, psychology, public health, epidemiology, communication disorders, stress management techniques for children, paralegal, law, instructional technology, nutrition, and teaching at the secondary and postsecondary level.

Information Technology: Of 14 faculty members profiled, six have a masters degree, and the remaining eight have a doctoral degree. Educational and experiential expertise among these faculty members includes areas such as information technology education, information technology and telecommunications in business environments, information technology development in the health care industry, electronics, Java and Microsoft.net programming, SQL Server, Oracle DBMS, Cisco, Novel, Comptia, cloud-based interoperable systems and standards, IT security and cybercrime, disaster recovery, convergence of video and online learning, software engineering and architecture, high-performance IT project teams, persuasive technology, web development, human-computer interaction, and teaching at the postsecondary level.

Legal Studies (not affiliated with the Concord Law School): Of 15 faculty members profiled, all hold a doctoral degree in law. Experience among these faculty members includes the practice of law in focus areas such as contracts, real estate, bankruptcy, taxation, entertainment, intellectual property, estate planning and litigation, families, social security disability, animals, financial crimes, crimes against the elderly, child protection, and adjudication. Several of these faculty members have considerable experience in teaching at the postsecondary level.

Nursing: Of 42 faculty members profiled, 14 have at least a masters degree and the remaining faculty members have a doctoral degree. Expertise among all of these faculty members includes nursing specializations such as post-traumatic stress disorder, pathophysiology,

pharmacology, infectious diseases, chronic mental illness, substance abuse disorders, women’s health and gynecology, postpartum care, neonatal and adult intensive care, pediatrics, medical-surgical, oncology, psychiatric nursing, rural health, low or no-income populations, anti-aging and regenerative medicine, geriatrics, long term care, palliative care, pulmonary and coronary care, home health care, diabetes, emergency nursing, sexual assault, intensive and critical care, disasters, emergency room care, telephone triage, and nursing supervision. Nursing faculty have additional experience in the practice of law; supervision and administration in health care facilities; postsecondary accreditation; curriculum design; and teaching at the postsecondary level.

Social and Behavioral Sciences: Of 11 faculty members profiled, one has a masters degree. The remaining faculty members have a doctoral degree. Educational and experiential expertise among these faculty members includes areas such as addiction, marriage and family therapy, social work, developmental disabilities in children and adults, assessing and treating eating disorders including in children, physical therapy, behavior analysis, autism, family and abnormal psychology, trauma, rape and crisis counseling, industrial and organizational psychology, criminal and juvenile justice, social support for military families, physical therapy, school counseling and educational psychology, educational leadership, curriculum design, and teaching at the elementary, secondary, and postsecondary level.

Commitment to Iowa Students and Teach-Out: By executing her signature on the application, Purdue University Global Chancellor Betty Vandenbosch committed to the delivery of programs the University offers in Iowa and agreed to provide alternatives for students to complete their programs at the same or other institutions if the University closes a program, or the school closes before students have completed their course of study. Student Complaints During the most recent calendar year (2017), the Commission received a total of 11 complaints from students who attended the former Kaplan University, down from a total of 25 complaints during calendar year 2016. All of the students who filed a complaint concerning the University in 2017 were in attendance in online programs. Of the 11 complaints the Commission received in calendar year 2017, one was cancelled by the student; two complainants failed to provide the Commission with written authorization to pursue the complaint; and the Commission determined that six complaints were unfounded. The unfounded complaints resulted from students’ inattention to federal student aid eligibility requirements or limitations, or students’ failure to maintain the University’s academic standards. There were two valid complaints registered by University students in 2017. One related to an operational issue at the University that interfered with the timely delivery of federal student aid to a graduate student. The University promptly and permanently corrected the problem. The second complaint related to outstanding, unpaid tuition charges owed by a former student that were not paid by federal student aid due to the University’s error. The University forgave all unpaid tuition charges associated with its error. Compliance with Iowa Code Chapter 714 Section 714.18 – Evidence of Financial Responsibility

Purdue University Global is currently eligible for an exemption from Iowa’s financial responsibility (bonding) laws under Iowa Code Section 714.19, subsection 1: “College or universities authorized by the laws of Iowa or any other state or foreign country to grant degrees.” In a letter dated August 24, 2017 to Purdue University President Mitchell Daniels, Jr., the State of Indiana Commission on Higher Education identifies PG as a “postsecondary SEI [state educational institution] affiliated educational institution controlled by Purdue University.” Indiana Code Section 21-7-13.26.5, subsection a, describes the term postsecondary SEI affiliated educational institution: “’Postsecondary SEI affiliated educational institution’ means a degree granting and credit bearing institution that: (1) is organized as a public benefit corporation. . .and controlled by a state educational institution. . .and (4) has its debts and liabilities backed by the controlling state educational institution. . .” Section 714.23 – State Tuition Refund Policy Iowa Code Section 714.23 requires a for-profit institution to offer a student who withdraws from the school’s program a minimum refund or reduction of tuition charges. Purdue University Global is a public institution that is no longer governed by the Iowa tuition refund policy. However, the University has voluntarily maintained a tuition refund policy for Iowa students that complies with Iowa Code Section 714.23, subsection 3, paragraph b. This policy is disclosed in the University Catalog at http://catalog.kaplanuniversity.edu/Refund_Policy.aspx. Compliance with Iowa Code Chapter 261F The University maintains an institution-wide Educational Loan Code of Conduct that complies with the provisions of Iowa Code Chapter 261F and discloses the policy on its Financial Resources site http://www.kaplanuniversity.edu/paying-school/financial-resources.aspx under the Guides tab. Iowa Code Chapter 261F also mandates that a school provide certain student consumer information disclosures in cases when a school maintains a preferred lender list. Staff found no indication that the University maintains a preferred private education loan lender list or that it otherwise refers students to specific private education loan lenders. Additional Information – Federal Student Aid Eligibility Purdue University Global is currently authorized by the federal Department of Education to continue awarding and disbursing federal student aid to students on the strength of a provisional certification with the former Kaplan University while the Department of Education considers the University’s timely submitted change of ownership application. The USDE conducted a preacquisition review relative to the purchase of the former Kaplan University by Purdue University and on September 13, 2017, issued a report stating that, based on its preliminary review, the Department has not identified any known or present impediment to the change in ownership or the former Kaplan University’s request for designation as a public institution by virtue of its affiliation with Purdue University.