Future of Education

A Guide to New Education and Career Paths

Future of Education

Learn what UNICEF is doing to help kids during the pandemic

Why higher ed can’t go back to normal after schools reopen Coursera co-founder Daphne Koller on the evolution of online education

JUNE 2020 | EDUCATIONANDCAREERNEWS.COM

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Finding a “New Normal” for Higher Ed After COVID-19

Anant Agarwal CEO, edX

In 2012, there was a feeling that universities didn’t want to get left out of the online learning moment. My children call this feeling FOMO — fear of missing out. It was an exciting time but, at the time, it was a choice.

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n 2020, the COVID-19 pandemic is driving a similar feeling of not getting left out, but this time, it is an imperative.

When universities worldwide had to close their campuses, they had to be nimble and pivot to offer their educational experiences 100 percent online.

While I am sure some will rubber-band back, I don’t think we will @MEDIAPLANETUSA

ever fully “go back to normal” in terms of traditional higher ed learning. Yes, I believe in-person learning will always have a place, but this pandemic is illustrating that online learning must be a key pillar of every university’s strategy.

It is essential for creating business continuity and has unique pedagogical benefits over in-person learning.

No snow days Whether it is hurricanes, snow storms, torrential rains, heatwaves, floods, or pandemics, the ability to offer students an alternative to gathering on campus and continue their learning online is a critical safety net. I remember when we were doing an A-B experiment at MIT comparing online to in-person learning with two groups of students, the campus instructors asked their campus group to learn online during a week that the campus was closed due to snow storms, thereby enabling learning continuity.

Online learning also offers flexibility even during normal times, for example, when classes conflict, or when students need to take a semester off for an internship or to study abroad.

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The new normal So what will this “new normal” look like? Higher ed after COVID-19 will be a combination of in-person and online learning, called “blended learning.” This could look quite different from institution to institution, and program to program, but ultimately students will seamlessly switch between in-person and online instruction.

Higher ed must take a page out of the corporate playbook here. Think of all the companies that have moved to fully remote work environments and realized, “Hey, this isn’t as bad as we thought. In fact, it might even be better!”

Many corporations have found their workers are more productive when allowed to work from home, and are considering blended work environments where certain weekdays are designated work-from-home days for everyone.

Building to this Everything edX and our partners have built over the past eight years has prepared us for this moment to support

our students and the global education system — it’s in our DNA. We’ve seen success in blended learning; for example, the MIT pilot, where separate groups of campus students learned online and in-person respectively, saw the online experience deliver similar learning outcomes and less stress.

In addition, we’ve passionately pursued a modular, stackable vision of learning that allows schools to pick and choose online content from other schools, another key affordance of successful blended learning. edX created Online Campus as a first and important step to help universities address our new normal by facilitating content sharing.

My goal as edX CEO is to continue sharing our expertise and resources with universities and schools around the world. I’m excited to share what we learn and solve together via my LinkedIn posts in the coming weeks and months.

Next up: Let’s deep dive into how blended learning can and will come to life in the new normal. Spoiler alert: it applies to everyone, not just those in the education system right now. n

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The Benefits of an Online Education COVID-19 has forced institutions at all levels to move their classrooms online; however, this has also revealed some of the benefits of an online education. Tricia Berry, Ph.D., MATL, the associate dean and director of Clinical and Practicum Programs for Purdue University Global, explains why the flexibility and convenience of a virtual classroom creates a dynamic learning experience.

What are some challenges you face when trying to deliver simulations virtually?

The biggest challenge is to find a product that will meet the needs and requirements of the students’ academic program. A few years ago, there weren’t many virtual simulations on the market. Now there are new products being developed and released on a regular basis, but given the breadth of skills needed across the healthcare industry, it can be challenging to find a simulation that meets all the needs of all students.

How important are clinical innovations in light of the COVID-19 pandemic?

Clinical innovations have become critical during the pandemic. The pandemic has caused lots of disruption, but disruption leads to innovation. We

have had to change the way we educate healthcare students, and healthcare providers have had to change the way they deliver care.

While these forced changes have felt uncomfortable and created a lot of anxiety for some, there will undoubtedly be long-term benefits. Patients and providers may find that telehealth is more convenient for some situations, and students may discover online learning works well for them. Ultimately, hopefully, there will be a good blend of “old” and “new” approaches in the future as we’re able to balance some of the benefits of both approaches.

What are three major benefits of pursuing an online education in healthcare?

From my perspective, the biggest benefits of online education are convenience and accessibility. Stu-

dents are able to pursue education without having to move to a new location, or give up their job and income to be in class.

That makes access to educational opportunities more feasible for many prospective students. Students can work to fit the education into their life instead of having to disrupt their life to pursue an education.

It is important to understand that does not mean online education is easy, because that is not the case, but the delivery mode allows for more opportunities and flexibility than a traditional, campus-based program (or even weekend program).

Also, because an online education allows students to stay actively engaged in their professional field, they are able to apply what they learn instantly. That allows for a dynamic learning experience. n

Creating a Culture of Caring Offering Online Master’s and Doctoral Degrees for Registered Nurses Visit frontier.edu/today to learn more.

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Arianna Huffington Says Technology Is Ushering in a More Human Work Culture The co-founder of The Huffington Post, founder and CEO of Thrive Global, and author of 15 books, Arianna Huffington has spoken often about the moment she, quite literally, collapsed from exhaustion. It sounds like an exaggeration, and Huffington says before her collapse she, too, thought burnout was just the price she had to pay for success.

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ne broken cheekbone and many hours of restful sleep later, Huffington has come to understand the powerful correlation between personal well-being and productivity.

Though many say the ubiquity of the internet and technology is why employees feel pressure to constantly be “on,” Huffington predicts technology will actually drive a more human-focused era.

“The rise of AI (artificial intelligence) and automation will put a premium on what can’t be automated,” Huffington said. “And the qualities least likely to be replicated by a machine are those that are the most uniquely human: creativity, emotional intelligence, compassion, empathy, agility, flexibility, complex problem-solving, wisdom, and intuition.”

Becoming human As companies come to rely on their employees’ most human qualities, Huffington predicts they will recognize the importance of nurturing these qualities. That means ensuring workers maintain a healthy work-life balance and take the time to focus on their own basic needs.

“Employees also need time and space to recharge and reconnect with themselves, and return to work more productive and creative,” she said.

Indeed, there is already a business incentive for companies to prioritize mental health.

“According to one estimate, stress costs American businesses $300 billion per year,” Huffington said. “And an analysis by the RAND Corporation found that in just five countries — the U.S., Japan, Germany, the U.K., and Canada — nearly $700 billion is lost each year to sleep deprivation.”

Contrary to what Huffington believed before her own burnout crisis, businesses benefit when employees are operating at 100 percent, and that requires downtime and reduced stress.

“Well-being isn’t just a perk, it’s a competitive advantage,” she said. “And there’s a direct connection between the health of a company’s bottom line, and the health and well-being of every company’s most important resource — its people.”

A concentrated effort But reducing workplace stress isn’t as simple as waving a magic wand and telling employees not to worry. It comes down to the business culture. An emphasis on worker well-being must be a part of the organization’s very DNA. Huffington compares the health of a company to the health of a person.

“So, in the same way well-being boosts our immune system, culture serves as a company’s immune system, giving it the resilience to meet inevitable challenges,” she said The average workplace in the United States is certainly changing, to say nothing of the gig economy and the millions of telecommuters working from home. But Huffington argues for a push toward more in-person interaction at work.

“As qualities like creativity, collaboration, and teamwork become more central to success, it’s important for companies to create workplaces that nurture and enhance those qualities,” she said.

“Technology can make us more efficient, but it can also isolate us. And as we’re finding out, there’s no substitute for face-to-face connection and human interaction.”

Increased isolation isn’t the

answer, but neither is an oldschool cubicle farm.

“Instead of plugging employees into an old-fashioned workplace culture, long-term success depends on creating a culture around how we know employees perform at their best,” Huffington said.

Any business leaders or managers still unconvinced need only to look to the example Huffington herself is setting. Huffington’s start-up, Thrive Global, aims not just to raise awareness of the dangers of burnout and overwork, but also to provide actionable solutions to the problem. She says part of changing the conversation is simply showing others how it’s done.

“With Thrive Global, I very deliberately wanted to model the idea of a sustainable startup, proving that burnout isn’t necessary for success, even for a startup,” she said. n Lynne Daggett

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Coursera Co-Founder Daphne Koller Talks About Why Online Education Is So Important Daphne Koller is a pioneer in several aspects of artificial intelligence (AI) and machine learning.

She also helped advance online education in its early years by co-founding worldwide learning platform Coursera in 2012.

We talked to her about all of these things and how they will impact the post-COVID-19 world.

In light of COVID-19, what do you foresee happening to traditional education as we know it?

What we’re seeing right now is a tremendous acceleration of the move to online and hybrid instruction, which is going to be critical in the fall and probably well into even the remainder of the next academic year.

When we have some way of treating or preventing COVID-19, there will be more of a return to face-to-face instruction.

I think that because of the need to develop, for the intervening year or more, a better format for the online education space, many will realize

that face-to-face instruction was certainly not the optimal or only way of teaching. And as a consequence, as part of the development of new and better teaching methodologies that utilize this hybrid format, much of that will remain even after face-toface teaching is more possible.

Given the realizations we’ve made as a result of COVID-19, how far off would you say major advancements in these fields are?

The use of machine learning to help improve patient diagnostics in relatively circumscribed tasks like radiology or pathology, that trend already

began before COVID-19 and will presumably be accelerated by that.

Things that are much more challenging like designing a new drug for Alzheimer’s disease, who knows?

That’s a much further-out prospect, and hopefully we eventually get there.

There are multiple ways in which machine learning data science and AI can contribute to human healthcare, and some of those will happen much earlier than others.

We know AI has plenty of applications for good, but we also know hackers and other malicious actors can use it as well. How do you foresee AI impacting societies?

So first of all, let me just say that any powerful technology can be deployed for both good and evil: nuclear reactors or nuclear bombs; CRISPR is a therapeutic or research tool, but can also be used to design virulent pathogens. I mean, almost anything, you can say, has a good side and a bad side.

I think AI has already demonstrated multiple ways in which it can be deployed for just bettering everyday life. I mean, every time we go on to the web and search for something on Google, that uses AI underneath the hood. All of these use AI techniques, so I think the list is very, very long. n

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How a Degree in Informatics Can Help You Improve Healthcare While they don’t work directly with patients, healthcare and clinical informatics professionals play a critical role in community health by tracking and predicting health trends. Ryan Craig, senior director of enterprise analytics at the Duke Analytics Center of Excellence, talks about how a degree in this field puts you on track to put actionable information in the hands of healthcare providers and their patients.

What motivated you to pursue a master’s in healthcare and clinical informatics?

For me, I have spent my 25-year IT career across multiple sectors, with the past 11 being in healthcare. Since I’ve grown through various leadership roles, I wanted to gain exposure to other facets of health IT. As an IT leader, my organization supports clinical decision-making and research by providing data for data science and actionable insight. A master’s in clinical informatics offered me an opportunity to better understand not only the needs of my partners, but how to better manage my organization as an efficient contributor to the overall health system.

What was important to you when choosing a school or degree program?

Pursuing a master’s degree is an important investment in your future, as well as a significant financial one.

Although the reputation of both the school and program were key criteria for me, the structure of the curriculum and how it aligned to my career goals is what played heavily in my decision.

The accelerated pace of a one-year program was challenging but fit well into my schedule. I enjoyed the on-site class time over the remote learning option, but having the flexibility of both makes it truly unique.

In light of COVID-19, how do you think your education in clinical informatics has prepared you to make an impact?

I think the COVID-19 pandemic has put a sense of urgency in everyone to understand trends and predictions of how this disease will impact our communities and health systems.

Much of the clinical informatics focus throughout the MMCi program highlights the importance of transforming data into knowledge, while applying visualization techniques so it is easily understood. This actionable insight is proving invaluable for hospital leaders as they work to forecast ICU occupancy and critical supplies like ventilators and PPE.

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Innovation That Outpaces Implementation Puts Patients at a Disadvantage Our ability to create amazing innovations in healthcare seems limited only by our imagination; however, many healthcare institutions are struggling to implement technologies that have existed for years.

Until very recently, healthcare was behind the curve on technology adoption and innovation. Other industries — from banking to retail to transportation — have seen the tech-enabled disruption of products, services, and entire business models, while healthcare has been notoriously slow to embrace the digital era.

That is beginning to change.

Rapid advancements in health technology in recent years are ushering in a new golden age for the industry, re-inventing everything from the way we track public health threats to the way doctors communicate with patients. Treatments that once seemed impossible are quickly becoming standard, thanks to the intersection of data and technology.

From artificial intelligence solutions that can predict who is at risk for certain diseases, to the use of virtual reality to treat pain, innovation is abound.

We are seemingly only limited by our imaginations.

Out with the old?

However, the relentless focus on innovation overlooks a key issue: Many healthcare organizations

are struggling to implement technologies that already exist. Health systems everywhere see the value in the latest digital health solutions, but they face challenges adopting these solutions and integrating them into their existing systems and workflows.

We have amazing capabilities in areas like remote monitoring, digital therapeutics, and data analysis, but the reality is that many organizations are still working to fully digitize their health records, a process that began in earnest in the 1990s and continues to this day.

Innovation has outpaced implementation. Before we can realize the full promise of data and technology in healthcare, we need to acknowledge the implementation gap.

Right now, healthcare is investing more heavily in discovery than introduction.

It’s certainly understandable, given the exciting emerging technologies coming to market every day.

However, healthcare is ultimately about the patient and whether clinicians have what they need to provide the best possible care. In that sense, we would be better served to invest in helping providers and health systems make smart, pragmatic choices about their technology investments, and support them in addressing their implementation challenges.

Intentions are important This isn’t to suggest that innovation should stop. We can and should continue pushing the boundaries of what’s next in health — but we should be thoughtful about how we do it.

Prudent discovery that puts the patient and clinician first can ease implementation challenges down the road.

Would-be innovators need to ask themselves: “Why are we doing this? Why does the patient or clinician need this solution? How will the patient access their care?

Where will the patient access their records?”

By getting back to the fundamentals and asking these questions first, we can help ensure we are developing technology for patient-focused results.

It’s an incredibly exciting time to work in healthcare.

The ever-expanding potential of digital health tools enables all of us to live healthier, happier lives. As healthcare organizations continue seeking ways to integrate emerging technologies into their existing systems, technology providers have an opportunity to harness the power of data and technology for our shared goal — connecting patients to better health. n Kerry Amato, CAE, Executive Director, Health Innovation, Healthcare Information and Management Systems Society (HIMSS)

These Celebrity Chefs Are Serving up Career Advice Food Network stars Anne Burrell and Geoffrey Zakarian share their tips for success in the growing hospitality industry.

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s a restaurateur, television personality, author, and consultant, executive chef Geoffrey Zakarian has worked with numerous hotels and restaurants throughout the years. For him, the possibilities in his chosen field are endless.

“Hospitality knows no limits,” he said. “I love welcoming people into my home and my world. People are usually coming in open and ready to explore or relax, so we get them at their best.”

Finding inspiration Colleges and universities across the industry offer hospitality programs and certificates that have paved the way for famous chefs and world-renowned hoteliers. Dining at three-star restaurants overseas was actually the turning point in Zakarian’s career path, which led him to the Culinary Institute of America.

“It all began in France,” he said. “I fell in love with the culture and hospitality of food, and the role that chefs played. It was like a food Hollywood.”

Zakarian started his career in New York City during the restaurant boom. He’s amazed by the industry’s evolution.

“It’s remarkable. I’ve been in New York City for 40 years,” he said. “The last 30 years have been a rocket ship of great restaurants, new concepts, and tremendous adaptation to new customer culinary needs.”

No boundaries For students drawn to the hospitality field, earning a degree is an important step in embarking on a career.

It can also expose them to new ways of thinking.

Zakarian combined two sectors of hospitality when he opened Point Royal and Counter Point dining services within The Diplomat Beach resort in Hollywood, Florida.

“I believe resorts now are full-time facilities, devoted more to the customer than ever, so it made sense to capture the customer on his or her daily journeys,” Zakarian said. “It’s quite predictable how

they set up these days on vacation like their habits back home.”

Chasing a dream Like Zakarian, celebrated chef Anne Burrell is committed to pleasing others. From an early age, she seemed destined for a career in hospitality.

“Even when I was a little kid, I loved helping set the table on holidays,” explained the indefatigable star of “Secrets of a Restaurant Chef” and co-host of “Worst Cooks in America.” “I’ve always just loved the idea of entertaining people, providing for people, and making them feel happy. It spreads joy.”

Having studied in Italy and worked at some of the top restaurants in New York, Burrell says expecting overnight success is unrealistic.

“There are actually years of work that go in between culinary school and the first time you really are a chef,” she said. “Those years are fundamentally important.”

Helping others Burrell also enjoys mentoring her reality show boot camp recruits.

“I love to see them really embrace the hard work and just get immersed in it,” she said.

As for taking her own leap into the culinary world, Burrell has no regrets.

“I just really found what my passion was and have truly never looked back.” n Cindy Riley

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Making a Difference Through Educational Leadership How can a degree in educational leadership help transform our school system? Sue E., pursuing a Master of Education at the University of Cincinnati, discusses the impact of this field.

What made you want to pursue a career in educational leadership?

I decided to pursue a career in educational leadership because I have been in and out of the classroom for about 18 years, and although I love it, I am ready to step into an administrative position. I will hopefully not only get to help students but also teachers grow. I enjoy the personal relationships with students and staff and feel like I can use my strengths to reach a wider range of people.

How has being in a program prepared you for your future career?

The University of Cincinnati’s online Master of Education in Educational Leadership program has been instrumental in my growth as I am trying to make a transition from classroom to administrative office. I have always enjoyed learning and constantly look for ways to improve my teaching to help my students, and this program has helped me take the next step in becoming the leader of a staff, students, and community.

How do you plan to implement things you’ve learned as an educational leader?

There is so much that I will implement, but here are some of the things that come to mind: creating a collaborative culture; building relationships; supporting staff; instilling high expectations; and having the confidence to have difficult conversations if necessary. I know my success will depend on my relationships and the culture that is established, so my first priority will be to observe and learn what is already there and how we can make it even better as a team.

This has been paid for by University of Cincinnati.

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Questions to Ask About Online Education Are you overlooking the human side of an online degree program?

Marilyn Price-Mitchell, Ph.D., Psychology Today columnist and founder of Roots of Action, says it pays to explore how your education contributes to your own positive development.

Schools design their online academic degrees and certification programs first-andforemost to give students expertise in their chosen fields. But there is more to education than meets the eye. Smart prospective students look beyond impressive brochures to investigate the human side of their online programs.

Once you find a core curriculum that best fits your career aspirations, it is time to consider your own developmental needs.

Choose a degree program that helps you believe in yourself, cultivates caring relationships, and fosters internal strengths that lead to career and life satisfaction. When you look beyond academics

to examine how an online university develops you as an individual, your top choice becomes more apparent.

Use the online description of a degree program as a starting point. Talk with admissions staff at the university to clarify academic questions and seek additional information about the institution’s culture of learning.

Are there opportunities to be curious?

Curiosity is the cornerstone of life-long learning. Choose a program that welcomes diversity and encourages critical thinking. Ask alumni if they were urged to explore new ideas, ask questions, and think outside the box.

Are there opportunities to develop authentic relationships?

The ability to engage with others is vital to learning and education. An online program should provide regular opportunities to interact and exchange ideas with other students and faculty. Ask

alumni about the meaningful relationships they developed while earning their degrees.

Are there opportunities to practice resilience?

You build resilience when you are encouraged to learn from mistakes, overcome challenges, and adapt to change in a demanding but supportive environment. Ask alumni about the greatest obstacles they encountered in their program, and how faculty and peers helped them overcome these challenges.

Are there opportunities to reflect?

Good education cultivates self-awareness, the ability to examine and understand who you are relative to the world around you. Curriculum that includes metacognitive assignments that help you reflect on your thinking help you integrate and apply your learning in the real world. Ask alumni what they most learned about themselves or their careers, and how it changed their lives. n

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Educating Tomorrow’s Leaders in the Field of Public Health University of California, Berkeley Public Health graduate Jennifer Castillo talks about how an MPH degree with a concentration in health policy and management helped her develop a high-level understanding of the competitive forces influencing healthcare, and where her degree will take her next.

What is one fascinating tidbit about the healthcare industry you learned during your studies at Berkeley Public Health?

In the “Strategic Management and the Health Sector” course, we learned about Porter’s 5 Forces Model, which is a way of looking at any industry and understanding the drivers of profitability and competition, both internal and external. When listening to leadership updates during my organization’s “Town Halls,” Porter’s 5 Forces came to mind as our leaders shared industry updates, forecasts, and insights.

What to Consider When Picking a Healthcare Administration Program A career in healthcare administration or management means making a livelihood out of meeting patient needs. We talked to Anthony C. Stanowski, DHA, FACHE, the president and CEO of the Commission on Accreditation of Healthcare Management Education (CAHME), about the future of this career path and how to find the right educational program.

What are some of the more unique aspects of pursuing a long-term career in healthcare administration and management?

Healthcare administration combines the ability to distill vast amounts of information into a significant strategy, with the ability to influence key stakeholders by aligning purposes and incentives. You have to inspire people to follow a common mission, with the underlying goal being the care of the sick, the comfort of the dying, and the health of the community.

Do you have a favorite memory about how this program shaped you professionally?

What role do you see health administration/ management professionals playing in the future of healthcare?

The online MPH program continues to shape me professionally every day, especially because you can tie so many problems we face back to public health addressing disparities, and understanding social determinants of health.

The role has become increasingly complex. Healthcare executives have to understand the core parts of healthcare delivery, including provision of care, payment, incentives, and information technology. They need to be politicians that manage a diverse internal workforce that ranges from people with advanced research degrees to those who did not complete high school. All of whom play an important and essential role in the delivery of services.

They need to be cognizant of individual needs but have everyone work to ensure the mission of the organization is met. They have to be stewards of resources, whether that be the resources of large national non-profits, a small community organization, a small business, like a physician practice, or shareholders in Fortune 100 corporations.

Where do you hope to be in five years?

Since graduating from Berkeley Public Health in 2019, I was promoted and am currently a consultant at Kaiser Permanente. My role entails working closely with employer groups to support a culture of health and well-being for employees by looking at workplace policies, environment, and engagement opportunities to drive behavior change.

In five years, I hope to achieve a senior consultant role within my organization but am also open to exploring other roles closely tied to healthcare administration that will allow me to have greater strategic influence as we seek to improve the health of vulnerable populations in our communities.

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What advice would you give to a student interested in a career in healthcare administration?

The most important thing is to establish a good foundation by attending a graduate program that provides you with the core competencies you will need to succeed. Top students know that choosing the easy

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path that simply secures letters after their name will not be a guarantee to success. Education is a process, a personal transformation. Picking the easy program is not the answer.

It’s critical to select a program that meets high standards of accreditation, works with leading academics and practitioners to ensure students are well-prepared to lead, and requires work, sacrifice, and dedication to succeed. It’s not easy, but easy things are never the pathway to success.

What factors should students consider when choosing the online degree program that is right for them?

Take a look at the record of success for graduates.

Where are they? What is the placement rate? What is the median salary? If a program can’t provide that information to you, be concerned as that reflects that the program is not tracking the success of its graduates. That means the program is not taking responsibility for your success.

Leading programs, and all CAHME-Accredited programs, know this information and have to report it to CAHME annually.

Where do you see the most career opportunities for graduates with healthcare administration degrees today?

We have tracked students who graduate from CAHME-accredited programs for decades. While 44 percent of graduates from our programs go on to work in the hospital/health system, and 15 percent do a fellowship, what has become increasingly clear is that graduates from our programs are going into consulting, insurance, physician practices, the military, biotech, and other industries.

You should select a program that will prepare you to enter the career of your choosing. The constant in healthcare is change but having a strong foundation will help you succeed! n

Delivering Meaningful Healthcare Education During a Pandemic To combat inequities in American healthcare, nursing and other health education institutions have a responsibility to deliver high levels of nuanced instruction. Audrey Perry, DNP, CNM, clinical director of Nurse Midwifery and Women’s Health Nurse Practitioner Programs for Frontier Nursing University, explains the programs her school developed to continue these educational experiences during the COVID-19 pandemic.

What are some of the challenges you faced in trying to deliver simulations virtually?

So some of the challenges we’ve had are, of course, the software. We use Zoom for some of our courses and then we also use BigBlueButton. So we can have a challenge, of course, on our end as the facilitator, but then you also have the participant. It’s always what computer do they have? Have they done their updates? Those are challenges I think you always have with distance learning.

And then for us, we really rapidly built a number of simulations for our clinical students because we had high numbers of clinical students displaced.

So it was just a lot of work for our faculty and then for our experts to ramp up that, and sort of redirect their work hours to building simulations.

So when it was finally done, what was the greatest benefit?

We have thousands of clinical sites, and so with our students losing all of those clinical sites, they then lose those clinical hours, which are absolutely a necessity for graduation. So in creating the simulations, we were able to simulate these clinical experiences and clinical interactions. That allows the students to continue accumulating clinical hours and clinical time, and keep progressing through their clinical courses while staying on target for their same graduation dates. Which has been wonderful.

What responsibility do you think nursing degree providers have given the disparities in the healthcare industry today?

At Frontier, we have such a focus on equity and diversity. And I think we have really tried as a university to have a safe space to have conversations,

especially related to COVID, because we know COVID is disproportionately affecting people who have brown skin. So we are very much engaging in conversations about how we address this.

And then I think it’s just being honest and having that environmental scan, and saying “What are we doing as a university to make sure our students’ needs are met no matter what their background is?” Then taking a moment and having that open dialogue about what’s happening in clinical sites right now for people.

They’re lacking access to care and they’re perhaps not getting the same level of care as someone else because of the color of their skin or their background, and what is our response to that? It’s absolutely necessary that we take a critical look at that and analyze it. And that starts with those conversations. So we are really engaging in those conversations very actively as a university.

Do you think all providers of nursing degrees should have that responsibility?

Absolutely. There’s no easy way we can hope to end institutional racism in the United States around healthcare, and the only way we can really break that is to first start having the conversations that are very uncomfortable for many of us. But if we don’t talk about it, and if we don’t really kind of meet that beast, then we’re not going to have equal healthcare in this country.

What are the main benefits of pursuing a nursing degree?

Nursing is not my first degree, nor my first profession. But nursing opens up your world in a way that no other profession does. Many people think if they go into nursing that they’re going to be providing bedside care, and perhaps that’s not what they want to pursue, but that’s such a narrow view of the profession.

We have such a need for paramedics, it’s so beyond that care at the bedside. There’s case management, there’s coordination of care, there’s just so much involved work. If you’re looking for a career that will just give you opportunities beyond what you can even imagine, honestly, nursing is definitely that growth profession, and I think it will continue to expand and grow. n

This Student Found a Dynamic and Exciting Career in Human Resources When evaluating a school’s human resource management (HRM) program, Pedro Salazar, a 2020 graduate of Central Washington University’s HR program, says it’s important to consider how that school will help you, and the business you will work for, succeed.

What motivated you to pursue an education in human resource management?

Like most people, I wanted a job that was fun, paid well, and allowed me to not be stuck behind a desk all day. I had heard the human resources (HR) program at Central Washington University had an excellent track record of people receiving multiple job offers even before completing their degrees.

What was important to you when choosing a school or degree program?

In addition to simply liking the school, for me the most important question was return on investment. We have all heard stories of students committing several years and thousands of dollars on a program only to have no return for their work. I was committed to not being one of those statistics. Before graduating, I had three good job offers from both public and private organizations. I accepted one, negotiated a salary (with my adviser’s guidance), and started after graduation.

In light of COVID-19, how do you think your education in human resource management from CWU has prepared you to make an impact?

First off, I chose the right major. I don’t want to imagine graduating into this COVID-19 environment with a degree in a field with very little entry, thinking about a job that will just help pay for rent and car insurance. CWU’s program taught me to integrate HRM perspectives along with business realities and strategy.

This has been paid for by Central Washington University.

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Should You Consider a Career in Health Information?

ness, and technology. If you’re interested in these, as well as management, law, and more, health information may be right for you. As a health information student, you’ll gain and improve clinical, information technology, leadership, and management skills.

Big data. STEM. Healthcare. Experts often mention these topics when discussing the future of work. How about a job that involves all three? Health information does just that, and it’s been a rich and fulfilling career for me.

It’s flexible Like the idea of working with others, including physicians, nurses, lawyers, administrators, and executives? Health information offers many opportunities for collaboration. Nonetheless, for those who prefer working alone, there are opportunities for working independently while contributing to the bigger picture.

As the COVID-19 pandemic has highlighted, the more places you can do your job, the better. Health information is agile and lends itself to remote work as much as many technology professions.

I hope this information is insightful for those of you interested in choosing a career path or making a transition. The organization of which I’m the president/chair, the American Health Information Management Association (AHIMA), is the leading voice and authority in health information. n

A

s health information professionals, we are passionate about quality care and recognize the impact health information has throughout healthcare at every level. We aim to deliver an accurate, data-driven outlook in all things we do. We are a field built for the future of work.

Here are three things you should know about health information: It’s growing As healthcare advances, health information will be critical for successfully navigating a changing

landscape. Health information professionals can expect to be in high demand as the health sector expands. By 2028, the Bureau of Labor Statistics expects careers in health information to grow by 11 percent, which, the agency notes, is “much faster than the average for all occupations.”

It’s for those who care Are you interested in healthcare and helping people, but don’t necessarily want to see patients?

Health information professionals understand health information is human information. We see the person in front of the data, and understand the value of ensuring they remain considered and connected to their information.

Think of all the information patients share with doctors and nurses every day. That information deserves to be safeguarded and secured, right?

Health information professionals care for patients by caring for their data.

As a health information professional, I love working at the intersection of healthcare, busi-

Ginna Evans, MBA, RHIA, CPC, CRC, FAHIMA, President and Chair, American Health Information Management Association (AHIMA)

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Improving Healthcare by Building Better Leaders As the healthcare industry expands, it will require competent and dynamic leaders at all levels and in all fields.

By providing a wealth of resources and professional networking opportunities, the American College of Healthcare Executives (ACHE) can help you become one of the faces of the field.

T

he healthcare industry is changing at an unprecedented pace. Care is shifting from inpatient to outpatient settings, advances in technology are changing how and where care is delivered, and we are seeing new entrants like CVS, Walgreens, and other disruptors compete with traditional providers on convenience and cost.

To navigate this change, the healthcare management field needs strong leaders at all levels and in a variety of healthcare settings.

Diverging paths Career paths are also chang-

ing, and ACHE is seeing new opportunities in healthcare management for clinical and nonclinical leaders, as well as for executives with nontraditional backgrounds.

As the healthcare environment continues to transform, traditional roles will change and new roles will emerge.

It is imperative that leaders adapt and develop new competencies to be successful.

Skill sets like data analytics, population health management, and informatics will increasingly be in demand.

While healthcare is a growing field, it will remain competitive. I encourage

Mary Lynne Boorn Associate Professor Real Estate Sol Price School of Public Policy “ The Ross Program prepared me to tackle underwriting as an analyst with confidence”

Jennifer McElyea Senior Managing Partner Watt Companies Dollinger MRED Alumnus

leaders to identify a professional home where they can network and share best practices, while continuing to develop and hone their skills in order to discern current trends and master required innovation. With a membership of over 48,000 healthcare leaders across the country and 78 local chapters, ACHE can help healthcare executives do both.

A community of professionals ACHE offers networking and mentoring opportunities for healthcare leaders to interact with and learn from

one another. It also provides strategic partnerships to help increase the ranks and pipeline of diverse healthcare leaders, and advance health through the delivery of safe, high-quality care.

Because the healthcare landscape is ever-changing, healthcare leaders must embrace innovation and become lifelong learners. ACHE’s Career Resource Center offers numerous tools and resources to assess current competencies, as well as tools like ACHE CareerEDGE®, which engages members in comprehensive, interactive career planning.

Beyond providing direct

patient care, careers in healthcare management offer the opportunity to care for communities and improve health. A positive patient experience depends not only on the quality of care delivered by one caregiver or a single setting, but rather individuals and organizations throughout the healthcare system working together.

Become a transformational leader, explore a career in healthcare management, and consider ACHE as your professional home. n David Bartholomew, Senior Vice President of Learning, American College of Healthcare Executives

“As a developer, sharing war stories with my students moves the class from concept to reality”

Jana Sims VP Investments Strategic Develoment Solutions Ross Minority Program Alumnus “The vast MRED network is something no other real estate program was able to offer”

Celebrating Women in Leadership

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When Learning Is Less Like Football and More Like Tennis When we talk about online education, we often focus on the digital divide. But when we do close the digital divide, what’s next?

This question has stayed with me the past couple months, after the pandemic struck the United States and I began asking educators across the TED-Ed network to share how they were navigating the crisis.

Unsurprisingly, teachers continue to show a tremendous amount of resiliency and adaptiveness.

A district tech administrator in Indiana delivered laptops to families to ensure digital access. A high school science teacher in New York live streamed her solo hikes as part of her interactive environmental science lesson to keep engagement high.

A superintendent in California hosted office hours via video conference to continuously convince and motivate students — and parents — to participate in new online learning environments.

But increasing access and closing the digital divide is only one step toward solving a larger problem: a widening learning gap.

The root of the problem There are systemic components that are connected, but not always explicitly stated, to this problem. After all, our educational systems reflect the social and institutional inequities of America, and the widening learning gap affects our marginalized students the most. What are we doing to reduce this gap?

We must trust and utilize student ideas. The most powerful learning happens when we use digital access to empower student-centered learning. Only then can we truly move forward in the fight to close the learning gap.

Drawing up a game plan People often think of learning as a one-way transaction, like a quarterback throwing the ball to a receiver. If the quarterback does their job correctly, it’s expected that the receiver should seamlessly catch the ball and make the most out of the play. Both players have a finite responsibility — the quarterback sets the play and the receiver finishes the play.

Similarly, we expect teachers to master delivering content (throwing the perfect pass) and the student to “catch” the information, run with it, and succeed.

That’s why we seek effective digital learning platforms that convey huge banks of knowledge. We assume that if we become better at delivering information virtually, more receivers will be able to make the play.

However, learning is less like a football pass and more like a tennis rally. Just as two tennis players are constantly reading each other’s movements, a teacher and student must react to each other throughout the learning process.

The student serves over a question to the teacher.

They volley, or build on the conversation from individualized experiences and curiosities. Learning’s effectiveness isn’t based on a single stroke, but rather the back-and-forth of a rally — an educator’s ability to read their student’s movements and send back thought-provoking responses. But the essential note here is that students should always serve first. n Stephanie Ng, Associate Director, TED-Ed Educator Talks; Former K-3 Teacher

How Online Tools Are Training Musicians for the Future of the Industry As master composer Johann Sebastian Bach said more than 250 years ago, “I was obliged to be industrious. Whoever is equally industrious will succeed equally well.” The same rings true for all people, especially musicians, today: Being skillful, innovative, and hardworking will pay off.

The music industry has always had to keep up with the ways music transformed and impacted culture. It was the same 250 years ago as it is now.

While musicians and the way music is made have changed with the digital age, so have the ways the next generation of musicians are adapting, learning, and taking steps toward their future careers.

In these challenging times, online learning is undoubtedly going to become an even more appealing prospect for students in the future, particularly for those who want to work in the music 16

industry. Since the early 2010s, online education enrollment has steadily increased, with students citing affordability and convenience as some of the top reasons they choose to attend online classes rather than traditional campus classes.

Training musical leaders As one of the first contemporary music schools in the country, Musicians Institute (MI) has always been at the forefront of training the modern musician. Founded in 1977, MI started as a guitar school primarily focused on training guitarists to find work as recording artists and studio musicians.

As the industry evolved and MI expanded to several other instruments, the school’s overall spirit of autonomy and individuality remained. MI’s on-campus students had the advantage of performing on stage, jamming with classmates, and using in-class gear. MI’s online programs offer another

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path for musicians to have an exciting career in the next generation of the music industry.

“While we don’t know exactly what the music industry of the future will look like, we do know this generation is going to be responsible for shaping it,” said Michael Packer, MI’s senior director of international outreach and online education. “I believe live performance will continue to be as important as ever, but the internet offers amazing access.

“The most powerful benefit of studying music online is students get firsthand experience on the platform(s) where music is being created and sold.

Our job as music educators is to prepare students to be competitive and successful in the modern music industry … and that industry is thriving online.” n This has been paid for by Musicians Institute.

Musicians Institute

How to Keep Children Learning During a Pandemic Since the coronavirus pandemic began, school closures have disrupted the education of 1.5 billion children and young people globally. Here, Robert Jenkins, UNICEF’s global chief of education, talks about the challenges of remote learning and what parents can do to support their children.

What is UNICEF doing to keep kids learning during the COVID-19 pandemic?

are students adapting to this new learning environment?

UNICEF is supporting a wide range of tools to support remote learning, depending on the context. They range from low- to no-tech options, such as delivering learning materials to children at home, and supporting the creation of educational programs on radio and TV. Then there are “higher tech” learning tools to reach children who have access to the internet in their homes.

I’m really inspired by what children, teachers, and my UNICEF colleagues are doing around the world.

In Somalia, they’re broadcasting lessons over radio and television, and uploading recorded lessons onto solar-powered tablets. In Mongolia, we helped produce TV lessons in the local languages, Tuvan and Kazakh, which reached about 13,000 children from ethnic minority groups in the first month of the crisis.

What are the primary tools teachers need to successfully engage students at a distance?

The challenge is providing the right learning tool in each context. “Live instruction” is indeed very powerful, but often not possible, and of course comes with the downside of being fixed in terms of scheduling. This is a disadvantage at a time when many families need greater flexibility in how and when their children can learn.

The key is to start with the learning outcome and then work backwards, adopting the right tool for each context. That shows the most promising results.

What are you hearing from the educators and school systems UNICEF works with? How

How can parents help children adjust to remote learning?

Here are some simple tips we’ve been recommending to parents: Try to establish a routine that factors in learning, playtime, and reading.

Take your time. Start with shorter learning sessions and make them progressively longer. Have open conversations. Encourage your child to ask questions and express their feelings.

Establish rules together about how, when, and where they can use the internet and set up parental controls where necessary, particularly for young children. Find out how to stay in touch with your child’s teacher or school to stay informed, ask questions, and get more guidance. n

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How This Culinary Professor Has Taken His Lessons to the Online Classroom Mark Molinaro, senior chef lecturer at Northern Arizona University’s School of Hotel and Restaurant Management, left a life of running kitchens in luxury hotels for a career in education. Here, he shares some of his thoughts about cooking, teaching, and the future of online education.

What is your teaching philosophy?

My goal is to be able to support and encourage students. That’s what I’m really passionate about: being able to help connect with students and teach them to understand how food works.

What are some important lessons you teach your students?

Great cooking is paying attention to small details and understanding how ingredients play together. I relate it to music: you have garlic, you have white wine, you have tomatoes. How are you going to put all that together to make music — make a dish that has harmony.

Tell us about your students.

These students are hungry; they’re very passionate. They want to make a difference.

They really resonate with the notions of things beyond just production, like, “Why am I doing this?” They’re motivated to weave their desires to leave the world a better place into their work.

How have you adapted your curriculum to a digital platform?

Rather than use technology to host and deliver education, we can use it to connect and engage students with the world they so want to improve. It’s less about the wrappings and whistles (the technology), and more about using technology to connect students with each other and the world.

What are your thoughts on online learning?

Hosting a digital course allows for alternative, creative ways that students can both demonstrate they have achieved objectives and present material in ways that are meaningful for them. It’s a win-win.

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How Companies Can Build a Winning Culture Fortune magazine recently ranked Hilton the best company to work for in the United States, making it the first hospitality company to achieve that honor. Chris Nassetta, Hilton’s President & CEO, talks about the work he’s done to build the hotel chain’s culture and the effect it’s had on business.

As CEO of the best company to work for in the United States, how do you create an environment in which employees want to work?

Culture is something I obsess over — I am always thinking about how our team members feel about their experiences with us and what that means for our business. It was a tremendous honor to be named No. 1 on Fortune’s list of the Best Companies to Work For in the U.S. — and to be the first hospitality company to achieve that ranking in the list’s 21-year history.

Building this culture over the last decade or so was a challenge, and the ranking was an incredible validation of the hard work our entire Hilton family contributed to bring our culture to life. For us, exceptional workplace culture means each of our team members feels Hilton is a place where they can be at their best every day, and where they have access to tools and experiences that can help them reach their full potential.

That means having a “True North” or a higher purpose that our teams can rally around,

and being intensely focused on keeping that purpose at the heart of everything we do. We don’t just say that we are deeply committed to filling the earth with the light and warmth of hospitality — we make every decision through that lens.

Why is it important for businesses in the hospitality industry to focus on improving the employee experience?

How team members feel at work will always show up in what they deliver to guests — that’s true in every industry, but it’s especially important in hospitality. Above anything else, our business is one of people serving people, and we know that when we take care of our team members, they are even more inspired to create exceptional experiences for our guests, owners, partners, and communities.

What advice would you give to companies struggling to gain and retain the right employees because of culture?

It’s an old saying, but it’s true, “Culture eats strategy for breakfast.” The best business strategy will never be achieved if the culture isn’t there.

When I joined Hilton 12 years ago, I saw a big opportunity to reinvest in the company’s culture and the results have been inspiring. By focusing on truly serving and investing in our team members, we were able to instill pride, excitement, and passion

like we had never seen before.

Over the years, I’ve met many team members who have dedicated decades to hospitality and to Hilton, and even some who have been part of our Hilton family for generations.

Our team members show up to work every day committed to do their absolute best and as a leader, you couldn’t ask for anything more.

What are some ways companies can focus on investing in their employees?

The first step is a real commitment to listening, gathering, analyzing, and responding to employees’ feedback. Our hotel and corporate teams are committed to ongoing, realtime feedback — from job performance to what our leaders could be doing better, and team members’ point of view on our benefits and programs.

Then the most important next step is to genuinely act on what we hear; it’s what our team members are looking for when they share their opinions with us, and it’s how we ensure we remain a great place to work for all.

In addition to the informal ways we continuously collect and act on our team members’ feedback, every year we ask our team members around the world to complete an anonymous survey about the culture we have created — what benefits or programs are working for them, how they feel at work, what kinds of initiatives they’d like us to introduce, and more. n

What Caused the Explosion in Online Learning Even though students were largely dissatisfied with the remote instruction they had during the pandemic, online degree programs are more popular than ever. Here’s why:

I

n little more than an instant, tens of millions of students all over the world were introduced to virtual learning thanks to the COVID-19 pandemic. Truth is, it didn’t go all that well.

In most cases, universities put technologically challenged professors in front of their laptop webcams on Zoom to teach the same lessons they would have taught in a physical classroom. The early results: Students didn’t care for it. Many found it hard to engage in those Zoom sessions. They missed the social interaction that is critical to

a college experience and they groused that they should get tuition refunds on an education for which they never signed up.

And yet, the virtual genie popped out of the bottle.

Many who were exposed to online learning for the first time asked why they shouldn’t just enroll in an online degree if they are going to pay in-person tuition rates for Zoom classes that are not as thoughtfully designed and executed as those in a well-orchestrated online degree program.

Online boom That is why many online MBA programs are reporting big increases in applications and enrollments. More business schools are launching online options, including Howard University, which began enrolling online students for both MBA and executive MBA programs in May. At Indiana University’s Kelley School of Business, an early pioneer in online learning, applications to its online MBA are up 15 percent over

record application volume in the previous year. The rush to remote instruction is causing more people to consider online programs as a viable option, says Ramesh Venkataraman, chair of Kelley’s online degree offerings.

“It’s creating a mindset that legitimate and high-quality online offerings should become part of the consideration set,” Venkataraman said. “Before, some may have still had some hesitancy.”

A lot of the appeal of an online degree program boils down to flexibility and price.

Students don’t have to leave their jobs and lose income while they study, and most online options are cheaper.

Kelley’s traditional MBA program boasts a sticker price of $111,352 for tuition, fees, and books for non-residents.

That is 33 percent more than its online MBA, not accounting for the opportunity costs of having to quit a job to pursue the residential program.

The new standard In the past five years, as inter-

est in full-time MBA programs has waned in the United States, the fastest growing MBA program in the world lives online. It is the iMBA at Gies College of Business at the University of Illinois.

In just four years, Gies went from a standing start to its current enrollment of more than 3,750 iMBA students. One highly appealing feature: it was disruptively priced at just $22,000; a fraction of the cost of most residential MBAs. “There is more demand for online education than we have ever seen,” said W. Brooke Elliott, the associate dean who oversees Gies’ program. “The recession has displaced a lot of people and they are considering different educational paths. Many are furloughed and want to build new skillsets. They have some expectation that their furloughs can be lifted and they’ll go back to their jobs.

For them, online programs are more attractive than full-time because they don’t require a two-year, full-time commitment.”

Upward mobility Gies is predicting a 30 percent year-over-year jump in applications, a total of 2,400 candidates, for the iMBA class that will enroll in August. Elliott predicts that cohort alone will set a new record at morethan 1,100 students.

The same is true elsewhere. After initially hoping to attract a debut cohort of 250-300 students for its new $24,000 online MBA that starts in September, Boston University’s Questrom School of Business now expects to enroll a class of 400 students. That would be 33-60 percent above the expected target goal for the program, which would surpass the current enrollment of Questrom’s full-time residential MBA program by 100 or more.

No one expects the demand to end anytime soon. With the economy in disarray and widespread exposure to online classes and meetings, online education is here to stay. n John A. Byrne, Editor-In-Chief, PoetsandQuants.com

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Why You Should Pursue a Master’s in Early Childhood Education

Ashley Telman Master of Science in Early Childhood Education (Campus, Licensure), Erikson Institute Three students at the Erikson Institute discuss what inspired them to pursue early childhood education, and offer advice for others in the field.

What made you want to pursue a career in early childhood education?

Ashley Telman: I began my career teaching adult education, mostly with English language learners, and just loved working with learners and their families. Through a position in a research laboratory, I learned about the power of education in the earliest years, when the brain is still developing, and realized that I could play a key role in the lives of young children, families, and even communities by pursuing early childhood education.

Kathryn (Katie) Suriano Master of Science in Early Childhood Education (Online, Non-licensure), Erikson Institute Katie Suriano: When I was an undergrad, I completed an internship working with and researching a population of “high-risk” teen girls. I learned that many of these young girls would struggle with incarceration, drugs, teen pregnancy, mental illness, and several other problems. I felt that working with young children would allow me to help to change the trajectory of their lives.

Ron Anderson Grady: Early childhood fascinated me because of the deep complexity underlying what appear to be the simplest processes in a young child’s life. It is also the ultimate intersection of art, science, psychology, community advocacy, and many more — and, what’s more, each day I am able to celebrate the beauty of children’s lived experiences

Ron Anderson Grady Master of Science in Early Childhood Education (Online, Non-licensure), Erikson Institute and to work with them to make these as rich and fulfilling as possible.

How has being in a program prepared you for your future career?

AT: Erikson’s programs use early childhood development as a lens for considering policy and practice. The coursework requires you to consider theory, policy, and practice based on what research tells us about how children learn and grow. I’m certain that Erikson’s programs will challenge students at any point in their career.

KS: Erikson’s program has prepared to address the range of challenges that I will face in our increasingly diverse classrooms and to advocate for my students’ needs, taking into account their unique cultures and contexts.

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RAG: The beauty of this program is that throughout your coursework you are invited to consider both contemporary and broader historical trends, issues, and developments in the field while drawing upon your own experiences as well as the experiences of peers in diverse sectors of this field.

What advice can you give to other students who are considering a career in early childhood education?

AT: If I could share any piece of advice with others considering the same career path, it would be to find a program like Erikson’s, one that emphasizes development, evidencebased practices, and reflection in all of its courses.

KS: If you love a challenge and love to keep learning, this is the field for you. Working with young children is such a joy and so much fun. It is also challenging, but it is never boring.

RAG: I would, above all, encourage them to embrace the profession with a wide lens. There are many possibilities in early childhood: teaching, advocacy, consulting, research, policy, or any combination of those. Do not be afraid to dream up your own path. n

This has been paid for by Erikson Institute.

How Pharmacists Can Play an Even Bigger Role in Fighting the Opioid Epidemic Most states allow pharmacists to give naloxone to the public without a prescription, which gives them a critical role in curbing opioid overdoses.

H

owever, pharmacists can play an even larger role in the care of these patients.

They receive years of training to educate patients, manage and monitor medications (including for side effects and drug interactions), and, in some cases, order medications. Allowing pharmacists to practice at the full extent of their education expands access to care.

When pharmacists gained the authority to administer flu shots and other vaccina-

tions, immunization rates significantly increased. As a result, 280,000 pharmacists are now trained to administer vaccines.

Long-acting injectable medications are used to treat mental health conditions and substance use disorders, and help assure patients get their medications as prescribed. In many states, trained pharmacists can administer these medications in community pharmacies and clinic settings, improving access to treatment just as they do with vaccinations.

Expanding access to care Pharmacists can also expand access, optimize the impact of medications and improve medication safety by providing patient care services beyond just dispensing medications.

The majority of states allow pharmacists to prescribe or adjust patient medications, and monitor medication effects in collaboration with a physician through laws permitting “collaborative practice.”

These pharmacists, who most frequently work in

clinics and hospitals, often have additional training and certifications. Patients with substance use disorders and mental illness often require complicated medication regimens.

Collaboration between prescribers and these specialized pharmacists helps optimize medication selection, improve safety, and expand access to care, especially in areas with a shortage of health professionals.

Employing new strategies is key to increasing access to treatment for mental illness

and substance use disorders. Utilizing pharmacists’ extensive education and skills in medication management can help address the gap in care. n Bethany A. DiPaula, Pharm.D., BCPP, Associate Professor, University of Maryland School of Pharmacy; Member, American Pharmacists Association and College of Psychiatric and Neurologic Pharmacists Raymond C. Love, Pharm.D., BCPP, Professor, University of Maryland School of Pharmacy; Member, American Pharmacists Association and College of Psychiatric and Neurologic Pharmacists

WE ARE

groundbreakers IN EARLY CHILDHOOD Impacting policy and change by training the leaders of tomorrow.

GRADUATE DEGREES • CERTIFICATE PROGRAMS

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National Education Nonprofit Accelerates Online Student and Teacher Supports Shana Martin felt alone when she started teaching Advanced Placement Chemistry. With the National Math and Science Initiative (NMSI) online teacher cohorts, she now has a community of educators offering support.

Each month, NMSI coaches and AP Chemistry teachers from across Martin’s school district meet in an online forum to discuss lessons, resources, struggles, and successes in the classroom.

Before joining the online cohort, Martin knew the answer to chemistry questions but couldn’t always clearly explain to students why it was the answer. Through the regular online check-ins, the teacher at M.E. Stilwell School of the Arts in Jonesboro, Georgia, says it’s given her “confidence in myself and the content. Before, I had the ‘this is just what it is.’ Now, I have the why and the how, and that makes a difference to the kids.”

Online delivery is not new for NMSI, which is building on its experience to maintain and grow supports for students, teachers, and school systems across the country.

Thousands of teachers and students who were scheduled for in-person sessions this spring received NMSI’s online-only trainings and study supports that are live and recorded.

Learn more about NMSI’s K-12 and higher education programs at nms.org.

Angela Chambers

Finding a Job in the Time of COVID-19 Finding a job can be difficult, so here’s how you can find what is available on the job market, both geographically and by category, along with educational opportunities.

D

uring this time of COVID-19, it is critical to know where you can find a job. In 2018, the U.S. Department of Labor was projecting an additional 8.4 million jobs would be added to the job market, mostly in healthcare and analyst positions.

Today, with 30+ million Americans losing their jobs and looking for opportunities, keeping an eye on what is ahead is critical for securing your next job.

Though there are more projected jobs upcoming for people with high school diplomas, most of these

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are service-oriented jobs that pay minimum wage.

As you move up into higher credentials, you will find positions that require more skills and knowledge.

Therefore, with the job availability for all levels of education, it is important to know what type of careers are available.

The U.S. Department of Labor projects 60-75 percent of jobs will require science, math, and technology degrees and certifications.

Close to home So how do you find a job in your local area? Start by checking what kinds of companies are near you — education, healthcare, industry, manufacturing, and service, to name a few. Depending on where you live, this can be overwhelming.

Pick a few companies you are interested in and look at the career section for each one. This will give you an idea of what types of employees employers are seeking. You can also search on job sites like Indeed, LinkedIn, ZipRecruiter, CareerBuilder, Jobs.com, Ladders, Glassdoor, Monster, and many more! Find the one that works best for you. It may take playing around with them to see what site offers the features you prefer.

Once you determine what site you want to use, you can search by your location to see what jobs are available. This will give you an idea of what positions are trending. The job descriptions will give you an idea of what prerequisites and skills you will need to enter that occupation. They will list the credentials required and experience needed.

By determining what you want to do for a living and what opportunities are available in your area, you are equipped with the knowledge you need to find a job or move your career forward. n Dr. Rhonda D. Blackburn, President, United States Distance Learning Association

How Technology Has Transformed STEM Classrooms By properly integrating technology into the classroom, instructors can take students on field trips across the globe and help them participate in virtual science experiments. We asked Tricia Berry, director of the Women in Engineering Program at the University of Texas at Austin’s Cockrell School of Engineering, about how teachers can use technology to keep their students engaged with learning.

What do you see as the most pressing challenge in undergraduate science and mathematics education today?

For our students who identify as women, it continues to be important to counter stereotypes, and actively address stereotype threat and bias throughout the science and math education system. Ensuring all students have equitable and inclusive STEM academic experiences and connections with diverse STEM role models can help support the STEM identity and persistence of all students.

How does one know when students are effectively engaged with what they’re learning?

I know students are engaged in what they are learning in my classes when they ask questions, actively make connections between the topic and their own lives, and voluntarily reflect on or explore learning content outside the classroom. Other signs of engagement include students not watching the clock and packing up early, lively discussions with all students contributing to the conversation (not just a select few), and open and engaged body language.

Technology has transformed many aspects of how students engage with learning. What do you see as the greatest opportunity related to technology in science education?

Technology can open up learning to experiences that otherwise could not happen in the regular classroom. Whether it is providing a virtual laboratory experiment experience, adventuring on a virtual science field trip somewhere across the globe, or connecting virtually with role models, we can use technology to open up the classroom to the world and perhaps provide more equitable experiences for all students.

What is the value for students of learning at a top-tier research university where many of the faculty not only teach, but also make discoveries that add to the scientific community’s body of knowledge?

One of the values for students at top-tier research universities is they can do research alongside the faculty and learn first-hand how their classes connect with scientific advancement. Being able to connect the concepts learned in the classroom with practical applications in a research lab can strengthen a student’s engagement in their own learning and help them persist to graduation.

Any advice for women leaders in STEM fields?

Be a visible role model and share your career story.

Share your educational pathway, career choices, failures, resilience, and personal interests. Be loud so all the girls and women coming behind you see you, hear you, and understand that STEM can be part of their future as well. n

How Parents Can Instill a Love of Science in Children STEM education for children is critical. Here’s how parents can support their children as they study science.

Now more than ever, we are seeing the necessity of having scientists who can solve the world’s problems.

Scientists are the ones who develop the life-saving testing and vaccines needed to stem outbreaks, are the doctors and nurses who heal the sick, and are the engineers who develop new devices and processes to keep the economy running.

So how can parents support future scientists — their children — now?

Extended school closures paired with summer break provides parents with a unique opportunity to further their children’s science, technology, engineering, and mathematics (STEM) learning at home.

For parents looking to actively engage their children in meaningful and continuous STEM learning while children are not physically in school, it is important to: • Understand science standards. What concepts and content should children learn at different grade levels?

• Know proper safety protocols. What simple steps can you take to ensure your home is conducive to safe science exploration?

• Make real-world connections. How can you help your children make meaningful connections? How can you connect STEM learning to everyday life?

• Utilize readily-available resources.

What videos, labs, and digital solutions can you easily access for free?

These four best practices will help parents both engage their children in STEM at home as well as ensure children are prepared for when they return to the science classroom.

Mike Lavelle, CEO, Flinn Scientific

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