Encore
Winter 2013
this issue
Success by the Sea Meet Two of Cape Cod’s Leading Employers
Letter from Dean LaBrie
In higher education, we talk a great deal about persistence. By this, we mean students who persist through their education to earn a degree. Amid challenging economic times and rising student indebtedness, this type of persistence is even more critical. Today, we recognize the power of a degree to help shape a person’s career path and prospects for fulfillment, not to mention what the data on lifelong earnings of degree holders tell us. But there’s another kind of persistence—the tenacity to apply intelligence, skill, know-how, and creativity to new challenges—and succeed. That typifies the alumni whom you will meet in these pages: • Linda and Bill Zammer – became a major force on Cape Cod and one of the region’s largest employers, running four restaurants and an inn. • Iris Sherman – developed the software startup, Kitchology, whose tagline is: “Your Kitchen, Connected.” • Susan Case – established a thriving college-counseling consultancy in retirement. • Pratima Tothempudi – leveraged a master’s degree and two co-ops into an international human resources recruiting position. Last September at graduation, we were fortunate to have another “poster child” for persistence address the College of Professional Studies. Dennis Lehane, the best-selling author of eight novels (with Mystic River, Gone Baby Gone, and Shutter Island made into award-winning films), shared with 876 graduates how he persisted through job after job—from parking cars and waiting tables to loading trucks—as he pursued his writing career. I saw a lot of heads nodding that day among our graduates who persisted to graduation, especially as they imagined joining your ranks—the alumni of the College of Professional Studies. We are grateful for your example to students and for your ongoing support. Please continue to keep in touch. Sincerely,
John G. LaBrie, Dean
Best-selling author Dennis Lehane encourages fall 2012 graduates to be fearless in their pursuits.
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Cape Cod Hospitality Bill and Linda Zammer’s legacy— four restaurants, an inn, and a labor of love
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All the Ingredients for a Healthy Startup Entrepreneur Iris Sherman discusses her latest venture—from patents to bootstrapping to the role of her Northeastern education
10 Second Act: Going Solo High-school guidance counselor Susan Case launches a thriving college prep consultancy following retirement 12 On the Rise Recent graduate Pratima Tothempudi steps up the professional recruitment ladder
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Education’s Influence Harnessing a powerful network of graduate students and alumni to lead change
17 News
Encore Winter 2013 Dean, College of Professional Studies John G. LaBrie, EdD Executive Director, College Marketing and Communications Julie Corwin Editor Peggy Hayes Editorial Contributor Carla Kindt
Contributors Jaclyn Anderson Emily Linendoll Eileen Pacheco Ida Parisi Linda Walsh Design Pangaro Beer Photography Jouliana Bosneva Heratch Ekmekjian Rick Friedman
Encore Magazine is published by the College of Professional Studies, Northeastern University, 360 Huntington Ave., Boston, MA 02115-9959. Phone 877.668.7727. Website http://www.cps. neu.edu/.
Send editorial contributions to: Peggy Hayes, Editor, Encore, College of Professional Studies, Northeastern University, 360 Huntington Ave., Boston, MA 02115-9959 or via email to cpsalumni@neu.edu.
Encore is published for the alumni of the College of Professional Studies, University College, the School of Professional and Continuing Studies, the Boston Evening School, Lincoln College, the Lowell Institute School, and the School of Education.
Encore accepts no responsibility for unsolicited manuscripts, artwork, or photography. Materials will not be returned unless accompanied by a stamped, self-addressed envelope. Copyright ©2013 Northeastern University. All rights reserved.
Letters to the Editor Encore welcomes your letters and reserves the right to edit them for space and clarity. Letters for publication should be no longer than 150 words, must refer to an article, and must include the writer’s name, address, and phone number. If sending via email, please do not send attachments. Send letters to: Letters to the Editor, Encore, College of Professional Studies, Northeastern University, 360 Huntington Ave., Boston, MA 02115-9959 or via email to: cpsalumni@neu.edu.
The views expressed in this magazine do not necessarily reflect the views of the College of Professional Studies or Northeastern University. 1
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Cape Cod
Hospitality “In my mind, what I learned at school—whether it was organizational behavior or a law course— is that education is so important to succeeding in business,” says Bill. “Those who do not have an education lack the fundamentals for running a business, so they fail.”
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Bill and Linda Zammer’s legacy—four restaurants, an inn, and a labor of love William (Bill) Zammer is a bit of a renaissance man. From surgery department administrator and labor relations consultant to newspaper publisher and chief executive of an internationally recognized food service company—he’s done it all. And he accomplished all these things before answering his true calling as an entrepreneur in the Cape Cod restaurant and hospitality business. For the past 24 years, Bill and his wife Linda, whom he met at Northeastern University, have been co-owners of Cape Cod Restaurants (www.capecodrestaurants.org), a family of four restaurants and an inn located on Cape Cod, which they have grown into a $20 million-a-year business with 450 employees. Bill admits that his first attempt at restaurant ownership at age 23 was not quite as successful, ending in bankruptcy and the need to find a job to pay the bills. That’s when he landed a position as the food service director at New England Medical Center.
“I’ll take my grandson to a baseball game or a concert, or we’ll take 20 people to the islands, skiing, or to Disney World. It’s one of the rewards of having worked so hard. But it’s also important to us that our grandchildren understand how and why we have what we have.”
Eventually, Bill realized that he needed to go back to school in order to advance his career. This decision had a major impact not only on his career path, but also on his personal life. It was in a creative writing class at Northeastern that he met Linda. In addition to meeting his life and business partner at Northeastern, Bill acquired the skills and knowledge that he says have been instrumental to his success. “In my mind, what I learned at school—whether it was organizational behavior or a law course—is that education is so important to succeeding in business,” says Bill. “Those who do not have an education lack the fundamentals for running a business, so they fail.”
William Zammer BA ’77, Business Administration Linda Zammer BA ’78, Business Administration
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After testing the waters as a consultant for a nationally known labor relations firm, followed by a two-year tenure as president and publisher of Tribune Publishing Company, Bill moved on to Seilers/Sodexho, where he served as president and CEO of the wholly owned subsidiary of Sodexho S.A. of France. But Bill always had the urge to own a business again. So in 1988, he and Linda took the leap and became restaurant entrepreneurs, leasing the Popponesset Inn, located in Mashpee near their summer home on the Cape. “At the Popponesset Inn, we put up a tent on the beach and it became a wedding venue,” recalls Bill. “We built the trend that has made the Cape a wedding destination.”
Building on their success, they soon added three other restaurants to the fold—the Ballymeade Country Club, the Picnic Box, and The Café. Growing a restaurant business in the seasonal economy of Cape Cod requires an incredible degree of dedication. “The harder I work, the luckier I get—that’s my favorite saying,” says Bill. “I think in any business you need to be prepared to sacrifice and you have to ask, ‘Is it worth it?’ With our first restaurant, we worked for 10 years at building the business. We were working weekends when our friends were off and had to sacrifice friendships. It’s all encompassing—you’re eating and living it the whole time.”
Married to the Job Linda is an integral part of the business. She does all the interior decorating, keeps the books, and has a keen eye for quality. Having worked hard to build their business for more than 20 years, Bill says he and Linda are slowing down a bit these days. “We are taking more time off to do a lot of stuff with our grandkids, grandnieces, and grandnephews,” he explains. “I’ll take my grandson to a baseball game or a concert, or we’ll take 20 people to the islands, skiing, or to Disney World. It’s one of the rewards of having worked so hard. But it’s also important to us that our grandchildren understand how and why we have what we have.” p
Wait, there’s more! See what we saved for our online visitors: northeastern.edu/cps/encore. Here, you’ll find favorite recipes from the proprietors of these popular Cape Cod eateries: the Flying Bridge, the Coonamessett Inn, and the Red Horse Inn in Falmouth; Tugboats in Hyannis; and Clancy’s in Dennisport. 4
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Prospering in the Cape Cod Economy A Year-Round Commitment for Businesses and the Community Civic involvement has been a key part of growing Cape Cod Restaurants, according to owners Bill and Linda Zammer, each of whom works with a wide range of local organizations. As Bill explains, “It’s important to be giving back to both the industry and the community. It’s especially important for us to give back because of the nature of Cape Cod and its economic environment.” Understanding the business climate on Cape Cod is critical for the Zammers, who currently own and operate the Flying Bridge Restaurant, the Coonamessett Inn, and the Red Horse Inn, all in Falmouth, as well as Tugboats Restaurant in Hyannis and the newest addition to their restaurant family, Clancy’s in Dennisport.
According to a recent survey1 of Cape Cod business owners, authorized by the Cape Cod Commission, the regional planning agency of Cape Cod, nearly one-fifth of businesses on the Cape self-identify as accommodation and food services. Among other interesting findings from the Cape Cod Business Climate Survey (May 2012) are: Cod businesses family owned 55.9% ofareCape
Only
5.1% of businesses are franchises
Fewer than
are open than six months 9% ofmorebusinesses
The median year of establishment among Cape Cod businesses surveyed is 1992, with year of establishment ranging from
1797 to 2012 Only businesses surveyed, 49.5% Among say “local residents” best describes their customer base, 32.7% are “seasonal/short-term visitors,” 15.3% are “business-to-business,” and 2.5% are “Internet” Cod businesses 92.6% ofhaveCapea website products or services over the Internet 41.2% sell utilize green/ sustainability practices 55.5% currently
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Find the complete Cape Cod Business Climate Survey report online at: http://www.capecodcommission.org/resources/economicdevelopment/CapeCodBusinessClimateSurveyReport_MayRound_FinalDraft.pdf.
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Iris Sherman BS ’84, Health Science; MTASCP ’87, Hematology and Immunology; MBA ’12, Entrepreneurial Studies and Marketing 6
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Entrepreneur Iris Sherman discusses her latest venture—Kitchology—an online platform that gives consumers the tools to manage their food “lifestyle”
All the Ingredients for a
Healthy Startup
A self-described “adventurous entrepreneur,” Iris Sherman is applying her Northeastern education to a new venture called Kitchology (www.kitchology.com). The self-funded startup is developing a software-driven platform that integrates information and responses surrounding consumer food activities, including nutritional behavior, buying habits, allergens, inventory management, and food waste. “With Kitchology, we are digitizing the kitchen,” explains Sherman, who has 25 years of startup experience. “The platform we are creating learns from your food-purchasing behavior with one goal in mind—to allow people to make food decisions that fit their lifestyle, needs, and desires surrounding food choices.”
“I know that I am who I am today— and that I chose my present career path—because of the program foundation and the strong network that Northeastern has provided.”
Kitchology is an online platform that is backed by patent-pending technology and fully integrates consumers’ food cycles to help them recognize their chosen food lifestyles. It adds value to the user through cost reductions and efficiencies realized in the kitchen and to businesses through incentivized food shopping; better linking of consumers, brands, and retailers around food planning; and making shopping more efficient, while focusing on the consumer’s nutritional goals. The platform offers tremendous benefits for individuals with nutritional issues such as food allergies, who spend much of their time in the grocery store reading labels for ingredients to 7
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avoid. Kitchology helps them shop more efficiently by identifying safe foods based on their nutritional requirements. Through technology linkages, it then maps product locations in their store using location-based technology. This enables them to shop in the same amount of time as someone who doesn’t have special nutritional requirements.
A-Team Experts
“My CPS undergraduate experience still sets the attitude and focus for my current experiences, from student mentorship to business endeavors.”
Kitchology was born out of relationships formed from a prior nanotech venture startup along with other individuals who have strong ties to the founding team. “The founders have a unique understanding of wireless technologies, combined with a passion for reducing food waste, along with similar likes and dislikes of food behavior. During early conversations, we realized that no one had been able to capture this space because it’s complicated to make that technology work in the real world,” says Sherman. Kitchology is a group of more than 20 individuals, from software developers to engineers to marketers to food managers to physicians. Collectively, the team possesses all the talents, skills, and experience required for a successful startup.
Kitchology is on track to launch in early 2013.
“We have a few people on the team who are very familiar with celiac disease and who have startup experience in the mobile technology space,” says Sherman. “Some of our team members have grown businesses from struggling startups to multimillion-dollar ventures.” One of the areas where Sherman believes the startup has an edge is in the steps it has taken to protect its intellectual property. The team includes a patent attorney along with the founder, an accomplished inventor who has led the team’s effort to file a number of unique patents to protect the value of the Kitchology concept.
To VC or Not to VC Another important decision made by the group early on was not to seek venture funding until the business case was established and the patents were filed along with early development of the concepts. They are, however, interested in aligning with the right angel partner who could bring one to two million dollars to the venture, which Sherman says will take them a long way toward realizing their objectives. 8
“I was a medical technologist early in my career, and then got into biotech by chance through an early venture,” she recalls. “I like the camaraderie of a startup group. Early on, I learned about bootstrapping and what you can do. When you borrow someone else’s money too early, then the direction can be dictated by the venture capital organization and possibly head in the wrong direction. In this venture, there is an understanding that an equity deal must be made—it is risky, as are many startups, and not too many people like to take chances on that.” Every member of the Kitchology team currently holds another full-time job, except Sherman, who was a full-time student for the past two years until completing her MBA degree at Northeastern in August. “The Northeastern MBA program has been my foundation for supporting and contributing to the early business case for this venture,” says Sherman. “From understanding the importance of marketing, finance, and project development—and even the influence of social media—to assessing a powerful pitch concept, I’ve been using the last two years of this venture in almost every assignment. In addition to some exceptional professors, I’ve met other students who have signed nondisclosure agreements and given me solid advice.” With two Northeastern University degrees, Sherman is a second-generation “Double Husky.” Her father, Leonard E. Marget, is a retired chemical engineer and chemistry teacher. He is also a Northeastern alumnus, having earned his undergraduate degree, a Master of Science in Engineering, and a second master’s degree from the University. “My undergraduate degree is one of my most valuable assets. I was always interested in health sciences and fell in love with the wide range of possibilities within the field of immunology, which, at the time, was just beginning to become understood,” says Sherman. “I know that I am who I am today—and that I chose my present career path—because of the program foundation and the strong network that Northeastern has provided,” she adds. “The opportunities that I took advantage of as an undergraduate allowed me to stand out from my peers and opened many doors in my early career.” p
Encore Winter 2013
The Gift of
Education The Northeastern University College of Professional Studies Scholarship Reception at Northeastern University in Boston on August 29, 2012.
Since 1898, Northeastern University has made it possible for working men and women to secure a brighter future by making a college education accessible. Today, a college education is more important than ever. The great challenge facing many of our students is finding the funds to pay for tuition, while working to support their families. You can ensure working students have the opportunity of education by making a gift to the Spirit Scholarship Fund. Gifts to this fund provide grants to students facing severe financial hardship. Thanks to the generosity of alumni, faculty, and friends, we will be able to provide $342,000 in grants this year to 157 students. For more information or to make a donation, please contact Carla Kindt, director of Development, at 617.373.2724 or c.kindt@neu.edu. Or visit northeastern.edu/cps to make a gift on our secure website.
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Susan Case MEd ’75, Counseling; CAGS ’81, School Psychology
Second Act: Going
Solo High-school guidance counselor Susan Case launches a thriving college prep consultancy in retirement.
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“… I love the knowledge that I acquired through the program at Northeastern. My education helped me understand students with learning disabilities, anxiety, and depression—some of the issues that frequently characterize adolescents.”
Choosing a college can be an exciting time for a high-school student. But that feeling of excitement can quickly turn to stress, as the pressure to choose the right school and navigate the admissions process can overwhelm students and their parents. What’s more, college is a significant investment, adding even more pressure to “get it right.”
“Private school was a totally new experience for me,” explains Case. “At Milton Academy, I had a great mentor and talented colleagues from whom I learned so much. I eventually became head of the department.”
That’s where college preparatory counselor Susan Case comes in. She not only helps students and their families find colleges that suit their needs, but also assists with all the related planning, applications, financial aid evaluation, and numerous details that are part of the college selection and application process.
“I resigned, but I knew that I wasn’t ready to be retired,” recalls Case. “So I decided to try my hand at my own business. I imagined a small home-office business, but very quickly it just took off. Within a year or so, I had my own office outside of the house, and I was turning people away. College advising is a particularly hot field right now.”
Case channeled years of experience as a highschool guidance counselor and private-school college counselor into a new career for herself as an independent college prep counselor. Each year, she helps 30 juniors and 30 seniors and their parents navigate the college selection and application process. Case has made it her mission to bring the quality of college prep counseling found mainly in private schools to public-school students. Reflecting on the benefits of her own education, Case says, “After completing the CAGS, I realized that school psychology wasn’t for me. School psychologists spend too much of their time testing, and I was not going to be excited about that. But I love the knowledge that I acquired through the program at Northeastern. My education helped me understand students with learning disabilities, anxiety, and depression—some of the issues that frequently characterize adolescents.” Case began her career as a guidance counselor at Stoneham High School in Massachusetts. After 10 years in that public school, she was recruited by Milton Academy to become the private school’s specialist in college prep counseling, where she amassed valuable experience that would drive her next career move.
However, with added responsibility came 50-hour workweeks. Eventually, she traded in the long hours to become her own boss.
Counseling Those Who Need It Most Case is committed to helping students and families of modest means as well. Each year, she provides pro-bono counseling services to students in Wellesley High School’s A Better Chance (ABC) program (http://www.wellesleyabc.org), in which academically talented teenaged scholars from disadvantaged communities attend Wellesley High School and live together in the Wellesley ABC Resident Scholar House. Case also works with Crossroads for Kids (http://www.crossroads4kids.org), an organization that describes its mission as “inspiring at-risk youth to develop their innate potential to become members of the next generation of diverse young leaders.” Crossroads offers a unique combination of immersive summer camp and year-round mentoring (including college prep counseling) and enrichment programs for youth ages 7 to 18. The group focuses on guiding these students toward academic success, higher education, meaningful careers, and responsible citizenship. p
Advice for Parents College prep consultant Susan Case offers advice for parents looking to initiate the college prep and selection process: Start early. “The end of sophomore year is the ideal time, especially if a student plans to prepare for testing,” explains Case. “It’s not too early to do some visits to help students become acquainted with the different types of colleges—large versus small, rural versus urban. That summer is also a good time for test prep. At that age, most high-school students are too old to go to camp and too young to get a job. So preparing for the ACT/SAT makes sense. And you don’t have to spend a lot of money on this because there are free tests and local visits. These are great ways to get a jump on the college process during the summer after sophomore year.” Know when to back off. “Having said that, we also know that some kids just aren’t ready at the end of sophomore year,” notes Case. “Developmentally, they need that next year of school before they can even think about college. With those students, parents have to back off. Kids are not all the same— they’re not molded from the same cookie cutter. It’s important to pay attention to where they are and what their needs are.” 11
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Since earning her undergraduate degree in 2000 in her native India, Pratima Tothempudi has been steadily advancing her career in the field of professional recruiting. Following graduation, she worked for four years as a recruiter in India’s telecommunications and information technology industry.
On the
Rise
Recent graduate Pratima Tothempudi steps up the professional recruitment ladder
“You have to brand and sell yourself, work hard, and have a goal. It’s important to target the companies where you want to work.”
Tothempudi came to the United States in 2009 with her husband who had accepted a job in Boston. Here, she maintained her focus on her career goals, immediately seeking out a master’s degree program that would enable her to enhance her human resources knowledge and skills. She evaluated a number of area graduate programs and discovered the Master of Science in Corporate and Organizational Communication at Northeastern University’s College of Professional Studies (CPS). “Being a recruiter, you need to understand and communicate effectively with your internal employees and external applicants,” she says. “I also wanted the flexibility to participate in internships and a co-op program. The CPS master’s program had the mix I wanted.” Tothempudi was attracted to several features of the program, including the flexibility in course schedules, which meant she could work and take classes. She also viewed the co-op and internship programs as valuable opportunities to gain experience while in school. “Apart from what I learned in school, my two co-ops helped me to understand and gain practical experience in the real world of working,” she says. “This enabled me to gain many industry insights, contacts, and colleagues in the field of human resources. It also helped me to determine my interests, as well as my skills and experience as a recruiter.” Earlier this year, Tothempudi received two awards at the first-ever CPS Cooperative Education Awards Ceremony. She was recognized for her outstanding contributions, professionalism, commit-
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ment, and leadership during her two co-ops at Cubist Pharmaceuticals of Lexington, Massachusetts, and Dana-Farber Cancer Institute in Boston. At both organizations, she worked as a human resources recruiter, screening and recruiting prospective employees in addition to developing and implementing recruiting strategies. In the Co-Op Award nomination submission for Tothempudi, Tia Purcell, director of staffing at Dana-Farber, spoke to her skills and abilities: “Pratima was an exceptional co-op student who always took the initiative with projects and had an impeccable work ethic. She took full ownership of assignments, and was self-directed and quite resourceful.” Of her two Co-Op Awards, Tothempudi says, “It was a thrilling feeling. It’s like someone telling you what you are doing is right and to keep doing it.” She found her first co-op at Cubist on her own and offers this advice to other students seeking co-op opportunities: “You have to brand and sell yourself, work hard, and have a goal. It’s important to target the companies where you want to work.” Tothempudi earned a Master of Science in Corporate and Organizational Communication from the College of Professional Studies in April 2012. In May, she accepted a position as a technical recruiter for Ascend Learning, an education technology company serving healthcare and other industries in Burlington, Massachusetts. As a technical recruiter, she is responsible for sourcing, screening, and interviewing job candidates to test their knowledge and determine if they are a good fit for the job and the company. According to Tothempudi, what differentiates a technical recruiter from a standard recruiter is the ability to understand the technical details of a project that are required in a candidate. “Communication is one of the most important skills for being an effective recruiter,” she explains. “Since my master’s degree is in organizational communications with a specialization in human resources, this helped me to understand the art of effective and clear communication.” So where does Tothempudi see herself in five years? “I would like to use the skills I learned in my master’s program to the fullest,” she says, “and become a vice president in strategic recruitment for a good firm.” p
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Pratima Tothempudi MS ’12, Corporate and Organizational Communication
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Education’s Influence
Harnessing a powerful network of graduate students and alumni to lead change Dr. Mya M. Mangawang, senior assistant dean, Academic and Faculty Affairs, and director, Graduate School of Education
As educators, policymakers, business leaders, and parents debate a wide range of education issues, from quality to financing, the Graduate Education programs at Northeastern University have grown rapidly, while establishing a distinctive approach to the most pressing education challenges. The Master of Arts in Teaching (MAT), the Master of Education (MEd), and the Doctor of Education (EdD) attract nearly 2,000 students each year, with an emphasis on the role of educators as change agents in their own settings. Now that these programs have achieved traction and validation from education professionals, what’s next for the Graduate Education programs at the College of Professional Studies (CPS)? Encore recently posed some questions to Mya M. Mangawang, PhD, senior assistant dean of Academic and Faculty Affairs and director of the Graduate School of Education. Dr. Mangawang began leading the EdD program in July 2011, and in July 2012 became the director of the MEd program as well. This is the first time that the Graduate Education programs have had one director. Dr. Mangawang offered her insights on how the graduate programs are evolving and her vision for these programs. 14
ENCORE: How did you become interested in higher education leadership? DR. MANGAWANG: School has always
been home for me. As a kid, the only time I ever missed school was when I had the chicken pox and they wouldn’t let me go. Since high school, I have always wanted places of learning to be as formative and empowering to others as mine were for me. I thought that taking on a leadership role in education would allow me to help shape the way we “do” education, and how we deliberately inspire individuals to pursue more just communities and more thoughtful living.
ENCORE: What challenges do primary and secondary education leaders face in the years ahead? DR. MANGAWANG: The preschool
through grade 12 landscape in this increasingly regulated climate is formed by a confluence of factors at the federal, state, district, and school levels. Having the capacity to understand how one’s school fits in that environment is critically important so that our next generation of school leaders is not only acutely aware of those factors, but also able to navigate them. They need to be astute enough to contribute to and, where appropriate, effect meaningful change in the political and social forces swirling around them, not simply be shaped by them.
ENCORE: What skills and knowledge do the next generation of principals and curriculum specialists need in order to be able to effect change? DR. MANGAWANG: We need leaders who
have the ability to think critically, but we also need leaders who are creative and don’t fear failure. We need leaders who
have a certain openness to “play” and have an intense sense of place. That is to say, as regulations and mandates grow ever-more intense, we need people to lead our schools and our students with an ability to understand those realities and still approach work with wonder, curiosity, and creativity—with a playful mind open to possibility and change. I also mention an intense sense of place because I believe that our schools, though part of a macro-national system, are most effective when designed within the macro context in mind, but with “local and particular” specificity. Different regions, districts, and towns have different needs. I want our leaders to be aware of the larger educational context while being intensely invested in their own particular place. ENCORE: What sets Northeastern’s Graduate Education programs apart from programs at other institutions? DR. MANGAWANG: Our Graduate
Education programs are geared toward experienced professionals who are focused on addressing their local challenges of practice, and the online delivery of our courses reflects our commitment to this effort. While many people talk about the “flexibility” of online learning, I talk about how it allows people to stay embedded in their community and institution so they can be agents of change. That’s important and powerful because most doctorate and master’s programs traditionally don’t allow you to keep working at your full-time job. They require you to be in residence and put your work and your life on hold. Our programs not only allow students to remain inextricably woven into their
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work and place, but also encourage them to do so. Developing a broad perspective on the work is absolutely essential, however. Through coursework, we simultaneously connect students with other leaders across the nation, who may be addressing the same issues but in a different context. This is how we achieve both breadth in thinking and context and specificity in focus and impact. Our size is also distinctive. We have a total of roughly 2,000 active students in our Graduate Education programs and 840 alumni. From the conventional standpoint in academia, particularly at the graduate level, big is bad. But as we tackle the issues in education, I see our size as a great strength—a cadre of educators this large represents a network of power, a way to transform the educational landscape. ENCORE: What is your vision for the Graduate Education programs? DR. MANGAWANG: My vision is that
students, faculty, and alumni—will become the exemplars for how we use innovative approaches of inquiry to bring about change in their organizations and in society. ENCORE: Please speak about the geographically dispersed faculty for these programs. DR. MANGAWANG: It’s really exciting.
While the majority of our faculty are located in the New England region, we also have faculty living in Florida, Georgia, Illinois, Michigan, Virginia, and Washington, D.C. Recently, we had our first all-virtual faculty meeting in the EdD program, and it was fantastic. If we expect students to use these technologies and be engaged virtually, we have to use them ourselves. Likewise, if we’re going to be an innovative program whose impact resonates well beyond the Boston area, we need to practice what we preach and have a faculty that reflects that geographical breadth.
Northeastern’s Graduate Education programs—including their current
ENCORE: How do these programs help students advance in their careers? DR. MANGAWANG: Our students
represent all areas of education, from teachers and principals to chancellors, vice presidents, deans of enrollment, and business leaders. Interestingly, from our first survey of EdD graduates, we learned that most alumni stay in their current organizations or schools. While they often get promoted within the same institution, most stay put. This is not surprising, given that our approach is to help students become change agents in their particular context.
ENCORE: What tips would you give to those who would like to follow a career path into educational leadership? DR. MANGAWANG: I always try to encour-
age people to recognize that leadership is not a solitary activity—change happens in collaboration with others and in communities. Learn how to build great teams and then empower people around you to lead with you. Surround yourself with talent and reward good work. p
Graduate Education Programs ‘At Work’ College of Professional Studies (CPS) Doctor of Education candidate Ellen Kennedy (EdD ’13) exemplifies the vision of the CPS Graduate Education programs. On June 19, 2012, Kennedy was named president of Berkshire Community College (BCC) in Pittsfield, MA. She is the college’s seventh president. Kennedy credits her doctoral work in the EdD program with helping her develop the skills necessary to lead and with strengthening her ability to think critically about today’s educational challenges. In a recent profile published on the CPS website, Kennedy explained, “The doctoral program at Northeastern University’s College of Professional Studies has been transformational for me. This program and its comprehensive curriculum provided me with an
invaluable foundation in educational theory in a learning environment populated with outstanding faculty and with disciplined and focused students eager to actively engage in knowledge acquisition.” In a BCC news update, Susan Lombard, chair of BCC’s Board of Trustees, noted that Kennedy has proven herself to have a leadership style that is collaborative, inclusive, and respected among all constituents of the College and community. She added that Kennedy “has the potential to take this college to the next level and to respond to the community’s needs for education and workforce development.” Read more about Kennedy’s BCC appointment online at http://www.cps.neu.edu/news/Berkshire-President.php.
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Empowering the Future “Once I receive my degree, I would like to dedicate my life to helping others. If it weren’t for Dorothy and the scholarship, I wouldn’t be here.”
Marie Milfleur and daughter Sarah
For Marie Milfleur, it was a long journey to Northeastern—and she’s grateful to finally be traveling on that path. Seeking a better future, Marie moved from Haiti, accepted a job at Brigham and Women’s Hospital in Boston, and dedicated herself to being a successful single parent. With financial constraints, the opportunity to attend Northeastern—once only a dream—was realized through the generosity of the late Dorothy Cooley, BA ’60. Marie and Dorothy never met, yet their lives are forever intertwined.
Dorothy Cooley attended Northeastern at night and graduated magna cum laude with a degree in business administration. In appreciation of her education and in support of women pursuing both their academic and professional careers, such as Marie— Dorothy established the Dorothy G. Cooley Scholarship with a bequest provision to Northeastern in her will. Today, five years after her passing, Dorothy is enabling Marie to study psychology at the College of Professional
Studies and pursue a career supporting women in crisis. “With alumni support, I am becoming a better person,” she shares. “I am able to learn from others, engage with the world, and contribute to society and my community.”
Give the gift of education by leaving your legacy. For more information, please contact Carla Kindt, director of Development, at 617.373.2724 or c.kindt@neu.edu.
news Dean LaBrie Recognized for Contributions in Leadership, Theory, and Practice in Higher Education Last November, the Association for Continuing Higher Education (ACHE) awarded John G. LaBrie dean of Northeastern University’s College of Professional Studies (CPS), its highest honor— the Leadership Award. In making the award, the ACHE noted that LaBrie has dedicated his career to serving working adults who are seeking higher education opportunities. He was credited for an innovative and progressive approach to distance learning that has improved program capabilities and curriculum quality at the College.
Dean LaBrie also was honored for his leadership on the College’s international expansion—including partnerships with institutions in China, Turkey, Hong Kong, and Singapore—and for his role in Northeastern’s national expansion. Through the graduate campus initiative, he worked with academic and administrative colleagues across the University to launch graduate campuses in Charlotte and Seattle. The College of Professional Studies also received the Crystal Marketing Award for the CPS Spring 2012 Graduation live streaming and associated digital media outreach, as well as a Program Award for Outstanding
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Dean LaBrie also was honored for his leadership on the College’s international expansion— including partnerships with institutions in China, Turkey, Hong Kong, and Singapore
Dean John G. LaBrie, EdD
Services to Underserved Populations for Foundation Year, Northeastern’s innovative first- year college program. (See story on page 23.) p
Award winners (from left to right): Yasin Celik, Pratima Tothempudi, Aastha Kohli and Anastasia Ovcharova (Curtis Smith not pictured).
• Yasin Celik (MS ’12, Project Management), who served as a project manager at IBM for five months in Manila, Philippines, and was the first CPS student to do an international co-op
Co-Op Award Winners: Outstanding Contributors and Learners In appreciation of the powerful role that co-op plays in students’ learning and career achievement, the College of Professional Studies (CPS) held its first Co-op Awards Ceremony, recognizing five students for their outstanding contributions, professionalism, commitment, and leadership.
Those honored were: • Curtis Smith (BS ’12, Leadership), who interned at the U.S. Department of Commerce • Pratima Tothempudi (MS ’12, Corporate and Organizational Communication), who earned two Co-op Awards for her work as a human resources recruiter at Cubist Pharmaceuticals and Dana-Farber Cancer Institute
• Anastasia Ovcharova (BS ’12, Graphic Design), who participated in two co-ops as a graphic design intern at the Liberty Hotel in Boston and at Tuatara Group in Cambridge, MA • Aastha Kohli (MS ’12, Regulatory Affairs for Drugs, Biologics, and Medical Devices), who completed two co-ops as a regulatory affairs intern at Dr. Reddy’s Laboratories in Bridgewater, NJ, and at Acceleron Pharmaceuticals in Boston
Since 2009, the College has offered a wide range of full-time co-op and part-time internship positions that enable students to apply concepts from the classroom in the real world and to explore career interests in a practical way. p 17
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Students Awarded Highest Academic Honor for Doctoral Work At the culmination of their studies, doctoral students celebrate their academic accomplishments at the College of Professional Studies (CPS) Doctoral Hooding Ceremony, hosted the day before graduation. During the ceremony, one student is honored with the Dean’s Medal for Outstanding Doctoral Work. The College has awarded three such medals acknowledging exemplary academic achievement and recognizing demonstrated creativity. Candidates are selected based on the following criteria: the degree of comprehension, innovation, and creativity; the scope and importance of the work to a field of study; and the caliber of writing.
During the September 2011 ceremony, Dr. Eugene Pavone, a graduate of the Doctor of Physical Therapy program, received the inaugural Earlier in 2012, at the April doctoral celebration, Dr. Kathleen Mackenzie, a graduate of the Doctor Dean’s Medal for Outstanding Doctoral Work for of Education program, earned the Dean’s Medal for his thesis entitled, “Vestibular Rehabilitation in a Patient with Labyrinthitis: A Case Report.” p Outstanding Doctoral Work for her thesis entitled, “Teaching Hispanic English Language Learners in the General Education Classroom: A Phenomenological Study.” on Teacher Persistence.” The award was made at the fall 2012 Doctoral Hooding Ceremony.
The Dean’s Medal acknowledges exemplary academic achievement and demonstrated creativity in each recipient’s final doctoral work. Dr. Christina Bebas (pictured left) and Dr. Kathleen Mackenzie (pictured center) were awarded the Dean’s Medal in 2012. Dr. Eugene Pavone (pictured right) was awarded the Dean’s Medal in 2011.
Dr. Christina Bebas, a graduate of the Doctor of Education program, received the Dean’s Medal for Outstanding Doctoral Work for her thesis entitled, “A Mixed Methods Study of a Teacher Preparation Program Using Professional Development Schools Student,” was to help ensure that bachelor-degree students graduate with strong writing skills. Prior to this project, students received writing support through Smarthinking, a live, on-demand, online tutoring website.
Students in Foundation Year, a unique first-year college experience, improve their writing through the online writing lab.
Online Writing Labs Offer Students Support and Skills Improvement Through Live Tutoring Website If you’re pursuing your education online, how do you visit the Writing Lab? The College of Professional Studies (CPS) sought to answer that question in 2010 when it was awarded a $216,000 grant by the Davis Educational 18
Foundation for the design and implementation of one-credit online writing laboratories in conjunction with required English courses. The Davis Educational Foundation, a public charitable foundation, supports the undergraduate programs of public and private, regionally accredited, baccalaureate-degree-granting colleges and universities in New England. The goal of the project, “Writing Labs: Enhancing the Academic Outcome for the Non-Traditional
What sets the CPS online writing labs apart from traditional models of writing instruction is that students receive feedback through letters of analysis. Writing specialists point out each student’s strengths, along with areas for improvement. In a report to the Davis Educational Foundation, the College shared the findings of its survey of 185 student participants, which revealed the development of more advanced critical thinking and writing skills. For example, 74 percent of participants stated that working with a writing specialist had made them more confident in their writing, with 79 percent reporting they had learned new writing and revision strategies. In addition, 57 percent of those surveyed stated that their thesis-sentence writing skills had improved, and 59 percent reported they were better able to organize their ideas. Based on the success of the project, CPS plans to extend the inclusion of writing labs to additional classes in 2013. p
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The Double Husky Scholarship 25% Alumni Tuition Discount
Rejoin the pack As a Husky, you know the benefits of a Northeastern University student experience and degree. We would like to offer you the tools you need to succeed in your chosen career with this exclusive Double Husky Scholarship. Northeastern undergraduate alumni are eligible for a 25% tuition discount on a graduate degree program or certificate.
Programs offered: Master’s Degrees
Graduate Certificates
Applied Nutrition
3-D Animation
Commerce and Economic Development
Adult and Organizational Learning
Corporate and Organizational Communication
Biopharmaceutical Domestic Regulatory Affairs
Higher Education Administration
Criminal Justice Leadership
Biopharmaceutical International Regulatory Affairs
Human Resources Management
Digital Media
Global Studies and International Affairs Health Management
Construction Management
Information Security Management
Digital Photography
Interactive Design
Global Studies and International Affairs
Digital Video
Leadership
Distance Learning
Human Services Informatics
Financial Markets and Institutions
Medical Devices Regulatory Affairs
Leadership
Forensic Accounting
Organizational Communication
Nonprofit Management
Game Design
Project Management
Project Management
Geographic Information Systems
Remote Sensing
Education Geographic Information Technology
Regulatory Affairs for Drugs, Biologics, and Medical Devices Respiratory Care Leadership Sports Leadership Technical Communication
Nonprofit Management
Teaching English to Speakers of Other Languages (TESOL)
We look forward to welcoming you back. Now accepting applications. Learn more at northeastern.edu/cps/doublehuskyalum 877.668.7727
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news “…I tell war stories about the IRS—things that could happen. The students like hearing those stories.”
Faculty Snapshot: Herb Itzkowitz
Accounting Professional and Teacher Inspires and Supports the Next Generation
Accounting instructor, Herb Itzkowitz, has taught at Northeastern for 43 years.
Chances are, if you were a business or accounting major at the College of Professional Studies—or its predecessors—in the past half-century, you took a class or two with Herb Itzkowitz. He’s been teaching accounting at the College for 43 years.
wife, Judith, who graduated from the College in 2009, established a scholarship to be awarded each year to an accounting student at the College of Professional Studies.
Itzkowitz is a true Husky, having earned his Bachelor of Science and Master of Business Administration degrees from Northeastern University. “I’m the oldest of seven kids,” he explains. “I would never have gone to college if it hadn’t been for Northeastern and its co-op program. Through the program, I had the same job for 10 years— from high school through earning my MBA. My employer was Radio Shack, a family-owned business at that time.” Itzkowitz was offered a fellowship by Northeastern to teach accounting while earning his MBA, which he did for two years. During that time, he discovered a love of teaching. But pursuing the call to teach would be deferred for a time while he served a six-month military obligation, after which he began his career as a certified public accountant (CPA). In a chance encounter with a former professor then
chairing the Accounting Department, Itzkowitz was asked about coming back to teaching. With that nudge, Itzkowitz applied and was hired to teach Advanced Accounting. Since then, he has taught a wide range of accounting courses at the College, from intermediate to managerial to federal income tax accounting. Most recently, he taught a course in financial reporting and analysis, which concluded this past June. While teaching, Itzkowitz became aware that many students struggle to pay tuition. He recognized the importance of the College’s scholarship programs and saw a tremendous opportunity to give something back to the school. He and his
Leadership of Former Northeastern President Results in University Advances
Kenneth G. Ryder, Northeastern University president for 14 years. 20
Itzkowitz has been a practicing accountant throughout his 43 years as a Northeastern faculty member. In 1974, he became a partner in the CPA firm, Forman, Itzkowitz, Berenson & La Greca (FIBL) (www.fibl.com) of Waltham, Massachusetts. Retired from the day-to-day operations of the firm, he continues to serve a number of FIBL’s clients. “I work with some clients who have been with me for more than 40 years,” he explains. “I enjoy being hands-on.” It’s this hands-on experience that Itzkowitz has been able to bring to the classroom over the years. “Particularly when I teach the tax course, I tell war stories about the IRS—things that could happen. The students like hearing those stories.” p Former Northeastern University President Kenneth G. Ryder, who served as the fourth president of the University from 1975 to 1989 and spent more than 40 years at Northeastern in both academic and administrative roles, passed away in the fall of 2012. Ryder began his career at Northeastern in 1949 as an instructor of history and government and was promoted to associate professor of history in 1956. In 1958, he was appointed dean of administration and in 1971 became the University’s executive vice president. Under Ryder’s leadership, Northeastern saw a dramatic transformation of both the University’s physical campus and academic programs. Over the course of his tenure, Northeastern launched the College of Computer Science, which was later renamed the College of Computer and Information Science, and established nearly two-dozen new academic centers and research institutes. p
The Next Generation of
Huskies Programs for High-School Students.
Summer Programs are designed to prepare high-school students for college and beyond. Building upon Northeastern’s world-renowned reputation for experiential learning, our programs bring together academic topics and real-world applications. • Get a taste of college life. Live on campus, take college classes, and experience hybrid learning—a blend of classroom and online components. • Choose an area of study. From entrepreneurship to sports leadership to information technology, get an inside look at thriving industries. • Learn the Northeastern way—put ideas into action. Develop a business plan, give a sales pitch, or program a new technology.
• Experience Boston. Summer in the city offers exciting opportunities, such as sporting events, cultural exhibits, college visits, and much more. Now accepting applications. Learn more by: Calling: 877.668.7727
Emailing: summerprecollege@neu.edu
Visiting: www.northeastern.edu/cps/NUSummer
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news
Doctor of Education Student Earns National Recognition for Turning Around High School
New York City last fall, she met with more than 300 of the country’s thought leaders in education, government, business, philanthropy, and media.
When Sheila Harrity, a Doctor of Education student at the College of Professional Studies (CPS), began work as the principal of Worcester (MA) Technical High School, she had no idea that her efforts would land her an appearance on NBC’s Today show and a speaking slot at the network’s Education Nation Summit.
On the Today show, Harrity stressed the importance of exposing students to coursework that is germane to their specific field of interest. The Worcester Technical curriculum, for example, combines vocational education in programs ranging from carpentry to the culinary arts with advanced college preparatory courses ranging from biotechnology to statistics.
In recognition of Worcester Technical’s transformation from the city’s lowest-performing high Sheila Harrity, Doctor of Education student, at the school six years ago to its highest-performing school today—boasting a 95.8 percent gradu- NBC Education Nation Summit in New York City. ation rate—Harrity was invited to present her case study, “Coming Together, The Community Turns Around Worcester Tech,” at the third annual Education Nation Summit. During the event in
For an Education Entrepreneurship course in the CPS doctoral program, Harrity wrote a proposal to incorporate science, technology, engineering, and math into each of her school’s two-dozen technical programs. As a result of that assignment, the Worcester School Committee voted to incorporate her plan into the Worcester Technical curriculum. p
CPS Student-Vet Leads “Huskies for Heroes” Team College of Professional Studies Engineering Technology student Nic Pszenny, a former U.S. Marine who served in Kuwait, organized a team of Northeastern University students to participate in a fundraising run to benefit veterans of the Iraq and Afghanistan wars who suffer from combat stress and traumatic brain injury. The “Huskies for Heroes” team raised more than $6,000 in the Run-Walk to Home Base, in support of the Red Sox Foundation and Massachusetts General Hospital “Home Base Program,” which ultimately raised over $2 million. Pszenny and teammate Dennis Amblo, a political science major, are members of Northeastern’s chapter of Student Veterans for America. Amblo served in Iraq and suffers from a traumatic brain injury and post-traumatic stress disorder. In 2009, Northeastern reaffirmed its commitment to education for veterans by pledging $2 million to the “Yellow Ribbon Program.” Under the initiative, Northeastern provides free tuition to nearly 200 veterans who have served their country in the post-9/11 era. p Nic Pszenny, Bachelor of Science in Leadership student and member of the Executive Council for Student Veterans, led a fundraising team to benefit veterans. 22
news Commonwealth’s Chief Justice Provides Inside Look into Court
Imagine your class lecture being delivered by the state’s highest-ranking member of the judiciary. This is what students in the College of Professional Studies (CPS) Doctorate in Law and Policy (LPD) program experienced when Chief Justice Roderick Ireland of the Massachusetts Supreme Judicial Court served as a guest lecturer in their class.
Justice Ireland led the class discussion of two landmark cases on same-sex marriage decided by the Massachusetts Supreme Judicial Court. He also described a career bookended by two key events: a Springfield High School guidance counselor who advised him to forego college because he “wouldn’t be able to do college-level work” and an appointment as the chief justice of the Commonwealth’s constitutional court, where Chief Justice Roderick Ireland leads a class he interprets a constitution that predates the U.S. discussion of two landmark cases that came before the Massachusetts Supreme Judicial Court. Constitution. p
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Wait, there’s more! See what we saved for our online visitors: northeastern.edu/cps/encore. Here, you’ll find: • Favorite recipes from the proprietors of these popular Cape Cod eateries: the Flying Bridge, the Coonnamessett Inn, and the Red Horse Inn in Falmouth; Tugboats in Hyannis; and Clancy’s in Dennisport. • A full listing of all doctoral theses for College of Professional Studies 2012 graduates. • More photos of our profiled alumni.
Foundation Year Recognized for Helping to Improve College Access, Persistence, and Degree Attainment for Boston High-School Graduates Fewer than 50 percent of Boston high-school graduates persist to attain their college degree in a city and region rich with higher education institutions. Northeastern University’s College of Professional Studies (CPS) Foundation Year program addresses this persistence challenge by offering Boston high-school graduates a rigorous 12-month first-year college program centered on academics and skill building. Recently, the Association for Continuing Higher Education (ACHE) honored Foundation Year with the Program Award for Outstanding Services to Underserved Populations.
education opportunity and then help them transfer as sophomores to area colleges and universities, including Northeastern.
Foundation Year, established by the College of Professional Studies in 2009, is designed to teach students how to navigate college-level academics, expectations, and systems through explicit instruction in academic and higher education literacies. The program teaches strategies around time management and study skills. Staff and faculty work closely with Foundation Year students throughout the firstyear experience to identify their next higher
In making the nomination, it was noted that the Foundation Year model is designed to be scalable. Discussions have begun with Bostonarea community leaders to explore how other local institutions can implement their own Foundation Year programs or elements from Foundation Year for Boston high-school graduates.
Mayor Menino praises Foundation Year students for their commitment to success at a year-end event.
“Foundation Year is a model solution designed to address a serious need in Boston that has national implications. The program is based on all the things research tells us students need to be successful in college: a cohort model, dedicated teachers, more class time, and embedded tutoring,” said Molly Dugan, PhD, director of Foundation Year. “Our approach is to provide an intensely focused first year as a critical contribution to each student’s academic success.”
At the annual meeting of the national organization, CPS Dean John LaBrie was recognized with the ACHE’s highest honor—the Leadership Award. Read about his national recognition in the story, “Dean LaBrie Recognized Nationally for Contributions in Leadership, Theory, and Practice in Higher Education” (see page 17). p 23
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Doctoral Candidates Join the Ranks of Scholar-Practitioners The doctoral thesis is the final accomplishment of advanced study, challenging students to apply their knowledge and insights, as well as their skills in analysis, synthesis, problem solving, and teamwork. In 2012, 87 doctoral candidates successfully defended their theses, and were celebrated at doctoral hooding ceremonies, held in the spring and fall, the day before graduation. Here is a sampling of the contributions Doctor of Education, Doctor of Law and Policy and Transitional Doctor of Physical Therapy candidates made to their field of study. Doctor of Education
Doctor of Law and Policy
John J. Antonucci The Experience of School Superintendent Leadership in the 21st Century: A Phenomenological Study
Walter Adam Berbrick Strengthening U.S. Arctic Policy Through U.S.-Russian Maritime Cooperation
Christina Lynn Bebas A Mixed Methods Study of the Impact of a Teacher Education Program Using Professional Development Schools on Teacher Persistence
Dwight Richard Dunk Natural Resource Damage Claims per the Oil Pollution Act of 1990: Examining Twenty-One Years of Data to Predict Damage Claims
Shawn Michael Brown Organizational Adaptation to the Rapidly Changing External Environment: A Case Study of Strategic Marketing at Notre Dame College in Ohio Thomas R. Ermolovich Online Experiential Education for Technological Entrepreneurs Jennifer Bissell Finley The Early Integration of FirstGeneration College Students Kathleen Mackenzie Teaching Hispanic English Language Learners in the General Education Classroom: A Phenomenological Study Nicolle Danielle Sisia Social Silence: A Phenomenological Study of the Social Experience of Deaf Students from Hearing Families in a Mainstream Educational Setting Randy Wormald A Participatory Evaluation of the Use of Social Networking Tools in a High School Math Class
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Earl Benedict Ettienne Latin American and Caribbean Nations in Washington, D.C.: Lobbying, Foreign Direct Investment, and the Party in Power Susan M. Fernandes Improving Adult Congenital Heart Disease Care: An Analysis of Referral Patterns and Barriers Perceived by U.S. Pediatric Cardiologists and Policy Recommendations for Action Susan McDaniel Hohenhaus Increasing Emergency Nursing Education: Actions for Change Charles E. Killam The Future of Electronic Health Records: How to Sustain EHRS Beyond 2015 Morteza Minaee In Search of a Coherent Framework: FDA Oversight of Microarray Based Cytogenetic Tests Christopher Declercq Zambakari New Sudan, Colonialism, Politics, and the Making of a New State in South Sudan
Transitional Doctor of Physical Therapy
Tolulope Adegbore Pharmacology and Psychomotor Considerations for Joint Replacement Rehabilitation of a Patient with Parkinson’s Disease: A Case Report Cynthia M. Berlied Pharmacological Interventions and Rehabilitation Strategies for Depression and Anxiety in the Geriatric Patient Christopher Michael Cesario Can Academic Factors Predict Success on Clinical Education Experiences? Brian M. Ciaccia Rehabilitation Following Total Shoulder Arthroplasty for a Patient with Chronic Pain and Ulnar Nerve Entrapment: A Case Study Lauren Jane Healey Exercise Training in an Adult Patient with Congenital Heart Disease: A Case Report Elizabeth Ann Kliss Use of a Lower Extremity Robotic Device on an Individual Long-Term Post CVA with Moderate to Severe Tone: A Case Study Abdulridha Hasan Mohammed The Effects of PNF Stretch, Manual Therapy, and Acupuncture on Restricted Range of Motion and Pain Postoperative ACL Reconstruction Debra Anne Polansky Physical Therapy Management of the Adolescent Patient with Chronic Regional Pain Syndrome: A Case Report
The CPS Doctoral Hooding ceremony marks the traditional passage from student to scholarpractitioner.
Wait, there’s more! See what we saved for our online visitors: northeastern.edu/cps/encore.
Here, you’ll find: A full listing of all doctoral theses for College of Professional Studies 2012 graduates.
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Encore Magazine is published for the alumni of the College of Professional Studies, University College, the School of Professional and Continuing Studies, the Boston Evening School, Lincoln College, the Lowell Institute School, and the School of Education.