Maryland Schools Partner with City Planners to Meet Industry

! "#$%&!' !()$*+&"&,- "$%+&., ./ +0$ 1!'+&2.*$ "3,
4 "3,(!56 !#*&' 786 897:
EDUCATION
John Dean, Contributing Photographer
Planning and
transportation 2
Jobs in health care 3
Business 4
Evidence-based care 5
Technology 6
Training teachers 7
Registration
directory 9
Education publishes five times a year in
February, April, July, September and November.
To advertise, contact Lisa Myers at
410-332-6468 or at [email protected].
© 2015 The Baltimore Sun Media Group
Finding the right road
“Win-win” scenarios in allied health
By E. Rose Scarff, Contributing Writer
W
hat do students of dental hygiene,
industrial and organizational psychology and gerontology have in
common besides being part of
the allied health professions? In
the case of the schools featured here, the commonality is real world experience in their fields
while they are still students. These experiences
help them hone their skills, explore and focus on
different areas in their field and lead to jobs after
graduation.
“When I was looking at schools with pro-
Teaching law
Programs merge with health care,
international law and philosophy
By Soo Young Lee, Contributing Writer
T
John Dean, contributing photographer
Top: (left to right) Brightview-Towson
resident Lou Aiello, talks with student intern
Shannon McNeil, who is enrolled in Towson
University’s geronotology program.
Above: (left to right) Stevenson University,
nursing students Amara Eden, Rosemary Crowl,
Paige Maykut and Jennifer Carnes, showcase
their research on Nepal as part of the Nursing
Programs Culture – Health and Disparities project. (See story on page 5.)
Below: University of Baltimore Winter
Study Abroad participants, along with program director Catherine Moore, Esq.; James
R. Moore, U.S. Consul General to Curaçao and
U.S. Chief of Mission to the Dutch Caribbean
and Management Officer Hormazd Kanga, take
a selfie at the Roosevelt House in Willemstad,
Curaçao.
on a dummy,” says Susan Seibel, RDH, MS, acting chair and director of Dental Hygiene at HCC.
“They then work on each other before progressing to patients of various kinds in the clinic,” she
continues.
The dental hygiene Center not only has the
simulation clinic, but also everything is digital
and set up to be paperless. Students also learn to
grams for dental hygienists,” says Rosemary Lee, take dental radiographs, which are low-radiation,
a first year student in the dental hygiene program and how to give local anesthetic. Besides practice
at Howard Community College, “I was really on the simulation dummies, fellow students and
impressed by the school’s brand new state-of-the clinic patients, and because of the small class
art-facility, the small class size and the fact that size, they receive one-on-one coaching from their
the clinic would be offering low-cost dental care instructors. “During their last semester,” says
to the community.”
Seibel, “students will go off-site for a few weeks
The two-year program is extremely rigorous, for enrichment experience in a dental office.”
with nearly 70 units of pre-requisites in general
“I feel that part of a dental hygienists’ job is
studies, math and science, the equivalent of an to help people understand the importance of oral
associate’s degree, which much be completed health,” says Lee, “and to teach proper home
before entry into the program. “During their first care.” Although Lee already had her B.A. when
semester, in addition to class work, the students
Allied Health, continued on page 2
start right in with clinic simulations with practice
hree pioneering programs at three
Maryland universities represent innovation and forward thinking applied to the
areas of justice, health care and international law. Attending a university in
Maryland provides a large number of places to
gain professional experience because of the close
proximity of organizations, law firms and government agencies in and around Baltimore, Annapolis
and Washington, D.C.
University of Maryland, College Park’s Justice
and Legal Thought program was created to explore
how justice and laws shape society. The first
cohorts of the JLT program are fostering an innovative view of justice through discussions of ethics,
law and social change. The 18-credit program is
a symbiotic collaboration with the Carey School
of Law and the College of Behavioral and Social
Sciences that is run by Robert Koulish, Ph.D., program director and political scientist, and program
assistant director Erica Smith, Esq.
“We think the combination of community
through living-learning, rigorous coursework
taught by UMCP and Carey law faculty, and a
strong experiential tilt, provide a strong frame for
Photo courtesy of Catherine Moore, Esq., Curacao program director, School of Law, University of Baltimore
the development of must-have legal skills in the
21st century,” Koulish states.
Student Omari-Christopher Lemmie reveals,
“This program is not for by-standers. We discover
ways to be a part of the solution. The curriculum
allows me to view social and ethical change initially from a philosophical perspective, and then I
have the opportunity to consider what legislative
changes might ensure equality for all.” Koulish
notes, “Empathy forces us to reckon with multifaceted approaches to law and justice … Part of
our mission is to get students to see there is more
than one way to interpret law and apply justice.”
Another way empathy and understanding are
emphasized is through trips to such locations as
the Holocaust Memorial Museum and the Eastern
State Penitentiary in Philadelphia. “We are not
only encouraged to be scholars, but we are also
encouraged to become responsible and contributing members of society,” says Lemmie.
Upon completion of this program, Koulish
says, “Students will also have the advantage of
perspective. Perspective creates opportunities for
creativity and innovation, which the legal field
demands of its participants.” JLT is inspiring
students to think about the larger issues of social
change and more importantly, how to responsibly
look for a solution.
While one program looks at issues from a
broad perspective, another program gains its success from its specific focus and specialization.
To meet the growing needs of health lawyers to
help navigate the shifting terrain of health care
legislation, University of Maryland, Baltimore has
created a unique program that combines the intersection of social justice, health care policy and the
judicial system.
Karen Rothenberg, J.D., M.P.A., founder and
former dean, and Diane Hoffman, J.D., MS, director of the program, built the foundation of the law
and health care program in 1984 to meet the growing need for a specialization in this field. Caroline
Farrell, an alumnae who works for a health department, chose this program because it “had over
40 health law courses listed on their website, and
many were taught by the preeminent experts or
prominent practitioners.”
Teaching Law, continued on page 9
Ask Margit
By Margit B. Weisgal
Contributing Writer
[email protected]
Flying solo
“Choose a job you love, and you
will never have to work a day in
your life.” – Confucius
You’re at the finish line, about to graduate from college and ready to enter the “real
world,” going to work every day instead of
going to class. No longer will you have that
cushion of structured semesters and summer
breaks. You’re on your own.
Since 2008, the economy has been on
a roller coaster, so finding a job can be hit
or miss. Often, getting another degree or
going to graduate school, positions you better, makes you more qualified. On the other
hand, maybe you’ve had enough of studying
and want to enter what we euphemistically
call the “rat race.”
Alex Franks left school with a degree
in English and hit a wall. He was either too
qualified or not qualified enough. Some of
the entry-level positions he applied for only
required a high school diploma and, after
accepting a position, he was bored. Worse,
there was no way to move up the company
ladder. After much reflection, Franks went
back to school and became a Certified
Public Accountant. He now works in a firm
where he’s happy and fulfilled.
Eileen Ellersly got her degree in education and couldn’t find a job anywhere,
even as a substitute teacher. Frustrated,
she applied for positions in other areas and
was finally offered a low-level job working
with computers. After a few years, she took
classes in coding and became a programmer. This lead to steady contract work. But
it took time to find something she enjoyed.
Greg Schiffer always wanted to do something to help people. He got a degree in psychology with a minor in sociology but knew
that without a graduate degree he’d have a
hard time finding work. In the time between
getting the two degrees, the second of which
was in counseling, he worked in some temAsk Margit, continued on page 8
8
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
Planning and transportation
Maryland schools partner with city planners to meet industry demands
Planning and
Transportation 101
Planes, trains and automobiles are part of
life in some shape or form around the globe.
Transportation connects our world. The field
is technical and diverse, and creative minds
continuously research and experiment in
order to propel into the future the world of
transportation and its connection to life as
we know it.
We are in a present age where talk of
plugging in your car in a parking garage is
fact, not fiction. Most Americans are familiar
in some form or fashion with the conceptual
role and physical function of transportation in
their daily lives; however, we are likely less
aware of our daily dependency on planning.
What is planning? And how do the two
connect?
According to the Bureau of Labor
Statistics, U.S. Department of Labor, planners “develop plans and programs for the use
of land” and are urban or regional. The work
fosters the creation, growth and upkeep of
communities, town facilities, cities, counties
and metropolitan areas while accommodating
population growth.
Our country’s smorgasbord of planners
focus on the ecosystem, codes, housing,
jobs, architecture and more as they pertain to
development. Planning is all around us, and
without the work of efficient and effective
planners, our norm and our future would be
vastly different.
In addition to the various types of planners are those who develop the plans and
programs for the populous to get from here
to there. These individuals are called transportation planners. According to the Bureau
of Labor Statistics, “They identify transportation needs and issues, assess the impact
of services or systems, and anticipate and
address future transportation patterns.” They
also “develop and model possible solutions
and explain the possibilities to planning
boards and the public.”
Transportation is so engrained into the
American way that sometimes we do not
stop to consider how different life would be
without it. There is no question that the duties
of transportation planners play a crucial role
in our society’s ability to commute to work,
visit our families and friends and enjoy the
!"#$% &#"'(% ')* +
Top: Anne Arundel Community College students
visit the FedEx Regional Hub in Crofton, Md.
Allied Health, from page 1
Lucrative health care jobs
Dental hygienists do more than just clean
a patient’s teeth. They educate their patients
on the importance of preventative oral health
and help to keep them healthy. They work
closely with dentists to provide complete
care for a patient. They must pass a licensure
exam when they complete their studies. The
median national salary for dental hygienists
is $70,000. Dental hygienists can find work
as clinicians, educators, researchers, administrators or in public health. Some of these
areas would require further study beyond the
A.A.S. degree.
Industrial and organizational psychologists use scientific research for problem resolution in the workplace. Since most people
spend a huge portion of their lives working,
this valuable input can make their working
lives happier and more productive, which
also benefits the employer. This is one of
the fastest growing occupations and median
salaries are over $83,500. IOP graduates of
a master’s program can find work in government, industry, health care, consulting firms
and internationally.
The aging boomer population provides
continued opportunities for students of gerontology far into the future. But because of
the variety of fields which will be providing
care for these elder adults, the salary ranges
vary from $20,820 for home health aides to
six figures for doctors. But most administrative jobs and those as recreation therapists,
speech therapists, physical therapists, nurses
and other occupations range from $40,820 to
$79,860. See specific fields on the Bureau of
Labor Statistics website for a better estimate
of a specific field.
For more information see:
Bureau of Labor Statistics
http://www.bls.gov/ooh/healthcare/home.htm
Howard Community College
http://www.howardcc.edu/academics/program_information/catalog/web/programs/
healthsciences/Dentalhygiene.html
University of Baltimore
http://www.ubalt.edu/cas/graduate-programsand-certificates/degree-programs/appliedpsychology/industrial-organizational/index.
cfm
Towson University
,--./00!!!*-"!)"(*1%'021#"(-"$"230 +
1; %<=>; 1?;>@6 %?AB@CDEBCAF G@CB>@
T
he expansions of technology and industry needs are creating more jobs in
Maryland. Anne Arundel Community
College is implementing curriculum
changes as needed to meet ongoing
demand in the transportation industry.
AACC offers an associate’s of applied science
degree in business management through the TLCS
program, otherwise known as Transportation,
Logistic and Cargo Security.
According to Kipp Snow, MBA instructional
specialist with the Business Management and
Entrepreneurial Studies Department, the transportation industry is on the cusp of an alarming
demand for employment within the next five
years due to retiring baby boomers. To prevent a
skills and experience gap in the workforce, Snow
believes soft skills and critical skills training,
hands-on experience and continued recruitment
are essential. AACC is introducing a badging
system into the existing curriculum, which will
support professional and managerial development, writing and communications as they relate
to transportation and logistics.
Likewise, the TLCS program is adding warehousing operations, procurement, transportation
technologies and import/export trade into the
program curriculum.
In addition to the TLCS certificate available
through the TLCS Program, a second 18-credit
certification in supply chain management is available as well. Both can be applied to an AAS degree
in business management. The program allows
graduates of the AAS to further their skills and
critical know-how through a bachelor’s degree in
business administration supply chain minor with
the University of Maryland, University College.
Students can use these certificates to climb the
academic ladder and to pursue careers in health
and safety management, sales and service, planning and management, warehousing and distribution and other related fields.
“In the program’s curriculum,” Snow says,
“there is an emphasis of addressing current issues
in the transportation industry. Students look at
political, social, environmental and economic
issues over the five main modes of transportation
through local and international news outlets. This
allows the students to understand not only the
fundamentals of transportation operations, but
also to understand the impact in today’s industry.
This constantly changes so it is important that the
program is also current with toady’s transportation
industry.”
The TLCS program offers active learning
environments that include field trips to places such
as the Dundalk and Seagirt Marine Terminals and
Rukert Terminals in Baltimore, BWI Thurgood
Marshall Airport, the FedEx cargo terminal at
BWI airport and other warehouse, logistics and
transportation outfits in the region.
Industry-experienced faculty provide contextualized technical training based on real world
industry experience in a credit environment. “This
program is vital to the continued growth and success of the transportation industry,” says Snow.
she entered the program, her passion for science
led her to pursue a career in dental care. For others graduating from the program with an A.A.S.
degree and the preparation to sit for their licensure
exams, they can plan to continue their studies for
a bachelor’s or master’s degree in dental hygiene
if they so desire. Besides jobs as clinicians, dental hygienists can pursue careers in education,
research, administration or public health. (See
sidebar.)
Dental hygienists may be concerned about
our oral health, but industrial and organizational
psychologists are concerned with the quality of
life in the workplace. “An industrial or organizational psychologist is trained to help organizations
acquire the best talent and keep it,” says Sharon
Glazer, Ph.D., professor and chair, division of
Applied Behavioral Sciences at The University
of Baltimore. “Happy employees (the talent) tend
to stay.”
“For example,” says Thomas Mitchell,
associate professor in the same department,
“students were hired as junior consultants
through the Shafer Center of Public Policy to
do a survey of the State Highway system. They
found that employees did a better job when
they received recognition and feedback for a
job well done.” But students on the IOP track
for a master’s in applied psychology receive
the full array of class studies in addition to their
opportunities for work as interns in a variety of
industries and organizations in Maryland and
internationally.
“Maryland is one of the largest employers in
health care services and students with an interest
in health care have done work in multi-care facilities,” says Mitchell. “Their goal is to improve the
selection of caregivers and to improve their satisfaction in the organization.” This, of course, helps
the quality of life of the residents. “In another
study of stress and occupational health,” continues Mitchell, “they worked in emergency services
to help decrease the stress of the resident doctors,
which helped not only the doctors, but also their
patients and their families.”
“Our international focus is held during our
winter school,” says Glazer, “and is an opportunity for our students to gain real world international experience. This is done through modules
of virtual experience on a team culminating
with an intense two-week face-to-face module in
Valencia, Spain. There are different challenges
to working in the virtual and the face-to-face
aspects, but in the process we are training global
thought leaders.”
“The global experience has helped our students get jobs at home and abroad,” says Mitchell.
Graduates are working all over the world in many
different industries and governmental agencies in
this fast growing field.
Photo Courtesy of Anne Arundel Community College, TLCS Program
Curriculum adaptation is vital for the future of
the transportation industry as schools like AACC
prepare today’s students for tomorrow’s demands.
In a hands-on approach to meeting industry needs,
seven graduates in the landscape architecture program at the University of Maryland embarked on
a long-standing floodplain development project in
partnership with the City of Frederick in the fall
2014 semester.
Under the leadership of Christopher D. Ellis,
Ph.D., associate professor and professionally
licensed landscape architect, students were tasked
with creating a detailed and viable solution to help
control and protect the Carroll Creek floodplain,
while introducing a shared use path that connects
downtown Frederick to the Monocacy river.
According to UMD sources, Ellis’ Regional
Design Studio III class is part of the university’s larger Partnership for Action Learning
in Sustainability (PALS) program through the
School of Architecture, Planning and Preservation,
as well as the National Center for Smart Growth.
The inaugural PALS program for this particular Landscape Architecture course focused on
environmental, economic and social sustainable
growth in the City of Frederick.
The initiative in the 2014-15 academic year
seeks to unite the expertise of three hundred students in 28 courses across seven UMD colleges,
schools and programs to further sustainability
in Maryland. A university source notes, “In all,
about 50,000 hours of student work and faculty
expertise will be dedicated to Frederick through
all of these courses.”
George Sorvalis, a UMD graduate student
pursuing his master’s degree in Landscape
Architecture was one of the students participating in the course lead by Ellis. Sorvalis and his
classmates rose to the challenge gaining confidence, opportunity and experience that he states,
“put forward a vision of a transportation project
that ... solves a human need while enhancing the
environment.” This he believes is the definition of
a “good project.”
Ellis notes that students sought to create a
“multi-functional landscape” that would be able
to “mitigate storm water pollution, provide recreational open space or restore wildlife habitat. The
trick is to recognize what the important functions
need to be for the site because there is no single
prescription that can satisfy every situation. That
is the assignment – identifying the important
functions – that is what led to the multifunctional
solution for Carroll Creek.”
Though a mutual agreement among stakeholders, construction completion and ongoing
maintenance are factors in the project completion
process, the students were able to create a viable
solution for the future of the Frederick floodplain.
Technical class skills combined with real
world problem solving projects have influenced
Sorvalis’ worldview as a landscape architect. “I
have learned to see deeper into the world around
me,” he states, “appreciate beauty, nature and
function, and try to absorb these things to incorporate into design.”
Both Ellis and Sorvalis recognize the PALS
program with sincere appreciation for their considerable efforts in facilitation of university/community partnerships.
In addition, Morgan State University has
one of two planning programs in the state and
there are only two accredited planning programs
in the nation at Historically Black Colleges and
Universities. In fact, the master of arts in urban
planning and policy analysis degree along with
the undergraduate program in urban studies and
community service earned Morgan degree recPlanning, continued on page 8
John Dean, Contributing Photographer
Another fast growing field is the study of
gerontology, with the aging Boomer population
growing ever larger on the horizon. “Many of our
students come into the program with the idea that
they would like to help the elderly,” says Emiko
Takagi, Ph.D., assistant professor in the gerontology program at Towson University, “but one of
the first things they learn is that every one ages
differently.”
Towson offers a major and a minor in gerontology, as well as a master’s degree and certificate program. A valuable feature of the major is
the 120-hour internship requirement. Although
they place students in many facilities in the area,
the Brightview-Towson center just across from
the campus makes it easy for students to complete their internships and class studies without a
long commute. “We are able to expose students
to all aspects of gerontology when they are just
starting out,” says Takagi, “and they often find
that their stereotypes of aging are not true when
they meet actual residents during their internship
program.”
“The demand will only increase with the
aging of the Boomers,” says Heather Wojack,
executive director of Brightview-Towson. The
facility cares for 100 residents, some in traditional
assisted living, some living in independent living
units and some in a memory care facility. “It is
a ‘win-win’ to have the student interns because
the residents enjoy the variety of programs the
students develop and the students are gaining
invaluable experience.”
One such success story is Courtney David, who
Above: (left to right) Courtney David interacts with resident Lorretta Brown. David was in
the first graduating class of Towson University’s
gerontology program, and is now the executive
director of Vibrant Living at Brightview-Towson.
was in the first graduating class from the Towson
gerontology program in 1998. Although she did
her internship at another facility and worked at yet
another before coming to Brightview-Towson,
she is now their Vibrant Living director. Part of
her job is interviewing, orienting and directing
the interns from Towson. “The best thing about
interning, whether at Brightview or elsewhere,”
says David, “as a student you get a chance to see
all the different possibilities of working in that
environment. You might realize that you could
work in nursing or accounting or administration
or other areas you had not thought about.”
“The residents really enjoy having young
people here interacting with them,” says Wojack.
“It adds a normalcy to their life and helps fulfill
our goal of ‘living vibrantly,’ whatever that might
mean for a particular individual.” Because of the
variety of avenues a student of gerontology might
pursue, the career offers many possibilities.
The students at all three schools featured
here not only gain valuable experience that leads
to lucrative jobs during their student practice or
interning projects, they are able to help others in
the process, whether it is providing low-cost dental care, top-notch advice on improving life in the
workplace or brightening the lives of the elderly.
4,&- #1&$$3 5) & 6!5(7!5(8 )91(&#5"* +
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
Opportunities for success
0?KLFDI >EHM?DE> KADM N=G> FD O?AKEO @AB?
1; $< *=>? "@ABCC6 %=DEBFGHEFDI JBFE?B
A
llied health care may be the fastest
growing and one of the more stable job
fields to go into, but that does not mean
getting a job in one of those sectors will
then be a given. An applicant needs to
be able to show that they have the right qualifications and experience for the job.
“In the five years the program has been in
development, we have seen success and are accelerating the connection of coursework to employment,” says Meintje Westerbeek, director, English
language service and basic skills at Baltimore City
Community College, speaking of the Heathcare
Career Training program. Developed in conjunction with the Workforce Development and
Community Education Services-Healthcare, the
program provides training for multi-skilled medical technicians, nursing assistants, pharmacy technicians, patient care technicians and other entrylevel jobs in the health care fields.
“Many of our students may have been out of
school for some time,” says Westerbeek, “so we
are dealing with the individual as a whole, resolving life issues, offering training and academic
coaching as needed.” Students must be committed
to the program, which can last from six to nine
months, depending on their focus. The program
costs are fully funded for students who qualify.
“We emphasize that this is the first step on a
career path,” says Westerbeek, “and continued
training will be needed if they plan to advance in
health care.”
The most innovative aspect of the program is
co-teaching. In any given class there is a trainer
who is teaching the skills needed, for example,
for a pharmacy technician. In the same classroom
there will also be a teacher who will help students
who may be having difficulty with the math portion of the course. “The co-teaching was very
helpful,” says Sherie Hopkins, a recent graduate of
the program as a multi-skilled medical technician,
which includes modules in medical terminology,
EKG, nursing assistant skills and venipuncture
skills. “The program is fast paced, and with the
co-teachers a student is able to get one-on-one
help where they are having difficulty.”
When it comes to finding jobs at the end of
the program, the student needs to be proactive
in looking for work. “The coordinators provide
information about where to apply,” says Hopkins,
“but you have to get out there and get the job.” Job
boards and online resources are in development to
aid this process.
At Mount St. Mary’s University, freshmen
are required to create a résumé on their very first
day. “They will build on it throughout their college career,” says Clare Tauriello, director of the
Career Center at the Mount. “In their sophomore
Jobs and training in health
care
John Dean, Contributing Photographer
year they are encouraged to join clubs and learn
leadership skills. As juniors they learn interview
skills by Skype or phone or in person. By their
senior year they should know where they are
going and how to apply for a position or for graduate school.”
This process is set up to help students discover
their “calling” or vocation and where they can be
successful. “Many students already know that they
want to go into a health care field,” says Tauriello,
“but may not be aware of all the different roles
available in health care.” While taking biology
or chemistry they may find that the hard sciences
are not for them, and perhaps going into human
resources or social work within the health care
setting would be a better fit. Or they may do so
well biology or chemistry that they go on the do
research work in biochemistry as interns.
“Our role at the Career Center is to help them
figure out the skill level they have or need and the
best direction for them to take,” says Tauriello.
The Center offers workshops and one-on-one
counseling to the students. There is the opportunity to learn everything from how to shake hands
to how to handle social media. “We are there to
help and support them at any time,” she continues.
“We want the students to feel confident about
where they are going, to find their voice and presence. We want them to also know it’s OK to say
‘it’s not for me.’ ”
And when students are successful they can
celebrate with everyone in the Center by coming
in, ringing the gong and sharing their good news,
whether it is an internship or a job or acceptance
into graduate school. That makes it a win-win for
students and counselors alike.
The Student Success Center within the
University of Maryland School of Nursing is the
portal for success in pursuing a nursing degree
and finding a job. “We are here to guide students
through the nursing program, from undergraduate
through the nursing M.A.,” says Tiffany Murphy,
assistant director, at the Student Success Center.
“We begin with an academic focus, but are there
with help with résumés, workshops and a jobs fair.”
Students can come for one-on-one coaching
on how to reach their academic goals. “We offer
writing support so students can master that aspect
of their studies,” says Murphy. Also available and
vastly popular are the peer-led guided study sessions and private peer tutoring offered for a wide
range of courses from entry-level nursing courses
through clinical courses. There are workshops on
everything from “Smart Study Strategies” to the
“Basics of Medication Dosage Calculations.”
“From their first semester on, our student nurses get their CNA (Certified Nursing
Assistant) so they can get jobs,” says Murphy.
This experience not only helps in their coursework, but will help build their résumé. If a student needs one-on-one help with their studies or
with the job search process, the Center is open
to help them. They can schedule an appointment
online or just walk in.
“In November we hold a workshop on how
to prepare for an interview,” says Murphy,
“and in December we hold our career fairs.”
At the career fair students can meet prospective
employers in person. New this year is an online
job board where an employer can post a position
and students and alumni can check postings and
apply. ”We encourage students to begin applying
a semester before they graduate and to prepare
ahead,” says Murphy. Those are good words of
wisdom for any student looking for employment
!"#$ %&'(!')*#$+ ,
The allied health care fields are one the
fastest growing and stable job fields, according to the Bureau of Labor Statistics (BLS).
Health care fields encompass everything from
entry-level fields needing little training, such
as home health aides, to fields in medicine
which require advanced degrees. The annual
salaries range from $20,000 for untrained
workers, to more than $100,000 for doctors
and specialists. Most of the top 20 allied
health care jobs cited by the BLS require at
least an associate’s degree and many require a
master’s degree.
Baltimore City Community College offers
training for entry-level jobs as multi-skilled
medical technicians, certified nursing assistants, pharmacy technicians, patient care technicians, dietary aides, CNC technicians or
medical billing professionals.
Mount St. Mary’s University offers the
undergraduate training necessary for many
advanced degrees. They have partnered with
the University of Maryland School of Nursing
so that students can earn two undergraduate
degrees at the same time: in biology from the
Mount and in nursing from the University of
Maryland.
The University of Maryland School of
Nursing offers a bachelor’s degree in nursing,
with post bachelor’s certificates offered in
environmental health, global health, oncology
nursing, teaching in nursing and health professions, evidence-based practice in nursing and
nursing informatics. They also offer a master’s
degree in nursing, a nursing Ph.D. in research
and scholarship, as well as a nursing practice
doctorate (DNP).
More information is available at:
! "#$%&# '( )&*'$ +,&,-.,-/.0
www.bls.gov/ooh/healthcare/home.htm
! "&1,-2'$% 3-,4 3'22#5-,4 3'11%6%0
www.bccc.edu
! 7'#5, +,8 7&$49. :5-;%$.-,40
www.msmary.edu
! :5-;%$.-,4 '( 7&$41&5< +/=''1 '( >#$.-560
---+.#$+!/'&01'$(+2(! ,
Top: Sherie Hopkins, a multi-skilled medical
technician, is a graduate of the Baltimore City
Community College.
GRADUATE SCHOLARSHIPS STILL AVAILABLE
If you're an incoming graduate student, we'll automatically consider you for
merit scholarships; if you qualify, you could receive up to $3,000 per year.
UB’S GRADUATE PROGRAM AND SPECIALIZATION OFFERINGS INCLUDE:
Accounting ¥ Applied Psychology ¥ Health Systems Management
Interaction Design and Information Architecture ¥ Nonprofit Management and Social Entrepreneurship
ubalt.edu/education
Graduate Admission: 410.837.6565
3
4
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
Maryland schools get down to business
Tailored programs add to students’ marketability
The business of fashion
It’s not what to wear that concerns students in the fashion merchandising program
at Stevenson University; rather it’s who will
be wearing it and how to market it.
Nicole Talor, a senior, began her college
career studying international business and
marketing “but I always felt I would use that
in the fashion industry,” she says, explaining
why she transferred to Stevenson University
to major in fashion merchandising. She’s
learning every aspect of business, but loves
putting her knowledge “toward something
really beautiful. Fashion is like living art.”
Emily Haas, a sophomore, applied to
Stevenson as an undecided major, but when
she sat through a presentation on the fashion merchandising program, “my mom was
nudging me and said, ‘that sounds like you.’
” She had worked at Banana Republic and
wanted to do something related to business,
but she was also interested in shopping, trends
and what people are wearing. When it comes
to making a first impression, “I think clothes
are so important,” she says.
Haas, who is also minoring in fashion
design, says that while fun, her design courses
helped her realize she’d much rather be merchandising clothes than making them. A high
point of her experience so far is attending
Magic Market Week in Las Vegas, to see
the interaction between buyers and the major
brands.
Talor felt she learned a lot interning at
Wee Chic, a locally owned children’s fashion
boutique. She noted that the owner does all
of the buying and marketing, “so I’m really
given a window to learn. It’s really great for
networking, too.”
Both students praised the faculty for bring
real-world knowledge to the classroom and
for being invested in students’ success.
“You’re learning elements of what it
takes to run any business – it’s just that we’re
applying it to the fashion industry,” Haas
!"#!$ %
Top: University of Baltimore students in the
leadership and international business program
traveled to Lucerne, Switzerland, with the Global
Field Studies class to learn about local culture,
study business practices and network.
By Nancy Menefee Jackson
Contributing Writer
S
tudying business is a rather broad category. In Baltimore, tailored programs
give students specific knowledge about
certain facets of business, an experience that in turn makes students more
marketable.
Stevenson University students know
what’s in style – and why
The bachelor of science in fashion merchandising major at Stevenson University gives students a broad business foundation and specific
knowledge that is unique to the fashion industry.
“We are in business, we are not making patterns and draping fabric, we’re not sewing,” says
assistant profressor Holly Lentz-Schiller. Students
do study trends, colors and how to style looks in
classes that include Visual Merchandising, Fashion
Retailing and Fashion Product Merchandising.
But the 100 students in the program are not looking for a star turn on “Project Runway;” rather
they’re preparing for jobs in retail management,
product development, visual merchandising and
marketing, or as assistant buyers, fashion coordinators, research analysts and fashion editors.
Students learn what makes stores “shoppable” and
about “silent selling”; they also study consumer
behavior.
“They know about the product and the business part of our industry,” Lentz-Schiller says,
noting that there is strong demand for retailers.
“It’s big business, and they need good analysts.
It’s global – we’re not limited to what’s happening
in the United States.”
A core of business classes – including accounting, management, economics, marketing, and
business law courses – prepare students, along
with the more specialized courses. All students
must complete an internship, and they’ve interned
at companies such as Anthropologie, Target,
Wee Chic and Baltimore magazine and the nonprofit Ruth’s Closet. This past February, students
identified trends and put together looks for one
of Boscov’s courses on spring trends and the
department store partners with the program for an
integrated marketing class.
Nicole Talor, who was interested in the fashion industry, was studying international business
and marketing at American University when she
decided to transfer to Stevenson. “This is the best
of both worlds,” she says. “I think the program is
amazing. I think part of the reason it’s so successful is the professors; they’re really interested in
your success.”
Notre Dame of Maryland University
won’t risk a gap in knowledge
Photo courtesy of the University of Baltimore
If only the Seattle Seahawks had studied
risk management at Notre Dame of Maryland
University.
Charles Yoe, Ph.D., a professor of economics
at Notre Dame, laughs as he explains he’s citing
that famous interception in his risk management
classes, which are part of the first graduate certificate program in risk management in the state.
Risk management, once the province of the insurance industry, focuses on what can go wrong,
what are the consequences, what would happen
if something does go wrong and how likely is it
to happen?
Increasingly, government agencies and private entities alike are using risk management, and
the discipline is still developing.
“Every business faces risk,” Yoe explains.
“Risk management is the confluence of science,
bringing the best evidence and data to bear, and
incorporating it with social values to make decisions that limit the effect of risks on the objectives
of your organization.”
Food agencies, in particular, are moving from
a reactive approach – an outbreak of food-borne
illness occurs, and they attempt to find the source
– to a risk management approach. “Three thousand people will sit down to a meal that will kill
them, and one in six will get sick,” Yoe says.
“That industry said, ‘we have to do better. We
have to identify the hazards.’ I do a lot of training internationally.” Public safety and public
health are also fields increasingly turning to risk
management.
What distinguishes the risk arena is its empha-
sis on uncertainty and reducing the uncertainty
about what can go wrong.
“There’s nothing that’s risk-free,” Yoe says.
“It makes sense for us to measure and assess the
risk.”
To prepare people to do that, Notre Dame is
offering an accelerated, online graduate certificate
in risk management. To enroll in the program,
which consists of six three-credit courses, students must have an undergraduate degree. The
online format allowed one government agency to
have 24 people from across the country enrolled
in the program as a group.
The courses are taught sequentially, with two
five-week courses in the fall, two seven-week
courses in the spring and two in the summer.
“I’m very excited about this,” Yoe says. “It
really does fill a niche that hasn’t been met elsewhere.”
University of Baltimore puts the
global in business
At the University of Baltimore, one course
gives students an unforgettable experience.
Global Field Studies, offered about three
times a year, takes students to another country for
a week to 10 days. Students visit companies to see
how they do business, attend a lecture at the local
university and meet business students, and learn
about the local culture.
I just don’t think there is such a thing as
domestic business anymore,” says Alan Randoph,
Business, continued on page 8
IN TUNE WITH TODAY’S JOB MARKET
Pursue a degree with job market potential and explore new career options with financial stability at CCBC.
The new frontier: CYBERSECURITY
With new threats to computer
network security emerging every
day, a smart, skilled workforce is in
demand. CCBC’s Information Systems
Security (CYBERSECURITY) program
provides state-of-the-market courses
and laboratory facilities to train the
next generation of security technicians
and professionals. CCBC is designated
as a National Center of Academic
Excellence by the Department of
Homeland Security and the NSA.
AUTOMOTIVE TECHNOLOGY:
Not your father’s engine
CCBC’s partnerships with Ford, GM and
Toyota give students manufacturerspecific training and experience in
automotive service repair
techniques. Automotive
Technology degree
and certificate program
graduates enter and
advance in the job
market at top speed.
Sky’s the limit with AVIATION
An ever-increasing volume of air
traffic requires a well-trained workforce to manage it. CCBC’s degree
and certificate programs in Aviation
Studies, Flight Management,
and Flight Training prepare
students for careers
in this exciting, highintensity industry.
GET STARTED TODAY. Visit www.ccbcmd.edu/sait to view degree
and certificate options in Cybersecurity, Automotive, Aviaition and more.
Summer sessions start June 1 and 15, and July 13 and 20.
Register today! Call 443.840.CCBC.
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
:
Breaking down barriers between staff and patient
#;<=;>?@ A;BA>;B @CDEBFC@ C< A;<GHEB BIIBJCHGB6 BGHEBFJBKL>@BE J>;B
By Nancy Menefee Jackson
Contributing Writer
Mount St. Mary’s University
At the bachelor’s level, human services workers may manage programs or client cases, or
provide clinical support, such as intake interviews,
working as a paraprofessional under the license of
a social worker or psychologist.
While the people they help may vary from
at-risk youth to those battling substance abuse to
dementia patients, one constant is an increasing
demand for their services.
To meet that demand, says Tim Wolfe, Ph.D.,
associate professor and director of human services
at Mount St. Mary’s University, the university has
just begun an accelerated program for non-traditional students at its Frederick campus. Geared
toward students who are already in the workforce,
the cohort program offers classes one night a
week from 6 p.m. to 10 p.m., covering in eight
weeks material that would normally be covered
in 15 weeks.
Students who come in with 60 credits or an
associate’s degree can attend year-round and complete their bachelor of science in human services in
three years while working full time and attending
to family commitments.
The intense program is interdisciplinary, drawing from psychology, education, sociology and
business courses, along with core courses such
as Foundations of Sociology and Introduction to
Human Services. “Many who teach in the program are practicing professionals who can teach
the practical skills you need to work with at-risk
youth or people with dementia,” Wolfe says. The
program also emphasizes compassionate skills,
including giving students tools to avoid compassion fatigue.
Students undertake a major research project
and two internships, which “give them an opportunity to take what they do in the classroom and
apply it to real-world situations,” Wolfe says.
Cindy Kokoski, assistant director of the
National Shrine Grotto of Our Lady of Lourdes
at Mount St. Mary’s, will graduate this spring.
She completed an internship at a skilled nursing
center and will do another in a different setting
this semester. While she plans to continue in her
current job, she says, “There’s a human services
element to what I do.” She also might volunteer
“but I’ll be much more informed doing that. The
knowledge in the classes gave me a better view of
where people are coming from and how to help
them.”
Graduates of the program can look for employment in mental health agencies, substance abuse
clinics, nursing homes, residential treatment programs and programs for at-risk youth.
The bachelor’s in human services is also an
Research skills matter
John Dean, Contributing Photographer
excellent step toward a master’s of social work or of the culture, and then they develop questions and
interview a member of that culture. “Students have
a doctoral degree in counseling.
said that is their favorite part,” Griswold notes.
Students were surprised to learn that one reason
Stevenson University
America may be a melting pot, but when Hispanics don’t seek health care is because they
it comes to health care, disparities and barriers feel practitioners treat them as if they’re stupid
keep immigrants and other cultural groups from because of the language barrier. “My challenge to
fully accessing health care, especially when it’s them is: What are your recommendations? How
delivered by practitioners with no knowledge of do we break these barriers to care?”
Maxine Cruz-am, a nursing student, found
their culture.
Stevenson University hopes to better pre- herself assigned to study Asian Indians.
“We first did a study of the literature to find
pare the next generation of practitioners with its
Nursing Programs Culture – Health and Disparities what kind of health risks are prevalent in the
project. Nursing students undertake the project –in population and what are the levels of education,”
conjunction with two courses, Communication she says. That led her group to study the food
and Cultural Competence and Introduction to and the food-related diseases, including diabetes,
Clinical Nursing – during the first semester of their experienced by that population. They even went
to an Indian buffet to sample the food.
junior year.
She was surprised to find that gender differCatherine Griswold, R.N., M.S.N., C.L.N.C.,
C.N.E., explains that nurses must be able to under- ences did not play a role; Indian women were
stand what culture is, the risks of being associated highly respected and educated and paid as much
with a certain cultural group, and the barriers to as men. Because of the education levels, Indian
patients tend to have a better understanding of
care, as well as research biases.
“We need to be graduating culturally com- health care. “Going into it I realized I shouldn’t
petent nurses,” she says. Griswold developed the make a lot of assumptions,” she says. “Health
project with faculty member Rebecca Diaz, and providers tend to focus on the diagnosis, but where
is aided by faculty member Karen Currie and they grew up, what they eat … all relate to how a
librarians Sue Bonstell and Maria Truskey. The person will take care of themselves.”
The long-term goal, notes Griswold, is “stu80-plus students are divided into about 15 groups
and assigned a culture; past cultures have included dents who can really listen and adapt care to meet
African-Americans, Hispanics, the LGBT com- the socio, cultural and spiritual needs of patients.”
munity, the deaf community, the Jewish community, veterans, those suffering from mental illness, University of Maryland, Baltimore
and the cultures of countries as far-flung as Sierra County
At the Psychology Training, Research and
Leone, India, Jamaica, the Philippines, Nepal and
Ethiopia .
Health, continued on page 8
The groups first undertake an exhaustive study
After graduation, today’s healthcare students are likely to be involved in research,
and they also need to be able to effectively
evaluate the latest research.
“They may be asked in their place of
employment to do some basic research, do
a survey of clients,” says Tim Wolfe, Ph.D.,
associate professor and director of human services at Mount St. Mary’s University. “They
need to have a basic understanding of the
components of research. At the undergraduate
level, students aren’t going to be professional
researchers but they need to be educated consumers of other people’s research.”
He adds that an emphasis on research
gets students thinking in a scientific, analytical way. Particularly in the human resources
field, where stigma surrounds diseases such
as depression, it’s important to look at solid
research.
“Interventions need to be evidencebased,” Wolfe says.
Rebecca Schacht, Ph.D., a clinical assistant professor at University of Maryland,
Baltimore County, and director of the UMBC
Psychology Training Center, notes that therapists want to help “but how do you know
you’re helping? The nature of empirical inquiry is being systematic.” Scientists are human,
she says, and they know they’re biased, so
it’s important that they set up research that
reduces biases.
“In nursing, we say evidence-based
practice, but what is the best evidence for
doing what you’re doing? Why do we do it
this way?” says Catherine Griswold, R.N.,
M.S.N., C.L.N.C., C.N.E, assistant professor
of nursing at Stevenson University. “Going
from literature to practice does not happen
overnight. It takes someone to say, ‘Look at
these outcomes,’ and nurses often do lead the
charge.”
Not only do practitioners need to evaluate the research on, say, new medications or
effective smoking cessation strategies, but, as
showcased by the Ebola crisis, they even need
to evaluate something as simple as the best
!"# $% &'$ %( &)%$*+$,-* +.%$/,(01 2
Left: (left to right) Stevenson University, nursing students Amanda Paluskievicz, Amanda
Bandy, Rachel Toby, Coral Lindenberg and
Princewill Nwachuku present their research on
the Ethiopian culture as part of the Nursing
Programs Culture – Health and Disparities project.
Be
ehind great arts performances are great arts
ad
dministrators. But amid so much technological
an
nd cultural change, they need more education and
su
upport. I’m helping to raise the curtain on this need,
an
nd leading the way in filling it.
MICHAEL KAISER / CHAIRMAN / DEVOS INSTITUTE
OF
F ARTS MANAGEMENT / FORMER PRESIDENT /
KE
ENNEDY CENTER FOR THE PERFORMING ARTS
FROM RESEARCH TO DEVELOPMENT TO LAUNCH, UMD IS DEDICATED TO THE POWER OF FEARLESS IDEAS.
LEARN MORE ABOUT OUR FEARLESS IDEAS ON
AND
6
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
Technology accessibility expands education
Area schools use technology to further education
Technology drives higher
education
According to the Chronicle of Higher
Education, educational technology at the
most technologically advanced institutions is
driven by the principal that technology helps
to engage students in learning process. For
instance, the organization cites that students
across 16 Higher Colleges of Technology
campuses learn in “a technologically sophisticated educational environment that encourages the development of independent and
life-long learning skills, necessary to succeed
in a fast changing world.”
Technology is actually driving higher education today, and according to the American
Association of Community Colleges campuses need to provide students with training
and experience utilizing a variety of available
technologies to enable them to be competitive in today’s marketplace post-graduation.
Community colleges and four-year universities alike are pulling out all stops to ensure
their graduates are well equipped to succeed
in this ever-advancing, high-tech world.
Much of that training and opportunity
involves research projects, campus innovation
and team learning. Here’s a look at what a few
local schools are doing.
Howard Community College’s Science,
Engineering, and Technology Building,
which opens in summer 2017, will be the
most technology advanced of its kind with
flexible classrooms, including one outdoors,
and laboratory preparation spaces, computer
labs and a cyber security lab, as well as
space for demonstrations, interactive learning
areas, group study areas and an undergraduate
research lab. Additional features include an
engineering build room, digital fab/3-D printing room and project rooms, greenhouse and
a rooftop observation area.
Anne Arundel Community College’s
Virtual Writing Center features online
tutoring utilizing Canvas and Blackboard
Collaborate programming and other advanced
technologies to provide a convenient alternative to busy students. Writing tutoring is
available for papers in any course by Anne
Arundel Community College English faculty
members to help with thesis, organization,
style or grammar. The Truxal Library’s reference librarians, who will help with finding,
evaluating and citing sources in MLA or APA
form, provide assistance with research assignments. The Virtual Writing Center offers the
same high quality tutoring experience as the
college’s face-to-face writing center locations
in a synchronous, voice-interactive online
environment.
Morgan State University’s National
Transportation Center, part of the School
of Engineering, engages in multidisciplinary
research of national significance, encouraging
student participation in research projects. The
center leverages on-campus resources to provide students, researchers and professionals
with learning and networking opportunities
in the transportation industry. The NTC’s
projects not only solve urban transportation
problems, but also give students the opportunity to use technology to put classroom
concepts into action. The projects have also
led to partnerships with other universities and
government organizations and include such
topics as electric vehicle ownership and commuting behavior, mitigating pollutants, the
freight delivery network and a safety analysis.
Ongoing research subjects include the freight
industry and freight transportation, CVI technology and the durability of construction
!"#$%&"'() *
Top: Researchers benefit from ability of monitoring drivers’ behaviors and reactions under different scenarios and situations that in real world
are either so difficult or expensive or dangerous.
Seyedehsan Dadvar, Ph.D. student Morgan State
University, takes a seat at the Forum 8 3D Drive
Simulator.
1; '<=>? '@ $ABCDAE=6 %E=BD<FGB<=H ID<BCD
S
eyedehsan Dadvar earned his undergraduate degree in civil engineering in 2006
and his master’s degree in transportation
studies. Then, he spent more than a year
working as a consultant for an engineering company. But that was unfulfilling and he
wanted to go further.
He searched his native Iran and the Islamic
Azad University, from which he graduated with
the two degrees, for a doctorate program in
engineering. The chances of his acceptance were
unlikely due to intense competition. He took the
entrance exam and did not qualify.
After consulting with his wife, he searched
America for programs and found four. His wife,
a physician, needed access to a teaching hospital
for an internal medicine fellowship so he chose
Morgan State University. In Baltimore, with Johns
Hopkins Hospital and the University of Maryland
Medical Center nearby, the choice was obvious.
They couple arrived Jan. 15, 2012, and Dadvar
enrolled at Morgan State. His master’s thesis had
focused on freight transportation, but after taking
courses in transportation management and public
transportation and conducting research at the
National Transportation Center at Morgan State,
he began to consider other directions within the
field. He has changed his focus to transportation
safety in the Department of Transportation and
Urban Infrastructure Studies. Dadvar is in his third
year as a Ph.D. student and expects to graduate in
May 2016.
Morgan’s doctorate degree in transportation
policy is a new program designed for students
holding master’s degrees in business and engineering who want more of a policy background,
says Andrew Farkas, Ph.D., professor and also
director of the National Transportation Center,
a federally-funded research center located in the
School of Engineering at Morgan. The doctorate program falls under the Department of
Transportation and Urban Infrastructure Studies
instead of a department of civil engineering, planning, or business logistics, which Farkas says is
unusual. The program focuses on policy, economics and management of transportation, preparing
students for positions in government, business,
and academia.
“Each deals with a separate focus on transportation, whereas our department looks at is as
a unified whole, as a system,” he says. “We don’t
cover construction but we do cover planning,
management and operations of systems and look
at movement of goods and people. It’s a holistic
system, somewhat unique within transportation.”
The Department of Transportation and Urban
Infrastructure Studies also offers a master of science degree in transportation, focusing almost
entirely on transportation with electives in city
planning, engineering and economics. The master’s degree prepares students to work for the federal government, U.S. or Maryland Department of
Transportation, or consulting firms and planning
organizations at the city or county level. The
master’s degree follows a bachelor of science
degree in transportation systems, which emphasizes coursework in transportation, mathematics,
planning and management.
Many graduate students, like Dadvar, spend
time working at the National Transportation
Center, participating in research on a variety of
transportation and technology projects, ranging
from environmental to safety to economics to
materials and advanced vehicles, says Farkas.
The center is a member of a university consortia
funded by the U.S. Department of Transportation
and the State Highway Administration and offers
real-world experience in creating software, hardware and devices related to traffic control, roadway composition and geometry, data and analysis
and much more.
As transportation is considered a STEM
(Science Technology Engineering and
Mathematics) field, Farkas says, there is a
push to interest students before they even get
to college. Morgan provides a federally funded,
four-week summer program for rising tenth-,
eleventh- and twelfth-grade students called the
Summer Transportation Institute, which exposes them to transportation education careers and
academic preparation. There is also a program
for middle and high school STEM teachers
to encourage them to expose their students to
John Dean, Contributing Photographer
transportation careers.
Technology is also used uniquely at Anne
Arundel Community College, which launched its
Virtual Writing Center for all students this fall.
The Virtual Writing Center was developed in
2012, and first provided help to students enrolled
in specific online English classes in spring 2013.
Last spring, it was made available to all online
English students and students taking classes in
locations that don’t have on-site writing centers.
According to Jessica Rabin, Ph.D., professor
of English and director of writing and tutoring for
Anne Arundel Community College, the program
grew based on the need for tutoring assistance for
online students who did not have the same level
of support as traditional students taking courses
on campus. Realizing that students with full-time
jobs and families may not have a schedule to
accommodate face-to-face tutoring, it was opened
to the general student population in all subjects
and included as part of their regular tuition and
fees.
In the first three months, 1,200 students
enrolled in the Virtual Writing Center, and 500
were eligible to schedule appointments following
the completion of the required online orientation
module. Students are paired with any of 15 participating tutors, all of whom are English department faculty members or academic librarians at
the college. Tutoring sessions are held through
Skype with a whiteboard instead of a web cam,
and students post drafts of their writing on the
white board. Tutors post comments during the
appointment as if they were sitting shoulder to
shoulder, Rabin explains.
Appointments are available based on student
need and faculty availability, and are scheduled at
least 24 hours in advance. The virtual aspect of the
center enables appointments later in the evening,
early in the morning and on weekends. Sunday
night at 9 p.m. is the most popular as papers are
often due Sunday at 11:59 p.m., Rabin says. There
is no limit to the number of sessions a student may
schedule, but the hours are generally from 8 a.m.
until midnight. No tutors have offered appointments in the wee hours, like 2 a.m., to date.
English faculty members assist with writing
theses and topic sentences, organization, grammar
and mechanics, style and documentation. They
also help with brainstorming, organizing thoughts
and approaching essay questions. The research
librarians help with citing sources, narrowing
topics, finding sources, identifying proper search
terms, navigating data bases and even searching
Google more effectively.
The Virtual Writing Center offers guidance so
the student can perform better or improve his or
her writing and research skills.
“This is all about teaching,” adds Janice
Lathrop, professor of information literacy and
head of reference at the Truxal Library at Anne
Arundel Community College. “Whether a student has an appointment with a writing tutor or a
research librarian, they don’t tell them, they teach
them how to do the research or find errors to make
the paper better.”
Sessions are student-driven, Rabin says. “We
do not correct papers for them or create citations
for them,” she explains. “We help every step of
the way. As long as they are doing their part, we
take them as far as they want to go.”
Due to its early success, campus leaders are
considering replication of the Virtual Writing
Center to other departments. According to
Lathrop and Rabin, no other institutions have
bundled English and library science together in an
online center of this type.
A recent session, Rabin says, was held at 5
p.m. on a Saturday, and found the student dealing
with a screaming toddler. That would not work in
a face-to-face session.
Advances in technology are also underway
at Howard Community College, which recently
broke ground on a new Science, Engineering, and
Technology (SET) building that will offer stateof-the-art education to prepare students for the
workforce demands of the future.
The four-story SET building was developed to
accommodate the more than 1,100 student majors
in 30 programs in physical and life sciences,
namely biology, chemistry, physics, geology and
astronomy, as well as engineering, computeraided design, construction management, electronics and technology. The design doubles the
current lab space on campus, which is at maximum capacity unless Sunday times are added.
The building will feature flexible classrooms and
laboratory preparation spaces, computer labs, and
a cyber security lab, as well as space for demonstrations. Dynamic areas to encourage student
interaction and learning will include the learning commons, group study and individual study
areas, an undergraduate research lab, 3-D printing
room and project rooms, greenhouse, an outdoor
classroom with a whiteboard and seating, and a
rooftop observatory with a telescope connected to
first-floor monitors and a warming room.
Every faculty member in the SET Division
had input into the design, which the builder
indicated was unusual, says Patti Turner, acting
dean of the SET Division. The building has been
designed with so many technological advances
including first-floor monitors connected to devices throughout the building, and other advances
that encourage group and team-based learning.
For instance, the lobby will be set up similar to
an Apple store, with devices available to library
staff for patrolling the building to offer assistance.
“It’s likely that every student will have class
there,” says Turner, who notes that seven science
credits are required for graduation. “The building
will be filled with a lot of programs, new tools and
technology. We can’t wait to get in there.”
The $60 million, 146,000-square-foot structure is being funded equally by Howard County
and the state of Maryland. It will operate during
regular campus hours, 7 a.m. to 11 p.m. and on
+,-."/() *
DISCOVER YOUR PASSION
We want you to find a field of study and a career path that will carry you
into the future. You’ll have a hard time finding an area of interest that’s not
available among AACC’s clubs, performing arts and special interest groups that
literally run A-Z (well, OK: A to Y – Anime and Astronomy to Young Republicans
and Young Americans for Liberty).
With so many ways to get engaged in college life, and so many people ready to help
you discover your talents and interests, AACC offers you the opportunity to
turn your future vision into reality.
REGISTER NOW FOR SUMMER AND FALL TERMS.
Learn more at www.aacc.edu/futurestudents | [email protected] | 410-777-2222
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
7
Preparing teachers for the future
2CB;@CEJ %D@@?H?K FBC<E F?C=>?BK FD F>B<L? <E ABGCE K?FF<EHK
1; 2<=>?@@? 2ABBC;6 %DEFB<GAF<EH IB<F?B
M
any Maryland universities and
colleges are finding innovative
approaches to prepare student teachers to tackle future challenges in
the classroom, uniting students who
plan to work in urban school districts or use technology in the classroom.
Loyola University Maryland is one of only
five schools in the country to have a student chapter of UNITE, a national initiative (non-profit) that
prepares future urban teachers to overcome the
challenges of urban high school needs schools and
stay committed to the teaching profession.
Loyola’s UNITE chapter was founded in the
spring of 2013 by co-chairs Annie Bolan and Gena
Stanger after School of Education faculty and
students learned of the national organization and
decided its goals aligned with the students’ needs.
A year later, the group won Loyola’s Club of the
Year. The group has over 30 members who participate in weekly meetings, workshops, community
service activities and professional development.
Loyola’s chapter is the first East Coast UNITE
chapter, the first private school chapter and the
first Jesuit chapter.
Bolan, a UNITE co-hair and graduate student
in the School of Education says UNITE helped
her overcome obstacles she encountered when
she first did field work in Baltimore City Public
Schools. “At Loyola we do a lot of our field experience in Baltimore City Public Schools, which for
me was a completely new experience for me, as if
I was experiencing culture shock,” she explains.
“My whole life I’ve known that this was my calling, but there was an uncomfortable aspect when
I started my field experience. I wanted to understand the dynamics of race, poverty, privilege and
power and how that interacted in the classroom.
I needed to get a cultural lens so that I could be
a better educator for my students. UNITE allows
for the opportunity for these conversations to
happen.”
UNITE provides professional development
in the form of lectures, workshops and speakers
to help students navigate these conversations and
become culturally responsive teachers. It also
provides community engagement. “As an educator you have to stay connected to the community
you are teaching in and see it as an asset,” explains
Bolan. “UNITE also creates opportunities for
fundraising money for a particular purpose, like
workshops, professional development and teacher
supplies.”
Bolan says the support she received from
UNITE and Loyola’s School of Education gave
her the foundation to be the teacher she is today.
“As a first year student I would have said I would
never teach in Baltimore, but today I can’t picture
S A L I S B U R Y
National UNITE organization inspires local students
Photo courtesy of Loyola University Maryland
Bonnie Kuncul an adjunct professor of education at Stevenson University teaches the technology class. “The course provides teacher candidates
with a complete overview and practice on how
to evaluate and use technology in the classroom
appropriately, as well as how to integrate technology as a tool for teaching and learning,” says
Kuncul.
Current trends of technology use and strategies
include Web 2.0 tools, Interactive Whiteboards,
and the use of digital media for instructional purposes – all covered in the course.
Kuncul says the course is still going strong,
but it has changed considerably since its inception
in 1993. That was when Kuncul was asked to create and teach an introductory technology course
for undergraduate students in education at Villa
Integrating technology in the
Julie College, now Stevenson University. “The
classroom
Both Notre Dame of Maryland University feedback we get from principals and students/
and Stevenson University offer opportunities in graduates is that they feel very well prepared for
educating student teachers as to how to integrate the 21st century classrooms and to use the technology effectively for the teaching and learning they
technology into the classroom.
Stevenson University places a particular do in the classroom.”
But the course is about understanding how
emphasis on the use of technology in the classroom, especially for students looking to teach to use technology to enhance the whole learning
grades fourth through ninth. One course, required process and not only about learning to use one
for all education majors, was added to the educa- particular type of technology or program.
tion major program to prepare for using technolTeaching, continued on page 8
ogy in the classroom.
myself anywhere else. Every day in the classroom
is a blessing and I care so much about my students
and learn something new every day from them. I
know that this is what I am supposed to do with
my life.”
Peter C. Murrell, Jr., Ph.D. professor of urban
education at Loyola University who has served as
the faculty advisor for Loyola’s UNITE chapter,
says the local chapter of the organization is comprised of young, committed, dedicated and energetic young teachers who are interested in promoting quality urban education. “These young people
understand and are interested in learning more
about the conditions of life of families and children and under-resourced city neighborhoods.”
U N I V E R S I T Y
•
P R E S I D E N T ’ S
UNITE, founded in 2007 at the University
of Illinois, is a national non-profit organization founded and led by urban teachers that
focus on preparing future urban teachers to
overcome the challenges facing city schools
and stay committed to teaching. The organization’s five current university chapters
include Loyola, Illinois State University,
Indiana University, University of Illinois,
and Purdue University.
Loyola UNITE chapter co-founders
Annie Bolan and Gena Stanger decided to
create a local chapter of UNITE when they
were elementary education majors. One of
their professors, Dr. Robert Simmons, had
heard about UNITE Chicago at a conference he attended and asked them to do some
research on it.
“Gena and I felt so blessed to have found
the perfect way to target the needs of our
population. We needed to get ourselves and
our peers to the point of getting comfortable
with the uncomfortable, in which we can
navigate challenging experiences because as
a white teacher in a predominantly African
American classroom there is a recognition
that has to happen and it is essential to do to
build rapport.”
Last Feb. 21, Loyola UNITE members
flew to Chicago to take part in the fifth
annual Project 43, an invitational nationwide
meeting of the national organization, where
they followed literacy rates in Chicago public schools from third grade to high school
graduation. “Based on their experience at
the Project 43 event, many of our students
saw opportunities to go above and beyond
the work of the national organization,”
says Loyola UNITE advisor Peter Murrell,
Jr., Ph.D., professor of urban education at
!"#"$% &'()*+,(-#. /
Left: All Loyola University Maryland’s School of
Education students are required to have a field
placement prior to earning their degree. Through
the University’s student-run group, UNITE,
students are able to discuss their urban school
teaching/field placement experiences with their
peers, teachers and community leaders.
S I G N A T U R E
S E R I E S
Salisbury University: The Graduate Degree For You
N
What are students saying about SU in
The Princeton Review’s Best 379 Colleges?
“The professors here are down-to-earth,
friendly, and just passionate about what they
are teaching.”
“You [learn] lessons that you will be able to
take far beyond the classroom.”
SU also is ranked among the
nation’s best values by
Kiplinger’s Personal
Finance, Money, Forbes
and others, and has twice
been honored for efficient
technology and
operations by U.S.
News & World Report
and University
Business.
ationally recognized for academic
excellence, Salisbury University provides
exceptional educational opportunities for
undergraduate – and graduate – students.
Several new online programs, and others
with distance-accessible options, allow
students to earn advanced degrees quickly,
conveniently and at a competitive price.
An online M.B.A., which can be
completed in just one year through the
AACSB-accredited Franklin P. Perdue
School of Business, launches this fall, and
students also may pursue a master’s in
social work or geographic information
systems (GIS) management online. In
addition to 42 undergraduate majors,
SU offers 14 master’s programs and
two hybrid doctoral programs in
nursing practice and education.
Students from the U.S. and abroad
choose SU to help advance their
professional careers
and enrich their
personal lives.
To find the program that is right for you and
learn more about this Maryland University of
National Distinction, visit www.salisbury.edu/gsr.
Janet Dudley-Eshbach, Ph.D.
President • Salisbury University
www.salisbury.edu
SU is an Equal Opportunity/AA/Title IX university and provides reasonable accommodation given sufficient notice to the University office or staff sponsoring the event or program.
8
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
Ask Margit, from page 1
porary positions, all involving young people. He’s
now a guidance counselor at a local high school.
Marla Wilkinson got her degree in broadcasting. Through her classwork, she had good
résumé with television program credits but jobs
were hard to find. Through her father, she connected with an advertising agency that did a lot of
television work. That contact led to several others
and at the end of the networking chain she got a
temporary two-week position at a local station. It
turned out to be a test for a job vacancy in an area
of broadcasting she’d never heard of before. She
aced it and got the position.
Brianna Cullison found an internship with a
non-profit in the exhibition industry well before
she graduated. Prior to that, she didn’t even
know it was a business. She made herself useful,
Planning, from page 2
ognition from the American Institute of Planners
in 1974, leading the School of Architecture and
Planning to become the first planning program at
a HBCU to receive this recognition.
Dean Mary Anne Akers, Ph.D., and assistant
professor Hyeon-Shic Shin, Ph.D., are actively
involved through teaching and research among
other responsibilities in Morgan’s city and regional planning program, housed within the SA+P.
Morgan’s history in education and service
has contributed to the school’s desire to train
under-represented graduates in professional city
Business, from page 4
Ph.D., professor of Leadership and International
Business. “All business is international; all business is global.”
This year’s class will be going to Dubai, in
the United Arab Emirates. “We’ve been all over
the world but never to the Middle East,” says
Randoph.
The cost of the Global Field Studies is included in the tuition, but students must pay travel
Health, from page 5
Services Center at University of Maryland,
Baltimore County, students pursuing a doctorate
in clinical psychology now have a new venue in
which to learn to treat patients.
As of September 2014, the center is home
to the UMBC Psychology Training Clinic. The
center already housed smoking cessation training
and provided training to home visitors who work
with pregnant and at-risk mothers. It also provides
professors with a space for activities other than
willingly taking on jobs others disdained. After
she received her degree, the organization was
delighted to add her to its paid staff.
One tactic that stands out with all these college graduates is taking a chance whenever and
wherever it’s offered, being open to something
you may have not considered before – or heard of
before. It is also about finding a passion in what
you choose to do with your life. Too often, work
is a ‘four-letter word,’ especially when you dread
awaking in the morning to face the day.
If there’s something you have always wanted
to do, dive in. Make yourself as knowledgeable
as possible and take on internships or volunteer
so you build up your résumé. But in most cases,
our familiarity with available and potential jobs
just scratches the surface at best. As children, we
read books on famous doctors, nurses, lawyers
and Indian chiefs. The myriad of professional
options is usually uncovered only when working
in a specific industry when we see the assortment
of positions that exist. And even the familiar ones
have variations we never considered.
For instance, Sally Lawrence is studying law
and through summer jobs and internships discovered public policy law, something she hadn’t been
aware of before working with a local non-profit in
Washington, D.C. It focuses on developing, advocating for and implementing policy that shapes the
lives of people everywhere. She loves everything
about it and has lined up a job for after graduation.
Cullison, who majored in business, ended
up working with membership campaigns at her
non-profit. She got involved with designing
member surveys to understand why they joined,
talked with many of them to comprehend their
motivations and then developed programs to help
increase membership.
Wilkinson’s job at the television station was
in production sales; the station rented out its two
studios to advertising agencies to produce commercials. Until she snagged the temp job, she
didn’t know such a thing existed despite working
as an intern at another station.
Our paths vary, often taking us in new directions. Opportunities pop up when we least expect
them, opening doors to careers we never imagined. What is important is to never give up, keep
an open mind and connect with every contact
you have to expand the possibilities. Most of all,
know that the right job is out there and when you
find it, you’ll relish it.
Arthur Ashe, tennis legend and recipient
of Presidential Medal of Freedom, wisely said,
“Success is a journey, not a destination. The
doing is often more important than the outcome.”
3(4#5 5#6" ,"'!1 2
and regional planning fields. In addition, Morgan
strategically seeks to expand the program by
promoting excellence, to be an advocate for progressive planning practices and to inspire through
knowledge creation and discourse.
Currently, Shin states that he is “leading an initiative for international collaboration that includes
education and research projects.” In the future, he
wants to expand collaboration with schools and
government agencies in developing countries.
Diversity within disciplines in the SA+P
and the various interactions amongst programs
offers students a “quality education,” Akers notes.
Faculty and students within the program specialize
in community development, urban space, interna-
tional comparative studies, public policy analysis
and transportation planning.
In addition to this inter- and trans-disciplinary
diversity, Akers believes Morgan’s diverse student population distinguishes the SA+P program,
which she states contributes “to our robust and
dynamic intellectual environment.”
But diversity alone is not what makes the
SA+P program stand out. Shin notes that accessibility to metropolitan areas in Baltimore City
allows this urban university to focus its research
not only on state, national and international level
issues and implications, but also students can be
directly involved in the surrounding community.
This community engagement is what Akers
calls “the DNA for the planning program.”
For instance, students participate in what they
call a “Super Jury” that involves student presentations and evaluations to professional planners on
the city, state and federal level. Shin notes that
some government participants become interested
in certain presentations and request more discussions with students and advisors.
“The planning program at Morgan is a dynamic and grounded program that focuses on community engagement and development, transportation,
planning and design of everyday urban spaces
and international planning. Students are given the
opportunity as part of its curriculum to experience
!"#$%&&'#()* !")+,'+%-. /0%"& &,),%&1 2
expenses, which are between $3,000 and $3,300.
Some scholarship money is available. The course
includes two pre-meetings to make sure the 15 to
20 students going understand the logistics of the
travel. They complete reading assignments before
the trip to learn about the culture.
The companies they visit are at least mediumsized companies, and some are U.S. firms doing
business abroad. In their day-to-day activities,
such as going out for a meal, students interact
informally with small businesses. The UAE has
an active port, and students will visit the free
trade zone.
In Dubai, the students will have a chance
to visit a mosque, the silk and gold market, and
go into the desert in four-wheel drive vehicles.
Women will have to wear headscarves in the
mosque, and men will wear coats and ties. Opentoed shoes and shorts are forbidden, even in the
desert.
“It’s going to be extremely different culturally,” Randolph says. “When you go abroad,
always keep an open mind, don’t be evaluative.”
That type of interaction, he adds, is important
since even if students get jobs in the United States,
they likely will be working with immigrants from
another culture or working with employees in an
overseas office.
In the past, students have visited Brazil, Peru,
Argentina, Mexico, Germany, France, Chili,
China and Switzerland. Another trip this year will
head to Greece.
After years of taking students on trips,
Randolph says, “It never ceases to amaze me how
the students will say, ‘This was a life-changing
%:!%"'%(+% $#" 9%1; <7),;& =%"5 8"),'$5'(81. 2
teaching, such as research.
Now, the UMBC Psychology Training Clinic
provides low-cost therapy for those who are struggling with anxiety, depression, substance abuse
and post-traumatic stress syndrome, as well as
recent graduates who are coping with “failure to
launch.” The clinic also offers couples counseling.
Graduate-level students provide care under the
supervision of licensed psychologists.
“This is really the standard for training,” says
Rebecca Schacht, Ph.D., a clinical assistant professor and the director of the clinic. While students
also train in community outpatient clinics, “you
don’t get as much oversight there. It allows us to
have more contact with our students to train them
in evidence-based treatment.”
Patients at the clinic agree to be audiotaped,
and then the professors can review the tapes with
the students, offering comments. “It benefits the
students and the patients because there’s a lot
more focus,” Schacht says. “You really think more
deeply about each person.”
Students are also studying the latest research,
which, in turn, benefits patients. Students also
learn to use objective measures to evaluate treatment effectiveness. Schacht cites as an example
the use of the Beck Depression Inventory, a
questionnaire.
“We don’t throw our clinical intuition out
the door, but we use the best evidence we
can find,” Schacht says. As part of earning
their Ph.D. in clinical psychology, the students
actively participate in research, including a dissertation project.
Training at the clinic ultimately will provide
the field with effective practitioners.
“One of the biggest determinants in whether
people get better is the relationship with their
,7%")!'&,-. >+7)+7, &)5&1 2
Teaching, from page 7
through the technology.”
Notre Dame of Maryland University School of
Education participates in the Academy of Catholic
Educators, a program established in 2013 that provides professional development to a total of 475
teachers. One of the focus areas is teaching teachers how to integrate technology/digital devices
into the classroom.
The school has been awarded a grant by the
Marion I. & Henry J. Knott Foundation to equip a
21st-century classroom in Gibbons Hall to support
Catholic educators on how to integrate technology
into lesson plans.
The grant will fund the creation of ACES to
provide professional development for teachers in
K-12 schools in the Archdiocese of Baltimore.
ACES plans for the technology-rich classroom
to open in April of this year and offer teachers at
19 partner schools hands-on training to enhance
learning through active engagement, participation
in groups and frequent feedback using a variety
of mobile devices and connections to real-world
applications.
ACES director Gail Donahue, Ph.D., says that
integrating technology into the curriculum has
been identified as a top priority for professional
development by most ACES partner schools.
“The program is designed to meet the needs of
every school. We’re designing a 21st century
classroom at Notre Dame. Through interactive
projects, we will bring teachers there to train them
further and teach them how to better integrate
,%+7(#*#85 '(,# ,7% +*)&&"##91. 2
GET STARTED WITH YOUR COLLEGE SEARCH
JUNIOR VISIT DAYS
McDaniel College hosts two visit programs specifically targeted
to high school juniors and their parents. Choose the type of visit
that best suits your needs and schedule.
“It’s about using technology as a tool for
instruction and learning. It’s using whatever technology is available – including movies, sound, and
audio – to enhance lessons to make them more
effective,” Kuncul says.
Michael Cooney, a 2008 Stevenson University
graduate who majored in elementary education, is now a teacher in Baltimore County at
Mays Chapel Elementary Schools, one of 10
“Lighthouse” elementary schools that are piloting a program called Students and Teachers
Accessing Tomorrow (S.T.A.T.). The Lighthouse
schools will be the first in the system to use individual digital learning devices for students.
“It’s a real life application of what I learned in
the program,” says Cooney. “If I wasn’t prepared
for integrating technology in classroom I’d be
overwhelmed. But, I feel prepared because of this
course and the program at Stevenson.”
He says one of the most important aspects
of the classes was learning how to incorporate
technology to provide students with meaningful experiences. “The real focus is using it to
communicate with students and for students to
communicate and collaborate with each other.
Students can learn and discover on their own
by research,” Cooney says. “A big part of what
I do in my classroom now definitely started at
Stevenson. It’s not just focusing on the technology but the skills the students can be learning
Monday, April 20, 9:30 a.m. – 2:30 p.m.
Sunday, April, 26, 11 a.m. – 5 p.m.
Junior Visit Sunday Open House offers students and parents the
chance to tour the campus, hear about the McDaniel Experience
from students and faculty and learn more about admission,
scholarship and financing a private education.
NASA
Junior Visit Weekday Program provides a chance for high school
juniors to visit a class and have lunch in the dining hall while
their parents attend sessions about academic and student life
opportunities as well as financing a private education.
Frostburg State University
launches students to
professional success.
Reservations are required and space is limited for the Monday
program with the classroom experience. You (and up to two guests)
should contact the Admissions Office to reserve your place today.
Students at Frostburg have access to sophisticated science
and engineering labs from the beginning of their college
careers, where they often perform research side by side with
our knowledgeable and committed faculty.
Call 800-638-5005 (toll-free) or register
online at http://admissions.mcdaniel.edu
IT ALL ADDS UP TO A SUCCESSFUL LIFE.
If you are unable to attend a Junior Visit Day, but would like to schedule a visit for
another time, contact the Admissions Office toll-free or at [email protected].
Our alumni have advanced to leadership positions in notable
organizations such as the CIA, Adobe, AstraZeneca and IBM.
One has won an Emmy.
One has won a Tony and an Emmy.
And one has traveled into outer space.
VISIT FROSTBURG STATE UNIVERSITY TODAY.
Discover how FSU can help you achieve your own professional success.
RICKY ARNOLD '85
301.687.4201 | Email [email protected] | www.frostburg.edu
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
REGISTRATION DIRECTORY
-EIPQILN (NOENN #EDOEISTU ?79<88:<88:B
School for Professional and Continuing
"LQPKNTU ?79<88:<887C
www.mica.edu
3RPNEOEIPQILN !PSKTTKDRU ?79<>;=<?===
-EIPQILN !PSKTTKDRU ?79<>;=<B:B:
-NRNEIM &R_DESILKDRU ?79<>;=<?899
www.ubalt.edu
Allegany College of Maryland
Cumberland
;97<=>?<:999
www.allegany.edu
Howard Community College
Columbia
??;<:7><7899
www.howardcc.edu
Anne Arundel Community College
Arnold
?79<===<!!%% @8888A
www.aacc.edu
Johns Hopkins University
Undergraduate Admissions
Baltimore
?79<:7B<>7=7
apply.jhu.edu
Maryland University of Integrative
Health
Laurel
>99<=;:<8CB>
www.tai.edu
University of Maryland, Baltimore
Baltimore
www.umaryland.edu
School of Dentistry
!PSKTTKDRTU ?79<=9B<=?=8
www.dental.umaryland.edu/admissions/
Baltimore City Community College
Baltimore
?79<?B8<>;99
www.bccc.edu
Johns Hopkins Summer Programs
7<>99<:?><9:?> DE ?79<:7B<?:?>
www.jhu.edu/summer
Bowie State University
Bowie
;97<>B9<?999
www.bowiestate.edu
Carey Business School
?79<8;?<C899
$<SIKMU HIENVGENOKTLEILKDRWXYQGNPQ
YLLJUZZHIENVGXYQGNPQZ
Capitol College
Laurel
;97<;BC<8>99 DE >99<C:9<7CC8
FFFGHIJKLDM<HDMMNONGNPQ
School of Education
>==<[03<".$7 Z >==<:?><=B;7
$<SIKMU TDNGENOKTLEILKDRWXYQGNPQ
YLLJUZZNPQHILKDRGXYQGNPQZ
Carroll Community College
Westminster
?79<;>B<>?;9
www.carrollcc.edu
School of Nursing
?79<C::<=:?>
www.son.jhmi.edu
Cecil College
North East
?79<8>=<7999
www.cecil.edu
Community College of Baltimore
County
??;<>?9<%%1%
www.ccbcmd.edu
Coppin State University
Baltimore
?79<C:7<;999
www.coppin.edu
Ecumenical Institute of Theology
St. Mary’s Seminary & University
Baltimore
?79<>B?<?899
www.stmarys.edu/ei
Frederick Community College
Frederick
;97<>?B<8?99
www.frederick.edu
Frostburg State University
Frostburg
;97<B>=<?999
www.frostburg.edu
Garrett College
McHenry
;97<;>=<;9??
www.garrettcollege.edu
Goucher College
Baltimore
?79<;;=<B899
www.goucher.edu/graduate
3RPNEOEIPQILN !PSKTTKDRT ?79<;;=<B799
www.goucher.edu/admissions
Harford Community College
Bel Air
??;<?78<8999
www.harford.edu
Hood College
Frederick
;97<BB;<;7;7
www.hood.edu
Johns Hopkins University School of
Medicine
?79<C::<:999
www.hopkinsmedicine.org
Johns Hopkins Bloomberg School of Public
Health
?79<C::<;:?;
www.jhsph.edu
Johns Hopkins Engineering for
Professionals
#IEL<LKSN OEIPQILN JEDOEIST KR NROKRNNE<
ing and applied science
?79<:7B<8;99
ep.jhu.edu
Peabody Institute
?79<8;?<?:99
www.peabody.jhu.edu
Advanced Academic Programs
898<?:8<7C?9
$<SIKM IIJIPSKTTKDRTWXYQGNPQ
www.jhu.edu/advanced
#DTL<1IHHIMIQENILN #ENSNPKHIM #EDOEIS
?79<:7B<==?>
www.jhu.edu/postbac
Lancaster Bible College
Capital Seminary and Graduate
school
Greenbelt
;97<::8<7?99
www.bible.edu
Loyola University Maryland
Baltimore
3RPNEOEIPQILN !PSKTTKDRU
?79<B7=<:978
-EIPQILN !PSKTTKDRU ?79<B7=<:989
www.loyola.edu
Maryland Bible College and Seminary
Baltimore
>99<:8><898=
www.mbcs.edu
Maryland Institute College of Art
(MICA)
Baltimore
3RPNEOEIPQILN (NOENN #EDOEISTU
?79<88:<8888
McDaniel College
Westminster
3RPNEOEIPQILN IPSKTTKDRTU ?79<>:=<88;9
$<SIKMU IPSKTTKDRTWSHPIRKNMGNPQ
-EIPQILN !PSKTTKDRTU ?79<>:=<8:99
$<SIKMU OEIPIPSTWSHPIRKNMGNPQG
www.mcdaniel.edu
Morgan State University
Baltimore
!PSKTTKDRTU ??;<>>:<>:99
www.morgan.edu
Mount St. Mary’s University
Emmitsburg
3RPNEOEIPQILN !PSKTTKDRTU >99<??><?;?=
www.mountadmissions.com
-EIPQILN IRP !HHNMNEILNP 3RPNEOEIPQILNU
/ENPNEKH\ %ISJQT6 ;97<B>8<>;7:
www.msmary.edu/adult
Notre Dame of Maryland University
Baltimore
]DSNR^T %DMMNONU ?79<:;8<:;;9
College of Adult Undergraduate Studies –
%!3" @FDSNR IRP SNRAU ?79<:;8<::99
-EIPQILN "LQPKNT @FDSNR IRP SNRAU ?79<
:;8<:;7=
(DHLDEIM #EDOEIS @FDSNR IRP SNRAU
?79<:;8<:;9:
"HYDDM D_ #YIESIHV @FDSNR IRP SNRAU
?79<:;8<:::7
www.ndm.edu
Salisbury University
Salisbury
?79<:?;<B7B7
www.salisbury.edu
Sojourner-Douglass College
1IMLKSDEN6 ?79<8=B<9;9B
www.sdc.edu
St. John’s College
Annapolis
?79<8B;<8;=7
www.stjohnscollege.edu
St. Mary’s College of Maryland
The Public Honors College
St. Mary’s City
>99<?C8<=7>7
www.smcm.edu
Stevenson University
Stevenson
3RPNEOEIPQILN !PSKTTKDRTU
>==<?B><B>:8
www.stevenson.edu
Graduate and Professional Programs
!PSKTTKDRTU >==<:;7<=77>
accelerate.stevenson.edu
Strayer University
!RRN !EQRPNM6 .FKROT 2KMMT IRP
White Marsh campuses
>>><?<"+*!5$*
www.strayer.edu
Towson University
Towson
>>><?+.]"., @>>><?>B<C=BBA
www.towson.edu
University of Baltimore
Baltimore
Teaching Law from page 1
To apply the best practices of the curriculum,
there are plenty of service opportunities for students to deal with real-world issues. Hoffman says
that they can provide legal services through clinic
work with federal and state task forces as well as
serve on consulting and advisory groups. In addition, Hoffman shares that they have a wide array
of externships that they can choose from: federal
and state government agencies, in-house counsel
offices at hospitals and non-profit organizations.
For Abraham Gitterman, a graduate who works at
Arnold & Porter, the program offered an evening
course degree that allowed him to work full-time
as well as go for the law degree that combined his
experience in analyzing health care legislation.
He states, “One of the best surprises that I learned
about the program was that Maryland allows you
to use 20 credits out of a total of 85 credits toward
externships.”
Hoffman says, “In today’s competitive legal
market employers are looking for recent graduates who can hit the ground running, that is, who
are familiar with the financing and structure of
the health care system and the relevant laws and
regulations that come into play for health care
institutions and patients.” In her law school personal statement, Farrell wrote, “Ultimately, I aim
to contribute to the improvement of a health care
system that provides all Americans with equal
opportunities to live in good health well into their
senior years.” The law and health care program
prepared her for this goal by effectively educating
from two emerging fields of law and health care.
Collaboration between university departments, students and established alumni leads to
beneficial professional relationships. The same
kind of partnership can be experienced between
countries, legal systems and universities across
the seas.
To meet the needs of contemporary law
practice, the University of Baltimore School of
Law co-sponsors a program in Curaçao with the
University of Rotterdam and Hofstra University.
Because of the current global economy, practicing
lawyers must have knowledge of legal standards
that extend far beyond domestic boundaries. The
School of Law
!PSKTTKDRTU ?79<=9B<;?C8
www.law.umaryland.edu/admiss.asp
School of Medicine
!PSKTTKDRTU ?79<=9B<=?=>
YLLJUZZSNPTHYDDMGQSIEVMIRPGNPQZ
School of Nursing
!PSKTTKDRTU ?79<=9B<9:97
YLLJUZZRQETKROGQSIEVMIRPGNPQ
*NOKTLEILKDRU ?79<=9B<8=CC
YLLJUZZRQETKROGQSIEVMIRPGNPQZIPSKT
TKDRTZENOKTLEILKDR<IRP<ENHDEPT
Graduate School
!PSKTTKDRTU ?79<=9B<=7;7
YLLJUZZOEIPQILNGQSIEVMIRPGNPQ
School of Pharmacy
!PSKTTKDRTU ?79<=9B<=B:;
YLLJUZZFFFGJYIESIHVGQSIEVMIRPGNPQ
School of Social Work
!PSKTTKDRTU ?79<=9B<=C88
YLLJUZZFFFGTTFGQSIEVMIRPGNPQZ
University of Maryland, Baltimore
County
%ILDRT`KMMN6 FFFGQSaHGNPQ
3RPNEOEIPQILN !PSKTTKDRTU
?79<?::<88C7
www.umbc.edu/undergraduate
-EIPQILN !PSKTTKDRTU ?79<?::<8:;=
www.umbc.edu/gradschool
University of Maryland, College
Park
Flagship institution of the University
System of Maryland
)KTKLDE KR_DESILKDRU
www.umd.edu/admissions/index.cfm/
2IKR "FKLHYaDIEPU ;97<?9:<7999
3RPNEOEIPQILN !PSKTTKDRTU
;97<;7?<>;>: DE >99<?88<:>B=
$<SIKMU QS<IPSKLWQSPGNPQb
-EIPQILN !PSKTTKDRTU >99<8?:<-*!( @?=8;A
*NOKTLEIE^T .__KHNU ;97<;7?<>8?9
www.umd.edu
University of Maryland Eastern
Shore
Princess Anne
?79<B:7<8899
www.umes.edu
University of Maryland University
College
Adelphi
>99<>>><323%
www.umuc.edu
University of Phoenix
%DMQSaKI %ISJQTU ?79<>=8<C997
+KSDRKQS %ISJQTU ?79<:B9<99::
www.phoenix.edu
Washington College
Chestertown
!PSKTTKDRT D__KHNU ?79<==><==99
www.washcoll.edu
Washington Adventist University
+I\DSI #IE\6 >99<>;:<?878
FFFGFIQGNPQ 4
Building empathy and service
Erica Smith, Contributing Photographer, Photo courtesy of University of Maryland College Park
three-week winter intensive is approved by the
American Bar Association and allows students to
get a hands-on sense of how international legal
systems operate and interrelate. Mortimer Sellers,
Ph.D., B.C.L., J.D., director of the University
of Baltimore Center for International and
Comparative Law, states, “We selected Curaçao
as the venue because it has E.U. status through the
Dutch, but also strong links with the United States
and with Latin America. The program gives U.S.
law students exposure to interactions between
European, Caribbean and U.S. law.”
Sellers helped establish the Curaçao program
in 2002 with colleagues from Hofstra University
and Erasmus University. Sellers says, “The
globalization of commerce and society make it
impossible to practice law in the United States
effectively without some knowledge both of international law and of foreign law, particularly of
the European Union.” Taking full advantage of
the cultural history and diversity of Curaçao, the
program incorporates a rotating selection of core
classes, off-site learning by visiting museums and
cultural sites while engaging in discussion with
government officials and leaders.
Bryan Upshur, a full-time student, has
already applied what he has learned from
Curaçao at his internship at the U.S. Department
of Transportation. Upshur shares, “We were
given tours by high ranking officials to show
the group participants how the government is
run in Curaçao. Enough cannot be said about
the energizing impact that this program had on
me.” Michael Higginbotham, LL.M., J.D., teaches
the course Comparative Race and the Law, and
believes that “exposure to the people, culture and
history of Curaçao allows students to witness
firsthand the current manifestation of what they
have studied and discussed.” As a forerunner in
educating American law students about international law, UB Law School’s program is a role
model for other universities as the globalization of
economies and societies continues.
In today’s quickly shifting paradigms of government, legislation and international interactions,
universities must be willing to keep up with the
times. Taking the risk to pioneer a program to
fit the changing needs of education is necessary
and beneficial to the graduates of their programs.
Maryland is an excellent resource for law students
who want to gain an advantage of innovation
while attaining their law degree from the in-state
!"#$%&'#(#%') *
Above: University of Maryland College Park students in the Justice and Legal Thought program
visit the Martin Luther King, Jr., Memorial during a
scavenger hunt in Washington, D.C.
9
As history has shown, developing understanding initiates great social change and
can lead to legal endorsement of these shifting viewpoints. College Park’s JLT program
examines larger issues from a philosophical perspective. Program director, Robert
Koulish, Ph.D., notes, “Empathy, of course,
is an attribute of justice. We want our students to commit to the ideals and practical
realities associated with the struggle for social
justice.” Incorporating visits to sites that promote compassion, Koulish says, “Trips combine with the coursework about prisons and
the Holocaust. Our experiential approach is
designed to deepen learning with real-world
applications.”
In University of Maryland’s law and
health program, students apply service hours
and examine critical subjects such as providing health insurance to uncovered populations
and ethnic gaps regarding access to health
care. Program director, Diane Hoffman, J.D.,
MS, states, “Students can also choose from
several clinical options focusing on health
law including a public health law clinic, a
clinic focusing on issues arising for clients
with mental health or substance abuse problems, an HIV/AIDS clinic and a disability
law clinic.”
University of Baltimore’s Curaçao program promotes understanding of race and culture in the context of international law. Built
into the program are off-site learning opportunities Michael Higginbotham, LL.M., J.D.,
program faculty, shared an example when “a
special screening of a recent documentary
movie about race relations in Curaçao was
arranged with a diverse audience. After the
screening, participants engaged in a discussion and question and answer session moderated by the writer, director and producer of the
film. In one night, participants learned more
about race relations in Curaçao than they ever
could from reading a text book or treatise on
(+% '!,-%.()/ *
79
! " # $ % & ! ' ! ( ) $ * + & " & , - " $ % + & . , . / + 0 $ 1 ! '+ & 2 . * $ " 3 , 4 " 3 , ( !56 ! # * & ' 7 8 6 8 9 7 :
M A S T E R O F S C I E N C E I N C O M M U N I C AT I O N S T U D I E S
Communicate better. Effective communicators are highly sought in today’s workplace in
every for-profit and not-for-profit organization. How do you achieve the valuable skills and credentials
needed to advance your career and add value to your organization?
Stevenson University now offers an online
Master’s Degree in Communication Studies
that helps you turn communication theory
into practice. Applying to this flexible program is easy—applicants should have
earned a bachelor’s degree from an accredited university; neither GMATs nor GREs
are required. Details on the interesting
coursework and application process are
available at stevenson.edu/gps.
Who will benefit from this course of
study? Those engaged in public and
media relations, advertising, marketing or
market research, web content, publications, social media, event planning, and more will find the enhanced
communication studies program an exciting key to their future success. Unlock the key to your communications career. Learn more at stevenson.edu or 443-352-4399.
Learn more about Stevenson’s new Communication Studies Master’s Degree at a special
Information Session, May 6, 6-8 p.m. and
Saturday Information Session, May 16, 9 a.m.-noon,
Rockland Banquet Hall, Owings Mills Campus
For more information or to register call 443-352-4399 or visit stevenson.edu.
Events are free. Advance registration is suggested.
School of Graduate and Professional Studies