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  1. How a Sport Management Alum Went From Freelancer to Full-time at the USTA

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    ms in sport management usta careerVictoria Chiesa is a content producer and editor for the United States Tennis Association. She helps shape the voice of USTA.com and USOpen.org while also writing about local and grassroots tennis. Victoria is a graduate of the Adelphi MS in Sport Management program, during which she served as Adelphi’s coordinator of sports information for the university’s 23 athletic programs.

    In this alumni spotlight, Victoria talks about writing about sports full time and what it’s like to cover one of the biggest tournaments in the world. She also explains how she turned her experience officiating tennis matches into a writing niche that helps her stand out in the sports industry.

    Thanks so much for talking with us about your role at the USTA. Could you tell us a little about what you do as a content producer and an editor?

    I’ve been at the USTA since the summer of 2019. I work under the umbrella of the corporate communications department as a member of the editorial team that produces all the written content on USTA.com.

    For those not familiar with the USTA and how tennis is structured in the United States, the USTA is the governing body for the sport at both the professional and grassroots levels. Any content that comes out of the national office comes from our desks. We also run USOpen.org, which is the website for the US Open, one of the four major events, called Grand Slams, on the tennis calendar.

    My job is very different every day. I like to joke that I live every week in two different time zones: in the Eastern time zone, because I live in New York, and then the time zone of whatever professional tennis tournament is happening that week. And that doesn’t even add into the equation the more grassroots and community-focused pieces that I’m working on every week at the USTA.

    I have specific departments that I am the liaison to across the organization. One of these, as an example, is wheelchair tennis. During the wheelchair event at the US Open, I work on all the content that comes out of those events, whether it’s match recaps, feature interviews with the athletes, anything that would fit in that purview.

    Another area I work with directly is officiating. That’s something that’s close to my heart. I was a tennis player in my youth and my teenage years, and in college and grad school I transitioned into working as an official. I have a unique background for a tennis writer; as a former official, I understand how the officiating world works.

    This has afforded me the opportunity to build up a portfolio of feature stories on the subject and get to know a lot of the officials who are traveling on the tour. I think they’ve liked to be able to speak with me with the understanding that I can relate, at least somewhat, to where they come from.

    Tell us more about how you took officiating and turned that strength into a writing niche.

    The officiating perspective is often lacking in tennis coverage. For example, when you’re watching the Super Bowl, they’ll have a person who explains the rules to viewers. But in tennis we don’t necessarily have that. Commentators are often former players, so they’re going to see it from a player’s perspective. And the media isn’t necessarily going to know the ins and outs of a 300-page rulebook.

    When I was trying to freelance and break into the industry, I saw there was a need for someone who understood officiating. So, I started building my social media brand around that. People knew that if there was an officiating thing that happened, I would be tweeting about it.

    I was only an official at the grassroots level, and I used that extra money to pay for books in college. I’ve been able to marry the two things that I enjoy most about the sport, which was officiating and the writing portion. It’s been a perfect fit for me.

    Read Victoria’s feature on women officials for USOpen.org: “History-making US Open umpires hope to inspire next generation of women officials”

    What’s it like to work on the US Open?

    Spending sixteen-hour days for three weeks every summer at one of the biggest sporting events in the world is an incredible experience. I’m fortunate that I was able to work my first event when I was still going to school at Adelphi. This past US Open was my seventh overall at the tournament and my second as a full-timer.

    In my job, I talk to a lot of people and learn about their journey in tennis. That’s something I’ve always really enjoyed: earning the trust of people to tell their stories and sharing those stories within this space of a sport that we all love. The US Open is the culmination of all of that at the highest levels, under a global spotlight.

    We joke that it’s always US Open time at the USTA. At the end of the 2020 tournament, I think it was a week and a half before I heard “2021 US Open.”

    What is one of the coolest parts of your job?

    I get to meet so many amazing people from all over the world, whether it’s players, coaches, officials, staff — everybody comes to a tournament from somewhere. We are probably one of the most global professional sports, besides soccer. For 11 months out of the year, players are travelling to different countries to play in tournaments. And every week it’s a different story to follow.

    Last year at the US Open, for example, we had a wheelchair tennis player from Colombia, Angelica Bernal, who was playing in her first Grand Slam ever. She won her first match and I got to speak to her for the first time. She told me about what she does for kids with disabilities in Colombia, including running a wheelchair tennis school. It was so great to meet someone like that and learn something new and put her story out there.

    I feel like I’m constantly learning. To have that opportunity has just been priceless.

    What’s another key skill that someone needs to thrive in a role like yours?

    Communication skills are really important, but not just in the way that you would expect. You obviously want to be communicating well with the subjects you are interviewing, and you must be able to write well, but internal communication is also a big part of it.

    I deal with a lot of departments and a lot of moving parts. I’m the bridge between different areas of the organization and I need to be able to communicate with all of them about what’s going on and who’s working on what. I need to be comfortable asking the social media team for a Facebook post or the creative team to make a graphic for a story.

    We have a content team meeting every morning where the departments come together. We talk about what we’re working on, whether it’s for the day, for the week or for the month. We make sure that everybody is aware of what everybody’s got going on.

    The tennis ecosystem has grown somewhat more collaborative in recent years, so the USTA also works closely with the sport’s other governing bodies when required. That kind of communication is really important.

    What made you go back for your master’s?

    I was an undergraduate student at Adelphi. I got my undergraduate degree in communications and journalism. So, going into my senior year, I really thought that I was going to be a more traditional journalist, in the sense that I might go work for a newspaper. I even interned for Newsday, CBS Sports, CBS Sports Network and World Team Tennis, which is Billie Jean King’s flagship tennis league.

    Midway through the fall semester of my senior year, I realized that I didn’t want to be a traditional journalist. I didn’t know where I wanted to go next, and it was like okay, what am I going to do? You’re almost done with college!

    I was a student employee in the athletic department at the time, and my then-boss, Adam Siepiola, (who teaches in the Adelphi MS in Sport Management) asked me if I had thought about grad school. He told me that the graduate assistantship in sports information would be open starting the next fall. I could stay for two more years at Adelphi, have my master’s paid for, and continue to work in collegiate athletics. “Think about it,” he said. I left his office that afternoon, called my mom, and was like, “I think I’d be really stupid to not take advantage of this opportunity.”

    That graduate assistantship later turned into my first full-time job, but I was still afforded chances to pursue tennis jobs on the side.

    Everyone at Adelphi was so supportive of me. They let me take a three-week sabbatical every summer to go work at the US Open. That support was invaluable to me.

    What advice would you give someone who is considering Adelphi’s program?

    I think Adelphi’s program helps position students for success in a variety of ways.

    Firstly, its location in the New York City area gives students access to a variety of opportunities in the industry, from professional sports to community and recreational organizations.

    Secondly, it has a high-level Division II athletics program, which is always looking for student employees in sports information, event management and other areas. These opportunities allow students to get hands-on experience in live sporting events, from regular-season games to NE-10 conference and NCAA postseason championships.

    Finally, the program’s faculty are accessible and have a vast array of experiences and can help students build connections. Dr. Meredith Whitley was someone whose door was always open to me, and I could always count on her to lend an ear and give me advice both personally and professionally. I consider her not only as a mentor from my academic career, but as a friend today.

    And what advice would you give to graduates who want to break into the sports marketing industry?

    The past year has certainly brought about so many changes and challenges, and the sports industry is not exempt from this. I can’t imagine how I would react being a current student on the job hunt right now. I have always maintained this, but especially now, it’s really important: all I can say is be flexible and be able to adapt.

    It’s so important for students to use the resources that are available to them, even if it’s as simple as using social media to the best of your ability. Make sure you are doing anything you can to put yourself in a position to succeed.

    Along those lines, you can be professional and also be authentic on platforms like Twitter. I don’t think they’re mutually exclusive. Ultimately, you are a human behind your account.

    You want to make sure what you are portraying in that space is what you really are. You can come to my Twitter account for tennis news and updates and tweets about tennis officials. But I might also tweet about the TLC reality show #90dayfiance.

    It’s important to be authentic and be true to yourself on those platforms, because ultimately, that’s what really helps you down the line when you meet people who have been part of your audience online.

    Keep your eyes open and your ears open to opportunities that are out there. Don’t get discouraged if someone tells you no — I always say if you dwell on the person who tells you no, you’re going to miss the person who will tell you yes.


    About the Adelphi University MS in Sport Management

    The MS in Sport Management at Adelphi University is designed for hard-working, ambitious individuals with a passion for sports. The degree is available online and on campus and includes optional specializations in sport marketing or athletic administration.

    At Adelphi, students gain an in-depth understanding of the sport industry with coursework that includes business management, market analysis, budget preparation, sport law, spot marketing and public relations. They also learn how to turn previous athletic experience and interests into professional strengths in order to stand out in the industry.

    Our students benefit from the connections they build with their peers and with faculty members who work in the industry. This is a team that will support you throughout your career.

  2. How an MS in Sport Management Prepared This Alum for a Career With the WNBA

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    ms in sport management wnba careerBryan Flannery is a public relations coordinator for the New York Liberty and a recent graduate of the Adelphi MS in Sport Management program. He’s working with the WNBA team to celebrate a landmark 25th-anniversary season that comes right on the heels of one of the most unusual years in the association’s history.

    In this alumni spotlight, Bryan talks about what it’s like to work in PR for the WNBA, how he balanced a full-time job with a graduate program and how Adelphi students can make the most of their courses to better position themselves for industry roles.

    To get started, tell us a little about what you do as a public relations coordinator. What are some of your main job responsibilities?

    My job involves a few different roles and responsibilities. First, contact with the media is a very big part of what I do. If anyone wants to interview a player, I may serve as the liaison between the writer or reporter and that player.

    The media side is really important in the WNBA. As we know, women’s sports still have a media coverage issue with female athletes getting only 4% of all sports coverage. We’re really doing everything we can to generate as much media and get as many eyes as possible on the WNBA and the New York Liberty. That’s a big part of what I do.

    The second part of my role is basketball-specific. Going into the season, you have to create media guides and game notes — these are the sorts of things that fall under the PR umbrella. On a daily basis, I’m really working hard to make sure everything is up-to-date.

    Lastly, there is also a corporate communications side to this, which can include community outreach, social justice and other topics that aren’t specific to a game.

    Was there anything that surprised you about working in PR and/or working for the Liberty?

    We are a smaller organization compared to, say, an NBA team. What surprised me about that is how great an experience it really has been for me. I’m able to wear multiple hats, whereas if I were in a larger organization, I’d have one role. I also think it has been a great experience very early on in my career to learn the different PR facets that I might not be exposed to in a larger organization.

    You mentioned that your job includes corporate outreach as well as social justice initiatives. The WNBA dedicated their 2020 season to social justice, which seems fitting given their long history of action on social issues. What was it like behind the scenes when this initiative was launched?

    There was obviously a lot of uncertainty around whether we were even going to have a season. Once there was a decision to go forward, the players’ union and the league wanted it to be more than just basketball. Given the circumstances, to have all our players and all the teams come together as one united force to create change in that bubble situation was very timely. The WNBA has always been at the forefront of social justice movements and will continue to be.

    From a PR standpoint, we will absolutely do whatever it takes to amplify our team’s messaging and push for justice. On the Liberty, we’re incredibly fortunate to have ownership that’s supportive of our team, of our players and of our initiatives.

    It’s great knowing that my work is bigger than basketball. It’s a really good feeling, knowing that we’re making a difference.

    Working for a pro sports team like the Liberty seems like a dream job. Do you have any advice for someone who is trying to break into the industry?

    In a program like Adelphi’s MS in Sport Management, you’re exposed to many different courses and disciplines within the field, whether it be marketing, licensing, legal and so on. Use this to your advantage in order to find which path really interests you the most.

    You need to really identify what your strengths are within sport management — it’s not enough to think, “hey, I want to work in sports!” and leave it at that, because, let’s face it, a lot of people want to work in sports. Think more about what separates you, and where you can specifically add value to an organization.

    You can’t be afraid of rejection. If you don’t get a response from one job that you applied for, that doesn’t mean you don’t apply to the next. Be persistent and continue to work hard until you find that right opportunity for yourself.

    What is one of the coolest parts of your job? What do you love to tell people about your job?

    It’s really about being a part of the team. As far as PR goes, people may not realize the proximity of public relations to the team itself. But we’re really part of that team. We get to travel with them and we’re at practice every day. We create relationships with the coaching staff and players. That’s the most fun part of my job, getting to have that camaraderie. That’s something I thrived on being a former student athlete.

    Before working for the Liberty, you played baseball and were an NCAA athlete at Baruch College. How does having experience as an athlete play into your work now?

    I think it directly translates over. If you look around our front office with the Liberty, a good amount of the people working there are former student athletes. Not to say you have to be a student athlete to have a job in sports — absolutely not.

    But those positive lessons of teamwork, time management, and work ethic translate directly into your professional career.

    Those lessons I learned along the way carry right over, even subconsciously.

    Even times where maybe you struggled as an athlete can help because you’ve learned to not be afraid of adversity and how to handle pressure.

    Let’s talk more about what it was like to pursue a sport management master’s degree. Why did you decide to go back to school?

    When I finished my undergrad degree in communications, I didn’t have a full-time job lined up. At that point I was looking at internships, but I just knew that, to get where I wanted to go, a master’s degree was definitely something that would benefit me. I took a few weeks after undergrad to think about it and at that point I applied to Adelphi.

    Why did you pick Adelphi for your MS in Sport Management?

    For me it was a no-brainer. I knew that I’d get a quality sports management education at Adelphi. If you do research the programs comparatively, Adelphi is at the forefront of sports management.

    You were working as an intern with the NY Liberty when you started the degree program and later were working a full-time job, all while taking classes. What was it like to balance work and school?

    Adelphi was incredibly supportive all along the way. When I was working my internship at the Liberty, the season ran into my class schedule, so it took some adaptability on both sides. I was able to get internship credit for it, which helped speed up my degree.

    If you are in the master’s program while working full time, the program is designed to accommodate the working professional. The professors are incredibly understanding if there is a conflict. It was a big help to have that flexibility and for me to be able to utilize weekends to get ahead with schoolwork.

    It really helps that the faculty have so much experience working in sports themselves — they get it.

    Whatever experience the students can build while also learning in the classroom, they’re all for it. It benefits everybody.

    What skills do you find yourself using from the program?

    The biggest thing ties back to learning about all the disciplines within sports management. The curriculum is designed to expose you to different paths and different departments within sports management.

    For me, learning a little bit about everything has been incredibly beneficial, because when you come together in a front office, it’s not just PR — you’re working with marketing, sponsorship, ticket sales, the list goes on.

    There is a lot of collaboration in PR, so having a basic understanding of other departments allows me to communicate and collaborate better. It’s good to speak their language and be able to think along with them.

    Finally, what are you looking forward to in the next year?

    I’m looking forward to a little bit of a sense of normalcy. Whether that will be being able to go to work, practices, games or even travelling a bit with the team. I’m just looking forward to getting into something that’s a little more normal — whatever that is.

    I hope I can get back in the field soon. That’s really what makes this job special, when you get to see all the hard work displayed on game day. I’m looking forward to getting back out to Brooklyn and feeling the energy again.

    That is really what I took away from this past year, that as long as we come together, work as a team and stay adaptable and open-minded, anything is possible. The show will go on.


    About the Adelphi University MS in Sport Management

    The MS in Sport Management at Adelphi University is designed for hard-working, ambitious individuals with a passion for sports. The degree is available online and on campus and includes optional specializations in sport marketing or athletic administration.

    At Adelphi, students gain an in-depth understanding of the sport industry with coursework that includes business management, market analysis, budget preparation, sport law, spot marketing and public relations. They also learn how to turn previous athletic experience and interests into professional strengths in order to stand out in the industry.

    Our students benefit from the connections they build with their peers and with faculty members who work in the industry. This is a team that will support you throughout your career.

  3. Top 5 Skills Needed for a Job in Sports Marketing

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    top skills needed for sports marketingSports is a massive industry—projected to reach a value of $83.1 billion in North America by 2023 according to PricewaterhouseCoopers—that encompasses long-running professional leagues like the NFL and MLB as well as emerging areas like esports. Growth is fueled by the relationships among players, teams and their dedicated fans.

    Like any other type of business, sports franchises rely on marketing specialists to identify and nurture those connections. Sports marketers make an invaluable contribution by developing messaging strategies, communicating with the public and helping to generate revenue.

    What Is Sports Marketing?

    The sports marketing field offers a wide range of roles and responsibilities focused on growing the profiles of sports organizations and engaging their audiences. These positions range from the public relations professionals who create and implement strategic communications plans for leagues, teams and athletes to the branding experts who shape an organization’s identity. Sports marketers may collaborate with individual players or coaches as they promote events, build fan loyalty, manage revenue-producing partnerships and capitalize on a team’s popularity.

    Because of the breadth of responsibilities involved, key sports marketing skills include both the creative mindset to develop engaging marketing campaigns and the analytical thinking to make data-driven decisions. These are five of the most vital competencies you can cultivate to pursue a successful career in the business of sports:


    1. Writing and Communication

    Clear, attention-grabbing communication is essential for any marketing role, whether you’re tasked with crafting email promotions or reporting performance metrics to other stakeholders. By expanding your proficiency in writing and communication, you can consistently engage fans and viewers with powerful, exciting messages. To lead a team as a marketing manager, you must also be able to articulate a compelling vision for the future, provide feedback to employees and update decision makers on the outcomes of campaigns.

    Sports marketers should be highly capable verbal communicators and writers with a thorough understanding of the roles that advertising and public relations play in conveying a strong brand identity. Focus on developing essential communications skills like the ability to:

    • Adjust to the demands of a variety of channels, including online media, print, TV and radio.
    • Establish your authority by presenting accurate information and using reliable sources.
    • Identify your audience’s interests so you can shift your focus and tone accordingly.
    • Present a compelling, focused idea in every piece of writing or presentation.
    • Incorporate visuals that illuminate and expand upon your central points.
    • Proofread carefully to catch errors in grammar or sentence structure.
    • Incorporate meaningful transitions that make reading easier.
    • Maintain an active voice in your writing.
    • Choose clear, evocative language.

    2. Analytical Mindset

    Analytics have become crucial for marketers in all industries. Sports organizations are particularly aggressive in gathering detailed perspectives on consumer preferences, tracking everything from the reach of advertising campaigns to the specific paths that individuals follow to purchase tickets or officially licensed merchandise. The challenge for sports marketers is to capture the full value of the data that’s collected.

    Sports marketing professionals must learn to analyze the quantitative information provided by performance metrics and third-party research databases. An analytical mindset makes it possible to find insights that guide better choices in content creation, media placements and targeting future online campaigns.

    Building your expertise in using digital tools to manage the complex brand portfolios of sports organizations will help you stand out in the job market. According to an analysis of posting data from Burning Glass, skills in strategy, digital marketing and running email campaigns are all associated with salary premiums for marketing specialists.


    3. Time and Task Management

    Sports marketers often need to keep track of many different moving parts. They may be responsible for managing the communications from franchises and individual athletes while also supervising ad campaigns across multiple channels. To succeed in this field, you must stay on schedule and do your part to keep a team of marketing and PR professionals organized.

    Consider the following as you strive to optimize how you use your time:

    • Plan your days, specifying the hours you will spend on tasks like replying to emails, managing social media and meeting with team members.
    • Familiarize yourself with a range of industry-standard software tools so you can complete tasks as efficiently as possible.
    • Implement a management platform to keep team members and contractors on track by streamlining communications, invoicing, and scheduling.
    • Collaborate with others and delegate responsibilities as necessary.
    • Know your limits and set priorities.

    • 4. Scope and Perspective

      A great team doesn’t just spectacularly win a single game; athletes must consistently perform at the highest level of competition. Similarly, sports marketers should be adept at planning both short- and long-term strategies. To reach your goals for a brand’s future, you first have to overcome immediate constraints on your time and resources.

      In today’s hyperconnected world of mobile devices and online shopping, marketers need to scale campaigns appropriately and take advantage of opportunities to engage consumers on an individual level. That means sports marketers should be ready to narrow their focus down to a rising player, appealing product or upcoming event, while also maintaining a cohesive story over various media channels. Multi-channel marketing techniques enable franchises to deploy large-scale campaigns and extremely tailored media alike.

      Personalization is an increasingly important aspect of marketing, but even with today’s powerful data-mining tools, customizing messages for individual consumers presents technical challenges. Though studies show that getting to know customers is key to both campaign and brand success, fewer than 20 percent of marketers are confident in their ability to execute successfully. Expanding your skills in one-to-one marketing by creating personalized emails and customer experiences can make a huge difference in drawing new audiences and forging deeper relationships with fans.

      5. Flexibility and Creativity

      Marketing is an inherently creative and dynamic field. To help your organization grow, you must keep up with the latest strategies in search engine optimization, visual composition, social media management, customer relationship management and contract negotiation, in addition to understanding the trends that affect the sports industry as a whole.

      By nurturing your creativity, you’ll be ready to turn these challenges into fresh and exciting campaigns. New technology and techniques mean you’ll have the chance to experiment with approaches to engaging your audience and refresh messages that have grown stale. Meanwhile, staying flexible allows you to adjust your priorities when new opportunities emerge or your organization changes its strategic direction.

      Apply your creative skills to adapt to a franchise’s changing direction or a team’s fortunes and capture inspiration for unique content. Strengthen your creativity by continuing to challenge yourself through professional development and problem solving. Keep notes on your ideas so you can circle back when you find ways to apply them.

      By engaging your creativity, you’ll be able to adapt to changes in the multifaceted sports industry. Your imagination may prove to be your most crucial tool for pursuing a sports marketing career.

      Sport marketing careers can be exciting, engaging and rewarding, offering opportunities to grow a loyal fanbase and be a part of the success for athletes and teams. Earning a master’s degree in sport management could be a major step in developing in-demand skills and achieving your career goals.


      About the Adelphi University online MS in Sport Management

      The MS in Sport Management at Adelphi University builds a strong foundation of skills for current professionals, recent graduates and those looking to change their career path. You can develop specialized knowledge to reach your objectives by choosing a concentration in sport marketing or collegiate athletic administration.

      Learn from faculty members with backgrounds in the industry as you gain experience in market analysis, budgeting and management. Whether you take courses online or on campus, Adelphi offers a flexible, accessible program for professionals interested in starting or advancing a sport marketing career.

  4. Top Skills for Health Informatics Professionals During the Pandemic and Beyond

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    top skills healthcare informaticsThe massive volume of digital information generated and collected in healthcare facilities continues to grow as providers and other organizations strive to make better use of data, improve patient care and lower costs. Electronic health records (EHR) brought organizations wider access to detailed information that can be updated more frequently. Meanwhile, the COVID-19 pandemic has demonstrated how vital analyzing quantitative findings in patient information can be to the well-being of entire populations. As a result of these changes and technical advances, health informatics skills play an increasingly crucial role in today’s healthcare organizations.

    You can make a difference to public health during the pandemic—and in decades to come—by learning to identify meaningful trends in hospitals, medical practices, public health agencies, insurance companies and life sciences firms. To excel in a health informatics role, you’ll need to cultivate your technical knowledge, analytical thinking and problem solving.


    What Skills Are Needed For Health Informatics Careers?

    As a multidisciplinary field, health informatics draws techniques and principles from information and computer science to enable higher quality care and enhance the work that nurses, doctors and other healthcare professionals do. To build an informatics career, you must be familiar with privacy laws and other regulations affecting the healthcare sector. You also need expertise in health information systems, research methods and strategies to make healthcare data more actionable.

    Create and Maintain Electronic Health Records

    EHR are the digital files containing patients’ medical histories, treatment plans, medications, allergies, radiology images and test results. Health informatics professionals may be responsible for not only ensuring the data in an EHR is accurate, but finding ways to make the records more user friendly without compromising patient privacy. You can apply informatics principles to provide doctors, specialists and other authorized users with insights while complying with the security requirements in the Health Insurance Portability and Accountability Act (HIPAA).

    Medical coding—using a standard classification system to record diagnoses, report procedures and generate bills—is a key function in many healthcare organizations. Data specialists often need a thorough understanding of how a facility uses these codes to share and protect information. Therefore, current nurses and coders who are already well acquainted with these processes may discover they are well suited to expand on their knowledge and start an informatics career.

    Data Saves Lives. Lead the Way.

    The COVID-19 pandemic has demonstrated just how vital extensive data and nuanced analysis can be for communities and organizations. By learning how to analyze patient information and treatment results, you can help improve care, perform clinical research or develop new medical products. For example, analysis of patient data might reveal who is at the greatest risk to end up in a serious emergency situation and allow medical staff to intervene early. When you look at everyday situations through the lens of informatics, you may spot numerous opportunities to use resources more effectively, promote efficiency in routine processes and eliminate unnecessary procedures.

    Clinical Communication and Collaboration

    Clinical communication and collaboration is an evolving skill that changes as the technology we use becomes more complex and connected. With advancements like electronic medical records and internet-enabled health devices, HIPPA-compliant, clinical collaboration of alarms, alerts, and messaging in near real-time is now possible.

    The value we can get from health informatics depends greatly on our ability to draw data from many different sources, as well as how effectively we can work together with people in various departments and roles, including clinical staff, IT specialists and decision makers. To collaborate effectively, you should have the background to use correct medical terminology but also be prepared to discuss data and technical issues in ways that make sense to non-experts. Analytics can only help organizations make better decisions when the decision makers understand what the information means and how they can act on it. Skills in interpreting data and presenting your findings with persuasive language and visuals allow you to make the case for change.

    Build and Manage Databases

    Handling vast amounts of sensitive information is a common responsibility of working in healthcare informatics. You’ll be in the best position to advance your career if you know how databases function and can develop solutions for storing information that fit your organization. Some of the most valuable technical skills for health informatics roles include the capabilities to:

    • Perform systems analysis
    • Manage data warehousing and run reports
    • Bring new systems for collecting and analyzing data into a healthcare organization
    • Gain insights from EHR through analytics tools and methods
    • Build and maintain hierarchical and relational databases, including writing Structured Query Language (SQL) to organize and retrieve information
    • Extract and query healthcare data with analytics software

    How Informatics Professionals Make an Impact in Healthcare

    Informatics convey a detailed perspective on operations and strategy for all types of healthcare facilities and businesses. As providers, insurers and other organizations prioritize reaching measurable results in value-based care, data management and analysis become more important. Even healthcare professionals in roles that don’t currently involve heavy use of information technology still benefit from understanding informatics so they can offer feedback and interact productively with information and health IT specialists.

    You can put health informatics skills to work in a wide variety of careers such as:

    Care Coordinator

    These professionals ensure that patients consistently receive high-quality treatment when they must see multiple providers or visit more than one facility. A care coordinator is responsible for maintaining continuity among the efforts of primary care physicians, specialists, nurses and technicians. This position requires the skills to analyze EHR, spot any dangers to the subject’s well-being, eliminate redundant tests and help patients manage their insurance coverage.

    Clinical Data Manager

    Clinical informatics professionals facilitate care for patients by strengthening an organization’s network infrastructure and practices for collecting, storing and analyzing healthcare information. Data managers must have the technical abilities to meet the requirements of specific projects by processing and evaluating clinical information, planning resources and workflows. They may build databases or design interfaces in addition to training clinical staff and troubleshooting.

    Data Analyst

    Data analysts build careers in healthcare organizations such as insurance companies, health systems, private physician groups, government agencies, EHR vendors and consultancies. In these contexts, analysts capture, organize and report on relevant information from sources such as health records, insurance claims and patient surveys. Data specialists contribute the greatest value when they communicate what they’ve learned in the form of clearly understandable strategic recommendations for stakeholders.

    Electronic Health Records Manager

    EHR managers are responsible for ensuring the quality and security of patient data. They may collect patient information, code reimbursement claims, process Release of Information requests, and check records for completeness, accuracy and regulatory compliance. They should also be effective communicators who can report on clinical results and discuss patient needs with providers and representatives from insurance companies.

    Health Informatics Management Director

    To lead electronic recordkeeping in today’s healthcare organizations, an executive must have a thorough understanding of methods for data acquisition and management. Informatics directors strategize to accomplish an organization’s goals for maintaining EHR and scaling up operations. They oversee the implementation of new technology, supervise training and find opportunities to increase the speed and accuracy of reporting.

    Nursing Information Specialist

    Professionals with nursing informatics skills can lead improvements in hospitals, clinics and other facilities. Burning Glass reports that nursing informatics competencies will become a common job requirement for nurse practitioners over the next decade, projecting 36% more job postings will request this skill. Nurses can serve as a link between healthcare providers and technical staff, designing, developing and implementing health information solutions that make it possible to establish processes that optimize the use of data systems.

    Physician Assistant

    Physician assistants take on a wide range of duties in healthcare settings while working with a licensed physician or surgeon. They may be tasked with examining patients, creating treatment plans, conducting procedures, coordinating care and assisting surgeries. More and more, these medical professionals are also asked to handle EHR and other data management needs for a practice or hospital. According to Burning Glass, there will be more than 37% growth in the demand for health informatics skills in physician assistant job listings in the next 10 years.


    Better Information to Prepare for the Next Health Emergency

    Digital information has become essential to healthcare with advancements in multiple areas of technology. For example, mobile health applications make it possible to remotely gather details about patients. At the same time, centralizing patient information makes it easier for multiple providers to carry out unified treatment plans.

    As technology continues to change the ways healthcare is delivered, organizations need experts who know how to make the best use of constantly evolving tools. As a result, careers in health informatics will benefit from continued growth, and you’ll find that related skills are invaluable for a wide range of roles.

    We’ve found that a blend of technical education and hands-on experience can be a highly effective means of learning informatics skills. For example, Dr. A. Hasan Sapci, an assistant professor in Adelphi University’s College of Nursing and Public Health who has conducted multiple research projects on health informatics education, emphasized the importance of up-to-date resources and hands-on experiences. One study showed how working in training laboratories and completing exercises helped students become more effective and confident in their ability to operate wireless home health monitoring devices. According to Sapci, his findings demonstrate the value of two laboratories he’s founded at Adelphi—the Health Informatics Training and R&D Lab and the Smart Home for Home Healthcare Lab—for training the next generation of health informaticians.

    Health informatics and analytics are the cornerstones of ongoing efforts to update healthcare systems, and capturing the raw material for analytics insights while securing patient privacy takes highly developed skills. You can provide perspective on today’s most urgent health crises and progress in your career by blending technical skills in data analysis with an understanding of how to address patients’ needs and effectively communicate. Our Master of Science in Healthcare Informatics equips professionals to take on emerging challenges in collecting health information and identifying insights that lead to better decisions.


    About Adelphi’s Online MS in Healthcare Informatics

    The online Master of Science in Healthcare Informatics from Adelphi University’s College of Nursing and Public Health prepares students for careers in implementing cutting-edge medical technologies to meet the needs of patients and healthcare professionals. This degree program is an excellent fit for practicing nurses and doctors, health IT professionals as well as career changers. No matter your experience level or background, Adelphi provides multiple layers of support, especially for those who may have been out of school for a while.

    Our expert faculty offer personalized instruction in convenient online courses that are informed by years of professional experience. The healthcare informatics curriculum is designed to help working professionals transform healthcare management and delivery. Hands-on exercises and a comprehensive education in health information technology, will develop your proficiency in working with electronic medical records and the systems that are critical to improving patient care.

  5. Interview: Redefining Trauma, Diversity and Inclusion in Social Work

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    “Knowing ourselves is the most important part of that journey. Because that’s going to show up in our work with clients.”

    Social work practitioners focus on improving the lives of others, and so it can seem contradictory or even uncomfortable to turn the lens inward. Yet, as Associate Professor Laura Quiros explains, introspection is critical to being an effective and empathetic social work leader. Realizing how our experiences shape our perspectives gives us a better understanding of potential biases. It also primes us to be more inclusive.

    Quiros emphasizes this need for bridging the personal and the professional in her new book Incorporating Diversity and Inclusion Into Trauma-Informed Social Work: Transformational Leadership (Routledge, 2020). She also explores how trauma and difference manifest in the ways social work practitioners communicate, lead and collaborate.

    In this interview, Quiros talks about her own experiences with trauma and shares timely advice for anyone who takes on a leadership position or who wants to improve the ways they connect with their clients. She also discusses how Adelphi University’s School of Social Work is further incorporating diversity and inclusion into their curriculum.

    Sit in on a recent Zoom chat with Quiros about how she is positively disrupting the social work space: view the recording here.

    Let’s start off with talking about your book. How would you describe it?

    This book is an intersection between the world of trauma and the world of diversity, equity and inclusion (DEI). It is very much positioned for social workers, although I do hope that leaders in every space will use the things that I talk about in the book as part of their leadership approaches.

    What this book essentially does is reconceptualize certain terms in social work practice, including leadership and social work, and looks at them through a trauma-informed plus DEI lens.

    This includes traumas such as racism, sexism, classism, homophobia, xenophobia and other forms of oppression, which aren’t traditionally mentioned as traumas.

    Why did you choose to include “transformational leadership”?

    I added the adjective transformational because I see this book as a real-life practice tool for leaders and social workers to interrogate their own identities in order to understand how they lead. And ideally the transformation comes when they are leading with an awareness of not only DEI but also trauma.

    You’ve said that there is no distinction between the personal and the professional self, and so it makes sense that this book includes your personal experience with trauma. Could you talk about how your history shaped this book?

    I think that one of the most important things to know about the book is that I use my own narrative to model vulnerability. I grew up in a biracial and multicultural home. My mom is white and Jewish and My dad is Black and Latino, beginning as a young child I moved back and forth between these worlds of exclusion and racism and anti-Semitism. I also experienced exclusion when I moved into leadership positions, some of which was based on my identity as a Latina woman of color.

    And so I locate myself in order to help the reader understand that the way someone leads is connected to the ways in which they’re socialized, the values they grow up with, where they lived, who they were friends with, what they were taught, what they read and what they watch. Because of my childhood experiences of exclusion, I strive to lead from a place of inclusion and my work involves helping others do the same.

    In traditional leadership culture and literature, the self, meaning the way one has been socialized and one’s positionality, is often not interrogated. You’ll read lists on how to be a good leader that say things like, “be compassionate, be kind, be thoughtful.” But what the literature rarely says is “to be a good leader, know thyself.”

    Can you talk more about how knowing yourself can help you understand others better? How does this make you a more inclusive leader?

    Our identity forces us to have a very myopic lens. So, people in leadership positions need to stop and consider, “This may be how I’m operating as a leader, but am I considering other people who don’t share my experiences and/or have different identities?” If leaders spend more time understanding who they are and how that impacts their leadership choices, they benefit from this transformational experience. They will be better able to engage organizational culture and the people who report to them in ways beyond their own individual selves and ways of knowing.

    White culture is usually treated as the “default” and that’s often not named nor interrogated. White leadership shows up in ways that are normalized and our culture treats anything else as not normal. So, leaders of color who have very different experiences than white leaders often don’t have the space to dialogue about those experiences, nor do they have similar resources or support.

    Leaders of color are also not encouraged to bring their whole selves to work nor are they encouraged to lead from a place of vulnerability because of stereotypes, because of bias and because leadership literature does not really highlight or embrace the lived experiences of leaders of color. And so, particularly for white leaders, it’s really important to read and understand how white culture is the assumed default and how that can set the norms and standards of the organization, which inherently makes the organizational culture exclusive for people of color.

    How do you address this assumed default, especially if you are dealing with people who may not be aware that they are perpetuating it?

    Through positive disruption.

    In every space I enter, I’m very mindful and conscious about positively disrupting that space if I see and feel that it’s exclusive.

    More specifically, I use the skill of curiosity a lot to locate the underlying meaning. I’m a big fan of “calling in” people when I hear something or see that a harm has been done. Having a conversation with them privately, and in some instances publically, helps bring awareness to inequity and exclusive behaviors.

    I grew up with a mother who did not have an awareness of racial equity or anti-racist practices. So when I was younger I experienced the world very differently from her. I have learned that the only way to move my mother, who is the most important person in my life, is through the space of compassion and dialogue. Shaming her or calling her out is not going to change things or shift her awareness.

    Publishing a book like this during 2020 must have been quite the writing experience. How did the events of this year affect your work?

    I had this contract for quite some time and I was sitting on it. And then this year happened and a light bulb went off: I said to myself, wow, this is a moment to be a brave leader and social worker and to talk and write about my own experiences as a woman of color, as a single mother, as somebody who grew up in a home with racism and antisemitism and domestic violence, who had a loss of a brother at a very young age and who experienced exclusion as a leader.

    I felt like it was an opportune time to share my story and practice of positive disruption with my social work community; all in a space of vulnerability and compassion. One of my goals was to show that, by using yourself, you can positively disrupt status-quo spaces to make them sincerely inclusive.

    Going through the literature and conducting research during this time also allowed me to make connections and pull out themes as a qualitative researcher that I wasn’t able to do before.

    In my life, I have looked at crises as opportunities. I know that’s a saying that we often hear, “in crisis lies opportunity,” but I really believe that. So I think it was having limited time, limited resources, plus the felt equity with all of my family and community being in this pandemic together, that really forced me to produce something in this moment that would contribute to the social work profession.

    How are schools like Adelphi responding in order to advance diversity and inclusion?

    Schools of social work are interrogating their curriculum more. They’re taking a look at how social justice appears, and does not appear, in the curricula and in pedagogy, as well as at inclusion and equity in the implicit and explicit culture of the school. In general, universities are also being more conscious of the lack of Black, Indigious or people of color in leadership and in faculty.

    Right now I’m chair of the School of Social Work curriculum committee at Adelphi and we as a group, are looking at the curriculum and at our pedagogy, both in terms of the content and also in terms of how we teach from an anti-oppressive and anti-racist lens.

    I hope social work leaders are revisiting the social work mission and are asking themselves, “How am I upholding the social justice mandate of the profession? What is the responsibility of social work in this moment?” We have a huge responsibility. And so I do think there is a lot of good that’s coming from this and my hope is that it’s sustained—that it isn’t just a trend, that it’s actually incorporated and sustained and supported, monetarily and in other ways.

    What would you say to social work practitioners who might feel uncomfortable or anxious about introspection and turning the lens on themselves?

    I think to social work students I would say that we have a responsibility to move past that. We need to know the difference between feeling unsafe and feeling uncomfortable.

    We also need to know that silence is also a sign of privilege. Silence is a way that, particularly white social workers, can get away with not engaging in conversations in a way that social workers of color don’t have the ability to do.

    If you are committing yourself to this profession that is grounded in social justice, if you’re working with people to move through obstacles, you have a responsibility to them to know yourself just as well as you want to know your clients, and part of that knowing is understanding your privilege and your positionality. That’s foundational for social work students.

    I always tell my students this work is not about you, it’s about your client. As social workers we’re healers and we can’t heal unless we heal ourselves first. Knowing ourselves is the most important part of that journey. Because that’s going to show up in our work with clients and in the classroom.

    It sounds like it’s important that social work practitioners see this as a journey and not just a one-time activity. Can you talk about that?

    Theories of human development tell us that we change over time. Every developmental stage that we go through is going to bring up new things for us, new learning, new teaching, new ways of being, so we should always be interrogating ourselves and really looking at that as a beautiful process. Take the time to reflect on what we learned and how it impacted us. Take the time to consider the relationships that we choose and how that impacts us and the people that we work with. Take the time to recognize our biases and where they show up.

    The most beautiful lesson in life is to know yourself and how you interact with the world and build relationships.

    To be in this field of social work, I take it incredibly seriously because it’s about the human connection ultimately, and the human experience. We have to know ourselves in order to be successful in this work.
  6. An Interview With Kai Williams, Academic Technologist at Pace University

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    At Adelphi, we believe that bringing together students from a wide range of backgrounds and experiences is what makes our programs so strong. In this series, we’re featuring four MA in Educational Technology alumni who came to the master’s program from an array of professional backgrounds and who found success afterwards in four different sectors.

    • Katy Auchter, product manager at Knewton, Wiley
    • Jose W. Diaz, online learning manager at Fashion Institute of Technology
    • Loreto Dumitrescu, assistive technology evaluator at the New York City Department of Education
    • Kai Williams, academic technologist at Pace University

    My MA Story

    An Interview With Kai Williams, Academic Technologist at Pace University

    “Although I had no background in teaching when I first joined the program, this never created any issues with my understanding of the knowledge presented. Many classes also provided different opportunities to show my mastery of the content based on my interests and background.”

    An occasional misconception of Adelphi’s MA in Educational Technology is that it calls for a background in K-12 teaching. But a degree in education or experience in front of a class is not an application requirement. More important are qualities like analytical and critical thinking skills, curiosity and a commitment to learning.

    Kai Williams came to the Adelphi MA in EdTech with a background in multimedia software development and an interest in STEM education. After gaining hands-on experience through Adelphi, she is now an academic technologist at Pace University and is building a plan to open a STEM-focused elementary school.

    kai williamsName: Kai Williams
    Current Job: Academic technologist at Pace University

    What led you to pursue a degree in EdTech?
    After completing my BSc in Multimedia Programming, I decided that I wanted to teach in the field of STEM education. I decided to join a program that would give me the knowledge to be a skilled educator as well as provide me with hands-on experience with the tools that I needed.

    Why did you select Adelphi’s MA in Educational Technology?
    I chose Adelphi’s master’s after meeting with one of the lead instructors. I met with them for my interview and after our conversation, I felt that Adelphi University would be able to give me the support and networking I needed to excel in my career.

    What was the learning experience like for you?
    The experience was enriching and allowed me to create a lot of meaningful connections. I enjoyed a lot of the project-based classes and hands-on experiences that we were afforded.

    Can you tell us about your current job?
    Currently, I am an academic technologist at Pace University. I work with faculty and students to provide them assistance with their eLearning tools for synchronous and asynchronous learning. I also assist in the planning of EdTech talk workshops for faculty. I have also been quite lucky to be able to teach in the EdTech program as well (as an adjunct faculty member at Adelphi).

    What are your long-term plans? Did the EdTech program help you achieve those goals?

    “Eventually, I would like to open a STEM-focused school for elementary-aged students. The EdTech program has provided me with information on designing the curriculum and tools that I can use to support knowledge building and retention.”

    It has also helped me to begin understanding the science of learning.

    Is there anything else you would like others to know about this program?
    Although I had no background in teaching when I first joined the program, this never created any issues with my understanding of the knowledge presented. Many classes also provided different opportunities to show my mastery of the content based on my interests and background, which made it easier to refine my skills and it made me more invested in the coursework.

    Read our other EdTech alumni interviews in the series:
    Katy Auchter, product manager at Knewton, Wiley | Jose W. Diaz, online learning manager at Fashion Institute of Technology | Loreto Dumitrescu, assistive technology evaluator at the New York City Department of Education


    About Adelphi’s Online MA in Educational Technology

    The Master of Arts in Educational Technology from Adelphi University is an innovative program that provides a theoretical and practical background in technology-supported learning.
    Our fully online graduate degree offers a balance of hands-on training, computer programming and knowledge about teaching and learning.

    The only admissions requirement for the MA in EdTech is a bachelor’s degree in any subject. As a result, our online program attracts individuals from a broad range of educational and professional backgrounds including teaching, instructional design, library science, communications, web design, software engineering and computer science. Our students include newcomers to the field as well as professionals looking to change careers or expand their skills.

    To learn more about the online MA in EdTech, download our program brochure. You can also talk with an enrollment specialist at 516.619.2209.

  7. An Interview With Loreto Dumitrescu, Assistive Technology Evaluator at the New York City Department Of Education

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    At Adelphi, we believe that bringing together students from a wide range of backgrounds and experiences is what makes our programs so strong. In this series, we’re featuring four MA in Educational Technology alumni who came to the master’s program from an array of professional backgrounds and who found success afterwards in four different sectors.

    • Katy Auchter, product manager at Knewton, Wiley
    • Jose W. Diaz, online learning manager at Fashion Institute of Technology
    • Loreto Dumitrescu, assistive technology evaluator at the New York City Department of Education
    • Kai Williams, academic technologist at Pace University

    My MA Story

    An Interview With Loreto Dumitrescu, Assistive Technology Evaluator at the New York City Department Of Education

    “Teaching blended-learning courses had somewhat prepared me for this surreal experience we are now collectively having during the pandemic.”

    Universal Design for Learning is about creating equal opportunities for students by removing barriers in educational environments. Technology has opened up new avenues for access, but as, Loreto Dumitrescu explains, these tools need to be applied thoughtfully, “instead of technology just for technology’s sake.”

    Dumitrescu has been an occupational therapist for more than 15 years and has worked for the NYC Department of Education for more than a decade. During that time, she became interested in Universal Design for Learning and the ways that technology could help her students. She turned to Adelphi so that she could deepen her understanding of theory and also apply what she was learning directly to her job. With Adelphi’s blended learning approach, she was able to do this all while working full-time.

    loreto dumitrescuName: Loreto Dumitrescu
    Current Job: Assistive technology evaluator at the New York City Department of Education

    What led you to pursue a degree in EdTech?
    I am an occupational therapist and have been working for the NYC Department of Education (DOE) for over 10 years. My work with the Center for Assistive Technology within the DOE as an evaluator started piquing my interest in Universal Design for Learning and how the use of technology can benefit my students attending special education programs.

    Why did you select Adelphi’s MA in Educational Technology?
    As I began my search for various educational technology programs, I was most drawn to the curriculum developed through Adelphi. This program had both a rigorous academic and pragmatic curriculum. My interest in educational technology was not only theoretical and research-based—I was most interested in taking the theory into practice and applying it to my current work in special education.

    The Adelphi program also encouraged great flexibility as well as integrating your personal interests into the curriculum. Additionally, I was drawn to the blended-learning model, which allowed me to continue working full-time while pursuing my degree.

    What was the learning experience like for you?
    I found the learning experience rigorous as well as highly engaging. I found that most of the projects and readings that were assigned were thoughtful, provoking and timely. The assignments directly supported ongoing learning and helped to build a deeper understanding of the theoretical foundations. I most appreciated the efforts of my professors for integrating open educational materials and resources as well as implementing project-based learning.

    I had many memorable projects ranging from learning game design in order to create a card game that teaches students about food nutrition, developing an augmented reality game to teach phonics for my research paper, as well as multiple computer science courses that helped to demystify the fear around coding.

    Can you tell us about your current job?
    My current role involves supporting students and staff in identifying and implementing the most effective assistive technology for ongoing learning in K-12. My role also supports understanding and training teachers on how to utilize educational technology for effective pedagogy. It’s about thoughtful use of technology to enhance learning, instead of technology just for technology’s sake.

    I find the interactions with staff and students as well as undertaking the problem-solving process highly engaging and satisfying. I also value the ability to continue my growth and exploration of learning. I have been able to integrate my understanding of computer science and physical computing to advance what is possible, as well as develop more efficient processes for my department.

    What are your long-term plans? Did the EdTech program help you achieve those goals?
    My experience through the Adelphi EdTech program allowed me to build confidence and ever-evolving competence outside of my work in formal K-12 schools. I have had the good fortune and opportunity to help establish a nonprofit organization, Zero Day Camp, which aims to develop young minds for future computer science and media literacy. Within this organization, I have been able to run camp programming around the Tech for Good theme, which exposes students to design thinking and project development that makes the world around them more accessible to all.

    Through teaching, I learned a great deal about physical computing and have developed a passion for Do For Others assistive technology. This has led me to help start up the local chapter in New York City for Makers Making Change. This is an organization with a mission of bringing makers, AT (Assistive Technology) users and disability professionals together to the table. I hope to further grow and develop partnerships locally.

    As an alum of the EdTech program, I had the exposure of teaching educators at the post-secondary level (as an Adelphi adjunct faculty member), implementing much of what I learned. Teaching blended-learning courses had somewhat prepared me for this surreal experience we are now collectively having during the pandemic. In the future, I hope to continue developing curriculum and instruction for teachers and fellow disability professionals such as myself.

    Is there anything else you would like others to know about this program?

    “I cannot speak highly enough about the caring and dedicated professors that make this program the success it is. They are approachable, dedicated and aim to meet their students where they are. This program has empowered me to take chances and build connections within what I bring from my past experiences and what is to come in my future.”

    Read our other EdTech alumni interviews in the series:
    Katy Auchter, product manager at Knewton, Wiley | Jose W. Diaz, online learning manager at Fashion Institute of Technology | Kai Williams, academic technologist at Pace University


    About Adelphi’s Online MA in Educational Technology

    The Master of Arts in Educational Technology from Adelphi University is an innovative program that provides a theoretical and practical background in technology-supported learning.
    Our fully online graduate degree offers a balance of hands-on training, computer programming and knowledge about teaching and learning.

    The only admissions requirement for the MA in EdTech is a bachelor’s degree in any subject. As a result, our online program attracts individuals from a broad range of educational and professional backgrounds including teaching, instructional design, library science, communications, web design, software engineering and computer science. Our students include newcomers to the field as well as professionals looking to change careers or expand their skills.

    To learn more about the online MA in EdTech, download our program brochure. You can also talk with an enrollment specialist at 516.619.2209.

  8. An Interview With Jose W. Diaz, Online Learning Manager at Fashion Institute of Technology

    Comments Off on An Interview With Jose W. Diaz, Online Learning Manager at Fashion Institute of Technology

    At Adelphi, we believe that bringing together students from a wide range of backgrounds and experiences is what makes our programs so strong. In this series, we’re featuring four MA in Educational Technology alumni who came to the master’s program from an array of professional backgrounds and who found success afterwards in four different sectors.

    • Katy Auchter, product manager at Knewton, Wiley
    • Jose W. Diaz, online learning manager at Fashion Institute of Technology
    • Loreto Dumitrescu, assistive technology evaluator at the New York City Department of Education
    • Kai Williams, academic technologist at Pace University

    My MA Story

    An Interview With Jose W. Diaz, Online Learning Manager at Fashion Institute of Technology

    “I really enjoy what I am doing now. I work with faculty one-on-one and everytime I open up a new course it’s a whole new adventure.”

    Many people use Meetup.com to find new hobbies or connect with new friends. For Jose W. Diaz, the site led to a new career.

    Diaz had recently switched from working for a medical school to working with MOOCs (Massive Online Learning Courses) when he came across the Meetup group NYEdTech. From there he learned about Adelphi’s MA in EdTech and after that “it was smooth sailing.”

    Today, Diaz helps other educators integrate technology into their classes as an online learning manager at the Fashion Institute of Technology.

    jose w diazName: Jose W. Diaz
    Current job: Online learning manager, Fashion Institute of Technology

    What led you to pursue a degree in EdTech?
    I applied for a technical position at the Mount Sinai School of Medicine. This was my first exposure to working in an educational setting. I was hooked. From there I switched jobs and started a senior position at the Columbia University Center for Teaching and Learning. I began creating MOOCs (Massive Online Learning Courses) and this is where I felt I needed to get my master’s in education.

    Why did you select Adelphi’s MA in Educational Technology?
    It is funny how it all happened. One day, I saw a group on Meetup.com. I decided to go and take a look. This is where I met Jarrett Carter (MA in EdTech ’14) who recommended that I reach out to (Associate Professor) Matthew Curinga. Jarrett told me all about the curriculum and from here it was smooth sailing.

    What was the learning experience like for you?
    I really enjoyed all the courses but my favorites were the hands-on ones. For the capstone project, we created an instance of Open EDx. I really enjoyed using all the knowledge that we had learned from our classes and building something tangible.

    Can you tell us about your current job?
    I really enjoy what I am doing now. I work with faculty one-on-one and everytime I open up a new course it’s a whole new adventure. I also love doing workshops and it is a skill I’ve been wanting to improve.

    What are your long-term plans? Did the EdTech program help you achieve those goals?
    I would love to be a director of a center someday.

    “The Ed Tech program exposed me to people who were teachers, learning designers, managers and administrators, so I was able to learn from them. Also, I was able to collaborate with people from different professional backgrounds.”

    Is there anything else you would like others to know about this program?
    A tool that I currently have had much success in higher ed is a tool that was suggested by a teacher in one of our classes. Who would think to use Padlet in higher education? We have had tremendous success using Padlet in various different ways.

    Read our other EdTech alumni interviews in the series:
    Katy Auchter, product manager at Knewton, Wiley | Loreto Dumitrescu, assistive technology evaluator at the New York City Department of Education | Kai Williams, academic technologist at Pace University


    About Adelphi’s Online MA in Educational Technology

    The Master of Arts in Educational Technology from Adelphi University is an innovative program that provides a theoretical and practical background in technology-supported learning.
    Our fully online graduate degree offers a balance of hands-on training, computer programming and knowledge about teaching and learning.

    The only admissions requirement for the MA in EdTech is a bachelor’s degree in any subject. As a result, our online program attracts individuals from a broad range of educational and professional backgrounds including teaching, instructional design, library science, communications, web design, software engineering and computer science. Our students include newcomers to the field as well as professionals looking to change careers or expand their skills.

    To learn more about the online MA in EdTech, download our program brochure. You can also talk with an enrollment specialist at 516.619.2209.

  9. An Interview With Katy Auchter, Product Manager at Knewton, Wiley

    Comments Off on An Interview With Katy Auchter, Product Manager at Knewton, Wiley

    At Adelphi, we believe that bringing together students from a wide range of backgrounds and experiences is what makes our programs so strong. In this series, we’re featuring four MA in Educational Technology alumni who came to the master’s program from an array of professional backgrounds and who found success afterwards in four different sectors.

    • Katy Auchter, product manager at Knewton, Wiley
    • Jose W. Diaz, online learning manager at Fashion Institute of Technology
    • Loreto Dumitrescu, assistive technology evaluator at the New York City Department of Education
    • Kai Williams, academic technologist at Pace University

    My MA Story

    An Interview With Katy Auchter, Product Manager at Knewton, Wiley

    “I’m especially interested in the tools and programs that aim to democratize education and prepare learners for the careers of today—where tech fluency and a background in STEM have a real impact on opportunities.”

    Katy Auchter’s early career took her from Wisconsin to Guatemala, where she taught English and developed game-based learning for young learners. Katy found that she was frequently looking for ways to incorporate technology into her teaching, and so she decided a degree in EdTech would help her learn new strategies and best practices. She’s now a product manager at Knewton, a Wiley-owned company that creates adaptive learning platforms for higher education.

    katy auchterName: Katy Auchter
    Current job: Product manager at Knewton, Wiley

    What led you to pursue a degree in EdTech?
    I started teaching English language learners both domestically and abroad after completing my undergraduate program. With this experience, it became very apparent that educational technology wasn’t just a trend, but a strategy that was almost trying to catch up in the education space.

    At the time, I saw educational technology as a reaction to how and what students wanted to learn. I’ve always really enjoyed finding ways to incorporate technology into my teaching style, and I pursued a degree in EdTech because I wanted to formalize my understanding of the best practices and strategies to do so.

    Why did you select Adelphi’s MA in Educational Technology?
    When I first started researching graduate schools, Adelphi’s educational technology program stood out because it offered courses that were hitting at the core of what I found to be the most high-demand issues for students and teachers. Some of the top areas included social media and mobile learning strategies, in addition to the foundation courses in instructional design and learning theory. After getting more familiar with the program directors, faculty and students, I saw that the mentorship and support at Adelphi was unparalleled by other institutions.

    What was the learning experience like for you?

    “The courses in the program were designed to be engaging—this is a program that doesn’t just pay lip service to great instructional design practices, it focuses on demonstrating powerful learning experiences and building career-relevant skill sets.”

    Two courses in the Adelphi EdTech program that changed the way I think about education were the video game and computer science courses. The analysis of learning principles through game design plays a significant role in my current day-to-day, and I often refer to literature and examples from that course.

    In the computer science course I took, we focused on introductory Python. While I don’t use Python at work, getting familiar with the principles of programming prepared me to take on more technical projects throughout my career.

    Can you tell us about your current job?
    I currently work at Wiley as a product manager for Knewton Alta. Knewton was an educational technology start-up that was recently acquired by Wiley. Knewton provides adaptive courseware for higher education, primarily in STEM subjects. As a product manager, I work with UX (User Experience), engineering and data science teams to define and prioritize the new capabilities we want to pursue for our adaptive learning platform.

    What I like most about the work is connecting with instructors and learners to identify what’s most challenging about the learning experience, and working on cross-functional teams to build solutions.

    What are your long-term plans? Did the EdTech program help you achieve those goals?
    I plan to continue to collaborate with teams that are passionate about redefining technology and education. I’m especially interested in the tools and programs that aim to democratize education and prepare learners for the careers of today—where tech fluency and a background in STEM have a real impact on opportunities.

    The Adelphi EdTech curriculum has prepared me to pursue this goal in a constantly changing field with a program that emphasizes design and systems thinking, access and support with digital authoring tools and a focus on practical training.

    The mentorship and guidance from both Adelphi EdTech faculty and the community this program has created resources that I will continue to rely on throughout my career. This group is my go-to for developing new ways to build meaningful educational experiences.

    Is there anything else you would like others to know about this program?
    EdTech is a field that has an impact on a lot of different industries. The Adelphi program is built to help students explore these different areas, and a faculty team that can support any professional direction you plan to go.

    Read our other EdTech alumni interviews in the series:
    Jose W. Diaz, online learning manager at Fashion Institute of Technology | Loreto Dumitrescu, assistive technology evaluator at the New York City Department of Education | Kai Williams, academic technologist at Pace University


    About Adelphi’s Online MA in Educational Technology

    The Master of Arts in Educational Technology from Adelphi University is an innovative program that provides a theoretical and practical background in technology-supported learning.
    Our fully online graduate degree offers a balance of hands-on training, computer programming and knowledge about teaching and learning.

    The only admissions requirement for the MA in EdTech is a bachelor’s degree in any subject. As a result, our online program attracts individuals from a broad range of educational and professional backgrounds including teaching, instructional design, library science, communications, web design, software engineering and computer science. Our students include newcomers to the field as well as professionals looking to change careers or expand their skills.

    To learn more about the online MA in EdTech, download our program brochure. You can also talk with an enrollment specialist at 516.619.2209.

  10. Social Work and Self-Care During COVID-19

    Comments Off on Social Work and Self-Care During COVID-19

    social work and self-care during COVID-19When the U.S. Department of Health and Human Services and the U.S. Department of Homeland Security designated social workers as “essential workers” in April 2020, it made official what those working in the field already knew—social workers are vital to the physical and mental health of our communities.

    “Social workers are present in every location and every phase of human life,” said Carol S. Cohen, professor in the Adelphi University School of Social Work. “If someone is in distress or wants to talk to someone, it’s very likely that the first person in a professional capacity is going to be a social worker.”

    Social workers are often unsung heroes of the medical field. While the COVID-19 pandemic has put a spotlight on their contributions, it has also increased demands on their services and their health.

    We talked with three Adelphi School of Social Work faculty members about how the pandemic has affected the profession, and how social workers—or anyone facing anxiety during this time—can take care of themselves.

    Carol S. Cohen, D.S.W.

    Professor

    Laura Quiros

    Associate Professor

    Renee M. Rawcliffe

    Adjunct Professor

    Director of Continuing Education and Professional Development


    On the Front Lines of Care

    “We don’t always think of social workers as first responders. But they almost always are,” Cohen said.

    Renee M. Rawcliffe, director of continuing education and professional development in the School of Social Work, expanded on this: “Social workers are on the front lines of responding to this pandemic, whether it’s the hospital social worker entrenched in the day-to-day practice of supporting patients and their families, or the school social worker making sure their kiddos have access to food and technology so they can continue to remain connected to their school communities.”

    Because social workers are critically present in places at highest risk from COVID-19, including hospitals, nursing homes and correctional facilities, they have to take the same precautions that other frontline workers require.

    “PPE is an absolute necessity for social workers and the safety and consideration to social distancing is being prioritized, much like other first responders,” Rawcliffe said.

    Social workers are staying up to date on recommendations for health safety in their workplaces, while also advocating for those rights for others. This is part of a larger effort to provide education and advocacy, create support programming for communities and provide input on policy decisions.

    “In all of this, I’m trying to think of opportunities that are positive,” said Laura Quiros, associate professor in the School of Social Work. “We need to be creative in how we use ourselves.”

    That creativity needs to apply to social workers themselves as well. COVID-19 has increased levels of anxiety and stress across the globe, and social workers are not immune to these negative effects.

    “Identifying and instituting healthy ways to decompress and manage the continuous exposure to difficult information and situations is an integral part of the work social workers need to stay attuned to,” Rawcliffe said.


    Social Workers Also Need Self-Care

    In a profession centered on caring for others, there are times that social workers forget to look out for their own well-being. Cohen, Quiros and Rawcliffe all said they talk to their students about self-care and watching for compassion fatigue, which is mental or physical exhaustion stemming from caring for traumatized people.

    “A firefighter’s occupational hazard might be smoke inhalation, a social worker’s occupational hazard is compassion fatigue, which is the result of being a truly ‘good helper,’” Rawcliffe explained. “It will happen to every single one of us. To help mitigate the impact, self-care is something that must be attended to while we are ‘doing the work,’ not after the work is done.”

    Some may feel guilty about taking time to maintain their own mental health when there are others who need help. But taking this time can actually make social workers stronger.

    “You have to care for the instrument of change—that is, yourself,” Cohen said. “It’s not selfish, it’s your obligation.”

    Self-care can involve activities or rituals that bring comfort, such as walks, meditation or hobbies. But three other important components involve seeking out social connections, accepting vulnerability and advocating for change.

    Seek Connections

    “Social distancing is not emotional distancing,” Cohen said. She encourages her students to set aside time to talk with friends, family members or other social workers.

    At Adelphi, a team from the School of Social Work and other Adelphi University collaborators launched a program of online mutual aid groups for students across the university, facilitated by Master of Social Work students in their final semester. Representatives of the student counseling center, student life and international student services all contributed, encouraging members to support each other and further enhance networks in their communities. They also created a video inviting students to join the peer-to-peer group.

    “Even while talking about challenges, there was hope. It’s thrilling,” Cohen said. She anticipates these groups will sustain long after the challenges from the pandemic dissipate.

    Be Vulnerable

    Social workers may seem like superheroes, but they are still human. Acknowledging and even sharing difficult moments can go a long way in relieving the pressure to be perfect.

    “Who hasn’t experienced a day where they didn’t feel like getting out of bed or taking out the garbage or felt unmotivated to do anything with their kids but let them watch TV all day,” Quiros said. “We all have those moments.” She explained that by talking about these moments can help normalize discussions of mental health and well-being. “I think that is really powerful.”

    Quiros also pointed out that opening up these moments can benefit clients as well.

    “I give the example of someone asking ‘how are you?’ And my normal response would be ‘good,’ and I’d just move on with the day or the conversation,” she explained. “But I realize now that if I don’t provide an opening to my own vulnerability and share something like ‘I didn’t sleep very well last night’ or ‘I had really strange dreams,’ they’re not going to share either.”

    “I would love for students to use their own struggles in a way that can open up space and normalize feelings of anxiety and depression,” Quiros said.

    Make a Change

    Another tactic is to think about stepping forward rather than stepping back. “One of the best ways to take care of yourself is to do something about the concerns that you have,” Cohen said. “You may set in motion changes that make things better.”

    Social workers have seen first-hand how COVID-19 affects populations that are already facing health disparities. And they know that the pandemic is not the only issue affecting their clients.

    “This public health emergency has put a spotlight on the inequities that exist from a systemic, environmental, cultural and racial lens, and social workers play a vital role in supporting, advocating and activating for change,” Rawcliffe said.

    Quiros said, “Even those who are working in individual work can see the connections to structural and systemic racism, and realize that the deficits aren’t in an individual but in a system. There is an opportunity now in social work to get students to think comprehensively about race and racism and connect micro with macro practice in a way that hasn’t been done before.”

    Cohen encouraged those who find comfort in action to look into advocacy opportunities. “Because we work with individuals, families, groups, communities and organizations, we are in a perfect position to work on a policy level,” she said.

    One place to start is the advocacy page of the National Association of Social Workers. Many state chapters, including New York, maintain local resources and policy positions.


    What’s Ahead

    All three agreed: social workers are needed more than ever, and now is the time to join in.

    “It’s the most opportune time to enter the field of social work,” Quiros said. “Social work is grounded in a mission of social justice. There is an opportunity right now to engage with the work around disparity, social justice, inequities, mental health, racism and trauma in completely new ways.”

    “Our skills and our values prepare us for change. The only problem is if we become fixed and believe we can only do what we just did,” said Cohen.

    “There is a continuous and ongoing need for social workers to engage in meaningful discourse particularly in the quest for social justice and liberation,” said Rawcliffe. “This is a pivotal moment for social workers and there is much work to be done!”