Comments Off on The Important Role of the Collegiate Athletic Administrator
Athletic administrators, also known as athletic directors, are responsible for overseeing the entirety of an organization’s athletics, including national teams and conferences as well as recreational and intramural sports in addition to coaches and staff. These professionals also manage the budgets and finances of an organization’s athletic department which may include fundraising duties.
If you’re interested in this career path, you’ll need to develop the ability to perform under pressure and be ready to accept a wide variety of responsibilities. The scope of your job would vary greatly depending on the size of an organization’s athletics department.
Athletic administrators at some universities may be responsible for over 20 National Collegiate Athletic Administration (NCAA) teams at a time in addition to club and intramural teams. The coaching staff of an NCAA Division I football team alone may include two head coaches, assistant coaches and defensive and offensive coordinators.
Furthermore, if the university is an NCAA participant, it is the athletic administrator’s responsibility to ensure their organization adheres to the regulations and standards put forth by the NCAA. Should an athlete or member of the coaching staff violate these rules, the athletic administrator is responsible for investigating and resolving the issue in an efficient and timely manner.
As an athletic administrator, however, you certainly aren’t limited to the collegiate atmosphere. You can also work with high schools, elementary schools and other private institutions with athletic departments. No matter where your career takes you, the skills required of an athletic administrator and the path you choose to obtain these skills can make an impact in your salary potential and overall career growth.
Athletic Administrator Skills
Leadership
Because a significant part of the athletic administrator career is to manage coaching staff, leadership skills for this role are a must. Maintaining a department of well-rounded, ethical and reputable coaches requires management expertise.
Finance
This role also necessitates a strong understanding of finance to maintain a balanced budget for the department. It’s not just tournaments and coaching salaries that athletic administrators need to consider. Ensuring sports teams have the proper facilities and equipment to play all falls under the management of the athletic administrator.
College athletics have long been a controversial money-maker for universities, and athletic administrators should be well-equipped to handle what could be a multimillion dollar operation. This means more than being financially savvy. The athletic administrator job requires strong marketing and public relations skills in order to weather any controversies the university may face in regards to its athletic department.
Marketing & PR
Marketing and PR expertise is also highly valuable for fundraising purposes, especially for private, non-profit universities who rely on their alumni and fanbase to help fund new fields, courts, stadiums and student scholarships.
Some other key skills for an athletic administrator include market analysis, budget preparation and business management are some of the most important skills required of the athletic administrator job.
Athletic Administrator Job Education Requirements
Nearly all athletic administrator jobs require a bachelor’s degree in sport management or a related field, and a master’s degree can be quite valuable for an athletic directors’ career development.
For example, a master’s degree in sport management teaches you how to conduct meaningful research, giving you a framework to understand qualitative and quantitative results related to leadership development, management practices, organization performance and more.
This degree also helps you understand how to set and reach measurable goals for athletic department employees, how to utilize current sport management technology and software, and how to develop more effective sport marketing strategies.
Some master’s programs, like Adelphi University’s online Master of Science in Sport Management, offer a specialization in collegiate athletic administration. In addition to core courses in sport management, this option allows you to take coursework specific to the athletic administrator career, including classes in intramural and recreational management, sport facility and event management, sport communication and media relations and sport law.
A specialization like this paired with experienced faculty and a strong alumni network who help students gain hands-on experience all lead to an excellent credential for an athletic administrator career.
Athletic Administrator Job Outlook and Salary
Postsecondary education administrators, which include many athletic administrator jobs, make an average annual salary of $94,340 per year, according to the Bureau of Labor Statistics (BLS).
While earning potential varies considerably based on the environment they’re employed, some athletic directors, especially those working at schools with high-grossing athletic departments, make over $1 million per year. If nothing else, this shows just how varied the athletic administrator job outlook can be.
Regardless, the BLS contends that the athletic administrator job outlook is contingent on the number of students enrolled in the school and is growing faster than the national average.
No matter how reputable a school’s athletic department is, athletic administrators must be able to work well under pressure and maintain a level head in stressful situations to succeed in their careers, and a sport management master’s degree is an optimal route to preparing for these challenges.
Adelphi University’s Online Master of Science in Sport Management
Leadership skills are paramount in the field of sport–both on and off the field. The Adelphi online Master of Science in Sport Management is designed for confident, hard-working, ambitious individuals with a passion for sports. The program offers two specializations in athletic administration and sport marketing, empowering students to elevate sport organizations and their brands.
Explore the professional word of sports and the complex concepts that define it in mass media, sales, marketing, public relations and emergent technologies. Get the premier education you need to thrive in the business of sport in as a few was 24 months, and benefit from connections with alumni who work for renowned sports teams and organizations.
Comments Off on Administration and Management Degrees in Emergency Services: What’s the Difference?
A career in emergency services is highly rewarding and critically important in today’s world. This career path challenges you to blend strategic and tactical thinking in crisis situations. On one hand, responding to an event in the moment requires quick action and a short-term plan that can balance hundreds of factors. On the other hand, you also need a long-term blueprint and flexible practices that can be adapted to numerous emergency situations.
Achieving this balance of short- and long-term planning is only possible with strong leaders who are dedicated to saving lives and preventing damage, yet can remain calm in high-pressure situations. You may also find opportunities to lead the coordination of teams and make important operational decisions. Emergency services education is similarly challenging and rewarding— there is a strong need to develop quick, tactical thinking skills while also providing a broad, flexible structure that can help you make long-term decisions.
Emergency Management and Administration Degree Programs
If you’re considering pursuing an emergency management or emergency services administration education, you have multiple options to explore.
If you have any questions about the career and education path that is right for you, feel free to contact us— our faculty have experience at every level of emergency management and we’d love to help you find the resources you need.
Master’s in Emergency Management
Master’s-level emergency management education explores science, technology, and risk management methodologies as they apply to emergencies. In addition to a broad foundation of knowledge, including all-hazards planning, master’s students gain direct experience evaluating real-world policies and their impact on response effectiveness.
A master’s in emergency management is ideal if you are passionate about shaping the practices and policies that govern how emergency services operate, and want to develop planning and response expertise for many fields, such as health, homeland security or disaster preparedness.
Because emergency management is a growing field, the exact requirements for many roles will vary by region and by the individual organization. In many cases, however, a master’s degree will help you if you want to pursue senior-level specialist or management positions; these roles often require direct experience in addition to preferring either a master’s degree or a graduate certificate in emergency management.
Master’s in Emergency Management Careers – Select Salaries
The careers below represent a small sample of the number of the opportunities in the emergency management field. Because it is a field that many professionals stay in for decades, there is a considerable salary range for many of the positions listed— for example, data shows that 26% of senior emergency management specialists have worked in the field for 20 years or more. Earning the top salaries for these roles typically requires a combination of advanced education and experience.
Associate and Bachelor’s in Emergency Services Administration
Undergraduate education in emergency services administration focuses on the operational, training and staffing issues often faced in emergency services organizations. An associate or bachelor’s degree can help you enter the field as a coordinator or team manager, especially if you don’t yet have a lot of experience; these degrees can also help pave the way for you to enter management if you’re already an emergency services or public safety professional.
Associate and Bachelor’s Emergency Services Administration Careers – Select Salaries
As with positions geared toward individuals with a master’s degree in emergency management, the salary range available to professionals in emergency services administration offers a lot of variety. According to PayScale, amount of experience, particularly for roles like emergency manager, is closely tied to higher earnings.
One of the key differences between degrees focused on emergency services administration versus emergency management is the scope of issues that each program prepares graduates for. Emergency services administration undergraduate degrees are focused on leading emergency services teams and the operational challenges of public safety organizations, while master’s-level emergency management education will prepare you for roles in both the public and private sector and for leading responses to events of local, state, national and international scale.
Navigating the different emergency and emergency services careers can be challenging. However, there are a few steps you can take, both to guide your career choice and to determine which degree best aligns with your goals.
Determine whether you want to work in the public or private sector, and what type of organization your ideal career is in—for example, are you interested in homeland security or business continuity for a specific industry in the private sector?
Research current job opportunities in your area and at the national level. Create a list of common education requirements that includes the type(s) of degree and the specific subject area expertise requirements.
Reach out to current professionals in the field and ask them about their jobs as well as what it took them to get where they are now.
Research the typical career advancement opportunities for the job(s) you’re interested in. Does the role grow in a way that aligns with what you want to do? Does it develop skills that you’re interested in?
If you have questions about potential career opportunities and the amount of education you need, contact us and we’ll be happy to guide you toward a program that best meets your needs.
About Adelphi’s Online Emergency Services Programs
Our online emergency services certificate and degree programs are designed to be comprehensive, practical and to give you skills that will be immediately applicable for your career. Whether you’re interested in entering the field or already involved in emergency services, our programs can help you develop your skillset.
Our expert faculty includes leading researchers in emergency management and practitioners with real-world experience responding to some of the biggest emergency events in the past several decades. We’re incredibly proud to bring this expertise, personal attention and quality to the online classroom.
Comments Off on Career Options With an MA in Art Education
Art education careers offer uniquely fulfilling opportunities to share the power of creative expression with others and help them discover inspiration. And, as an art teacher, you are uniquely positioned to make a difference in students’ lives.
For example, a report from the National Endowment for the Arts suggested that opportunities to explore creativity may have positive outcomes for at-risk young people. Drawing on data from the U.S. Department of Education and Department of Labor, the study linked participation in the arts with higher overall academic performance and lower dropout rates for children and young adults of low socioeconomic status.
If you’re considering pursuing a graduate degree before embarking on a career in teaching art, you probably have some questions like, “What can I do with a master’s in art education?” It’s important to consider not only the roles available to art educators, but the skills and qualifications you’ll need to excel.
What Can You Do with an Art Education Degree?
After earning your degree and any required certification, you may start an art teaching career in various settings and at different grade levels. It’s important to find the right fit for your interests and strengths as an educator. Some of the possibilities include:
Pre-K-12 Art Teacher
Many art education graduates go on to work in public, private or charter schools. Classes may take place during the regular school day or as part of an after-school program. In some cases, teachers travel between multiple schools in a district, especially at the elementary level.
Teachers must carefully tailor lessons to fit the setting as well as their students’ ages and levels of development:
In elementary schools, classes generally focus on spurring kids’ interest in the arts by presenting basic skills in drawing, painting and crafts
In middle school, instructors introduce some of the major movements in art history, the elements of art and basic techniques like perspective drawing
High school art courses focus on specialized areas such as painting, photography, ceramics, or video production. The curriculum may examine theoretical concepts and allow students more time to work on their projects independently.
Pre-K-12 art teacher requirements differ by state. To work at most schools, instructors must complete a degree in art education from an accredited university, pass state exams that test their knowledge of art and teaching principles and receive a state certificate or license.
Postsecondary Art Teacher
Postsecondary teachers work with students in specialized areas like painting, drawing, graphic design, photography sculpture, animation, media arts or art history. Instructors at this level are often professional artists themselves, and you may find that teaching at a college or university brings you the flexibility to spend more time on your own practice. Many instructors in community and junior colleges are adjunct faculty–non-tenure-track professors who work on limited contracts–and they often have opportunities to teach courses online.
Museum Educator
Art museums offer educational programs geared for a variety of audiences. Educators lead groups of children, college students or adults in learning about pieces featured in the collections and completing their own projects. Museum staff may also host workshops for K-12 educators and collaborate closely with classroom teachers in developing engaging programs for their students.
Community Art Programs
Community-based programs can be a powerful way of encouraging people of all ages and from a variety of backgrounds to connect with creative expression. An arts center can be a vibrant place that exhibits the work of local makers and hosts events like lectures and musical performances. In this setting, educators may guide participants through the steps of creating their own pieces, provide lessons in art history or interpretation and manage programming.
Art Education Average Salaries
Job Title
Median Salary
Kindergarten and Elementary Teachers
$56,900
Middle School Teachers
$57,720
High School Teachers
$59,170
Postsecondary Art, Drama and Music Teachers
$78,720
Museum Workers
$47,360
Source: U.S. Bureau of Labor Statistics
Why Get a Master’s in Art Education?
Building skills
Educators can learn valuable techniques and strategies by completing a master’s program focused on the challenges of teaching art in today’s classrooms. While earning an advanced degree you can:
Explore the latest thinking in art pedagogy
Develop your teaching philosophy and individual voice as a teacher
Adapt your lessons to meet the needs of different developmental stages
Find effective ways to incorporate technology into your lessons
Opening career opportunities
A graduate degree can mean more possibilities to start and advance in art education jobs, especially at the college level. According to the U.S. Department of Labor, a master’s is necessary for 55 percent of postsecondary art, music and drama teaching positions. An advanced degree may also help educators take on leadership roles, such as chair of an academic department, director of a community arts center or manager of a museum education program.
About Adelphi’s Online Master of Arts in Art Education
Adelphi University’s online Master of Arts in Art Education (M.A. in Art Ed) program is suitable for recent college graduates, current teachers or career changers. By the time you graduate this two-year program, you’ll be ready to complete the requirements of New York State Visual Arts Pre-K–12 teaching certification.
Along the way you’ll learn methods for nurturing creativity through flexible online courses taught by experienced faculty, customizing your curriculum with a wide range of electives. By completing hands-on fieldwork anywhere in the State of New York, you’ll put the concepts you’ve learned to work in the classroom.
We were invited to talk to the teachers in Lynbrook Schools about Computational Thinking and Computer Science for All. They are already doing a lot of great things, and it was very nice to meet them. Here’s the short collection of links we put together for them.
National & Regional Organizations
These organizations provide support and resources for schools teaching CS/CT.
ACM. (2013). Bugs in the System: Computer Science Teacher Certification in the U.S. The Computer Science Teachers Association, The Association for Computing Machinery.
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. http://www.iste.org/docs/nets-refresh-toolkit/bringing-ct-to-k-12.pdf
Wilson, C., Sudol, L. A., Stephenson, C., & Stehlik, M. (2010). Running on empty: The failure to teach K-12 computer science in the digital age. Association for Computing Machinery. https://runningonempty.acm.org/
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717–3725.
Comments Off on Ed Tech Student Wins 2nd Place and $25k in Hackathon
Adelphi Ed Tech’s very own Stan Bogdanov recently took home the $25,000 second place prize in NYC’s First Hospital ‘Hackathon’ organized by New York Presbyterian Hospital.
Second place ($25,000 prize): Team name: Bogney; Application name: “Intermed.” This two-man team aimed to address the isolation and anxiety many patients face while in the hospital by creating an app that allows patients to connect with other patients and “mentors” based on interests or condition, connect with friends and family through social networks and access tools that promote relaxation and meditation, such as calming music. Team members were Stanislav Bogdanov and John Kinney, both of Long Island, New York.
Stan has joined several hackathons as a way to learn new things and test his skills. He says, “Hackathons are a great way to involve the community and get some fresh ideas. I am looking forward to putting together Adelphi’s first hackathon in Spring 2015!”
Stan works as an instructional specialist for Adelphi Libraries and is one of the co-founders of edtech startup, Boglio. He will finish the Master of Arts in Educational Technology this summer.
Ariel Fleurimond is an instructional designer at Columbia University. She has an M.A. in Educational Technology and an M.A. in Art Education, both from Adelphi University. She also has a B.A. in Psychology, and minors in Computer Applications and Web Programming and General Education from NYU. She graduated with her degree in Educational Technology in 2014. She is currently pursuing a doctoral degree at Teachers College, Columbia University.
What led you to pursue a masters in educational technology?
As an undergraduate, I pursued a degree in psychology with minors in both computer programming and general education. After I graduated with my bachelor’s degree, I became a vector illustrator because of my love of drawing and the growing market for that type of artwork. Because of the advancements in technology, it was a natural progression to begin working in digital art programs, like Adobe Illustrator, Adobe Photoshop and Jasc PaintShop Pro. When I decided to pursue graduate education, I wanted to incorporate all of my past and current passions, which led to my first master’s degree in art education.
My art education degree was a great fit because it provided me with a lot of hands on experience in teaching, but eventually I wanted more. After I graduated, I was able to acquire a position as a teacher at a local elementary school. A master’s in educational technology was a logical progression and I feel that it is a natural next step for all teachers, especially since there is a greater emphasis for schools to incorporate computer science education.
Why so?
In my research, I am noticing a trend: educational technologists, instructional designers, and programmers generally look at the world differently in comparison to other educators. For example, in my previous program, I felt that our best practices were mostly based on tried-and-true methods of instruction, with little room for ground-breaking theories. However, in educational technology, I saw that people were encouraged to question the status quo. At Adelphi’s EdTech program, we were asked to consider questions such as: Can we make open/free education sustainable? Do MOOCs work? Is Howard Gardner’s Theory of Multiple Intelligences valid? I love that we can question some of the classic theories and ask if they are still valid today. In today’s heterogeneous communities, we should ask questions like: How do we change our approach to teaching to assist learners in today’s world? This is the type of inquiry I feel all teachers should adopt, since this can lead to formulating ways to provide students with the best learning experiences possible.
“Quality EdTech programs, like the one at Adelphi, can change how we solve problems in education.”
This type of degree also helps educators and stakeholders make decisions about technology, such as figuring out if we should invest in SMART Board technology or whether we should subscribe to a learning management system to provide a platform for online students. This degree assists graduates with developing meaningful contributions at various stages of the decision-making process. Quality EdTech programs, like the one at Adelphi, can change how we solve problems in education.
Another benefit for pursuing a degree in EdTech is in regards to the recent initiative for computer programming to be included in the K-12 schools. Adelphi’s EdTech program allows educators to be knowledgeable contributors to this ambitious goal. It provides them with a wealth of knowledge of effective EdTech tools, programming languages, and pedagogy. Another benefit of the program is that it gives teachers a fighting chance to meet new expectations. This program exposes students to some of the most popular coding languages like Python, HTML, CSS, and Javascript. I feel that these courses were the most valuable for me since I had some previous programming background and could easily expand on my prior knowledge.
What was your experience like in the Adelphi EdTech Program?
It was great! The cohort for EdTech was small and very personal. The program provided me with different skills that I didn’t necessarily obtain in the art education certification track. My EdTech degree provided me the ability to have a wider range of job prospects too. Right now, I’m an administrator (instructional designer) in Curriculum and Instruction at Columbia University. The degree prepared me to use educational technology in a typical education field or tech center, but also applies to other career tracks that use technologies.
At Adelphi, we focused on past, present, and future student population and the ways in which educational technology has, is, and will facilitate learning for all students. For example, universities and colleges today are looking to see if tools like MOOCs are a worthwhile investment. My exposure to these kinds of discussions in the EdTech program provided me with a great deal of insight to my current position.
The program provided each and every student the ability to grow and learn, regardless of their educational or professional background. For example, in my cohort, there were teachers, instructional technologists, and people from other professions. However, with the help of the collective faculty expertise, each student was met wherever they were in order to support community learning.
How did the program help with your job search?
I think those who evaluated me felt my degree served an important role in my initial screening for the job. To have the degree on your resume shows that you have done the necessary research, worked in the field, and have been exposed to the relevant tools and topics. Some of the other skills I use everyday come from my past experience as a teacher, but a majority of my skills come from my previous technology experience. This turned out to be valuable in any educational setting.
What classes did you find the most valuable within the program?
The classes I found the most valuable were the computer programming courses, the system administration/networking course, and the open education course. The programming and networking courses were challenging for me because they helped me think about the learning environments that we work in, and how we can create spaces for students so that they can properly interact with their content. The open education and instructional design courses both discussed current theories regarding instruction and were very helpful.
Can you briefly describe what you do now?
I currently work at Columbia University as an instructional designer on a team focused on different aspects of course, program, and curriculum design. Within our team, we also have divisions specializing in educational media, technologies and online support, and delivery. We manage the project from beginning to end. As a result, we are able to provide the faculty and students with end-to-end support. Additionally, I am also a doctoral student and researcher at Columbia University’s Teachers College. My doctoral research is in instructional technology and media, with a focus on faculty development and teacher education. Other themes and topics that appear in my work include learning sciences, learning development, and instructional design.
Do you help the faculty at Columbia incorporate technology into their curriculum or do you recommend ways to make the curriculum more engaging by using different types of technology?
It is often a mix of both. For example, to assist in faculty development, the instructional designer may decide to push the course design process along by adjusting to faculty and student needs, and building the course experience out from there. This may or may not include technology, depending on the specific needs.
At the early stages of course design or program development, we’ve done the market research—we know the target audience and we are pulling that data together to make informed decisions about which direction to take for our students. As an instructional designer, I work with administrators, faculty, and stakeholders to write program proposals, write and develop courses, identify necessary content for syllabi, incorporate technology, adjust pedagogy, and move courses through the approval process.
What is your process for course development?
If the course already exists, I may focus on how to adjust the pedagogy or educational technology to leverage instruction. Perhaps there is a different teaching strategy or delivery method that we can use that differs from the course’s previous iteration?
If we are developing a course from scratch, then I typically start with certain clarifying questions like: How do you envision your course developing and unfolding? How would you tell the story of your course? How do we make this learning experience the best for the students?
For instance, some professors would like to find ways to incorporate group work into their curriculum but don’t how to do this effectively and with less stress on students. This would require me to design the course based on the pedagogical needs of the instructor and account for their experiences with their former students. I might start with some educational technology tools supported by our department and demonstrate some of the group environments available to successfully execute this activity. We may review video conferencing tools like Adobe Connect, Big Blue Button, and Zoom conference rooms. Then I would discuss the best teaching practices and share the pedagogical benefits or drawbacks of the specific design of the activity.
I’m also able to bring in my own experience with teaching, my doctoral studies, and any conclusions from my work in the Adelphi EdTech program.
What is the most exciting thing for you about working in educational technology?
I want to expand the understanding that educational technology isn’t just about installing a SMART Board in the classroom but a way of thinking of how technology can facilitate learning. For instance, one topic I find really interesting is free education. I feel that educational technology is at the heart of this topic, since it allows us to bring quality education to a group of people who couldn’t access quality education before. It allows us to see how these environments interact, or what is needed in order to facilitate an effective learning experience.
Is there any advice you would give to me or someone like me in order to maximize my experience within Adelphi’s EdTech program?
Bring every bit of experience you’ve ever had because it all links together in surprising ways. Having a close cohort provides great networking opportunities, where people can help you develop and grow within the field. This can seem daunting at first but rest assured: it can be customized to your specific interests. However with the resources and tools of the professors, you will find that it does. I also encourage you to work with faculty and department administrators to get internships, graduate assistantships, or EdTech jobs. Basically, don’t feel like you can’t customize or make the process your own to fit your needs.
Interview conducted by current EdTech Graduate Assistant, Ameenat Kadree, in May, 2016. If you’re a prospective student and would like to know more about Ariel’s experience about the program, you may contact her at af2830@columbia.edu or check out her website.
Katy Auchter works as an instructional designer at NYU after previously creating multimedia language learning materials at Pearson. She moved to New York from Milwaukee to pursue the M.A. in Educational Technology, where she also worked as an instructional design intern at Adelphi’s FCPE. Katy received the Dean’s award for outstanding graduate in Educational Technology in 2014. In this video she reflects on the program and her current work with professor Matt Curinga.
Nafiza Akter is an instructional designer at the New Jersey Institute of Technology. She has an M.A. in Educational Technology and B.A. in Psychology, both from Adelphi University. She graduated in 2013.
What was your experience at Adelphi’s EdTech Program?
One of the best things about the program is that the professors there are student-centric. They work extremely hard to ensure students have the flexibility and individualized attention they need to create their own learning path, which makes the program such a rewarding experience.
An example of their openness is that I was always given the opportunity to openly voice my disagreements. This may not seem like an important part of instruction; however, knowing that I was able to do so, gave me the freedom to think critically. Which I find, is a crucial part of working in any professional field, as you will need to articulate your argument to peers and supervisors wherever you go.
Furthermore, the programming aspect of the curriculum was personally really rewarding for me. It provided me a leg up during my interview for my current position, at New Jersey Institute of Technology (NJIT), which is a predominately STEM focused university. I feel that a programming background helps you stand out amongst your peers, because not many individuals with a degree in educational technology are going to have that technical skillset. In addition, the programming curriculum at Adelphi provides you with working knowledge of both the front end (HTML, CSS & JavaScript) and back end (Python) of most user interfaces, as well as insight into how technology impacts users. This affords you with the skills you need, to utilize the right technology for the demographic you are trying to appeal to. It also provides much needed insight into what the technology really has to offer.
…the programming aspect of the curriculum was personally really rewarding for me. It provided me a leg up during my interview for my current position…
In what other ways did the program help you obtain your current position?
Actually, one of my professors recommended that I start applying for positions, prior to finishing the program. I didn’t really realize that it would be strategically sound for me to apply prior to graduating, however this advice proved to be very valuable information and is another example of the student centric mentality of the program. Also my current employer, NJIT, was very impressed with my programming background.
What classes did you find the most valuable in regards to your current position besides the programming courses?
I think all the classes were really useful. They certainly gave me a great foundation and served as a starting point of knowledge for an ever-evolving field.
Another great thing about Adelphi’s EdTech program is the program’s structure. In my current position, I have worked on revising or reviewing program structures. This helped me appreciate the structure of Adelphi’s EdTech program. The program is well laid out to ensure that students can graduate on a timely manner and gain the required core knowledge necessary to remain competitive in the field.
In regards to any innovative field like EdTech, you can pursue a lifelong career in just learning everything there is to know about the field. However, Adelphi’s program provides a good foundation or introduction into Educational Technology by covering all of the major topics in the field. Basically you are exposed to not only the philosophy aspects of EdTech but the curriculum design and programming aspects as well.
The program is well laid out to ensure that students can graduate on a timely manner and gain the required core knowledge necessary to remain competitive in the field.
What led you to pursue your M.A. in educational technology?
Prior to obtaining my Bachelor’s in Psychology at Adelphi University, I worked on the Virtual Video Project at Global Kids (GK). They’re a non-profit organization that works mostly with New York City’s urban youth and prepares them to become Global leaders of their community. At GK, I worked with the team that created machinima, which are films created on 3D platforms. The Virtual Video Project used Teen Second Life, the teen version of the online virtual world created by Linden Labs, as the platform. I also used Teen Second Life to run virtual workshops to educate other teens on global issues. My time at GK sparked my initial interest in digital media.
After working with Global Kids, I began my Bachelor’s in Psychology at Adelphi while working at the Faculty Center for Professional Excellence at the University. I worked as a Student Instructional Technologist and my focus was training faculty on Moodle the learning platform. I continued to work at the Faculty Center as a student technologist until competing my Bachelors in May 2012 and then made the decision to begin my Master’s in Educational Technology in January 2013.
My time at GK…. sparked my interest in digital media, leadership, social justice, and educational technology. From then on, I stayed involved in education and technology, even incorporating it into everything I did. This is why I loved working at the Faculty Center while competing my Bachelor’s, and then moved on to the MA in Ed Tech to pursue a in depth academic background in the field.
What is the difference between instructional design and instructional technology?
Depending on the strategic plan of the company or university you work with it, the difference between the two may vary a little.
Even though I focus more on the curriculum development side of the job at my current position, I still help instructors choose or find the appropriate technologies for their curriculum.
I also look at their curriculum map and see where we can add things or remove things. I also try to find ways to assist faculty with students who are struggling in certain area, or ways we can improve the curriculum with technology. Nevertheless, the main goal is to ensure their student success.
As an instructional technologist at Adelphi, I focused on teaching faculty how to use technology, specifically Moodle in their classrooms.
(This is a great question to ask future employers by the way.)
Can you take me through the process of your day to day as an instructional designer?
I’m currently working as an Instructional Designer in NJIT. At NJIT, I get to work with faculty on a wide array of things. Sometimes I’m working directly with faculty and program directors on various degree programs. I also utilize my expertise in the various programming languages as much as possible and I am very grateful to have learned it at Adelphi. I have also helped with curriculum development. Worked with faculty on current research projects. I sometimes help faculty select appropriate technology for the needs of their curriculum. I even partner with faculty to deliver instructional components for certain lessons.
Also on a day-to-day basis, I recommend and use the various Google Apps. I personally also love using the Adobe suite, especially Photoshop and Illustrator.
As far as my job, in addition to working with faculty to develop courses and programs, I am a big part of the Converged Learning Initiative, which is a significant portion of NJIT’s strategic plan; the idea is that students get to choose how they attend each class session, whether its face to face, remote via a video conferencing tool, or asynchronously watching recorded learning objects. Instructors teaching in this way get paired with a Student Technician that is trained by me to help resolve all technical issues in the classroom and with remote students. This can relay any questions remote learners have to instructors.
I work with faculty and students to understand what their needs are in terms of learning spaces, and I work with faculty on research and grant projects. Most recently, I worked with a faculty member on a MOOC that was on Canvas called the Strategic Communicator’s Toolkit.
What do you think is the most exciting or interesting new things in about careers in educational technology or instructional design?
Some of the ideas or technologies I currently find interesting are adaptive/just-in-time learning and wearable technologies.
I also recommend media creation and editing tools, like Adobe Premiere and Final Cut Pro for video production and Photoshop and Illustrator for graphic design, as important tools to know. I feel that video and media production will be an ever-growing trend.
One thing I worry about wearable technology is how can faculty maintain a level of academic integrity in the classroom. For classes that are very technical and students need to recognize and reiterate that they grasp key terms and concepts, it’s pretty essential that the testing environments are fair for everyone. I do not have a solution for this, but it poses a great question for future instructors. Adaptive learning is student specific and helps differentiate learning for students, which will keep students engaged and motivated based on their learning level.
What advice would you give someone who is just starting out in Adelphi’s EdTech program?
Always ask questions! Ask yourself: What do you like to do? What are you interested in? Do you want to do this for a living, or just as one part of your job, or just something as a hobby that you keep up with? If it’s one part of your job, what is the maximum percentage that you be happy with? How can you integrate this into other courses you are taking? What can you add to your portfolio? How can you highlight your skills in your portfolio? For instance, if you want to work in media creation, perhaps you can submit, along with your research paper, a video you created on your research.
These are some of the main questions I would ask. They help me focus on my work and goals. Other things you might want to ask: Where do you want to work? What kind of environment do you want to be in? Do you want to be in a startup, a big company that’s been established for a long time, or do you want to be in Higher Ed or K-12, or do you want to go abroad?
Interview conducted by current EdTech graduate assistant, Ameenat Kadree, on January 2016 If you’re a prospective student and would like to know more about Nafiza’s experience about the program, you may contact her at: i.am.nafiza@gmail.com
How do we design a 21st Century learning environment that is responsive to the constantly evolving technology landscape and needs of its community of learners? How do the physical and virtual spaces work together to provide a cohesive learning environment that maximizes student impact? What are the best practices for incorporating social learning in education?
This project aims to take the research and methods taught in the program to further expand opportunities for its students. The purpose of this project is to develop collaborative, community driven resources that work cohesively to support the needs of the Educational Technology program. This includes recommendations for utilizing existing campus resources, as well as harnessing appropriate technologies to develop new virtual resources. All facilities (online and physical) will be designed to enhance the program’s ability to forward the School of Education’s core values (scholarship, reflective practice, social justice, inclusive community, wellness, and creativity and the arts).
To allow for continued community collaboration and maximum benefit, I’ve opted to release this document under a Creative Commons Attribution-ShareAlike 4.0 International License. Early drafts of various sections have been released on the AU EdTech Blog as update posts.
Personal Reflections
I had a great experience working on this paper and the accompanying projects. My initial proposal was centered around a more traditional physical learning lab space. However, as I progressed through the research and program assessment, it became clear that developing hybrid/virtual space was both more practical and beneficial given the timeframe. My project advisor, Matt Curinga, was extremely helpful and supportive in allowing me to keep the development fluid.
Going forward I’d like to work with the department to integrate these resources into the program. Ultimately, I hope that this work can serve as a foundation that future students will be able to utilize and build upon.
Comments Off on Integrative Masters Project: Research Update
The first phase of my project has been to synthesize research related to learning spaces, educational resources, physical and virtual space, learning pedagogy, etc. It’s been a great opportunity to go back through research we’ve worked on in different classes throughout the program, and apply it to a focused project.
In keeping with the open nature of the project, the link above is to a Google Doc with the current (as of 7/20/2014) draft of the research component. Please note, anyone can view and edit this early draft. However, as I am developing this as my Integrative Masters Project – I will be primarily responsible for collecting, organizing, editing, and presenting all of this information. As such, I ask that if you make a correction, addition, change, or other contribution – that you add your name and contact info (email is fine) so that I can credit you should I choose to adopt the change in the final document (at my discretion). This is a document in process and will be changed significantly before completion. The final document will be released under a (to be determined) Creative Commons license.
Next week, I will be focused on:
Refining my research
Collecting data from the student survey and faculty interviews
Athletic administrators, also known as athletic directors, are responsible for overseeing the entirety of an organization’s athletics, including national teams and conferences as well as recreational and intramural sports in addition to coaches and staff. These professionals also manage the budgets and finances of an organization’s athletic department which may include fundraising duties.
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