Northeastern University – Seattle is proud to be an Elite Annual Sponsor of the Washington chapter of the Healthcare Information and Management Systems Society (HIMSS). HIMMS is a not-for-profit organization dedicated to improving healthcare quality, safety, cost-effectiveness, and access, through the best use of information technology and management systems.
On Thursday, July 25th, HIMSS hosted their annual Summer Extravaganza. This event brings together the Society for a fun night of networking. This year the event occurred in Jaguar Cove at the Woodland Park Zoo. Northeastern University – Seattle had a table directly in front of Buddy, a recent father of three Jaguar cubs.
Dan Feinberg, the director of Northeastern University’s Master of Science in Health Informatics program, attended the event. Feinberg is a past president of the New England HIMSS chapter. While in Seattle, he met with local leaders in the Health Informatics industry. The next day, Feinberg hosted an information session at Northeastern University – Seattle’s campus in South Lake Union, presenting on “How the Affordable Care Act Makes Health Data the Future” which focused on the changing Healthcare landscape in the United States.
To learn more about Northeastern University – Seattle’s Health Informatics graduate degree program and to request more info click here.
The reason hybrid is not strictly defined at Northeastern University-Seattle is because we know faculty and colleges from the Boston-based campus will create the most suitable and academically appropriate format of hybrid for their particular class and program. While Northeastern will offer hybrid classes in many of their programs, some may remain as on-line only depending on program and professor preference. In addition, hybrid programs are preferred by students and hybrid programs have lower drop out rates than online-only offerings.
As an instructor of hybrid learning, I appreciate the flexibility and convenience of a hybrid program without any reduction in the quality of the course. Hybrid learning could quite possibly be the future of learning!
Today, I would like to talk to you about the rise of nontraditional learners in higher education. These nontraditional learners—part-time learners, mid-career professionals, adult learners, lifelong learners—are spurring major changes to higher education, both in the United States and around the world.
In higher education in the United States, 85 percent of undergraduates are nontraditional. This is quite important because their expectations are very different from the expectations of students who are more traditional. What do these non-traditional learners want? They want to choose programs with a strong value proposition and very solid outcomes. They ask, “Will these programs get me jobs?”
Last weekend, we were very excited to welcome to campus our first cohort of candidates for our Doctor of Education (Ed.D.) program. Approximately thirty students from four states make up this cohort with backgrounds in education, engineering, business entrepreneurship, counseling, nursing and more.
They began their studies online in early July, leading up to the past weekend as their first of four residencies. The residency weekends involve two 8-hour days of class. This quarter, the two classes in which this cohort is enrolled are: Introduction to Doctoral Studies taught by Joseph McNabb, Ph.D. and Transforming Human Systems taught by Chris Unger, Ed.D.
A group of Seattle-area educators and electronic-game developers have started working on a game to keep teenage girls engaged in math and science.
Consider, for a moment, the possibility of a completely addictive electronic game that had a more noble objective than destroying pigs with slingshot-flung birds or traveling through post-apocalyptic wastelands.
What about a game that was geared toward teen girls — a free game that kept them engrossed in math and science, nudging them toward careers in those fields, at that very time in their lives when they start to lose interest?