With South Lake Union alive with activity, Northeastern University – Seattle, a Boston private research university, has just opened its South Lake Union satellite campus. In a space shared with the Institute for Systems Biology at 401 Terry Ave. N., the new space is small but efficient, says Tayloe Washburn, Dean of the satellite location, who was planning an open house for more than 400 guests on Jan. 17 and who moved into his office two weeks ago.
Read the full article here.
Northeastern University to Host Seattle Graduate Campus Open House with King County Executive Dow Constantine
SEATTLE, Wash. – Northeastern University, a private research university and a leader in worldwide experiential learning announced that its recently launched Seattle campus will host an Open House event on Thursday, January 17 from 4-7 p.m. PST.
King County Executive Dow Constantine and Seattle City Council President Sally Clark will be speaking at the event for the community, welcoming the university to Seattle, and celebrating the opening of Northeastern’s new South Lake Union graduate campus.
Northeastern University–Seattle offers graduate degree programs that are strategically aligned with the Pacific Northwest’s top industries in science, technology, business, and healthcare—matching Northeastern’s educational and research strengths with the region’s economic opportunities. The degrees focus on high-demand fields such as cyber security, health informatics, computer science, bioinformatics and engineering.
Northeastern’s existing faculty will teach courses both online and on site at Northeastern University–Seattle. This hybrid learning approach is ideal for working professionals because it combines the traditional benefits of face-to-face instruction with the flexibility of online learning.
At the Open House, prospective students are invited to join Northeastern alumni and community leaders to learn about the global employer network Northeastern University–Seattle brings to the Pacific Northwest. In addition to the range of degree programs, guests will have the opportunity to learn more about the hybrid learning approach.
Northeastern University–Seattle Graduate Campus Open House
Thursday, January 17
4 p.m. until 7 p.m.
401 Terry Avenue N.
South Lake Union
Seattle, WA 98109
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About Northeastern University
Founded in 1898, Northeastern University is a leader in worldwide experiential learning and interdisciplinary research that focuses on global challenges in health, security, and sustainability. Northeastern offers a comprehensive range of undergraduate and graduate programs leading to degrees through the doctorate in seven colleges, the D’Amore-McKim School of Business and the School of Law, as well as select advanced degrees at graduate campuses in Charlotte, North Carolina, and Seattle.
The Northeastern University–Seattle graduate campus delivers industry-aligned degrees to meet the needs of the regions’ high-profile business sectors. Graduate degrees ranging from cyber security and computer science to health informatics, leadership, and engineering, are delivered through an innovative hybrid educational model (on-line and on campus) to offer working professionals the flexibility they need to advance their careers.
For more information about Northeastern University–Seattle, visit www.northeastern.edu/seattle.
Nyhus Communications for Northeastern University–Seattle
Northeastern-Seattle played a prominent role at Economic Development Council of Seattle and King County (formerly enterpriseSeattle)’s 41st Annual Economic Forecast Conference last week at the Washington State Convention Center. The Conference focus was on the urgent shortage of qualified technology workers in the Puget Sound region. This problem is created in part by the tremendous success of the region and state in attracting technology companies of all sizes and shapes, including globally-respected giants, Microsoft, Amazon, Real Networks, F5 Networks and hundreds of other companies.
Northeastern University-Seattle’s Dean & CEO, Tayloe Washburn gave a talk over lunch to the 700 attendees, in which he outlined the action being taken by the Washington Technology Industry Association (WTIA) to tackle this issue in 2013. Washburn chairs the WTIA’s Workforce Development Committee, and is coordinating its efforts with many other higher education institutions in the state.
For a copy of the WTIA Workforce Development Committee goals and 2013 strategy, click here.
Northeastern – Seattle officials have recently met with Boeing Commercial Airplane leaders in Seattle to identify areas in which Northeastern can help Boeing in its recruitment and training of the new generation of workers needed to ensure its global leadership in commercial aviation.
This article identifies how Northeastern researchers at the Boston campus have teamed with Boeing to help ensure the safety of the Boeing 787 Aircraft built in Seattle.
The 787 is the world’s most popular commercial aircraft.
Read the full article here.
The “adult learner” or “mature student” traditionally had been defined as those individuals going to college later than the age of 18 for their bachelor’s degree but enrolling like a typical undergraduate student – someone living on campus, etc. However, over the past twenty years, the definition of an adult learner has been changing — most adult learners today are considered adults who are going back to school with a family or job or other demands in life.
For undergraduates, the terms “traditional age and non-traditional age” are used more and adult learning can be at any level of education. Most adult learners are individuals who juggle many items of life while attending classes and pursuing a degree. They generally have life experiences that affect their views on education in the classroom; they often challenge what they are learning; and they are also generally self-motivated and self-directed. Adults sometimes are worried that they have been out of school too long to return to any sort of tertiary education. In reality, however, they tend to be very motivated and often succeed in a program with a better overall educational experience.
I really like this definition of an adult learner:
“Adult learners are lifelong learners who generally are 25 years or older, and/or have additional responsibilities such as family, career, military, or community, and are seeking a degree or other educational offering (credit or non-credit) to enhance their professional and/or personal lives.”
Angela L.E. Walmsley, Ph.D., Associate Dean – Academic
Northeastern University – Seattle will launch it’s first classes on January 7, 2013.
Beginning this January, 28 master and doctoral degrees from seven of Northeastern’s colleges and schools will be offered through the Seattle Graduate Campus. The majority of courses will be offered in hybrid format, providing students the flexibility of partially asynchronous learning partnered with on-campus class sessions. Some courses will be offered completely online; students taking courses 100% online have access to and are encouraged to utilize all Graduate Campus resources.
For assistance in course registration, please contact your Academic Advisor or Gina Takasugi at firstname.lastname@example.org
Admissions for January 2013 enrollment are closed; we are now taking applications for Spring and Summer admissions.
I often find when talking with prospective students about graduate school, that they wonder what it is like and if it might be right for them as their next step. Many applicants to a graduate program are basing their decision to attend grad school on their undergraduate experience. While some elements are similar, many are not. For example, a student attending graduate school should expect to be very self-motivated and driven because much of the requirements set out by the professor will involve individual learning often determined by individual research interests or projects. Professors expect a high level of thought, writing ability, and critical thinking in any graduate program. My experiences show that most graduate students who enroll complete the program successfully as they are motivated in their particular field of interest.
There are many types of graduate programs; hence, a prospective student must research multiple programs of interest to know what best fits their interests and lifestyle. For example, a student wanting a very traditional graduate program, often leading to the Ph.D., might want to consider a conventional program where they often take classes during the day and work at a university as a research assistant or teaching assistant. Other programs are less traditional and offer classes in the late afternoon, evenings, and on weekends for working adults. Others are fully on-line programs, and still others are a mixture of on-line and on-ground designed for working adults. In addition, a prospective student should always look at the program in terms of whether it offers the types of courses and requirements he or she is interested in – as well as the quality and reputation of the department and university. Depending on a prospective student’s personal life and working life, it’s crucial he or she chooses the program that meets his or her needs and fits his or her lifestyle.
Angela L.E. Walmsley, Ph.D., Associate Dean – Academic
The largest challenge facing the Seattle region’s technology companies is the difficulty in getting the talented workforce they need to grow and prosper. The success of the region in attracting companies is also its greatest challenge, as it creates a large demand for qualified workers in computer science, engineering and other areas. Microsoft, for example, currently has 6,000 job openings nationwide, 3,400 of which are for software engineers, developers, programmers, and the like. The same is true for other small, medium, and large companies as well as startups. The Washington Technology Industrial Association (WTIA), with over 600 technology company members, has taken on this challenge and set forth a key Strategic Initiative on workforce development. WTIA asked Northeastern-Seattle Dean Tayloe Washburn to chair its new Workforce Development Committee (WFD Committee). The committee has regional leaders in academia, an array of technology companies and representatives from workforce nonprofits.
The WFD Committee first hosted a meeting of higher education institutions in the state, which included the University of Washington, Washington State University, Seattle University, Seattle Pacific University, Bellevue College and Western Washington University. In recent weeks many other institutions have agreed to help inform this advisory group of higher ed institutions, including Central Washington University and Eastern Washington University, and subsequently crafted a 12-18 month strategy to implement this initiative. The WTIA Board of Directors last week met and approved the WFD Strategy. It calls for 1) documenting the technology industry talent gap with precision, so all are working off the same data; 2) inventorying academic resources and identify possible gaps, areas for improvement or filling gaps, and identifying best practices which effectively address tech talent; and 3) inventorying and identifying the best practices of employers in this region in tackling the tech talent gap.
Other economic development groups, public officials and stakeholders in the region see this WFD Strategy as a key means to tackle this regional problem. EnterpriseSeattle will kick off its 2013 Economic Forecast Conference by showcasing this iniative in January, and we will also involve the Technology Alliance in helping document the talent gap. Those interested in more information and who would like to participate should contact the WFD Committee Chair, Tayloe Washburn of Northeastern University-Seattle at email@example.com or 206.419.3878.
Partnerships between higher education and local businesses develop tailored curricula to meet workforce needs.
Tayloe Washburn | December 2012 | FROM THE PRINT EDITION
Business and community leaders in Seattle and the Puget Sound region have built a strong foundation for a diverse economy, but developing a vibrant economic base is not enough. Making it sustainable is critical. In order to maintain the regional competitive advantage we have built, we must deepen our local talent pool to support the businesses that create new, innovative jobs.
An increasing number of those jobs require advanced education and training in critical sectors. In fact, Washington needs to add 9,000 graduate degrees per year in STEM (science, technology, engineering, mathematics) fields through 2019 to keep up with employer demand. Seattle, like Boston and San Jose, has a bachelor’s degree attainment rate of nearly 25 percent. However, when comparing graduate degree attainment, Seattle has a rate that is only two-thirds of those cities. It would take more than 100,000 graduate degrees to reach the per capita rate of Boston and San Jose.
Further highlighting our needs in higher education, Seattle ranks comparatively low when it comes to availability of part-time graduate degree programs that can support the schedules and goals of our region’s working professionals. Per capita, Seattle’s supply of part-time graduate degrees is less than half of cities with similarly high attainment levels of bachelor’s degrees.
Read more here.
Boston Globe, November 17, 2012
By Joseph Aoun, President, Northeastern University
As President Obama develops his second-term agenda, his administration will no doubt focus on a range of higher-education priorities, including affordability, attainment levels, and career preparation. Yet as important as these issues are, something more fundamental is happening: We’re witnessing the end of higher education as we know it.
This transformation is being brought on by “MOOCs” — massive open online courses being offered for little or no cost through entities like edX, Coursera, and Udacity, which aggregate classes from multiple universities onto a single computer-based platform. Millions of people are already utilizing them to tap into higher learning.
In the process, they’re spurring a shakeup of higher education — with dramatic implications.
Most significantly, MOOCs are causing higher education to shift from a vertically integrated model to a horizontally integrated one. For centuries, higher education has been a vertical enterprise: Its core functions — knowledge creation, teaching, testing, and credentialing — all have been housed within colleges and universities. MOOCs disrupt this model by decoupling teaching and learning from the campus on a mass scale.
Read full article here.