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.
Northeastern University’s MS Regulatory Affairs team sent four people from our home campus in Boston to the national Regulatory Affairs Professional Society (RAPS) conference, which was held this year in Seattle, including Senior Assistant Dean and Director of MS Regulatory Affairs Eric Kupferberg and Faculty Member Steve Amato. RAPS was well attended this year and we made numerous connections with not just potential students but also future instructors and co-op providers. In addition to the conference the regulatory affairs department hosted a reception at the WBBA facility in Seattle announcing Northeastern’s presence in the area. We also took part in the annual Regulatory Educators Summit where educators from around the country discussed their experience in the growing field of regulatory affairs education. We look forward to next year’s conference back in Boston!
The Regulatory Affairs program within the College of Professional Studies at Northeastern University began with 13 courses in 2004; the program has expanded to 43 courses, each touching on a critical aspect of the field. The core of the program is based on the central regulatory challenges of drugs, medical devices, and biologics, with additional emphasis on clinical trial ethics and conduct as well as the legal decisions that are constantly being revised by the U.S. Food and Drug Administration (FDA) and other regulatory bodies. In addition, the program has developed over thirty elective courses focusing on the advanced aspects of regulatory work.
The program derives its inspiration for new courses from several sources, including: review of new FDA guidelines and rulings; legal actions and court challenges; industry product trends; industry expert suggestions; global regulatory developments; and, examples of increasing market importance of emerging economies. In response to the identified need for more business/marketing-oriented regulators, the program introduced a category of courses which deal with the marketing, strategic business, and project management needs of the field. In conjunction with developing regulations governed by the European Union (EU), China’s State Food and Drug Administration (SFDA), India’s Central Drugs Standard Control Organisation (CDSCO [DCGI]), Brazil’s National Health Surveillance Agency (ANVISA), Australia, Japan, Canada, and others, a number of courses detailing regulations in global areas were created. Additionally, the curriculum has been expanded to include courses such as emerging product categories (to cover up and coming regulations), generic medications, quality management systems (QSRs), and supplier-risk management.
Our curriculum is intensely practical, with six courses on regulatory documentation processes and a capstone practicum course. It is also current; covering such topics as post-market surveillance, pharmacovigilance, and managing international clinical trials. There are three areas of program distinction for NU’s regulatory affairs curriculum. Among the handful of graduate programs in the United States offering a Master’s degree, most offer three or four courses on medical devices: NU offers fourteen. Most of the competing programs will offer two or three courses on international topics; NU offers thirteen.
Most instruction in regulatory affairs, whether delivered by a private commercial entity or university, focuses on regulatory compliance. In contrast, NU’s program in regulatory affairs emphasizes the belief that decisions involving which products to develop and how to develop them are both strategic and regulatory in nature. Regulatory considerations can inform a company’s plan to create a sustainable competitive advantage. As such, our curriculum and instruction provide regulatory professionals with the language and understanding needed to effectively interact with a company’s strategic planners. Courses in this area include: biomedical intellectual property management; strategic planning and project management for regulatory affairs professionals; advertising and marketing biomedical products; regulatory considerations for start-ups; and, product development from concept development to market success.
NU’s regulatory affairs courses are offered both on campus and online. Students can complete their degree entirely online, as each of the programs forty-three courses are offered at least twice a year online. All of the six required core courses are offered every term online. As a result, the program features students from across the United States and from thirty-four foreign countries.
NU is a global leader in online learning. With more than two decades of experience in delivering distance education, NU maintains the highest possible standard for online course development, course delivery, and faculty training. NEU is committed to the principle that online courses can and should meet the same standard of academic rigor as any face-to-face class. Our online courses are asynchronous, meaning that no single student needs to online at one particular moment. Instead, our learning platform allows students to participate any time of the day, with the requirement that they be logged-on for a 60-90 minute period per day.
NU believes that graduate training in regulatory affairs is ideally suited for online learning. Our online courses are highly interactive, allowing students to interact with the faculty and their fellow students on a daily basis. To learn more about the Seattle Campus Master of Science Regulatory Affairs, please contact Gina Takasugi at firstname.lastname@example.org.
Dr. Leroy Hood developed the automated DNA gene sequencer, which paved the way for the successful mapping of the human genome. A leading advocate of P4 Medicine, Dr. Hood’s research aims to revolutionize individualized patient care by integrating biology, technology and computation to understand complex biological systems.
Join us for a discussion with President Aoun and this acclaimed innovator who has founded more than 14 biotechnology companies. Earlier this year, Dr. Hood was featured on an episode of “NOVA” entitled “Cracking Your Genetic Code.”
Monday, November 5, 2012
2p.m Pacific/5 p.m. Eastern
This event is part of the Profiles in Innovation Presidential Speaker Series. To learn more about this series, click here.
SEATTLE — With name tags clipped on and PowerPoint at the ready, officials from Northeastern University invited prospective students in one night last week for a peek at a new extension campus, 2,500 miles from the school’s home in Boston and about as far northwest as you can get in the lower 48 without swim fins. It is a trend that many colleges and universities have embraced in recent years — remote campuses to extend the brand and the flow of tuition checks.
But there was more going on here. And all the new dean, J. Tayloe Washburn, had to do to demonstrate that was walk to the bank of windows in the meeting room where the prospects and the staff had congregated and throw wide his arms: the headquarters buildings of the tech giant Amazon.com filled the view under a gray Seattle mist.
“We’re very aware we’ll be sitting across the street from 12,000 Amazon workers,” said Mr. Washburn, a prominent Seattle lawyer and former chairman of the Greater Seattle Chamber of Commerce.