The Brandeis GPS blog

Insights on online learning, tips for finding balance, and news and updates from Brandeis GPS

Category: Industry Insights (page 1 of 14)

Why a micro-course on open source communities can strengthen your collaborative skills

Technology and collaboration have gone hand-in-hand in breaking down the barriers of isolation brought on by the COVID-19 pandemic. Professionals in all industries are utilizing innovative technology as a way to collaborate remotely. In fact, organizations have started leveraging open source software to foster innovation and efficiencies. Employers need talent well-versed in the dedicated policies and programs required to ensure that the investments in open source projects produce the desired benefits while still aligning with the values of the open source communities.

Cultivate an Open Source Community, a micro-course offered by Brandeis University and the Open Source Initiative, starts June 1, 2020. Registration is currently open. Through this four-week survey course, you will explore the array of active open source communities to distill patterns and best practices. You’ll discover the reasons that people join communities; compare how collaboration tools influence how communities achieve their goals; and, define management and governance structures for communities. Coursework prepares you to identify and join projects that you’re interested in, select projects for your company, and improve projects that you rely on as either an individual or a company.

What can you expect to do on a weekly basis?

  • Work with a small team on a project to identify patterns and best practices in open source communities.
  • Attend a live virtual hour-long interactive lecture with the instructor.
  • Watch interviews with open source experts and leaders recorded specifically for this course.
  • Use open source collaboration tools to talk with other course participants and build your network.
  • Receive guidance and feedback from the expert course instructor on your team project and on open source communities

About the Instructor

Georg Link, PhD is an Open Source Strategist. He co-founded the Linux Foundation CHAOSS Project to advance analytics and metrics for open source project health. Georg has 15 years of experience as an active contributor to several open source projects and has presented on open source topics at 20+ conferences. As the Director of Sales at Bitergia, Georg helps organizations and communities with adopting CHAOSS metrics and technology.

Brandeis University and the Open Source Initiative offer other micro-courses, digital badges, and a certificate program in Open Source Technology Management. If you have any questions about registering for the Cultivate an Open Source Community, contact Christie Barone at cbarone@brandeis.edu.

Bioinformatics and COVID-19 therapeutics

By Alan Cheng

Unprecedented. It describes the current pandemic and its terrible human and economic impact. It also describes the speed and pace of scientific work unraveling the novel virus and enabling drug discovery efforts. That speed and pace is driven in no small part by recent bioinformatics advances.

The first global alert of a novel virus causing severe cases of pneumonia came in late December 2019. Just a couple weeks later, the first genome sequence of this novel virus was completed, enabling scientists to use bioinformatics to identify the novel virus as a beta-coronavirus, and a relative of the SARS and MERS viruses. A phylogenetic analysis found the novel virus most closely resembles the SARS-CoV coronavirus, leading to the official naming of the virus as SARS-CoV-2.

Naming the virus is one thing. Using bioinformatics approaches again, the proteins produced by the virus were identified, and subsequently made and characterized using experimental molecular biology techniques. The close homology of the SARS-CoV-2 proteins to those from SARS-CoV enabled us to transfer the learnings about SARS over the last 15+ years to help us understand SARS-CoV-2 and accelerate vaccine and drug discovery efforts around the world. Homology modeling allows us to rapidly build approximate 3D structures of the proteins and help suggest existing experimental drugs that were quickly put into clinical trials for combatting SARS-CoV-2 viral entry and replication. Experimental molecular biology and protein structure work, while more time and resource-intensive, has led to more accurate atomic resolution 3D structures of key SARS-Cov-2 proteins, including the spike protein, RNA polymerase, and main protease. This molecular understanding allows scientists at biopharmaceutical and academic institutions to efficiently begin to identify molecules that are not only efficacious in stopping viral expansion but also selective enough to be safe while not being too selective that viruses can easily mutate away from drug binding. All of this happened within two months of the genome sequence, with many efforts, especially in drug discovery, ongoing.

There is still a lot unknown about medical aspects of the disease itself, and how SARS-CoV2 interacts with and affects human host biology. Using proteomics approaches, scientists are identifying human host interactions with the viral proteins. Using genomics and statistical genetics approaches, scientists are analyzing how each of our unique genetic compositions and health situations affects disease progression, which will impact how we can most effectively treat patients. Longer term, the unprecedented speed enabled in no small part by bioinformatics will be important in preventing and treating future epidemics as well.

Developing your bioinformatics skillsets. The importance of bioinformatics in improving human health is growing. For current and prospective Brandeis students, here is how your coursework relates to the approaches being discussed.

  • Foundational bioinformatics analysis
    RBIF 101: Bioinformatics Scripting and Databases with Python
    RBIF 111: Biomedical Statistics with R
  • Genomics analysis of viruses and host response
    RBIF 109: Biological Sequence Analysis
  • Protein homology modeling and structural bioinformatics
    RBIF 101: Structural Bioinformatics
  • Understanding disease biology
    RBIF 102: Molecular Biology, Genetics, and Disease
  • Proteomics and expression profiling
    RBIF 114: Molecular Profiling and Biomarker Discovery
    RBIF 112: Mathematical Modeling for Bioinformatics
  • How individual human genetics affects disease progression
    RBIF 108: Computational Systems Biology
    RBIF 115: Statistical Genetics
    RBIF 290: Special Topics: Functional Genomics
  • Drug discovery for treatments
    RBIF 106: Drug Discovery and Development
    RBIF 110: Cheminformatics

Bioinformatics resources

Dr. Alan Cheng is chair of the MS in Bioinformatics program at Brandeis Graduate Professional Studies. In his day job, Alan is a Director at Merck & Co., where he leads a group applying computational and structure-based approaches towards discovery of new therapeutics. He received a PhD from the University of California, San Francisco, and undergraduate degrees from the University of California at Berkeley. All opinions presented here are his own.

Brandeis Graduate Professional Studies is committed to creating programs and courses that keep today’s professionals at the forefront of their industries. To learn more about the MS in Bioinformatics, visit www.brandeis.edu/gps.

An open source education program that suits your availability and learning style

Brandeis University and the Open Source Initiative® (OSI) announced at OSCON 2019 that they would be partnering to provide new educational offerings for the open source community. The OSI-Brandeis partnership aims to help address the growing demand for expertise within organizations seeking to authentically collaborate with, and productively manage, open source resources.

Now, more than ever, OSI and Brandeis University understand that providing options that align with individuals’ lifestyle and learning style ensures a positive learning experience. The fully-online Open Source Technology Management program that was initially launched in January has been redesigned to empower professionals in the open source community to pursue a valuable and needs-specific professional development opportunity. In fact, there are no prerequisites for the program.

The first micro-course of the program begins on June 1, 2020. Students have the choice to select one of four learning options. Participation in the program provides the opportunity to obtain open source skills that will set open source professionals apart from their colleagues, collaborate with fellow open source community members, and have access to quality coursework that is endorsed by OSI.

Option 1
Take a single 4-week micro-course. The upcoming course that will be offered is Cultivate an Open Course Community. Other courses in the program include:

  • Integrate the Open Source Community (launches July 6, 2020)
  • Open Source Business Practices
  • Establish an Open Source Program Office
  • Open Source Workflow and Infrastructure
  • Production of Distributed Open Source Software

Option 2
Complete two micro-courses in a given topic area, and earn a digital badge in one of these three areas: The Business of Open Source, Open Source Community Development, or Open Source Development Fundamentals.

Option 3
Complete all six micro-courses, and receive a certificate in Open Source Technology Management.

Option 4
Complete a capstone assignment at the conclusion of two micro-courses, and earn 3 graduate-level credits.

True to open source software process and principles, the educational offerings coming out of the partnership are crowd-sourced and jointly developed by an advisory board comprised of university curriculum development experts and senior open source advocates from Amazon, Red Hat, Bloomberg, Twitter and other leading companies.

Sign up to receive more information about the program. Specific questions can be emailed to Kathryn Wight, Director of Partnership Engagement.

Sins of our past modeling our future – Diversity and bias in AI and data

By Deniz A Johnson

With International Women’s Day approaching, I was recently interviewed regarding the gender gap in Fintech and Financial Services. This is a hot topic with a variety of efforts underway to address it.  To name a few:

  • A recent California law (SB826) mandated diversity in the boardroom.
  • Goldman Sachs CEO David Solomon announced that the investment bank will no longer take a company public unless said company has at least one “diverse” board member.

These are just the most recent examples of current shifts in the industry.

Perhaps the most compelling reason to increase diversity is that it pays! A 2020 KPMG study concluded that “boards that include more women and directors with diverse backgrounds and experiences are more effective on a variety of measures, including financial performance, risk oversight and sustainability.”

While these are steps in the right direction, I believe that diversity in financial data sets is a much larger issue. Without resolving the bias in AI and its data, we cannot make diversity in financial services a sustainable reality.

Every day, we generate data trails as part of our lives as we engage in financial transactions large and small; post on social media; or even just log into a website or app. This data is and will be available for building and refining our Machine Learning (ML) and other Artificial Intelligence (AI) technologies.

As these new technologies are adopted to guide business decisions, including creation of new investment products and services, the diversity challenges have a potential to create significant limitations:

  • When data sets represent only a small percentage of the actual population’s activities, preferences and needs
  • When past decisions contain identifiable or hidden prejudice/ bias
  • When past business decisions omit segments of the population

If we do not openly address these problems, we will carry narrow customer insights and potential biases to future products and services, thus missing the opportunities to add greater value to more clients. This could mean; a minority group that has traditionally avoided loan applications can be automatically rejected in the future since the data set is incomplete.

Let’s begin to address this problem by first using ML/AI to identify bias, bad data, and data gaps. Further, let’s leverage community and educational programs to increase workforce diversity and encourage firms to create inclusive work environments – both will make diversity a reality rather a goal – and enable broader thinking about client segments and their diverse needs and preferences.

Diversity and inclusion are not just feel-good concepts, but investments in the future. Both are necessities for creating better data sets for the new technologies that will help us build the financial solutions of the future and our industry’s success.

Taking a mindful and intentional look into identifying and solving bias in data as well as models is the key to making diverse organizations.

Deniz Johnson is a FinTech thought leader, advisor and executive in the Boston area. You can find her on LinkedIn here.

Brandeis Graduate Professional Studies is committed to creating programs and courses that keep today’s professionals at the forefront of their industries. To learn more, visit www.brandeis.edu/gps.

Marketing 101: What’s Push versus Pull?

By Steven Dupree

Fishing on Ashumet Pond is one of the most relaxing things in the world. But good luck catching anything! Unless you’re Kevin. Kevin loves fish, he wears fish shirts, he puts fish bumper stickers on his car. Kevin once researched whether a surplus of carbon dioxide causes cataracts in fish. And Kevin catches fish when he wants to.

The way I see it, there are two ways I can someday snag fish like Kevin (besides trading in my Brandeis mathematics degree for marine biology, of course):

  1. Improve fishing skill
  2. Add fish to pond

Step One: Pull

Hopefully, your product or service already has an audience out there. They’re looking for you. It’s your responsibility to make customer value as available as possible. Find prospects wherever they are and meet their demand.

When I worked at LogMeIn, we coined the term “active seekers” to describe this population. These are the hungry folk. The old lawnmower broke and they’re searching for “John Deere riding mower” so they don’t have to collect and dump lawn clippings.

Pull marketing starts with search-based advertising (Google Ads) but it doesn’t end there. If you offer a niche consumer product or a B2B product, there may be digital marketplaces or directories where you want to be. Signs for bananas where the monkeys are famished.

Pull marketing (alternatively known as inbound marketing, demand harvesting) has two advantages: it’s relatively cheap and it converts quickly. The primary drawback? You can do a limited amount of pull marketing before you hit some invisible wall.

Ok, let’s suppose I’ve practiced casting my fishing rod. I know how to tie a fly. But the fish still don’t bite! What now?

Step Two: Push

You may need to stock the pond.

If you’re solving a pain point that customers don’t even know they have, then you may not have much of an audience (yet). And even if they know the pain point all too well, your audience may have trouble discovering you if they are not searching.

Push marketing (alternatively known as outbound marketing, demand generation) includes the vast majority of online and offline media: newsletters, display advertising, Facebook ads, most social media, billboards, door hangers, and sides of buses…to name a few.

Why are there so many more channels for push advertising? After all, the unit economics are typically more expensive than pull advertising. It takes longer to convert dollars into customers due to that nuisance of “educating” the customer. Why not invest 100% in paid search? Well, you simply may not be able to.

Push marketing, in contrast to pull, is virtually unlimited. Advertisers desperately need customers, publishers will gladly take your money, and all the while your target audience will do whatever they feel like. Success depends on delivering the right message to the right customer at the right time. Good push marketing does just that.

One year, they stocked Ashumet Pond with extra trout. I’m still a novice fisherman but I managed to catch one or two.

If Pull and Push Don’t Work?

Even if your audience doesn’t know or care about your product or service, you mustn’t lose hope. It may be costly to acquire customers and difficult to demonstrate positive return-on-investment “ROI” in the early days. But it won’t always be this way.

Ask yourself: can an “active seeker” population develop as your early customers share their experiences with your product or service–thus enabling you to add pull marketing to your mix? Rising demand for your product or service generates inbound interest. This enables pull marketing and defrays your acquisition costs. 

Or: will it become prohibitively expensive to rise above the noise–as competitors enter and your target market evolves? Customer education is always an option, but it’s expensive. You can do as much push marketing as you need if only you have an unlimited budget. Success still depends upon how receptive customers are to the value you provide.

Rule of Thumb:

In marketing and fishing, as in skeet shooting: pull first, then push!

Steven Dupree is chair of the MS in Digital Marketing and Design program at Brandeis Graduate Professional Studies. In his day job, Steven is VP, Marketing at Amava, a platform helping active retirees find opportunities to earn, learn, travel and more. He has previously held investing and operating roles including VP, Marketing at SoFi, the first and largest provider of student loan refinancing, and VP, Online Marketing Operations at LogMeIn, an early software-as-a-service provider of remote access and collaboration tools. He mentors entrepreneurs for Endeavor Global and Reforge, and serves on the board of the Astronomical Society of the Pacific.

Brandeis Graduate Professional Studies is committed to creating programs and courses that keep today’s professionals at the forefront of their industries. To learn more, visit www.brandeis.edu/gps.

Complement Coding with Community

By Patrick Masson

It may be the best time ever for open source development and developers: both are in high demand.

Large and small businesses now rely on open source software across the enterprise. Advocates tout open source as a competitive advantage for startups, and a key driver of innovation for established companies. Open Source Programs Offices are now standard across industries. Beyond business/corporations, governments and non-profits are also leveraging open source to reduce costs, extend services, and support their missions.

With such tremendous growth, open source developers are in high demand, and organizations are now working hard to attract and keep open source coders. It’s now common to find Developer Advocates working within companies to recruit and retain open source talent.

For emerging or competitive businesses hoping to leverage open source to enhance and expand their products and services as quickly as possible, the focus is on technology skills, for developers, the focus is also on technology because it pays.

Skilling up job seekers with the desired technologies has become a bit of a cottage industry. Dozens of “coding boot-camps” offer courses that claim to prepare students in as little as nine weeks. More formal programs are also available, some even offering college credits. All of these programs will vary in their quality and commitment to students. I am sure many schools offer excellent services and support to help people develop the skills they need to land the jobs they want.

But “open source technologies” is not enough: not enough for the companies that hope to realize the benefits of open source software projects and not enough for students seeking career advancement through open source development.

In addition to technology skills, companies and developers need community skills, like:

Communication
Open source software development is all about collaboration, contribution, and co-creation. To share, understand, and resolve issues, to design and develop features, and to report and fix bugs, developers must be able to effectively communicate (both verbally and in writing). Communication means explaining issues and ideas to the wide variety of stakeholders who might be involved in a project. Communication means advocating–even arguing–for ideas and ideals. Maybe most importantly, communication means listening. Communication is just one of the non-technical skills a developer will need, and a company will want.

Networking
Open source developers do not work alone, and open source projects are not build alone. Both companies and developers will need to find peers, identify experts, promote participation, and foster collaboration to ensure projects enjoy the greatest levels of success. No developer has all the talent; no company has all the resources. Filling the gaps of a company, developer, and project requires building communities of practice to leverage the powerful potential of the network effect. There are many ways to develop and maintain a network of practice: attending or host events or a conference; join or moderate a social forum; participate in a user-group, etc. None of these activities require those technical skills a developer or company may typically desire in a coding boot-camp, but building relationships is vital for the success of both.

Business Process and Practices
Many new to open source have an idealized impression of both project management and governance. Self-motivated, self-organized, and self-directed communities find consensus through shared values of “many eyeballs,” rapid feedback, meritocracy, etc. Such practices are indeed essential to, and in, open source communities and differ tremendously from traditional development environments. But they do have specific meanings, developed over years of practice, with expectations (even standards) shared across communities. Understanding community norms, best practices, references, standards, and the vernacular of open source software, development, and communities is critical.

Open source technology skills are vital for those looking to work in open source software, and they are critical for companies’ hoping to compete in today’s technology-driven economy. However, non-technical skills are just as necessary and should be included in anyone’s educational efforts toward a career or advancement in open source software development. When assessing coding schools, learners should consider how they will learn about and engage with non-technology skills. When considering developers for open source positions, companies should review applicants’ experience with non-technology skills.

And after both developers and companies are working together, all must keep up their technical and non-technical skills to ensure they remain productive participants in the open source projects and communities they both value and rely on so much.

<<Learn more about Open Source Technology Management>>

Patrick Masson is the  general manager and board director of the Open Source Initiative.

Brandeis Graduate Professional Studies is committed to creating programs and courses that keep today’s professionals at the forefront of their industries. To learn more, visit www.brandeis.edu/gps.

What role does Design Thinking play in Learning Experience Design?

By Brian Salerno

Brian Salerno, Program Chair, Learning Experience Design at Brandeis UniversityIn recent years, Design Thinking techniques, developed and adapted by organizations such as IDEO.org and the Stanford d.School, have become increasingly popular approaches utilized to drive creative thinking and innovation within companies, non-profit organizations, governmental agencies, educational institutions, and other settings. These Design Thinking techniques include a variety of structured activities and approaches individuals or groups can engage in to inspire new creative innovations, to guide the ideation and problem-solving process, and to explore ways to implement new ideas.

<<Join Brian’s upcoming webinar: Diving into Learning Experience Design>>

Simultaneously, the discipline of Learning Experience Design has emerged as the latest evolution of instructional design. Inspired by and infused with approaches from user experience design (UX), learning and cognitive sciences, learning analytics, interface design (UI), universal design for learning (UDL), and educational technology, Learning Experience Design (or LX for short) is a design discipline that emphasizes creation of impactful learning experiences that place the learner in the center. Learning Experience Design requires that we understand the personal, educational, and even professional contexts within which our learners reside, and to create a learning ecosystem that supports the whole learner and their educational goals. Successful LX Designers understand that an effective learning experience is about more than just content and assessment, it includes the visual and experiential aspects of a learning environment, the analysis of the efficacy of learning resources, the social and emotional domains of learning, and the tools and processes learners engage with in order to achieve a transformational educational experience.

Niels Floor, a dutch educator who is credited as being one of the earliest proponents of the practice of LX Design, describes the Learning Experience Design process as starting with a question or learning problem that needs to be solved, and continues with extensive research about the learner and the desired learning outcome, then the process proceeds with the design phase which includes idea generation and the development of a concept. Once the concept is solidified, LX designers move on to the development phase where a prototype is created, then the testing phase allows designers to ensure the design is truly learner-centered. Finally, after some iteration and adjustment, the learning experience is ready to launch.

If you’re at all familiar with Design Thinking already, these steps of Floor’s LX Design process should resonate because they are very closely aligned to the Design Thinking model created by the Standford d.School, which includes the steps: Empathize, Define, Ideate, Prototype, and Test.

Design thinking steps: Empathize, Define, Ideate, Prototype and Test

Source: dschool.stanford.edu

The “Empathize” step in the Design Thinking process closely aligns to the “Research” step in LX Design, as “Design” aligns with “Ideate”, “Prototype” with “Build”, and “Test” with (of course) “Test”. This alignment makes it easy for a Learning Experience Designer to draw upon a variety design thinking techniques to support their work building learner-centered educational experiences. Some of the Design Thinking techniques most commonly used by LX Designers include:

  • Persona development: researching and creating an aggregated and detailed profile of the learners likely to be engaged in the learning experience
  • Journey mapping: creating a framework to identify key interaction points in a learning experience.
  • Rapid prototyping: building a number of prototypes to help visualize what a learning experience will look and feel like when complete.
  • “How might we” ideation: a process for quickly brainstorming as many possible design solutions that you can in a finite period of time to foster creative thinking.
  • Piloting: a longer-term test of your learning experience design solution, to gather information about it’s effectiveness.

These are just a few examples of Design Thinking techniques that can be easily utilized by LX Designers to support the learning experience design process. All of this is simply to convey that while Learning Experience Design and Design Thinking are not the same thing, Design Thinking provides a toolbox that LX Designers can draw upon to support the research, ideation, prototyping, and testing processes necessary for creating deeply engaging, creative, and learner-centered educational experiences. Those of us who teach Learning Experience design as a discipline and utilize it’s methodologies in practice emphasize the importance of being responsive to the unique needs of the learner. Design Thinking provides LX Designers with several useful tools to aid in the creative problem-solving that makes learner-centered design possible.

Brian Salerno is the program chair of the Master of Science in Learning Experience Design at Brandeis Graduate Professional Studies. He is the Associate Director for Learning Design in the Center for Digital Innovation in Learning at Boston College.

Brandeis Graduate Professional Studies is committed to creating programs and courses that keep today’s professionals at the forefront of their industries. To learn more, visit www.brandeis.edu/gps.

Top jobs for 2020 reveal demand for skills that may surprise you

LinkedIn released its third annual emerging jobs report last month, and, as expected, AI and automation technology will continue to drive job growth across the world. Here in the U.S., the top job trends reveal that data science, robotic software engineering and online learning are among the fastest-growing industries in 2020.

What may be more surprising is that the pervasiveness of automation will likely lead to an increase in demand for the soft skills that robots can’t duplicate. According to the report, “the future of the tech industry relies heavily on people skills” that are necessary to complement and grow new technologies. Companies will be looking for employees who can demonstrate competencies in management, collaboration/team-building, communication and other areas that are impossible to automate.

If you’ve decided to skill up in any of these areas this year, make sure you’re choosing opportunities that provide training in both hard and soft skills. Brandeis University offers online programs and courses that not only tie directly to today’s emerging industries, but also allow you to develop stronger communication and leadership capabilities. Areas of focus include:

Brandeis Graduate Professional Studies is committed to creating programs and courses that keep today’s professionals at the forefront of their industries. To learn more, visit www.brandeis.edu/gps.

Open source practitioners weigh in on new three-course professional specialization

This January, Brandeis University will launch the first phase of a three-course online professional specialization in Open Source Technology Management. The January course, The Business of Open Source, will cover the successful deployment of an engagement with open source production. 

OpenSource.com’s Don Watkins recently sat down with a cohort of practitioners behind the specialization, including Patrick Masson, general manager and board director of the Open Source Initiative; Carol Damm, director of programs and assessments at Brandeis University; Ken Udas, program chair of the Open Source Technology Management specialization; and James Vasile, Brandeis faculty.

An excerpt of that conversation is below. You can read the full article here.

Don Watkins: How will the course prepare students to successfully deploy open source software and effectively engage in open source production?

Patrick Masson, OSI general manager and board director: The OSI receives many questions from all sorts of organizations—companies, governments, non-profits—and individuals who are just beginning to explore open source software. Many of these inquiries share a few common themes around acquisition, implementation, support, and development, such as: How do we “buy” open source software, and where do we send the RFP? Do we need to hire a programmer if we use open source software? Will the open source project provide end-user or technical support?

The OSI hopes the courses can prepare students by introducing the business case for open source, including business models, the value proposition, organizational practices, and operational and community processes. There are actually three courses: The Business of Open SourceOpen Source Community Development, and Open Source Development Fundamentals.

DW: How will students be challenged to assess traditional organizational practices and measure their capacity to manage reform in light of the differences presented by open source? Can you teach open source? How do you assess community building? Can it be assessed?

James Vasile, Open Source Technology Management faculty: I don’t want to frame these classes as presenting an approach in opposition to traditional development models. Free and open source software (FOSS) is its own way of fostering technical collaboration. To think of it as “reform” or to define it in terms of other models is to miss the point. Open source strategies are useful, and they often appear right alongside other approaches.

Open source is a range of practices, a set of licenses, a diverse community, a strategic approach, and even an ethos. There’s no one thing to teach. Rather, it’s a whole field. Engaging that field can be useful if you know what you’re doing. Right now, the primary way people learn the field is by spending a decade contributing to open source efforts. We are distilling the lessons learned by many experienced practitioners and trying to help people climb the learning curve quicker.

Metrics are, of course, a huge topic in the FOSS world right now. There’s no one-size-fits-all way to measure or assess community health and growth. What we do have is a set of context-specific indicators that can fit narratives. These indicators tell you where to dig. You don’t know whether you’ve struck truth or not until you get below the surface.

Click here to register for the online course in the Business of Open Source

Brandeis University appoints data expert Mark Coleman as Strategic Analytics program chair

 

Brandeis Graduate Professional Studies has appointed Mark Coleman, Director of Business Analytics at Carbonite, as its new chair of the Strategic Analytics program.

In his role at Carbonite, Mark leads a multi-disciplinary team of data scientists, analysts, and data engineers that provide data-driven insight, analytical reporting services, and predictive modeling to all core functions across the company.

As program chair, Mark is responsible for ensuring that all Strategic Analytics courses adhere to the university’s high quality standards and that the program’s goals and outcomes remain current and relevant. His deep experience and knowledge of analytics as well the latest industry trends will help translate new in-demand skills into curriculum development. 

“I am thrilled to be joining the Strategic Analytics Program at Brandeis,” said Mark. “Analytics and data science have emerged as transformative technologies, driving innovation and disruptions to virtually every industry across the globe. As Program Chair, my role is to both thoughtfully champion the importance of analytics and data-driven thinking, and to ensure our program gives our students the critical intellectual and technical foundations to succeed in their analytics careers.”

Mark’s robust experience in data science and analytics includes senior analytical management and data science positions at Warner Brothers, The Hartford and Liberty Mutual. He also founded and served as CEO of a successful analytics consulting and forecasting practice for the institutional investment community, and is a regular speaker at analytics industry forums.

Mark has an MA in Economics from Boston College, and BAs in Applied Mathematics and Economics from the University of Massachusetts, Amherst.

 

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