The Brandeis GPS blog

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

Category: Faces of GPS (page 1 of 3)

Faces of GPS: Kevan Kivlan

Meet Kevan Kivlan, MS, who serves as a Director for the US General Services Administration in New England. Kevan is responsible for the overall regional stakeholder program management where he oversees a team who provides program, project and acquisition advice to federal, state and local governments. In 2010, Kevan received an M.S. in Project and Program Management from Brandeis University after completing his undergraduate studies at Assumption College in Worcester, MA in 2002.

Kevan transformed his role from Brandeis GPS student to Brandeis GPS instructor in 2017, and now teaches RPJM 115: Challenges in Project Management alongside his professional career. In the following Q&A, he discusses what led to this transition, what has come of it, and how this shift in roles has impacted both his educational and professional spheres.

Q: Where are you from and where do you currently live?

A: I live in Gloucester, MA with my wife and our 2 children. For those unfamiliar with Gloucester, it is a coastal city on the north shore of Massachusetts. Historically Gloucester is known as a fishing community, it’s beautiful beaches, and it’s arts. We love living in Gloucester because of its island feel and our many friends. I originally grew up in Chelmsford, MA where I attended Chelmsford Public Schools.

Q: Tell us what led you to enroll in Brandeis GPS as a student.

A: I had been researching a master’s degree program with flexibility and local to Boston. During this time, a friend of mine, who I worked with at the time, told me about the Brandeis Program and Project Management degree program. I researched it, took a couple of sample classes and decided it was the right program for me.

Q: What did you enjoy the most about your student experience?

A: The student experience at Brandeis was great. I really enjoyed being surrounded by early, mid, and later career classmates who brought such a wide variety experience from different industries and backgrounds. This contributed to a diverse and rich learning environment. I graduated in 2010 and was happy to experience this same experience again in 2017 when I started teaching at GPS.

Q: Why did you want to become an instructor for GPS?

A: I taught high school early on in my career and loved it, but had never considered becoming an instructor until Leanne Bateman invited me to apply in 2010. At the time, I actually passed on the opportunity because my wife was just about to have our first child, [but] I didn’t stop thinking about potentially teaching down the road. So in 2015, I reached out to GPS to see if the invitation was still there, I interviewed and was fortunate enough to be chosen for the position.

Q: What is your favorite thing about teaching?

A: The communication between students and our classroom exchanges. The students at GPS are extraordinary. They are diligent, intelligent and the professional experiences they share to enrich the learning environment.  The participation element of the GPS courses is definitely a highlight and reinforces the subject matter with real-life questions and content.

Q: Do you feel that teaching for GPS has continued to support your own professional development?

A: Of course, teaching challenges me to stay relevant in my expertise, experience, and knowledge of the subject matter. It also inspires me to write and organize my thoughts on course subject areas.

Q: How does what you’ve learned at GPS and what you’ve learned throughout your career inform what you teach your students?

A: Having been a student in GPS helps because I can always ask the question, what would Kevan the student have done? This serves as sort of a benchmark for the level of effort and quality when I am considering a student’s performance. Now, I am not saying I was the perfect student, but I know I put a ton of work into each course I took, so I have that to measure against. And obviously, I follow the course rubric, but it helps to have the experience of being a GPS student. Additionally, being a GPS alum helps because I experienced great instructors like, Anne Marando, Leanne Bateman, and Laurie Lesser, and know what a really great classroom environment looks like based on their example.

In terms of my career, I would like to think I bring a seasoned perspective with plenty applicable experiences from the many professional positions I have performed. I try to weave those experiences into the classroom discussions and course announcements as much as possible to expand on the subject area and ask questions that are relevant to the students.

Q: Was there anything in particular about your student experience that shaped your approach to teaching?

A: This is a tough question because I had so many great instructors. Rather than a specific encounter, conversation or assignment, I think I would say it’s just a general characterization of my experience in words. The 3 words that describe my experience are fairness, flexibility, and responsiveness. In terms of the classroom experience being a challenging master’s level course, this goes without saying, so I think these are the characteristics I strive to deliver to the GPS students who attend my class.

Q: Having worked in program management for several different levels and branches of government, how do you apply what you’ve learned to such a diverse range of projects?

A: One of the things about Government is there are always many stakeholders with a wide variety of objectives. One of the main things Brandeis taught me was a systematic, yet flexible, method of planning and executing strategies to meet stakeholder expectations. Most importantly, GPS emphasized this is through building relationships, including stakeholders in the process, and making sure they know what to expect in terms of communication.

Q: What are some noteworthy projects you’ve managed?

A: I have managed lots and been involved in lots of projects. The last project I consulted on, outside of my normal job, was a Light Art Festival in Downtown Crossing called, ILLUMINUS. I helped the LuminArtz and ILLUMINUS team kick things off, organize a project charter and begin their planning. In this same vein, in my free time, I am also currently helping LuminArtz collaborate on their next light art project with a local museum.  Unfortunately, I can’t talk about it too much yet.

   

Q: How do you try to inspire the same interest you have for project and program management in your students?

A: By sharing my experience and encouraging to look at their everyday experience as relevant to their coursework and learning.

Q: What kinds of skills does your course equip your students with?  

A: The course I teach right now is called Challenges in Project Management. We explore a ton of current topics and challenges in the subject area. The one thing I try to emphasize to my students is to see beyond the challenges presented and visualize the potential opportunities that are possible because of the circumstances. I guess I try to help students see the positive in the challenges presented, not to sugar coat things or avoid facing the negative, but to instill the idea in business every experience is something we can learn from to improve on, build on, and capitalize on in the future.

Q: What do you like to do outside of work/school?

A: Spending time with and enjoying my family. Going out to dinner with my wife. Enjoying the beach in the summer, especially after work. Visiting as many playgrounds as possible with my children. Eating coffee ice cream with chocolate sprinkles, and finding TV shows I can binge watch (right now we’re watching The Good Place). My other like is grocery shopping, which I think is something from when I was a child and my memories of grocery shopping with my mother.

Q: Anything else you’d like to tell us?

A: I am always open to chatting about ideas, questions, experiences, so reach out to me via LinkedIn. Hope to see you in the classroom.  And in case you’ve been wondering, it’s Kevin with an A.

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Meet your enrollment advisor

If you’ve ever reached out to learn more about a course or program at Brandeis GPS, you’ve most likely had a conversation with Christie Barone.

As GPS’s senior enrollment coordinator, Christie works diligently with prospective students to help them decide if online learning at GPS is the right fit for them. She also advises students who have taken GPS professional development courses.

From a relatively young age, Christie knew that she wanted to work with people in a way that would allow her to have a real impact on their lives. Christie grew up in the culturally and economically diverse Framingham, Mass. – formerly the country’s largest town and now a recently-minted “city.” When Christie was in high school and her mom went back to work, Christie received an unexpected opportunity to gain a more nuanced understanding of what it means to be a strong professional woman in a so-called “man’s world.”

Later, while working in Spain as an English teacher with high school students, Christie tapped into and deepened her capacity for patience and empathy as she helped her students learn a new language. She recalls her time working and traveling with her students very fondly, and holds on to the important lessons she learned as their teacher.

Today, Christie relies on these experiences for her work with prospective and non-matriculated students, and has found that sometimes a student just needs to hear someone say: I understand – it’s not always easy…Let’s talk about some possible solutions. Christie finds great joy and satisfaction in seeing a student who was so uncertain about their ability to get their master’s go from enrolling in a single course (just to “test the waters”) to taking that leap and enrolling in a graduate program.

Those who work with Christie know that she is dedicated, compassionate and hardworking. She deeply values her relationships with the students and prospects she advises and seeks to empower others to pursue their dreams.

Faces of GPS is an occasional series that profiles Brandeis University Graduate Professional Studies students, faculty and staff. Find more Faces of GPS stories here.

 

 

Five ways to close the gender gap in FinTech

By Ashley Nagle Eknaian

It’s no secret that women in both banking and technology tend to be in the minority. When you combine those two fields into the phenomenon that is FinTech, “super minority” becomes a more accurate label. In recent years, organizations like Girls Who Code and Girls Who Invest have made a tremendous effort to encourage young women to take an interest and pursue careers in STEM fields. Supporting and championing these types of programs are vital to create meaningful change for the gender gap in the coming decades. However, we also need solutions that can benefit women currently in the workforce. Here are five things that can help increase gender diversity in FinTech today:

1.  Show woMEn the money. Startups with at least one female founder received only 10 percent of all venture investment from 2010-2015 . Attracting more capital to startups with at least one female founder isn’t about equal opportunity. It’s about funding scalable, profitable businesses that research shows post greater returns for their investors over time. For investors out there looking for the next unicorn, women-powered startups are an underrepresented resource for potentially big ideas.

2.  Welcome aBoard! Currently, women make up only 8 percent of FinTech directors globally. However, studies indicate that diverse teams perform better and deliver stronger financial outcomes. Different backgrounds, cultures, experiences, etc., are what inform our own unique perspectives on the world. Collectively harnessing the power of “different” by forming diverse teams promotes an environment of professional challenge and diversity of thought. If you are a founder looking for advisors, or a board member with no female counterparts, consider the power of “different” and make a difference by adding female board members.

3.  Help wanted. Managers tend to hire people with similar backgrounds, which can lead to homogeneous teams. If you are hiring, make sure you have a diverse (including both male and female) pool of candidates for any open positions. There are some fabulous companies/technologies out there that can help hiring teams mask demographic data at all stages of the recruiting process to level the playing field for both gender and ethnicity. Fun fact: In 1952, the Boston Symphony Orchestra pioneered the idea of blind auditions (performing behind a screen) to mask the identity of performers. It took decades, however, these types of auditions were instrumental (pun intended) in increasing the number of female orchestra performers by 30 percent.

4.  Pay it forward. According to a recent study, only 54 percent of women have access to senior level mentors. If you have been successful in finance, technology and/or FinTech, mentorship is a great way to support others who are still climbing their way up.  Be the mentor that you needed early in your career, share your experiences, and encourage future women leaders to break down barriers standing in their way. This isn’t just a one-way street either; reverse mentoring is a great way for leaders to keep pace with a multi-generational workforce, changing consumer expectations and the latest tech trends.

5.  Mind the gap! Address the issue head on – there is a gender diversity gap in FinTech, and we cannot overcome this challenge unless we have real conversations with one another. Talk about it, talk with colleagues, peers, managers, investors, advisors, founders, mentors, and mentees. Share fears, concerns, goals, and aspirations. Ask questions and discuss things you can do to make a change (maybe starting with items 1-4 on this list). There isn’t a simple answer or a one-size-fits-all approach. The only guarantee we have, however, is that if we do nothing, we’ll make zero progress.

Ashley Nagle Eknaian is the program chair of the MS in Digital Innovation for FinTech at Brandeis GPS.

“Where everybody knows your name”

By Nicole Russo

I don’t think that I realized this at the time, but a major contributing factor in my pursuit of a career in higher education was community. In my own undergraduate experience, I felt support from my fellow peers, as well as mentorship and guidance from the faculty and staff. I had not experienced this same sense of belonging in a school community before and consequently, I really cherished it.

When it came time to graduate and decide upon a first job, I realized that I never wanted to leave the college setting. And I didn’t. I spent the next five years doing work in admissions and student affairs on various college campuses in the Boston area. I had the opportunity to work with different student age groups and within a variety of campus cultures.

Similar to my undergrad self, a value that I have seen within all student demographics is a desire to belong and to find our place in the grand scheme. In choosing to pursue higher education, we all put so much on the line. Our time, our financial resources, our hopes for the future. It’s a vulnerable time of life, whether you are 18 or 68, and it can feel like a gigantic leap into the unknown.

My aim as a student advisor at Brandeis GPS is for my students to feel supported and to never feel that they

are going at it alone. In being enrolled in an online, part-time graduate program, I recognize that being a student is only a singular aspect of a student’s identity. My goal is to approach student advising with this consideration at the forefront and to recognize how the dimensions of our lives intersect. For instance, the birth of a child or the death of a family member has the potential to impact academic performance in a course. I want to be able to know about these happenings, so that we can collaboratively seek out resources and create solutions. I hope to get to know my students as whole people.

Sometimes when I think of community, I think about the NBC sitcom Cheers that depicts a Boston neighborhood bar where “everyone knows your name.” Like the bar regulars in Cheers, I hope that my students similarly feel seen, heard and valued at Brandeis GPS. I am looking forward to accompanying you as you create your community here.

Faces of GPS is an occasional series that profiles Brandeis University Graduate Professional Studies students, faculty and staff. Find more Faces of GPS stories here.

From Brandeis, to Brandeis

After starting his master’s as an undergraduate, a Brandeis University alumnus proves that full-time work and graduate school can co-exist.

Three days after graduating from Brandeis University with a BS in Health: Science, Society, and Policy (HSSP) and a minor in Economics, Allan Chuang (class of 2017) enrolled in the university’s Health and Medical Informatics (HMI) program — a master’s of science degree offered through the university’s division of Graduate Professional Studies. Brandeis GPS caught up with Allan to learn more about his new life as a part-time graduate student and what motivated him to continue his Brandeis education.

The first time Allan Chuang learned of Brandeis GPS was through an email sent by the university’s registrar during the first or second week of his senior year. After reading that graduating seniors could enroll in GPS’s online graduate courses, he began researching programs and discovered that the HMI program and Brandeis GPS offered courses that would expand his current access to health policy education.

“I found that HMI is very similar to HSSP and since GPS was offering the program’s intro course, I just decided to give it a shot,” said Chuang.

This past spring, Chuang enrolled in Perspectives on Health/Medical Information Systems. Despite taking four other courses during this last undergraduate semester, he found the workload manageable and enjoyed the flexibility of online learning. In addition to setting aside blocks of study time and finding new coffee shops to work from, he also stressed how discipline and self-motivation were critical to his academic success.

“Taking a GPS course is like going to the gym,” said Chuang. If you go to the gym every day with a routine schedule, you get in the habit of putting in your work.”

After graduating from Brandeis last May, Chuang accepted a position at a travel tech start-up in Taiwan. Despite working 50-60 hours each week, Chuang enrolled in a second GPS course and recently applied and was accepted into the Health and Medical Informatics program.

“People in my classes aren’t just students, they are also very experienced healthcare professionals — some have been in the industry for more than 15-20 years,” said Chuang. “We have very vibrant discussions. It’s a good opportunity to network and get to know people in the healthcare fields.”

Those vibrant discussions are at the heart of each GPS course. Chuang looks forward to the weekly feedback he receives from his instructor, which challenges him to engage even more deeply in peer-to-peer dialogue.

Chuang decided to continue his education at Brandeis GPS because of the university’s dedication to academic excellence and high reputation in the greater Boston area. The fact that students have up to five years to complete their degree, and that Brandeis GPS gives Brandeis alumni a 15% tuition discount on online classes, also motivated him to enroll.

Faces of GPS is an occasional series that profiles Brandeis University Graduate Professional Studies students, faculty and staff. Find more Faces of GPS stories here.

Can mono-solution providers survive?

By Mike Storiale

When FinTech began its ascent, single-solution providers opened the door to expertise and simplicity rarely brought to the table by traditional banks. Solutions designed to meet unique needs created excitement from consumers and investors alike.

Throughout the industry, experts discussed the need for an open architecture from banks and FinTechs to empower customers to build a set of financial solutions that worked best for them. As the industry matured, however, it became apparent that a more rudimentary problem was holding FinTechs back – a balanced business model.

Over the past 25 years, we’ve witnessed the rise and fall of innovative companies that created a single solution with little diversification. The dot-com crash in the early 2000’s was full of well-intentioned problem-solvers who built great organizations, but lacked the contingency plan a balanced product offering affords. They were flying high without a net.

Customers Are Finicky

The mono-solution business model that most FinTechs chose excited customers who could relate to specific problems they felt their banks were not solving. When early entrants offered a better way to send money and alternative lending options, as well as simpler checking accounts, they seemed attractive in an industry that traditionally ignored outcries from its customers for better products.

Moreover, customers had often been plagued with the decision fatigue that came with traditional banks’ offerings of multiple variations of each product, few of which fit anyone perfectly.

But while consumers were willing to try new products that FinTechs brought to the table, they remained reluctant to leave the mainstream banking system for a new financial lifestyle. For banks, this gave them the opportunity to win customers back as they developed complementing products to compete with the innovators creeping in on their space.

Even though research showed that few consumers ever felt “warm” with their bank, often ranking them just slightly less hated than airlines and cable companies, it was difficult to leave the one-stop-shop that was completely intertwined with their everyday lives. Though cobbling your perfect financial offering together sounds utopian, for most consumers it was simply more work than they were willing to take on.

A Risky Model

While the boon of the early years may make some think otherwise, FinTech is not immune to typical business risks. One of the core rules of business is to diversify your product offering to protect yourself, though when we begin new technology ventures, we often believe that we will be able to succeed on a single solution. FinTech’s rise began during a time filled with historically low interest rates, massive changes in regulation, and a consumer base willing to try new things.

While this opened the door for success, it also meant that it mattered less if a start-up’s balance sheet was diversified enough to withstand market fluctuations, because fluctuations simply weren’t happening. Solutions that focused on lending to consumers outside of the traditional market didn’t have to experience the risks of a volatile rate environment. As the inevitable becomes reality, however, speculation circulates as to whether an unbalanced offering can withstand the storms the financial industry often faces.

In addition to market risks, the gap is narrowing in the “tortoise and the hare” race between FinTechs and Bank’s. Even the smallest banks have begun investing money into innovation, while the ones with significant capital have started entire technology hubs and enacted strategies to acquire their biggest tech challengers.

Although big banks continue to face regulatory scrutiny of their core business model, they have evolved and learned how to innovate, catching up in the race to grab customers with products that differentiate themselves. At the same time, FinTechs are finding it difficult to maintain the minimal regulatory oversight that enabled the rapid growth seen in the early years of innovation.

Last month, SoFi filed the paperwork to obtain an industrial bank charter, opening the door for the online lender to offer the same core banking services as its mega-bank counterparts. SoFi’s bold step is not the approach taken by all FinTechs, but many continue to look for partnerships with more full-service financial companies to ensure revenues continue to flow, even if their core business falls out of favor.

The Tipping Point

The outlook for the next five years in FinTech growth may closely trend with the growth in new bank charters. While de novo bank growth stalled after 2008, the up-tick in 2015 and 2016 highlights start-ups that believe they can become successful hybrid organizations; part bank, part FinTech.

Still, taking the hybrid path isn’t without its own challenges. Stringent capital requirements, intense regulatory oversight, and the difficulty of growing a balanced product mix can make it unattractive for entrepreneurs and investors alike.

Mono-solution providers should evaluate the future of their revenue stream to determine if diversification can help mitigate their risks in a changing market.  If they are able to take their innovation into new, multi-service arenas, we can expect to see unprecedented growth in the industry.

Mike Storiale is an Adjunct Professor in the Digital Innovation for FinTech program at Brandeis University Graduate Professional Studies. He teaches a graduate course on the global economy and the emergence of FinTech. 

“What’s an instructional designer?”

By Lance Eaton

That’s always the first question I get when I tell people that I am an instructional designer (an ID for those of us “in the know”).

It all started when I was 6 years old, and my dad asked me what I wanted to be when I grew up. I peered up into his face and said with an earnest seriousness that no child should muster, “I want to be an instructional designer.”

Ok, that’s a lie. In my career as an instructional designer, I’ve never met anyone who wanted to become one when they grew up. In fact, many of them, like me, stumbled onto this career and realized they’d come into their calling — and that people would pay them to do something they rather enjoy!

Probably a year before I became an ID, I couldn’t tell you what an ID was. “Ummm…they design instruction?” In 2011, I was teaching full-time as a part-time instructor (or as I called it, the adjunct shuffle), patching together 6-8 courses a semester at six different institutions. Technology was my saving grace in that it helped me implement different and interesting projects without completely losing my mind (or my students’ papers). As a result of some of that work, I was soon asked to present on how I was using blogs, social media and other technology to enhance learning. When an ID position opened up at North Shore Community College, I was encouraged to apply given my skill set both with teaching and learning with technology, but also for my ability to effectively explain this work to colleagues. The rest is, as they say, history (ok, there’s a few more pieces to it, but this is the abbreviated blog-version!).

Helping instructors think about technology and pedagogy is the essence of instructional design. Eventually, I developed a succinct answer to the question above: “I work with instructors to develop online and hybrid courses or utilize other technology in pedagogically sound ways that maximizes learning and minimizes frustration for learners and instructors as much as possible.”

But even that description often needs further explanation. In comparison to the physical classroom, online instructors and students are thousands of hours behind when it comes to experience. Instructors have vast quantities of implicit knowledge about what works and doesn’t work in the physical classroom as a result of their own education, their teaching experience, and disciplinary expertise. However, that implicit knowledge needs to be made explicit in the online environment so that both instructor and student can succeed. This is where IDs come in; helping instructors figure out exactly how they can be effective in this new learning environment. It’s a rewarding opportunity — I get to meet different instructors with unique approaches to teaching and learning that I am then able to share with other instructors for consideration as they make their journeys into the online learning experience.

So with that, I’d like to say that I’m really excited to land at Brandeis GPS with some amazing colleagues and fantastic instructors. I look forward to learning and growing, which, as quintessential life-long learners, is something ID folk love to do.

Lance Eaton is an instructional designer at Brandeis University Graduate Professional Studies. His previous work includes working at North Community College and Regis College as instructional designer. He is currently working on his PhD in Higher Education from University of Massachusetts, Boston.

Countdown to Commencement: (Re)Meet Kara Wasnewsky, Brandeis GPS Commencement Student Speaker

In 2015, Brandeis GPS profiled Kara Wasnewsky (Noonan), a student in our instructional design graduate program. Two years later, we are thrilled to announce that Kara has been selected as this year’s student commencement speaker. We recently had the pleasure of speaking with Kara about her journey and how her experience in the MS in Instructional Design and Technology has influenced her career path.

When she started the part-time, online graduate program, Kara was an Associate Media Producer at Pearson looking for a master’s degree that “provided the ideal integration of edtech and instructional design.” We checked back in with Kara recently and to hear her reflections on her experience in the IDT, the impact it had on her career, and advice she has for future students.

A more strategic role

A year after Kara began the program, she was promoted to a learning tool strategist. Now, instead of working on media components that go into larger products, she creates more complex learning tools that can be used within a product or on their own. Working on instructional videos and other learning tools, Kara explained to us how her video production methods have evolved even further as she continued the program.

“I learned to utilize visuals and narration to create an effective learning experience. When designing instructional videos you must be cautious of cognitive overload. I have been much more deliberate about the decisions I make for the visuals used in the videos I produce. I make sure that the visuals enhance the concept that is being discussed in the video, rather than just being there to decorate the screen.”

Kara also noted that the most rewarding outcome of the program for her is the confidence she has gained. “With the knowledge and skills gained through the Brandeis program, I have become much more confident in my ideas. I speak up much more on the projects I work on because I know what will be most beneficial for the learner and can back up my ideas with science.” Building on her new skills gained through her master’s degree, Kara hope to one day transition to an instructional designer at a college or university, working closely with instructors and immediately track the impact of the learning experiences they create.

Learning from peers

While in the IDT program, Kara was able to learn from her classmates, not just her instructors. She noted this as a valuable part of her learning experience.

“Fellow students are really key to these online courses, since a lot of our understanding comes from the sharing of ideas between us. My classmates came from various roles in higher ed, k-12 and corporate training. I work in a corporate environment, but I create learning experiences for undergraduate students, so I really took a lot away from the variety of backgrounds.

Reading the interpretations of a concept from these different perspectives helped me to understand it in new ways. Without the diversity of the class, I would have just interpreted things as I understood them through the context of my experience working at an academic publisher. I would not have uncovered the nuances with how things can be applied in different settings. It really made for some interesting discussions.”

As a creator of online learning tools, Kara is a proponent of the benefits of the online classroom, and thinks that the greatest benefit of this learning style is the opportunity for thoughtful reflection.

“In a face-to-face course discussions happen spur of the moment, so it is difficult to really have rich discussions. I was always quiet in classes, so I rarely even participated in discussions. In the online courses at Brandeis you are required to post weekly to a discussion board and to comment on two posts of your peers. The posts that are made are always very thoughtful, since the student has time think about what they are going to post before they do.”

A note to future students

Kara advises future students to “think about what your personal goals are for obtaining the degree and make sure that you get everything you can out of the program. Many of the projects that will be completed in the program can be tailored to your specific interests, so if you identify those interests early you will have an impressive portfolio of work that is in line with your personal goals.”

Kara certainly followed her own advice and we look forward to hearing about her future accomplishments. Congratulations Kara and the entire class of 2017!

This year’s 2017 commencement ceremony will take place on Sunday, May 21, at 8 a.m. Follow #GPSclassof2017 to be part of the celebration!

Brandeis GPS announces new Information Security Leadership program chair

GPS recently named Joseph (Joe) Dalessandro as the Information Security Leadership program chair. In this new role, Dalessandro, who previously served as an instructor in the program, will recruit and mentor faculty, oversee course quality, and advise students on program and course requirements.

Joseph (Joe) Dalessandro

Joseph (Joe) Dalessandro, the newly-appointed Brandeis GPS Information Security Leadership program chair.

Dalessandro was selected for his extensive experience in information security, technology audit, and risk and people management. After graduating cum laude with an MS in Information Security from Norwich University, Dalessandro spent four years in Australia as the Head of Internal Audit for the Asia-Pacific region comprising Australia, Hong Kong, Singapore and Japan for Vanguard, the largest mutual fund company in the world.

Eventually, Dalessandro transitioned to Vanguard’s US information security team, where his role was part advisory — serving as a liaison with the firm’s Asia-Pacific offices — and part operative, performing information security risk assessments of Vanguard’s vendors and partners.

Brandeis GPS’s online Information Security Leadership program seeks to create the security leaders we need in the ever-advancing digital age. The program equips students to:

  • Develop a business case for investing in security and risk management.
  • Inform and influence senior executives to commit to obtaining and maintaining this investment.
  • Oversee the planning, acquisition and evolution of secure infrastructures.
  • Assess the impact of security policies and regulatory requirements on complex systems and organizational objectives.

We are so pleased to channel Joe’s global perspective and extensive experience into the Information Security Leadership program at Brandeis!

Brandeis GPS student to receive national award for achievements in health and information technology

The Healthcare Information and Management Systems Society (HIMSS) will award GPS Health and Medical Informatics student Jill Shuemaker with the Richard P. Covert, PhD, LFHIMSS Scholarship for Management Systems, a national award recognizing her contributions to the field of health and information technology in 2016.

The award coincides with Shuemaker’s emergence as a national expert in health and medical informatics. As a registered nurse with Virginia Commonwealth University Health System, Shuemaker developed a patient-centered, analytic, teamwork-based approach that single-handedly ensures her organization’s electronic quality measure program fully meets federal regulatory requirements. She also advocates on a national level for advancing patient care through sound measurement design, implementation of quality program changes and vendor accountability.

Jill Shuemaker

Jill Shuemaker, a Brandeis GPS Health and Medical Informatics student

“HIMSS is proud to honor individuals that have made significant contributions to our mission of improving health through the use of information technology,” JoAnn W. Klinedinst, M.Ed., CPHIMS, PMP, DES, FHIMSS, vice president, professional development, HIMSS North America said in a press release. “Congratulations to all of the award and scholarship recipients for their achievements and for their skills and expertise focused on improving health and healthcare through the best use of IT.”

Shuemaker is currently enrolled in the Health and Medical Informatics graduate program at Brandeis University’s division of Graduate Professional Studies. As a part-time, fully online student, Shuemaker continues to advance her career as she works to improve and transform the healthcare industry.

In addition to her work as an RN, Shuemaker is a Certified Professional in Health Information Management Systems (CPHIMS) and Co-Chair of HIMSS National Quality and Safety Committee, where she interacts directly with clinicians, technical staff, and even federal officials on a routine basis.  She will officially receive her award later this month at the HIMSS annual Awards Gala in Orlando, Florida.

About Brandeis GPS

Brandeis University’s Graduate Professional Studies division (GPS) is dedicated to bringing an exceptional graduate education experience to adult learners across the country and the world. The division’s catalog of 12 fully online, part-time master’s degrees and certificates represents today’s most innovative industries, offering students opportunities to advance in management, technology, data informatics, marketing and other fields. With small classes, a convenient and flexible approach to online learning, and faculty who are leaders in their industries, GPS fosters a community that is mindful of its students’ professional, academic and personal commitments. As a leading research university and member of the prestigious Association of American Universities, Brandeis fosters self-motivated, curious students ready to engage new experiences and global endeavors. The university is widely recognized for the excellence of its teaching, the quality and diversity of its student body and the outstanding research of its faculty.

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