Brandeis GPS Blog

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

Tag: Strategic Analytics (page 4 of 6)

#WhatsYourWhy Wednesday with Kristin Cataquet

We know that pursuing a master’s degree can be overwhelming, particularly for students who work full-time and are already balancing professional and personal commitments. We also know that every student has a unique reason that drives him or her to return to school and complete their degree.

Last fall, we held a scholarship competition and asked our students to tell us their story — their why — behind their decision to enroll in a graduate program. This series will profile our scholarship winners.

Read Part 1 of #WhatsYourWhy Wednesday here.


travel-kcataquet-e1458147356686Graduate Professional Studies:
 I’m here with Kristin Cataquet, a student in our Master of Science in Strategic Analytics program. Congratulations on winning our first “What’s Your Why” scholarship! Go ahead and introduce yourself.

Kristin Cataquet: Thank you! My name is Kristin Cataquet. I’m from Washington D.C. but currently live in Boston.

GPS: How many courses have you taken with GPS so far?

KC: I have taken six courses, and I’m taking two this semester.

GPS: Wow, you’re almost done!

KC: Yes, and I am very excited about that!

GPS: Tell me more about what you do for work.

KC: I am a quality data analyst at Keurig Green Mountain, the single-serve coffee brewer. My responsibilities differ by the hour. I often work with engineers and leadership; looking at different analytical models to gain insight and make better decisions for our company.

GPS: What made you want to go back to school to get your graduate degree?

KC: When I was moving to Boston, I realized that a lot of the jobs that I was applying to preferred candidates with master’s degrees. I decided to do some research and see what kind of graduate programs are out there, and Brandeis came up. I travel a lot for work, and Strategic Analytics was one of the only programs that offered the subject matter I wanted while still enabling me to do my job the way I need to.

At first, I was just looking for that graduate school check mark. But since starting classes and even before then, I started to realize that I really do enjoy bettering myself and becoming better every day. GPS has really helped me fulfill that want and that need.

GPS: That’s great to hear, and it also segues into my next question: what made you choose Brandeis over the other schools you considered?

KC: It was a combination of the online nature of the program, the availability of the instructors and just the overall coursework. I took an online class during undergrad and felt like I did not learn anything and was under-challenged. But it’s a completely different story at GPS. The program is incredibly challenging, and I find it awesome and effective in terms of learning and retaining the information because while you’re partially self-teaching, you have guidance. You have the advantage of studying subject matter that is as high-level or low-level as you want. That option is necessary for students in analytics, where every job and company is different. You want to learn as much as possible in as little amount of time to make yourself more valuable.

GPS: What else do you hope to get out of this program?

KC: I work in a company where analytics is a relatively new field, and a lot of the higher-level employees in our department have left. This has given lower-level employees the opportunity to lead the way, and it would be great to be able to do that accurately and effectively. So, my goal is not necessarily a promotion, but to feel more confident in my own abilities and what I’m capable of doing. I’ve learned that I really do love what I do. It’s kind of like figuring out that you’re a really good soccer player and then pushing yourself to become a professional soccer player. I’ve realized that I’m good at this, but I want to be really good at this.

GPS: Speaking of soccer, what are some of your hobbies outside Keurig and the classroom?


kcataquet-salsa-dancing-e1458147459657KC:
Besides my full-time job, I work part-time at my old company. Outside of that, I probably play volleyball four times a week and my husband and I do a lot of salsa dancing. We love to hike and we love to travel.

GPS:  Is there anything else you want to tell us about your experience with Graduate Professional Studies?

KC: When I came into the program, I really thought it was going to solely focus on analytics — that I would learn tools about modeling and other new skills. And that’s partially what’s happening. But there is also a whole other level to the program that’s surprised me: it’s learning about leadership, being a good employee and being a good boss. It’s learning to conduct yourself more professionally, building communications skills, and changing your approach to how you view a company. I didn’t necessarily know that I needed those types of skills, but all of the sudden, even after just my first term at Brandeis, I’ve realized I know so much more about my company and how it operates. It has been really rewarding to not only acquire skills on the technical level but on the leadership and professional level as well.

The Top 25 Jobs in America for 2016

The Top 25 Jobs in America for 2016

Job-sharing and recruiting website Glassdoor just announced the 25 best jobs in America for the upcoming year. Unsurprisingly, jobs related to data analytics and software engineering dominated the list:

 

 

 

 

 

 

 

 

 

 

 

Glassdoor based their ranking on the number of available positions, salary, and career opportunities. Many of the part-time, online master’s degrees at Brandeis GPS directly correlate with the fields and industries Glassdoor identified as playing a critical role in the 2016 job market. Follow the links below for more information on these programs.

Master of Science in Strategic Analyticsworking-300x212

Master of Software Engineering

Master of Science in User-Centered Design

Master of Science in Digital Marketing and Design

Master of Science in Project and Program Management

 

Learning Analytics

Data is increasing with the use of learning technologies, and data is being produced at virtually every learning footprint. The next step in the process is to take the data and analyze the connections to improve the entire learning experience.

Learning analytics is the measurement, collection, analysis, and reporting of data about the learners and their contexts for the purpose of understanding and optimizing learning and the environment in which it occurs. [1]

Learning analytics has been around for some time. Its origin can be traced to business intelligence and to predicting consumer behavior. Learning analytics in education has emerged in the last few
decades, and it follows similar analysis and predictive relationships. Learning analytics is growing to keep pace with deciphering patterns from huge data sets to further support and personalize the learning experience.

My interest in learning analytics stems from my research on learning style preferences. The hypothesis was that, if you could determine a user’s learning style preference, then you could optimally display content in a form to best suit the way a learner could interpret it; you could support their success. At that time, most analysis had to be completed prior to the learning, and then you could track users accordingly. Real-time data analysis was in its infancy. The vision then was that, in the future, this could be done via machine learning, with data analysis and dynamically serving up content in a format that learners best understood. Today, those capabilities exist in some learning management systems in the form of learning analytics and adaptive learning.

Currently, most learning management systems are able to track a student’s footprint throughout a course. It can document when a user logs in and logs out, and they can determine the type of content they viewed and for how long. They can also alert students to assignments, assessments and most course requirements, including their status within each course. Some learning systems have dashboards that indicate the students’ progress compared to their expectations and compared to their cohorts’ performance.

 

In my opinion, most learning management systems are good at data reporting, but they fall short in data analysis and in relationships. The challenge is to harness the data and to make reasonable connections, so that meaningful, positive and proactive interventions can be made; ultimately, we hope to improve the instructional process and student success.

Why use learning analytics:

Learning analytics has relevance and usefulness across various groups, including instructors, students, instructional designers and institutions.

Instructors:

Instructors can use learner analytics to gain insight into student progress:

  • Course navigation paths
  • Most popular content
  • Reflection time
  • Problem-solving
  • Measurement of student engagement and participation
  • Assignment and assessment completion

Analytics can also be used as an early warning system for at-risk students; they can trigger appropriate messaging.


Students:

Students can use learner analytics to gain insight into their progress:

  • Seeing their progress and grades
  • Tracking their progress against course requirements
  • Comparing their progress with their cohorts
  • Tracking content and resources

Instructional designers:

As computer technologies develop and more learning components are online, it is essential for learning specialists to evaluate the impact of each emerging technology and to investigate the strengths, weaknesses and appropriate applications for the learners. Sometimes, this is in the form of a retrospective analysis, but increasingly this analysis can be done closer to the time of the event for more agile course adjustments.

Learning analytics can also be used for continuous improvement of the learning design, such as increasing learner engagement, expanding knowledge retention and improving course and program
outcomes.

Institutions:

Learning analytics can be applied at the institutional level for reporting usage trends. In the future, courses could have personality profiles based on course metadata. These items could include tags, such as “projects-based learning,” “discussions,” “hybrid” and “synchronous.” Each metadata tag could also have an associated strength. Each student would also have his or her own evolving learning personality profile.

This data matching would be similar to how Amazon recommends products based on a customer’s purchasing history and behavior. To optimize student success, the recommendation engine architecture could suggest courses that best match the profiles and that mesh with individual learning styles.

Learning analytics—one view but not the whole picture:

It would be short sighted to think that the landscape of learning analytics is only within the confines of an online learning management system. It is increasingly apparent that the majority of learning
occurs outside of the learning management system; it is only the tip of the iceberg. Learning also occurs informally, such as through social media, experiences and discussions. Learning analytics should be inclusive, capturing all learning opportunities. The Experience API (xAPI) has been developed as a mechanism to record and track all types of learning experiences. Ultimately, inclusion of this learning data will broaden analysis and connections. However, in my experience in piloting the xAPI, it is more elusive than reality. It will take time for the experiential footprints to be folded into the mix of the learning data.

Summary:

Learning analytics is not a one-time, one-size-fits-all approach. It is dynamic, as the parts of the system change and grow. Learning analytics is an emerging field that can benefit many; it has the potential of being a significant factor in improving the overall learning experience in educational institutions or in corporate training.

References:

[1] Society for Learning Analytics Research, 2011.

[2] Low, G. (1995). A study of the effects of learning style preference on achievement in a medical computer simulation (Doctoral dissertation). Retrieved from UMI Dissertation Database (Accession No. ALMA BOSU1 21625699380001161)

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SPOTLIGHT ON JOBS: New England Quality Care Alliance-2 positions

spotlight-CHANGED-300x200SPOTLIGHT ON JOBS

Members of the Brandeis GPS Community may submit job postings from within their industries to advertise exclusively to our community. This is a great way to further connect and seek out opportunities as they come up. If you are interested in posting an opportunity, please complete the following form found here.

Where: New England Quality Care Alliance, Braintree, MA 02184

Position: Director of Data and Informatics

The Director of Data and Informatics will be responsible for providing oversight of informatics operations, data architecture, and the production cycle. They will also serve as the executive sponsor of the data governance committee, and will be ultimately responsible for the success of all governance initiatives. They will be heavily involved in all vendor relationships that fall under their realm of responsibility, working with the Director of IT.

 

To receive full consideration for this position, candidates are asked to submit a Resume/CV and cover letter with salary requirements to the careers site.


Where: New England Quality Care Alliance, Braintree, MA 02184

Position: Senior Healthcare Analyst

The Sr. Healthcare Analyst will perform analysis, synthesis, and modeling of data to support system contracting, performance reporting, physician and hospital benchmarking, financial planning, and forecasting processes.  The Healthcare Analyst will build strong working relationships with key internal and external customers, acting as the liaison between end users and the development team to ensure the needs of the business are met through reporting.

 

To receive full consideration for this position, candidates are asked to submit a Resume/CV and cover letter with salary requirements to the careers site.

Please make sure to reference seeing these positions through the Brandeis GPS job spotlight post.

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SPOTLIGHT ON JOBS: MGH

spotlight-CHANGED-300x200SPOTLIGHT ON JOBS

Members of the Brandeis GPS Community may submit job postings from within their industries to advertise exclusively to our community. This is a great way to further connect and seek out opportunities as they come up. If you are interested in posting an opportunity, please complete the following form found here.

WhereMassachusetts General Hospital (MGH), Division of Gynecologic Oncology

About: The Center for Gynecologic Oncology provides individualized, compassionate care and the most advanced treatments for women with all gynecologic cancers, including:

Position: Part-Time Statistical Programmer/Data Analyst

The Division of Gynecologic Oncology at the Massachusetts General Hospital is looking for a part time statistical programmer/data analyst to assist with programming for grant-funded projects investigating quality of health care, primarily focusing on care for cancer patients.

  • This individual will create data sets, create statistical programs and algorithms, conduct statistical analyses, and interact with organizations such as health insurance companies that provide data.
  • Typical activities involve analyses of large-scale, longitudinal data sets containing health-related information obtained from Medicare, insurance companies, and other sources.
  • Activities may also involve the creation of database management systems for projects that involve primary data collection.
  • For all projects, information from multiple data sources and files are typically merged to create analytic data sets. Individual will be responsible for merging data files, documenting steps taken to merge files, documenting any new variables created for analysis, and creating statistical programs and algorithms needed for analysis.
  • Once analysis goals are set, the Data Analyst will conduct analyses under direction of the project Principal Investigator and other Co-investigators, but will make independent decisions about how to implement analysis most effectively and accurately and how to report results.
  • Additionally, the analyst ensures that tables, figures and text of reports accurately reflect the results of the analysis.
  • The job offers the opportunity for one-to-one mentoring, authorship in peer-reviewed studies, and direct exposure to academic medicine.

Requirements: 

  •   At least 2 years of experience in SAS programming, experience with other languages (e.g., STATA)
  •  The ideal candidate will have a masters or higher in biostatistics and experience analyzing Medicare and/or other health insurance claims datasets.

 

Interested candidates should send their resume and cover letter to Alejandro Rauh-Hain at jrauh-hain@partners.org.

Make sure to reference seeing this position through the Brandeis GPS job spotlight post.

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Special Webinar Event

Webinar Icon

This Tuesday, September 22nd at 7pm

Brandeis GPS presents the Special Event Webinar via Adobe Connect

Pitch Perfect™: How to Tailor Your Thought Leadership, Branding and News Outreach to Capture Interest and Build News Stories

Led by Christine Dunn, Founder and President of ArcPoint Strategic Communications

How you pitch a story to the news media can make or break whether or not journalists pick up the story. Maximize your success by understanding the news cycle, the newsroom, the different types and styles of writers, and how to tailor your outreach to best meet the needs of those writers. Understand how a bit of research up front can greatly increase the efficiency and efficacy of your outreach efforts; why aligning strategic communications and public relations with overall business goals is critical to success; and how to evaluate and interact with the media to tell the story you want to tell.

RSVP here

 

 

ChristineDunn-ArcPointWebinar9.22Christine Dunn is an award-winning media strategist who has received global recognition for her multimedia campaigns. In 2014, she formed ArcPoint Strategic Communications to offer media advisory and education services to senior executives. She honed her skills at Bloomberg News, working as a reported, editor and senior manager, in Bureau Chief of Boston, the company’s second-largest market in North American. Christine also serves on the Executive Committee of Tufts University’s Entrepreneurship and Leadership Program Advisory Board.
Connect with ArcPoint Strategic Communications on Twitter at @ArcPointSC and by visiting their website, www.arcpointstrategy.com

SPOTLIGHT ON JOBS: Brandeis GPS

vintage theatre spot light on black curtain with smoke

SPOTLIGHT ON JOBS

Members of the Brandeis GPS Community may submit job postings from within their industries to advertise exclusively to our community. This is a great way to further connect and seek out opportunities as they come up. If you are interested in posting an opportunity, please complete the following form found here.

Title:  Adjunct Instructor

Where:  Graduate Professional Studies, Brandeis University

Graduate Professional Studies (GPS) welcomes applications for its adjunct faculty pool on an ongoing basis.  As a general rule, our adjunct faculty have earned a master’s degree and many hold additional academic degrees and industry-specific credentials.  They have professional expertise which they bring to the online class discussions.

Our 10-week courses are taught fully online, with no set days or times for interaction.  Previous experience teaching online is not required; GPS offers a comprehensive training program for qualified instructors.

If you would like to be considered, please review our part-time applied master’s degree programs and submit an application, which includes an uploaded current resume or CV.

Brandeis University is an equal opportunity/affirmative action employer. It is the policy of Brandeis University not to discriminate against any applicant or employee on the basis of race, color, religion, sex, sexual orientation, age, genetic information, national origin, veteran status, or disability. We encourage women, persons with disabilities, and veterans to apply.

Current Openings

Adjunct Instructor, User-Centered Design

Adjunct Instructor, Digital Marketing and Design

Adjunct Instructor, Strategic Analytics

If you are interested in teaching for GPS, either in one of the course clusters listed above or in another GPS program area, please:

  1. Review our GPS Adjunct Instructor qualifications.
  2. Explore our Programs and Courses and our individual course descriptions.
  3. Complete an application, being sure to specify your particular program or course(s) of interest.
  4. We will contact you should any related positions become available.

Companies Our Faculty Represent

As industry leaders and active professionals within their areas of expertise, our adjunct faculty hold positions or have served as consultants at leading organizations, including the following:

Companies Our Faculty Represent
Amgen Fidelity Investments
AMR Research Harvard Medical School
Babson Capital Management LLC IBM
Biogen Idec Novartis
Comprehensive Power Inc. Pfizer, Inc.
Dana-Farber Cancer Institute Raytheon
EMC Schrodinger, Inc.
EMD Serono Shire Human Genetic Therapies
Sun Microsystems

 

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Brandeis GPS Commencement Wrap-Up

Written by: Kelsey Whitaker, A Senior at Brandeis University

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Amyntrah Maxwell & Rabb VP Karen Muncaster

On May 17th, to the sounds of “Pomp and Circumstance”, the Rabb School of Graduate Professional Studies‘ class of 2015 donned their caps and gowns and received their diplomas. The ceremony awarded Master’s degrees in various fields  including: Bioinformatics, Health and Medical Informatics, Information SecurityIT ManagementProject & Program Management and Software Engineering. Students sat proudly and  enjoyed the student and main commencement speaker’s words of wisdom for their future.   As working professionals in their respective fields, each degree recipient juggled work, school, and personal  matters in order to earn their master’s degree.

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Student speaker, Louis Rosa III

The student speaker for the day was Louis Rosa III, who earned his Doctor of Medicine from Georgetown University’s School of Medicine and has over 30 years of experience in the fields of neurosurgery and radiation therapy. However, the day of commencement Rosa walked out with a newly earned diploma in Health and Medical Informatics. After all of his experience, why did Rosa pursue his degree from Brandeis GPS? “No matter how many patients I saw, I couldn’t have enough of an impact,” Rosa explained. Rosa went on to explain the impact his new degree would have on his career and his life.

The main Commencement speaker, Curtis H. Tearte, is a 1973 Brandeis graduate and also a  current Board of Trustees member. Tearte has vast experience in technology and business as former director, vice president and general manager of IBM “My experience at Brandeis exponentially changed the arc of my life,” he explained to the graduates. Tearte is also the founder of Tearte Associates, a firm dedicated to seeking out students with academic potential to become Tearte Scholars through his Family Foundation. His advice to the graduates was, “Keep putting out good and it will come back to us tenfold in unexpected ways.”

Commencement speaker, Curtis H. Tearte

In addition to the speakers, the Outstanding Teacher Award Recipient was presented to Leanne Bateman. Teaching at Brandeis since 2007, Bateman serves as Academic Program Chair and a faculty member for Project and Program Management and Strategic Analytics. Congrats, Leanne!

Congratulations to the 2015 graduates! You did it! Good luck in all your future plans and endeavors.

Want to see the live stream of commencement? You’re in luck! Watch it here.

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What you missed at the Analytics 360 Symposium

By Ariel Garber

Brandeis Graduate Professional Studies hosted the Analytics 360 Symposium on Wednesday, April 8, 2015 at Brandeis University. The symposium took a look at using analytics to guide strategic, operational and tactical decisions specifically in the areas of education, healthcare and business.

The sessions covered a wide range perspectives within the analytics field, from The Open Data Analytics Initiative, to 10 Steps to Tracking Engagement and Influence Online, to A Holistic Approach to Being Data Science Driven.

The keynote speaker was Dr. Robert Carver, award-winning Professor of Business Administration at Stonehill College as well as Adjunct Professor at the International
Business School at Brandeis University.Dr. Rob CarverOther sessions included The Application of Analytics in the Student’s Academic Lifecycle session led by Leanne Bateman, Faculty Chair for Strategic Analytics at Brandeis University and Principal Consultant for Beacon Strategy Group, a Boston-based management firm specializing in project management services.

Screen Shot 2015-04-21 at 2.25.35 PMOther speakers, including professors, leading executives, and researchers, focused on topics such as publicity, e-learning, and big data. Alan Girelli spoke on The Open Data Analytics Initiative, with a comparative discussion of Learning Analytics (a link to his presentation is available here). Girelli is the Director of the Center for Innovation and Excellence in eLearning (CIEE) and has taught online, on-ground, and blended writing and instructional design courses at the graduate and undergraduate level for UMass Boston, Worcester Polytechnic Institute, and ITT Technologies.

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We want to extend a big thank you to our panelists, Rob Carver, Leanne Bateman, David Dietrich, Shlomi Dinoor, Alan Girelli, Haijing Hao, and John McDougall. The event was sponsored by Basho, Soft10, Brandeis International Business School, EMC and E-Learning Innovation.

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Brandeis expands online course offerings with Learning Analytics graduate certificate

New fall program combines data analysis with the expanding field of online learning

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Brandeis University’s Graduate Professional Studies division (GPS) will launch a fully-online graduate certificate program in Learning Analytics in September 2015, the university announced today.

Designed to be completed in 1.5 years or less, the program is for professionals with strong backgrounds in education, instructional design, or institutional research. Cross-disciplinary in nature, the certificate will provide students with the foundational tool sets and theory of business intelligence and data analysis. These skillsets are necessary for evaluating the effectiveness of courses, programs and instruction, and prepare students to fill a highly in-demand skills gap in a burgeoning job market.

“As the learning analytics field continues to evolve, it is more important than ever before to use the technology and data we have available to us to understand and, ultimately, enhance the learning experience,” said Brian Salerno, director of Online Learning and Instructional Design at Brandeis GPS.

The five-course, 15-credit certificate program draws heavily from two existing Brandeis GPS master’s degrees: Instructional Design and Technology and Strategic Analytics. Applicants are expected to possess a post-graduate degree in a related field as well as three years of relevant work experience.

In addition to the new Learning Analytics certificate, Brandeis GPS offers eight fully online part-time master’s degrees, including Strategic Analytics, Bioinformatics, Health and Medical Informatics, Instructional Design & Technology, and Software Engineering. All Brandeis GPS programs are asynchronous, providing students with a flexible and convenient approach to completing their degree.

Students interested in applying to the Learning Analytics certificate program should complete their application by Aug. 11, 2015. Students also have the opportunity to take a course prior to applying for admission. Registration for the summer 2015 term opened on April 14, with courses beginning May 20. For more information about Brandeis GPS, please visit www.brandeis.edu/gps.

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