To many graduate students who follow a more traditional academic schedule, summer means pressing pause on their journeys toward an advanced degree. For part-time, online graduate students in programs designed to run all year, summer provides students an opportunity to continue the momentum and complete a degree in less time than they would if their program followed a conventional dual-semester model.
Students enrolled in these types of programs may wonder how their course commitments will impact summer travel and vacation. But taking a summer course does not need to mean the end of your summer fun. Here are some tips for balancing your course load while still enjoying your family, friends, or solo beach time.
Create a realistic plan
As soon as your summer course syllabus is available, read through it. Make note of any big assignments, exams, and final projects. If you know that you are going to be vacationing or having a busy week, then plan to complete your assignments ahead of schedule. Be honest with yourself about how much time you are going to need for your course. One of the worst things you can do when trying to be efficient with coursework is not planning enough time for your assignments; it creates more stress and can lead to work that is not up to par with your abilities. Make time for your assignments by creating a weekly routine that is practical for you. Here are some time management apps that can help you do just that.
Make use of technology
Make use of Wi-Fi and the portability/mobility that comes with an internet connection. Brandeis GPS is an example of a school that allows you to take online classes from any location. You can download course materials directly to your mobile device or laptop while traveling, and also access your classroom while on the go (or by the pool).
Utilize the small moments
Whether you are hanging by the beach or travelling to Japan, there are always small moments when you are on the move but can find a break. There may be no Wi-Fi on a plane or in a car, but you can use the travel time to prep your next discussion response, read through feedback from your instructor, or jot down ideas for your final project. By taking advantage of these spare moments, you may not even realize you’ve chipped away at school-related deadlines.
Find a program that sets you up for success
Brandeis GPS’s upcoming 10-week session runs from July 17 to Sept. 24. Courses are fully online and designed with a learning experience that supports adults working full-time.
Students interested in a Brandeis GPS graduate program can take courses before starting the application process. View the July course schedule here. To speak with an enrollment advisor, contact email@example.com or 781-736-8787.
It’s that time of year again! A new set of students from Brandeis University’s division of Graduate Professional Studies (GPS) are preparing to walk across the stage in front of 275 friends and family members and receive the master’s degrees they so diligently worked toward.
GPS is thrilled to see our soon-to-be alums progress to the next phase of their professional development and career advancement. We extend an additional congratulations to the inaugural class of graduates from the Digital Marketing and Design and User-Centered Design programs, both of which launched in 2015.
This year’s commencement ceremony will take place on the Brandeis University campus on May 13, 2018, and will feature the following speakers/honors:
We look forward to sharing more commencement-related updates as the day gets closer. Follow along with us here on the blog and at #GPSclassof2018.
In 2015, Brandeis GPS profiled Kara Wasnewsky (Noonan), a now alumna of our Instructional Design and Technology master’s program. We spoke with Kara again in 2017 as she was getting ready to give her commencement speech last May. Now, almost a year later, we sat down with Kara and talked about her accomplishments and current job as an Instructional Designer at Regis College in Weston, MA.
In her role, she works one-on-one with faculty to design online and hybrid courses as well as offer guidance on integrating technology into the classroom. She also facilitates professional development workshops around instructional design and technology.
Read on for Kara’s thoughts on her journey to instructional design in her own words.
On her journey to instructional design:
Instructional design didn’t hit my radar until I started working for Pearson, an educational publisher. My role at the time was to project manage the development of media for their large courseware products, but what I really wanted to do was design them. Design strategy came from the instructional designers, so I set my sights on becoming an instructional designer.
As I finished my coursework in instructional design, I started considering opportunities outside of my current company and decided that I would like most to work directly with higher education faculty to design courses.
On what she finds particularly rewarding about working as an instructional designer in higher ed:
I have worked with a couple of faculty who were nervous about teaching online when they first came to work with me. Many of them did not believe that online courses could be as effective as the face-to-face courses they have been teaching. It is so rewarding to see these faculty start to get excited about their online courses and what they can do in the learning management system.
On the impact her Brandeis GPS degree made on her career:
What I learned in Brandeis’ Instructional Design and Technology program was immediately transferable to my role as an Instructional Designer. In the program, I learned the process of designing effective instruction, which is the same process I have the faculty implement for their courses.
Most importantly, I learned what the role of an instructional designer is and can be, which has been integral to my success. On my first day, it was expected that I knew the role and what I needed to do, and it is up to me to provide the strategy for moving instructional design at Regis forward.
On advice to those considering a career in instructional design:
To be successful in a role like mine you do need to be knowledgeable about instructional design and the common technologies used for instruction in a higher education setting. My advice for anyone considering instructional design is for them to pursue it. It is a challenging profession, but it is a lot of fun. There are a lot of exciting things happening in this field, especially in higher education.
It’s been great to talk with Kara over the years and see her evolve from student to commencement speaker to an accomplished instructional designer.
Brandeis University’s Graduate Professional Studies division (GPS) offers fully online, part-time master’s degrees and professional development courses in today’s most in-demand fields. With four 10-week sessions each year, students can complete their degree in as little as 18 months. Courses are led by industry experts who deliver professional insights and individualized support. Brandeis GPS is dedicated to extending the rigorous academic standards that make Brandeis University one of the top institutions in the country to a diverse population seeking to advance their careers through continuing studies. Brandeis is a medium-sized private research university with a global reach, dedicated to first-rate undergraduate education and the making of groundbreaking discoveries. The university’s 5,700 undergraduate and graduate students are motivated, compassionate, curious, and open to exploring new and challenging experiences.
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.
As an online student, it can be tricky to find the right place study – particularly if you’re someone who prefers a quiet work-space. If roommates, children, or even a busy street make it challenging for you to find a quiet study environment at home, we’ve got some tips for you!
Brandeis Bioinformatics student Donald Son and his team of entrepreneurs took third place in last Sunday’s university-wide SPARKTank competition, an annual live-pitch event hosted by Brandeis Innovation.
Competing against 12 other groups seeking seed funding to bring their startups to market, Son’s team received $10,000 to further their work on Green Herb Analytics (HerbDx). The California-based facility uses analytical chemistry, software integration and medicinal cannabinoid biology to provide quality assurance lab testing and ensure that the product entering the market is safe for human consumption. The startup also seeks to establish an innovative, cutting-edge brand with affordable prices.
While Son himself does not use cannabis, he has a personal connection to unregulated supplements and medicines and their impact on public health.
“I take herbs to manage my chronic fatigue syndrome and was initially concerned about what I was putting into my body,” said Son. “During my own research, I came across cannabis just as it was being voted on for recreational use in California. I felt the need to ensure the safety of this product to the consumer.”
HerbDx plans to put its seed funding toward a small lab space, a mass spectrometer to optimize pesticide testing, and to advance production and marketing efforts. Outreach efforts will include an increased digital and social media presence, partnerships with special interest groups, and visibility at trade shows and conferences.
SPARKTank is a live pitch event where Brandeis entrepreneurs compete for seed funding in front of a live audience. Thirteen teams comprised of Brandeis students, faculty and staff pitched their innovative ideas to a panel of industry judges with the hopes of receiving a portion of the $50,000 grant pool. The pitches included startups, technologies and entrepreneurial ventures, which demonstrated the extensive breadth of entrepreneurial spirit at Brandeis University.
In 2014, I was in pursuit of a career plan for the next 20 years of my life and chose to leverage my IT experience as a software developer to shift into consulting as a business intelligence and big data analytics expert. In search of a graduate program to help propel me into that evolving field, I spent more than 100 hours researching many data science and analytics degree options.
I found the Master of Science in Strategic Analytics at Brandeis University Graduate Professional Studies (GPS) to be the best fit for my life situation for many reasons:
Since I started the Strategic Analytics program with GPS in spring 2015, I have completed seven courses toward my degree thus far and plan to graduate in the summer of 2017. Much of the knowledge that I’ve gained from the coursework has been directly applicable to my current position as an archival data systems development consultant. From what I’ve learned, I’ve been able to conduct more focused data analysis and produce more meaningful results to management, which has helped me earn their confidence and trust. As a result, I was given the lead role in spearheading my client’s business intelligence and data management strategy for analytics in September 2015. My return on investment is being realized even before completing my degree requirements.
Charging through the academic rigors of the program’s coursework and research has been achievable without a major sacrifice from family time and other activities. Living and working in Charleston, SC, with my wife and five-year-old daughter, my evenings during the week and weekends are well-balanced. Not every evening is spent doing school work, which my wife is very happy about. While taking at least one course per term, I am able to work a challenging full-time IT job, lead a platoon size unit in the Army Reserve part-time, play drums in a professional local rock band, and spend plenty of quality time with my family. I am grateful to my employer who pays for my remaining 10 percent tuition out of pocket. Now that GPS offers a 15% discount on tuition for active military and veterans, that saves my employer and the VA around $500 per course. Choosing the MS in Strategic Analytics at GPS was one of my best decisions, as it has proven to better my quality of life.
Steve Boardman is a software development professional with over 20 years of experience providing leadership in developing IT solutions for a variety of industries. He specializes in Enterprise Architecture (EA), Business Intelligence (BI) Strategy, Enterprise Data Warehouse (EDW) Implementation, Service-Oriented Architecture (SOA), Systems Integration, Application Development, and Legacy System Migration.
GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).
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.
Want to hear about the Brandeis GPS student experience straight from a firsthand source? Meet Kara Noonan, a current Brandeis GPS student enrolled in the instructional design and technology master’s program. Kara is currently an Associate Media Producer at Pearson.
So why Brandeis GPS?
“After a great deal of intense research, I discovered that the Brandeis program provided the ideal integration of edtech and instructional design that I searched for, “Noonan said.
So far, it seems like her research and final decision to attend Brandeis Graduate Professional Studies is paying off. The skills learned from the classroom and fellow classmates have helped Kara enhance her overall career at Pearson.
“I learned how to create a goal or outcome in order for a video to have a lasting effect on a learner. With this in mind, I was able to design videos in a more critical manner and assure that the video met a certain expectation.”
In addition to classwork, online discussions with classmates enabled Kara to gain an overall bigger picture perspective of the instructional design industry as a whole.
“One of my classmates uses a Pearson math lab in their school. Students were able to add their opinions and critiques about the product which provided positives and negatives to a relevant real world device.”
Student interactions like these prove to provide very valuable and eye opening information into real world issues.
Overall, Kara was able to make a smooth transition to the online experience.
“Some aspects are similar to traditional classroom work while others vary greatly. As a quiet student, I find it easier to participate in discussions in an online environment and do not have to deal with the nerves involved with speaking in class.”
This seamless adjustment and valuable learning that has already been gained at Brandeis GPS makes Kara quick to recommend this program to her coworkers.
“Having an instructional design background is extremely beneficial. The program provides specialization, helps to shape the way you think about organization, and aids in transitioning into the digital world.”
Not only has Kara felt a deep impact from the Instructional Design & Technology program, but her impact was felt in the classroom as well.
“Kara is an exceptional instructional design student,” said program chair and instructor Brian Salerno. “She has the unique ability to immediately connect and apply the learning material to her own professional environment, and actively harnesses what she learns in order to continuously improve herself and her organization. Through sharing her insights and observations so generously, Kara promoted a more dynamic and interesting discussion among her classmates.”
Not subscribed to our blog?