How Excelsior Awakened Lauren Harlow’s Passion for History

Posted on by Excelsior Staff

Twenty-four-year-old Lauren Harlow never expected to find herself researching and writing about artifacts and historical documents at Historic St. Luke’s Church, the oldest church in Virginia. But, after her experience in Excelsior College’s history curriculum, and with encouragement from her Excelsior professor Robin Campbell, Lauren’s volunteer experience at St. Luke’s has helped her discover her true passion.

“My entire Excelsior experience gave me the confidence to take on new tasks,” Lauren says. “If it’s possible, I would be thrilled to work at St. Luke’s full-time, and Excelsior truly helped me discover that interest.”

Lauren, who lives in Norfolk, Virginia, began her Excelsior career in fall 2015 pursuing an associate degree in liberal arts with a focus in history. She discovered Excelsior through her husband, Andrew, a lieutenant in the United States Navy and an Excelsior alumnus with his bachelor’s degree in liberal arts.

“It was a great experience for him, and he spoke very highly of the Excelsior professors and course structure,” Lauren says. “My experience has been much the same. The convenience of Excelsior is great, and I can access educational resources at any time of the day.”

Andrew’s career requires the family to move frequently, so when deciding to pursue higher education, Lauren knew she needed something flexible that would allow her to adhere to her own schedule while receiving a high-quality education that positioned her for success.

“As a Navy family, we completed two moves when I was studying for my associate degree, and we went through a six-month deployment,” Lauren says. “Not having your partner there is certainly one of the hardest things, and it made school challenging. But, I could chat and email my peers and professors at any time and have in-depth conversations. It felt like I was actually in a classroom.”

Lauren, an avid learner and history buff, participated energetically in all her courses. After completing her general education classes, she delved into more specialized courses, learning about the histories of eclectic subjects like pirates and witches. It was within Excelsior’s history curriculum that Lauren was introduced to Historic St. Luke’s Church, a 17th-century historical site in Isle of Wight County. Programs there preserve, promote, and interpret the 100-acre site.

As a part of her public history class, Lauren had to search for a job in the Norfolk area that she found interesting and relevant to her field of study. She came across a position as a volunteer historical research assistant at St. Luke’s, and at first, she didn’t plan on applying. However, her instructor Robin Campbell encouraged her to pursue the opportunity to grow her professional skills and become involved in the community.

Lauren decided to apply to the position and she was accepted. From October 2017 through January 2018, she performed online research to update the church’s artifact database, wrote blog posts for the church’s website, and networked with other professionals and institutions to exchange information and insight.

“There are so many aspects about Historic St. Luke’s Church that I love, but one of the most interesting experiences was learning the remarkable stories behind the historic building,” says Lauren. “When you inspect the church very closely, you realize there were so many decisions, people, and amazing things that led to it standing there, right in front of you.”

Though Lauren hadn’t initially intended on working at St. Luke’s, the skills and knowledge she attained while attending Excelsior allowed her to excel.

“Many skills that I learned through Excelsior transferred very nicely into being a historical research assistant,” Lauren says. “Excelsior gave me skills in critical analysis, writing, problem solving, and communicating, which all helped me perform my job well at St. Luke’s.”

Lauren’s volunteer term has ended at St. Luke’s, but as that chapter of her life comes to an end, another begins. Armed with her associate degree, Lauren will return to Excelsior in fall 2018 to pursue her bachelor’s degree in history, which will allow her to continue to pursue her passion.

“Excelsior has proved to fit my life, no matter what challenges arise,” says Lauren. “My goal is to work as a curator within American history, and I know a bachelor’s degree with Excelsior will provide me with a solid foundation. I’m really looking forward to the next couple years with them.”

 

Professional Advice from Lauren Harlow

On networking:

Connect, connect, connect. Whether it be volunteering or testing out an internship, start and start now. Building a network takes effort and it takes time to benefit from that network. The larger your network and more connection you have adds value.

On trends within her industry:

There’s been a major push for a complete digitization of archives, not only to preserve history, but also to make history more accessible to the general public.

On the best books she’s read for her industry:

Any book on the Constitution is going to change your life. “The 5,000 Year Leap” talks about the constitution from the perspective of the founding fathers. I use quotes from it all the time. I would also recommend “Decision in Philadelphia.” In contrast to “The 5,000 Year Leap,” this book gives more of a technical approach to how the Constitution was written.

On time management:

Everyone is different, but what works best for me is writing down all my tasks. I write down everything I have to do in a particular week, break that down into tasks for the day, then down to the hour. The key is to create and stick to a schedule that works for you.

What one thing do you know now that you wish you knew when you were getting your Excelsior degree?

Get plugged into a historical community early. Your experience can benefit the organization as well as your own career in the long run.

Best advice for the business world:

Keep an open mind no matter what line of work you’re in. Consider the other side of the argument before you draw any conclusions.

 

Tips for Managing Stress

Posted on by Marisa Iacobucci

When I was in graduate school for social work, every professor without exception emphasized the importance of self-care. I heard time and again that taking time out to relax, exercise – whatever it takes to manage the stress – was critical for success in school. My first thoughts: What time? Where is this magical time coming from? With a full-time course load and managing my home life, where exactly will I find time to relax? Back then, when I had that rare extra moment, I fell asleep!

Does this sound familiar? I have good news – there are some simple things you can do to manage the stress in your life. The reality is that, with some exceptions, stress (good or bad) isn’t going away. However, being proactive on how to manage the challenges we face is helpful.

One powerful stress management tool I often use is tapping. Tapping, also known as EFT (Emotional Freedom Technique) is a form of energy medicine and involves tapping on various acupuncture points on the body. Gary Craig, one of the early developers of EFT, has an excellent video outlining the basics of the EFT process. This, too, can be done anywhere and at any time. I encourage you to give it a try!

Another very simple and quick technique I use to calm my stress is Soft Belly Breathing. This short breathing meditation involves breathing in through your nose and out through your mouth, slowly and deeply. When you breathe in this way, you cannot be anxious, because it’s not physiologically possible for your body! Go to the Center for Mind-Body Medicine to listen to James Gordon, creator of Soft Belly Breathing, teach soft belly breathing. Once you’ve learned it, you can do it anywhere – before a test, in a traffic jam…anytime.

Lastly, the messages we tell ourselves on a regular basis – that inner chatter – can be powerful. Give yourself healthy, calming messages. These may be short sentences, such as “I will remember to breathe as I write my final paper.” Or, you may want to use simple meditations. I want to share this brief meditation from the book “Savor: Mindful Eating, Mindful Life” by Thich Nhat Hanh, which can help you set an intention for your day:

As you wake up each morning and before you get out of bed, breathe three in-breaths and out-breaths, repeating the following verse silently for each in-breath and out-breath:

Breathing in, I fill my new day with

joy/ faith/ love/ gratitude/ mindfulness/ ease/ harmony.

Breathing out, I smile.

For the in-breath, choose one of the words that most appeals to you. 

Interested in learning more about managing your stress? Register for HSC402 Managing Stress today! This course teaches many practical strategies to alleviate stress.  For now, as you finish reading this, take a nice deep breath.

 

Facial Exercises for Anti-Aging

Posted on by Jeff A. Pence

Changes in how we look occur naturally as part of the aging process, but fortunately, not all is lost in this battle! As is the case with many things, we do have some control over this process. Facial muscle exercises are not at all dissimilar to resistance exercise elsewhere in the body. As little as 30 minutes a day of focused facial muscle exercises can maintain tone in the facial muscles and help us to look and feel younger.

In a proof of concept study, researchers at Northwestern University found that by spending 30 minutes a day exercising the muscles of the face, participants were able to tighten and lift the cheeks to appear younger. The participants practiced 32 different facial expressions which they generally held for one minute each.

One exercise, “The Cheek Lifter,” consists of working the cheek muscles. The steps are as follows: Open your mouth and form an O; with your lips over your teeth, smile to lift your cheeks; place your fingertips lightly on the top part of the cheek so you can feel them lifting; and repeat the up and down motion for one minute.

The changes in the study participants were blind-assessed by dermatologists by looking at their before and after photos. Doctors used a standardized facial aging scale and rated 19 features at the beginning, middle, and end of the study. At the start of the study, the dermatologists rated the patients to be 50.8 years on average; because of the exercises, that dropped to 48.1 over the course of the study.

It’s important to realize that chronological age is not the only factor involved. Stress, lack of sleep, poor nutrition, and a sedentary lifestyle can accelerate the effects of aging and make individuals appear older

To learn more about this and other relevant topics, consider taking HSC 316: Mind, Body, and Health. The course is interesting, informative, and introspective and shows us that taking an active role in monitoring risks to our health can really pay off.

Course Feature: Tech 230: Technology and Society

Posted on by Jenna Kerwin

The synergistic relationship of technology and society spans from the age of early man with the invention of simple tools, to the 15th century with the invention of the printing press, to modern times with the computer. TECH 230: Technology and Society covers technological change from historical, artistic, and philosophical perspectives and its effect on human needs and concerns. Students will particularly study the causes and consequences of technological change and evaluate the implications of technology.

Bei Liu, a Business & Technology faculty member, explains TECH 230 is one of the core components in the arts and sciences, and covers a wide range of topics related to the social sciences, technology, information technology, history, and communications. Students in the Bachelor of Professional Studies in Technology Management and the Associate in Applied Science in Technical Studies programs would particularly benefit from the course, but Liu says, “I think many students should be interested in this course because of the fun topics this course covers.”

Students who take this course are able to: differentiate the major technological innovations that have shaped modern society; illustrate the role technology has played in the evolution of social advancements; identify key figures in the development of technology; and examine causal relationships that spring from any technological change. Students are also able to explain the link between technology and the natural world; categorize major historical and technological influences on society; interpret technology’s impact in key areas of life such as medicine, warfare, and education; analyze the impact of inventions and inventors and their effects on society; and distinguish between technological advancement and societal progress. Through this course, students also improve their research and writing skills.

Liu says students are especially interested in this course because it includes cutting-edge information. It seems students agree; comments range from “I did learn some cool things about technology and society” to “the class is very informative and promotes group participation.”

Consider signing up for Tech 230: Technology and Society next semester to learn about the fascinating evolution of technology and its effects on human society.

Nurses Can Make a Difference in Health Care Policy

Posted on by cmosca

The first step in advocating for health care policy change is to be aware of what is happening in health care reform. As Congress debates the merits of the Affordable Care Act (ACA) and considers alternatives, nurses can advocate changes that bring positive outcomes to patient care. As these debates unfold, bear in mind how the proposed changes, and the dismantling of the Affordable Care Act, will affect the patients you see every day.

The ACA was not perfect, and it was expected that modifications would be needed as time went on. However, it was a first step toward health care reform and generated many positive changes. Some of these were: expanded coverage for mental health and substance abuse, allowing children to remain on their parent’s insurance until age 26, mandated coverage of pre-existing conditions, and increased funding for preventative care. These are just a few benefits; there are many more. All of this is now at risk as Congress struggles with the enormous task of building a new health care system. How will your patients suffer if these benefits disappear? How will society suffer?

There are more than three million nurses in the U.S. Your one voice can make a difference, and many voices together can make an even bigger difference. The American Nurses Association has put together a toolkit for nurses to advocate for policy changes. There are instructions for more humble tasks such as emailing congressional representatives and for more ambitious activities such as writing a letter to an editor or visiting a congressional town hall. It doesn’t matter which task you embrace—they are all valuable and can make a difference in the outcome of health care policy decisions. Collectively, our voices can be strong, but doing nothing gets exactly that: nothing. Consider taking a moment out of your busy lives to advocate for health care policy changes that will positively impact patient care outcomes. You can make a difference.

Getting Through the Night Shift

Posted on by Lynda Holt

It isn’t uncommon for nurses to at some point in their career to work the night shift. Some nurses like to work late knowing they will get the opportunity to be a leader. There are fewer people working, so the opportunity to stand out and be recognized as a professional in the field can happen at night when it could be possible to be overlooked during the day.

Nicole Helstowski, MSN, RN, NE-BC, a faculty program director at Excelsior College explains, “the autonomy that prevails on night shift can assist nurses in developing their leadership skills, communication skills, and collaboration skills at a more rapid pace than day shift nurses.” Patient behavior can also be different during the night, posing challenges that night nurses need to deal with, often with little assistance from co-workers. Helstowski notes, “Patients with delirium or sundowner’s syndrome can make night shift challenging. Confusion can cause a patient to get out of bed and fall, or pull out a drainage or intravenous device…serious issues tend to happen in the night. It is very satisfying to know that while the rest of the world is sleeping, I was awake and there to help that person in their time of need.”

And as health professionals know, nights will full moons bring in higher numbers of people in need. “Doctors and nurses have long known that the night of a full moon will create high acuity and abundant patient needs for the healthcare team,” says Helstowski.

According to the American Nurses Association, working night shift can raise your risk for car crashes, the risk of developing obesity and Type 2 Diabetes, and increase your risk for cancer. Helstowski suggests, “Many nurses gain weight on the night shift. It’s easy to reach for a sugary, high-calorie snack to combat fatigue. The cafeterias are not open at night, and so you are stuck bringing in food from home for a meal or visiting a vending machine. Meal planning and keeping healthy snacks in your locker can prevent hunger pains that may cause you to make poor food choices.”

Vitamin D may also become more important.

“Taking a high-grade Vitamin D supplement was necessary to improve a Vitamin D deficiency that occurred early on in my night shift career,” recalls Helstowski. “Because night shift workers are not exposed to much sunlight, they are at greater risk for Vitamin D deficiency. Deficiency can lead to brittle bones, fatigue, and pain in the muscles.”

So, what can you do to help yourself stay healthy while working the night shift? Keep healthier options available that are easy to grab as you run out the door to work. This can include healthier or organic options of frozen meals, precut vegetables, low fat cheese sticks, Greek yogurt, low-sugar protein bars, and other option you prepare at home and brown bag to bring to work. Remember to bring vegetable and protein snacks so that you are less likely to grab a candy bar or bag of chips from the vending machine. If you have a locker or place to store items, keep protein bars, pouches of tuna, or other snacks that are shelf stable for those times when you forgot your lunch or snacks at home. Drink plenty of water throughout the night.

Other tips from Helstowski are:

  • Use caffeine as necessary to stay alert (especially mid-shift)
  • Stay warm. The natural drop in body temperature at night can make you feel sluggish so dress in layers.
  • Get on a routine sleep schedule. Check with your co-workers to see what works for them, and be willing to try new things. This can include sound machines or ear plugs to drown out extraneous noise. Try room-darkening drapes or an eye shade to help you get into sleep mode.
  • Give yourself time to adjust, and remember why you chose to work nights. It may be to cut back on child care expenses, to spend time with an aging parent, or your own personal reasons.

What It Takes to Be a Nurse

Posted on by Ellen LaDieu

Caring, motivation, persistence, expert knowledge, and the ability to translate knowledge into action are vital qualities that successful nurses use each day in their profession.

Caring is essential for a nurse and a client to interact and help each other. (You’ll notice I did not say “for the nurse to help the patient.”) Jean Watson, founder of the Watson Caring Science Institute, developed her theory of Caring Science which explains how two people meet, interact, and how the interaction can benefit both parties, like the nurse and the client. Caring (personal concern) is the essential component that facilitates this.  A desire to help can be a driving force for the person considering nursing. The nurse must set the stage to develop and provide caring moments for the clients. Although caring is seen by some as a one-way street from the nurse to the client, Watson’s two-way perspective offers a more symbiotic relationship between the nurse and the client. The caring interaction greatly enhances the nurse’s satisfaction.

Motivation is necessary as nursing practice continues to change based on new information and studies. New nursing theories and evidence-based practices arise from developments in science. The nurse must be a lifelong learner, changing his or her practice to use the best new techniques supported by evidence. Being motivated to help the client stimulates the nurse to continue to improve their practice. The registered professional nurse role can be a challenging one and motivation helps the nurse move forward each day.

Persistence and tenacity are the staying power of the nurse. A nurse’s role is not necessarily an easy one and being highly focused helps when times become challenging.  Oftentimes the nurse needs to fine-tune a plan of individual nursing care or an action plan to resolve a unit problem.

Knowledge/expertise associated with the science and art of nursing is the basis of what it takes to be a nurse. Knowing how people/clients respond to different diseases, situations, and circumstances is important to anticipate how an individual may react.  The nurse uses this data to develop a patient-centered plan to help the patient meet their goals.  A nurse’s knowledge is layer upon layer of anatomy and physiology, microbiology, psychology, and sociology at a minimum. The broader the nurse’s knowledge base, the easier it may be to help the client to achieve desired goals.

The ability to translate knowledge into action is important in nursing. Knowing evidence-based practices that might help with a problem; the individual client and their preferences; and one’s self, helps the nurse prepare for a successful interaction. The nurse must be confident and able to coordinate and/or perform psychomotor skills.  Evaluating the care provided allows the nurse to determine how to improve the plan for a current client and future ones.

Advice From Our No. 1-Ranked MBA Program

Posted on by Excelsior Staff

We wouldn’t have been able to achieve the 2017 No. 1 ranking in enrollment for MBA programs by the Albany Business Review without two things: our expert faculty and our talented students.

So in honor of our nearly 500 current students and more than 700 alums, we wanted to tap the expertise of our deep roster of faculty members to provide some of their educated insight across a variety of topics to help you take the leap to an Excelsior MBA, thrive in the online learning environment and find the right job after graduation. Learn more about our MBA programs here.

 

Gary Stroud (Adjunct Business Faculty since 2014):

Getting an advanced degree is quite an accomplishment. According to the Census Bureau, 8% of people 25 years old or older get a master’s degree. You are in the minority in the USA. You set yourself apart from the ordinary. Your legacy is being created.

 

Dr. Jan Tucker (Adjunct Business Faculty since 2012):

Undergraduate curriculum is focused on knowledge acquisition while graduate programs focus on knowledge transfer. In the Excelsior MBA program, instructors act more like a ‘guide on the side’ versus a ‘sage on the stage’. We facilitate the MBA programs to focus on critical thinking, analysis and problem-solving by using case studies and critical review assignments that address relevant issues facing businesses today. Our goal is for the Excelsior MBA graduate to be positioned as a strong, analytical leader who can address the issues facing business in the 21st century!

 

Dr. Cory Kanth (Adjunct Professor of Economics since 2016):

Why does an advanced degree feel so rewarding?

An advanced degree demonstrates to yourself and employers that you have advanced analytical and technical skills that are relevant and of great “currency” in today’s world, where individuals with the widest ability to solve problems of ever-evolving natures and of great complexity hold the keys to professional success.

No. 1 tip for juggling grad school with work/family:

Try to complete assignments prior to their due date. Family and work bring adult learners unexpected events “in the moment,” and it is easiest to handle academic responsibilities when your mental focus is not stretched by competing or emergency demands of children, loved ones or professional responsibilities. “Done before it is due” should be your maxim.

Why it’s never too late to change careers:

Changes in technology move quickly, imposing new and varying demands for skills and knowledge. No area is immune from this, and the hallmark of the future will be our ability to adapt and to apply analytical skills that machines perform relatively poorly. These skills – whenever they are acquired – will safeguard your future. It is never too late to develop abilities that expand the range of opportunities available to you.

Networking advice to maximize the grad school experience:

Most employment is the result of knowing the right person or being aware of an opportunity. Do not undervalue opportunities to become acquainted with what your peers are involved in. These connections may place you in just the right spot at the right time to take advantage of something important for your future, – that you would not have come across otherwise.

How to find the best job opportunity after graduation:

Do not rely solely on large agencies that disseminate employment listings online. Check listings for employers in your area, or in areas you would be interested in living. Take advantage of employment fairs. Actively let friends and colleagues know you are in the market, since they may pass along promising items. Acquaintances can really help assist you in finding employment. Also make sure your resume follows suggested guidelines for your field and is tailored specifically to highlight abilities or experience that an employer advertises their interest in, demonstrating your “fit” and allowing you to rise above other applicants with parallel skills.

Why choose an online education:

Online education offers students a surprisingly social and non-intimidating environment. Online classrooms facilitate supportive interaction between students, and students and professors. Online discussions allow students to examine course content critically, and to determine for themselves how and where these concepts are practically relevant, enhancing memory storage. Content is analyzed critically for its relevance and application. Students are pushed to relate and draw associations, heightening their ability to recall course content. Students may role-play and consider situations from multiple perspectives relevant to their functioning practically as a professional, expanding their ability to apply prior knowledge and to marshal current concepts appropriately.

Adult students have substantial prior knowledge, and their awareness and understanding of new content expands and grows more detailed as they choose aspects of the course content to focus on or investigate, allowing incorporation of previous experience, and triggering of greater interest. Role-centered activities typical to online coursework allow instructors to strengthen students’ efforts to apply domain-specific knowledge, expand their critical understanding of content, and develop leadership skills and creative and critical thinking skills as they develop arguments and presentations. Interaction with peers is a significant factor assisting students in developing the self-regulation necessary for working with others effectively. Online courses like those offered by Excelsior College foster knowledge acquisition, appropriate and varied application of knowledge in environments found in a real-world context, retention of knowledge, and development of personal skills necessary for personal and professional success.

How to thrive in the online college environment:

Students should take advantage of opportunities for social interaction central to online coursework. Online classrooms foster mutual support. Each person’s voice is valued and contributes positively to the experience of the whole class. All activities foster analysis and consideration of multiple perspectives. As students support each other actively in their learning, they grow personally, academically and professionally in the process.

Differences between undergraduate and graduate study:

Graduate school combines knowledge acquisition with knowledge and skill application in a way that undergraduate work does not. Undergraduates are not often asked to apply their skills and knowledge in a practical context, nor to perform tasks that would be required of them in a professional, real-world environment. Graduate students actively consider real-world application of their skills. They also investigate multiple approaches to real-world problems critically and analytically.

What types of students are most successful in Excelsior’s graduate programs?

The most successful students take responsibility for their learning by taking advantage of all resources offered to assist them in their coursework, including peers and instructors. Students that actively seek guidance when they have questions are usually the most successful. Whether a student is struggling with technology or course content, instructors are employed to provide support, but they also enjoy interacting with students and applying their knowledge to assist others in moving forward. Fellow students feel a sense of collegiality in an online classroom and are very willing to offer advice and direction. The most successful students will also be those who manage time effectively and are organized in their approach to moving through course material.

Keys to standing out in the Excelsior graduate application process:
Reflect on how the program you are applying to is ideally suited to where you want to be in the future. As you present yourself, choose your words or inclusions to illustrate why you would be a good fit for the program and how it relates to your career aspirations. Consider yourself as a brand and “market” yourself, emphasizing character traits, achievements and experiences that make you unique, illustrate your commitment, tenacity, responsibility and ability to overcome problems, adapt and serve others. These qualities correlate with personal and professional success and assure the school of your ability to succeed in the program.

What’s most rewarding as a graduate school faculty member at Excelsior?

The most rewarding aspect of serving as a graduate school faculty member at Excelsior is the opportunity it offers to support students as they develop the skills, knowledge and personal and professional attributes that will better their lives and serve as the “capital” they will build upon for the rest of their lives. Excelsior College is focused on the educational growth of its students, and every aspect of the college supports this. I love being a part of that effort and seeing the impact as students benefit from Excelsior’s unique and cutting-edge programs and instructional techniques.

 

 

Michael Johnson: Leadership Inspired by Students

Posted on by Maria C. Sparks

Some people in the Excelsior College community know Michael Johnson as the associate dean of technology in the School of Business & Technology. Others know him as a two-time graduate of the College. Still, others know him as the instructor of the leadership course in the MBA program.

Johnson has been teaching BUS 552: Leadership each term for the past two years. The course focuses on the leadership process within the broad context of organizational dynamics. Students in the course examine leadership from the perspectives of the leader, the follower, the situation, and leadership skills. Johnson, who has a doctorate in organizational leadership from the University of Phoenix, finds leadership to be a passion.

“Leaders can influence people and have an impact on how organizations perform,” he says. “I enjoy developing relationships with people where I can mentor them and hopefully improve their careers. It is rewarding to see someone you mentored have a successful career.”

For that reason, his inspiration is the students in the course. As a Navy veteran, he particularly enjoys the interaction with military servicemembers. He has been where they are, and because of that, he can relate to them and all online learners balancing work with education.

“I was in their shoes. I walked in their path to get where I’m at with the degrees,” says Johnson. “It’s the same thing when I go to the [nuclear] plants or talk to some students who work at the plants. I was a manager when I was going to school … I tell them if I can do it, they can do it.”

Johnson was a nuclear limited duty officer in Norfolk, Virginia, a Navy nuke working shifts and attending night school when he found Regents College [forerunner to Excelsior], most likely through the base’s education office. At Regents, he took exams to earn the remaining upper-level credit he needed and within two months he earned a bachelor’s degree in liberal arts sociology. As a naval reactors representative, he worked on the USS Enterprise to refuel the nuclear reactors. He pursued his master’s in management at the Florida Institute of Technology’s satellite campus in Norfolk, setting a goal to earn his degree in two years. He would work his shift at the shipyard, go to class, do homework, and then after two years and three months, he earned the degree.

Next up was his doctorate, completed online. Then came the realization that he needed a technical degree to move ahead in his career. He was working in a technical field without a technical degree.

So, back to Excelsior he came — to the ABET-accredited nuclear engineering technology program— and he hasn’t left. After earning his BS in nuclear engineering technology, he sought opportunities to stay connected with Excelsior. Johnson worked as the subject matter expert for thermodynamics and revised the course NUC 245 (Thermodynamics). He also taught the capstone course in the BS in Technology program. He saw from varied perspectives how valuable online learning is, and began to promote Excelsior College at the powerplant where he worked.

After his 35-year career in the nuclear industry in the military, commercial, and government sectors, during which he had often served as an instructor, Johnson transitioned to teaching in the field.

“Since high school I have always wanted to teach history. I did two instructor duty tours in the Navy where I instructed sailors on the theory and operation of nuclear power plants. After earning my doctorate, the passion to teach was renewed,” he explains.

He has applied that passion in several roles at the College. As the faculty program director for energy management, a position he held from 2014 to 2017, he applied his first-hand knowledge of the nuclear industry and its demands for structure and attention to detail to ensuring Excelsior offers quality courses and delivers learning experiences that prepare students for success in technology fields. In 2015, he helped revise the capstone course in the nuclear engineering technology program, and a simulation will be added to the capstone for Fall I. The simulation will help reinforce the knowledge students have acquired as they make ethical decisions as a team.

Teaching the graduate-level business course seems to bring his experiences as a leader – in the military and at Excelsior – into the student experience.

What does he want students to take away from the course? “Understanding the importance of leadership and recognizing the impact that effective leaders have on organizations and people,” he says. “I emphasize as a leader you are always learning and that self-reflection needs to be included in their leadership toolkit.”

 

Excelsior Cares! Vol 1

Posted on by Jenna Kerwin

We invite you to take part in an event to make a difference in your community. Excelsior Cares is a movement of USNY, Regents, and Excelsior alumni nationwide performing acts of service within their own communities. Individual service projects take place during the month of April to coincide with the College’s charter day on April 9. This year’s Excelsior Cares Week (formerly known as Ever Up Days), will be held April 16–20, which coincides with National Volunteer Week for Excelsior staff and faculty.

This first-ever alumni service experience, held in April 2017, gave graduates an opportunity to make a difference in their hometowns, and possibly meet other alumni, while contributing to the total impact made by their peers. In 2017, there were 10 cities where alumni participated in volunteer activities; 42 volunteers who made a difference in their local communities; and 78 total volunteer hours.

Alumni can get involved in several ways. They can lead a project, join a project, or volunteer on their own. Alumni are encouraged to think about what they’re already doing…donating blood on a regular basis? That counts. Helping at their child’s school? That counts, too. Participating in a service project at work? Yes! Here are a few more examples:

  • Walking dogs at an animal shelter
  • Sorting food at a pantry
  • Collecting food, clothing, pet supplies, or school supplies at your place of employment or house of worship, to be donated to an organization in need
  • Cleaning up a park
  • Tending to a community garden
  • Making birthday bags for children in homeless shelters
  • Shelving books at the library
  • Delivering meals to shut-ins

Here are some examples of how alumni used the above ideas to leave their mark on their communities last year:

Shelia Scott ’02 and Danny Scott ‘01, ’02 of Milton, Florida, volunteered at the Veterans Administration Joint Ambulatory Care Clinic in Pensacola where they already do give their time once a week for four hours. He volunteers at the information desk, and she volunteers in the Quality Control Department where she conducts surveys with the VA staff and the veterans they care for. They turned this weekly commitment into community service counted toward Ever Up Days.

Sandy Butterfield ’86 and Jessica Cheverie ’02 of San Diego, California, organized a volunteer experience with Third Avenue Charitable Organization (TACO) for alumni in San Diego. Butterfield also recruited nursing students she teaches at Briarwood College to join them. The group served more than 160 people meals and an unknown number of second servings in under two hours.

Nicole Halwachs ’11 of Binghamton, New York, and her husband Craig volunteered for the Mental Health Association of the Southern Tier and helped with the Color Run. She helped check in the runners, and Craig distributed t-shirts.

Tanya Whitney ’86, ’91 of Sorrento, Louisiana, led the Future Farmers of America Club from St. Amant High School, where she’s a track coach, in a service project to clean up the Ascension Veterans Memorial Park. The group removed debris from a previous flower garden to repair the drainage system and prepped for a new flower bed.

Allan Welchez ’12, ’16 of Copperas Cove, Texas, and his family participated in the Don’t Mess with Texas Trash-Off, the largest one-day clean-up event in the state.

Scholarships for Nursing Education Graduate Students

Posted on by Jenna Kerwin

On March 15, 2018, the National League for Nursing (NLN) Foundation announced it is offering scholarships of up to $8,000 to nurses pursuing an advanced degree in an accredited program. Excelsior College’s School of Nursing is accredited by the Accreditation Commission for Education in Nursing. The NLN’s mission is to build a strong and diverse nursing workforce to advance the health of the nation and the global community.

An additional six $10,000 scholarships are available for students or faculty with a patient care focus in gerontology. These additional scholarships are from a recent partnership the NLN Foundation established with Home Instead Senior Care.

Eligible candidates for the $8,000 scholarships must be pursuing an advanced degree in nursing education, have completed one full year of a nursing education program, and be a member in NLN either as an individual or through their employer or school. The deadline for submission is May 24, 2018.

Application requirements include a proposal outlining the student’s need for support, the description of program of study, a projected graduation date, relevance of the project to NLN Foundation scholarship priorities, the student’s future goals as a nurse educator, two letters of recommendation, and a budget narrative. For a detailed list of application instructions, a FAQ NLN scholarship sheet, and a checklist, visit the NLN Foundation webpage.

Bipolar Effect of Policing

Posted on by Gretchen Schmidt, JD

Research shows that while on the job, law enforcement officers are physiologically experiencing a “bipolar effect.”  While on shift, their bodies are in “fight or flight mode” akin to being in a manic state. However, when they come off shift they come “down,” akin to the depression state of bipolarism. The expected result of this bipolar effect is a higher rate of divorce, suicide, and alcoholism.

Research suggests police officers from large jurisdictions suffer more psychological and sociological consequences than police officers in smaller jurisdictions. Alternatively, officers with longer commute times experience less psychological and sociological strains than police officers with shorter commutes to and from the department.

This study was conducted because there is little, if any, empirical data regarding correlations between job stressors and psychological and social consequences for law enforcement officers I was interested in the physiological response of law enforcement officers while on and off the job, as well as the high rate of alcoholism, divorce, and suicide among those in the law enforcement field.

As a way of background, addiction among law enforcement is 20–25 percent higher than the national average (Riley, 2012). Suicide is most likely to occur between year 7–14 on the job (Riley, 2012). Substance abuse generally manifests after 10 years on the job, generally due to a traumatic event that’s treated with drugs, or an injury treated with drugs (Riley, 2012). Other cited contributing factors include command structure and isolation. It is important to note that law enforcement officers who are actively involved with community policing experience less isolation.

A survey was conducted that asked respondents about gender, department size, shift, years on the force, commute time, level of criminal activity in their jurisdiction, use of force, death of partner, marital status, alcohol consumption, and suicidal thoughts. The study included 98 subjects, 87 of which were male. Therefore, the gender variable was removed from analysis. All subjects were from police departments in Ohio. The majority of the subjects were between the ages of 24–48 and had some college education. The survey was disseminated to the officers by their police chief via a link to an online survey taker.

The results of the study were interesting:

Divorce  

  • 26% married once
  • 48% married twice
  • 8% married three times
  • 15% Never married
  • 3% No Response

Suicidal thoughts

  • 67% yes
  • 30% no
  • 3% No Response

Alcoholism

  • 59% 1–3 drinks a day
  • 9% 4–7 drinks a day
  • 3% 8 or more drinks a day
  • 8% drink occasionally
  • 15% never drink
  • 6% No Response

Important correlations in the data: Of the 71 percent of the officers who admitted to drinking daily, 69 percent were from large jurisdictions, and 66 percent had been involved in shootings. Of the 67 percent of officers who admitted to having suicidal thoughts, 80percent were from large jurisdictions, and 92 percent had been involved in shootings. Finally, the divorce rate was nearly the same for both large and smaller jurisdictions; 51 percent of those in larger jurisdictions had been married twice, and 49 percent of those in smaller jurisdictions had been married twice.

More research like this needs to be conducted to further understand triggers. Furthermore, women need to be identified and researched in a duplicate study, as I suspect the findings may be different. The size of the jurisdiction and the number of years on the force influenced whether the subject had been divorced, consumed more alcohol, and had suicidal thoughts. The commute time did not have a statistically significant finding as 93 percent of the respondents had a commute time of less than 15 minutes. Also, the shift did not have a statistically significant impact on any of the variables, likely since shifts change throughout a career.

There were some notable limitations in the research. The higher number of response rates from respondents in larger jurisdictions and from veterans arguably skewed the results. A larger sample is needed for more reliable results. Also, the survey link was disseminated by the police chiefs in the targeted jurisdictions. It is believed officers were fearful the results could be traced back to them.

In conclusion, more research needs to be done to further understand the correlations. There are too many intervening variables to say which are statistically significant. For example, it is not surprising a veteran of 25 years on the force may have had more marriages than the 24-year-old rookie, or that the same veteran would have suicidal thoughts the new rookie has not had. The more awareness law enforcement officers and their families have about this effect, the better they will be able to recognize and adjust behavior.