Work/Life Balance: A Five-Step Approach to Achieving It Your Way

Posted on by Gary McClain

Gary McClain, PhD, is a faculty member in the School of Health Sciences and therapist who specializes in helping clients deal with the emotional impact of chronic and life-threatening illnesses.

The term 鈥渨ork/life balance鈥� gets tossed around a lot. I use it a lot myself when I talk about my own life and with my clients.

I occasionally do a workshop on this topic for local companies. Employees come in during their lunch hour and I talk to them about the importance of having balance in their lives. But I often wonder if I am giving them anything of real value. They tell me how most days, they have no time to do anything more for lunch than grab a sandwich to eat at their desks. Some are working well into the evening, others are rushing from work to pick up children, who are then going to need dinner and help with their homework, or to be transported to Little League practice or dance lessons.

I ask myself: What can I tell them about how to achieve work/life balance when they have so many demands on their time?

Tipping the scale

The problem with work/life balance as a term is the word 鈥渂alance.鈥� It conjures up an image of a scale, in perfect balance, with an object on each side of the scale. It鈥檚 all too easy to assume the object on one side should represent work, with the object on the other side of the scale representing the opposite of work, such as relaxation or fun. (By the way, 鈥渨ork鈥� doesn鈥檛 have to mean employment. Responsibilities at home also consume your time and belong on the work side of the scale.)

For most of us, that kind of balance is impossible. And maybe not even desirable. As a result, any possibility of work/life balance is easily written off.

But I think that when we write off work/life balance, we ignore the message. And it鈥檚 a simple message: in the midst of your hectic life, take some time for yourself to recharge your batteries.

To read more, .

A Shot in the Arm: Alumna Boosts Nursing Program with New CPNE Site

Posted on by Excelsior Staff

Christus Health CPNE Site in Alice, Texas

Jennifer Gentry remembers taking her Clinical Performance in Nursing Exam (CPNE) like it was yesterday. Now a chief nursing officer in the in Southern Texas, she鈥檚 helping other aspiring RNs complete their degrees by hosting a CPNE testing site at CHRISTUS Spohn location in Alice, Texas.

As any Excelsior student in the School of Nursing can tell you, the CPNE is the capstone of the associate degree program. It鈥檚 the assessment designed to measure a student鈥檚 ability to demonstrate the expected behaviors and skills of a beginning-level associate degree-prepared nurse. Once successfully completed, the CPNE validates that the student possesses the competencies to begin practice as an entry-level nurse. With the associate degree in hand, individuals can sit for the National Council Licensure Examination (NCLEX-RN) that allows them to practice nursing in their state.

Gentry recalls her CPNE experience as the most chal颅lenging event in her nursing career, but one with big benefits. Starting her career as an LVN, and then progressing through Excelsior鈥檚 associate, bachelor鈥檚 and master鈥檚 programs in nursing, Gentry鈥檚 career advanced as well. With that success came a desire to give back to her alma mater. 鈥淚 feel like, honestly, Excelsior has done so much for me,鈥� she says. 鈥淚 would not be where I am today without Excelsior and without the format for learning that fits so well with my learning style, personality, drive, and I wanted to give back to the school.鈥�

And give back she has. In addition to work to create the CPNE site, she is a member of the adjunct faculty and serves as a member of Excelsior鈥檚 Alumni Leadership Council, where she helps guide and represent the interests of the College鈥檚 more than 160,000 graduates. In her role as a council member, she proposed that Excelsior create a CPNE testing center at her home hospital.

Excelsior Nursing Alumna Helps Texas Nursing Students

鈥淪he [Gentry] has a passion for Excelsior鈥檚 program,鈥� says Kim Hedley, assistant dean of Excelsior鈥檚 associate degree in nursing program. Gentry鈥檚 support is mission-affirming, Hedley attests, noting it helps Excelsior meet students where they are 鈥� academically and geographically. By hosting a CPNE testing site in the southern part of the state, it reduces travel time for many Texas students. More than 11 percent of Excelsior鈥檚 associate degree nursing students are in the Lone Star State, the second largest concentration after New York.

Once the seed of the idea was planted, it grew slowly as it took nearly a year to set up the site and complete such details as signing a contract, hiring and training faculty, and securing the necessary equipment. The inaugural testing at the new CPNE location was on September 11, 2015, when five students demonstrated their skills. With the CHRISTUS Spohn site now up and running, it joins the more than 10 other CPNE sites across the United States.

In addition to her role on the Alumni Leadership Council, Gentry serves as an advocate for Excelsior鈥檚 nursing program as a mentor. The word is out, she says, that she鈥檚 an Excelsior alumna and she鈥檚 available for anyone who may need help. That even includes her next-door neighbor, Bonnie Harris, an LVN at CHRISTUS Spohn who passed her CPNE in fall 2015.

鈥淲e have been neighbors for about two years. I did not pass my CPNE the first time, and she [Gentry] was supportive and encouraging, making me feel like I could pass. I did pass the second time, eight months later, and she was as excited as I was. She has been a nurse manager for Spohn, and has worked her way up to CNO of the two biggest campuses in the Spohn system, while remaining down-to-earth, approachable, and being patient- and nurse-oriented at the same time. She is amazing, and I feel very grateful that she is my neighbor, my boss, and my friend,鈥� says Harris.

One of the things that appealed to Gentry in her Excelsior studies was the relevancy of each degree. 鈥淓ach time I went back [for another degree] the information was very relevant to what I was doing and it was almost as though Excelsior was acting as my mentor/preceptor into the new role that I had stepped into,鈥� says Gentry. 鈥淲hat I was learning in school, I was applying to day-to-day work and what I was learning on day-to-day work, I was applying in my degree program. You just can鈥檛 beat that.鈥�

Now Gentry鈥檚 assuming the role of mentor. By helping to set up the CPNE site at her home hospital, her staff benefits as well. She notes that staff are learning more about the validity of the competency-based education model, the facil颅ity鈥檚 nursing leaders have an opportunity to become Excelsior clinical examiners, and the exposure helps stimulate interest in the hospital鈥檚 nurses to further their education.

Harris supports this notion, saying, 鈥淓arning my associate degree has meant the world to me. I have practiced as an LVN for 11 years in various settings: hospitals, outpatient surgery, doctors鈥� offices, hospice, nursing homes 鈥� you name it. I would feel frustrated at times when something needed to be done that I had the knowledge to do, but not the credentials. 鈥� [Now] I feel that I have so much more to offer the nursing profession, and that I can go far in my career.鈥�

Gentry is not only a staunch advocate for Excelsior鈥檚 nursing program, but also for the profession of nursing. She鈥檚 a member of the Texas Nurses Association and president of her local district. 鈥淚 have a lot of passion for what I do and I feel a strong social responsibility to use my knowledge and skills to impact health care and the work environment for nurses for the better anytime that I can,鈥� she says. Gentry seeks to be politi颅cally active in the health care arena, bringing her knowledge and skills to bear on health care and nursing issues. She notes, 鈥淲e need more nurses involved and engaged in that process.鈥�

Advice for Taking the CPNE

Her commitment to Excelsior and the nursing field are elements that have helped Gentry prepare for a successful career. As she lays the path for future successful Excelsior students, she offers some words of advice as they anticipate taking the CPNE. She says, 鈥淭hey [Excelsior] have set up a very good program and they provide all the tools that you need to be successful, so use those tools, prepare, know your critical elements, and then when you get there, just breathe, and 鈥� try to let some of the stress go so you can think through what you鈥檙e doing and the why, and you鈥檒l be fine.鈥�

 

This article was written by Dana Yanulavich and was originally in the Spring 2016 edition of the Excelsior College Magazine.

Why I Went Into Nursing:听Mary Lee Pollard, PhD, RN, CNE

Posted on by Nursing Staff

The Pulse Committee presents “Why I Went Into Nursing,” an听installment of interviews with faculty within Excelsior’s School of Nursing. The purpose of these interviews is to provide students with a more unique, personal view of 鈥渨ho鈥檚 who” in the School.

Why I Went Into Nursing:听Mary Lee Pollard, PhD, RN, CNE

  1. Share with us why you became a nurse.
    I worked in a nursing home in high school because it was close to my house and other friends of mine worked there.听I enjoyed the work.听I entered College as an engineering major and fast realized I didn鈥檛 care much for what I thought would be my day-to-day work.听I was still a freshman and decided to transfer to the nursing major.听I was interested in finding a career with flexibility: the ability to move about and change my work environment.
  2. Was there something specific that brought you to nursing?
    My experience as a nurse鈥檚 aid in a nursing home was very satisfying鈥攎aking a difference in people鈥檚 lives.听I also worked with people who were in nursing school and their studies sounded very interesting. I also had some wonderful RN role models at that early time in my life when I was making the decision to become a nurse.
  3. What has made you stay?
    There really hasn鈥檛 been a single day when I have gone to work regretting my pursuit of nursing as a career or the position where I was working at the time.听There are days when I anticipate challenges that I know will be difficult, but I would never say that I wished I worked somewhere else.听I enjoy the gratification of making a difference in an individual patient鈥檚, a family鈥檚, or a student鈥檚 life or situation.
  4. When did you decide to continue with your education?
    I was encouraged to continue with my education when I was in my senior year of my undergraduate program.听My professor for professional socialization was the president of ANA and she, along with my faculty advisor, made it clear that I was expected to continue my education.听In fact, I took a graduate level stats class as a logic requirement in my senior year.听I was also inducted into Sigma Theta Tau International and our induction speaker encouraged us to continue.
  5. Was there a reason you decided to continue your degree?
    I was working 3-11 and found I was sleeping late every day, going to work, going out after work鈥 decided to take advantage of the tuition assistance benefits offered by my employer and slowly earned my MS.听I was working as a staff nurse and then took a position at the hospital based SON to cover for someone on sabbatical to finish their masters.听I was offered a position and stayed with the school when my temporary role was completed.听Later I took advantage of the tuition assistance program again and started my doctorate.
  6. What advice would you give to a nurse newer to the profession?
    Don鈥檛 limit yourself.听If you aren鈥檛 happy in the clinical area or institution where you are working, explore other possibilities. Find a mentor or someone whose practice and professionalism you emulate. Don鈥檛 cut corners or develop bad habits.
  7. What has surprised you most about working in nursing/ nursing education?
    When I left a single purpose institution for a college environment, I was surprised by how much more advanced nursing as a discipline was in establishing learning outcomes and in evaluating student learning.
  8. What do you find most challenging about nursing/ nursing education?
    The ever-evolving science of nursing.听It is difficult to keep up with the innovations in clinical practice. I volunteered for 15 years in a free clinic that closed with the passage of the affordable care act. I am far removed from patient care at this point in time.听I also recognize a need to rectify the situation.
  9. What might someone be surprised to know about you?
    One thing that is interesting to note: there are no nurses in my family. I played the clarinet from fourth grade to my sophomore year in college, including in my high school competition marching band and in the Syracuse University Marching Band.

Were You Seen? Educational Institute 2017

Posted on by Excelsior Staff

On June 2, Excelsior College, School of Nursing collaborated with Albany Medical Center and held their Annual Educational Institute in Latham, NY.听 This year鈥檚 institute was titled 鈥淟essons from the Field: Innovations in Veteran Education, Transitions, and Care鈥�.听 The conference gathered more than 80 nursing education professionals鈥� nationwide.听 Some of whom were representatives from fellow participating VBSN grantees.听 In attendance were Wright University, University of Kentucky, Davenport University, Wayne State, Florida International University, and The College of St. Scholastica.听 The conference was designed to disseminate innovative strategies in supporting veteran nursing education, transition into the workforce, along with trends in veteran healthcare with peer reviewed podium papers and posters.

The keynote speaker, Donna Lake, PhD, M.Ed, RN is a Clinical Associate Professor at East Carolina University, College of Nursing and Brody School of Medicine. Prior to her appointment at ECU, she retired as a Colonel in the U.S. Air Force with 25-years of service in various roles as a medical CEO, clinical operations officer, chief nurse executive and nurse.

This event was supported by Excelsior College鈥檚 VBSN grant, Mission Transition: Advancing Veterans Along a Career Path in Nursing, Tau Kappa at Large Chapter of Sigma Theta Tau International and the Robert E. Kinsinger Institute for Nursing Excellence.

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Photo Courtesy: Mike Hemberger

American Marketing Association CEO to present “The State and Future of Marketing” at 杏吧原创

Posted on by William Trevor

On Thursday, June 8, CEO of the American Marketing Association (AMA), Russ Klein, will be coming to Excelsior College to give a presentation on, 鈥樷��. This free event is part of the School of Business and Technology鈥檚 regular Speaker Series and it is also being co-hosted with the local AMA New York/Capital Region chapter.

Klein鈥檚 Worldview: The State and Future of Marketing

Klein will provide his worldview of how marketing and the marketer have changed in a network-driven world. He will share his easy to remember formula for what constitutes a 鈥渕odern brand鈥� and posit several provocative challenges to concepts marketers once used as irrefutable frameworks (such as the 4Ps) that are fast becoming either obsolete or radically transformed. His commentary will spur you to think differently about your role as a marketer and the way that you view marketing in the Digital Age. Lastly, Klein will share his answer to the question, 鈥淲ho will win the epic battle between technology and humankind?鈥�

Klein鈥檚 Career: An Award-Winning Marketer

Russ Klein has led marketing teams for many of the world鈥檚 foremost brand names鈥攈olding top marketing posts at Dr. Pepper/7UP Companies, 7-Eleven Corporation, Burger King Corporation, Church鈥檚 Chicken, and Arby鈥檚 Restaurant Group.听 He has been named on 鈥渢op marketer鈥� lists spanning three decades, including his Burger King body of work that was recognized by ADWEEK as 鈥淭he Advertiser of the Decade鈥� for the 2000鈥檚. He was also responsible for the most highly recalled advertising campaign ever measured by Nielsen鈥檚 IAG Research; “Whopper Freakout鈥�.

A Pioneer of Digital Marketing

Russ was a leader in ushering in the age of digital marketing with the microsite 鈥淪ubservient Chicken鈥� that was recognized by the Wall Street Journal as the “Digital Ad of the Decade” for the 2000鈥檚; and a groundbreaking partnership with Microsoft鈥檚 Xbox creating a suite of games featuring BK advertising icons that became the second best-selling suite of games in Xbox history.

As CEO for the American Marketing Association, he is charged with the transformation of the AMA to become the definitive force and voice shaping marketing best and next practices worldwide. Klein was once nicknamed 鈥淔lamethrower鈥� by an industry publication for his managerial boldness and provocative advertising, but he now aspires to be the torch bearer for all marketers.

Highlighting Excelsior鈥檚 Marketing Programs

Commenting upon the forthcoming talk, Faculty Program Director for Marketing and local AMA board member, Will Trevor, commented, 鈥渢his will be an amazing opportunity for Excelsior students, faculty, and staff, to hear first-hand from an inspiring speaker and someone who has been at the forefront of the marketing industry here in the USA for many years. It shows Excelsior鈥檚 commitment to the career-readiness of our programs and it is also timely that we are hosting a visit by this digital marketing pioneer, just as we get ready to launch our new course on digital marketing as part of the Bachelor鈥檚 degree program in Fall 1.鈥�

Book Your Place Now

This free event is certain to be popular with students, faculty, and the local business community. Please register for the event on the Excelsior College Eventbrite page:

Excelsior graduate award spotlight: Brianna Shearer

Posted on by Excelsior Staff

 

Business Advisor, Meghan Rosebeck, talks to Brianna Shearer, winner of the 2017 Jean Smith Award.听 The Jean Smith award recognizes the leadership and vision of founding trustee Jean M. Smith and is given to a student who demonstrates outstanding academic and professional achievement in the world of business. Raising a family, while holding down a full-time job and supporting her husband who is an active duty member of the Navy, Brianna completed her associate degree in administrative and management studies with a 4.0 GPA.听 The many letters of recommendation from colleagues and employers all supported her nomination. Brianna plans to attend the Commencement Ceremony and the Reception and Awards Convocation in July in Albany, New York

 

Rosebeck: Can you give us some background about yourself, your home life, your family, and your career aspirations?

Shearer: I find myself to be the average working mom. I have been married for nine years this July to my amazing husband. Together, we have two wonderfully crazy boys, ages听4 and 9 and two even crazier dogs (both pictured above). Our spring and fall days are spent at the little league baseball field where my husband and I coach and team mom together. Everything else outside of school and work is time spent doing anything together. We enjoy being with our family and friends being outside, eating together or even just relaxing. I cook, bake, craft and quilt (deemed my old lady hobby) in my spare time and spend my evenings wrapped in a good book. As far as my career is concerned, I have accepted a new position as an Executive Assistant. This role is my dream job and I love it.

Rosebeck: Who or what has been your biggest inspiration in completing your course听and what was it that helped you to reach your goal with Excelsior?

Shearer: My biggest inspiration for even enrolling into Excelsior was my husband. As he served his time on active duty with the US Navy, I found myself struggling to find work in the administrative field without a degree behind my many years of experience. We decided together that going back to school would help me find work as we moved across the country and would cement me in a good position when we settled back home permanently in Texas. I have always stood behind him and supported his career goals and this was his way of showing me that he was standing behind mine. Once I began taking my courses, I was further fueled by my husband and kids to do everything I could to not just complete my degree, but complete it with honors. I pushed through the stress of working and being in school to prove to my boys that it can be done with a little extra effort.

Rosebeck: How important is it for you to be able to celebrate your success with family and friends during Commencement in July?

Shearer: Oh, this is extremely important for me. Without my family and friends, I doubt that I would have completed my degree with the GPA I was striving towards. Outside of my husband, my mom and dad spent countless hours babysitting so I could go somewhere quiet and study or write papers for my courses. I found friends that offered to help me study and read papers for clarity. My former company executives even allowed me to take care of studying and homework during the work day.听I am blessed with the amount of support and encouragement I received during my courses and this moment is more than just my achievements. It鈥檚 a time to celebrate with them and thank them for helping me get here.

Rosebeck: You are this year’s winner of the Jean Smith Award, so what does it mean to you to win this award?

Shearer: This was such a humbling moment for me. I can remember a time after I had my first son when I thought I would never go back to school to complete my degree, let alone do so with honors. I have always strived to do my best, work my hardest, and be proud of the results at the end knowing that I tried and succeeded. This award just confirmed that every late study night, research paper stress, and hours spent with my face in a text book was worth it. I proved to myself that I could do this听and succeed not just in school but in my career.

Rosebeck: So you’ve completed your administrative and management studies program. What do you plan to do next with your academic or professional career?

Shearer: I am still considering my next steps from here. I have tossed around the idea of returning for my bachelor鈥檚 degree a few times, but I have not made a final decision yet. I am studying to take the IAAP (International Association of Administrative Professionals) CAP certification exam in September, which I feel my degree has truly prepared me for. For now, I am concentrating on cementing my career in my new Executive Assistant role. The company has been around for years and is currently in a large growth upswing. The role is everything I have been preparing for over the past 10 years that I have been in this field and I am looking forward to the new experiences and knowledge this will bring.

 

Remember to book your place for this year鈥檚 Commencement ceremony at /web/commencement/commencement-2017

New partnership supports educational opportunities for health care office managers

Posted on by Excelsior Staff

Excelsior College has announced a new corporate partnership with the Professional Association of Health Care Office Management (PAHCOM).

provides a support network to managers of small group and solo provider health care practices. PAHCOM was established to help alleviate the difficulty of having efficient office management systems within physician practices. They work to help officer managers achieve success and Excelsior College is here to provide PAHCOM members with the opportunity to achieve educational success.

Under the new partnership agreement, members of PAHCOM and their spouses or domestic partners are eligible for reduced tuition and fees for associate, bachelor鈥檚, and master鈥檚 degree programs. PAHCOM members can also transfer up to 12 credits for Certified Medical Manager (CCM) certification through this partnership.

鈥淧AHCOM partnered with Excelsior because they recognize the value of Certified Medical Manager (CMM) expertise in the industry,鈥� said PAHCOM Executive Director, Karen Blanchette. 鈥淓xcelsior was able to evaluate and accept the CMM certification as 12 undergraduate credits. This allows our members to get a head start on their degree by saving them both time and money.听 Combined with the tuition discount Excelsior provides members and their families, PAHCOM Membership is more valuable than ever before. It鈥檚 a win-win for Excelsior and for PAHCOM Members.鈥�

Excelsior College is an accredited, nonprofit college that specializes in serving the needs of working adults. It provides flexible means for its students鈥攁verage age of 37鈥攖o earn their degrees through a combination of prior earned credit, Excelsior鈥檚 online courses, credit-by-exam program, and evaluated industry and military training programs.

鈥淚n 2016, the Center for the Assessment of Post-Traditional Instruction, Training, and Learning (CAPITAL) at Excelsior College evaluated PAHCOM鈥檚 Certified Medical Manager (CMM) certification for academic credit and determined it was worth up to 12 college credits that could be applied to a future degree in health sciences, public health, or healthcare management鈥� said Chris Normile, healthcare partnership manager, at Excelsior College. 鈥淐ombining this credit with discounted tuition rates available through a formal educational partnership significantly reduces the financial barriers for PAHCOM鈥檚 members to earn their bachelor鈥檚 degree. It鈥檚 a privilege for the College to serve as an extension to the valuable educational programs already offered by PAHCOM.鈥�

Commenting on the agreement, Excelsior College鈥檚 School of Health Sciences Dean Dr. Laurie Carbo-Porter said, 鈥淗ealth care is an ever-changing industry and the College seeks to meet the demands for educated health professionals with our health sciences programs. We are delighted to partner with PAHCOM to help its members advance in their careers.鈥�

To learn more about the PAHCOM corporate partnership, visit the partnership page at .

听

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Encouraging Students to take Responsibility for their Own Learning

Posted on by Excelsior Staff

By Amy Erickson

Taking Responsibility
鈥淚t鈥檚 not about achieving outcomes. It is about getting them [students] to want to achieve the outcomes鈥� (Price, 2017b, para. 51). This idea really stood out to me in Dr. Christy Price鈥檚 20-Minute Mentor video. In her video, 鈥淗ow Do I Get Students to take Responsibility for their Own Learning?鈥� Price (2017b) discusses research demonstrating that today鈥檚 learners have a need for extrinsic motivators (para. 13). 听In order to get them engaged in the assigned material, one must connect coursework to grades and points. Additional resources may be neglected, as today鈥檚 students perceive their lives to be very busy (Price, 2017b). Because they feel so busy, they don鈥檛 believe they have time for materials given purely out of interest or materials that will not directly contribute to a grade. Some may even struggle with the assigned content, but Price (2017b) gives strategies to 鈥渓ight a fire鈥� under students by teaching them to be responsible for their own learning (para. 52).

Consistent Consequences
At Excelsior, instructors are asked to adhere to a specific late policy designed by administration. Some may see bending the rules as being helpful to students, but Price (2017) recommends being consistent with policies as a better way to help students. If we as instructors don鈥檛 enforce the rules of the class, there is no motivation to adhere to those rules. If a student consistently submits late work and the required points are not deducted due to tardiness, the student may perceive the late policy as more of a suggestion and not feel compelled to ever submit work on time. It is our own fault if we get frustrated by this behavior and it does not help students or future instructors. 鈥淢y previous professor let me turn in work whenever it worked for me and my schedule.鈥� Many of us have likely heard this statement. Instead of caving in, be clear about timely submissions and explain why additional points must be deducted from late work in order to be fair. Underscore your obligation as a faculty member to adhere to the policies set forth by the department. Understanding the why behind your actions could encourage student accountability and curb future tardiness. Price (2017b) warns, 鈥渋f we鈥檙e not holding them accountable, it鈥檚 not likely that they will be motivated to achieve the outcome鈥� (para. 16).

Making the Grade
鈥淲hy didn鈥檛 I get an A?鈥� I think we have all heard this question. 听Similarly, we鈥檝e all attended webinars discussing grade inflation and worked to be consistent and fair in our grading. However, we may not have considered how communication surrounding our standards can motivate students. 听Price (2017b) recommends making your standards clear in the syllabus. I recognize that we do not alter syllabi in Excelsior courses, but instructors are encouraged to provide an introduction in each online course. This provides a wonderful opportunity to share late policies, assignment rubrics, and standards surrounding attendance, discussions, and other coursework.听 Price (2017a) shares the following in her syllabus 鈥淕rades are earned based on your performance. Be careful to note the requirements for earning the grade you desire, and be sure to devote yourself accordingly.鈥�

Excelsior provides thorough instructions and rubrics for assignments and discussions. Unfortunately, many students disregard both and then are frustrated when they receive a poor grade. (Many students will even ask if they can re-do the assignment.) One way to prevent such frustration is to alert students to both instructions and rubrics in your introduction as well as your weekly announcement. Take the opportunity to outline and explain any items that could cause confusion. For some of my courses, I create a brief video outlining expectations and how the assignment will be evaluated. I frequently refer back to the video and ask students if they got a chance to watch it. (It is always clear when they have skipped it!) I鈥檝e also started sharing lists of recommendations before important projects. Here is a brief excerpt of a list I post prior to the submission of a final literature review:

  • Your paper should be a minimum of ten pages long. This does not include your title page or reference page.
  • You should have 15 resources, ten of which should be scholarly.
  • Less than 10% of any academic paper should be direct quotes.
  • If you use direct quotes, they must have quotation marks and an in-text citation. Paraphrased material also requires an in-text citation.
  • Insert graphs or tables after your reference page.
  • Contact me if you have questions about APA formatting. This is an expectation of this course, and I want to help you perfect this important skill!
  • Submit your work by Sunday at midnight. As you know from the late policy, late work is not accepted after Week 7.

Consider how you communicate academic standards, as this is an important way to motivate students.

Outlining Effort in Discussions
Although many of Price鈥檚 suggestions are geared toward a residential classroom, I felt one suggestion would be easy to use with online discussions. Discussion participation can be difficult to quantify, so Price sets out very clear expectations and delineates how participation is evaluated. Price (2017b) shares a rubric where she outlines and defines three roles鈥攐bserver, contributor, and scholar鈥攁nd the points that will be awarded for each role (para. 39). This specifically outlined material demonstrates her expectations of A-level work and makes the expectation very clear to students. If students fail to engage in the behaviors that would label them a scholar, they understand why they did not receive full points. This evaluation technique is beneficial to students and instructors; students understand expectations and must be accountable if they want to achieve a high score. Instructors will likely enjoy thorough and thoughtful discussions while fielding fewer emails with grade inquiries or do-over requests.

References
Price, C. (2017a). How can I get students to take responsibility for their own learning? [PowerPoint slides]. Retrieved from file:///C:/Users/ascotterickson/Downloads/price-christy-take-responsibility-20mm-note-taking-guide%20(1).pdf

Price, C. (2017b). How do I get students to take responsibility for their own learning? [Webinar]. In Magna 20-Minute Mentors. Retrieved from http://www.magnapubs.com/mentor-commons/?video=13857

Caroline Mosca Presents at Annual Research Luncheon

Posted on by Nursing Staff

Caroline Mosca, RN, PhD, attended the annual Research Luncheon at The City University Graduate Center in Manhattan. Six PhD graduates in Nursing Science, including Dr. Mosca, were honored at this luncheon. Dr. Mosca presented a brief synopsis of her dissertation research on The Relationship Between Clinical Teaching Effectiveness and Emotional Intelligence in Clinical Nurse Faculty in Pre-Licensure Programs in New York State.听She is pictured on the left here with the chair of her dissertation committee, Dr. Eleanor Campbell.

Using Infographics in the Classroom

Posted on by Excelsior Faculty

By Amy Erickson

What is an Infographic?
In the May edition of Online Classroom, Dr. John Orlando鈥檚 article on infographics caught my eye. Some may be asking, what is an infographic? According to Bov茅e and Thill (2016), 鈥渋nfographics are a special class of diagrams that can convey both data and concepts or ideas鈥� (p. 238). You鈥檝e likely seen journalists use infographics to tell a story, show a trend, or even demonstrate associations between ideas. If you鈥檇 like to view Hubspot鈥檚 ten best infographics from 2016, have a look at this .

In his article, Orlando (2017) suggests adding infographic assignments to the curriculum. He believes that the infographic allows students to creatively present information and determine ways to communicate the importance of information. After reading his article, I tend to agree.

Changing My Mind
As a composition instructor, my initial reaction was to bristle when Orlando suggested that I replace written assignments with something like an infographic. However, the more I thought about his suggestion and the importance of visual communication, the more my mind changed. I realized that the skills needed to create an infographic are relevant to our students and being able to use creativity to present information is important for any line of work.

I am currently teaching a business writing course. We frequently discuss the decision to augment communication with visuals. Our textbook additionally outlines reasons visuals are becoming increasingly important in our communication; the most shocking of which came from a 2003 study by the National Institute for Literacy. The study stated that 鈥渙nly half of the adult population in the United States now has the literacy skills considered necessary for success in today鈥檚 workplace鈥� (as cited in Bov茅e & Thill, 2016, p. 223). So, one鈥檚 content may be lost or misunderstood by members of the audience if messages are only presented in a written format. 听Bov茅e and Thill (2016) also suggest that individuals who are part of a 鈥渧isual, media-saturated environment鈥� come to anticipate visual elements to be part of any message. If this is becoming an expectation, we certainly want our students to have experience with things like infographics and be prepared to meet and exceed employer requirements.

Assignment Ideas
As I mentioned before, I understand resistance to supplanting written assignments with infographics. However, perhaps they could be used to augment written work, or prepare students for written assignments. Maybe an infographic could help students understand connections in their research. For example, what if students created an infographic instead of a literature matrix? (For those of you who are new to the literature matrix, it is typically done in an excel spreadsheet.) Students could use an infographic to prepare for a final paper by showing the various themes that have emerged during their research. In some courses, students are asked to create a presentation of their written content. Perhaps an infographic could be an option, alongside PowerPoint. Consider how using infographics could help you as an instructor to communicate information as well.

Getting Started
Oftentimes technical suggestions create a lot of work for instructors. I鈥檓 happy to report that this is not the case with creating infographics. I used the website recommended by Dr. Orlando () and found it very user friendly. I also found this helpful that walked me through creating an infographic. It took me about fifteen minutes to create one for my own website. I think you鈥檒l enjoy this creative approach to information sharing and encourage you to try it for yourself.

***Below is the infographic the author created听on the Center for Excellence in Teaching, Learning, and Assessment website.

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National Nurses Week: What is Your Personal View of Nursing?

Posted on by Nursing Staff

We thought we’d end Nurses Week by asking select faculty at Excelsior College what the profession means to them. Join us in celebrating the importance of nursing and how it contributes to making us who we are.

鈥淲hat is your personal view of nursing?鈥�

鈥淢y personal view of nursing is that it is a profession that provided me with opportunities of growth and discovery. Nursing wasn’t my chosen profession, but it has become a good fit for me. I’ve been able to use my clinical skills in caring for patients, teaching students and nurses, and establishing a consultation practice as an expert witness.鈥�
–Sharon Aronovitch, Ph.D., RN, CWOCN

鈥淢y personal view of nursing is that it鈥檚 both a science and an art. I use transformational leadership theories to promote nursing leadership as both a science and an art by mentoring graduate nursing students with an interest in teaching.听 By using transformational leadership theory, I can convey that teaching the science of nursing is itself an art. Nurses can promote the importance of nurse leadership through nursing empowerment, innovations, and initiatives in nursing.鈥�
–Bonny Kehm, PhD, RN

鈥淲hen I first became a nurse, I took great pride in my mastery of technical skills…I could put an IV in anybody-LOL! I soon realized that despite our emphasis on technical skills in nursing education, that’s not what nursing is about at all. Many years later now, my memorable moments as an oncology nurse all center around the relationships I developed with my patients as they navigated the terribly unfair ravages of a cancer diagnosis. I celebrated with them when the news was good and grieved with them when it wasn’t. Yes, I continued to place really good IVs (still beating that drum!) but that became less important to me as time went on. I finally understood that only through a caring relationship could I truly understand what was important to the patient, and could then work to meet their needs.鈥�
–Caroline Mosca, PhD, RN

鈥淣ursing is my second profession. I wanted a profession that gave me the opportunity to give back and had flexibility.听 Nursing did and does that for me. I was incredibly honored to care for patients in a hospital setting, through homecare and as a clinical coordinator.听 Now I get to give back by helping others achieve their dreams of becoming an RN.听 I feel truly blessed to have chosen nursing, or maybe it chose me!鈥�
–Mark Wahl, MS, RN

“Simply put, nurses are the face of hope.”
–Karla Scavo, MS, RN

Group Projects

Posted on by Excelsior Staff

Do you groan at the thought of working on a group project? Does the idea of sharing your work with others make your skin crawl? Do you think it鈥檚 impossible for online learners to collaborate successfully?

If you answered yes to any of the above questions, please keep reading.

Studies show that students engaged in group activities are developing skills for all areas of life. The 鈥�?,鈥� posted by Carnegie Mellon University, outlines the benefits of group work, including planning and time management, the ability to receive and give constructive feedback, as well as an overall enhancement of communication skills. While those outcomes may seem kind of obvious, group work can also help students challenge their own assumptions as well as develop their own sense of identity within a diverse group.

It may be difficult to see the benefits of group work while you are in the pits, but it鈥檚 important to try and make the best of your experience. The following tips were collected from my students, co-workers, and own personal experience. Hopefully by employing some of them you will have positive group project experiences.

Communicate:

And do it often. Talk to your group members, talk to your instructor, talk to yourself! If you have a question or need clarification, ask for it. Make sure you all have an open line of communication. Most of the time you will be working with students across the country from you, so utilizing email and chat services is going to be critical.

Don鈥檛 be afraid to share:

Working in a group of peers can be intimidating. We too often feel the twinge of self-doubt when first meeting with a group of intellectuals, but I challenge you to let go of those feelings early on. You are all taking the same class and trying to learn the same things. Some things may come easier to you than others, so use this opportunity to share your experiences as well as listen to the experiences of others.

Let go of expectations:

Expectations come in all shapes and sizes. This is great for diversity鈥檚 sake, but can make working in a group challenging. Try and come up with some group expectations early on so everyone starts out on the same page. In the end, you can only control the work you put forth. This brings me to my next point鈥�

Be a good group member:

We all have a list of things we want from our group members. Mine includes things like punctuality, enthusiasm, and a dash of razzle dazzle. It鈥檚 natural that there will be some varying expectations but to be a successful group, you yourself must be an active participant. Answer people鈥檚 emails, participate in discussions and carry your own weight.