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.

 

It’s Personal: Lifang Shih Ensures Support for Technology Students

Posted on by Maria C. Sparks

Attention adult learners considering a career in technology. Lifang Shih, the dean of the School of Business & Technology, would like you to know it’s not too late.

She knows this first-hand since her own path to a technology career was not a traditional one.

As a child growing up in Taiwan, Shih was a good student in chemistry, physics, and math. However, when it came time to take the entrance exam to determine what high school she would attend, she did not earn the required grade to attend a high school specializing in math, science, and technology. Without attending such a high school, she had very little chance to attend a college that would prepare her for a career in STEM. She was then tracked for liberal arts, was an English major in college, and became an English teacher. However, her interest in technology did not wane.

“I liked to use technology and software to enhance my language learning in the classroom, says Shih, pointing out that it was innovative to do so at the time.

She ultimately decided to pursue a degree in instructional technology. To find the right academic program, she decided to study abroad. She moved from Taiwan to Albany, New York, with her husband and enrolled at the University of Albany. While pursuing a master’s in curriculum development and instructional technology from UAlbany, she had an internship at the university’s Center for Excellence in Teaching and Learning. She became an instructional designer for the center after earning her degree. In this role, she developed, designed, and maintained the center’s website, and helped faculty to learn how to use the software programs and equipment, among other responsibilities. At the same time, she began pursuing a doctorate in curriculum and instruction from UAlbany.

Working in the educational technology field blended her passion for learning with her passion for how technology can enhance learning and disseminate information. In January 2005, she became the first director of online course management at Excelsior’s School of Business & Technology. This was when the College was beginning to build its online course offerings, and in this role, Shih designed the course template and programmed courses. She later became director of program development and assessment for the school and then associate dean followed by associate dean for technology. In July 2016, she was named interim dean and held that position until being named dean in January 2017.

As dean, she continues to value innovative thinking and seeks ways to use instructional technology. In the recent fall term, the School launched its first online nuclear simulator as part of the BS in Nuclear Engineering Technology program. There are also virtual labs in the information technology and cybersecurity programs.

“I know, I know the value of hands on skills, especially with the technology students,” stresses Shih. “And I understand their struggle, especially our students who are not from a traditional path, which is usually selective.”

The student experience is not just about the class experience, she says. It’s also about how students are prepared so they are ready to learn the curriculum. Drawing from her own experience, she knows not all students who are interested in a technology program will come to Excelsior with the foundational knowledge they need for success.

One way the School of Business & Technology helps support these students is through a math boot camp, a free self-paced course for students who need a refresher on high school math, including pre-calculus. The course is open to all business and technology students, and they can take it while enrolled in other courses.

“Because my door was shut, because of the limited options available while I was in the College, that’s why I’m very passionate about the mission of this school that makes the STEM field not selective,” says Shih. “We provide people who have the desire and inspiration to get into these selective fields the opportunity to really change to a [technology] field.”

There’s no time limit for making a career change to a technology field, or within a technology field. “It’s never too late if you want to work hard because we will meet you where you are,” she says.

At Excelsior, the door is open.

Are Algorithms the Answer? Vol 1

Posted on by Gretchen Schmidt, JD

Note: The following is an abridged article based on an Academy of Criminal Justices Sciences presentation

Pre-trial detention is both costly and often is disproportionately leveraged against minorities and those with lower socio-economical means. Courts nationwide are looking to algorithms to determine whether a defendant should be detained pending trial. The goal of using algorithms is twofold: reduce the population of pretrial detainees and help judges make better decisions regarding the need to detain a defendant.

Across the United States, criminal justice policymakers, practitioners, and advocates have raised concerns about the large number of people who are detained in local jails while waiting for resolution to their criminal charges. While some defendants are held because they are deemed likely to flee or commit additional crimes if released, many others do not pose a significant risk and are held because they cannot afford to pay the bail amount set by a judge. Incarcerating these relatively low-risk defendants is costly to taxpayers and disrupts the lives of defendants and their families, many of whom have low incomes and face other challenges. To address this situation, some jurisdictions are experimenting with new approaches to handling criminal cases pretrial, with the overarching goal of reducing unnecessary incarceration while maintaining public safety.

Currently, most jurisdictions in the United States work on a bail/bond system. The judge generally looks at the information in front of him/her in the defendant’s file and is forced to decide whether the defendant will be released on his/her own recognizance or if they will be given the opportunity to post bail pending trial. In many cases, there is a chart that is used to determine the amount of bail that is to be set based on the level of the offense and the defendant’s criminal record. Another factor considered is the defendant’s age and their ties to the community, i.e. family, job, housing. Research has proven that the bond system tends to be biased against those who are poor and often, minorities and the homeless. Intuition is also often biased against the same populations. Inserting a data-driven alternative is a good step toward reform and a more just system.

Simply put, those with money are more likely to be able to post whatever bail is set, avoid jail time, and afford a lawyer to help reduce the charges.  Those who are poor can’t afford the bail or time off the job to fight the charges; therefore, they are more likely to take a plea whether they are guilty or not, thus ending up with a lengthier criminal record. This, of course, sets them up to be ineligible the next time they get arrested whether for valid or invalid charges. It is a vicious cycle.

During the last few years, increased awareness of the economic and human toll of mass incarceration in the United States has launched a reform movement in sentencing and corrections (Lawrence, 2013). According to Arnold and Arnold, this remarkably bipartisan movement is shifting public discourse about criminal justice “away from the question of how best to punish, to how best to achieve long-term public safety.”

It seems from the collective research that for the algorithm to be successful, the tool not only needs to be valid but also properly implemented. This includes intensive training on the tool, its goals and limitations, and consistent use at every level—from the officer utilizing it and entering the data in the system to the judge who determines the appropriate pre-trial action.

Kentucky, which has been working on reform of pre-trial detention for over a decade, struggled until 2013 when it added the PSA tool and training for all parties involved. It has since seen great success. A balance needs to be realized between what the tool suggests and the judges’ intuition. But in any case, a proprietary bail system that grossly over houses the poor needs to be eliminated. Putting at-risk community members in touch with the appropriate resources to help them be contributing members of society is for the greater good. Research supports that this can be accomplished without creating harm to society and for defendants still appearing for court appearances as evidenced in Kentucky and New Jersey (NJ).

According to New Jersey’s state-reported data, between January 1 and July 31, 2017, the state of New Jersey has seen its pretrial jail fall by 15.8 percent. That is an impressive drop in under a year. That translates to 2,167 fewer people held in pretrial detention on July 31, 2017 then at the same time in 2016. That’s more than 2,000 people who have not been convicted of any wrongdoing, and who get to live at home with their families and carry on their normal lives rather than live in a jail cell. These same people also stand a better chance of keeping their jobs and their kids, and their lives aren’t unnecessarily disrupted while they are locked up before even being convicted. (NJSP.org, 2017). It is important to note that during this same time, New Jersey’s crime rate fell. Violent crime in January through August 2017 was 16.7 percent lower than during the same period of 2016. Murder fell by 28.6 percent, assault by 13.3 percent, robbery by 22 percent. By contrast, violent crime only fell 4.3 percent in 2016, and didn’t move in 2105. (NJSP.org, 2017).

It’s far too soon to say if bail reform contributed to the big year-to-year drop. But at the very least, bail reform hasn’t been accompanied with some dramatic increase in danger or crime. More people are free, and more people are safe (NJSP.org, 2017).

Kentucky’s courts have used the PSA-Court to help identify low-risk defendants who pose little threat to public safety and are therefore suitable for pretrial release. Since implementation of the PSA-Court, and as compared to the four years prior to July 1, 2013, the new criminal activity rate has dropped significantly. Kentucky is now detaining more high-risk and potentially violent defendants, while more low-risk defendants are being released. And crime is down.

We are only scratching the service on how algorithms, research, and data-driven decision making can help reform the pre-trial process. This is where academic partnerships and alliances with agencys in our community can make a difference.

Based on the research, considering people are going to make errors and no system is perfect, it seems like this approach is a good start at taking out some of the bias and making the system a bit fairer, particularly for poor, non-violent offenders. Furthermore, it may go a long way toward helping our communities; if we get people in touch with the resources they need rather than put them in a cage, they are more likely to productively contribute to society.

 

Degrees at Work: Nelson Torres

Posted on by Jenna Kerwin

The halls of the Smithsonian National Museum of Natural History are quiet. Nelson Torres, a 1997 BS in Liberal Arts graduate, passes by the elephant standing impressive in the rotunda. He is behind the scenes, in the shadows, but he helps ensure all the Smithsonian museums are accessible and ready for the public.

Torres is the associate director of business operations within the Office of Facilities Management and Reliability at the Smithsonian Institution. He oversees the facilities budget and workforce, procurement process, and property management for the Smithsonian’s 19 museums, National Zoo, and a handful of research centers across the country—13 million square feet of space. “I really like business, I really like managing resources and programs, and seeing how those programs work and thrive,” says Torres of his position.

His team is responsible for providing the human, budgetary, and property resources to facilitate the cleanliness, appearance, and maintenance of the iconic Smithsonian Institution facilities. “It’s a lot of the back room, enterprise sort of thing that people don’t see and maybe take for granted that will always work,” he explains. He may work behind the exhibits, but he enjoys seeing the payoff every day. That’s what gets him up in the morning. Says Torres, “It just really is seeing that tangible result; that the visitor experience goes on uninterrupted, and that it’s a good experience here at the Smithsonian.”

He is dedicated but also credits his staff for making his job so enjoyable. “They are one of the reasons why I come to work. It’s a very pleasant, very collegial, very nurturing environment…I love that my work involves people and budgets and procurements, but it also involves working with the staff of different museums and different art galleries or the National Zoo or a research center and possibly finding a common theme that we all can work together toward.”

At the end of each day, Torres leaves feeling physically and mentally tired, but more than that, he says he often wonders, “Did I do enough? Did I do enough today to ensure that tomorrow is going to be a great day for not only our staff but for our visiting public?”

In his position, he often thinks about the next day; it’s important to think strategically about what’s next. In this respect, Torres’s job is never over. But that’s how he likes it. He says, “I love making magic, and I love making things happen.”

 

More advice from Nelson Torres:

How to Prepare for a Job in Business Management: “It is very helpful to have a degree. If you want to do HR or budget or contracting, there are degrees specific to that. I have a very broad business degree and it’s in management, and it’s what I enjoy doing. So, if you want to do what I do, management is probably the career path you want to go. You also want to have technical expertise in personnel, contracting, and that sort of thing. Business management allows you to be flexible and be able to do all those sorts of specific functions.”

Thoughts on Leadership: “I think part of being a good leader is knowing when to step in and when to stand back. So, I don’t always have to lead nor do I have to always manage everything…. I don’t want things to look like or sound like it’s all centered around me.”

Advice for people changing careers or going after new career: Sometimes you have to take risks. Torres never thought he would be working at Smithsonian, but he put himself out there and here he is. “Be open to new experiences and broad experiences. Bring different perspectives. Exercise a little bit of patience, though; some things take time,” he says.

Why He Chose Excelsior: Torres accumulated lots of credits from multiple schools over years and Excelsior took many of those credits.

 

Why Become a Police Officer?

Posted on by Dr. Michael Verro

A question that is asked of virtually every police candidate at their job interview is, “Why do you want to be a law enforcement (police) officer?” The answers are somewhat similar; generally something to the effect of, “Because I want to help people,” or “I want to make society a safer and better place”, etc. As a detective, I personally have sat on over 250 oral boards for police applicants. I found the answers to be familiar, bordering on redundant, if not actually trite. So, I directed my doctoral dissertation research toward answering that question.

The research, which involved six police agencies in two different states, yielded a surprising and insightful picture. The results of surveyed officers revealed that about 27 percent self-reported to entering the profession for altruistic reasons. In other words, to help others. The remaining 73 percent indicated myriad other reasons. The top ones being: a family history of law enforcement, a childhood desire to become a police officer, a friend who was an officer, the need for any job, the attraction of an early retirement and pension, a military background which caused them to gravitate toward this field, and a desire be in a job that was active and not sitting at a desk. Two officers were candid enough to indicate that they joined the ranks because of the power and prestige of wearing a uniform and badge.

Some research indicates there is a distinct “police personality”: that set of characteristics and traits which cause a person to be drawn to the type of work and lifestyle of an officer. Others feel that despite what a person brings to the job, their personality is shaped by the work, the police subculture, and their indoctrination into a group which resides behind a “blue curtain.”

For whatever reasons they join, it appears that most officers are satisfied with their job and feel fulfilled. Others, especially if promotional opportunities are not readily forthcoming, tend to become disheartened and either quit, or become a potential liability to their department. Some officers become disillusioned because the image they saw portrayed of the job when they were a civilian are not always representative of the actual work they must do. Unfortunately, celluloid heroes, the media, and the “CSI Effect” have not helped portray police work as a socially oriented, helping profession. For that reason, it is easy to see how many new officers can be misled, and ultimately self-terminate their careers. However, for the remaining almost 1.2 million police officers, state troopers, sheriffs, federal agents, and correctional officers in this country, the job tends to be fulfilling and, at times, a great adventure.

Course Feature: Gangs in America

Posted on by Jenna Kerwin

Gangs seems to be a prevalent theme in our country, from television shows to music to the clothing industry. CJ 315: Gangs in America explores this issue, covering topics including why gangs form, why people join gangs, and society’s response to the problem. Students also discuss the various types of gangs (street gangs, prison gangs, criminal gangs, etc.), gender and age-based gangs, outlaw motorcycle gangs, military gangs, and transnational gangs.

Many students who take CJ 315 are those currently working or interested in working in law enforcement, says Dr. Michael Verro, senior faculty program director for criminal justice and homeland security studies. Other students are interested in taking the course as an elective. Whatever the case, students who successfully complete the course will be able to “demonstrate a working knowledge of gangs and gang membership; explain the concept of criminal enterprise and how it applies to organized crime and street gangs; discuss the importance of symbols, graffiti, recruitment, and tactics of street gangs and organized crime; and explain the methods used by law enforcement to combat and control these often-criminal groups,” says Verro.

Students have gleaned much from the course and its instructor, a former police officer and security director. “I really enjoyed learning from the instructor and he challenged the way I thought by requiring evidence to back up my statements,” remarked one student; another said, “[The instructor] asked hard questions in order to make me think about what I was doing, which enhanced my understanding of what I was learning.”

If you’d like to learn more about the fascinating topic of gangs in America, sign up for CJ 315 for the next trimester.

Quantum Leap: The Quantum Computing Revolution

Posted on by Ethan Prissler

Quantum computing is the term used to encompass the massive change underway in both computer hardware and digital computation. The basis for this revolution in computation is in the way in which information is processed by the hardware. While still in its infancy, quantum computing is poised to fundamentally change the way in which we interact with the digital world.

Currently, computers represent information in bits in a binary fashion, either as a one or a zero. A collection of bits, called a string, can be used to represent things like letters of the alphabet; using the American Standard Code for Information Interchange, {01000001} is the code for the letter A, for example. Using this binary system of bits, computations are done either serially (one after the other) or in parallel (multiple calculations are broken into multiple subtasks which are then worked through at the same time).

Quantum computing, on the other hand, deals with qubits, or quantum bits, instead of the traditional bit. Calculations involving qubits are worked through simultaneously, without breaking the computations into subtasks to be run in parallel processing models. In other words, using the current bit-based model, three bits together can be represented in eight possible combinations: 000, 001, 010, 011, 100, 101, 110, and 111. In the qubit-based model, all eight possible combinations of three qubits can be represented just by the qubits themselves, meaning that a three-qubit notation can encompass all the possible combinations of 1s and 0s.

In cases involving probabilistic computing (i.e. determining which combinations, out of all possible combinations of qubits, are the “correct” ones), the qubits allow for simultaneous computation without the need to break down each computation into a smaller subtask before computing each outcome, and then having to compare or identify the “correct” combination. This represents an enormous savings in computational time in many circumstances, once the number of bits or qubits in the calculation begin to increase. The greater the number of bits/qubits, the easier it is to see the time savings gained, computationally speaking, in many calculations. The progression of possible combinations using bits is expressed using the formula 2n: 2 bits = 4 combinations, 3 bits = 8 combinations, 4 bits = 16 combination, 5 bits = 32 combinations, and so on. While combinations can be worked through in parallel using bits, there is no need for the generation of subtasks when using quantum computing.

This means that for practical tasks, like encrypting and decrypting information, many possible passwords or character combinations can be checked in the fraction of the time it takes for current computers to work through them. Current encryption methods may no longer prove to be secure for long-term storage (think iCloud, GoogleDrive, DropBox, etc.). Current transaction-based encryption, like that used for online banking transactions, would still be relatively secure as the strength of the encryption is only necessary for as long as it takes for a transaction to be processed and the results recorded and posted.  However, information security, both as a practice and as an industry, will require a paradigm shift in order to retain the current level of users’ expectations of privacy. To learn more about computing and technology earn your BS in Information Technology.

 

Working Remotely 9 to 5: Promises and Pitfalls

Posted on by Excelsior Staff

What matters most to you in your job? Is it the satisfaction of work well-done? Recognition? Salary and title? Collaborating in teams? The ability to work from home to achieve more work/life balance?

If you answered, “work from home,” you are not alone. Recent statistics summarized by the Society for Human Resource Management indicate that between 30 percent and 45 percent of the labor force work remotely. In addition, 80percent to 90 percent of the U.S. workforce would like to work remotely at least part-time.

Are there benefits to employees who work remotely? Does remote work benefit employers? To answer these questions, the Chinese travel website, Ctrip, offered employees in the call center the opportunity to work remotely for nine months or to work on-site at the company. Survey results indicate that remote workers, in comparison to employees who came into the office, were happier, less likely to quit their job, had higher job satisfaction, and were more productive (i.e., completed more calls: 13.5 percent more calls, to be exact). Remote workers indicated they had more control over when and where they could conduct their work. The issue of control over one’s workday has been shown to avoid job stress and burnout. Furthermore, Ctrip reported it saved $1,900 per employee for the nine months.

Other studies also identify benefits of remote work to employees and employers alike, similar to the Ctrip research, including:  productivity increases, more time with family, and the ability to work in less stressful environments, which helps to increase productivity. Absenteeism decreases and retention increases.

Are the benefits to employees identified in this research important to increasing productivity? In 2009, IBM said yes. That year, 40 percent of 386 IBM employees in 173 countries worked remotely. IBM sold office buildings and regained approximately $2 billion. In 2017 however, IBM called all remote workers back to their offices. Why the change? IBM believes the most important predictor of increased productivity is “togetherness,” where employees can build trust through decoding and encoding coworkers’ verbal and nonverbal communication. Critics of this strategy indicate working collaboratively doesn’t necessarily promote high performing teams, nor does face time. IBM will have to build a new culture; employees won’t assimilate back to their previous jobs automatically.

Still, many companies are offering employees remote work. Before you decide to accept a remote job, you will need to ensure your organization provides you with a remote work policy, as there are legal implications for working remotely. A remote work policy must be tailored to the employee’s specific job description; it is an agreement to be signed by the employee and her/his supervisor identifying work expected to be accomplished, how to document work completed, rules on working overtime, use of company equipment, and attendance at training programs. Additional components of the policy include: on-the-job injuries, inventory and office property agreement, damage, and theft.

Do you think you are a good candidate for working remotely? Research suggests the following skills are necessary for success in a remote job: critical thinking, being computer savvy, being well-organized, self-motivation, ability to avoid distractions, comfortable with working without colleagues, and having excellent written and verbal communication skills. Being in touch with what you want from work will also allow you to better judge if working remotely is the right career path for you.