Innovate Magazine / Annual Review 2009-2010

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Looking Ahead: Workforce Supply/Demand Analysis for New Jersey's Pharmaceutical and Medical Technology Industries

This analysis presents the results of a workforce supply and demand analysis of the pharmaceutical and medical technology industries in New Jersey

Program Review Self-Study Emergency Management 2016

Internal program reviews are conducted by the Academic Planning Council (APC) and are an integral part of UNO’s assessment and planning processes for the unit, college, and University. The review process is designed to monitor the quality and assist in the ongoing development of UNO’s academic programs and units. Every academic program offered at UNO will be reviewed at least once within a seven-year cycle. The reviews are conducted routinely and are coordinated with the review reports prepared for the Coordinating Commission for Postsecondary Education (CCPE). For programs with external accreditation the UNO review process may be coordinated to minimize a need for duplication. In some cases the APC review process has been used to prepare for an external accreditation review. If the external process and related self-study do not fully address the criteria required in the APC review, additional documentation will be supplied by the academic program/unit. UNO’s academic program review is comprehensive and focuses on departmental/school units and encompasses all of the programs, both graduate and undergraduate (i.e., majors, certificates, general education courses, centers/institutes, service, etc.), as well as their research, service, and outreach activities

Investigating engineering students' learning for global preparedness in curricular and cocurricular engineering education

2019 Spring.Includes bibliographical references.Engineering as a profession has a significant impact globally in the creation and maintenance of the infrastructure and technology on which humanity relies. As resource constraints and dramatic global population growth challenge engineering's ability to support sustainable, appropriate development globally, the education provided for engineers is increasingly important for preparing engineering students to face the challenges of the present and future. Therefore, it is essential to understand how engineering students can become more globally prepared in their studies. The purpose of this study is to compare, through student experiences, different classes, and programs in engineering education designed to develop students' capabilities in global preparedness. The data for this project were collected through interviews with students who were taking part in different learning curricular and cocurricular classes and programs. In addition, data were collected through pre/post/retrospective-pre-student surveys when possible (for participant groups of greater than 30). The outcomes of this study are presented in three articles. The first article is a structured literature review of the global and professional competencies recognized by academia and engineering practitioners as key experiences and learning designed to improve undergraduate engineering students' global preparedness. The second article is a mixed methods analysis, comparing on-campus classroom development of global preparedness and the impact of changing the context of the engineering class (from local to global) on student's global preparedness and professional competence development. The final article reports on the results of interviews with students participating in different study abroad and volunteer programs, to compare and contrast their experiences in and the impact of those programs. The value of this study is that universities and students may be able to use these results to better understand how to more effectively design and deliver classes and programs to increase the global and professional preparedness of engineering students

Employer Perspectives on Youth with Disabilities in the Workplace

This publication features the experiences of employers in their own words. Employers write about how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals and organizations representing youth. These perspectives can provide guidance to those with an interest in ensuring that youth with disabilities obtain access to a range of work-based experiences

ESP For Ecotourism: Discourse Skills,Technology,And Collaboration For Job Contexts

This capstone’s primary aim was to design a companion instructional guide for teachers of English for Specific Purposes for ecotourism professionals in Mexico. It identified gaps left by traditional EFL courses that tend to lack strong connections between language instruction and real-world job requirements for English usage. It looked at curricular reform efforts in other world regions with the intention to innovate ESP instruction in Mexico. Findings include recommendations for student-centered curricula that incorporate multimodal learning activities and authentic contexts for tourism jobs. Multiliteracies pedagogy drove the creation of the instructional guide’s components, which provide support in conducting small-group projects to develop interactive discourse, online research, and digital design skills within communities of practice. The guide includes resources, materials, and instructions to conduct needs analysis, foster mutual support, build collaboration among stakeholders, facilitate situated practice with applied technology, and increase knowledge for cross-cultural communication

F1rst Look 2007

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Annual Report 2018: Innovating across Health, Hospitality, and Design

[Excerpt] Some wise person once said that “time flies when you are having fun. This has definitely been the case for me serving as the Executive Director of Cornell Institute for Healthy Futures since July 2015 (with the institute being formally inaugurated in November 2015). With generous support from Cornell University’s School of Hotel Administration and College of Human Ecology, we started our institute with a bold vision and some inspirational ideas to bring together the concepts, experiences, challenges, and thought and industry leaders in health, wellness, hospitality, and senior living. It has been an exciting journey, and I am extremely proud of what we have achieved. Please allow me to list some of our major accomplishments: We now have a corporate advisory board comprising a prominent group of senior executives from 26 different global organizations. Thanks to their support, the institute is in excellent financial health. We currently have 50 faculty fellows from different colleges across Cornell, 39 academic scholars from some of the leading universities around the world, and 21 industry scholars. The institute is also the home base for both undergraduate and graduate student clubs. During the last three years we have organized a major conference, roundtables focused on senior living, mental and behavioral health, hospitality and healthcare interface, and most recently, a symposium on patient experience. We have hosted at least 75 industry speakers on campus either as part of panels or as guest lecturers during our classes. Many of their inspiring videos have been archived by CornellCast and are regularly used in classes. We have an active series of ongoing research projects, and soon we will start producing reports that highlight key insights. Last but not the least, we have initiated several educational initiatives, including launching a new minor on healthy futures; a new summer course; and started preparing two online certifications for Senior Living and Healthcare (to be launched later this year)