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Brought to you by ɫèAV’s Online Program Management team

Discover how next-gen OPM is driving learner success through innovation. It’s here and it’s powerful.��

Brought to you by ɫèAV’s Online Program Management team

Stackable courses offer immense promise to both learners and institutions. To get started with them successfully, it helps to learn from early adopters – including expert innovators such as Maryville University. 

Maryville is a nationally recognized pioneer in access and opportunity, meeting learners’ fast-changing needs, and helping people quickly gain practical value from education. Even before the university launched stackables, it partnered with leading regional businesses to offer targeted short-term certificates and badges for employee upskilling, reskilling, and career progress.  

As Maryville president Mark Lombardi says, “We have entered an era of the democratization of education where access and opportunity are expanding and workforce training on a continual basis is a career imperative. Universities must be able to deliver different types of education and high skill training on a variety of platforms to meet the needs of a growing and diverse workforce and a wide array of employers.”  

Stackables: A Natural Next Step 

One key element of Maryville’s growth strategy involves attracting learners who’ve earned some college credit but no degree. These are typically working adults who want to earn promotions or transition into better careers. For learners like these, stackables are attractive and efficient. 

According to Katherine Louthan, Dean of the School of Adult & Online Education, “We’re solving for future of work issues, focused on upskilling in areas with high industry demand. Students in our existing degree programs tell us they need to dive into the content areas more quickly, so they can showcase what they’ve learned to advance in their position or even start new careers. This is a reasonable approach and one we wanted to accelerate for learners so they can apply what they’re learning right away, and gain value whether they complete a full degree or not.” 

Innovation That Builds on Strength 

As Maryville moved into stackables, says Louthan, it made sense to build on existing program strengths. “Where were our signature programs? Where are we growing in the future?” 

Maryville is especially strong at the intersection of business and technology. It had already launched highly successful programs in areas such as cybersecurity, data science, and software development. Its Fall 2021 stackable launch plan focused on these strengths and included five undergraduate-level certificates in computer science: the three aforementioned subjects, plus artificial intelligence and UX/UI.  

All are offered for credit towards a degree, or stand-alone for immediate credentialing. Like all of Maryville’s degree-linked stackable offerings, they carry the same pricing and fees either way.  

Two post-bachelor’s certificates, Big Data and Machine Learning, are offered as stand-alone and embedded within Maryville’s graduate programs in computer science, offering a shorter time commitment and a seamless onramp into a full graduate program if and when learners are ready. 

In another example of programmatic innovation, Maryville is offering a new post-bachelor’s certificate in Communication Sciences and Disorders, designed for career changers planning to enroll in master’s programs in Speech Learning Pathology (SLP) or doctoral programs in audiology. These individuals often already have a bachelor’s degree but need multiple courses to “level up” before they can pursue graduate work. 

Communication Sciences and Disorders bundles an essential undergraduate-level foundation in crucial areas such as voice, speech, language fluency, swallowing, and hearing disorders. Carefully crafted to prepare learners for highly competitive graduate programs -- including Maryville’s – it also connects learners to innovative “learn by doing” resources such as the Master Clinician Network. Through MCN, learners can take part in guided observation and start building clinical skills even before they enter graduate school. 

Off to a Strong Start 

Since the Fall 2021 launch, early signs are positive, says Louthan. “We’re getting great feedback from students who are experiencing success. We’ve had a lot of interest in areas such as AI and UX where many professionals need to upskill to stay relevant or advance. Our content is also aligned well with employer feedback. We believe we’re creating a successful starting point in addressing students’ growing demand for more flexible options. Whether they will go on to complete their degrees is yet to be seen. We are more focused on whether they are achieving their goals, and we hope they will come back to Maryville when they are ready to, or need to, upskill or reskill again.“ 

“Challenges always exist in times of change,” says Louthan, “and we are in a time of significant disruption in education and industry. As we work to drive down the cost of education, having a menu of options to meet both learner needs and market demands will require continuous analysis. We also recognize that while certificates are attractive in emerging areas of technology and computer science, some more traditional areas may still require a degree. Students have shared that during this transitional time many employers still require a bachelor’s degree for consideration. 

“Considering the future of work and the rapid rate of change, we know the model must shift so we can offer learners what they need and want to reach their goals – whatever their goals may be. As lifelong learning evolves, we will continue listening to our learners and employers to best meet their needs. We believe milestone achievements matter to students and they should be recognized for their achievements and able to apply them along their learning journey. We are focusing our work on their success and their ability to achieve their goals.” 

Placed in broader context, stackability fits well with Maryville’s key strategic goals and institutional mission: to create a global, student-centered active learning ecosystem, to drive transformational innovation around learner outcomes, to define its success by learner success, and to expand access and opportunity. 

As Dean Louthan concludes, “We understand education isn’t one-size-fits-all. Different students have different circumstances and considerations, and Maryville is committed to being as inclusive and accommodating as possible. Our certificate programs underscore this mission, serving as alternative paths to meet learners where they are — and help them reach their career goals.” 

Learn more, and explore ɫèAV's online learning offerings and OPM services ��

Brought to you by ɫèAV’s Online Program Management team

How do you deliver value to learners and employers alike? In the hot field of cyber security, the University of North Dakota has cracked the code with the design of its recently launched online program.

The University of North Dakota is a public research university in Grand Forks, N.D. It offers more than 120 online degree and certificate programs, encouraging students from around the world to explore more than 225 fields of study every year. UND is dedicated to its mission to provide transformative learning, discovery and community engagement opportunities for developing tomorrow's leaders.

Designing transformative online learning experiences

In consultation with ɫèAV Online Learning Services, Vice Provost for Online Education and Strategic Planning  Jeff Holm chose to align the cyber security curriculum with highly sought-after and industry-recognized certifications. Advancing skills in cyber security can mean better job security, higher pay and more leadership opportunities for learners — program features that align with the university’s mission.

To create a program that appealed to a broad audience while meeting UND’s high pedagogical standards, UND and ɫèAV established a collaborative working relationship. The teams partnered on course development, tailoring courses to 14 weeks each. Both partners agreed that this gave learners the right amount of time with the material and addressed their needs for convenient, short courses that deliver work-ready skills.

The university also relied on the partnership for market research and insights, marketing and enrollment support to widen its reach. The strategy was to give more learners valuable career preparation by including certificates in the degree program. With the addition of cyber certificates to the online program, learners can gain recognizable, industry credentials as they move toward earning a full degree — making them more valuable to employers sooner.

“UND offers a variety of options so learners can tailor their M.S. in Cyber Security to fit specific interests and career goals,” Holm says. “The cyber security master’s program offers four tracks (or) stackable academic certificate options.” One certificate is mandatory. Learners can select two of three other certificate options and graduate with a master’s and three academic certificates. The tracks and certificates include:

• Cyber Security Analyst track aligned with the EC-Council Certified Threat Intelligence Analyst (CTIA) certification
• Ethical Hacking track aligned with the EC-Council Certified Ethical Hacker (CEH) certification
• Computer Forensics track aligned with the EC-Council Computer Hacking Forensics Investigator (CHFI) certification
• Secure Networks track aligned with the Certified Information Systems Security Professional (CISSP) certification

We’re proud to announce our learning solutions have won the following awards.

MyLab^® Math and MyLab Statistics won the CODiE Award for “,” which recognizes the best instructional solution that offers mathematics curriculum and content for students in higher education math subjects.

Revel for Political Science/History/Sociology/Psychology also won the CODiE Award for “,” which recognizes the best instructional solution for social sciences/social studies curricula and content for students in the higher education or PK-12 markets.

In addition, we were a finalist for the following award.

NCCERConnect was a finalist for the CODiE Award for “,” which recognizes the best digital product or service that develops 21st Century workforce skills and knowledge for students.

The CODiE Awards were established so that pioneers of the budding software industry could evaluate and honor each other’s work. Today, the Awards continue to honor excellence in leading technology products and services. At ɫèAV, we've been creating innovative learning experiences since the Awards began in 1986, and our latest award-winning instructional solutions are evidence that we’re never satisfied with the status quo. Keep reading to learn more about what makes them unique.

What is MyLab?

MyLab Math and MyLab Statistics use data-driven guidance to improve results for students, with engaging, interactive content by expert authors that better helps them absorb and understand difficult concepts from developmental math to differential equations.

MyLab gives instructors a comprehensive gradebook with enhanced reporting functionality that makes it easier for instructors to understand which students are struggling, and which topics they struggle with most.

Featured art: Cézanne’s Gardanne

Cézanne’s Gardanne was the featured art in the April HSS eNews.

Paul Cézanne (1839-1906) was a French artist and post-impressionist. He painted Gardanne in 1885-1886, with oil on canvas, measuring 31 ½ x 25 ¼.

There's a well-known quote from Norman Vincent Peale’s famous book, The Power of Positive Thinking, that says, “Our happiness depends on the habit of mind we cultivate.” You’ve likely heard it — or some version of it — numerous times, and the reason for that is because it’s true. And this may be especially true of higher ed environments, where helping students cultivate successful habits and mindsets is top of mind for instructors.

No one embodies this idea more than Dr. Nora Junaid, professor at the Isenberg School of Management at University of Massachusetts Amherst. In fact, everything Nora does seems to radiate positivity, which has been the guiding force behind her success as an instructor & mentor.

Positivity starts with yourself

When Nora joined the Isenberg School in 2016, she was handed two Introduction to Business Information Systems classes, with 220 students each. She got through the first semester without knowing exactly how to approach it.

“I didn’t have a structure, I wasn’t sure about the software, I wasn’t sure about the book, and I didn’t feel that I had a good connection with the students,” she says.

It was clear something needed to change. Nora spent every day of that first holiday break poring over the course, thinking of strategies to reorganize it and coordinate her TAs. By the time break was over, she’d revamped it entirely into something she felt would work much better for everyone, faculty and students alike. When she saw her evaluations after the second semester ended, they were up by at least 30% — a huge jump.

The course quickly became very popular, and more courses were opened to meet demand. What started as two sections with 440 students has become 5 sections with around 900 students enrolled per semester.

Building a positive team...

With such an in-demand course, Nora can’t handle it alone. She manages 25 TAs, each of whom teaches a section, and three PhD students, and they all must be in sync so that every student gets the same positive teaching experience.

Nora is quick to point out that fostering camaraderie, transparency, and positivity among her TAs is important to the success of the course and helps in mentoring and coaching her team. Using weekly meetings, online message chains, and other technology helps them stay on the same page and feel supported without demanding too much of their already busy schedules.

“Most faculty fail to realize that these students have a life, they have courses, they have dissertations. I make sure I show them that I have their backs and that they’re appreciated. It makes them feel a step above being just an undergraduate student and helps them a lot.”

...building a positive community

Creating a positive and supportive environment for 25 TAs is one thing; replicating that for 1,800 students a year takes something entirely different. Nora recognizes the special considerations needed to keep them motivated and engaged.

Going into a lecture with 219 other students can be intimidating, exhausting, and de-motivating. There’s no guarantee the instructor will notice if you’re even there or not. To help build a more connected community, Nora again turned to technology.

She developed her own app, Nora’s Corner, that students can download for free and get insights about everything that’s going on in the course, their TA’s contact information, and an open forum in which they can ask questions anonymously. She also created an Instagram account for the course — @excel.ninja — featuring her and the TAs answering questions & uploading lighthearted but still helpful posts.

“We’re using technology to let students know that ‘Hey, we’re a community, we’ve got you — no one’s going to slip through the cracks.’ It’s a huge motivator for both students and TAs.”

“We are changing students' lives”

“I knew I was onto something,” Nora says. “After that first semester with the revamped course, I realized that being a lecturer was my passion. I didn’t want to apply for assistant professor positions, I just wanted to work on improving as a lecturer."

The thing that really fuels her is seeing learners succeed because of a piece of information she shared or a skill that she taught them. Providing that influence and focusing on how to help students stay positive by using positive teaching strategies is one of her biggest drivers.

“We are changing students’ lives. When they come into the classroom, there’s an ‘a-ha’ moment you can see in their eyes. No amount of research and no paper or journal publication can satisfy an instructor in that way,” she says.

Nora admits that the idea of changing the world by changing students’ mindset sounds like a bit of an exaggeration. But when you're teaching and influencing 900 students a semester, and you can positively affect one thing in their thinking, then the scope of that change becomes very real.