Education Special Section

EDUCATION

NOVEMBER 3, 2017

CJN.ORG | CLEVELAND JEWISH NEWS | 45

EDUCATION A CLEVELAND JEWISH NEWS SPECIAL SECTION

Including MBA – Graduate Studies section beginning on Page 56

46 | CLEVELAND JEWISH NEWS | CJN.ORG

EDUCATION

NOVEMBER 3, 2017

Read more education news at cjn.org/education

Schools work to empower students BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |

E

ducation isn’t just about teaching students knowledge for their futures. According to Malkie Ginsburg, principal of the lower school at Fuchs Mizrachi School in Beachwood, and Stacy Stuhldreher, school director at Menlo Park Academy in Cleveland, empowering students and allowing them to take responsibility for themselves is a large part of the education process.

“We don’t just look at children based on their academics,” Ginsburg said. “We look at them as a whole, and what those essential skills are that will make them functioning members of society. It’s about creating an environment where they are responsible for things and where they take responsibility of their own learning.”

Ginsburg said each class at Fuchs Mizrachi works in small groups, and each group has a student leader. In the first few weeks of each school year, students learn how to work with a partner and the leader learns to take responsibility for that group. Such

Ginsburg

Stuhldreher

person-to-person skills are essential for students throughout their lives, she said.

“These are the skills, like communicating with each other, that are the bread and butter of what we do,” she said. “Those are the essential skills that students will need as they get older, and understanding how words make others feel. We have social emotional programming that deals with that.”: Stuhldreher said, “Menlo Park Academy is a public school that develops the potential of gifted learners through an exemplary program of

rewarding experiences that nurtures the whole child. The Wizards (the students) have daily interactions with intellectual and emotional peers. We believe our learning community makes our students stronger and more confident.

“We want our learners to know that they have control over their life, beginning at a very young age. We encourage them to claim their rights and responsibilities. We want them to have integrity and realize their impact on their community.”

She said Menlo Park’s curriculum offers more “density, complexity and moves at a faster pace than is available in typical school environments.”

Both professionals said it’s important for students to feel empowered in a learning environment.

“They learn to create these studentcentered skills, and it leads to more study habit skills,” Ginsburg said. “It gleans that the process of how is just as important as when we get there. It’s a process of learning, which creates the habits at such a young age which impacts them as they get older.”

Stuhldreher said Menlo Park goes

beyond offering courses in technology, art, music, foreign languages and health/physical education, but includes electives, in order to better engage students in subjects in which they are interested.

“Our enrichment offerings also include student-selected elective options that vary by the grade level,” she said.

“Each student at Menlo Park Academy receives an individualized learning plan, called a written education plan, so they can work at an appropriate pace and accelerate in areas where they have strong interests and abilities. They also receive support from faculty members who understand their unique needs.”

Ginsburg said teachers at Fuchs Mizrachi are more than happy to embrace the notion of empowering students and to promote personal responsibility. Classrooms are structured around these ideas.

“Some classrooms have independent libraries that students know how to use independently,” she said. “We show them how, and then we slowly release control to them.”

Is your child’s reading on track?

The Ethan D. Schafer Center for Learning Differences at Lawrence School offers free reading screenings to students in grades K-3 to identify if literacy issues exist. n

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EDUCATION

CJN.ORG | CLEVELAND JEWISH NEWS | 47

NOVEMBER 3, 2017

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o two students learn in identical ways.

According to Randy Boroff, head of school at Gross Schechter Day School in Pepper Pike, and Gussie Singer, director of interventional services at the Joseph and Florence Mandel Jewish Day School in Beachwood, their schools find different learning styles contribute to diversified learning.

“At our school, we blend traditional instructional goals with innovative and integrated project-based learning,” Singer said. “We have adopted this approach because of the changing roles of teachers in education and the importance of developing soft skills, like problem-solving, self-regulation and communication. We focus on teaching (students) to think, care and apply their learning. This approach allows them to remember what they are learning.”

Singer said educators can see that students truly are engaged in the learning process because the learning is integrated.

“That is one way we try to address differentiated learning,” she said. “The students for whom learning is more challenging, they are more motivated and inspired. For children who are gifted, they are allowed to be creative and think more deeply. So, it’s the best of both worlds.”

Boroff said Gross Schechter has adopted a philosophy of “a personal approach to education.” The school aims to make learning personalized to meet students’ personality and level of learning.

“The first part of that is to give the opportunity to our staff to get to know each child’s specific styles, we then incorporate teaching styles to meet those specific needs,” he said. “If a student needs extra help, we provide tutoring. We use those different modes of instruction like visuals and hands-on opportunities.”

The buzzword for Boroff is “differentiating instruction,” where teachers use different methods to address each student’s learning style.

“In one classroom, you may have a group that is doing a PowerPoint presentation or another that is reading a story and writing down notes, and another group that is learning directly with the teacher,” he said. “It’s because

Boroff

Singer

that’s what those students may need.

The different learning styles help guide (the teachers) lesson plans, in a way that they know what they need in order to prepare for these specialized lessons.”

Singer noted teachers at Mandel JDS employ different multisensory instructional strategies into their lessons, depending on if they know the student’s challenges beforehand or if they are learning about the challenges along the way.

“One of the ways we are able to differentiate within the classroom is because we have smaller class sizes, the teachers know (students) on a more personal level, and get to know what instructional approaches work for them.”

Mandel JDS also has interventionists that partner with teachers to provide support within the classroom or provide different skill-based instruction outside of the classroom.

“Teachers have to take some time to get to know students and learn about their interests, readiness levels and learning profiles,” she said. “That’s the basic philosophy of differentiated instruction. Beyond that, if students have diagnosed learning disabilities or identified learning challenges, it’s helpful for us to observe and assess what sort of classroom plan to put in place with the intervention support inside and outside of school. We spend time collecting data and making decisions based on what is proven to be effective in helping a child overcome difficulties.”

For specialized education to work, Boroff said there needs to be a line of communication between parents and teachers.

“A lot of the time, we see different things in school than they do at home,” he said. “The more we can talk about those issues together, the better plan we can develop to have those students

EDUCATORS | 49

EDUCATION

NOVEMBER 3, 2017

CJN.ORG | CLEVELAND JEWISH NEWS | 49

Schools receive Adelstein Award for environmental education

YOUR DAILY NEWS FROM THE CJN

BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |

T

eachers Julie Fedak and Jim Trogdon from St. Mary School in Chardon and Coventry Middle School in Akron, respectively, and their classes are recipients of the Adelstein Award, an annual prize from the Conservancy for Cuyahoga Valley National Park given to a school or class that demonstrates exceptional environmental education or stewardship activities.

Each winner will receive $1,000 toward educational resources to enhance environmental education, according to a news release. The award is named after Stanley and Hope Adelstein, who were passionate about environmental education and were involved in environmental causes for more than 50 years.

“We are thrilled to provide the Adelstein Award to two outstanding teachers and their classes this year,” said Katie Wright, director of the Cuyahoga Valley Environmental Education Center. “Not only does this award bring what was learned at the education center back into students’ everyday lives, but it helps create environmental stewards out of these passionate students.”

Fedak’s class plans to use the funds to build a “salad bar greenhouse” from recycled plastic bottles and grow vegetables for school lunches in it, according to a news release. While at the conservancy’s education center, students saw how locally produced foods were incorporated into their meals. The project will expand upon that lesson, including harnessing solar energy and water collection methods to reduce runoff from the school’s parking lot and building.

Trogdon’s class is planning a project that will model earth-friendly living and watershed stewardship they learned at the education center. The students plan to

EDUCATORS | 48 succeed. We also assess students differently. We provide different methods to ensure we get a true read on what (a student) has learned in class. We try to vary those assessments so that everybody has a chance to shine.”

If parents are unsure where to start when selecting a school that could meet the educational needs of a student, Singer said the most important thing is for parents to visit the school and get a sense for the environment.

“In any community, there will be historical memory or perception of what a school is like, this perception may be out of date. It’s best to see for yourself,” she said. “I think looking for a school that has both a strong instructional program and a strong socialemotional learning program is important because any student that is struggling with learning needs an environment that is nurturing, supportive and allows her to take risks.”

Boker Tov

plant 100 trees in the Cuyahoga Valley National Park and 1,000 trees along a stream at Cottage Grove Park in Coventry Township. The class also is partnering with EarthEcho International and the education center to monitor local water sources and contribute to a worldwide database of water health.

EarthEcho International is a nonprofit environmental organziation.

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think outside the lines Every day, Hathaway Brown students of all ages are encouraged to expand their horizons and see the world in new and exciting ways. Our outstanding academic curriculum is made more vibrant by hands-on educational opportunities in all divisions. Creativity and innovation are at the heart of the HB experience, and students make their own unique and beautiful marks within and well beyond our classroom walls.

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Private schools offer personalized learning experiences BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |

O

ne of the most important choices parents make about their children’s school is what will best benefit their future, well-being and will help them grow intellectually and personally.

According to Rabbi Simcha Dessler, educational director at the Hebrew Academy of Cleveland in Cleveland Heights, and Leah Kozlowski, assistant head of school at Montessori High School in Cleveland, parents should consider a private school, especially if they seek a personalized learning experience where the emphasis isn’t on testing.

“One of the defining characteristics of private school education is choice,” said Dessler, whose school is Orthodoxoriented and the largest Jewish day school in Ohio. “Each school is unique with various approaches to provide students with an education for life.”

Kozlowski said another difference between private and public schooling is private school often has a special focus on the learning process.

“A more accurate assessment of a student’s work has to go beyond the testing and homework,” Kozlowski said.

“The way we do grades is in two parts – knowledge and effort,” adding that the school’s method involves a variety of learning tools like projects, seminars and portfolios.

“The difference here is that we don’t care about the product as much as we care about the process,” she said. “It’s about developing a strong work ethic so that the end product doesn’t really matter. If you focus on the process more than the product, students are more prone to remember and apply their skills in other classes and subjects.”

Dessler said when considering schools, parents should consider each child as an individual with individual needs. Thus, each child needs a different level of guidance in their learning and private schools can customize that.

“Each child must be treated as an individual with an eye on social, emotional, intellectual and spiritual development,” he said. “The Jewish day school experience, in particular, provides the benefits of a dual

Dessler

Kozlowski

curriculum and the teaching of two languages at a young age, which results in significant rigor for students, in a caring and nurturing environment.”

In particular, Dessler said Jewish day school education provides “academic excellence coupled with a sense of religious belonging.”

However, Kozlowski said any student can benefit from a private school education that fits their learning needs.

“We want to focus more on how you get there opposed to rushing through the process,” she said.

Moreover, when it comes to selecting a private school, Kozlowski said parents should consider the flexibility and one-on-one capabilities private schools have that many public schools don’t.

“We’re student centered and meet with each student where they are at,” she said. “And it’s not a knock at public schools, but I feel like they have a certain curriculum and they have to teach one way because the classes are larger and there isn’t much room for flexibility. (In private schools), we have the freedom to work one on one with students. There isn’t a mold they have to fit in here.”

According to Dessler, private schools can not only create school community, but produce deeply-rooted relationships between teachers and students. Each has an opportunity to get to know the other better, and grow in their educational and personal processes together.

“School community, long-term and life-altering teacher/mentor relationships, a deep love and an abiding commitment towards Israel, and preparing youngsters for a successful future are all part of the fabric of the exciting Jewish day school experience,” he said.

EDUCATION

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NOVEMBER 3, 2017

Specialized schools help support and encourage students BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |

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arents of children with learning and social needs often have to consider how their child is being supported while in school.

According to Lynee Bixler, director of marketing and communications at Julie Billiart School in Lyndhurst, Douglas Hamilton, director of admissions at the Lawrence School in Sagamore Hills, and Shannon Farrell, coordinator of the Foundations of Learning at Grand River Academy in Austinburg, the family should look at sending them to a specialized school.

“Generally, when a family is starting to look for a specialized school, something is not working,” Hamilton said. “That starts their journey of what else might be out there. The advantage of a school like (Lawrence School) is that we cater to a niche of students. Our programming is geared to it, as opposed to a public school that has to do all for all. When they look at a specialized school, they know that the staff is trained to serve and support the students all day long.”

Bixler said there are multiple reasons a family may select a specialized school for their child.

“There is a lower student to teacher ratio,” she said. “(Julie Billiart) has a 6:1 student to teacher ratio, so we’re able to provide a much more individualized curriculum to the point that each student has their own curriculum in the classroom. We offer the whole child approach for the student so their social, spiritual and emotional needs are met.”

As for Farrell, every student is unique in his or her learning and has needs to be met that allow him or her to learn best. By attending a specialized school, students and families can ensure those unique needs are met in all learning aspects.

“In a specialized environment, students are able to receive individualized help and encouragement in utilizing appropriate strategies,” she said. “Often when they are in an environment truly fitting for their needs, confidence improves and students are less afraid of failure. When they realize they have more support, there is less chance of a student getting frustrated and shutting down. They begin utilizing the strategies they have learned because they are given an opportunity to succeed, in an environment that truly identifies with and understands their challenges.”

Hamilton mentioned when students have the opportunity to be in a classroom that is a normalized environment and meets their needs, they don’t have to play catch up.

“The more you step in and be part of a school such as (Lawrence School), the more normalized these schools really are,” he said. “That is extremely comforting for kids and it allows them to finally take some academic risks and allows them to feel comfortable in using their voice in a positive way in the community.”

According to Bixler, students learn to advocate for themselves and how to identify and speak out when they are struggling in these schools.

“Students learn how to sense themselves and learn those coping skills and how to work through their frustrations in a positive way,” she said. “We’re big proponents of social learning, so a lot of kids that are on the autism spectrum and have issues with social skills, they are able to express themselves better in the smaller environment. Kids are also more willing after the trust is built within the classroom to take more academic risks and try new things.”

Bixler

Farrell

Hamilton

All three professionals said when parents begin looking for a specialized school, their biggest piece of advice is to ask questions and to make sure they know

exactly what their child needs and wants academically and emotionally.

“Find a school that will communicate with you and is honest about answering questions,” Farrell said. “If there is a specific need your child has or something that they struggle with that has not been addressed in their current environment, ask for specific details in how the school will address those needs.”

Hamilton said, “It’s all about needs and wants. In Northeast Ohio, we’re very fortunate to have options.

But that also means parents need to be informed consumers. As an informed consumer, you have to know what your child needs and wants. And you have to weigh those as you go through and visit schools.”

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52 | CLEVELAND JEWISH NEWS | CJN.ORG

NOVEMBER 3, 2017

EDUCATION

Shabbat mosaic

Elementary students at Fuchs Mizrachi School in Beachwood spent six weeks studying Shabbat as an immersion project. Students participated in workshops, learning prayers, doing woodworking and having cantorial practice, and created mosaics depicting Shabbat themes. Third grader Nessy Krishevsky, from left, fourth grader Dalia Messelof, fourth grader Talia Goldblatt and third grader Adiel Avraham show off their mosaic. | Photo / Fuch Mizrachi School

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From the garden

Reva Faigin, 3, picks a sweet potato from the early childhood program’s garden at Fuchs Mizrachi School in Beachwood, which the students planted in the spring. | Photo / Fuch Mizrachi School

EDUCATION

CJN.ORG | CLEVELAND JEWISH NEWS | 53

NOVEMBER 3, 2017

Four join Hillel at Kent State staff

E

than Krasnow, Yotam Elias, Holly Sukol and Heather Scarlett are new staff members at Hillel at Kent State University. Krasnow is assistant director, Elias is Jewish Agency Israel fellow, Sukol is development and marketing associate and Scarlett is administrative assistant.

Krasnow was director of community programs and wellness at the Jewish Community Center of Greater Ann Arbor in Michigan for three years.

Originally from Milwaukee, he holds a Bachelor of Arts degree in broadcast journalism from University of Wisconsin and a Master’s of Science in recreational sports administration from Indiana University. He manages student life at both Kent State University and University of Akron.

Elias, a native of Haifa, Israel, served three years as commander in the Israel Defense Forces Combat Engineer Corps and worked at Ye’elim Be’er Sheva, an aliyah center for new immigrants to Israel. He spent one year as the Jewish Agency Israel fellow at Indiana University before joining Hillel at Kent State. He works to strengthen the connection between Israel and the Jewish students on campus.

Sukol previously worked at Upcycle Parts Shop in Cleveland for three years as program coordinator. She has a Bachelor of Arts degree in urban studies and is pursuing a master’s degree in business administration at Cleveland State University. She coordinates donor cultivation and stewardship and manages Hillel at Kent State’s media presence.

Scarlett is studying for her master’s degree in public history at Kent State after earning a Bachelor of Arts degree in journalism. She is responsible for behind the scenes tasks and is the first person people meet when they call or arrive at the Cohn Jewish Student Center.

“It’s been a terrific semester, launching the school year with our new, vibrant staff team” said Hillel executive director Adam Hirsh. “Along with our dynamic student leadership and strong board of trustees, we are well positioned to achieve excellence, inspiring every Jewish KSU and UA student to make an enduring commitment to Jewish life, learning, and Israel.”

MOVING? Call 216-342-5185 or email circulation@cjn.org to change your address so you don’t miss an issue!

Hillel at Kent State University new staff members are Yotam Elias, from left, Heather Scarlett, Holly Sukol and Ethan Krasnow. | Photo / Hillel at Kent State University

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NOVEMBER 3, 2017

Brazilian scholarship campaign for Jewish students collects $3.6 million in 2 days

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RIO DE JANEIRO – Donations to a Brazilian scholarship campaign to benefit Jewish students collected $3.6 million in two days, nearly three times above the target.

The amount contributed on Oct. 25 and Oct. 26 by 3,056 donors, including Jewish billionaires Joseph Safra and Elie Horn, will assist students from all 15 Jewish schools in São Paulo.

“The fund is much more than financial support. It gives emotional aid and technical preparation so that families and students can actually leave a situation of vulnerability,” Esther Safra Dayan, president of the Beit Yaacov school, told the Tribuna Judaica newspaper.

The Charidy Scholarship Fund aims to provide formal Jewish education for children and young people who face socio-economic vulnerability. Supported by the Sao Paulo Jewish federation and other institutions, it was created in 2016 as an independent entity to centralize managing these scholarships with professionalism and transparency.

In 2017, 393 students benefitted and the new campaign intends to assist at least 622 applications, according to fund manager Gabriel Zitune, a member

of the four donor families leading the initiative.

The program seeks to place and keep as many children as possible in private Jewish schools, according to the organizers. Less than half of the 12,000 school-aged Jewish youths in São Paulo attend Jewish schools. Some 1,900 Jewish students, or 40 percent of all 4,800 who attend Jewish schools, count on the continuous support to pay the monthly school tuition of up to $1,500 per student.

The granting of scholarships is based on a careful socioeconomic analysis of the families and includes a pedagogical follow-up of the children assisted, as well as support for parents and guardians with programs to train and approach Judaism. The anonymity of both child and family is always preserved.

Sao Paulo is home to half of Brazil’s Jewish community of 120,000. In 2016, a record-high of 700 Brazilian Jews moved to Israel and another 900 are expected in 2017, according to the Jewish Agency. The main reason is quality of life, urban violence and the longtime economic crisis that has squeezed family budgets.

Publisher apologizes for nursing textbook that stereotypes Jews, others JTA

For over three decades, parents and teachers, community members and supporters have worked together to build the Fuchs Mizrachi School into today’s thriving community, which educates and inspires over 500 students in our state-of-the art facility. Our students develop the intellectual skills, emotional strength and spiritual growth necessary to become our future leaders.

BE PART OF US 26600 Shaker Blvd, Beachwood, OH 44122 www.fuchsmizrachi.org Fuchs Mizrachi School is a beneficiary agency of the Jewish Federation of Cleveland and a partner agency with the JECC

T

he Pearson education publishing company has apologized for a section of one of its nursing textbooks that claims Jews are often “[v]ocal and demanding of assistance” during medical treatment.

The page from “Nursing: A ConceptBased Approach to Learning” drew widespread ire on social media for its descriptions of how Jews, Asians, blacks, Hispanics, Native Americans and “Arabs/Muslims” respond to pain.

Blacks, for example, “often report higher pain intensity” and believe “suffering and pain are inevitable,” the page reads. Hispanics may “believe

that pain is a form of punishment,” it continues.

The section also noted that Jews “believe that pain must be shared and validated by others.”

Pearson issued an apology to the website Mic last week.

“While differences in cultural attitudes towards pain are an important topic in medical programs, we presented this information in an inappropriate manner,” wrote Scott Overland, Pearson’s communications director. “We apologize for the offense this has caused and we have removed the material in question from current versions of the book, electronic versions of the book and future editions of this text.”

EDUCATION

CJN.ORG | CLEVELAND JEWISH NEWS | 55

NOVEMBER 3, 2017

Tech

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Trek

The New Liberal Arts: iPad-powered experiences

Hiram’s Tech and Trek program puts an iPad Pro, Apple pencil and keyboard in the hands of every full-time traditional student.

Sure, the devices are key. Still, it is Hiram’s New Liberal Arts: integrated study, high-impact experiences, and mindful technology that makes it truly transformational. Tech and Trek enables you to capture, connect and reflect upon life-changing ideas, feelings, images and questions, no matter where you are.

• FaceTime or Skype with students, friends or content experts anywhere, anytime.

• Be part of a class where faculty can assess your understanding on the spot so questions get answered and you don’t leave confused by the material presented.

• Download presentation apps to create state-of-the art digital story telling projects.

• Augment a written narrative or essay with photography or videography.

ARE YOU READY TO START YOUR PATH OF DISCOVERY? Contact the Office of Admission for more information: 800.362.5280

www.hiram.edu/techandtrek

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MBA - GRADUATE STUDIES

KSU receives $3.1 million gift for business scholarships BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |

K

ent State University received a $3.1 million gift for a college of business administration scholarship endowment from the estate of Kent State alumnus Joseph Stevens.

The Stevens Family Scholarship for the College of Business Administration was established by Joseph and Frances Stevens. Joseph graduated from Kent State in 1941, with a bachelor’s degree in business administration.

“Thanks to the generosity of Joe and Fran Stevens, the college of business administration will be able to assist

many more undergraduate students who are in need of financial assistance to complete their degrees,” said Deborah Spake, dean of the Kent State College of Business Administration. “We look forward to supporting many more highachieving business students as a result of this gift.”

The estate gift will be used as a scholarship endowment, providing more than $155,000 annually to juniors and seniors with a 3.0 grade-point average or higher that are majoring in a program in the college of business

administration or demonstrate a financial need.

“We are grateful that the Stevens family’s tremendous support will enable us to provide additional scholarship opportunities in order to put ‘Students First’ in all we do,” Kent State President Beverly Warren said. “This gift will play an important role in the future of the university by shaping the upward movement of our talented business students.”

According to Stephen Sokany, Kent State’s vice president for institutional

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BUSINESS CHANGES RAPIDLY.

advancement, the scholarship endowment is the largest gift the university received in the 2017 fiscal year.

“Joseph Stevens was able to give back to the college that gave him the tools to be a successful professional,” Sokany said. “But the impact goes much deeper than that. His gift is empowering students to receive that same high-quality education, while also illustrating the importance of philanthropy to those who benefit from his scholarship.”

@CleveJN @CleveJN @CleveJN @CleveJN

Cleveland JewishNews

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CJN.ORG | CLEVELAND JEWISH NEWS | 57

COLLEGE OF BUSINESS | BOWLING GREEN STATE UNIVERSITY

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MBA - GRADUATE STUDIES

MBAs can be springboard to better career BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |

A

ttending business school and receiving an MBA makes sense to many students who aspire to work in the business world.

But according to John Lanigan, dean of the school of business at Baldwin Wallace University in Berea, and Walter Simmons, associate dean for graduate and international programs and professor of economics at the Boler School of Business at John Carroll University in University Heights, students striving to work in non-business careers also can benefit from attending business school.

“I think we live in a changing economy,” Simmons said. “On the graduate level, even when we have students in full-time graduate programs, a set of my students aren’t even in those (business) graduate majors. They come from arts and sciences, and they realize that in the world we live in, having some form of experience in business makes you more marketable.”

Lanigan said, “I think particularly for students who were undergrads in different fields and then eventually end up going into management as part of their career

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process, they may need additional skill building. What we are trying to do with our MBA program is to prepare students for positions of greater responsibility. Just getting those advanced skills and experiences can be really powerful for a student’s career.”

Simmons said many opportunities open up for a Lanigan student with a degree, but more opportunities are available to those with an MBA. “There are so many opportunities going out there with a business degree in hand, so what you find in graduate schools, they are opting for more specialized MBA programs,” he said. “These MBAs prepare you for what Simmons exists in the workplace today, like leadership and analytics. Plus, the MBA prepares you for the unknown. It provides you with basic skills in quantitative analysis, but also teaches you how to think.”

Lanigan said MBAs gives students a greater “toolkit” to learn from as they advance to senior level positions.

“We get a lot of students that are in their second or third role in the working career and many of them are managing teams or other managers for the first time,” he said. “We want to help them be more effective in their responsibilities and to move onward and upward. By exposing them to theory and application in important areas of business, we give them the tools and confidence to aspire to contribute at even higher levels in their organizations.”

According to Simmons, any student on any career path could benefit from an MBA, especially in technical programs.

“We have a Masters of Lab Administration through the Cleveland Clinic and all of the students in the class are residents at the clinic,” Simmons said.

“They had the technical skills for the job but lacked the management skills. That’s how business skills are changing and making a difference. We work to be informed by the community.

“Most of these jobs don’t exist now, but they will exist in the future. Getting an MBA or attending business classes teach you the concept of thinking and how to build that ideal from its original point in the market.”

Lanigan reiterated MBA programs are really for anyone aspiring to lead people, processes or be in charge of large projects.

“It doesn’t matter what you majored in while in undergrad,” he said. “It impacts for those in business but it may be more impactful for those who didn’t.

They did have that exposure in their main period of study. Sometimes, those who aren’t business majors wonder if they can handle it. And the answer is that they can. These courses can give them greater understanding and depth. What we see is adults come back for their MBAs, and like myself, they don’t have the confidence. What an MBA did for me was it gave me the tools and confidence in my program to go back to work and apply the things I learned in school the night prior. To me, it was a turning point for my career.”

MBA - GRADUATE STUDIES

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NOVEMBER 3, 2017

Ashland U international MBA program plans trip to Israel BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER @BeckyRaspeCJN braspe@cjn.org |

E

lad Granot, dean of the Dauch College of Business and Economics at Ashland University in Ashland, said traveling is an important component of education and the pursuit of an MBA degree.

Being involved in the MBA world for more than 10 years, he said traveling is important for MBA students because of the international experiences and exposure to international business markets.

“Many students, even though Granot they are pursuing their graduate degree, they haven’t had the chance to travel abroad and have international experiences,” he said. “And what we believe in is that we need to provide students that opportunity.

Granot said MBA programs aren’t inexpensive and students tend to take time off from work to attend. He noted Ashland created programs that can take place online and on the weekends for this reason. Adding the trips were a bonus, he said.

“It’s a one-year program, and it’s on Saturdays only, which makes it special already,” he said. “But what

MBA-Graduate Studies Listings ASHLAND UNIVERSITY 6393 Oak Tree Blvd. Cleveland, OH 44131 216-208-8515 ashland1yearmba.com mba@ashland.edu Our one-year International MBA program allows students to travel the world on two separate international study tours and still earn their MBA in just one year. Tuition of $29,500 is all-inclusive, covering the study tours, materials, and meals. Students can continue working full time, with Saturday-only classes in Cleveland.

BOWLING GREEN STATE UNIVERSITY 120 McFall Center Bowling Green, OH 43403 David Chatfield, PhD 419-372-2748 bgsu.edu/mba & bgsu.edu/mod dchatfi@bgsu.edu The Executive MBA is a rigorous, 18-month program delivered in a convenient, one weekend a month, format. The program features a weeklong international field trip where students learn through visiting some of the world’s leading companies. This was the first program of its type in Ohio and today is one of the most respected EMBA programs in Ohio.

makes it really unique globally is the two international study tours built into the curriculum.”

Granot said the current cohort of the program plans to travel to Vietnam and Hong Kong in November and Europe in May to meet with local and international professionals.

The program introduces its cohorts every August and January – and the January cohort’s trip to Israel is what excites Granot the most.

“Israel is known worldwide as a start-up nation,”

he said. “It’s one of the top five innovative countries.

There is a lot to learn from Israel. And yes, we do go all over the world – but Israel is a unique destination.

From a business perspective to religious and historic, there is no nation like Israel.”

Publisher’s Note: Elad Granot is a member of the Cleveland Jewish Publication Company Board of Directors.

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MBA - GRADUATE STUDIES

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KENT STATE UNIVERSITY College of Business Administration 475 Terrace Drive Kent, OH 44240 330-672-2282 gradbus@kent.edu business.kent.edu Earn your MBA at the AACSB-accredited College of Business Administration at Kent State University in less than 12 months online. Other offerings include a full-time MBA, Executive MBA, five dual-degree MBAs, plus graduate degrees in accounting, business analytics and economics. Programs feature industry-experienced faculty, study abroad programs and career services.

MONTE AHUJA COLLEGE OF BUSINESS At Cleveland State University 2121 Euclid Ave., Suite 327 Cleveland, OH 44115 216-687-3730 • Fax 216-687-5311 cbascu@csuohio.edu csuohio.edu/business/academics/graduate-degree-programs The Monte Ahuja College of Business offers a world-class MBA degree. All of the programs are accredited by the Association to Advance Collegiate Schools of Business, the hallmark of quality in management education worldwide. Accessible and affordable, MBA options are designed to accommodate your work schedule and lifestyle. Options include: Executive MBA (19 months), Online Accelerated MBA (12 months), Health Care MBA, the Juris Doctor/MBA joint degree program offered with the Cleveland-Marshall College of Law, full-time and part-time MBAs as well as specialized business graduate degrees in accounting, human resources, information systems and business analytics.

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URSULINE COLLEGE 2550 Lander Road Pepper Pike, OH 44124 888-URSULINE or 440-646-8119 ursuline.edu/mba graduateadmissions@ursuline.edu Building on Ursuline’s foundational heritage of providing a holistic, values-based education, our MBA Program prepares tomorrow›s leaders for the challenges and opportunities of the marketplace and emerging global economy. This is accomplished through educational experiences that emphasize communication skills, independent thinking, creative problem solving, and professional integrity from a business operating perspective.