THE CONSTELLATION NEWSLETTER OF CAPELLA UNIVERSITY’S SCHOOL OF BUS, TECH, AND HC Admin

EXTRA! EXTRA! GROWTH MIND SET LEADS TO LEARNING

THE CONSTELLATION NEWSLETTER OF CAPELLA UNIVERSITY’S SCHOOL OF BUSINESS, TECHNOLOGY, AND HEALTHCARE ADMINISTRATION CONSTELATION STAFF DR. AL GORRIARAN, CORE FACULTY, EDITOR DR. REBECCA SNARSKI, SR. CORE FACULTY, STAFF WRITER

SOBTH LEADERSHIP DR. CHERYL BONCUORE, INTERIM DEAN

Extra Extra, Read all About it: Growth Mindset and Active Learning are the Keys to Success in College and Beyond In a world where endless data and information is at our fingertips, competition is fierce, and everything we know seems to change by the day, growth mindset and active learning are essential.

Growth mindset is the understanding – the belief – that one’s intelligence and strengths can be intentionally developed through hard work and dedication, no matter what abilities one is born with.

Active learning is about not just passively absorbing information, but actively seeking out and taking in new information, using critical thinking to blend that new knowledge with what one already knows to create new understanding and new connections.

As educators, fostering a growth mindset and promoting active learning is the nature of our business. By encouraging a growth mindset and active learning we help our learners to embrace life’s challenges, to persist through obstacles, and to reach higher levels of achievement in a way that prepares them not only for academic success but also for a successful professional life, and perhaps even a more satisfying personal life.

Being Provost

In this Edition of the Constellation

SOBTH Associate Dean Cheryl Boncoure asked Capella President, Dr. Constance St. Germain to write a bit about a day in the life of a provost before she became president. In reply, Dr. St. Germain wrote: “One of the questions I frequently get asked is, “What does a provost do?” As provost, I am responsible for overseeing Capella’s academic programs, institutional effectiveness, faculty and staff, and the complex organizational structure that forms the bedrock of our institution while helping shape and implement the university’s strategic vision. This means upholding Capella’s academic mission, quality, history of innovation, and commitment to learner success.

Being Provost..................................Dr. Constance St. Germain........................................Page 1

The job of a provost is demanding and stressful. It involves balancing competing demands on one’s time and attention, making tough decisions that may not be universally popular, and collaborating with diverse stakeholders, each with their own unique interests – all while ensuring fairness and equity.

In this edition of The Constellation, we’ll look at different angles on growth and learning. Check out the article on Being an Expert in More than One Thing or Everyday Analytics. Read about AI in writing, fulfilling your own dreams, and more. And most importantly, keep on growing!

The Newest Star in our Constellation, Staff Writer ......................................Page 2 Everyday Data Dr. Jama Bradley..........................Page 3 AI, Ethics, Faculty and Learners, Dr. Rebecca Snarski............................Page 4.

Dean’s Corner.................................Page 5 Multiple areas of Expertise., Dr. Al Gorriaran.............................................Page 6 Day in the Live, Dr. Cheryl Boncoure.............................................Page 7 Academic Honesty, Dr. Rebecca Snarski..................................................Page 8.

Reaching Our Dreams, Dr. Al Gorriaran.............................................Page 9 Career Innovation Model, Dr. Cheryl Boncoure.........................................Page 10

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Our Newest Star in the Capella Constellation, Dr. Darleen Barnard, Faculty Director, SoBTH’s undergraduate and masters’ programs In this edition of the Constellation, we recognize a star leader in the School of Business, Technology and Healthcare (SoBTH), Dr. Darleen Barnard, faculty director for the school’s undergraduate and masters’ programs. Darleen’s journey to Capella demonstrates how life is full of twists, turns, and opportunities.

Following her newly-enlisted husband to Germany almost immediately after graduating high school, Darleen enrolled at the University of Maryland and attended classes on base, earning an AAS in Accounting and BS in Business. She attended classes in the evening while working in the accounting offices of the Morale, Welfare, and Recreation (MWR) program at Ramstein during the day. At the time, the University of Maryland was among the few ways for military members and their families to earn college degrees while stationed overseas.

Their second assignment was Edwards Air Force Base in California where Darleen put her new degrees to work in the accounting department for Computer Sciences Corporation (CSC) on base. After a year, she made the decision to return to school for her MBA. Because Edwards AFB is in a remote location of California and the closest college campus was over an hour away, Darleen explored “distance education”.

The internet was new and online education in its infancy. Darleen earned her MBA from the University of Phoenix in 1998 while working full time at CSC and having their first son, Dylan. After 8 years in the military, they returned to civilian life and home to western New York.

The state of New York has an amazing system of higher education, and Darleen was fortunate enough to find a job working for the University of Rochester Medical Center, which rewarded higher education with opportunities for advancement. It was here that her accounting career path took a turn into healthcare. She held several positions at the U of R and eventually rose to become associate director of the Central Business Office for the University of Rochester Medical Faculty Group and also held other meaningful positions such as the Administrator of the Trauma Burn and Thoracic Surgery unit.

While still working in healthcare, Darleen had their second son, Ryan, and began her doctoral journey. She earned her Doctorate in Healthcare Administration with the University of Phoenix in 2010; shortly after, life took another turn and they moved to Las Vegas.

Darleen finalized her dissertation and completed her oral defense six months after moving to Las Vegas and started a new job with the University of Nevada as Director of Business and Finance for UNLV’s Student Health Center.

While pursuing career and academic achievements, Darleen and Hank raised two successful young men.

Their youngest son, Ryan, 22, is a Business Enterprise Officer with the State of Nevada as well as a Signal Officer with the Nevada Army National Guard. Their oldest son Dylan, 25, is a dedicated teacher and coach at a high school in his community. Hank is a Network Engineer with Ciena Corporation supporting the Department of Defense.

Darleen began her career in academia part-time in 2007 and fell in love with teaching. This is the part of Darleen’s journey that feels so familiar. Most of us relate to dipping a toe into higher education as part-time instructors, and soon we experience a teachable moment, a grateful student, or we have that ah-ha moment and realize this is what we are meant to do.

Darleen served as an adjunct for several institutions of higher learning before joining Capella in 2011.

Because Darleen’s own academic journey faced so many challenges from being overseas to living in remote locations, she understood the value that Capella could bring to other students like herself and was an instant learner advocate. Darleen soon began receiving notice for her work as a faculty member, and Capella quickly realized what a gogetter we had hired!

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Everyday Data

Everyday Data You can help your children, students, and friends become comfortable in our world of data.

As educators and administrators in higher education, we are constantly inundated with data. We also regularly provide students with article links and other course materials that contain information derived from data analytics. So how can we help others become comfortable when reading information that includes data and data analysis efforts?

There are multiple ways you can help make data a part of everyday life for the people around you. Here are some suggestions to get started: • Question facts. At work and in general conversations we hear people stating information as “fact”. Even my beginning MBA learners like to make statements as fact when what they are actually presenting is opinion, with no evidence or citations. Encourage those around you to think analytically by asking supervisors, friends, learners, or kids, what source their information is based upon. Evidence is often founded in data analysis, the results of which provide proof of a trend, data point, pattern, and reality. By questioning people about their sources, we encourage them to think more critically and analytically.

• Teach to data: Work with students and others to seek out information and data that is well documented and well analyzed. Emphasize the difference between facts and opinions. Explain how data analysis can help limit bias by making decisions more objective.

Use the right language: As noted above, just beginning to ask about the data a statement is based on helps us develop a language of data analysis. Referring to patterns, trends, graphs, research results, and data analysis reports helps us develop our language and culture of data as part of our everyday lives. ·Take your practice further: Start tracking stocks, or better yet, invest a couple of hundred dollars in a favorite company stock within an industry you are interested in. Follow the progress of that investment; note the stock price daily and quarterly gains and losses. YahooFinance.com and other sites can help you find and track gains and losses, percentages, comparison of stock gains against industry average, and stock indexes. This also works well with children. Help them buy, or pretend to buy, and follow a company/stock that speaks to them. Check the analytics and use the language of data to assess whether you chose a good stock or not.

Each of the above ideas can be both fun and a bit challenging, while also rewarding. Be a change agent. Help those close to you grow in their understanding of evidence, embrace data, and analyze results for a better “every day”.

By Dr. Jama Bradley

• Practice evidence-based decision-making. With daily decision-making, encourage those around you to begin incorporating research into every decision that involves more than $50.00 dollars. Check consumer reports and websites (most are based on data analysis), google survey data results on the topic, look for trends, patterns, and relationships in the information you read on the topic. You will be surprised by how confident you will become in your decision process efforts when you know you have done your research.

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The Role of the College Professor in Helping Students use AI Effectively and Ethically to Advance their Learning

As the world becomes increasingly reliant on artificial intelligence (AI), it is crucial for college professors to help students use this technology effectively and ethically to advance their learning. In this article, we will discuss the role of a college professor in educating students about AI and guiding them in its proper use.

First and foremost, college professors should teach students the fundamentals of AI, including its definition, how it works, and its various applications. This knowledge will enable students to recognize the benefits of AI and how it can be used to solve complex problems. Additionally, professors can highlight the limitations and ethical considerations surrounding the use of AI, such as the potential for bias and the implications for privacy.

College professors can also encourage students to use AI tools to improve their learning experience. For example, AI-based tutoring systems can personalize learning to fit the needs of individual students. These systems can provide personalized feedback, track progress, and offer recommendations for further study. By incorporating AI tools into their curriculums, professors can help students develop the skills they need to succeed in a rapidly changing world.

However, the use of AI in education also raises ethical concerns that must be addressed. College professors have a responsibility to teach students about the ethical considerations surrounding AI, including the potential for bias and the implications for privacy. They should also help students develop a framework for making ethical decisions when using AI tools.

Finally, professors can help students develop the skills they need to use AI responsibly. This includes critical thinking skills, such as the ability to analyze data and assess the validity of AI-generated insights.

Additionally, professors can encourage students to engage in interdisciplinary projects that combine AI with other fields, such as social sciences and humanities, to gain a broader perspective on the potential implications of AI. In conclusion, college professors have a critical role to play in helping students use AI effectively and ethically to advance their learning. By teaching the fundamentals of AI, encouraging its use in the classroom, addressing ethical considerations, and developing critical thinking skills, professors can help prepare students for a future that is increasingly reliant on AI technologies.

Editor's Note: This article was written, in full, by the AI bot ChatGPT. We believe that this example demonstrates that AI can be thoughtful, accurate, well-organized, and an excellent tool. It is also inescapable – our learners will use AI writing tools. We can ignore that fact, ineffectually, or we can help to shape how they use it. There is a place for AI tools in academic and professional writing, just as there is a place for peer collaborative research websites such as Wikipedia and writing technology such as Grammarly.

As with any tools, faculty must understand the abilities and limitations of the tool and help their learners to use it effectively as an assistant, the start of learning, not a replacement.

The editors encourage you to use AI in a variety of ways to help you better understand the tool. Ask it to outline your next presentation or provide feedback on a paper draft. Test it out on grading part of a paper or use it as a brainstorming partner for your next research project. Engage with this new technology to grow your knowledge and get first-hand learning of how you can help your learners use AI more effectively. Check out ChatGPT, GoogleBard, QuillBot, or other AI you have heard of today.

by Dr. Rebecca Snarski

One way professors can address these concerns is by incorporating ethical considerations into their lessons.

For example, they can discuss case studies of AI misuse, including instances of bias or discrimination.

Additionally, professors can encourage students to engage in discussions about the ethical implications of AI, encouraging them to consider the impact of these technologies on society.

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FOR INTERNAL USE ONLY Dean’s Corner Greetings, Capella University Administration, Faculty, and Leaders, Welcome to the 4th edition of The Constellation.

This edition explores the value of growth mindset as we continue to innovate and educate the pioneers of the future, embrace new areas of expertise to grow career skills, research artificial intelligence (AI), and more.

Our newly revised SoBTH mission states, “We educate business, technology, and health care administration professionals in an innovative, online environment through competency-based education and empower learners to advance in their careers and serve their organizations and communities.” This vision encourages our school to create a mindset of innovation and futurereadiness across the learning experience. As Dean, I have appreciated everyone embracing the vision, creating opportunities to foster an innovative mindset in our learners, and cultivating an innovative environment for our learners.

Growth, Change, and an Issue Overview Editor’s Note: As SOBTH Dean, Dr. Jennifer Straub has introduced every issue of the Constellation to date. Having recently been promoted to the role of Assistant Provost for Academic and Faculty Affairs, Dr. Straub is no longer our Dean, yet her Dean’s Corner, already drafted for this issue, introduces the issue well and in many ways seems an appropriate farewell to the role. We thank Dr. Straub for her leadership, on behalf of all SOBTH, and leave you with her final Dean’s Corner.

Through growth mindset, SoBTH continues to embrace change and innovation to support our learners. Recently, our faculty and directors have engaged in discussions on the value of innovation and ethical responsibility for new AI, such as Chat GPT. Further, several core and part-time faculty have joined the SoBTH Deans’ Innovation Fellows and the Capella University Provost Innovation Fellows to leverage technology in the courseroom, learn more about emerging technology across Capella and in SoBTH courses, and collaborate with one another on innovative pedagogies, which in turn support our learners in developing a mindset of innovation.

SoBTH continues to adopt innovation initiatives and pilots in the courseroom, including the recent Capella 5.0 academic delivery model pilot in BS Business, to support our mix shift in learner populations, workplace-integrated learning to apply projects from a learner’s workplace with academic theory in the courseroom, and Lean methodologies to identify the root causes for challenges in the courseroom and applying countermeasures for improvement.

These discussions and initiatives demonstrate a growth mindset through both a willingness to grow knowledge, and test and learn from both success and failure.

The future is exciting - there is an abundance of futurestate topics, and learning about these topics will evolve higher education.

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We Have to Know More: The Growing Demand for Multiple Areas Expertise There was a time not so long ago when earning a high school diploma was all the education one needed to achieve financial and occupational success. In 50 years, the industrialized world sped to our present, and a lot more knowledge, more and different skills and abilities, such as abstract thinking and creativity, have become necessary to work in most organizations today (BBC, 2021).

A college degree has become one key to accessing career opportunities, but continued success relies on a certain level of curiosity and enjoyment of learning.

We are in a new and exciting phase of knowledge demand in the workplace. The modern workplace is a technology environment, and that environment has become both highly productive from the organizational perspective and increasingly demanding for those of us who work in it. Not only are we learning interesting applications as the months and years pass, but the nature of some organizational cultures is pulling us towards the reality where constant innovation is essential. Boiled down, we no longer operate in our primary specialty. While we work with new processes of innovation and even work directly with their conception, modeling, and product introduction, there is a great need for people who are experts in more than one field.

The question for professionals is, “How can we respond to this new demand of a broader framework of expertise that includes both knowledge and skills?”

There have always been people committed to lifelong learning. We also see lane-changing career switchers that enter a completely new field, and there are those who aspire to great positions of responsibility through graduate education. The demand for a second and third area of expertise sounds a bit daunting, but, as with other challenges, there are many approaches to obtaining these broader skillsets. There has never been a better time to learn beyond the field in which we initially trained, with today’s vast number of educational, training vendors and on-the-job opportunities for continual growth.

Leaders who are driving innovation in the organization should recognize the importance of learning “side-ways”.

If you are a business professional, think about expanding your knowledge in the other areas of business that are represented in your private sector organization. If you work in the public sector, look to your peers in other disciplines and ask yourself where there is the greatest need. Then ask where your personal interests lie and take the plunge.

The way in which we grow our second or third area of expertise is not as important as simply growing. As we learn more about other areas of our organizations, we will positively influence our current roles while also preparing for the roles of the future.

We will have the breadth of knowledge to grow new concepts that will mature into powerful innovations, and we’ll grow as people.

The goal is to grow into ourselves in the fullest, most lush ways possible so that we can be examples, role models, and mentors. If any of us leaves a lasting mark on any organization, we do it through people.

As with all great ideas, some specific approaches help those who pursue learning sideways. There are some disciplines in the workplace that are more process-oriented, while others are more content focused. In addition to learning sideways, we can also pursue a process-based secondary area of expertise.

One example would be having marketing as a content area and then learning data analysis as a new secondary area of expertise. If one is a human resource professional as a content area, then one might pursue information technology as a process area for a secondary area of expertise. For the mature sideways learning professional, a second content or second process area of expertise can be invaluable.

We are in a time where access to knowledge is greater than at any time in history; however, without human expertise access is not enough. We also need the expertise to decern, organize and apply the right resources. Then we integrate this knowledge into the correct contexts for the best results; our expertise will provide us with the background to ask the right questions. The multi-expertise professional will be equipped to ask the questions which will seed the ideas leading to ground-breaking innovations.

References BBC (2021) Retrieved from: https:// .bbc.com/worklife/article/20210126-degree-inflation-howthe-four-year-degree-became-required

by Dr. Al Gorriaran

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FOR INTERNAL USE ONLY Day in the Life of an Associate Dean

By Cheryl Boncuore Formerly Associate Dean, now Interim Dean, School of Business, Technology, and Health Care Administration A day in the life of an associate dean is not as glamorous as you might think. While each day can be rewarding and interesting in its own way, the actual day depends on the initiatives and goings on at the time, and much of that time is spent returning messages, responding to urgent requests, preparing for meetings and presentations, and always, attending meetings. And then meetings. And usually, more meetings.

For those who want to pull back the curtain, here is a general overview of what a day in the life of this associate dean might look like: Morning Planning and Administrative Tasks I wake up at 5 AM to Teams chats, which may sound terrible, but I’m an early riser and begin by going to the gym for a workout to get my energy flowing. Then, I start the workday by reviewing emails and responding to any urgent messages; I’m always sure to answer any email from learners first, as they are the reason we do what we do!

I then review the day's schedule and prioritize tasks and meetings. I prepare by prereading or prepping any presentation material I need. And then there are the meetings. I attend departmental and committee meetings; planning and strategy meetings; leadership and team meetings; all to discuss ongoing projects, policies, or issues.

One thing I love is that the associate dean role is very collaborative, and I work with Academic program directors, faculty directors, faculty members, and staff across Capella and SEI to address academic matters, such as curriculum development, student admissions/enrollment, and faculty recruitment.

Student and Faculty Interactions Editor’s Note: Many of us have wondered about the busy day of an Associate Dean at Capella, so our team posed that question to Dr. Cheryl Boncoure, who at the time was SOBTH Associate Dean. Cheryl has since been made Interim Dean, and as such her role will change significantly, but no matter where the future leads, we felt there was value in this glimpse into the role, even if her days look different now.

Occasionally, I meet with students to address academic or administrative concerns, provide guidance, and assist with resolving issues. I especially enjoy the conversations that occur with the Learner Advisory Board. I also teach a class each year; I love that because it gives me insight into our learners and everything that our faculty do daily. I even participated in the Capella 5.0 pilot which was very exciting, nerve-wracking, and fun!

Supporting faculty members is part of my role, providing resources and encouraging professional development opportunities, addressing concerns, and facilitating communication between faculty and other departments. I love to hear from our faculty, no matter the topic, but especially ideas that will help SoBTH and Capella improve for the future.

Programs and Curriculum Very often, I collaborate with program directors and faculty members to review and discuss existing curriculum, ensuring that it meets academic standards and aligns with industry trends.

This involves evaluating and assessing the effectiveness of academic programs through data analysis, student feedback, and input from faculty and staff. Brainstorming ideas for the future of our programs is one of the most exciting conversations that I enjoy.

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Encouraging Academic Honesty as a Path to Better Learning

In his famous play Antony and Cleopatra, Shakespeare's character Antony says that if he lost his honor he would lose himself. A little time searching the word honor tells us this word means high respect or adherence to what is right. In modern days we speak more of honesty, which means being truthful, sincere, and free of deceit… all the same ideas as honor, that is adhering to what is right and truthful.

To continue this thought…

The word integrity means being honest. This brings us to our actual topic: academic honesty. Building on the above, we can easily define academic honesty as being truthful, accurate, and adhering to what is right in our learning and schoolwork.

Academic honesty is a fundamental aspect of academic life.

It encompasses credibility and integrity and leads to better learning outcomes. Since academic honesty refers to adherence to ethical principles, rules, and norms within academic settings, academic dishonesty, on the other hand, undermines the credibility and integrity of our academic institutions, while diminishing the quality of one’s education and damaging the reputation of the individuals and institutions.

So, let’s explore how academic honesty leads to credibility and integrity, as well as better learning outcomes for the student, and how educators can help.

Credibility is paramount in academic and professional life.

Academic honesty fosters credibility by promoting trust, demonstrating reliability, and showing accountability.

Learners demonstrate academic honesty by completing their work independently and accurately and citing credible source material. This helps those learners establish themselves as trustworthy, reliable, and credible.

Furthermore, when learners maintain academic honesty, they demonstrate a commitment to ethical principles and values including honesty, fairness, and respect for intellectual property; this helps form the foundation of future ethical attitudes and behaviors.

Finally, academic honesty promotes better learning outcomes by facilitating the effective acquisition of knowledge and skills. When a learner engages in academic dishonesty, such as plagiarism or other cheating, they undermine their own ability to learn. Such academic dishonesty deprives these learners of the opportunity to develop critical thinking skills, creativity, and problemsolving abilities.

Taking Action Recognizing the value that academic honesty can have for learners, while also recognizing the truth that some learners are simply so busy and overwhelmed by life that they are tempted to be dishonest, we are left to wonder: What does this mean for instructors and coaches of online learners?

It means that faculty and supporting staff should keep the following in mind: ·Plagiarism is too easy. We all know that online learning brings with it an inherent ease in taking information without proper attribution and citation. The even more modern artificial intelligence interfaces recently making the news, coupled with the increasing prevalence of study websites and online sample papers, mean this problem keeps getting bigger and bigger. The technology is so ubiquitous that we can’t ignore it. ·Technology can be a tool. Despite the above-noted problems, technology can obviously be a powerful tool to help our learners research, learn, and grow. As instructors and supporting staff, we need to guide our learners in using these technologies ethically and effectively. ·Learners need guidance. When used properly, study websites can help learners relieve stress by showing them examples of what is expected of them or helping direct them to resources. Learners can use AI to get feedback on drafts of their papers, interact in simulations posed by faculty, or search for foundational information as they might a library or Wikipedia. As educators, we should guide learners to use sources in these positive ways. ·Take advantage of teachable moments. When learners make honest mistakes in their use of source material, faculty and coaches should correct them very specifically, and show them how they should have done it differently.

Simply highlighting plagiarism or citation errors is not enough; explain what is wrong and how to fix it, then refer the learner to a source for additional information, such as a link to Capella’s writing center.

Report plagiarism. When learners make egregious errors in research or use of source material or seem to be unethical in an obvious way such as taking entire sentences or paragraphs without attribution or passing clearly plagiarized work off as their own, faculty should report them for academic dishonesty. It may seem like reporting them is not a kind thing, but it is.

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by Dr. Rebecca Snarski

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REACHING OUR DREAMS AND ASPIRATIONS: BEING SELECTIVE IN WHO WE LISTEN TO For lifelong learners, motivated aspirants, and dreamers who continue their education, we are often asked by friends, relatives, and even spouses, “What do you think you're doing back in school?” Or the equally unhelpful, “What are you going to do with that certificate?”

The first question relates to what benefit this additional learning is going to add to our professional profile. The second question comes from a transactional perspective – what actual return on investment is this new pursuit going to provide? These questions often come from places of concern and compassion. However, these well-intentioned observations about what is and is not best for our professional futures can lead to self-doubt.

Questions like those above are sometimes well-intentioned, but sometimes they are more about the person who is asking them than they are about our goals.Either way, these queries can wear on our confidence levels and cause us to doubt ourselves. Learning with a perceived lack of support can be disheartening and difficult.

What those who ask these questions might be missing is an understanding that we want to grow intellectually, learn new skills, become a different, better version of ourselves, and, yes, perhaps make more money, though rarely is money the main purpose.

Many of our professional goals are about having access to more interesting work, professional accolades, and enjoying a level of autonomy and control. But there is also the thought of taking care of those we love – bonuses, raises, and promotions help us to do that. Those asking where (and when) our journey will end may wonder what their roles will be in our lives as we pursue our dreams, perhaps fearful we will outgrow our need for them, perhaps dreading how much time away from them our new ventures will take.

Having a misunderstood goal is one of the trickier bits of life.

This is where we must search for a fine balance between challenging ourselves and helping others understand that, although we want more out of life and need to push ourselves, it doesn’t mean we are ungrateful or unaware of our current blessings. We also need to be cognizant that when we embark on our quest, we will not be the only ones to make sacrifices.

In a way, the conversations we need to have with our partners, children, and other important people in our lives are not so different from getting buy-in to deploy a new software program that will need a good deal of practice to learn. It is so much easier to get that new program up and running and being used when our colleagues and subordinates believe it is a good idea and feel the decision has been a mutual one.

Stakeholder buy-in matters, on the job and in our personal lives.

Whether it’s a child wanting you to go to their ballgame or recital, or a spouse who needs help with the chores or simply a date night, meeting the needs of those around you requires managing expectations. Here are some tips for managing those expectations and helping avoid disappointment when there simply is not enough of you to go around: ·Keep a family schedule so everyone knows who is available when, and whether one parent or both will be at an event.

Establish and maintain communication so that your family gets your attention when they need it, and you don’t miss out on their big days. ·Celebrate everyone’s accomplishments as a family, including your own! When the family knows where you are in your journey, they can become your supporters instead of being resentful or unimportant. ·Learn to portion your time and take care not to overschedule yourself. It is better to let someone know in advance you won’t be able to attend an event than to have to call at the last minute with apologies and excuses. The temptation is always to work ourselves into the ground so that nothing important changes for our loved ones, but overwork can only last for so long. ·Prepare for professional trade-offs. You may need to take a less demanding role at work so that there is time and energy left over to devote to the new goal and family obligations. This new job may pay less money, and the budget may have to be adjusted accordingly. Hobbies may have to be enjoyed less frequently or abandoned for a while as might volunteering and other activities that are important to you.

There is a price for everything in life. There is a price for pursuing your goals, and there is another, different, perhaps more long-term price, for not pursuing them. A great deal of thinking goes into how to achieve any goal, and, as with so many things in life, timing is critical. Be aware of your unmovable obligations and choose your time wisely.

With new knowledge comes great value, confidence, power, and opportunities. Many of us simply enjoy the process of learning. For us lifelong learners, our dreams beckon us to step on board, set sail, and find out what adventures await. It is a leap of faith in many ways because the process is sure to change us, change our relationships, and change our future, drawing us down a less common path.

by Dr. Al Gorriaran

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BTH CAREER INNOVATION MODEL FOR DEVELOPING INNOVATION SKILLS As SEI embarks upon the initiative of building an “army of innovators”, Capella University embraces innovation as part of our DNA. Innovation is indeed key to our success, but I am challenging all BTH to think even deeper about innovation. Not only must we be innovative at the institutional level and in our delivery model, but to ensure that our learners are successful, we must teach them how to innovate in all aspects of their career. The Career Innovation Model is BTH’s answer to a gap in the innovation initiative: How do we bring our learners on this innovation journey with us?

The BTH CAREER Innovation Model is a general framework for fostering an innovation mindset in a career context and can be adapted to suit specific industries or organizational cultures. Innovation is a dynamic and ongoing process and encouraging a culture of innovation within an organization can lead to long-term success and competitiveness in the ever-changing business landscape.

Based upon conversations with business partners, advisory board members, program directors, and faculty, the goals of the Career Innovation Model were compiled and form a simple framework that is easy to apply, use, and discuss.

Within each of the six goals, there are specific skills that are observable and measurable. I am excited about this model, so here is my ask: working with your Program Director, look at the skills within the Model, and the course(s) that you teach and determine where you might teach the skill or expect learners to demonstrate the skill. This mapping process will show us where we might have gaps, overlaps, or orphans of the skills. That will open even more conversations about the skills. I am excited about this and look forward to these conversations with everyone!

By Dr. Cheryl Boncuore

As a School, we believe that we teach these skills. The Career Innovation Model will help us map our curriculum and show where we are covering these skills and give our learners more insight into the why of the course content and materials. With this mindset our learners will be even more successful in their chosen career paths. I believe that our learners will be the leaders in developing and defining the careers of the future. Giving our learners the language of innovation is a first step to developing an innovation mindset, which culminates in innovative solutions demonstrated through experiential assignments and capstones.

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School of Business, Technology and Healthcare Colleague Publishes in Scholarly Journal OFFICAL GUIDANCE NEEDED ON REVERSE FACTORING PROGRAM

Exert from article Reverse factoring, which is also known as a supplier finance program or payables finance, has been increasing in both public companies and state and local governments. The use of supply chain financing techniques such as reverse factoring to stretch the payment cycle grew significantly during the coronavirus pandemic compared with other forms of short-term financing. The Financial Accounting Standards Board (FASB), the International Accounting Standards Board (IASB), and the Governmental Accounting Standards Board (GASB) have been silent on the accounting and financial reporting issues related to reverse factoring. In fact, FASB and IASB recently provided guidance on related disclosure notes to financial statements without any guidance on the financial statement presentation.

Congratulations Dr. Khaled Abdel Ghany, CPA,!

From the Pennsylvania CPA Journal, Fall 2023

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Our healthcare administration master’s degree encompasses so much of what Darleen has done-- business intelligence, budgeting, customer service and healthcare operations. She has been a supervisor, a manager and a director within the healthcare administration community, helping to ensure patient outcomes through the smooth running of medical centers. As a lauded faculty member, Darleen was promoted to faculty director for the school’s undergraduate and masters’ programs.

Each quarter, I may prepare reports and presentations on program development, assessment, and outcomes for higher-level administrators or accreditation purposes. I rely on the program directors and faculty directors for key data and information. This gives me a good look into how our programs are doing and actions we may need to take for improvement.

Darleen’s current role is truly demanding, spanning all undergraduate and master’s programs in SoBTH. With the amazing help and support of Dr. Susan MacCready, they serve over 150 talented faculty.

Darleen is a highly regarded leader at Capella University; her commitment and dedication are recognized by leaders and peers. She puts in the extra time and energy to help all SOBTH faculty be their best and do the best for our learners.

Continued from page...............2 When you report dishonesty learners realize the serious nature of their behavior, and the report will go before a panel that can see if the learner has ever had similar problems reported in the past. If the learner has had previous incidents, they may be referred for various types of remediation including tutoring with the writing center. ·Remind your learners to be aware of potential bias in research and AI algorithms. Teach them that AI algorithms can sometimes be biased due to the data they are trained on, and that all information gathered from AI needs to be verified by the learner. Remind them to use AI responsibly; this means being aware of ethical implications, such as not allowing AI to do any actual writing for them, but rather using AI as a tool to aid in their own research and writing.

In short encouraging students to use AI and technology effectively and credibly can help our learners develop and practice critical thinking skills, learn how to evaluate source material, and use it to create credible documents, presentations, and other workplace and academic deliverables.

Budgeting and Resource Management Together, the Dean and I monitor the department's budget, track expenditures, and make recommendations for resource allocation. This comes in the form of the Critical Business Review each year. This CBR is informed by the SoBTH team’s Annual Program Reviews, team SWOTs, course and program data, and discussions throughout the year. There is also a lot of collaboration with financial administrators to develop budgets for new programs, faculty positions, or other initiatives.

Institutional Leadership and Representation Some of the most enjoyable actions of an Associate Dean include representing SoBTH and Capella at meetings, conferences, or events, both internally and externally. I always enjoy collaborating with other administrative leaders to develop and implement institutional policies and strategic plans. I often act as a liaison between the SoBTH and other academic units, administrative offices, and external stakeholders.

Every day I strive to empower my team to drive and improve their programs and teams, and I encourage everyone to participate in professional and personal development opportunities. Personally, I also stay updated on developments in the field that our programs represent by attending conferences, workshops, or engaging in professional organizations. I Engage in continuous professional development to enhance leadership skills, stay current with higher education trends, and foster personal growth.

As Associate Dean, my goal is to keep everyone informed and moving forward. I truly believe that this is how we can best serve our learners, and help them . Page 11 realize their goals.

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Explaining Failure to Learners

Among the many things people are afraid of is failure (Medium, 2023). In the US, failure is widely recognized as one of our biggest fears individually and collectively (Medium, 2023). We certainly don’t brag about it. We don’t want it to happen and when it does, it can be wrenchingly painful. Whether it’s in the course room, in a sport, or in a personal or professional role. Many are shy to mention failures or tend not to discuss them in length. Many faculty recognize the importance of facing failure, challenging it, and overcoming it in our pursuit of higher education. Some of us would not be here had we not experienced our individual failures and fought back hard to attain success.

As scholars of business, technology, and healthcare, we understand how very many ways a venture can fail—many of those ways are unforeseeable and unavoidable. How well, though, do we understand academic failure?

We have been asked by our school leadership to share a story of how to communicate failure to learners in our role as faculty. All levels of education in SoBTH are welcomed. If you would look to contribute your story of communicating failure to learners, please send it to my email below and we will consider it for publication.

Adolfo.Gorriaran@Capella.edu

by Constellation staff writer

At Capella, we don’t want to see any of our learners fail, but my question is, what do we tell them when they are facing failure (Nshss, 2023)? How do we explain the importance of facing failure, challenging it, and overcoming it in our pursuit of higher education? We don’t want it to happen but when it does, it can be extraordinarily painful for everyone involved—the learner, his family and friends, and ourselves as teachers and mentors. This is particularly true for our doctoral learners. The path to a Ph.D. is not a smooth one. I’m not sure it should be smooth or easy. Part of what the pursuit of a terminal degree entails is a sort of trial by fire. Things go wrong. How are our learners managing those obstacles to their goals? Despite their reticence to discuss such failures, our learners have to be tough, resourceful, determined people to overcome these challenges and not be quick to concede defeat. How do we talk to our learners and each other about failure and about how to find the will to give those dreams another shot.

References Medium, (2023), https://medium.com/illumination-curated/the-numberone-fear-among-americans,(Cleavelandclinic.org).

Nshss, (2023), https://www.nshss.org/blog/overcoming-fear-of-academicfailure-reasons-why-students-fail-vs-thrive/

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