Tuesday, January 26, 2010

Learn New Urbanism, economic development analysis, leadership for the green economy, affordable housing strategies and more

Rutgers University’s Bloustein Online Continuing Education Program offers a wide variety of courses to help you in your profession and your career. Our interactive courses can help you build practical skills while also deepening your knowledge, a combination that can help you be more creative, effective and influential. You get both the convenience of learning from anywhere you can get Internet access and the opportunity to share insights and build connections with planning, design and development professionals around the United States.

From March 3 to April 10, BOCEP is offering six Deep Learning courses:

*Affordable Housing Strategies – Effective and creative ways to get housing that works for disadvantaged populations and communities

*Introduction to New Urbanism—A primer on one of the most significant planning trends in the last 20 years

*Economic Development Analysis – A primer on the key tools for building prosperity in neighborhoods through regions

*Managing Green Politics—How to lead public officials and leaders in the green economy

*Planning in the Age of Direct Democracy -- Tools for better engaging communities in planning

*Professional’s Writing Studio – A great class for those who want to be more convincing and persuasive

Every course is eligible for 14 AICP Certification Maintenance credits, as well as 20 hours toward a Bloustein Professional Certificate. Bloustein Professional Certificates, which have to be earned by completing at least 60 hours of course work, show colleagues and employers that you know.
Each BOCEP Deep Learning courses is $295. Up to 10 scholarships are available in each course for Planetizen readers. Use promotion code BGBBS to get $50 off the price of the course. (There is an optional $50 fee per course for those seeking a Professional Certificate.)
BOCEP Deep Learning courses are designed like graduate-level courses. There are readings every week, and the instructor generates thoughtful discussions online through discussion boards. The more engaged you are, the more you get out of the class. In some classes, learners work on real projects. There is at least one final exam to help you assess your knowledge.
Most learners are mid- and senior-level professionals and the vast majority said in their course evaluations that they learned a lot in their courses, and that what they learned will help them in their jobs and careers.
To learn more or to register, please go to: http://www.policy.rutgers.edu/bocep or contact Director Leonardo Vazquez at vazquezl@rutgers.edu or 732-932-3822, x711
BOCEP is produced by the Professional Development Institute of Rutgers University’s Edward J. Bloustein School of Planning and Public Policy.

Read more...

Tuesday, January 19, 2010

Keys to success in a BOCEP Deep Learning course

Here are some keys to success in any Bloustein Online Continuing Education Program Deep Learning course.


1) Being in a BOCEP course is a bit like going to the gym, or being at a party.


If you've never been to a gym before, you might find it to be a bit strange and even intimidating. Because you're encouraged to do something you might not normally do -- such as participating in a discussion board -- you might find it a bit odd at first. But the more you do it, the more comfortable you will be, and the more benefit you will see.

How is a BOCEP class like a party?  You could go to a party and sit back and observe everyone else. But you'll enjoy yourself more if you participate in the activities.


2) Share your views, your experience, your concerns, etc. Some students get intimidated by classmates who say a lot, and wind up not participating in dialogues. Everybody who takes a BOCEP class is smart, and you have something no one else has -- your perspective, wisdom and experience. If you keep your knowledge to yourself, you deny it to your classmates.


3) One of the best ways to learn the subject and retain your knowledge is to back up your assertions with information or references from the readings or other comments.  No, you’re not writing a paper for class, but it helps put a conversation in proper context if you can be clear in your references.


4) BOCEP courses are designed to be convenient for you. That's why we don't have scheduled meetings. But I would recommend scheduling time for this class just as you would a meeting. Some students say to themselves that they will get to the class "later" or "tomorrow" or when they get less busy. But then they get busy doing something else, and by the time they come back to the class, they have so much to catch up on, they get overwhelmed. Please plan to go into your class for a half-hour a day, or an hour every other day.


4) Every BOCEP instructor wants to make sure you get as much as you can out of your class. Please let your instructor or me know as soon as possible if you have any reservations, concerns, or comments. The great thing about the program is that the instructor can make adjustments.


5) All BOCEP Deep Learning courses are taught using a CASE model.  CASE stands for Comprehension, Application, Synthesis and Evaluation. (This is based on Bloom's Taxonomy of Educational Objectives, a standard in adult learning.)   Comprehension is the ability to explain concepts.  Application is the ability to apply those concepts to a real situation.  Synthesis is the ability to connect old and new ways of thinking, or integrate different concepts.  Evaluation is the ability to judge arguments made in, or issues involving, those concepts.

Read more...

Monday, January 11, 2010

Study shows Bloustein Online Continuing Education Program meets or exceeds expectations of most learners

A study of more than 200 course evaluations from 2005 to 2008 shows that the vast majority of those who took a Bloustein Online Continuing Education Program “learned a great deal” and that their course met or exceeded their expectations.

The study, conducted in August 2008 by the Professional Development Institute, shows that BOCEP is providing high quality, convenient online education to professionals in planning and related professions. Among the key findings are:


BOCEP learners enjoyed the knowledge they gained in their classes, the interaction they had with their instructors, and the interaction they had with fellow learners. For those who were not completely satisfied with their courses, the main reasons cited were lack of student interaction, not enough or inappropriate course content, the lack of interaction by instructors and inadequate course management. It is useful to note that the positive comments far outnumbered the negative comments.


Every year, between 75% and 85% of learners say they “learned a great deal” in their course.


Every year, BOCEP courses have met at least some of the expectations of at least 87% and up to 100% of BOCEP learners. The percentage of courses that have met or exceeded the expectations of BOCEP learners has grown considerably since 2005. In that year, 42% of learners said their course met or exceeded expectations. In 2007-2008, 66% did.


The study also found that most BOCEP learners are early mid-career professionals and that 40% are in senior or management positions in their organizations. Most learners logged in at least once every other day and spent an average of 5.5 hours a week in their course.


Though the largest share of students taking BOCEP courses live or work in New Jersey (39%), BOCEP has a national audience. After New Jersey, the states most commonly represented in BOCEP are New York (12% of students), California (9%), and Pennsylvania, Florida and Maryland (4% each).


More information is available in BOCEP by the Numbers. Read the full report.


Read more...

Thursday, January 7, 2010

Professional Development Institute more successful and popular in 2009

Executive summary
By any measure, PDI experienced tremendous growth in 2009.  Our website became the most visited center website connected to the Bloustein School – and one of the most visited websites in the school.  Our enrollments ballooned nearly 500% -- yes, 500% -- and the number of learners we served grew by nearly 400%.  The number of subscribers to our online newsletters grew more than 30%.  And we have been generating more revenue through contracts, grants and tuition.

All this during the worst economy since the Great Depression.

Growing presence in the planning, development and design fields
By a wide variety of measures, PDI is becoming more well-known in the fields of planning, development and design. Consider:

  • PDI is the most visited website among all Bloustein School centers.  PDI’s website was viewed more than 27,000 times in 2009.  The next most visited website was visited 26,100 times.  Not counting the second-most visited website, the PDI website was viewed more than the next four most popular centers combined.

  • The PDI Network grew more than 30%, from 1,336 subscribers to 1,740. The Arts Build Communities initiative, which got underway in early 2009, has 186 subscribers.  All subscribers to the PDI Network and Arts Build Communities mailing list opt into the lists.  About 94% of those who join our mailing lists remain as subscribers.

  • PDI’s advertisements on Planetizen were viewed more than 19,800 times in 2009.
  • PDI regularly exceeds education industry standards for readership and readership activity in online newsletters.  The open rate for PDI emails is 23%; the education industry is 19%.  The PDI click rate (that is, the number of people who click on links in emails) is 28%.  The industry standard is 15%.  Since May 2008, PDI’s newsletters and other emails have been opened 19,300 times.  There have been more than 5,300 clicks.

  • We have increased the visibility of Institute with appearances and exhibits at American Planning Association annual conferences, New Jersey State League of Municipalities conference, New Jersey Redevelopment Authority Redevelopment Training Institute and other venues.

  • PDI has attracted substantially more funding through grants and contracts than in years past.  For example, PDI received a $55,000 contract with the City of Linden, NJ, to prepare a city-wide vision plan.  PDI received a second-year grant of $7,000 from the New Jersey State Council on the Arts to continue its work with Arts Build Communities.  This is a relatively large amount given the significant cutbacks in state funding in 2009.

More continuing education, more participants
In 2009, PDI expanded its portfolio of online continuing education by offering more Learning Labs (1 to 1.5 hour webinars) and Smart Conversations (1 hour interviews broadcast over the web.)  PDI handled a record number of enrollments (200) for BOCEP Deep Learning classes in the academic year ending June 30, 2009.

Other highlights of the year:

  • PDI handled nearly 1,100 enrollments in BOCEP Deep Learning courses, Learning Labs and Smart Conversations, as well as Leading from the Middle. This represents an increase of 499% over the 2008 total of 183.  (In 2009, PDI began offering Learning Labs and Smart Conversations on a regular basis.)

  • There were a total of 850 learners in 2009 in all PDI and TLI programs, a 388% increase over the 2008 total of 174.

  • PDI created a new Professional Certificate program to help learners demonstrate their competency in various planning and development topics.  The Certificates range from Certificates of Completion, which requires 60 hours of course work, to Expert Practitioner, to requires 180 hours of course work plus the completion of two papers.

  • PDI developed more online studio courses for 2010.  At least four courses offered by the Bloustein Online Continuing Education Program in 2010 will give learners the opportunity to get hands-on experience by working with planning clients on real planning issues.
  • PDI Director Leonardo Vazquez was an instructor in the Wachovia Housing Scholars program and the New Jersey Redevelopment Authority Training Institute.
Practical research to help leaders
PDI launched the Arts Build Communities initiative to help leaders of communities and cultural organizations make more cost-effective decisions connecting arts to community and economic development.  Arts Build Communities produced a report on creative vitality indexes around the United States and will be producing the New Jersey Creative Vitality Index in early 2010.  The New Jersey CVI will explore changes in the creative economy throughout and within the state.

Sharing knowledge through presentations and panel discussions
PDI continued to share knowledge and insights through presentations at American Planning Association conferences.  The conferences are:

  • “Connecting Cultural, Community and Economic Development in New Jersey,” American Planning Association New Jersey chapter annual conference, 2009
  • “Navigating Careers in a Down Economy,” American Planning Association New Jersey chapter annual conference, 2009
  • “Navigating Careers in a Down Economy,” American Planning Association national annual conference, 2009.
  • PDI Director Leonardo Vazquez also guest lectured at community development and urban planning courses at Bloustein and Milano, The New School of Urban Policy and Management.

Publications
PDI maintained an active publication schedule.  We created two blogs: PDI Advisor and NJ ArtiFacts.  PDI Advisor provides professional development advice to planners and related professionals.  NJ ArtiFacts offers news, commentary and published research on arts, planning, and community and economic development.

Our list of articles and essays published in 2009 include:                      

  • “Cultural Competency: A Critical Skill Set for 21st century Planner,” Planetizen, December 2009
  • “Cultural and Creative Vitality Indexes: Analysis and Ideas for New Jersey,” Professional Development Institute: Arts Build Communities, July 2009
  • “Wolves in Sheep’s Clothing,” Integral, Spring 2009.
  • “How Frederick Law Olmsted Got the Central Park Job,” Planetizen, November 2008.  http://www.planetizen.com/node/35877.  Republished in Landscape Architecture, January 2009.

Technical assistance (New and ongoing projects)
The Professional Development Institute is more than a research and continuing education center.  We maintain an active consultancy.  This helps our staff remain up-to-date and connected the most current issues in professional practice.  It also provides opportunities to find and create "teaching moments" through which we can further build the capacity of professionals and leaders.



Are new and ongoing projects include:

·        Linden Strategic Vision Plan, Linden, NJ.  In partnership with The Leading Institute, PDI staff are helping the City of Linden build a strategic vision for the next decade.  Linden, in Union County, is undergoing a significant transition from a mostly blue-collar community to one with a high diversity of occupations, industries and incomes.  Project budget: $55,000

·        Cultural Tourism Master Plan, Trenton, NJ.  In partnership with The Leading Institute, PDI staff are helping New Jersey’s capital city become a stronger destination for arts and cultural activities, and in a way that respects and benefits Trenton’s residents.  Project budget: $15,000

The PDI Team

The work of the Professional Development Institute was made possible by a number of dedicated individuals.

Staff

    * Leonardo Vazquez, AICP/PP, Director
    * Swena Gulati, Programs Manager
    * Dordaneh Davari, Program Manager
    * Kate Lawrence, Coordinator

Intern

    * Jasmine Smith

 Consultants

    * Juan Ayala
    * Barbara Heisler-Williams
    * Martin Robins
    * Deborah Schultz

 Advisors

    * Michele Delisfort, Principal, The Nishuane Group, PDI Industry Council Chair
    * Anna Aschkenes, Executive Director, Middlesex County Cultural and Heritage Commission
    * Joseph Barris, Supervising Planner, Monmouth County Planning Board
    * William Dressel, Executive Director, New Jersey League of Municipalities
    * Mary Eileen Fouratt, President, Association of County Cultural and Heritage Agencies
    * Norman Glickman, University Professor, Rutgers, The State University of New Jersey
    * Stuart Meck,  Associate Research Professor and Director, Center for Professional Practice, Edward J. Bloustein School of Planning and Public Policy, Rutgers University
    * Ann Marie Miller, Executive Director, ArtPride New Jersey
    * Isabel Nazario, Associate Vice President for Public Partnerships in the Arts and Humanities,  Rutgers University
    * Karen Pinzolo, Arts Plan NJ Implementation Coordinator
    * Niquole Primiani, Program Officer, New Jersey State Council on the Arts
    * Zunilda Rodriguez, Monmouth County Planning Board
    * Steve Runk, Executive Director, New Jersey State Council on the Arts
    * Lois Saperstein, Executive Director, Center for the Arts, Rutgers University
    * Isha Vyas,  Historic Services Coordinator, Middlesex County Cultural and Heritage Commission

Additional organizational partners

    * American Planning Association New Jersey Chapter
    * American Planning Association New York Metro Chapter
    * Langan Engineering & Environmental Services

Read more...

About This Blog

Lorem Ipsum

  © Blogger templates Newspaper III by Ourblogtemplates.com 2008

Back to TOP