Faces of CPS
Faces of CPS: Get to know the many diverse people who make up our CPS community
Faces of CPS: Minhyung Jung
“True to my expectations, I was able to take diverse and specialized classes at Northeastern and gain hands-on experience collaborating with real companies.”
Hailing from the bustling streets of Boston, Minhyung Jung unveils his odyssey through Northeastern University, navigating the labyrinth of academia as a first-generation graduate student.
Faces of CPS: Kristin Chan
Hailing from Boston, Kristin Chan illuminates her Northeastern University voyage, balancing the rigors of academia with full-time employment, while championing community engagement.
“Whether it’s addressing social issues, celebrating diversity and cultural heritage, or providing access to resources, the people I’ve met at Northeastern are inspiring change-makers.”
Connections: Instagram
Faces of CPS: Chin-Hua Pan
Hailing from Taiwan, Chin-Hua Pan, embarks on a life-changing odyssey at Northeastern, transcending language barriers with confidence and fueled by a passion for UX design.
“Embracing this newfound confidence, I actively sought out new experiences at Northeastern. I didn’t shy away from unfamiliar territory, and the resulting achievements further solidified my belief in my abilities.”
Connections: Linkedin
Faces of CPS: Sudhamshu Vidyananda
“My journey at Northeastern has helped me to be more resilient, adaptable and to move from my comfort zone. I learnt more about my strengths and how to face the world in a more disciplined way.”
Hailing from Mangalore, Sudhamshu Vidyananda, is embraced by Boston, epitomizes resilience and innovation in his Northeastern journey.
Connections: Linkedin
Faces of CPS: Kartika Ahire
“If I have to reflect on the journey at Northeastern, I will say that Resilience, Connections, and Adaptability skills helped me understand myself more.”
Hailing from Nashik, India, Kartika Ahire embraces the diverse and collaborative spirit of Northeastern, forging a path of resilience and adaptability in pursuing Regulatory Affairs, while finding solace in Boston’s vibrant culture and natural beauty.
Connections: Instagram
Faces of CPS: Godfred Afriyie Owusu
Hailing from Ghana and making Boston home, Godfred Afriyie Owusu exemplifies unwavering determination at Northeastern, transcending obstacles with a stubborn commitment to his dreams, fostering innovation in project management.
“Your dream about what you can make out of Northeastern should be higher than the obstacles you will face while at Northeastern or elsewhere.”
Faces of CPS: Harshal Randad
Hailing from India, Harshal Randad emerges as a transformative force at Northeastern, embodying resilience and seizing opportunities while mastering Project Management, driven by a vision of global impact and continuous growth.
“Northeastern University stood out to me for its exceptional course structure and Co-op program, which were among the many factors influencing my decision to attend.”
Faces of CPS: Swapnesh Tiwari
“The varied experiences at Northeastern, especially as a student ambassador, including interacting with a diverse student body and participating in global experiences, teach adaptability.”
Hailing from India, Swapnesh Satishkumar Tiwari navigates the complexities of academia at Northeastern with reflective insight, leveraging collaborative learning and resilience, carving a path toward healthcare innovation and professional success.
Connections: Facebook
Faces of CPS: Alessandro Zampi
“I liked the Northeastern brand (even though I knew very little about the university) and I liked the subjects it is known for. I also liked what the mascot represents (intelligent, energetic, hardworking).”
Hailing from diverse locales like London, New York, and Boston, Alessandro Zampi won 2024 Staff Excellence Award. A current graduate student in Analytics and Staff Operations Analyst, his dedication enriches both academia and operations.
Faces of CPS: Suqi (Eileen) Wu
Hailing from China, Suqi (Eileen) Wu embodies innovation and creativity. As an alumna of the 2023 MS Digital Media program, she excels as a Product and UX Designer, shaping impactful user experiences globally.
“The co-op program and the experiential learning opportunities, I made lots of friends and became a more professional designer because of this experience.”
Faces of CPS: Minfang Wu
Hailing from China, Minfang Wu unfolds her Northeastern University journey, overcoming barriers, pursuing analytics, and aspiring towards tech excellence.
“The Northeast offers numerous chances, both in terms of career and geographical advantages. As a student, I appreciate this type of learning environment.”
Faces of CPS: Anthony Alsayed
“I was also attracted by the university values and the organizational culture and felt inspired by its leaders and the mission that was based on practical training and research.”
Hailing from Toronto, Anthony Alsayed is the recipient of the 2024 Excellence in Teaching Award, bringing his expertise as a part-time lecturer, enriching students’ learning experiences.
Faces of CPS: Sanover Tasneem
“As a first-generation student, I needed financial support for my education and getting an on-campus position was tough. Applying and securing a co-op was also a big hurdle. Overall, CPS has given me a lot of opportunities to showcase my abilities and use the skills from my past work experience in India. I have just been so grateful for all the good things supporting my life and education here.”
Hailing from Jaunpur, India, Sanover Tasneem is a first-generation college student who now calls Boston home, pursuing a Master of Professional Studies in Analytics, she is graduating in June 2024.
Faces of CPS: Vivek Vaghasiya
Hailing from Gujarat, India, Vivek Vaghasiya is pursuing a Master of Professional Studies in Informatics. He is graduating in May 2024.
“My journey at Northeastern University has been a revelation, showcasing my resilience and adaptability. After graduation, I aspire to secure a role in data analytics or cloud computing, leveraging the skills acquired during my master’s in professional studies in Informatics. In five years, I envision myself in a leadership position, driving innovative solutions and contributing to the advancement of technology in a dynamic industry.”
Connections: Linkedin
Faces of CPS: Jennifer Chavez
Hailing from Boston, Jennifer Chavez Umana is a first-generation college student balancing full-time work, her coursework at school, and personal growth.
“My journey at Northeastern has shown me that I am capable of so much more. I can handle things that I never thought I was able to. Even then sometimes I feel like I still won’t be able to make it through but somehow I always push through.”
Faces of CPS: Christian Cartagena
“Being a Northeastern student has been an inspiring journey. Each completed class shows I am not only a step closer to my goal of obtaining a bachelor’s degree but also an achievement added to my collection.”
Hailing from Boston, Christian Cartagena is a first-generation college student pursuing finance, navigating challenges, and finding joy in Boston.
Faces of CPS: Brittni Allen
“I chose to join the NU family because I was very excited and intrigued by programs designed to help more students access educational opportunity. I’ve always had a passion for helping other to reach their goals and this position aligned perfectly.”
Hailing from Miami, Brittni Allen is a first-gen college student thrives at Northeastern, driven by her passion for equal opportunities.
Connections: Linkedin
Faces of CPS: Srisha Rajasekar
Hailing from Singapore, Srisha Rajasekar shares her dynamic Northeastern University odyssey, merging academic excellence, regulatory fervor, and personal fulfillment.
“The evolving regulatory environment presents an exciting challenge, my motivation lies in the impactful role regulatory affairs plays in shaping the future & ensuring the well-being of individuals.”
Connections: Linkedin
Faces of CPS: Oduenyi Uga
Hailing from Boston having Nigerian-American roots, Oduenyi Uga, shares a transformative journey at Northeastern University, overcoming academic challenges while thriving in the digital communication and media realm.
“My journey at Northeastern University has been a profound revelation of my own capabilities and passions. It has underscored the belief that there truly are no limits to what I can achieve when I seize opportunities and commit wholeheartedly.”
Vivek Vaghasiya
Three words encapsulate your Northeastern University experience:
Transformative | Collaborative | Innovative
Getting a degree while life is happening isn’t always easy. How have you faced and overcome some of these challenges?
Balancing work, family, and studies presented challenges. To overcome, I prioritized tasks, established a routine, and sought support from family and peers. Time management and a strong support system were crucial in navigating these challenges.
What do you do when you aren’t working, studying, or caring for your family?
Beyond my academic pursuits, I find joy in solving Rubik’s cubes, engaging in outdoor activities, and embracing a mindset of continuous learning. Exploring new challenges and gaining insights from various experiences brings fulfillment to my life.
Have you learned anything about yourself along the way?
My journey at Northeastern University has been a revelation, showcasing my resilience and adaptability.
Facing academic challenges while managing other aspects of life, I discovered my ability to prioritize, stay focused, and overcome obstacles. This experience has revealed my capacity for continuous learning and growth, affirming my commitment to academic and personal development.
What advice do you have for others considering higher education — either at Northeastern or elsewhere?
As a student completing my last semester in the Master’s of Professional Studies in Informatics at Northeastern University, my advice for others considering higher education is to fully engage with the learning experience.
- Embrace challenges as opportunities for growth, actively participate in discussions, and build a strong network with fellow students and faculty.
- Leverage the resources available, including career services and networking events, to prepare for post-graduation endeavors.
- Finally, cherish the journey and take pride in the knowledge and skills acquired throughout the academic pursuit.
Where do you see yourself after graduation?
After graduation, I aspire to secure a role in data analytics or cloud computing, leveraging the skills acquired during my master’s in professional studies in Informatics.
In five years, I envision myself in a leadership position, driving innovative solutions and contributing to the advancement of technology in a dynamic industry.
Sanover Tasneem
Three words encapsulate your Northeastern University experience:
Thrilling | Serendipitous | Empowering
Getting a degree while life is happening isn’t always easy. How have you faced and overcome some of these challenges?
While the journey hasn’t always been easy, it has been very exhilarating. As an international student, the cultural differences present some obvious challenges. But the people I’ve met here and the professors in the courses never make me feel out of the place.
As a first-generation student, I needed financial support for my education and getting an on-campus position was tough. Applying and securing a co-op was also a big hurdle. Overall, CPS has given me a lot of opportunities to showcase my abilities and use the skills from my past work experience in India. I have just been so grateful for all the good things supporting my life and education here.
What do you do when you aren’t working, studying?
During my time at Northeastern, I have been very active in a lot of events. Be it orientation, homecoming, or giving day I always join these events and make connections there. So, one of my hobbies is collecting all sorts of goodies from Northeastern!
I really enjoy communications and serve as the Treasurer and SEO expert in Husky Communication – a student led organization at Northeastern. In my non-Northeastern activities, I also love reading and writing, especially fiction and biographies. And I love to travel. Whenever I get some time, or I have a semester break I go on travelling expedition and also make reels out of my experiences on Instagram.
I travelled solo to Cape Cod, New York, and Niagara Falls so far and I hope to cover more places. I also am a music fan. I listen to and sing Indian and English pop songs. Always a Swifty and Arijit’s fan!
Have you learned anything about yourself along the way?
My journey at Northeastern has been so much more than just a college or work experience. Moving entirely to a new country knowing no one has empowered me to try out everything on my own. I have learned that it is always worth it to take the leap of faith. Life is all about learning and trying new things. Even if you don’t succeed, every new experience is worth it because of the beautiful aspects you discover along the journey.
What is it like to be a part of the Northeastern community?
I feel immense pride to represent my country at this global university which is so diverse and inclusive. I have never felt out of place here. The students I study with and the colleagues I have been working with, their trust and support towards me it makes me feel so valued.
What advice do you have for others considering higher education — either at Northeastern or elsewhere?
Opting for higher education requires a whole lot of consideration and evaluation. Some of the advice I would like to share from my personal experience are:
- Do your research but trust your gut. A strong decision is always backed by thorough research.
- Always consider a good ROI on the university as well as its location. Is this someplace you can see yourself thriving outside of school?
- Do not panic. It may be the first time for many other students like you. You are not the only one new in a country or in a university.
- Make friends. You will always find people who share similar interests like yours.
- Network. Keep connecting with people and professors who can help you along the way during your time in the university. These are the people who will also be able to help you with the job opportunities. Connecting on Linkedin is a great start.
Where do you see yourself after graduation?
I am hoping to continue my current work in my Marketing Analyst position once I graduate and will start applying for relevant jobs in and around Boston. Over the next five years, I see myself in a successful job as a Data Analyst.
I always wanted to help others, and generating employment is one of the best ways to help people. Ultimately, I hope to start my own business as an entrepreneur where I can create jobs for others. I am also a great reader and writer and I hope to publish my book one day. Finger crossed!
Anything else you’d like to add?
I will just add that I am so thankful to my friends and colleagues here at Northeastern. Their immense love, belief, and support has helped me throughout this journey.
I can’t believe how close I am to graduation now. Time flies!!!
Student-powered research helps small businesses access opportunity
The Northeastern Lab for Inclusive Entrepreneurship just launched a dynamic, online, on-demand module for small companies interested in how to do business with colleges and universities. This interactive module was designed as part of a capstone project by Egle Slezas, who graduated from the instructional design master’s program in December 2023.
This module aims to solve the frustration many businesses face, especially small businesses, when trying to become an approved vendor for complex, multifaceted organizations such as higher ed. Businesses led and owned by historically marginalized communities face particularly daunting challenges, and this module aims to demystify the process and create more opportunity for small businesses.
The mission of lab for inclusive entrepreneurship is to contribute to economic development and community resilience by promoting inclusive, equitable innovation and entrepreneurship and assisting small businesses address their technical and managerial challenges.
As a University Center designated by the U.S. Economic Development Administration, this lab helps small businesses, particularly ones in the Portland-Boston-Providence Corridor, through two major initiatives:
- The Inclusive Entrepreneur Fellowship program
- Business assistance in the form of project-based collaboration with teams of Northeastern students
In addition, a major multi-year grant from the Ewing Marion Kauffman Foundation supports the lab’s research and educational programs promoting supplier diversity in higher education.
The work we do is vital for removing barriers to opportunity for diverse businesses, it’s especially inspiring to witness the impact of our students as they engage in transforming the future of both academic research and business.
Francesca Grippa, Professor of Business Innovation, Associate Dean of Research, and Executive Director of the Lab
Because the lab’s work is grounded in applied research in such areas as economic development, digital technologies, and supply chain management combined with hands-on learning and community-based partnerships, it can provide diverse small business owners with the practical skills and supportive networks that drive growth while also serving innovation and opportunity for learners.
Mock Interview: Workshop Series
Join our new Workshop series “Mock Interview.”
Every Thursday from 2-3pm EST, we’ll delve into the intricacies of interviews, unveiling effective tricks and preparation strategies for any interview scenario.
Engage in interactive settings as we dissect the overall interview experience, discuss common interview scenarios, and share insights on what to do during critical moments.
We will try to practice Questions to ask after the interview has endedIt would be great if you would bring your resume at the time of the workshop.
Call for Proposals: “AI for All” Week, April 1-5
The What.
The Offices of the Provost and Chancellor are organizing a weeklong series of lectures, interactive sessions, and trainings designed for our undergraduate and graduate students across the network to introduce and enhance their knowledge of AI and its many application areas.
“AI for All” week will begin Monday, April 1st with a plenary session. From Tuesday, April 2nd through Thursday, April 4, we want to provide a rich menu of offerings that students will select from across multiple domain areas during 60-80-minute timeslots. While we anticipate most of these will be in 2 sessions from 6:00-9:00 pm Eastern US time, we also encourage events at campuses in other time zones that may be at more appropriate local times. The week will end Friday, April 5 with a closing event to reflect on the sessions and discuss future activities around AI for the university system.
Call for Proposals
We invite faculty and student groups to submit a short proposal to deliver one of the sessions held during the Tuesday through Thursday evening time slots (or at other times, if appropriate). Proposals should describe experiential sessions that will help our students learn about different aspects and applications of AI, showcase faculty expertise and research directions, and student groups engaged in AI-related activities, particularly emphasizing AI in practice. Session content should be 60-80 minutes and can include multiple formats such as collaborations with industry partners and external experts, panel discussions, and hands-on activities.
We will select proposals for sessions that:
- Emphasize experiential learning with interactive experiences for students.
- Include topics at particular skill levels and/or application areas, ensuring an inclusive and enriching set of opportunities for all students, no matter their skill, experience, and/or interests. Topics could range from Generative AI in Arts and Media, AI & Humanics, and Leveraging Neural Networks for Speech Recognition to a Generative AI Tool Overview.
- Are ideally accessible across the university campus network via livecast. We also welcome locally delivered modules, particularly for locations with time zone differences.
Proposals are due by Friday, Feb. 16th using the proposal link. We will route all submissions to the appropriate academic dean, and if the proposer is located at a regional campus, we will also route them to the respective regional dean for review.
Proposers will be notified by Monday, Feb. 26th whether their proposal has been accepted. For those sessions selected, we’ll work closely with the proposer, the academic dean, and the campus dean to ensure scheduling and modality preferences are coordinated.
Please feel free to contact Becky Collet ([email protected]) if you have any questions.
Writing your Problem of Practice & Application Support
This session is designed to help you choose your own problem of practice and write about it in your application to Northeastern. Every student in our program chooses a problem of practice and uses cycles of investigation to find innovative and systematic solutions to create change in their workplace and/or community.
Find more online events: Here
Our Sleep Deprivation Epidemic
How one researcher is fighting to change our relationship with sleep
It was in 2017 when Kathleen Mackenzie started to notice a marked shift in how children and adolescents were showing up at school.
A senior lecturer at Northeastern University’s College of Professional Studies and an award-winning clinical social worker and coordinator of clinical and behavioral services in the New Bedford school district, Mackenzie has 33 years of experience working across all age ranges of youth.
While childhood and adolescence have always been complex years of development, there was a tipping point in 2017 where kids seemed to show up more cranky and less resilient to stressors.
But why?
Initially, Mackenzie suspected the fast-paced influx of technology into all spaces might be to blame. As more kids were on screens more hours of the day, it seemed logical that there must be some correlation between the nearly omnipresent digital world and the repercussions of challenging emotional stress in the real world. While this is true, upon further study, Mackenzie found that while technology certainly had a role to play in the breakdown of social, and emotional resilience in youth it wasn’t the root cause. The root cause was much more simple. And much more alarming.
Sleep. (Or lack thereof).
Following extensive research and study, Mackenzie found that 60% of elementary students, 97% of middle school students, and 92% of high school students are sleep-deprived. Even more concerning is that overall, 60% of youth and adults sleep 6 hours or less per night, which meets the criteria for being clinically significantly sleep-deprived.
“Sleep is essential, Sleep is supposed to happen in a certain pattern and when we miss those patterns, we lose our ability to emotionally self-regulate.”
– Kathleen Mackenzie
Advocating for Sleep
A long-time advocate of rebooting our relationship with sleep, Mackenzie’s insights into sleep deprivation amongst youth were initially published in the March 2022 issue of Psychology Today titled: Could Sleep Help End the Youth Mental Health Crisis?
More recently, she took her work into the advocacy space through an award-winning public service ad (PSA) campaign in the New Bedford public access network. That awareness campaign shed light on the impacts of sleep deprivation with tools to help reclaim necessary sleep.
Download the complete slide deck
Mackenzie then used the PSA series, which includes a total of 11 educational videos to conduct a 10-day research study and “Sleep Challenge” with elementary, middle, and high school students in the district. Each participant was required to take an anonymous pre-survey to benchmark their current sleep patterns followed by watching the main 3.5-minute video (linked below): “Sleep On It”.
Over the next 10 days, participants were asked to answer a “question of the day” related to their previous night’s sleep, watch one of the ten science-based videos about various sleep hygiene strategies (approximately 1 minute each), and record their sleep on a Google form. At the end of the survey, participants then took an anonymous post-challenge survey.
The surveys were made available in English, Spanish, Portuguese, and K’iche.
And the results were astounding.
The Power of Sleep
Over the course of the Sleep Challenge, as kids of different age groups were given tools to help them improve their quality of sleep, students who were able to adapt these tools and strategies into their sleep cycle demonstrated significant benefits. The students who tried their hardest to change their sleep patterns reported the highest level of benefits. Data from a program for students with social-emotional challenges generated even more impressive results. In fact, within only the first few days of the Sleep Challenge, behavioral outbursts in this program were reduced from multiple times per day to zero.
Much of Mackenzie’s foundational research work cites Mathew Walker’s seminal book, Why We Sleep. A renowned neuroscientist, Walker details the latest scientific findings on sleep and its impact on our mental and physical health as well as our overall well-being and capacity for essential daily functions.
“The best bridge between despair and hope is a good’s night sleep.”
– Mathew Walker
The quality of our sleep depends on two main types of sleep: REM and non-REM sleep. REM sleep is important because it helps us recalibrate and fine-tune the emotional circuits of the brain. This is also where dreams happen. Non-REM sleep allows us to experience a sensory “blackout” providing our brain the capacity to transfer short-term data and experiences into long-term memory.
When we don’t get the recommended amount of quality sleep (7-9 hours for adults, 9-11 hours for school-aged youth), we lose out on one or both of these cycles. This causes harm to our mood, our memory, and our bodily functions.
The lack of sleep doesn’t just affect youth. Despite the need for sleep, 50% of people under 30 sleep six hours or less. And while more sleep is gained as we get older, every age group suffers some form of sleep deprivation. Further, in addition to the day-to-day negative impacts sleep deprivation clearly has on our mood, emotion, and ability to respond to stress, over time prolonged lack of sleep can even lead to cancer, heart disease, as well as issues with immune and reproductive systems. In short, sleep deprivation kills.
“There is absolutely nothing better you can do to improve your health more than improving your sleep quality.”
– Mathew Walker
The tools to correct this epidemic of sleep deprivation are simple, yet difficult to maintain with regularity. These include:
- Develop a schedule. Aim to have the same bedtime and wake-up time every day. (Even on the weekends).
- No screens! TVs, computers, and cell phones make it harder to go to bed on time. And the light is disruptive. At least an hour before bed, we should turn off these devices.
- Time your meals. Stop eating at least three hours before bedtime to give your body time to adjust and prepare for sleep.
- Exercise daily. And early. If you work out too close to bedtime, you will have a harder time sleeping.
- Avoid long naps. A short power nap may be beneficial, but anything longer than 30-45 minutes will mess with your circadian rhythm.
Because many of us have developed deeply entrenched poor sleep habits, these simple fixes are harder to make part of our routine. Consistency, according to Mackenzie, is key to long-term healthy sleep. Even a few days of good sleep has a measurable impact on our ability to function and engage with the world around us and all the uncertainty it presents.
So, while technology may add to our bad sleep habits, distracting us from embracing some of these simple habits, the root cause of so many of our mental and physical health issues can be traced to a simple lack of sleep. And the kids in Mackenzie’s study were keenly aware of the distraction their devices caused. Many of them cited that the #1 way their parents could help them get a good night’s sleep would be to physically remove their devices from their rooms at night. So many parents are unaware of just how sleep-deprived their children are, according to Mackenzie, that they may not know that while it may be hard to enforce, it is ultimately what most kids know they need.
When we consider that sleep deprivation may be the single largest health epidemic of our time, the earlier in life we can learn proper sleeping habits, the better. All the more so this health crisis is seldom discussed on a national scale with the seriousness it deserves. But Mackenzie aims to change that.
“It’s time to take back control of our sleep, it’s time we as a nation put significant effort and resources into fixing our sleep problem. So many lives depend on it.”
– Kathleen Mackenzie
More information about Kathleen Mackenzie is available at Northeastern University’s website and more information about her recently awarded New Bedford Award PSA based on her Sleep Challenge study can be found at WBSM.
A “College of Access”
“What we are essentially doing is incorporating a value for lifelong learning,” explains Erin Clair, Associate Dean of Undergraduate Programs. “This is a story of empowerment, because not all students are going to have a linear path and access to opportunity.”
Northeastern University’s College of Professional Studies (CPS) helps nontraditional learners achieve higher levels of education that open professional doors. This work is deeply rooted in the University’s founding principles of urban engagement and experiential learning and is set to have a ripple effect for individual communities and national workforce development goals.
“This is the ‘access mission of CPS’. Our purpose is clear, regardless of the jargon: we are creating access however we can. It’s a Robinhood-type story, its mission driven, and it’s why I’m here,”
– Erin Clair
CPS Executive Director of Marketing and Communications, Joe Brock, said, “Dating back to the founding of CPS’ (formerly known as University College), we have provided opportunities for working adults to complete their bachelor’s degree, meeting them where they are with educational excellence, and flexibility to enable their educational goals. This hasn’t changed over the years as we continue to expand and grow our partnerships with community colleges and organizations that focus on access for underrepresented communities.”
The college has amassed over 40 partnerships with community colleges across the country. Most are articulation agreements, which maximize credit transfer into Northeastern University and count towards a higher degree. But some of the partnerships exemplify more resourced options, include Middlesex Community College, Roxbury Community College, and Miami Dade Community College, where each comes with either public grants or philanthropic sources for scholarship and provides additional resources for students. This, coupled with the University’s unique placement as the number one University in coop experience [as listed by US News], becomes a compelling offering.
Clair’s team is responsible for the entire program that creates these partnerships, which began in 2017 when Liz Zuilick, formerly CPS Associate Dean of Undergraduate Programs and now Vice Chancellor of Strategic Planning & Projects, spearheaded a partnership between CPS and Middlesex Community College (MCC). The partnership, which is currently in its fifth and final year, received a $4.4 million-dollar grant from the National Science Foundation (NSF) to award scholarships to low-income and under-represented minority students in biotechnology who participate in an accelerated Associates to Masters’ Degree Program, known as “A2M.”
As an example of impact, in 2021-2022, the partnership with MCC served 40 students at the Associate’s level, 48 at the Bachelor’s level, and 14 at the Master’s level, with 92 distinct students. A total of 34 students graduated from one of these degree programs within the calendar year.
In 2020, Northeastern University’s President Joseph E. Aoun established the ‘Experience Unleashed’ strategic vision, which committed the University to a mission of equitable access across its global campus network. Part of this effort, known as the ‘Impact Engine’ initiative, formally adopted the A2M bachelor’s completion program as an approach to meeting its goal of ‘making the world a better, more equitable place through access to higher education’.
The University is currently working on replicating the approach at a faster pace throughout its global campus network, focusing on partnering with community colleges that are located in proximity to Northeastern campus locations. The hope is that many of these partnerships will grow to attract additional resources that will benefit students.
As testament to the college’s agility in making higher education accessible beyond barriers, the approach has taken many forms – A2M, eA2M, PlusOnes, and Pathways are all common names associated with it. The overarching focus is the same: to provide a “bachelor, and beyond, completion initiative” aimed to equip learners with whatever it takes to provide them with professional opportunities, while simultaneously removing barriers to higher education.
Who’s Behind the Effort
“Through the eA2M Model, we plan to reach learners in the regions surrounding our global campus sites. In addition to experiential opportunities, we offer funding support, support with childcare, and 1:1 student coaching that will help students navigate the complexities of college learning!” said Chris Cook, Director of Impact Engine, Professional Programs, who works to grow partnerships through what is referred to as the Experiential Associates to Masters (eA2M) model.
“We strategically align our programming to be in fields where there is high demand and pathways to economic viability. We know there is significant underrepresentation in high skill, high paying jobs, we intend to support incredible learners to develop those skills and access those jobs! This objective is tied to national workforce development and that approach is championed by Northeastern.”
– Chris Cook
Oftentimes, the students who are taking advantage of these partnerships are first generation college students, the first ones in their family to attend college or university.
“When you are the first person in your family to pursue a college degree, you do not necessarily have access to information on how to best navigate a complex college system.”
– Earlene Avalon, Associate Teaching Professor and Director of the Lowell Institute School, who recently helped launch CPS’s newest Bachelor completion partnership with Roxbury Community College.
The partnership is supported by the $1M Federal grant awarded to the application that Avalon co-wrote with Francesca Grippa, Professor and Associate Dean of Research for CPS Undergraduate Programs. The provides 30-50 students scholarship opportunities in STEM related fields of healthcare, technology and biotech.
Avalon is herself a first-generation college grad who understands the barriers faced. “This can be a huge barrier, coupled with the fact that some students have to work full-time or are raising a family, all while pursuing their degree.” she said.
Each enriched partnership aims to be tailored to the socio demographic needs of the student body. In the case of Miami Dade Community College, the partnership aims to provide childcare to accommodate the need voiced by the prospective student body, many of whom are young mothers trying to gain professional opportunities through higher education. Wherever possible, the partnerships are funded by a third party like a state or federal grant that supports workforce development.
“This work is about building a pathway to prosperity not just for students, but also prosperity for the country because of this talented workforce that we know nothing about,” said Deb Jencunas, one of many CPS change agents at the helm of forging these community partnerships. As Director of Pathway Partnerships, Jencunas primarily works to build partnerships that support bachelor completion programs.
“Because they lack access to finance, they haven’t had the opportunity to develop professionally beyond high school or have greatly struggled to do so. What would our world look like if access wasn’t a challenge? That’s why I do this.”
– Deb Jencunas
When asked why Northeastern University is so attractive to learners, Jencunas explains that CPS’s direct connection to industries and professional fields offer students an immediate benefit of a network.
Northeastern’s Alumni network is also actively supporting this model. CPS Director of Development Tara Esfahanian says, “Many of our donors are alumni, themselves once in the position of being first generation college graduates that were helped by this approach. They are usually eager and excited to give back in the same way they were given to.”
The Navigator
One of the most unique aspects of the funded partnership model is in the form of direct support from student academic support coaches called ‘CPS Navigators’, whose role is to walk each student through the process of onboarding into a program at Northeastern University.
Mary McCarthy, CPS Director of Strategic Partnership of Funds, seeks to activate philanthropic support from a variety of sources including federal monies, community college partnerships, corporate and foundations sponsorships, and the tremendous generosity of alumni and friends, to enable students to enter and excel in higher education.
“That support can come in many forms including endowed or current-use scholarship awards, in addition to wrap-around services that provide students with textbooks, laptops, and personnel support in the form of the Navigator role. A Navigator is a CPS employee whose responsibility is to partner with students to help them navigate the unique complexities of higher ed administration. CPS is pleased to have spearheaded this model for success, wherein A2M students have a steadfast ally in navigating the various hurdles of admissions, enrollment, matriculation, and degree completion. In different cities, student experience unique region-specific needs. The Navigator can be particularly useful in diagnosing the nuanced needs of a given region, allowing us to successfully clear those unique hurdles. While I have only been at Northeastern a short time, in my 26 years in Higher Education I have never witnessed a more robust and generous student support infrastructure.”
– Mary McCarthy
Tahir Abbas is the Navigator for the MCC A2M Program Biotech who facilitates student transitions from Middlesex Community College into Northeastern University. His office is located within MCC and students can drop by to visit him.
Visibility is really important, by having this office and being located at the community college, we are demonstrating how committed and accessible the program really is.”
– Tahir Abbas
Abbas helps at every stage of the process, from the application process all the way to placing them in a job internship and anything else in between, including aligning the student with financial assistance, helping with funding tuition, textbooks, or parking passes. Tahir also helps students determine their eligibility for financial support. For example, the MCC Tech program provides students with $5k per semester with a maximum cap of $10k per year. The typical out-of-pocket cost to students is $2-3k per semester. Sometimes, Tahir will work to find alternative funding sources to cover even that.
The navigator role is a major factor in the success of the whole approach. The value lies in specialized attention tailored to the needs of each student.
“If a student comes to me, I never send them away. Universities have complex financial aid and enrollment systems, but if students come to me, I help them figure that out. Once they trust me, they begin to believe they can accomplish bigger goals with this sort of support behind them.”
– Tahir Abbas
Abbas related that the hardest part of the job can be quite labor intensive: delivering textbooks. “Sometimes our students are single parents, or pregnant, so I deliver to the house. And I don’t mind because it helps, and I like that.” Abbas continues, “The students are supposed to return those books at the end of the semester. In December, I will drive again to collect them!”
It’s all in a day’s work for the CPS team that is helping students achieve goals they never knew were possible.
Snell Library Tour for CPS Students
Meet CPS Librarian Anaya Jones outside Snell’s temporary entrance on the west side of the building for an up-close and personal tour of the library! Please complete this registration form so we know you’re coming. Thank you!