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No matter where you are in your professional journey, you can gain the skills needed to stay ahead of the curve in today’s global workplace with Goodwin College of Professional Studies. Through the guidance of industry experts, you learn practical, in-demand skills that can be applied immediately. Explore diverse non-credit education in fields ranging from coding and data visualization to project management and Lean Six Sigma. We offer courses individually and in bundles that offer learning pathways based on where you are in your career, skill gaps and professional interests.

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Research shows that professional learning has the potential to transform teaching and advance equitable learning and student success. Yet notable gaps in practice undercut its impact.

A new report, Teaching, Learning, Equity and Change: Realizing the Promise of Professional Learning, developed by Every Learner Everywhere in partnership with Achieving the Dream (ATD) and the Online Learning Consortium (OLC), aims to inform the strategic action needed to realize the promise of professional learning at our nation’s equity-focused campuses.

Recent research in the field demonstrates the effectiveness of professional learning in advancing equity-focused change in education. It also provides a clear picture of the best practices used by effective Centers for Teaching and Learning (CTLs).

Key questions remain:

• What is the status of professional learning on campuses serving most of the nation’s racially minoritized and poverty-affected students?
• How do these institutions deploy professional learning to support equity-focused teaching and learning?
• What does best practice look like?
• What obstacles and gaps in practice get in the way?
• What kind of assistance would be helpful?

The report, co-authored by ATD’s Bret Eynon, Jonathan Iuzzini, and H. Ray Keith with OLC’s Eric Loepp and Nicole Weber, provides answers to these questions through a synthesis of data collected via surveys and interviews.

It highlights professional learning practice at Minority Serving Institutions (MSIs) and community colleges, often overlooked but crucial sectors of higher education. And it deploys research-based standards for high impact professional learning to uncover strengths and gaps in current field practice.

Based on this data, the report maps critical contours of the field:

• The field is shaped by growing interest, yet lagging investment in professional learning. This tension is particularly pronounced at MSIs and community colleges.
• Exemplary CTLs position professional learning as a strategic intervention to achieve mission-critical goals, including equity, enrollment and completion.
• Priority focal points of professional learning fieldwide include active learning, inclusive teaching practices, and engaging students in online and hybrid teaching formats.
• The field is challenged by gaps in awareness of research-based resources for best practices in professional learning.
• MSIs and community colleges identified a strong need for capacity-building partnerships focused on professional learning.

A dozen recommendations for addressing the key findings are organized into three categories, suggesting steps to be taken by campus professional learning leaders, institutional leaders, and ecosystem partners such as funders, state systems, and national higher education networks.

Across all three categories, the authors emphasize that the process of improvement and change requires shared vision and collaborative partnership: “Our survey respondents and the leaders we interviewed made clear that change is possible, and that professional learning – designed and resourced with great care and attention to the needs of both full-time and part-time educators – is one of the best tools we have for advancing equity-focused change in service to our students.”

Related:
Rethinking professional learning and development

This press release originally appeared online.

Today, the world celebrates International Day for Women and Girls in Science, a day to recognise and celebrate the achievements of women in science, technology, engineering, and mathematics (STEM).

At Tata Chemicals Limited Innovation Center in Pune, India, women are contributing significantly to the fields of molecular biology, microbiology, and advanced materials science. With years of experience and numerous peer-reviewed articles to their names, these women are inspiring the next generation of young girls and women to pursue careers in STEM.

Dr.  Deepika Tiwari, an Associate Scientist in Sustainable and Functional Ingredients, has experience in molecular biology and microbiology and has worked on the biosynthesis of commercially important products and scientific substantiation of various ingredients from a health perspective. When asked about balancing her professional and personal life, Dr. Tiwari said, "It's a difficult one, however, it is really manageable. Effective time management and multi-tasking is the mantra."

Microsoft and the Data Security Council of India (DSCI) have launched a programme called CyberShikshaa which has so far trained 1,100 women in AI/ML for cybersecurity and enabled certifications, and has employed over 800 women through various training batches.

With aspirations to skill 45,000 women and provide employment opportunities for 10,000 learners in the next three years, CyberShikshaa has been a turning point for many, including Manjusha M, a student from Kannur who now works as a cybersecurity associate at ACPL Systems.

In another inspiring story, Mrinal Ganjale, a teacher from Maharashtra, used Microsoft Teams to take online classes during the pandemic and prevent students from dropping out. Her innovative approach not only helped her students continue their education, but also resulted in an increase in student enrollment. Mrinal has received the National ICT Award from the Ministry of Education, Government of India.

Hemalekha Balu, a Senior Manager- Projects & Strategy at Tata Chemicals, has 16 years of experience in the field of production, engineering, and projects. She is also a process safety specialist and conducts seminars in the field of process safety. When asked about how she balances her professional and personal life, she said, "Frequent travelling is part of my job profile, hence maintaining a work-life balance is required. I plan my work in advance and club my work together while travelling."

Ashvini Angal, a Research Executive in Sustainable and Functional Ingredients, has more than 12 years of experience in industrial and customer-driven projects in the field of advanced material sciences and nutritional science. When asked about what inspires her as a woman in science, she said, "Science has always been the driving force behind development. Curiosity and interest have been the driving factors that push me to do more and provide my best."

This program can lead to New York State professional certification as a secondary teacher (7-12) in the areas of English, Social Studies, Science, Technology, or Mathematics, when the student meets other requirements (e.g., tests, years of teaching experience).  These other requirements are the responsibility of the student.

There may be additional requirements if a student holds an initial teaching certificate from another state. For example, NYS only acknowledges science education coursework that is subject-specific, such as biology or chemistry; “general” science courses are not accepted. It is the student’s responsibility to check this information with the State Department of Education. In many cases, any additional requirements can be worked into the student’s program through electives or some extra coursework.

New York State has licensing reciprocity with most states. Please check to make sure that the NYS license will be accepted in another state.

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SUNY Cortland has a long and rich tradition as a teachers' college. The institution was originally established in 1868 as a Normal School, becoming a State Teachers' College with four-year programs in 1941, and officially joining the SUNY system in 1948. In 1961, Cortland was renamed as the State University of New York College at Cortland, assuming a new role as a college of arts and sciences with liberal arts programs introduced in 1963. Now, Cortland is characterized as a state-assisted public institution awarding baccalaureate and master's degrees as well as post-master's Certificates of Advanced Studies in education and arts and sciences. Today, SUNY Cortland graduates the largest number of teacher certification candidates in New York State and consistently ranks among the top fifteen institutions in the country in this respect, ahead of much larger institutions such as Texas A&M, Ohio State University and the Pennsylvania State University.

The College is organized into the School of Arts and Sciences, the School of Education and the School of Professional Studies, with teacher education programs housed in all three schools. The School of Education was created on July 1, 2003 by splitting the former School of Professional Studies, in order to provide a structure that more adequately supported and promoted the College's largest teacher preparation programs. In July, 2009 a new administrative position of Assistant Provost for Teacher Education was created, with appointment to that position in 2010, reflecting the College's viewpoint that the entire institution and the entire faculty share responsibility for preparing future educators.

The Provost and Vice President for Academic Affairs oversees all curriculum in the College and in this capacity, he serves as the official Unit Head of the Professional Education Unit. He has delegated the day-to-day operation of the unit to the Assistant Provost for Teacher Education. Overall, SUNY Cortland has 48 teacher education programs, with these programs collectively making up the professional education unit.

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