I won the 2016 Sylvia Kunreuther scholarship at Temple University, and was profiled in the College of Education's Educator magazine Winter 2016 issue. My passion for the Adult & Organizational Development program and my keen grasp of the material distinguished me from other scholars.
Learn how I saw myself on the cusp of a formal career in training, and what I see as the challenges ahead.
At Temple, I have had the benefit of learning under professors with a wide range of professional as well as diverse personal backgrounds, and met other students who also hail from a wider range of backgrounds than in any of my previous academic environments. These professors have helped to open my eyes to alternative ways of thinking about the field of adult education and organizational development, and challenged me to re-evaluate my own assumptions. In the same manner, my classmates have helped to engage my own critical thinking about how culture, nationality, ethnicity, gender, and socioeconomic factors influence one's perception of leadership and management, participation in educational activities, and conflict resolution.
This cross-cultural exposure has heightened my own awareness of how my words and actions may be perceived by a diverse audience. As the American workforce grows exponentially more diverse, professionals in the training and organizational development fields must be prepared to work with participants on their own terms, i.e. in ways that do not alienate the participants or foster resentment or ill will. I see myself as a professional noted for building consensus and fostering positive, healthy work environments where employees are internally motivated to maximize their contributions to the mission of the organization, and in turn the organization is receptive to their input with regards to process improvement or other changes. The organization that does not evolve is the organization that withers and dies, and in a competitive global economy it is imperative that American organizations are agile and responsive to the needs not only of their customers but their most valuable resource, their employees, as well.
Human society is presently at the dawn of a new age of technological integration. Where the 19th and 20th centuries saw phenomenal advancement in mechanical, chemical, and biological innovation, the early 21st century will be remembered for its nascent digital technology and interconnected “web of everything.” It is incumbent on educators and trainers today to empower their students with at least a rudimentary understanding of principles behind devices such as personal computers, smartphones, and concepts such as the internet, because without this basic understanding individuals cannot be expected to harness the untapped power of these things, nor can they be expected to integrate them fully into their personal and professional lifestyles. Too many users understand tapping on an icon to open an app, but do not understand the technology behind it; critical components such as processors, file storage capacity, or various antennas such as cellular and wifi. A good 20th century analogy would be a driver who does not understand the difference between the tires on their car and its engine, or the difference between the air conditioner or radio on the dashboard. These examples may seem absurd, but many people lack even this basic understanding of the pieces of technology that they use every day.
It is also important that educators integrate technology into their curriculum. Students enter the classroom familiar with the features and capabilities of their own personal technology, and they will use these things outside the classroom whether or not it is expected of them. In order to help students fully assimilate the material they are learning, it must be presented in a way that conforms to their daily lives, meaning that technology must be embraced in the classroom and woven into the presentation of materials as well as engaging the students.
Learn how I saw myself on the cusp of a formal career in training, and what I see as the challenges ahead.
Briefly discuss how you envision yourself as a member of the profession you have chosen and how your Temple experience will assist in making a positive impact in society?
At Temple, I have had the benefit of learning under professors with a wide range of professional as well as diverse personal backgrounds, and met other students who also hail from a wider range of backgrounds than in any of my previous academic environments. These professors have helped to open my eyes to alternative ways of thinking about the field of adult education and organizational development, and challenged me to re-evaluate my own assumptions. In the same manner, my classmates have helped to engage my own critical thinking about how culture, nationality, ethnicity, gender, and socioeconomic factors influence one's perception of leadership and management, participation in educational activities, and conflict resolution.
This cross-cultural exposure has heightened my own awareness of how my words and actions may be perceived by a diverse audience. As the American workforce grows exponentially more diverse, professionals in the training and organizational development fields must be prepared to work with participants on their own terms, i.e. in ways that do not alienate the participants or foster resentment or ill will. I see myself as a professional noted for building consensus and fostering positive, healthy work environments where employees are internally motivated to maximize their contributions to the mission of the organization, and in turn the organization is receptive to their input with regards to process improvement or other changes. The organization that does not evolve is the organization that withers and dies, and in a competitive global economy it is imperative that American organizations are agile and responsive to the needs not only of their customers but their most valuable resource, their employees, as well.
What do you believe is the most pressing dilemma facing education today? Through your Temple University educational experience, how would you remedy this educational challenge?
Human society is presently at the dawn of a new age of technological integration. Where the 19th and 20th centuries saw phenomenal advancement in mechanical, chemical, and biological innovation, the early 21st century will be remembered for its nascent digital technology and interconnected “web of everything.” It is incumbent on educators and trainers today to empower their students with at least a rudimentary understanding of principles behind devices such as personal computers, smartphones, and concepts such as the internet, because without this basic understanding individuals cannot be expected to harness the untapped power of these things, nor can they be expected to integrate them fully into their personal and professional lifestyles. Too many users understand tapping on an icon to open an app, but do not understand the technology behind it; critical components such as processors, file storage capacity, or various antennas such as cellular and wifi. A good 20th century analogy would be a driver who does not understand the difference between the tires on their car and its engine, or the difference between the air conditioner or radio on the dashboard. These examples may seem absurd, but many people lack even this basic understanding of the pieces of technology that they use every day.
It is also important that educators integrate technology into their curriculum. Students enter the classroom familiar with the features and capabilities of their own personal technology, and they will use these things outside the classroom whether or not it is expected of them. In order to help students fully assimilate the material they are learning, it must be presented in a way that conforms to their daily lives, meaning that technology must be embraced in the classroom and woven into the presentation of materials as well as engaging the students.
Read my profile in Temple Educator magazine Winter 2016 issue (1-page PDF).
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