Blog

By Edward Maggio, JD, M.Sc., Adjunct Professor, School of Business

At NCU, I serve as an adjunct professor in the School of Business. In that role, I currently teach Introduction to Legal Studies, Constitutional Law, Civil Actions I-II, Contract Law and Strategic Planning and Implementation in Criminal Justice.

I teach at NCU because NCU has an excellent School of Education. Our School of Education offers more than 30 doctoral education specializations, making it easy for full-time educators to receive advanced degrees. I’ve taught at NCU since 2013 and I love teaching for NCU because I get to mentor educators across the U.S. and the world who are pursuing their doctorates. NCU truly cares about its students, faculty and staff. Respect for education and inclusiveness and diversity is paramount at NCU.

Annabelle Goowin, PhD, LMFT Director of Equity and Inclusion

Dr. Martin Luther King, Jr. said, “There comes a time when silence is betrayal.” Ibram X. Kendi said, “There is justice. There is injustice. There is no neutrality. No sideline. No bleachers. No exits.” We are all in this together, and when we see injustice, our humanity requires that we speak up.

Celebrating Foster Families during National Foster Care Month

My first job after graduating with a bachelor’s degree in human development and family studies was as a housemother for school-aged children living in a children’s home in Lubbock, Texas. This was my entrée into the messy world of the foster care system.

When I tell people that I’m an academic librarian for a completely online university, I often see puzzled looks on their faces as they try to work out what that actually means. The closest they can get to is, “So, the books are all online then? Cool.” What they don’t know is that it’s SO much more than that. They don’t know that I get to design innovative library services to reach our online students. They don’t know that I get to attend Dissertation Boot Camps and interact with our students in some of the most interesting cities in the world.

With the emergence of the global COVID-19 pandemic, organizations around the world are trying to adapt in a number of ways, one of them is by allowing their employees to work virtually.  Many organizations have required their employees to be physically present at their office location prior to the pandemic, while others may have allowed for some of their employees to work virtually on occasion, where other organizations simply did not allow for any virtual work.  As organizations including higher learning institutions adapt to a new normal of virtual work, they have to do so with

Organizations are consistently transforming and evolving to meet the needs of the marketplace. Moving to a global economy; striving to become more efficient and sustainable; and reacting to world events and crises have pushed organizations to re-examine how work is structured and delivered and how the ‘worksite’ is defined. These changes have led organizations to develop and rely upon more mobile and virtual workers and work teams.  Now, individuals and teams can be working virtually either at home or alternate worksites (i.e.

Technology has changed and shaped the way business is conducted globally. From geopolitics, to multinational organizations, to small business enterprises, remote and satellite workspaces have become a new reality. Technology has changed education delivery that has forced traditional brick and mortar institutions to offer courses online. Religious institutions are using social media to connect with parishioners on Sunday mornings. Living in this new reality requires a new type of leader, one who can lead teams from a distance.

David Harpool, JD, PhD
President, Northcentral University

I applaud the quick actions of higher education in response to the threat of the Coronavirus (COVID-19). Recent data from Italy, France, and Vietnam suggest younger, seemingly healthy students can be carriers. The health threat to older adults is clear and maybe understated to traditional college-aged students. During the last few weeks, on-ground higher education institutions have made the correct, although painful, decision to move online. 

When I was a little girl in Brazil, I used to arrange a class of doll-pupils in front of me so they could give their undivided attention to whatever I wrote on a blackboard. Then, at 16, I finally had the chance to do some "real" teaching. Our school had posted an ad looking for peer tutors. I immediately volunteered to teach English but was sad to learn that another student already had that role.