BU Online students offer perspectives from post-earthquake Japan

David Myers, a BU online art education student, is currently teaching in Japan.

David Myers, a BU Online art education student, is currently teaching in Japan.

David Myers stood before his Tokyo classroom, and initially ignored the rumble underneath his feet. He kept writing on the board, assuming it was merely the next tremor to shake a nation where minor earthquakes are frequent, and figuring it would soon pass.

When it didn’t, and the shaking lingered longer than usual, the teacher took notice. He stopped writing on the board. He wasn’t yet overly concerned, but the rattling was significant enough that one student asked if she could get under her desk, for safety’s sake.

“I thought that was a little melodramatic,” Myers said. “But sure. If you want.”

It was then the shaking changed. Small tremors began grouping together, causing the building to sway. He had never felt anything like it during his five years of living in Japan – and, as it turned out, neither had natives who’d lived in the country all their lives. Even some 231 miles southwest of its epicenter, Myers, a Boston University online art education student, was feeling the effects of what proved to be one of the most powerful earthquakes to strike the nation in centuries.

“Five seconds after the first student went under her desk,” he said, “I was telling everyone to do the same.”

At the Canadian school where Myers teaches, the damage was small. Plaster art fell off the wall of his classroom. A drink spilled. Books tumbled off the shelves. The power stayed on, but cell phone service went out, so as word arrived that a tsunami was making landfall in other parts of the country, Myers was left pressing redial every couple of minutes in a desperate attempt to reach his wife. She was eight months pregnant with twin boys and was staying with her parents in Chiba. Myers wasn’t sure how close that city was to the coast, but his fears were growing.

Eventually he learned that his family was safe. His students learned the same of their own loved ones, and although he and most of the school spent the night camped out in the gym because the train system needed to be inspected, they were largely unscathed.

Of course, other parts of the country could hardly say the same.

This excerpt was taken from a note written by Tomoko Masuyama, a BU Online criminal justice student currently living in Japan. To read the full text, click on the note above.

This excerpt was taken from a note written by Tomoko Masuyama, a BU Online criminal justice student who was born, raised, and still lives in Japan. To read the full text of the note, click on the image above.

The earthquake and subsequent tsunami so hammered the nation that officials have estimated the damage at a cost of 25 trillion yen – which equates to $309 billion, or four times as expensive as the destruction left by Hurricane Katrina – and death tolls were still climbing toward 10,000 as the search for missing bodies continued almost two weeks later.

Yet among the things that have most impressed Myers amid the tragedy has been the ability of Japan, and its people, to cope with disaster.

“I am certain not even the worst would change how Japanese people behave toward each other,” he wrote nine days after the earthquake, explaining that part of the reason he loves the country is because of how orderly and safe it is.

“Even in the tsunami shelters people are still sorting their garbage for recycling. Everywhere else is mostly normal. Businesses are running. Trash is still collected. Construction and road work has resumed. Aside from scheduled blackouts, things seem back to normal.”

Where he is located, Myers said people aren’t sure when the blackouts will end, but they “accept it easily now as inconvenient but necessary.” He said most have accepted the energy rationing without complaint, and he hopes that soon the media’s coverage of the catastrophe will begin to focus on how well the Japanese have dealt with the difficult circumstances and duress.

“Grocery stores manage demand and keep people from hoarding. Prices stay the same. People patiently wait in five hour lines for 20 liters of gas,” he said. “Gas and food are not in short supply; it is simply because when the train system is affected, traffic is more congested. It is an issue of transport within Tokyo – not supply. Stores are all open.

“Normalcy is something they want to get as soon as they can.”

Myers said that while the “vast, vast majority” of people are concerned about the Fukushima nuclear plant, where reactors were damaged as a result of the tsunami, and which faced the possibility of a meltdown, “no one is panicking.” Along with the Japanese, he says he has personally accepted the NHK broadcast service’s descriptions and explanations of what is happening at the power plants – and it’s only when watching Western coverage that he becomes worried.

He’s hoping that the coverage will soon change, however. It may be a long time before the cleanup is complete, and the threat isn’t gone even as electricity is restored to the nuclear reactors. But in the meanwhile Myers would like to see the media do a better job of telling the world about the cooperation, the behavior, and the persistent regard for each other that he’s seen in Tokyo. And across the country.

“Never expected such a thing in such a huge city,” he said.

* * * * *

On March 14, Boston University President Robert A. Brown reported that the members of the BU community in Japan are safe, including students in the study abroad programs in Kyoto and Tokyo, employees at the school’s liaison office in Tokyo, and faculty traveling in Japan. He also announced that the University had established a website listing agencies that are providing help to those impacted by the disaster. That site is found here.

CIS Student Seeks Thrill of the Chase

Rob RiskinLike many of those enrolled in Boston University’s Distance Education programs, Rob Riskin fits his studies into his free time. He loads his lectures on to his iPad, digs into his reading, and begins to tackle his homework. It’s a typical studying scene.

Although the setting is anything but.

This past May, Riskin packed up his tablet and took BU Online with him to “Tornado Alley” in Oklahoma, going right into the teeth of America’s most lively location for twister activity — and doing so with excitement. A computer information systems student by day, Riskin is a storm chaser by night, and so while he was waiting for the funnels to form he’d fill the time by working toward his master’s degree.

“When chasing storms there is a lot of downtime,” he said, “especially when waiting for storms to initiate and begin.”

In Riskin’s case, that didn’t take long. On the first day he and his multi-national team set out in search of a storm, they saw four tornadoes and came within about 100 feet of multiple vortices. One vortex actually hit the second of the group’s two chase vehicles, blowing out all the windows and ripping the “rockbox” – a storage compartment – right off the roof.

“It was very scary and incredible,” Riskin wrote on his blog in the chase’s immediate aftermath. “(It) was insane.”

The experience was captured from a few different angles, and the video footage was so dramatic that Riskin was interviewed on-air by the Oklahoma City CBS affiliate as well as CNN.

All the while, however, schoolwork still remained a focus. He had carefully timed his trip for the first week of his CS 695 class, because he knew he’d then be easing back into the routine of the Summer 1 semester—and that was hardly the only thing thought out in advance of the journey.

Riskin may have the perfect surname for someone undertaking such a dangerous pursuit, and a storm chaser is perceived to be a bit wild by nature, but he claims the key to balancing dual (and very different) responsibilities is as simple as plotting a plan and staying the course. When he began the BU Online program in September 2009 he was initially uncertain about what to expect, but within a few weeks he’d developed a routine, and that enabled him to hold a full-time job and still complete his schoolwork.

When he set out in search of storms, he knew there would be challenges because of the situation. But, again, he made it happen by planning ahead. He anticipated that Internet access might be scarce in Tornado Alley, so he decided to save lectures locally, and was thereby able to do the necessary reading without being dependent upon the presence of an online connection.

“Getting into the habit of reading the lectures and material in advance, and getting a head start on discussion postings is essential,” he said. “Focus on staying ahead, plan schoolwork a day ahead, and stick with it! I psych myself into thinking assignments are due a day prior, and that gives me the extra push to get the work done.”

If asked to share advice with new students, Riskin would tell them just that. “You will succeed” by keeping ahead and planning properly, he said.

Even if the other part of your atypical life involves following a fearsome phenomenon down a path as uncertain as any in nature.

“Of course you can’t plan for everything as schedules can be unpredictable, much like storms,” Riskin said. “You just have to keep pushing and eventually you will achieve your goals.”

Tornado Vehicle with windows blown out

VIDEOS FROM TORNADO ALLEY

(WARNING: Videos may contain adult language.)

Above: Inside one of the vehicles traveling with Riskin.

Above: Footage from another chaser showing Riskin's team ahead.

Above: More footage of the same Wakita, Okla., system.

(All videos posted to YouTube, courtesy of twisterchaser.net.)

Getting to know … Sam Hammer

Sam Hammer likes to bicycle, enjoys chick peas, and enjoys botany -- but can he speak Spanish? "People in Mexico just prefer for me to point," he says.

Sam Hammer is a bicyclist and a botanist -- but can he speak Spanish? "People in Mexico just prefer for me to point."

In the first of an occasional question-and-answer series exploring the people and personalities that comprise the BU Online community, we introduce Dr. Sam Hammer.

The Academic Coordinator of the Undergraduate Degree Completion Program, Sam has been teaching classes online since that program was hatched in 2004, winning an award from the United States Distance Learning Association for the “Food Stuff” course that was subsequently adopted as a template for future courses, then assuming his Coordinator duties in 2007.

Born in Chicago, Sam earned two master’s degrees and worked for two years in Chicago with new immigrants from the former Soviet Union, hosting about 1,000 new immigrants a month! Everyone from concert violinists to doctors, engineers, even a family of shepherds fleeing political oppression and religious intolerance. Sam came to Boston in 1998 so he could begin work on a doctoral degree from Harvard University. Upon completion he started teaching at BU in 1993, and his fieldwork – sponsored in part by the National Geographic Society and the National Science Foundation – has taken him to spots of unbelievable beauty and natural interest as far afield as the Pacific Northwest, the Florida Panhandle, Australia, New Zealand, and the French Pacific colony of New Caledonia.

Click through for more on this father of three, who now lives in Cambridge with his wife, his youngest daughter, and an avocado tree.

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BU Online takes home the hardware at Sloan-C international convention

Associate Director Eric Friedman, Proctored Exams Coordinator Thomas Adams Martin, and Nancy Coleman (left to right) accept the 2010 Sloan-C Excellence in Institution-Wide Online Education from Selection Committee Chairman Burks Oakley.

Associate Director Eric Friedman, Proctored Exams Coordinator Thomas Adams Martin, and Director Nancy Coleman (left to right) accept the 2010 Sloan-C Excellence in Institution-Wide Online Education award from Selection Committee Chairman Burks Oakley.

Before a crowd of innovators and representatives from the world’s premier online learning programs, the Sloan Consortium last week recognized Boston University’s Office of Distance Education as the best of the best, presenting the award for Excellence in Institution-Wide Online Education to the BU delegation during its international conference last week in Orlando, Fla.

“We are so proud to accept the award on behalf of the faculty, students, and support staff of Boston University,” said Nancy Coleman, Director of the Office of Distance Education. “The national recognition speaks to the high level of quality and instructional excellence that we are committed to providing.  We continue to be innovative in our approach to online learning, and in the future, look forward to raising the quality of the BU online experience to yet another level.”

Coleman accepted the award along with Eric Friedman, Associate Director of BU Online, and Thomas Adams Martin, the department’s Proctored Exam Coordinator. Both Friedman and Adams Martin also delivered presentations during the three-day event, offering an audience that annually includes more than 1,000 leaders looking for the latest advancements in online education a peek into how BU’s program set the standard.

“We were thrilled to be in Orlando to accept this award. It is a testament to the exceptional teaching and learning that happens in our online degree programs,” Friedman said. “It was truly an honor to be recognized by our peers, by the institutions represented at Sloan-C, by the sponsors of the conference, and by all of the participants there for the work we do.

“The conference itself has grown over the years and is clearly now the place to be for the country’s premiere online programs and the universities who offer them,” he continued. “Many innovations and best practices were showcased. Our own Thomas Adams Martin presented our approach to proctored online final exams to a packed room, and our poster session on social media was one of the busiest.”

In becoming one of only two schools to receive Sloan-C’s Excellence in Institution-Wide Online Education Award this year, BU added to a list of accolades that previously included honors from the United States Distance Learning Association in 2005, 2009, and 2010. And, as it continues its efforts to stay on the cutting edge of both teaching and technology, the Office of Distance Education is confident there could be more to come.

“We should all feel very proud of this award and of all our accomplishments,” Friedman said. “There is no doubt that we are at the forefront.”

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National Distance Learning Week: Nov. 8-12

NDLW_Logo2010Joining colleges and universities from coast to coast, along with more than 3.5 million students worldwide, Boston University's Office of Distance Education will celebrate education’s new frontier as part of National Distance Learning Week from Nov. 8th-12th — and we invite you to participate in the excitement.

Highlighted by giveaways, an on-campus open house, and opportunities for the online community to exhibit its Terrier Pride, the Office of Distance Education has planned an interactive slate packed with ways for current and prospective students to involve themselves while schools nationwide spotlight the electrifying possibilities of education’s present and future.

National Distance Learning Week recognizes the impact distance learning has in 21st century education across many market segments including education, healthcare, government, and corporate,” said Marci Powers, President of the United States Distance Learning Association. “It affords distance learning practitioners the opportunity to celebrate and explore an essential part of today’s changing society.”

As sponsors of the celebration, the USDLA will present a series of webinars throughout the week as a means of showcasing the various types of distance-learning providers, while BU’s celebration will include a sequence of daily offerings.

bag_backBeginning Monday, students are invited to share their Terrier Pride by emailing the Office of Distance Education with a photo displaying school spirit. Show us where you study, where you work — or simply don some BU garb and send us the snapshot by Wednesday, Nov. 10th. We’ll compile the submissions into an album that will be posted on Friday, and as a measure of thanks we’ll send you a reusable tote bag (pictured to the left) so you can let people know that you’re a Terrier whether you are carrying books or bringing in the groceries.

Throughout National Distance Learning Week we’ll be providing virtual updates – via Facebook, Twitter, LinkedIn, and our own website – but Wednesday night we’ll celebrate face-to-face. Over wine and refreshments, the Office of Distance Education will open its doors to those who would like to meet the BU Online team, see its latest innovations in distance learning, socialize with faculty and staff, or simply help celebrate the Office’s Sloan-C award for Excellence in Institution-Wide Online Education.

Co-sponsored by the Provost’s Faculty Advisory Board on Distance Education, the reception will last from 4-6:30 p.m. — but, really, the fun will last all week. Please join us, and millions nationwide, in the celebration.

It’s a great time to connect with our online learning community, and we'd love for you to be a part of it!

HELPFUL LINKS RELATED TO NATIONAL DISTANCE LEARNING WEEK

Online Faculty Spotlight: Ginny Greiman

Virginia A. Greiman, B.S., M.Ed., J.D., LL.M. Administrative Sciences Department, Metropolitan College, Boston University

Virginia A. Greiman, B.S., M.Ed., J.D., LL.M. Administrative Sciences Department, Metropolitan College, Boston University

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Click to read the article!

Congratulations to Ginny Greiman, Metropolitan College Administrative Sciences professor, on her most recent publication in NASA's Academy Sharing Knowledge (ASK) journal, focusing on lessons learned from Boston's "Big Dig." To read the article, click the image on the right. For more about Professor Greiman's background and accomplishments, read on. We asked Professor Greiman about teaching in the online Master of Science in Project Management Program:

What I love about teaching online is the opportunity to communicate with students around the world including the military on the battlefields in Afghanistan, or the project manager at NASA working on a new space mission, or students working on developing a new vaccine to save lives in developing countries.  I have come to know students online from many different walks of life with invaluable experiences that they share with the class.

Being able to learn from each other about different disciplines and industries and what makes a project successful and how to prevent failures on projects is an incredible opportunity that brings the real world into the online classroom. As I travel to different conferences in the United States and abroad I have had the opportunity to meet some of the students I have taught online and develop friendships with former students that last far beyond the course.

These are just a few of the reasons I love online teaching there are many more.
Read More »

BU Online Featured in BU Today!

See the original article in its entirety here.

Online program wins plaudits

By Rich Barlow

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Under Dean Jay Halfond, Metropolitan College has become a center of online instruction. Photo by Vernon Doucette

Craving a BU education after learning about its academic reputation and strong interdisciplinary curriculum, Hillary Blazer-Doyle faced a hurdle: she was living in Singapore, where her husband’s insurance company job had posted him. But Blazer-Doyle, a voiceover actress, was determined not to let the 9,400 miles that separated her from campus stand in the way. She began studying online through BU’s Distance Education program, one of 2,500 “distance learners” enrolled at BU.

On the program’s accelerated schedule, Blazer-Doyle (MET’10) studied from her laptop (and occasionally in her pajamas) for two and a half years while nation-hopping for her husband’s or her own business—Singapore, Taiwan, Thailand, and Indonesia, and on visits home to the United States. But when it came time for graduation last May, she was determined to do one thing in person, not online: sit with her class on Nickerson Field and pick up her bachelor’s degree in liberal studies. Blazer-Doyle says the experience was so positive that she wants to get involved with BU’s alumni association in London, where she now lives. And she plans graduate studies somewhere: “I fell in love with education through this program,” she says.

Similar satisfaction is expressed by 92 percent of BU’s distance learners, according to Jay Halfond, dean of Metropolitan College and Extended Education. That satisfaction has won BU a nod from a nonprofit that promotes online education: the Sloan Consortium has given the University its Award for Excellence in Institution-wide Online Education, which will be presented November 4 in Orlando, Fla.

For BU, the award spotlights the University’s role in what the Chicago Tribune has dubbed “a white-hot education trend.” No longer Jetson-age exotica, online education is mushrooming, from public grade schools to private universities. Read More »

Online Student Spotlight – A Global Odyssey

BUGRAD 041 (Medium)Thanks to Hillary Blazer-Doyle, 2010 graduate of MET's Undergrad Degree Completion program, for submitting such a great blog post.

I was never one of those people who felt like something was missing in my life because I never finished my undergrad degree.  Quite honestly, I was in a career field that didn’t require a degree for job ascension.  I originally left college because I got a job as the Executive Morning Show Producer at a radio station and never looked back.  I was/am also a voiceover actress (see my web site), which again, didn’t require a degree.  It was only when my life took an unexpected turn that I decided to go for it.

My husband was offered an overseas assignment for his job in Singapore.  I am a New Yorker and had to look at a map to even find Singapore!  I was still going to try to work in voiceovers, but this move would put my radio career on hold, which I was fine with.   After living together for two years in Singapore, his company told him he would be needed in Taipei, Taiwan for a “short-term” assignment.  I had to now figure out how to stay in the country without the status of “dependent.”   I started my own voiceover company and was extremely successful in voicing animation as well as commercials and children’s books. Picture below is me at the unveiling of the 2009 Saks 5th Avenue window for Twinkle, Twinkle Little Flake, for which I did the voiceover.

0033But the paperwork the country required to assess whether or not I was “worthy” of my own worker’s permit is what finally led me to Boston University’s online Undergrad Degree Completion Program.  Having to write all the colleges I attended and then the (ugghh) “No Degree” part, was all a bit demoralizing.   I also thought this would be a great way to ride out my husband’s “short-term” assignment (which turned out to be two years). Read More »

Lessons Learned: A first year online program opens new doors for educators

Judith Simpson, Ph.D.

Judith Simpson, Ph.D.

Dr. Judith Simpson reflects on a year of innovation and transformation in BU's year-old online MA in Art Education program, also featured in a recent BU Today article.

“Our teachers are an island in their schools, alone. Artists and teachers both need the right vocabulary to advocate for themselves. My goal is to equip them
with that knowledge.”

Online degree programs at Boston University are incredibly dynamic experiences that change every seven weeks. In the past year, the MA in Art Education program has grown with each semester both in numbers and in scope.

Lessons learned throughout this time were:

Virtual Visionaries2

  1. The online teaching and learning environment is full of surprises: the time we spend teaching is infinite, many of the students are intimidated by the technology, some are still skeptical about an online degree, few expect the rigor of the program in terms of content and assignments, all are self-motivated achievers.
  2. Online learning is a communal experience: where all of the classes and the groups in them have established incredible collegial bonds despite never having actually met, but that may well be because art teachers often do not have ‘like kinds’ to talk with about issues that impact their teaching.
  3. The online format seems to be a good fit for today's educator: and particularly well-suited venue for the art education community seeking a professional degree in their own field, especially when complemented with a summer studio residency where students can physically work together in the studios for an intense week.

Judith Simpson, Ph.D. is the Faculty Director of the online MA in Art Education and Associate Professor in BU’s College of Fine Arts. Read more about this innovative online program in Virtual Visionaries.


Watch this video on YouTube

In the video above listen to Mark Fisher (CFA'10), Kate Chawula (CFA’10), Megan Radocha (CFA’10), and Autumn Britt (CFA’10) talk about their experiences in the Online Master of Arts in Art Education program through the College of Fine Arts. Photos by Vernon Doucette and Kimberly Cornuelle.

Online Student Spotlight – UDCP

My name is Dedeb_d1b Dangelo and I will soon be finishing up my Bachelor of Liberal Studies in Interdisciplinary Studies as part of BU’s online Undergrad Degree Completion Program. I was fortunate to attend 2010 Commencement where I finally met some of my classmates face to face—it was a real thrill for me. I am actually planning to pursue a Master’s Degree in Finance online from Boston University as well -- my application's already in!

In my spare time I love to cook and spend quality time with my husband, Jack, friends, and family. My family aIMG_0659lso consists of three dogs—Jerry Lee, Sunny, and Gracie—as well as a crow, Eddie Van Raven, who loves to eat mild cheddar cheese!  I am breast cancer survivor and am deeplypinkpower committed to raising awareness. I have had the honor of being a part of several Brighton Power of Pink national campaigns for breast cancer awareness.

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