Georgia Tech | The Contracting Education Academy

March 9, 2020 By cs

Botchwey named associate dean in Professional Education

Georgia Tech Professional Education (GTPE) has named Nisha Botchwey, associate professor of city and regional planning in the College of Design and an adjunct professor in Emory University’s School of Public Health, its new associate dean of academic programs.

**Nisha Botchwey has been named associate dean for Academic Programs in Georgia Tech Professional Education.**

Botchwey was selected following a national search and will begin her new role on March 9.

She holds a master’s and Ph.D. in urban planning from the University of Pennsylvania and a master’s in public health from the University of Virginia. Throughout her career, Botchwey’s research has focused on health and the built environment, with an emphasis on youth engagement, health equity, and data dashboards for evidence-based planning and practice.

She has earned many distinctions, including an NSF ADVANCE Woman of Excellence Faculty Award, a Hesburgh Award Teaching Fellowship from Georgia Tech, the Georgia Power Professor of Excellence Award, a Rockefeller-Penn Fellowship from the University of Pennsylvania’s School of Nursing, and a Nominated Changemaker by the Obama White House’s Council on Women and Girls.

“GTPE has embarked on a transformational journey to strategically align our academic offerings with the needs of a rapidly changing workforce. Nisha Botchwey’s experience with strategic planning, team management, and community engagement will enhance our growth plan and elevate the quality of offerings for an ever-increasing, diverse population of learners,” said Nelson Baker, dean of Georgia Tech Professional Education. “We are thrilled to have such expertise on our team.”

GTPE serves the fastest growing learner population in higher education: working adults aged over 25.

In this new position, Botchwey will support the development of new demand-driven programs, such as additional at-scale online master’s degrees, a new Fintech Academy, and pioneer contemporary educational products including alternative credentials and enhanced career services for adult learners. She will have curricular oversight and management of all new and existing online degrees and professional development programs and foster a learner-centric environment in service to the adult learners across GTPE programs.

Botchwey will maintain a joint appointment in the College of Design, where she will continue her research and teaching, advise students, and remain involved in the intellectual life of the college.

“This is an era of change and adaptation across institutions,” said Botchwey. “I look forward to working with this amazing team of faculty, staff, learners, and industry partners as we continue to create innovative educational pathways and solidify GTPE’s role as the lifelong learning home for Georgia Tech, here and across the globe.”

A search committee consisting of faculty and leadership across the Institute reviewed over 130 applications. Members included Daniel Castro, chair and professor in the School of Building Construction; Lizanne DeStefano, executive director for the Center for Education Integrating Science, Mathematics, and Computing (CEISMC); Larry Jacobs, associate dean of the College of Engineering; and Sri Narasimhan, professor and business analytics center co-director in the Scheller College of Business.

“The applicant pool was extremely competitive,” said Jacobs. “Alongside her experience and relevant technical skills, it was Botchwey’s enthusiasm, clear preparation, and strong people skills that stood out.”

Georgia Tech has been at the forefront of creating cutting-edge educational offerings that are accessible to career-minded individuals and provide real-world knowledge. As the global campus and lifetime learning arm of the Institute, GTPE serves more than 42,000 working professionals each year through more than 400 professional development courses and boot camps, 50 professional certificates, and 13 industry-specific online degrees.

Source: https://www.news.gatech.edu/2020/03/04/botchwey-named-associate-dean-professional-education

March 2, 2020 By cs

U.S. Space Force chief tours Tech

A daylong tour of Georgia Tech on Feb. 24 introduced General John Raymond to some “next-gen thinking” that he might find helpful in his latest assignment.

**General John Raymond told Georgia Tech students and faculty that there is a great need for not only technical innovation, but also breakthroughs in space policy.**

The recently named chief of Space Operations for the United States Space Force spent the day talking space exploration and space policy with faculty, researchers, and students from the Sam Nunn School of International Affairs; the Center for International Strategy, Technology, and Policy; and the Daniel Guggenheim School of Aerospace Engineering.

He capped off the day with a lecture, “Space as a Warfighting Domain,” delivered before a packed audience in the Kendeda Building for Innovative Sustainable Design.

“There is nothing we do in the Joint Forces that isn’t related to space,” he told listeners before giving a brief history of the military’s space engagement. “Our adversaries have been watching what we do in space, wanting to disrupt us, and our job is to make sure that never happens.”

Raymond ended by encouraging the next generation of innovators in the audience to study hard and work even harder. The Space Force may be in their future. After all, when he was in college, Raymond said, he didn’t touch a computer until his junior or senior year.

“It’s an exciting time to be in this business. I wish I could change places with you. Don’t be bashful. You have a skill set that, when you graduate and are hired, whatever you do, you can help this country.”

Space as a Laboratory: The Daniel Guggenheim School

Raymond’s visit to the Guggenheim School introduced him to research on a broad array of projects – from optimized space mission operations to space situational awareness and alternatives to GPS navigation.

“The AE School has a strong, historical relationship with the military,” said William R.T. Oakes School Chair Mark Costello. “We are thrilled to welcome General Raymond to campus and are excited about digging into the challenges that the Space Force will put before us.”

Much of Costello’s conversation with Raymond revolved around CubeSats – the miniaturized satellites that are now routinely launched into space via traditional two-stage rockets.

By October of 2020, the AE School will have launched seven student-built CubeSats, each with unique scientific and technological missions. One of them, ORCA, will be launched in March to calibrate ground-based orbital and positioning equipment from space. Students in the Space Systems Design Lab (SSDL) designed it in just six weeks, after a launch spot was unexpectedly offered to them last November.

“They spent pretty much every waking moment during winter break working on it,” said Professor Brian Gunter.

“The great thing about our lab is that our undergraduate researchers are primary participants in these launches – designing the vehicles, building the circuit boards, 3D-printing the thrusters. They learn to take an idea from the beginning and follow it through with all of the complexities that unfold.”

Throughout his lab tour, Raymond was noticeably engaged in each presentation, stopping speakers to mine them for additional technical details. Prof. E. Glenn Lightsey, the SSDL director, applauded his keen interest in the field and in the future.

“We want space to become an active, vibrant environment, but as that happens, we will need to think about how to protect our assets in space. And we will also need to think about how to regulate safety; right now, there are no rules about how to fly. The Space Force can transform the way we see both of these things.”

Keeping Pace with the Need for Policy Innovation: The Sam Nunn School

Raymond later visited with students and faculty from the Nunn School for policy-oriented discussions that ran the gamut — from the complexities of creating the unique warfighting culture of a new service branch to what constitutes unacceptable aggression in space.

Raymond said the need is great for not only technical innovation, but also breakthroughs in space policy, an area he said currently resembles the “Wild Wild West.”

He told students that enormous opportunities are waiting for people like them in the space sector, whether it be military, civilian, or government spaceflight programs.

“When you graduate from here, know that you’re good enough to do whatever you want to do,” he said.

Mariel Borowitz, an assistant professor of space policy in the Nunn School, helped organize the visit and said she hopes it will lead to relationships that can help Georgia Tech play a role in the success of the Space Force.

Among other initiatives, the Nunn School and the Guggenheim School are partnering to develop a joint graduate certificate program in international security and aerospace systems. The Nunn School also is a participant in the Center for Space Technology and Research.

“The Space Force is going to need people who understand the strategic implications of operating in a contested space environment, and this is the type of issue that Nunn School faculty and students are well equipped to do,” she said.

Source: https://www.news.gatech.edu/2020/02/25/us-space-force-chief-tours-tech

February 24, 2020 By cs

Our popular Construction Contracting course begins May 4th — Make plans now to attend!

This course answers the important question: What makes construction contracts so different?

The Contracting Education Academy at Georgia Tech is offering the four and a half day Defense Acquisition University course, CON 244: Construction Contracting, during the week of May 4, 2020.

**Students attending Georgia Tech’s contracting classes work in teams to tackle real-life contracting problems.**

The course focuses on government contracting issues unique to the construction field. Topics include: construction planning, construction performance monitoring, funding contingency considerations, environmental impact concerns, special contract terms and conditions, construction contracting in a commercial setting, the Construction Wage Rate Requirements statute (formerly known as the Davis-Bacon Act), the design/build strategy, schedule delay analysis, constructive changes, project acceleration, construction contract quality management, and much more.

For more details, and to register for this course, please visit: https://pe.gatech.edu/courses/con-244-construction-contracting.

Who Should Attend

Contracting officers, contract specialists, contracting officer representatives, program/project managers, small business specialists, and industry contracting personnel.

**Georgia Tech provides a highly interactive learning environment that places emphasis on problem solving and practical application.**

How You Will Benefit

Attendees learn how to:

Apply federal acquisition laws and regulations, including Department of Defense and other agency supplemental regulations, agency policies and procedures, and best practices in soliciting, awarding and administering construction contracts.
Contrast typical support requirements with a federal Construction Acquisition Plan in accordance with FAR Parts 7 and 36, DFARS Parts 207 and 236, and agency supplements, policies and procedures.
Develop a construction solicitation package in accordance with the FAR, agency supplements, and agency policy/procedures.
Evaluate, using appropriate procedures, construction offerors and the contract awardee.
Determine the applicable construction contract administration (compliance) approach, using the FAR, DFARS, DoD regulation/guidelines, and other relevant agency supplements, procedures and best practices.
Formulate a remedy — based on the appropriate clause for a changed construction condition — in accordance with federal and DoD acquisition and other agency laws, regulations, and best practices.
Document appropriate actions necessary to verify costs in order to authorize construction progress payments and initiate construction contract closeout.

Act Now

Plan to join your colleagues in attending this thorough and engaging examination of the federal construction contracting process. Complete registration details are right here.

Credit

Students successfully completing this 4.5-day course receive 32 Continuous Learning Points (CLPs) from the Defense Acquisition University (DAU) and 3.2 Continuing Education Units (CEUs) from the Georgia Institute of Technology. These credits satisfy the latest Level III Federal Acquisition Certification-Contracting, or FAC-C, training requirements.

Added Benefits

You’ll learn in a small group setting at Georgia Tech’s world-class Global Learning Center where you’ll engage in real-life problem-solving exercises. You’ll receive expert instruction, a printed student guide to be used back on the job, valuable handouts, and exclusive electronic resources. Plus, a complimentary breakfast is provided each morning, along with snacks throughout each day.

Registration

For more information, cost, and the registration link, go right here: https://pe.gatech.edu/courses/con-244-construction-contracting.

February 18, 2020 By cs

10 tips to help you succeed as an adult learner

Adult learning is no walk in the park. Going back to a formal learning environment can be daunting for working professionals even if they’re top achievers in their jobs.

At Georgia Tech Professional Education (GTPE), we support adult learners as they build their expertise to pursue their career goals. Our staff are adept at serving the needs of adult learners because they understand their challenges – they’re lifelong learners themselves. Here are the top tips from GTPE staff based on their personal experiences as adult learners.

1. Choose the Right Learning Opportunity

Your time is valuable, so it’s essential that the program you choose is worth your while. Chris Walker, assistant director of marketing, found that deciding whether training would truly benefit him to be one of his primary concerns. He advises conducting research before committing to a program of study. “See if the school you’re interested in will provide contacts to their graduates who can offer references,” he suggested. “It’s so important to know if you’ll get a return on investment before you make your decision.”

Brenda Sanders, graphic designer, mentioned other ways to research potential programs. “I went online to see the reviews from other students about what they learned and how they felt about the assignments and instructors,” she said. Getting recommendations from friends and colleagues is also an effective way find out if a program will be a fit for you.

2. Prioritize Your Learning

Balancing work, life, and learning is always a concern for working professionals. And for Najla Lewis, marketing manager, it was no different. “One of my top challenges was managing my responsibilities – work, family, and homework,” she said. She overcame this obstacle by completing as many tasks as possible before her course started. During the course, she tried to make use of short bursts of free time to minimize her workload in the office, such as answering emails during her lunch breaks and in the evenings. Her advice to others is to prioritize learning. “Plan to make short-term adjustments to your life pattern because they will benefit you in the future,” she said.
Lindsey Laney, academic program manager, found that she needed a dedicated learning space when she worked on her second master’s degree. “I knew I needed a quiet space to work, so I transitioned our guest bedroom into an office dedicated to school,” she said. “I had a dedicated school computer, school desk, and an understanding that when the door was closed, I was working on school and couldn’t interact at that time.”

Fatimah Wirth, instructional designer, pointed out another aspect of planning ahead: reviewing the syllabus and course structure. “If you’re taking an online course, make sure to set aside enough time to watch lecture videos, complete assignments, projects, quizzes, or exams and take part in discussions,” she said. “If you’re taking face-to-face classes, allow enough time to attend classes and complete assignments or projects outside of class time. Take into account travel time and travel conditions.”

For Patrice Miles, assistant dean of business operations, prioritizing her learning also means being fully engaged during class. ”I focused on being ‘in the moment’ and avoiding distractions when I was in class,” she said. “The phone stayed in my purse!”

3. Don’t Let the Big Picture Overwhelm You

Laura Haynes, assistant director of operations, experienced three major life events while working on her doctorate. She got married, had a baby, and suffered the loss of her father. She also had a full-time university teaching position during this time. It’s no wonder she considered abandoning her studies. However, one comment gave her the will to keep going. “I shared my thoughts with one of my mentors, who was a university president. He advised that I would ‘never regret completing a Ph.D. program.’ I credit his simple remark with compelling me to persist and complete the degree,” she said.

Her recommendation to other adult learners is based on her mother’s advice to focus on the manageable tasks at hand and take one day at a time. “Take bite-sized morsels of study digested daily to avoid choking on the potentially overwhelming number of assignments required to complete each course,” she said. “I highly recommend this approach, without which I may have become overwhelmed and disengaged.”

4. Believe in Yourself

Georgia Tech is known for its rigor and the strength of it STEM programs. This reputation can lead working professionals in non-technical fields to wonder is they are able to succeed in our programs. Najla Lewis, marketing manager, found herself questioning if she would be able to manage the rigor of a course at GTPE and whether she would be a fit for a project management program with her non-technical background. “Even though many of our learners are from technical fields, there are also learning opportunities for people in non-technical fields,” she discovered. “I found that the project management certificate program had a good mix of adult learners from all industries, career levels, and disciplines. I fit in well and was able to lend my individual talents to the group activities and discussions.” Her advice to others is to believe in themselves.

5. Focus on Long-term Benefits Not Short-term Obstacles

Chris Walker, assistant director of marketing, considers taking time off work for professional education to be a key challenge. Being out of the office to take a course means that the work piles up while you’re away. Rather than focusing on the consequences of missing work, Walker suggests keeping your long-term goals in mind. “Try to focus on the value of the long-term benefits of training versus the short-term inconvenience of taking time off work and having to play catch up,” he suggested.

6. Don’t Let Technology Get You Down

Technology plays a major part in our lives, so make sure it works to your advantage when you’re learning. Edith Greenwood, producer of interactive instructional media, raised the issue of technical needs. “Take care of any technical requirements related to the class before it starts,” she said. “Trust me, this will make assignment completion less frustrating.”

Lindsey Laney, academic program manager, pointed out the importance of contingency plans related to technology. “I planned for ‘what if’ scenarios such as what if the Internet goes down? What if my computer stops working? Are my documents saved on a cloud so I can access them from any computer?”

7. Know How You Learn Best

From online programs to traditional face-to-face classes, today’s adult learners have many options to choose from when it comes to professional education. Each delivery method has its advantages. Online learning offers optimal flexibility and the opportunity for online collaboration with peers outside your area. Traditional classes provide the face-to-face contact with your instructor and classmates. Hybrid programs offer a combination of online and face-to-face learning.

Brenda Sanders, graphic designer, suggests considering which option offers you the best chance of success before you choose a program. “Figure out which classes work best for your lifestyle and for the way you learn,” she said. Some people need to be in a classroom, but more and more people are turning to online learning.”

8. Don’t Be Afraid to Ask Questions

Jay Boudreaux, course management coordinator, noted that adult learners need to be patient with their learning. “Ask questions when you need help with understanding content,” he said.

Whether you take an online or a face-to-face class, take advantage of the opportunities to interact with instructors and classmates to enhance your learning. Fatimah Wirth, instructional designer, suggested, ”Be comfortable with seeking help by asking questions in a face-to-face class or in discussions if you’re in an online class. Be sure to attend office hours, face-to-face or online, to seek clarification or answers to questions you may have.”

9. Revisit What You’ve Learned and Apply It

Having taken mainly traditional, face-to-face classes, Bobby Strickland, graphic designer, found he needed to adjust to online learning. “I learn better in a classroom, so learning online was a challenge. I needed to repeat sessions to make sure I understood the content,” he said. “Taking written notes helped me retain the online content and made it feel more like a classroom. I tried to implement the content into my work projects as soon as possible so that I had a better chance at retaining it.”

Strickland’s advice to other adult learners new to online learning is not to be hard on themselves. “Be patient with yourself. If it’s been a while since you were in a learning environment, know that the pace has escalated,“ he said.

10. Explore Your Financial Options

The cost of professional education is often a concern for working adults. When Najla Lewis, marketing manager, decided to take the project management certificate program at GTPE, she explored the financial options available to her. GTPE, along with many employers, is generous when it comes to contributing to employees’ professional education, so always check with your employer if funding is available to you. Lewis also took advantage of a discount by committing to the entire certificate program rather than taking only some individual courses. “I also spaced courses out over two fiscal years so that I could take advantage of the educational support from my employer,” she said.

Massive open online courses or MOOCS are growing in popularity. Offered by the world’s top universities, they are free to everyone from anywhere. MOOCs are a convenient, affordable way to keep learning. They’re also a useful, low-risk way to test the waters before you decide to invest in professional education on a specific topic or to ease back into formal learning if you’ve had a long break from it.

Lifelong Learning Is Worth It

Balancing work, life, and family while pursuing professional education can be a challenge, but you can overcome it. And the long-term benefits far outweigh the short-term inconveniences.

“Professional education allows me to be more effective and relevant in my role, and to set an example for my team about the importance of education for a lifetime,” said Patrice Miles, assistant dean of business operations. “I also find the networking with others in the program to be so valuable as we continue the learning outside of the classroom.”

You’ll never regret deepening your knowledge, sharpening your skills, and building a professional network. Ongoing professional education makes it possible.

Source: https://pe.gatech.edu/blog/working-learning/adult-learning-success

Georgia Tech Professional Education is a leader in innovative educational delivery, designed for working professionals in tech, business, and leadership. Our connection to the marketplace — coupled with our world-class faculty, researchers, and subject matter experts — provides an unparalleled prospective to education innovation, industry trends, future work, and lifelong learning. To uncover additional resources to help with questions and challenges around career advancement visit our Working & Learning page.

January 27, 2020 By cs

Here’s how to invest an extra-long February in your professional development

It’s Leap Year! Will you squander the extra time, or will you invest it in yourself?

Keeping pace with changes in your job is always a challenge. Pursuing new knowledge is the key.

Georgia Tech’s Contracting Education Academy is offering two terrific courses in February. They could be just the thing you need to update your skills and qualify you for advancement in your job.

Featured are:

Contract Planning in the FAR (CON 090-2) – February 3-7, 2020 – Covers how government agencies conduct market research and rely on businesses to provide information, how the government’s buying needs must be described, and the government’s preference for commercial and non-developmental items.
Architect and Engineering Services Contracting (CON 243) – Feb. 10-14, 2020 – Focuses on acquisition planning for A&E services, the slate and selection process, proposal analysis, contract award, the review of government estimates, liability, Title II services, modifications, contract management, and the contracting officer representative’s responsibilities.

(Click on the course titles above to see registration and pricing details.)

Discover the Georgia Tech Difference!

Benefits of attendance include expert instruction, a printed Student Guide to be used back on the job, valuable handouts, and exclusive electronic resources.

In addition, a complimentary breakfast is served each morning, along with snacks throughout each day. For groups of 10 or more, Georgia Tech offers discounts.

Plus, you’ll earn Continuous Education Units from Georgia Tech as well as credit toward Defense Acquisition Workforce Improvement Act (DAWIA) and Federal Acquisition Certification in Contracting Program (FAC-C) training requirements.