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New online Digital Photography certificate program

Capturing great photographs takes more than a good camera or the right Instagram filter. To be a successful photographer, one must master a variety of observational and artistic techniques, as well as become intimately familiar with photography’s technical elements and professional workflows.

Cornell University’s College of Architecture, Art, and Planning is launching a new Digital Photography certificate program, aimed at building professional photography skills and knowledge. Available online through eCornell, the program will explore everything from the mechanics of the camera to the digital programs used for editing, as well as help students strengthen the self-discipline, concentration, and critical thinking mindset essential to good photography.

Composed of seven courses, this certificate program will cover the fundamentals of photography, explain how to choose the right camera and use it, explore the digital tools available today and deep dive into lighting, style and expression, and best practices. Learners will examine standard camera features and develop a toolkit of techniques for creating different types of photographs to meet their expressive goals.

“This certificate program is designed to build essential photography skills, learn best practices and develop a professional approach to photography, whether using it commercially or for personal reasons,” says Barry Perlus, program author and Associate Professor of the Cornell College of Architecture, Art, and Planning.

Perlus is a recognized artist and educator who employs photography and digital imaging in his artistic practice. His work embodies a keen interest in observation and interpretation, using elements of scale, perspective, light, color, and abstraction to create new interpretations.

Learners will benefit from expert insight into various image management programs and how to create an efficient workflow. Best practices will be shared on the nuts and bolts of professional photography, including legally protecting work, designing websites and developing a social media presence. By the end of the program, learners will have gained the necessary skills to achieve their professional or personal goals as a photographer.

Courses include:

  • Photography Fundamentals
  • Camera Selection and Mechanics
  • Digital Asset Management
  • Lighting
  • Style and Expression Through Photography
  • Building a Photography Portfolio
  • Professional Photography

After successful completion of the seven courses, learners will receive a Digital Photography certificate from Cornell University’s College of Architecture, Art and Planning. Learn more about this program.

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Certificate course helps develop front-end web design skills

For organizations large and small, having a great website is no longer a novelty – it’s a requirement. And building a website with a standout design and user-friendly digital experience has become increasingly critical to success.

In response to this need, the Faculty of Computing and Information Science and eCornell have developed an online certificate program, Web Design and Development. This front-end web development certificate focuses on designing and building websites that focus on the need of users, striking the optimal balance between form and function.

“Too often, we encounter websites developed to achieve a specific purpose, but without the end user in mind,” said Kyle Harms, program faculty author and lecturer in information science. “The goal of this program is to meet the needs of the end user with a web experience that is attractive, functional and accessible.”

This certificate program establishes a framework for success in front-end web development, and is designed to adapt to the ever-evolving digital world. Its courses are tailored toward aspiring programmers and web designers, but ideal for any self-taught individuals or entrepreneurs looking to design static websites.

Courses in this program include: Framing Front-End Web Development; Structuring Content with HTML; Styling Web Content with CSS; Composition and Responsive Design; Improving User Experience with Interactivity; Collecting Data with Forms.

After completing the six courses, students will earn an executive web design and development certificate. Visit the eCornell website to learn more about this program.

– Bailey Karfelt

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Social Media: The Modern Day Diary

Today nearly 3.5 billion people are actively using social media. On average, people spend over two hours a day on social media apps and have an average of more than seven social media accounts. In the last year alone, social media users have grown by more than 200 million, averaging out to a new user every 6.4 seconds.

Lee Humphreys, Cornell University’s Associate Professor in the Department of Communication at the College of Agriculture and Life Sciences (CALS) recently sat down with Scott Pesner, Director of Alumni Engagements at CALS, to weigh in on the current impact of social media usage within the historical context of older communication practices.

“When I started studying mobile technologies, phones looked very different than they do today,” admitted Humphreys. “However, even seventeen years ago there were concerns about the ways that mobile phones were making us more narcissistic and ruining face-to-face interactions.”

Yet Humphreys believes that the use of social media isn’t the root of evil, but is relevant to a larger history about the ways that people use media to connect with one another. In many respects, social media is a way of documenting everyday life events.

“I define media accounting as the practices that allow us to document our lives, and the world around us, and share it with others,” Humphreys explains. She gives the example of Twitter, one of the first platforms to offer both a web and mobile version. Originally, Twitter had an 180-character limit so people could share tweets via text message, and the platform was often referred to as a micro-blog.

Looking back at the history of blogging, journaling and diary practices, Humphreys sees similarities between how people are now using Twitter. “I had always thought of diaries as these little notebooks with locks on them into which you pour your innermost thoughts. This is actually a very modern notion of diaries.” Throughout most of the 19th century, Humphreys discovered, people would share their diaries, either sitting down together or mailing back and forth. Friends and family would write in the margins, creating an element of interactivity. Young women would leave their homes to get married and send diaries home as a means of maintaining relationships. Diaries were essentially a social practice of communication.

“I define media accounting as the practices that allow us to document our lives, and the world around us, and share it with others.”

That social practice of communication has evolved into the media seen today. The degree of interactivity has changed significantly; although people would write in the margins of shared diaries, the speed at which people now exchange messages is drastically different than what was achievable through the mail service.

Humphreys defines media accounting as consisting of three different elements: the account, accounting, and accountability. “An account is something that’s tied to an identity; you can think of it like a bank account. Social media is like this, too. Media accounting is also to give one’s account of something. That means you’re giving your subjective version of an event, experience, or activity. Accounting allows us to understand the way that media accounting is used as evidence—for example, a photo of a family looking happy, or a selfie with the Pope to prove you really did meet him.

“The third aspect of media accounting is accountability. When we write something on social media, or write something in a journal, or take a picture and put it in a family photo album, we are accountable for the traces we have created for these media, because there is a potential audience.”

There is research to support that social media is also enabling a good amount of social support. As part of their accounting, people often share difficult events in their lives, and are able to immediately connect with a support network. On the flip side, social media also makes it easy for individuals to compare themselves to one another, and feel as though everyone else has a better life.

When asked about mobile phones and interpersonal relationships, Humphreys talks about a study she conducted on the usage of mobile phones in public. She discovered many people were irritated with their friends for using their phones when they were together. Upon conducting a separate, observational field study where she observed people passively in public spaces, Humphreys found that people tend to only remember extremes. She observed a lot of people integrating mobile phones into their conversation, taking photos or reading posts together.

“In fact, the phone can have a really positive influence,” she concludes. “At the end of the day, modern-day media accounting platforms are bringing people closer together, expanding networks, and creating shareable histories.”

Want to hear more? Watch the original keynote, Social Media and the Accounting of Everyday Life, here.

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Certificate program combines tech, financial services

Financial institutions are increasingly using new technologies to deploy existing resources to deliver transaction, payment and asset-management services.

To capitalize on these rapidly expanding innovations in financial technology, Cornell has established a new FinTech Certificate Program. Participants will not only identify key advances in the fintech landscape, but also analyze opportunities in financial technology and blockchain.

“Silicon Valley and Silicon Alley are … leading the charge into fintech with blockchain technology and machine learning,” said program author Ari Juels, the Weill Family Foundation and Joan and Sanford I. Weill Professor at Cornell Tech. “Those working in financial services should take heed.”

“Advances in technology have revolutionized the way the financial sector does business, and, by extension, how we all do business,” said Drew Pascarella, associate dean for MBA programs and senior lecturer of finance at the Samuel Curtis Johnson Graduate School of Management. “It is imperative that everyone within the financial services ecosystem understands these key trends.”

Financial services professionals, consultants, software companies who sell to financial services and others in the banking and financial sectors will find value in this certificate program, available online through eCornell.

The FinTech Certificate program consists of four two-week courses, including:

  • FinTech Disruptions;
  • Trends in FinTech;
  • Cryptocurrencies and Ledgers;
  • Cryptography Essentials.

After completion of the four courses, participants will earn a fintech certificate from Cornell SC Johnson College of Business, and 40 professional development hours.

– Kristi Gaylord

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Digital photography certificate program to begin in October

Capturing great photographs takes more than a good camera or the right Instagram filter. One must master a variety of observational and artistic techniques, and become familiar with photography’s technical elements and professional workflows.

The College of Architecture, Art and Planning (AAP) is launching a digital photography certificate program, aimed at building professional photography skills and knowledge. Available online through eCornell, the program will explore everything from the mechanics of the camera to the digital programs used for editing, and help students strengthen the self-discipline, concentration and critical-thinking skills essential to good photography.

This certificate program will cover the fundamentals of photography; explain how to choose the right camera and use it; explore the digital tools available today; and discuss lighting, style and expression, and best practices. Participants will examine standard camera features and develop a toolkit of techniques for creating different types of photographs.

“This certificate program is designed to build essential photography skills, learn best practices and develop a professional approach to photography, whether using it commercially or for personal reasons,” said Barry Perlus, associate professor in AAP, program author and artistic photographer.

Courses include:

  • Photography Fundamentals
  • Camera Selection and Mechanics
  • Digital Asset Management
  • Lighting
  • Style and Expression Through Photography
  • Building a Photography Portfolio
  • Professional Photography

After completion of the seven courses, participants will receive a digital photography certificate. Go to the eCornell website to learn more about this program.

– Bailey Karfelt

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Cornell’s new certificate program boosts presentation skills to further career growth

The ability to present on any subject, in any place, to any audience is an invaluable asset for every professional. According a Forbes report on a new survey, seventy percent of Americans who give presentations agree that strong presentation skills are critical to their success at work. Yet twenty percent of survey respondents said they would do almost anything to avoid giving a presentation.

Today’s accomplished working professionals lead through their ability to communicate information and emotion effectively, even in the most intimidating circumstances. Cornell’s new Executive Presence certificate program will help learners conquer performance anxiety, refine public speaking skills, and build confidence, with the end goal of maximizing speaker-listener connection and furthering career growth.

“Executive Presence is not magic,” says faculty author David Feldshuh, Professor of Performing and Media Arts, Cornell University College of Arts and Sciences. “It’s a skillset that learners can master with practice and experience.”

The course teaches the learner how to use breathing, visual focus, voice, and gesture to deliver authentic and engaging presentations in a wide variety of settings, from formal speeches to personal interviews. Through the use of video feedback, self-coaching questions, rubric self-analysis, and expert real-time coaching, students learn to diminish restrictive presentation habits, including performance anxiety and mannerisms, and work to become more responsive and expressive. They gain increased insight by watching others present, and understand more fully the importance of effective body language and vocal variety.

“It’s not about achieving perfection or competing with someone else,” says Dr. Feldshuh. “In this class, you compete with yourself. The core skills, analytical tools, and transformative training exercises are intended to position the learner for a lifetime of development. A fundamental learning goal is for learners to know themselves as presenters, and become experts in self-coaching to ensure continued improvement after the course is completed.”

Aspiring leaders, managers, senior leaders and executives, CEOs, actors and performers, and anyone who wants to strengthen his or her ability to connect with others while speaking will find value in this certificate program, which is available online through eCornell.

Upon successful completion of the Executive Presence certificate program, which consists of a single, 15-week course, learners earn an Executive Presence Certificate from Cornell College of Arts and Sciences, and 60 professional development hours.

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Human-Centered Approach to Decision-Making Strategy

C-level executives are recognizing creativity’s role in strategy. A recent global IBM survey of over 1,500 CEOs identified creativity as the most vital skillset needed to navigate an increasingly complex world. The ability to generate efficient and effective solutions to problems of significant complexity is a desired skill not only for engineers, but also for anyone whose job requires substantial decision-making.

As a response to the growing need for creative thinking in the business world, Cornell has announced the launch of the new Design Thinking certificate program. Available 100% online through eCornell, this certificate program will help learners adopt a robust, human-centered approach to designing and improving products, experiences, and systems at any scale.

“It’s often a challenge to blend design thinking with traditional systems engineering,” says Sirietta Simoncini, Lecturer at the Cornell School of Engineering and author of the Design Thinking certificate program. “Within this program, learners will leverage systems engineering tools that are integrated with the traditions of design thinking to make decisions that are intuitive, creative, and data-driven.”

Regional planners, engineers, user experience designers, program and product managers, consultants, systems analysts, marketers, and entrepreneurs involved in product conception will all find this certificate program valuable. The program offers a seamless and linear path from course to course, where learners have the ability to bring their group project and peer relationships with them as they move through the program.

Once learners have completed the Design Thinking certificate program, they can immediately begin applying their creativity in the workplace. Their new skills will enable them to define challenges, gather key user insights and emotions to help develop personas and user narratives based on empathy, and generate ideas and prototyping for potential solutions and improvements. In addition, learners will be able to iterate on and refine prototypes using design thinking methodology to ultimately generate a rigorous, viable solution to challenges.

Courses include:

  • Identifying and Framing a Challenge
  • Gathering User Emotions
  • Crafting User Narratives
  • Generating User-Centered Solutions
  • Design Prototyping
  • Testing and Iteration

Upon successful completion of all six courses, learners earn a Design Thinking Certificate from the Cornell School of Engineering.

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Why the ability to read data is just as important as the ability to read

Working with spreadsheets and analyzing data is no longer reserved only for those who crunch numbers. Today, all fields are relying more heavily on making data-driven decisions and utilizing spreadsheet modeling as a tool for growth. Donna Haeger, a Cornell professor of economics and management, sat down with eCornell’s Chris Wofford to discuss the growing impact spreadsheet modeling is having on business.

What follows is an abridged version of that conversation.

Wofford: How does spreadsheet modeling relate to business analytics? How do we distinguish the two?

Haeger: The spreadsheet modeling piece is really taking the unstructured data. We’re structuring it into an organized fashion. The business analytics piece is really the data-driven decision-making that we’re doing, so making the decisions on the model are what we’re doing when we’re performing business analytics. If we’re using optimization, we want the result of the model to tell us what we should do – how many of a particular product we should produce based on our criteria and our goals. We could also do predictive which is a forecast, like a simulation.

Wofford: What are some typical obstacles? For some people, this is very fresh and if you’re really starting to take your analytics and your modeling seriously, what are the typical obstacles that people run up against when they’re first starting to think about this as a strategy for their company?

Haeger: I think the biggest obstacle today is how much data we have. We’re drowning in data. I always tell my students data is not the problem. We have so much data that we don’t know what to do with it. Most of the startup companies that are working in data analytics are basically becoming specialists in spreadsheet modeling and other types of data modeling so that they can answer questions. And I like to say that every company that has data, which is every company at this point, they’re swimming in answers to questions they haven’t even begun to ask – and that’s a pretty amazing place to be.

Wofford: What is your experience as far as when you work with students? Can you just speak to that broadly about this as a career path or if somebody’s actually already established in a position, how might it benefit them to learn about this?

Haeger: That’s an interesting question and I get this all the time – things like what job titles am I looking for. I have not found a position, an internship or a permanent job, that does not involve data in the business realm as of late. And so that’s interesting because I like to say that this whole thing about data is ubiquitous, like it’s everywhere. There are very few jobs right now that do not relate to having some data literacy, so understanding how to take data and turn it from data to information, which is structuring the data and then analyzing it and turning it to some knowledge is it’s really hard to find a position where you don’t need to know how to do that.

In fact, we’re starting to hear that people are being encouraged to learn a programming language on top of being able to be working with the data.

Wofford: What is that?

Haeger: When you’re working with spreadsheet modeling, you have a lot of control over the data that you receive, however, it depends. Everyone has a choice. I call it a Venn diagram. We’ve gone from where we used to send an email to IT and say, “I need some data, please send it to me” and the business people would get the data from IT.

Wofford: I mean if we talk about data literacy across an organization, for example, there’s certainly a case to be made that everybody should be to literate in some way so we know what we’re talking about. Are visuals where it’s at?

Haeger: We all love pictures, right? I think most of us are visual and even if we’re not visual having the spreadsheet model – and when we say spreadsheet model, it could be a pivot table, table, columns, rows, a chart – when we turn it into a visualization, we’re answering a lot more questions in one image. When we illustrate it this way and if we do a good job with it, it’s much easier for people to answer their own questions and interact with the visual. We’re starting to actually create dashboards now where we’ll create several different pivot tables, pull out some visualizations, put them all on one tab and create slicers where the individual isn’t just looking at three or four images but also being able to hit the slicers and interact with the data. So now you’re answering thousands of questions by interacting with what you see on the dashboard.

Want to hear more? Watch the recorded live eCornell WebSeries event, Why the Ability to Read Data is Just as Important as the Ability to Read, and subscribe to future events.

 

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Cornell’s new certificate program teaches how to leverage blockchain technology

Interest in blockchain is rapidly growing, as companies in every industry begin to recognize the many benefits of this innovative new technology. From smart contracts to cloud and supply chain storage, applications of this technology extend well beyond cryptocurrency and financial transactions.

Cornell has launched the new Blockchain for Business certificate program online through eCornell. It will help learners explore blockchain’s cryptographic roots, demystify the technology and recognize how to use blockchain to solve myriad business problems.

“Many associate blockchains with cryptocurrency such as bitcoin, but they have many other applications,” says Ari Juels, professor of computer science at the Jacobs Technion-Cornell Institute at Cornell Tech and author of the program. “Our Blockchain for Business certificate program will explore the full power of blockchains with learners, enabling them to leverage blockchains’ powerful capabilities, recognize their often-overlooked technical limitations and apply them to real-world business goals.”

Business and technology leaders, entrepreneurs, developers and software engineers interested in learning blockchain fundamentals, and anyone seeking to develop a greater understanding of blockchain and cryptocurrency will find value in the program.

Upon completion of the Blockchain for Business certificate program, learners can apply their new skillset back at work by identifying key areas where blockchain technology can help create efficiency, save time and money, and increase security. Further, learners will be able to recognize whether a blockchain is backed by solid cryptographic building blocks to avoid bad business decisions. Courses include:

  • Cryptocurrencies and ledgers;
  • Cryptography essentials;
  • Blockchain fundamentals; and
  • Applications of blockchain technology.

Upon successful completion of all four courses, learners earn a Blockchain for Business Certificate from Cornell Tech.

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Teaching Online Sharpens Instruction in the Classroom

Allan Filipowicz, clinical professor of management and organizations at the Samuel Curtis Johnson Graduate School of Management, recently faced a seemingly impossible task: Teach three days of material in just one day.

Cultural and language barriers made time even tighter. He usually taught the material, on the psychology of leadership, to MBA students in their late 20s who were native English speakers. This particular class was for Middle Eastern senior executives in their 50s for whom English was a second language.

Luckily, Filipowicz had an ace up his sleeve. He had previously worked with eCornell to re-engineer his campus course on the subject into an online certificate program. The design process has transformed the way he and other professors think about and organize how they teach their on-campus courses.

As Cornell’s online learning unit, eCornell delivers online professional certificate programs and executive master’s degree programs. eCornell has offered online learning courses and certificate programs for 17 years to more than 130,000 students around the world at more than 2,000 companies.

“The fact that I did this work with eCornell gave me the ability to take any topic and make it incredibly modular,” Filipowicz said. “I essentially took what was three days’ worth of material and compressed it into one-third of the time without losing either the large ideas or the interrelation between them. You can collapse the structure. It’s like you can fold the course any way you want once you examine it on that level.”

When creating an online course or certificate program, eCornell’s instructional designers work with faculty members to define specific learning outcomes. “Our design process is very much built on what students need to be able to do to be successful in this area, not necessarily what they need to know,” said Chad Oliveiri, eCornell’s vice president of curriculum development.

That could be, for example, how to introduce one’s self to a large group or draft a business plan. Students learn in an interactive, small cohort format to gain skills they can immediately apply in their jobs, Oliveiri added.

The instructional designer and the professor take apart the classroom curriculum and redesign it with an eye toward the student audience, the online format and, above all, the learning objectives for each module. “What are you doing, in that second, that is helping the student achieve the goal in this module?” Filipowicz said. They also decide which tools – video sessions, discussion groups, projects, an assignment done at the workplace – will help the learner achieve those outcomes.

In the process, professors often realize they’ve shifted how they approach on-campus classes they may have been teaching for years.

“It really impacts you,” said Deborah Streeter, the Bruce F. Failing Sr. Professor of Personal Enterprise in the Charles H. Dyson School of Applied Economics and Management. Streeter’s Women, Leadership and Entrepreneurship class on campus parallels her eCornell Certificate Program in Women in Leadership. “Suddenly you’re thinking, I should go back and look through my learning outcomes for campus and make sure I have thought deeply enough about them,” she said.

And the process forces the faculty member to cast off extraneous details, Streeter said: “It has sharpened the curation of the material.”

For example, she recently created a course on executive presence – that is, the ability to project confidence and leadership. The design process called for a checklist in this area to give students. As Streeter dug into the research, she found a “nauseating” report by a respected source giving contradictory and subjective advice, such as “dress conservatively, but not too conservatively; be attractive, but not sexy; don’t remind people of their daughter, but don’t remind people of their mother; wear jewelry, but not too much.”

She could have just given students the report. Instead, the design process prompted her to define the message she wanted convey. In the end, she told them, do not take any piece of advice unless the results make you feel powerful.

“The design process took me there, because you’re thinking so much about the learner, and when they’re done with that module of the course, what do they have to put into play in their life the next day?” Streeter said.

The design process is a luxury, said Filipowicz, a form of mentoring. “At no time in your professional career does anyone say, ‘Let’s go through your course second by second and think about what each element is doing and ask are there ways to do it better.’”

Streeter agrees.

“Having a second set of eyes on your curriculum is so much fun,” she said. “Somebody’s paying attention to what you’re teaching.”