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Learning Solutions Conference & Expo 2012 Block 4
401 eLearning from Scratch on a Limited Budget
402 Why Training (Too Often) Doesn't Work and What You Can Do About It
403 Tim Hortons Supply Chain Passport Program: Building Bridges across Teams
404 A Functional Framework for Building an Adaptive Learning Environment
405 Cloud Cover: Empowering Team Learning with “The Cloud”
406 Integrating Social Media into Your Learning Strategy – Local Success Stories
407 Branding Your Course Library: A Management Case Study in Course Re-Skinning
408 Personalized Electronic Performance Support System Using LCMS and Metadata
409 Gamification: Beyond Badges and Leaderboards
410 A Practitioner's Guide to Starting an Employee-driven Learning Culture
411 How to Implement Mobile Learning as a Strategic Force
412 How Type Affects the Learner/Viewer
413 Business Acumen for Training Managers: Making the Numbers Work for You
401

eLearning from Scratch on a Limited Budget

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

Many organizations, especially in tight financial times, cut their training budget. More and more frequently, training departments need to implement eLearning with limited resources.

Participants in this case-study session will learn how one organization implemented a successful eLearning solution to address the needs of employees in 60 countries. You will discover how they created a LMS using open-source wares, and how they automated the enrollment, evaluation, feedback, and certificate issuance to minimize the time spent administrating the portal. You will also learn how they benefited from private partners to get free content (including the Global Giveback contest supported by The eLearning Guild).

In this session, you will learn:

  • Which open source wares were used to create the LMS
  • Best practices to lower your level of effort while administering the site
  • How to promote your eLearning initiative
  • How to maximize learning transfer

Audience: Novice to Intermediate. Familiarity with what an LMS does is not required, but is beneficial.

Marie-Laure Curie
Deputy Director, Learning and Performance
Population Services International (PSI)
Marie-Laure Curie has worked in the field of international development for 17 years. At the World Bank Institute she organized training events on reproductive health and infrastructure finance for World Bank stakeholders. Over the nearly 13 years she has been with PSI, she has managed programs in Uganda, Madagascar, Senegal, Morocco, Russia, Georgia, Romania, Nicaragua, Benin, Ivory Coast, Ghana, Burkina Faso, Rwanda, Burundi, and Haiti. Five years ago, she became responsible for running the newly created central training department where she offers learning and performance opportunities to the PSI staff in 65 countries.
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402

Why Training (Too Often) Doesn't Work and What You Can Do About It

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

There are a number of reasons why training doesn’t work. A variety of factors affect job performance, and when you don’t take all of them into consideration, any solutions you create (such as training) are likely to have limited impact – at best. Too many eLearning professionals are unaware of the systems nature of training, and what impacts the reasons why training does or doesn't work. They're frustrated that it doesn't work and that they're held responsible that it doesn't.

In this session, you will explore the “performance system,” the constellation of factors that impact job performance, including how to analyze a given performance problem situation (such as, “Customer service reps too often give out the wrong information.”). This systems view of job performance goes beyond a one-size-fits-all approach (which is typically throw-training-at-it-and-see-if-sticks) to a more systematic process for assessing what you really need for the desired results.

In this session, you will learn:

  • How to describe performance in terms of specific business needs
  • How to analyze the factors that affect individual performance
  • How to select data collection methods to understand job performance
  • How to map problems with specific factors to needed interventions

Audience: Intermediate to advanced.

Patti Shank
Director of Research
The eLearning Guild
Patti Shank, PhD, CPT, is the research director of The eLearning Guild and president of Learning Peaks LLC, an internationally recognized instructional design/consulting firm. Patti is in Who's Who in Instructional Technology and is an often-requested speaker at training and instructional technology conferences. She is quoted frequently in training publications and is the co-author of Making Sense of Online Learning (Pfeiffer, 2004), editor of The Online Learning Idea Book (Pfeiffer, 2007, 2011), co- editor of The E-Learning Handbook (Pfeiffer, 2008), and co-author of Essential Articulate Studio ’09 (Jones and Bartlett, 2009).
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403

Tim Hortons Supply Chain Passport Program: Building Bridges across Teams

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

Many national or international organizations experience communication issues when they distribute key functions across departments, locations, shifts, and time zones. The Tim Hortons Supply Chain faced this issue — teams were working in silos, without a clear understanding of how their decisions and actions could affect other parts of the Supply Chain. Further, when problems arose, individuals were not always aware of who they could contact from other teams to resolve the issues.

This case-study session will describe how Tim Hortons Supply Chain has encouraged communication, collaboration, and teamwork through the Supply Chain Passport program. Launched in February 2010, this program brings together team members from different departments of the Supply Chain for a combination of classroom training, on-the-job experiences, and cross-functional projects. You’ll get a candid look at the process of designing and launching the Supply Chain Passport Program. You will also look at the results, and the ongoing work to improve the program.

In this session, you will learn:

  • Techniques for engaging subject matter experts as facilitators
  • Strategies for facilitating learning among cross-functional groups
  • Sustainment strategies for continuous informal learning on the job
  • The benefits of having a highly involved executive as project champion
  • The importance of leveraging existing programs in the organization

Audience: Intermediate level. This session can apply to all levels, but participants will gain most value if they have experience in working with large organizations that need to encourage communication across teams.

Susan Horsey
Learning Consultant
Horsey Communications
Susan Horsey has been a learning consultant for 20 years and she has designed and implemented a wide range of learning solutions for many different organizations. In all of her work, she strives for lean, targeted solutions that deliver the right information without overwhelming learners. But Susan readily acknowledges her challenges in paring down content in her own instructional designs, as much as she acknowledges the her challenges in reducing clutter in her home.
Karey Reilly
Organizational Development Manager, Supply Chain
Tim Hortons
Karey Reilly supports the Tim Hortons Supply Chain organization. She has over 14 years’ experience implementing major Human Resources programs. At Tim Hortons, Karey designs and delivers leadership training, as well as acting as a performance management coach. In addition to designing and facilitating internal learning programs, Karey has taught HR courses at the post-secondary level. Karey holds a M.A. degree and is a Certified Human Resources Professional.
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404

A Functional Framework for Building an Adaptive Learning Environment

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

The airline industry is always in a state of dynamic change with mergers, market conditions, new equipment, and serious pressure for continuous improvements. The human-in-the-loop scenario is real, and is a critical component. Currently, Pilots, Flight Attendants, and Maintenance Personal have compliance training requirements and a level-of-mastery check. Training ranges from self-paced (reading) to instructor-led to full-motion simulators, and often the content is complex and the performance requirements are set very high.

This session will detail the creation of a framework to move these  personnel toward a system that adapts relative to their work environment, specific job, level of mastery, and experience within their personal learning pathway. Participants will learn the importance and creation of a competency model, and the links within the model at the behavioral (task) level to training content. The learning objectives for this audience, based on the chosen competency model, provides a foundation for a high-level curriculum and course outline to which you can apply the accelerated learning framework to determine the optimal learning design and accelerate both the learning pathway and the learning process in the training.

In this session, you will learn:

  • A process to move toward adaptive-learning content
  • The Competency Development Methodology
  • How to map Competency to Curriculum
  • Business drivers for Adaptive Learning

Audience: Intermediate. To get the most out of this session the audience should understand their audiences, the differences between groups, and the environment where adapting content would be valuable. An understanding of competency models and strategic learning initiatives is helpful.

Kevin Moore
Senior Learning Solutions Architect, Co-founder
TiER1 Healthcare, LLC
Kevin C. Moore, is the senior learning solutions architect and founding partner of TiER1 Healthcare, LLC. Kevin is a performance improvement and instructional design consultant with over 20 years of experience designing and modifying instruction for adult learners. He directs learning initiatives for hospitals and long-term healthcare facilities, and focuses learning programs on patient outcomes. Kevin holds an EdD degree.
Steven Briner
Director of Training
Comair
Steve Briner leads a corporate training team of 124 training professionals responsible for training pilots, flight attendants, mechanics, and the corporate staff. Over the past 11 years, Steve has served in various flight operations leadership positions including System Chief Pilot, Check Airman, and Cincinnati Base Chief Pilot. Prior to his current responsibility he was Director of Flight Operations, with responsibilities for Comair’s entire flight operations department along with Greensboro, Orlando, Cincinnati, and New York pilot bases.
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405

Cloud Cover: Empowering Team Learning with “The Cloud”

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

Team-based learning is a powerful instructional strategy, one that is central to graduate programs. If done properly, this technique transforms a randomly assigned “group” into a cohesive “team.” Strong bonds develop, and learning networks emerge, often with a life of their own that extends beyond the academic term. As educators, we must provide the right environment for these teams to develop. This is relatively straightforward in a traditional face-to-face setting: teams are assigned to breakout rooms, or to sit with one another during lunch, etc. But how can we provide similar opportunities in a blended or online environment? Without the myriad physical cues available in a face-to-face setting, would “virtual” team building be possible?

Paraticipants in this case-study session will learn how Rollins College was able to create a rich online environment for their student teams to collaborate and communicate with each other, using readily available technologies “in the cloud” and a flashy new invention called “the telephone.” The session will provide handy, practical tips that were born out of “real-world” necessity.

In this session, you will learn:

  • Collaborative technologies and techniques using Google Docs
  • Cloud storage and document sharing using such services as Windows Live and Dropbox
  • Easy Web conferencing for team learning using Google+ Hangouts w/Extras
  • How student teams used Prezi and YouTube to make their presentations stand out

Audience: Those wanting to discover some of the powerful learning technologies available for free in “the cloud.” Even those who are familiar with Google Docs and Windows Live may be surprised by some of the unique and powerful ways these free services can be used to foster learning.

Christopher Johnson
Instructional Technologist
Rollins College, Crummer Graduate School
Christopher Johnson has nearly ten years' experience in instructional design and technology, in both higher education and the training industry. He has helped to create award-winning computer-based and classroom-based instructional materials for several east coast schools, including New York Law School and Brookdale Community College. His work with the nursing department at Brookdale, developing a training module for cardiac pharmacology, was recognized by NJEdge.net for “Best Practices.” He currently works at Rollins College, where the Crummer Graduate School of Business brought him on board to help with their first blended-learning M.B.A. degree.
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406

Integrating Social Media into Your Learning Strategy – Local Success Stories

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

This session offers case studies describing how Kaiser Permanente (KP) included social media in their learning strategy for two projects. In the first project, Articulate training, they were looking for a way to improve the content development and delivery for Articulate. KP saw a steady increase in the number of learners needing training, but having only one instructor who could deliver training and provide ongoing support was a constraint. In the second case study, they had project managers of all knowledge and skill levels, who did not have training or support for their professional development.

For each study, session participants will learn the situation, the challenges, what KP did as a solution, the results, and the lessons learned. You will see best practices and the strategies used to encourage adoption of Social Media into training programs.

In this session, you will learn:

  • How Kaiser Permanente's Learning Solutions team uses social media
  • Best practices for using social media in your learning strategy
  • Strategies to encourage adoption
  • How to start and effectively implement social media into your training programs

Audience: Participants should have a general knowledge of social media and its functions.

Jona Titus
Sr. Instructional Designer
Kaiser Permanente
Jona Titus is a Senior Instructional Designer with more than 10 years’ experience in instructor-led and Web-based course design, social media, and development for the High Tech markets. Jona holds a Master's Degree from Washington State University in instructional design and educational technology. She is fluent with design tools, multimedia applications, and Web-authoring applications, and she has a proven ability to develop dynamic and effective online courses.
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407

Branding Your Course Library: A Management Case Study in Course Re-Skinning

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

Many eLearning organizations utilize rapid development tools, but want to further brand the experience to meet the needs of their company, their clients, or their learners. Implementing a solution is not simple. Off-the-shelf rapid development tools, like Articulate, often allow little modification to their course player. If they do allow for a custom course player, implementation across a library of courses can be a technological and quality challenge.

Participants in this case-study session will examine the nature of this implementation problem and get a walk-through of the RAPS solution. You’ll also focus on some practical project-management tips for managing a project of this scope.

In this session, you will learn:

  • Project management techniques for rolling out a large number of courses on a certain date
  • How to manage a vendor relationship when outsourcing a custom-skin design
  • How to manage the Quality Control process – from both technical and human-resource standpoints
  • How to identify vendors to design your custom skin
  • When to develop a custom skin yourself versus selecting a vendor

Audience: Intermediate-to-advanced participants should have basic knowledge of working with both a LMS and Rapid Design Tools. Participants who are just starting to develop asynchronous courses may find this material too advanced.

Brian Savoie
Director, Learning Technology
Regulatory Affairs Professional Society (RAPS)
Brian Savoie leads the technological development of courseware directed at regulatory and quality staff within medical device and pharmaceutical companies. Under Brian's oversight, RAPS Online University has seen 100% growth in three of the past five years. Brian is also an award-winning writer and producer who focuses on educational video production. His program, “Mesopotamia: From Nomads to Farmers,” won the Cine Special Jury Prize – one of the highest awards an educational film can receive.
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408

Personalized Electronic Performance Support System Using LCMS and Metadata

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

As organizations seek to reduce budgets and target process and performance efficiencies, expectations of employees' workloads seemingly increase while intellectual capital is lost as headcount reductions become the norm. This session provides a working example of multi-modal output of content via EPSS, ILT, vILT, eLearning, and Just-in-Time (JIT) content consumption. Using this type of approach allows training organizations and business information owners to keep up with the ever-changing business environment, and increasing business knowledge and data, with reduced headcounts.

Participants in this session will learn a new workflow for business information creation and maintenance for an EPSS. This workflow leverages metadata-driven content aggregation in a LCMS, dynamic delivery enabled by the AICC standard, and a seamless user experience using Single Sign-On (SSO). The metadata-driven technology delivers customized informal learning and formalized training, in multiple modalities, for different functional roles, the products they handle, and their physical location.

In this session, you will learn:

  • How to design a knowledge repository to deliver personalized information
  • How to structure knowledge to deploy multi-modal, multi-channel deliverables
  • How to develop metadata schemas for personalized information delivery
  • How to collaborate with Business Information Owners (BIOs) for information creation and maintenance

Audience: Intermediate to advanced participants. An understanding of training design and development methodologies, challenges, and EPSS is recommended.

Shane Verheyen
Training Manager
AAA Insurance Exchange
For the past thirteen years, Shane Verheyen has worked on projects requiring analysis, design, facilitation, multimedia development, technical consultation, functional specifications, process redesign, research, publication, and project and program management. Shane co-founded the Instructional Design Community at AAA, and currently manages AAA University’s Administration team. His accountabilities include learning infrastructure (LMS, LCMS, centralized knowledge repository), vendor management, help-desk support, logistics, and managing myriad enterprise-training environments. Shane has a Bachelor’s degree in Philosophy, a Digital Media degree, and a Master’s degree in Instructional Systems Design.
Sean Lee
Training Manager
AAA Insurance Exchange
Before joining AAA, Sean Lee served as an instructional designer at Visa, Inc.; a training director at Neounyule.edu, Inc.; and a learning consultant while working in Korea for Samsung, Hyundai, LG, and other major companies. Sean holds a patent for an “Adaptive Learning Content Management System” (2003, registered through Korean Intellectual Property Office), an M.A. in Instructional Technology, and a B.S. in Informational Statistics.
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409

Gamification: Beyond Badges and Leaderboards

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

The concept of “gamifying” our training is a hot topic when addressing learner engagement challenges. Unfortunately, developers often water down this powerful concept to simply giving away points or badges and adding a leaderboard. To successfully leverage gamification, we need to understand why the game mechanics work, how to leverage them to support our performance goals, get ideas on ways to create an experience that maximizes the impact on your learners, and get rid of the belief that gamification requires new and expensive development tools.

Participants in this session will get a “Gamification 101” overview, learn the key game mechanics being successfully applied in learning solutions, and discover how they influence our behavior by meeting certain universal human needs and desires. You’ll learn best practices through examples of how organizations are using and have benefited from applying game-based sensibilities to instruction development using a variety of techniques, mash-ups, and delivery methods. You’ll get the next steps to implementing gamification techniques within your learning strategy, including ways to leverage common tools (e-mail, text, etc.) in implementing your solution.

In this session, you will learn:

  • How the growing trend of gamification impacts our daily behavior, and why it works
  • Which game mechanics motivate learner’s behavior, and why they are effective
  • Where to start when incorporating time-based activities, leaderboards, leveling-up, storytelling, and other techniques
  • Ideas on how to leverage internal tools at your disposal today

Audience: Novice participants who want to understand how to apply gaming techniques into their eLearning designs.

Brenda Enders
Owner & Chief Learning Advisor
Enders Consulting
Brenda Enders is president and chief learning strategist for Enders Consulting, a St. Louis, MO-based company She is a consultant, author, and public speaker specializing in leveraging innovative technologies to improve employee performance. She has 19-years’ experience in the learning and development field. Brenda’s first book Manager’s Guide to Mobile Learning was published in 2013. Prior to founding Enders Consulting, Brenda was chief learning strategist and learning services practice leader for a custom learning-solutions provider for 12 years, where she led the design and deployment of innovative and award-winning custom learning solutions.
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410

A Practitioner's Guide to Starting an Employee-driven Learning Culture

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

There is strong interest in creating a social learning culture where employees are empowered to share the expertise they have acquired during their daily work, yet there is very little guidance on how to actually do it. You need to know where to start, the requirements for a successful launch, and best practices, but real hands-on, descriptive guidance is missing. In this session you will learn from someone who has a proven record and experience gained over the last four years running Microsoft’s Academy, a social-learning initiative consisting of a “YouTube of the Enterprise” with 100,000 downloads per month. It is where 70,000 employees generate more than 10,000 pieces of content per year to share with their peers. Microsoft’s average cost savings per year are $17 million, and this is growing year on year as the Academy becomes pervasive around Microsoft globally. The Academy is the largest social learning program in North America.

Participants in this session will learn how to incorporate social media for learning and knowledge dissemination within an organization, how to successfully launch an employee-based learning culture and program, and tips, tricks, and examples based on real experience.

In this session, you will learn:

  • Practical guidance to initiate an employee-generated learning culture
  • The steps needed for a successful launch
  • The business case for creating an employee-generated learning culture
  • The benefits, such as a more nimble organization, better connected workforce, and talent discovery

Audience: Intermediate participants should be generally familiar with traditional forms of learning and what social learning is.

Michael Kada
CEO
QuantumVerse
Michael Kada is a pioneer with a proven record in the social-learning and knowledge-management space, with over 10 years’ experience in traditional and informal/social learning. Prior to founding QuantumVerse in 2012, Michael managed Microsoft Academy, the largest social-learning program for employees in North America. Microsoft Academy consists of a “YouTube for the Enterprise” and social-networking capabilities that enable employees to learn and share their expertise and to connect with each other. The academy is where 90,000 employees generate more than 12,000 pieces of video and webinar content with their peers, and garnered a number of internal and external awards.
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411

How to Implement Mobile Learning as a Strategic Force

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

The way people learn and work is becoming more dynamic. The world's mobile worker population has passed the 1 billion mark and will grow to nearly 1.2 billion people — more than a third of the world's workforce — by 2013, says a forecast from IDC. A recent survey commissioned by Cisco found that three of every five employees believe it is unnecessary to be in the office to be productive, and two of three employees worldwide say they prefer a job with less pay and more flexibility. Learners need more dynamic ways to consume content to fit today’s evolving business and educational environments. Learning@Cisco responded to evolving market demands by providing a tailored, customized education experience to help students secure certification as a pathway to rewarding careers in IT. Cisco developed mLearning to help students retain and enhance knowledge received from other sources, including Cisco Learning Partners and the Cisco Learning Network, while providing a new way to build and reinforce technical skills for a new type of learner.

Participants in this case-study session will learn how Cisco designed a mobile learning program that has become a key strategy and driver of success throughout its employee, customer, and partner base.

In this session, you will learn:

  • The business rationale for mobile learning
  • The ten best practices
  • Three critical success factors
  • Cisco’s vision for mobile learning

Audience: Novice participants who have a basic understanding of mLearning.

James Box
Sr. Manager
Cisco
Jim Box has more than 20 years' experience in the high-tech industry. He currently conceives of and implements strategic and emerging mobile learning programs for Learning@Cisco, incorporating the latest practices in mLearning and “native application” technologies. Jim is a pioneer and change agent, having developed several firsts at Cisco. These include Cisco mLearning apps for iPhone, iPad, Blackberry, and Android to purchase, unencrypt, and play interactive learning content, quizzes, and videos even when offline, Mobile Learning Modules optimized for interactive learning on mobile devices utilizing HTML5, and Cisco mLearning Test and Study to practice and prepare for certification exams on your iPhone (coming soon).
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412

How Type Affects the Learner/Viewer

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

We all read. We all create training that has words. But we also all look at words and need to learn from them. We also are always looking at the type that the creator has decided to use in their learning. Type is a vitally important part of how people receive information. Good type selection can make eLearning more easily memorable, while bad type selection can make it difficult to remember the information presented, even if in story form. How can you be sure the type you use in all your projects is appropriate to your needs? How do you decide on a type font? How do type fonts affect what you learn from what you read? As a trainer, you probably don't think about type fonts very much, but you should. Since we all use type all the time, the correct selection of type for a project is vital to eLearning.

Session participants will see how the affordance of type selection makes a difference in how learners learn the information presented to them. By viewing information presented in different styles and fonts, you'll explore how different fonts, font weights, and font sizes work to enhance, and sometimes hurt, the learning experience.

In this session, you will learn:

  • Why fonts make a difference in perception
  • How to determine what fonts give the affordances you'll need for learning
  • What type-fonts work and what type-fonts don't work
  • When to use different fonts, font sizes, and weights

Audience: No specific skill set is required.

Stephen Haskin
Principal
Industrial Strength Learning
Stephen Haskin, the principal of Industrial Strength Learning, started in video production and computing in the 1970s. He has worked with digital video and eLearning since the late 1980s, and has been at the forefront of streaming media. Previously, Stephen was a producer and director of film and video and won many awards for his work. He worked for the University of Michigan for several years, but has now returned to the private sector where he currently directs and consults for distance-learning projects and video. Stephen frequently speaks at conferences and seminars, is the author of three books, and is writing a fourth book about media and learning.
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413

Business Acumen for Training Managers: Making the Numbers Work for You

Wednesday, March 21, 2012 04:00 PM - 5:00 PM

Without being explicitly told, learning professionals today are required to be business partners to the C-suite. While focusing on the development impact of their programs, they must also be able to quote hard numbers to justify training and to support the cause for expanding the training budget. You can get lost in this conversation if you aren't fluent in the language of finance.

In this session, participants will build a graphical representation of the accounting model, and, in the process, learn the language of accounting and finance. There are only five boxes – you’ll explore the common mistakes, including calling an asset an expense, and, as an added bonus, you'll learn how to calculate the return-on-training investments, which will give you a leg up in your next training expenditure.

In this session, you will learn:

  • There are only five boxes!
  • How to build a balance sheet and an income statement
  • The most common financial foul-ups
  • What questions to ask accountants or your number people

Audience: The less knowledge the better, but bring your misconceptions and misunderstandings around accounting.

Jennifer Geier
Operations Manager, Producer, and Color Accounting Trainer
Accounting Comes Alive
Jenny Geier runs training in the U.S. and internationally for Accounting Comes Alive, which she joined three years ago after a number of years working in management roles in the Washington D.C. region. After running the accounting functions of the companies where she worked, she studied the theory behind practical accounting. Her accreditation as a Color Accounting Trainer means that she can effectively put her experience to work, conveying both the theoretical and practical aspects of accounting to her students in a truly accessible way. She holds a Master’s degree in Public Policy from George Mason University.
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