Drug and Salary

Rutgers’ Education Card:

Adult Education, Tom Edison-Style

Enrichment is Out,

From NJTC,

New Training for Non-Profits

Corrections or additions?

This article was prepared for the August 15, 2001 edition of U.S.

1 Newspaper. All rights reserved.

When Certificates Are Gold

A new study by Education Testing Service and the

American

Association of Community Colleges finds demand for professional

certifications

of all kinds at an all-time high. Called "Help Wanted, Credentials

Required: Community Colleges in the Knowledge Economy," the study

finds that the number of organizations offering certifications grew

from 120 in 1965 to more than 1,600 in 1996, and that post-secondary

institutions confer more than 630,000 certificates a year.

Certifications

are defined as credentials that require a standards-based exam, while

certificates are credentials that signify short-term intensive

learning,

but do not require an exam.

The study found certificate and certification programs increasingly

important in preparing workers for the new high-skill economy.

Employers,

professional organizations, trade groups, and schools offer

certificates

and certifications, but the study finds community colleges at the

center of the skills validation industry.

The list of certification programs at Mercer County Community College

is long, and growing, and Yvonne Chang, director of community

education, reports an interesting development. "More and more

we are requiring a bachelor’s degree for what we are offering,"

she says. "This is a big change. We are just seeing the demand

is greatest among professionals." And, indeed, in a clear

indication

of the importance employers attach to certification, Chang says it

is not uncommon for individuals with master’s degrees and Ph.Ds to

sign up. Chang, following a not-uncommon course, completed her own

education, and become involved in administering continuing education

programs, as she followed her husband’s job. A native of Taiwan, where

she received her undergraduate degree, Chang received a master’s

degree

in communications from the University of Hawaii’s East West Center,

which she attended on a full scholarship from the U.S. Congress.

Looking

for opportunities to further her education, Chang moved to Pittsburgh,

where she completed a Ph.D. in education, and met her husband, Joe

Chou.

Chang’s two children were born in Pittsburgh, and the family followed

as Chou, a chemical engineer, accepted jobs around the country. When

he worked for Hoffman LaRoche, the family traveled to New Jersey,

where Chang became director of Fairleigh Dickinson’s continuing

education

program. Then Hoffman LaRoche built a new plant in South Carolina,

and the family went south, with Chang accepting a job at Orangeburg

Technical College. "It was the first time I was not in a

university

or research setting," says Chang. She enjoyed the change, and

the opportunity to make a difference in the lives of members of the

community who had to juggle work, family, and study.

After several years, the family decided that their next move would

be not merely to find good jobs, but to find a good place to raise

and educate their children. They returned to New Jersey. "It was

the first time we made a choice," Chang says. Her husband works

for American Home Products, and has just moved from the company’s

animal health division on Quakerbridge Road to its pharmaceutical

division in Philadelphia. Their daughters, Elaine Chou, 16, and Alison

Chou, 14, are students at West Windsor-Plainsboro High School. Before

the family moved north this time, Chang, hooked on continuing

education

at the community college level, sent an E-mail to MCCC asking if they

had an opening. She has been with the school since 1997.

"My passion for continuing education is an equality of education

issue," she says. "It’s another opportunity for people who

did not get in the door the first time." If adults had to go

through

the formal channel to get education, she says, many would not make

it, and would be stuck in minimum wage jobs. "With our short-term

certificates we are able to get them into a good job," she says.

"Then, very often, employers have tuition reimbursement."

MCCC offers a broad range of certificate and

certification

programs. New for the fall are courses running the gamut from

marketing

communications to project management to aerobic instruction. Other

skills validation courses include Professional Writers Certificate,

Montessori Certification, Travel Agent Certificate, Certified Assisted

Living Administrator, Desktop-Digital Publishing, Web Administrator

Certificate, Non-profit Management, Drug Development and Clinical

Research, and Small Business Management.

It is the job of a continuing education program to quickly find out

what skills the business community needs, and to tailor its offering

to those needs. In the past couple of years, MCCC saw a surge in

opportunities

for computer professionals. "They thought they were going to

retire

at 30," Chang says of some students who enrolled in those courses.

Now, in computer certification is down somewhat, precipitated, Chang

guesses, by "the dot-com crumble." At the same time she is

seeing an upsurge of interest in the Small Business Management

program.

"We have three times the requests," she says (see sidebar,

page 43). In this economy, starting a business may be looking like

a better bet than taking a chance on a big employer. The program

teaches

students, "how to jump start yourself in a difficult economy,"

Chang says.

As an accompaniment to the Small Business Management program, MCCC

this fall is introducing a series of Business Over Breakfast seminars.

Called "Show Me the Money!," the three seminars are on

obtaining

funding, keeping sales flowing, and driving traffic to websites.

More information on the Small Business Management program, and on

all of MCCC’s continuing education offerings — many of them

certificate

or certification programs — will be on tap at the school’s Open

House on Thursday, September 6, at 6 p.m. Call 609-586-9446 to reserve

a place. Information also is available by phone at 609-586-9446 and

on the Internet at www.mccc.edu.

Mercer County Community College, 1200 Old Trenton

Road, Box B, Trenton 08690; two-year college with community education

division, also at North Broad and Academy streets, Trenton. Founded

1966. Robert R. Rose, president.

609-586-4800 609-587-4666

info@mccc.edu

www.mccc.ed u

Top Of Page
Drug and Salary

Enhancement

When that white lab-coated scientist waves the test

tube aloft and yells "Eureka!," the process is only beginning.

Although her formula for removing wrinkles, depression, and malignant

tumors may actually work, it remains merely an unmarketable dream.

What transforms that mustard seed of invention into a massively

effective

and profitable drug is an army of technicians burrowing in and

creating

a mountain of research. Ironically, today drug businesses seldom find

themselves strapped for those lone, lab-coated inventors; instead

it is the specifically skilled technician who remain ever in short

(and highly paid) supply.

To answer this need, Mercer County Community College is currently

offering a graduate level program for the professional certificate

of Clinical Research and Drug Development. The program consists of

four separate courses each of approximately 10 weeks duration. The

first, and pre-requisite to the others, is Foundations in Drug

Development

and Clinical Research, which begins on Thursday, September 6. The

following three courses cover legal and ethical issues; the protocol,

design, and process of setting up a clinical research study; and data

management/biostatistics.

"We began offering these courses at the request of the

pharmaceutical

and contract research industries," says course registrar Lynn

Coopersmith.

"We are particularly excited because not only is it a graduate

level program, but it is the only such certificate course available

in the state." This is a selective course. Those interested must

apply and be accepted. A minimum of a bachelor’s degree is required

— preferably (though not necessarily) in a science such as

chemistry

or biology. Many applicants also hold a master’s or Ph.D. or M.D.

The students’ backgrounds are as broad as the field.

MCCC prefers that applicants attend its upcoming open house on

Tuesday,

October 9, at 5:30 p.m. Those seeking to get on board for the initial

foundations course, starting Thursday, September 6, may still be able

to do so by calling 609-586-4800, ext. 3241.

Typically, it takes 12 years of testing, $1 billion, and literally

truckloads of research documentation shipped down to the Food and

Drug Administration reviewers in Rockville, Maryland, for a drug to

reach commercial fruition. During that time, thousands of researchers

will develop the drug-to-be chemically, test it on animals, and

finally

on 3,000 to 5,000 human guinea pigs.

"The steps (in commercializing a drug) are many and varied,

requiring

the full range of professional talents," says Michael

Toscani,

who co-teaches the Foundations of Drug Development and Clinical

Research

course with his wife, Lauren Murphy. "We try to give

students

the 50,000-foot overview of the research world, so they can choose

a niche. The following courses swoop down for a more specific

look."

After growing up in Bergen County, Toscani earned his doctorate in

pharmacology at St. John’s and did post-doctoral work in clinical

research and infections at Hartford Hospital. "I was ever

fascinated,"

he says, "in the delicate interplay of a drug versus an infection,

versus body bacteria. How do you apply a drug to cure, manage, or

prevent further spread of the disease?" He lives with his wife

in New Hope, and works for Health Answers, a Pennington company that

develop strategies on group disease management.

"The computer has greatly accelerated the initial drug development

stage," says Toscani. After its discovery, the inventor’s magic

elixir must first be chemically profiled. Tests for toxicity and

bonding

ability with other chemicals must be performed. What buffers and

delivery

agents can be used with it? Should or can it be a short or long acting

drug? How can it be synthesized? Not too many years ago, all these

questions were excruciatingly tested with eye dropper and petri dish.

Now the computer can actually model the new formula and profile it

swiftly against the known data of thousands of other substances.

Once the chemical compound is formed, animal testing begins. Despite

Hollywood myths, scientific technicians do not just grab a lab rat

and fiendishly inject away. Animal testing, in addition to falling

under strict FDA guidelines, is itself a very precise science. For

example, the human eye is amazingly similar in structure to that of

rabbits, thus making them the animal of choice for such research.

Like their fellows in clinical research, scientific technicians, who

supervise the animal tests, are in short supply and those working

for major drug company can pull down $40,000 to $80,000 annually with

only slightly lower compensations going to workers in contract

research

organizations.

Once the full year of drug development reaches completion and another

two to three years of animal testing has proved positive, the drug

moves on to clinical research — testing on humans. This is a

four-stage,

literally never-ending process that entails both tight protocol and

clever design and sampling. It is here, in setting up and managing

creative clinical strategies, that Murphy’s expertise shines. After

obtaining a bachelor’s from Rider, Murphy joined Novo Nordisk in l985,

where she monitored the human trial of insulin delivery systems. Today

she is an independent research contractor to major drug companies,

setting up and managing clinical strategies.

"For obvious reasons," says Murphy, "introducing a drug

into people’s bodies remains a delicate and strictly structured

process."

The steps are slow, the documentation and monitoring rigorous. In

Phase I the drug-to-be is administered to a small group of healthy

people, who are studied and report all symptoms. If results are

positive

and the drug appears safe, clinical researchers take to Phase II,

where a small number of sick individuals — perhaps a dozen —

are treated with the drug, which is studied for its efficacy and

safety.

How long is it staying in the blood stream? Do the side effects

balance

out against the benefits? Researchers may decide, for instance, that

a persistent breakout of acne is annoying, but well worth a 63 percent

remission rate in colon cancer.

Phase III is the large scale and difficult hurdle. Here the drug is

administered to a broad sampling of thousands. Individuals with the

target disease are studied along with healthy people. People of

different

ages, ethnic backgrounds, and blood types are considered. Placebos

are also administered for study control. Once the drug passes Phase

III successfully, it can gain FDA approval and go to market. But the

testing does not end.

Next comes Phase IV — after market testing, an ongoing evaluation

of a drug’s safety and efficacy. There are grumbles that there is

too much testing here compared with Europe where, says Murphy, certain

safety aspects may be glossed over. Yet by the same token, few screams

match the pubic outcry over a drug that reaches the market and is

proved unsafe. So rigorous testing continues, providing among other

things well-paid jobs for clinical researchers.

Graduates of MCCC’s Drug Development and Clinical Research certificate

program can job hunt at major pharmaceutical companies and contract

research organizations in three career categories.

Auditing. These managers go to the testing site and

oversee

the trial process. It is their responsibility to maintain, as the

FDA so broadly terms it, "good clinical practice." In return,

they are typically compensated $60,000 to $80,000 annually.

Safety & Clinical Examiners. These are the patient folks

who handle the mountains of paper. They examine the data as it comes

in, assemble it in a logical form, ship it down to the FDA reviewers,

and act as liaisons. Their salaries are slightly higher than those

of auditors.

Regulatory. These are the professionals who take

responsibility

for documentation and for establishing specific, special clinical

trials. For example, if a physician seeks to set up trial for his

patients using this tested drug, he will coordinate his efforts with

a regulatory agent. "Depending on experience, it is not unusual

for these experts to claim six-figure salaries," says Murphy.

Throughout the forthcoming decades, thousands of test tubes

will be hoisted gleefully by the inventor of some new, curative

potion.

Fewer than one percent of these will prove able to be chemically

synthesized

and buffered, and also safe and effective enough to make it onto the

drugstore shelf. But in the meantime, each one will continue to pass

through the gates of research, guided by highly- skilled, highly-paid

drug development professionals who make sure that snake oil is a thing

of the past, and that the medical revolution keeps on rolling.

— Bart Jackson

Top Of Page
Rutgers’ Education Card:

Computer Courses in Bulk

Demand for computer courses fell right along with the

glamorous dot-coms that had fanned interest in all things

Internet-related.

"We’re seeing lower enrollments," says Louise Forman,

assistant director of information management at Rutgers. Forman

hastens

to add that this is not necessarily a bad thing. "We were

overflowing,"

she says. "Now we don’t have to turn people away, to keep saying

`Sorry, that class is full’."

Demand is still strong for a number of continuing education computer

courses Rutgers offers. The dot-com crash stripped some fun out of

computer careers, and at the same time made formal training more

important.

Where not too long ago start-ups — competing with one another

for talent — grabbed every prospective employee in sight, most

companies now look for proof of competence, often in the form of

formal

certification.

"Job opportunities are still out there," Forman says, "but

employers are pickier about who they are hiring. They need more than

HTML." Job candidates need to add skills, she says. Computer

languages,

including Java and Visual Basic, are in demand. For those working

in computer graphics, Flash is becoming a necessity.

Rutgers offers an extensive menu of computer classes geared to the

schedules of working adults. Forman says most classes are held in

the evenings or on Saturday or Sunday. Offerings include Photoshop,

Dreamweaver, Unix, HTML, and preparation for vendor certification

from Cisco, Oracle, and Microsoft. Especially popular now, says

Forman,

is an integrated 30-hour beginners course called Web Developer

Fundamentals.

It combines instruction in HTML, web graphics, and web navigation

design. An advantages of combining this instruction, Forman says,

is that students are together long enough to network with one another.

For those with a big appetite for computer instruction, Rutgers has

just started offering an Education Card. Students who buy the $7,995

Education Card can take all the courses they want over a one-year

period. A $4,995 version entitles students to 150 hours of

instruction.

Forman says the lowest hourly rate for computer instruction is $44

an hour. At that rate, 150 hours of instruction would come to $6,600.

Punching numbers into her calculator, Forman says of the $4,995

Education

Card, "Instead of 113 hours, you can get 150 hours."

For those with lots of time, and mental energy to match, the unlimited

Education Card offers an opportunity to pack a lot of computer

instruction

into a year. "Oracle certification alone is $7,700," says

Forman. The E-Commerce Developer course is $9,041. The $7,995

Education

Card would allow students to take either of these programs, and a

lot more, limited only by their need for sleep.

Rutgers draws its continuing education computer students from a number

of areas. There are unemployed workers, some sponsored by state

grants.

Forman says one student, a former dot-com employee, could not land

a job. She went to her unemployment counselor waving ads she had cut

from newspaper Help Wanted sections. The ads called for computer

skills

she did not have. Convinced she needed further training, her counselor

helped her to get a study grant.

Other students are career switchers, often paying for their own

instruction,

and employees sponsored by their employers. While the Education Card

can be a good deal, Forman says a possible drawback is that it has

to be purchased upfront. Some students would rather pay as they go,

and some employers, she says, only reimburse students after they have

completed their courses.

No matter how students choose or pay for their courses, Forman says

continuing education is a necessity for anyone in a computer job.

"If you want to do anything with computers, there’s no such thing

as finished," she says. "There are constantly new versions.

You must stay somewhere near the cutting edge, or you’re going to

find yourself out of a job real fast."

Forman not only works in continuing education, but she has taken

advantage

of it throughout her life. A 1973 graduate of Boston University,

Forman

worked in PR for a while, and then went back to school, earning a

master’s degree in library science from Pratt Institute. Working in

libraries in advertising companies "back when you put the phone

in a cradle" to connect with the Internet, Forman says she

"got

hooked on computer searching." She started taking computer courses

at Rutgers, and was hired for her current position. She is now working

on an MBA in her spare time. What little of it she has.

The mother of three boys, Forman knows how difficult it can be to

squeeze studying into a life already busy with work and family. Her

oldest son, Drew, who is studying to be an engineer, just finished

his freshman year at Rutgers. Robert, 17, will be a senior at

Princeton

High School this fall, and Jonathan, 14, will be a freshman.

"Going

to school is difficult with the two younger boys," Forman says.

"It breaks my heart if I can’t get to a swim meet or a hockey

game."

A Princeton resident, Forman is married to a dentist with a practice

in Jamesburg. Living the life of a continuing ed student, she says

Rutgers is "trying hard to meet the needs of heavily involved,

heavily scheduled working people." For more information on the

Education Card call 732-748-8743, or visit www.internet.rutgers.edu.

Rutgers, the State University, Old Queens Building,

83 Somerset Street, New Brunswick 08903.

732-932-1766

www.rutgers.edu

Top Of Page
Adult Education, Tom Edison-Style

A college without walls was the concept. And Thomas

Alva Edison, the Garden State’s great inventor, for whom the college

was named, would have loved the idea. Edison himself twisted antsily

all through grammar school until his mother yanked him out and decided

to "teach the boy myself." Some of us geniuses just learn

a lot better on our own, at our own pace.

Today you can get started on a solo educational voyage by phoning

Thomas Edison College at 888-442-8372 or dropping by the website:

www.TESC.edu. You can earn a bachelor’s or a master’s degrees

in a variety of fields, but you can not drive down to the school’s

Trenton campus and find tweedy professors wandering amidst ivy covered

halls.

Since its inception in l972, Edison has reached out to its students

individually at their homes and work places. Back then, Thomas Edison

was an "Assessment College" — an institution which would

determine and award college credit for knowledge and experience gained

through avenues other than formal academics. For example, a

professional

iron worker of 10 years, seeking an engineering degree, need scarcely

waste time with a course on construction tools. Instead he’d take

a brief test, earn the credit and move on.

But for William Seaton, who joined the Edison staff in l981,

mere assessment was too small a vision. Seaton, a shore-side native

of Manasquan, gained his bachelor’s from Bowling Green, and then moved

to Temple University for graduate sociology studies. It was as a

professor

at Penn State that he first saw the need for outreach academics. To

have adult learning hemmed by space and time within a set, often

inconvenient

campus and restricted to "the college years" was a detriment

to all society, says Seaton.

Thus, upon entering Edison, Seaton initiated DIAL, the program for

Distant and Independent Adult Learning, of which he is associate vice

president. "We wanted to make it a comprehensive learning

institution

for learners in all fields," he says.

In l981, while the worldwide web was a mere misty vision in hackers’

dreams, Thomas Edison College began collecting and creating a vast

library of instructional videos. Today, the over 10,500 Edison

students

select courses for which they receive a text, study guide and one

or more of the college’s 50,000 videos. Despite higher tech course

formats, this remains the most popular learning method for Edison

students.

Along with his materials, the student receives six assignments, and

a proctored mid-term and final. He is assigned a professor who

corrects

his work and keeps telephone office hours during which times he offers

advice and answers. Thus the student in Alaska may chat with his

professor

in Nebraska to help prepare for a mid-term which will be proctored

by an Edison-approved delegate from, say, the local library or

community

college.

Four years ago, Edison boosted its resources by providing students

with one of the largest academic libraries in the world. The school

joined with the New Jersey State Library, whose building stands just

down the road. Seaton notes that this link gives an interlibrary loan

capability to every public library in the state. Thus if any of the

65 percent of Edison students living in the Garden state needs a book,

the college will inter-library loan it from any New Jersey pubic

library.

Yet technology marches on, adding new tools on top of the traditional

books and videos. This summer Edison boosted its educational offerings

up into the cyber level with these innovations:

e-PACKS . This independent study mode allows the potential

student to log on and get an instant assessment evaluation. A student

seeking a biology degree who has worked several years in healthcare

will log onto the web and basically take a test. His answers are

corrected

instantly and if they are wrong, he is referred to a physical text

for further study. In the end, the student takes a proctored exam,

receiving appropriate credit for the course.

Web Courses . Like so many other aspects of the web, the

speed and convenience of learning are great selling points for this

program. Web students merely log on, find all their reading on site,

and E-mail their assignments back and forth to professors. Swift and

simple. Seaton says the Web Courses offer two distinct advantages.

First, instructors can recommend a host of outside readings, all

available

on the Internet. Second, each class has its own chat room. "Most

new students really love these threaded discussions," Seaton says.

"Although some prefer the solitude of the video method. It’s

individual."

Seaton adds a gentle warning: "We do have electronic deans, who

monitor all classes and chats." Thus your biology class will not

suddenly evolve into a diatribe on creationism, nor its chat room

degenerate into a recipe-and-wife swapping club.

Certificate in E-Commerce. Seems like not nearly enough

folks signed up for this course a year and a half ago. Seaton admits

that as a new offering this certification may be a bit late, but

"while

the consumer dot-com businesses may have fallen off the face of the

earth," he says, "business-to-business E-commerce is still

strong.

This four-course certification aims to instill strong, basic business

fundamentals. Each course runs 16 weeks (Seaton finds that a definite

time structure leads to a a higher success rate), affording graduates

12 college credits. Students learn how to construct business plans,

arrange marketing, and plan online management. "It is a not,"

insists Seaton, "a course to teach you how to build a web

page."

In addition to its Internet-based instruction, Thomas Edison

is adding to its advanced degree programs. Several years ago, M.I.T.

shifted many of its humanities courses from elective to mandatory.

When asked why, the technological institute’s president responded,

"because we have too many M.I.T. alumni working for graduates

from Harvard and Yale." In response to this sentiment — and

to many urgent requests from businesses — Thomas Edison has

initiated

its Master’s of Arts and Professional Studies degree. "It can

best be described," laughs Seaton, "by determining what

lessons

from Shakespeare can be practically applied in a business

setting."

Another option is the Master’s in Science and Management. No standard

on-line MBA, this program offers training for business folks in the

technical fields.

With all the new programs, Thomas Edison keeps expanding to an

international

student body with an average age of 39. So whether you prefer the

VCR, the old fashion textbook, or the Internet, if you are one of

those individuals whose time and place and learning style is strictly

your own, perhaps you might want to push aside the walls and learn

a little.

— Bart Jackson

Thomas Edison State College, 101 West State Street,

Trenton 08608-1176; 11 associate and baccalaureate degrees for adult

students in 119 areas of study. Founded 1972. George A. Pruitt,

president.

609-984-1100 609-777-2956

info@call.tesc.edu

www.tesc.edu

Top Of Page
Enrichment is Out,

Basics are In

Central New Jersey residents have put basket weaving

is on the back burner, along with art appreciation and introduction

to opera. "Few simply take courses because they want to be

enriched,"

says Karen Crowell, assistant dean of Rider’s College of

Continuing

Education. "I’ve been here for 20 years," she says. "When

I started, there were a noticeable number of people who wanted to

just take a couple of courses. Now they’re more focused, more goal

driven."

The continuing education students Crowell sees now want to complete

a bachelor’s degree or prepare for the next level of study. "A

bachelor’s degree now is what a high school diploma used to be,"

she says. "You’re blocked without one." Careers stall at a

certain point without the degree.

To help women who left college years ago, or who never started

college,

Rider offers a free, six-week program in the fall. The program is

called Horizons, and Crowell says it is a way to begin to feel

comfortable

on a campus, to meet professors and other students, and to find out

what it is like to study for a bachelor’s degree. "People have

trepidations," she says.

Beyond increasing prospective students’ comfort level, Horizons

teaches

study skills, use of computer resources, and stress management. While

Crowell says Rider would be happy to have the students enroll at the

school, there is no obligation to do so. The course is designed as

a no-pressure introduction to the reality of attending any college

and beginning — or continuing on — the path to a bachelor’s

degree.

Those who have earned a bachelor’s degree already are increasingly

finding that it is not enough. Crowell says students signing up for

continuing education most often are doing so to prepare themselves

for further professional training. Students want, for instance, to

obtain a CPA or enroll in an MBA program, but know they need to take

a few courses they didn’t take as undergraduates or brush up on their

academic skills before forging ahead.

A direction in which many Rider continuing education students is

headed

is the classroom — the kind with little desks. "We have a

big, big grouping of people who want to be teachers," says

Crowell.

Career-switchers Crowell is seeing include lawyers, dentists,

physicians,

chemists, and "marketing folks." The school offers a 21-credit

certification program to get them into the classroom quickly. It

consists

of four graduate level courses in teaching methodology and one

semester

of student teaching. Applicants are required to have an undergraduate

GPA of 2.75, a state-mandated minimum for certification as a teacher.

Crowell says some prospective teachers are embarrassed to find that

their undergraduate grades were not up to snuff. "Perhaps they

were not as focused then," she says. Some professionals who want

to switch into teaching take a few courses to raise their GPAs before

enrolling in the certification program.

While most of Rider’s students are striding ahead toward specific

professional goals, some take time out to attend the school’s series

of free noontime Lunch Box lectures. Held this year on four

consecutive

Wednesdays in October, beginning on October 10, the lecture topics

include What’s the Score? A Listener’s Guide to the Movies (on October

10), and Does Peace Have a Chance in the Middle East (on October 17).

Information on Rider’s continuing education courses in available at

609-896-5036 or at its website, www.rider.edu.

Rider University, 2083 Lawrenceville Road,

Lawrenceville 08648.

609-896-5000 609-895-5681

www.rider.edu

Top Of Page
From NJTC,

One-on-One Aid

Not all continuing education takes place at a school,

or even in a classroom. Often, the most effective lessons are

one-on-one.

Add a real life setting, and the instruction becomes unusually

helpful.

Such personalized education is now available to New Jersey Technology

Council members. The professional organization of high tech companies

has launched its Advise & Consult program. Offered through its sales

and marketing peer group, Advise & Consult works with companies on

their individual marketing efforts.

The new program addresses a common need of member companies. "A

number of companies come to us with a great new product or

service,"

says Leo Mennitt, associate publisher of NJTC’s TechNews, and

Advise & Consult’s facilitator. "They have the nuts and bolts

skills, but they’re like the engineer who could build a bridge, but

couldn’t sell it." Building a better mousetrap is no guarantee

of selling it, says Mennitt. "Marketing is the weakest part of

the plan," he says. "Bringing the service to market is a

challenge."

NJTC members with marketing expertise have volunteered to spend time

— probably somewhere between two and eight hours — helping

young tech companies get their products in front of an audience.

Companies

that want this individual attention should submit an application to

NJTC, including answers to a questionnaire about their operation and

their products. The applications are reviewed and then companies are

matched with a volunteer whose background is a good fit.

New Jersey Technology Council, 1001 Briggs Road,

Suite 280, Mount Laurel 08054. Maxine Ballen, president.

856-787-9700 856-787-9800

www.NJTC.org

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New Training for Non-Profits

A new training course aimed at helping not-for-profit

organizations increase their self-sufficiency and reduce their

reliance

on grant funding will be offered for the first time this fall by the

Entrepreneurial Training Institute.

The eight-week course, sponsored by the New Jersey Economic

Development

Authority, the New Jersey Department of Community Affairs Office of

Faith-Based Initiatives, and the Seton Hall University Institute of

Work, will be held on Thursdays in Trenton beginning September 13,

and on Tuesdays in Newark beginning September 18.

The Newark class will be held in the PSE&G building, and the Trenton

class will be held at the Human Resource Development Institute on

Wolverton Avenue. Classes run from 6 p.m. to 9 p.m.

Non-profit organizations will be required to undergo an Institute

of Work assessment of their readiness to enroll in the class at least

three weeks prior to the beginning of the session. The recommendation

from the assessment will be either admission into the program, or

counseling to prepare for it.

The classes will provide help in formulating a business plan. Once

business plans are complete, they will be presented to a panel of

accountants, lawyers, marketing professionals, and lenders for review

and evaluation. Graduates will be eligible to apply for financing

through the NJEDA or through more than 40 lenders throughout the state

that are associated with the Entrepreneurial Training Institute.

Caren Franzini, executive director of the New Jersey Economic

Development Authority, says not-for-profits that want to become

self-sufficient

and rely less on grant funding over the long term should find the

course valuable. In a written statement, she says, "In taking

a businesslike approach to developing a formal plan, they will

complete

a market analysis to identify the needs for their services, probe

the need for planning, marketing, and understanding financials, and

learn how to develop resources and organize boards to keep their

organizations

running efficiently and effectively."

To enroll in the program, not-for-profits must call the Institute

of Work at 973-313-6103 to schedule a readiness assessment. The cost

is $200, and not-for-profits accepted into the programs will also

be charged $500 for the use Institute facilitators. Call 609-292-9279.


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