L.J. Hansen-Brown
- Courses2
- Reviews2
- School: Webster University North Florida
- Campus:
- Department: Law
- Email address: Join to see
- Phone: Join to see
-
Location:
10407 Centurion Pkwy N
Jacksonville, FL - 32256 - Dates at Webster University North Florida: May 2007 - October 2012
- Office Hours: Join to see
Biography
Webster University North Florida - Law
Sage Sol Group LLC, Owner and Manager
Higher Education
LJ
Hansen-Brown, JD,MBA
Jacksonville, Florida Area
As a small business owner and part-time professor, I am a respected professional in the local and online communities where I work and teach classes. I have a reputation for being straightforward, reliable, hard-working and a genuinely nice person. I work well independently, with little oversight, and excel at difficult projects with demanding schedules.
My key skills include writing, content development, formatting deliverables with meticulous attention to detail and accuracy, and excellent project management skills. I have worked on a wide variety of writing and content development projects. For example, for one university I developed modules for the course content, to replace the entire textbook. The modules are formatted similar to a Wikipedia page, where students can read a summary of the material and also click on embedded links to read more about key topics.
Experience
LJHB Partners
President
L.J. worked at LJHB Partners as a President
Sage Sol Group LLC
Owner and Manager
Sage Sol Group is a small firm specializing in providing writing, editing, content development and instructional design services. Our firm has the ability to handle diverse of types of assignments while giving attention to detail and accuracy. We focus on meeting individual client needs within the specified timeframe.
Webster University
Adjunct Full Professor
Professor of law and business. Teach graduate level courses including Employment Law and Corporate Social Responsibility
Area Mentor for Human Resources and Management programs (2002-2013), working with faculty and students. Coordinated with director and staff on academic and administrative issues.
Recent publications include:
Brown C.J. & Hansen-Brown, L., (2010). Building a virtual learning community to engage online students; a model for instructors: Report of phase I of an ongoing study. Journal of Information Systems Technology and Planning, 3(4), 1-8.
Brown, C., Hansen-Brown, L., & Conte, R., (2011). Engaging Millennial College-Age Science and Engineering Students Through Experiential Learning Communities, Journal of Applied Global Research, 4(10), ii-ix, 41-58.
Nuszkowski, J., Brown C. J., Harris, A. and Hansen-Brown, L. J. (2014) Revisiting Transformational Learning of Millennial College-Age Science and Engineering Students via Experiential Learning Communities, Journal of Applied Global Research, Volume 8, Issue 22 pp. 65-77Baker College Online
Adjunct Professor
Online Adjunct Professor. Facilitated online courses in human resources management
University of Maryland University College (UMUC)
Adjunct Professor
Adjunct Professor teaching online graduate level law and management course with an emphasis on acquisition and supply chain management.
Education
Widener University School of Law
Juris Doctor
St. Joseph's University
Master of Business Administration (MBA)
Finance, General
Publications
Engaging Millennial College-Age Science and Engineering Students Through Experiential Learning Communities
Journal of Applied Global Research
Brown, C., Hansen-Brown, L., & Conte, R., (2011). Engaging Millennial College-Age Science and Engineering Students Through Experiential Learning Communities, Journal of Applied Global Research, 4(10), ii-ix, 41-58. Abstract: In summer of 2010, UNF instructors took 10 students to the Arizona to study sustainable design. As part of the course, customized learning communities were created at a variety of field locations. The course involved assessment of student learning at different intervals, including assessment of student knowledge before, during, and after the course. During post-course assessment, a new hybridized quantitative methodology was developed called “content analysis with stance indications” to assess the degree of transformational learning that took place for each student. This paper discusses the overall course design, assesses student learning gains, and attempts to measure student engagement using an adaptation of content analysis. The paper then recommends course design changes to further optimize student learning and engagement.
Engaging Millennial College-Age Science and Engineering Students Through Experiential Learning Communities
Journal of Applied Global Research
Brown, C., Hansen-Brown, L., & Conte, R., (2011). Engaging Millennial College-Age Science and Engineering Students Through Experiential Learning Communities, Journal of Applied Global Research, 4(10), ii-ix, 41-58. Abstract: In summer of 2010, UNF instructors took 10 students to the Arizona to study sustainable design. As part of the course, customized learning communities were created at a variety of field locations. The course involved assessment of student learning at different intervals, including assessment of student knowledge before, during, and after the course. During post-course assessment, a new hybridized quantitative methodology was developed called “content analysis with stance indications” to assess the degree of transformational learning that took place for each student. This paper discusses the overall course design, assesses student learning gains, and attempts to measure student engagement using an adaptation of content analysis. The paper then recommends course design changes to further optimize student learning and engagement.
Revisiting Transformational Learning of Millennial College-Age Science and Engineering Students via Experiential Learning Communities
Journal of Applied Global Research, Volume 8, Issue 22 pp. 65-77
OVERVIEW: The increased production of science, technology, engineering, and mathematics (STEM) college graduates is widely regarded as critical to the national economy of the United States (Hill et al., 2010). The future workforce of the United States will be dominated by fast-growing STEM fields (Hill et al., 2010). Increasing the number of students including women and minorities into STEM will be dependent upon the ability of universities to reach out to and engage with the newest generation of students who have been called the “Millennials” (Rickes, 2009; Yale, 2010). Millennial students are generally motivated differently than their predecessors and will require educators to make significant changes in course design and teaching methodology. With this in mind, Engineering faculty at the University of North Florida (UNF) conducted several special “transformational learning opportunity (TLO)” courses in 2010 and 2012. The UNF faculty engaged undergraduate STEM students by tapping into Millennial student natural interests including civic/community involvement (Nicoletti & Merriman, 2007), experiential or hands-on learning (Crone & MacKay, 2007; Hawtrey, 2007), and through the development of mentors and special “learning communities” (Rhoulac-Smith et al., 2008). This paper provides an updated analysis of three items published in the 2011 UNF study which discussed the 2010 TLO course (Brown et al., 2011)....
Engaging Millennial College-Age Science and Engineering Students Through Experiential Learning Communities
Journal of Applied Global Research
Brown, C., Hansen-Brown, L., & Conte, R., (2011). Engaging Millennial College-Age Science and Engineering Students Through Experiential Learning Communities, Journal of Applied Global Research, 4(10), ii-ix, 41-58. Abstract: In summer of 2010, UNF instructors took 10 students to the Arizona to study sustainable design. As part of the course, customized learning communities were created at a variety of field locations. The course involved assessment of student learning at different intervals, including assessment of student knowledge before, during, and after the course. During post-course assessment, a new hybridized quantitative methodology was developed called “content analysis with stance indications” to assess the degree of transformational learning that took place for each student. This paper discusses the overall course design, assesses student learning gains, and attempts to measure student engagement using an adaptation of content analysis. The paper then recommends course design changes to further optimize student learning and engagement.
Revisiting Transformational Learning of Millennial College-Age Science and Engineering Students via Experiential Learning Communities
Journal of Applied Global Research, Volume 8, Issue 22 pp. 65-77
OVERVIEW: The increased production of science, technology, engineering, and mathematics (STEM) college graduates is widely regarded as critical to the national economy of the United States (Hill et al., 2010). The future workforce of the United States will be dominated by fast-growing STEM fields (Hill et al., 2010). Increasing the number of students including women and minorities into STEM will be dependent upon the ability of universities to reach out to and engage with the newest generation of students who have been called the “Millennials” (Rickes, 2009; Yale, 2010). Millennial students are generally motivated differently than their predecessors and will require educators to make significant changes in course design and teaching methodology. With this in mind, Engineering faculty at the University of North Florida (UNF) conducted several special “transformational learning opportunity (TLO)” courses in 2010 and 2012. The UNF faculty engaged undergraduate STEM students by tapping into Millennial student natural interests including civic/community involvement (Nicoletti & Merriman, 2007), experiential or hands-on learning (Crone & MacKay, 2007; Hawtrey, 2007), and through the development of mentors and special “learning communities” (Rhoulac-Smith et al., 2008). This paper provides an updated analysis of three items published in the 2011 UNF study which discussed the 2010 TLO course (Brown et al., 2011)....
Building a virtual learning community to engage online students; a model for instructors: Report of phase I of an ongoing study.
Journal of Information Systems Technology and Planning, Vol, 3, Issue 4
The purpose of this paper is to identify the different terms and identify the relationship of the terms to teaching practices for building a community in an educational environment. The terms that will be addressed in this paper are: Learning Community, Communities of Practice, Collaborative Learning, Cooperative Learning, Team Learning, and Active Learning. The research suggests that the term "active learning" is hierarchical and implies a group of different techniques as discussed below. The paper organizes these terms and discusses how they fit into the authors' preliminary model development regarding building a virtual online community. Review of the research indicates that Learning Community, Communities of Inquiry, and Communities of Practice are more generalized places for learning; where instructors, students, and outside members can interact and communicate. These can represent a physical “on-ground” space or a “virtual” online space. In either instance, the community represents a manifestation of shared interest or practice. These created spaces enable more efficient active learning to take place and encourage deeper emotional linkages to the space, facilitators/moderators, peers, and other participants. In fact, the authors believe that Communities of Inquiry or Communities of Practice are each a type of Learning Community. Figure 1 presents the authors' opinion of a practical hierarchy for these terms and concepts A Learning Community is a complicated entity which should include considerations of technology, emotional attachment, collaboration/cooperation, and best practices for active learning. Although a virtual community is not a physical space, it has many of the same needs, requirements, and overall benefits. For education, the virtual community has to be geared towards effective learning. The final section of the paper outlines the next steps in the research process and ongoing development of a hands-on model for faculty.
