Podcasts about academic affairs

It's YOUR time to #EdUpIn this episode, sponsored by CoursedogYOUR guest is Dr. John Forbes, Vice President of Academic Affairs, Moorpark CollegeYOUR cohost is Bridget Moran , Senior Content Manager at CoursedogYOUR host is Dr. Joe Sallustio How does Moorpark College achieve high transfer success rates? What makes California's Associate Degrees for Transfer (ADTs) effective? How is academic leadership maintained during times of political change? Why is data-driven decision making critical for academic initiatives? How does modality impact student success across different disciplines? Topics include:Transfer success strategies California's TMC (Transfer Model Curriculum) Integrated leadership model Data-focused academic decisions Math department innovation Student-centered policy language Modality trends & success rates AI challenges & opportunities Listen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠ ⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠ Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠ ⁠⁠⁠⁠ The EdUp Experience ⁠⁠⁠⁠⁠⁠⁠⁠⁠ !We make education YOUR business!

Feel like project-based learning sounds powerful—but totally unrealistic in your packed curriculum and schedule? What if one small shift could open the door? In this episode, I talk with international educator, VIS Dean of Academic Affairs and social scientist Tristan Reynolds, who shares how he replaced a single unit test with a project—and saw student ownership, engagement, and reflection skyrocket. From rural Texas classrooms to interdisciplinary teaching in Taipei, Tristan walks us through the simple mindset and planning shifts that helped PBL work within, not outside of, school structures. It's a refreshing look at how real change happens—not through an overhaul, but through intentional, evidence-based experimentation. You'll learn: How one teacher redesigned a single assessment and sparked student agency What student data revealed about deeper learning and engagement How interdisciplinary collaboration builds momentum for school-wide change Why project-based learning can fit within your constraints—not fight against them Ready to see how one small step can unlock student-centered learning in your setting? This episode shows you the shift in action. Connect with Tristan: Instagram, LinkedIn Data Studies Around Benefits of PBL on Learning: Wide Scale Studies  Tristan's Bio: Tristan Reynolds is an educator and writer who focuses on international best practices in education and the impacts of globalization on education. As an experienced international educator, he understand the importance of creating schools which support celebrating different cultures, and which cultivate a cosmopolitan attitude in students. Tristan's work helps build a clearer picture of how to help students and teachers move beyond local limits to education. He holds an M.S.Ed. from Johns Hopkins University, American and British teaching & administration licensures, and is a 2021 Teach For America alum.

It's YOUR time to #EdUpIn this episode, sponsored by Coursedog,YOUR guest is Dr. Carlnita P. Greene, Vice President, Academic Affairs, Cape Cod Community CollegeYOUR cohost is Bridget Moran , Senior Content Manager at CoursedogYOUR host is ⁠⁠⁠⁠Dr. Jodi BlincoHow is Dr. Greene transitioning into her new role at 4Cs? What key priorities guide her academic leadership approach? How is faculty development connected to student success?Why is mental health & wellness a campus-wide focus? What makes free community college transformative? Topics include:Holistic student support strategies Faculty wellness & professional development Flexible course options & high-flex learning Creating "student-ready" institutions Healthcare & aviation workforce programs Non-credit to credit pathways Supporting unique student needs Massachusetts free community college program Listen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠ ⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠ Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠ ⁠⁠⁠⁠ The EdUp Experience ⁠⁠⁠⁠⁠⁠⁠⁠⁠ !We make education YOUR business!

Future Insight host Dr. Dean Cantu discusses with Dr. Cynthia Bice, Vice President for Academic Affairs and Dean of Graduate Studies at Missouri Valley College, educational initiatives she has engaged in during her career, focused on student academic success, which provide insight into potential opportunities with community partners and stakeholders in the current higher education landscape.

Patrick Louchouarn, PhD, is our inspiring guest on the Faculty Factory Podcast this week. And speaking of inspiration, as discussed in this rich conversation, faculty members in general truly inspire Dr. Louchouarn with their creativity, engagement, and commitment to their profession. In fact, those who chose the path of academic health are particularly compelling to Dr. Louchouarn because much of their work is rooted in the fundamental question: “How can I improve health for others—individuals, communities, or through specific procedures like surgeries or prosthetics?” This mindset is quite extraordinary, and according to Dr. Louchouarn, it embodies maximum altruism. The one thing to be extra cautious about is that if we don't start conversations about purpose and core values, a disconnect may occur. The further we stray from the original motivation—the story of why someone chose to enter this particular health field—the greater that disconnect becomes, as discussed in this interview. With The Ohio State University in Columbus, he is a Leadership & Performance Coach and serves as Senior Vice Provost for Faculty within the Office of Academic Affairs. Additionally, he serves as a Professor in the School of Earth Sciences and is an affiliated faculty member with the Ohio State Sustainability Institute. Learn more: https://facultyfactory.org/  Further Reading What Got You Here Won't Get You There, book by Marshall Goldsmith The Prepared Leader: Emerge from Any Crisis More Resilient Than Before, book by Erika James and Lynn Perry Wooten

Send us a textOn this episode of Speaking of … College of Charleston, Mark Del Mastro, Associate Provost for Academic and International Programs, and Chris Korey, Associate Provost for Student Success, talk about launching their new podcast, Faculty Off the Clock. This podcast takes you beyond the classroom to reveal the hidden lives of College of Charleston faculty. From woodworking enthusiasts to barbershop quartet singers, you'll meet professors with fascinating passions and stories that go far beyond academia. Korey and Del Mastro hope these conversations will highlight not only unique interests of the guests but will function as a bridge to connect people on campus with shared interests. “Both Mark and I were faculty members at one point, and most of your identity on campus is sort of tied up into what your scholarship is and teaching and you very rarely have opportunities to talk about what you do outside of that,” says Korey. “So we wanted to create a venue where people have the opportunity to talk about those things because it doesn't normally come up in our work environments.”Humor is a big part of their collaboration and Del Mastro and Korey make a habit of asking their guests a series of lightening round questions on topics from hot dogs vs. hamburgers to celebrity crushes. They also make it a point to ask guests about whether they like popcorn, which is a shared love and an ongoing joke between the hosts, and it gives them an opportunity to share their love of the Whirley Pop stove-pop popper. They end the episode by presenting guests with a customized bobblehead doll. “The whole purpose of the podcast is to show the lighter side of the faculty member and what better characterizes the lighter side of someone than a bobblehead?” says Del Mastro. Featured on this episode:Mark Del MastroAs Associate Provost for Academic and International Programs, Mark P. Del Mastro, Professor of Spanish/Hispanic Studies, provides leadership and support in the area of curriculum development and review and academic policy. He also oversees the Center for International Education, the Office of the Registrar, and the Office for Institutional Effectiveness.Born in Bowling Green, Kentucky and raised in northern New Jersey, Del Mastro earned his B.A. at Wake Forest University, his M.A. at Middlebury College, and his Ph.D. at the University of Virginia. After defending his doctoral dissertation in August 1992, “Dr. D” relocated to Charleston, South Carolina to begin a career at The Citadel, where for 18 years he taught a variety of courses to include Spanish language and literature, and Hispanic culture and business.After serving four years as Head of The Citadel's Department of Modern Languages, Literatures and Cultures, in July 2010 Del Mastro joined the College of Charleston where he served as Chair of the Department of Hispanic Studies until August 2019 when he transitioned to his current role as Associate Provost for Academic and International Programs in the Office of the Provost and Academic Affairs.Chris KoreyAs Associate Provost for Student Success, Christopher Korey, Professor of Biology, leads the Office for the Academic Experience, which provides students with educationally purposeful activities that lead to deep learning, integrated social and intellectual development, and engagement with local and global communities. In this role, Dr. Korey leads eight units and multiple programs, including the Academic Advising and Planning Center, the Center for Academic Performance and Persistance, the Center for Excellence in Peer Education, the Center for Student Learning, First-Year Experience, REACH, Vet

Part 1 - Neville James is joined by Dr. Kendra Harris Interim Provost and Vice President of Academic Affairs at UVI and Dr. Paul Flemming Interim Dean of UVI School of Business as the graduating class of the University of the Virgin Islands on St. Thomas and St Croix received their degrees on Thursday and Friday.

Part 2 - The conversation continues with Neville and Dr. Kendra Harris Interim Provost and Vice President of Academic Affairs at UVI also Dr. Paul Flemming Interim Dean of UVI School of Business.

Is beauty something that's antithetical to work, or is beauty to be found anywhere and everywhere, including work? During this LIVE podcast recording, hear from St. Thomas students who talk about the future of work that they are hoping for, from professionals who share their everyday reality of work, and scholars who connect goodness, truth, and beauty to meaningful work and a meaningful life. Student panelists:Cheniqua Morrison, majors in English and Film Studies Joe Burbach, major in Business Administration Katie Iverson, majors in Accounting and Law and Compliance, minor in Philosophy Professional panelists:Maija Garcia, Director of Education and Professional Training, Guthrie Theater Quentin Moore, VP Advancement, Ascension Catholic Academy John Sullivan, J.D, Nonprofit Board Member and Retired General Counsel, Carlson Companies Expert panelists:Mark McInroy, Th.D, Associate Chair of the Theology Department; Founding Co-Director of the Claritas InitiativeWendy Wyatt, Ph.D, Vice Provost for Academic Affairs; Founding Co-Director of the Claritas InitiativeCo-sponsored by:Academic AffairsThe Career Development CenterThe Center for the Common GoodThe Claritas Initiative Sponsored by The Melrose & The Toro Company Center for Principled Leadership. Produced by Nicole Zwieg Daly, JD, EdD, CPPM. Engineered by Tom Forliti.

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUpIn this episode, sponsored by Coursedog,YOUR guest is Dr. Jesse Mason, Associate Vice Chancellor – Academic Affairs, Minnesota StateYOUR cohost is Bridget Moran, Senior Content Manager at CoursedogYOUR host is ⁠⁠⁠⁠Dr. Jodi BlincoHow is Minnesota State creating pathways for diverse student populations?What drives successful community engagement & system-level support?How is the prison education initiative transforming lives?Why is knowledge acquisition & capacity building critical for leadership?What makes micro-credentialing & non-degree pathways so impactful?Topics include:First-generation student successSystem-level coordination & supportCommunity-focused education initiativesPrison education programsMicro-credentials & stackable pathwaysIndustry & workforce partnershipsStudent voice in institutional planningHolistic student support servicesListen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠!We make education YOUR business!

"Ready for New Lenses?" – John 20:19-31, Revelation 1:4-8  On the occasion of the 2025 Kittye Susan Trent Symposium for Newly Ordained Ministers, Dr. Ken McFayden, Vice President for Academic Affairs and Academic Dean of Union Presbyterian Seminary, was invited to preach at the 8:45 and 11:00 a.m. worship services.

This week, groups representing more than 1,600 colleges and universities pledged reforms to fight campus antisemitism—a major breakthrough in the effort to end anti-Jewish hatred and create campuses where Jewish students feel safe. In collaboration with American Jewish Committee (AJC), the groups urged the Trump administration to continue making the eradication of antisemitism a priority, but without endangering the research grants, academic freedom and institutional autonomy of America's colleges and universities. Here to discuss this collaboration are Sara Coodin, Director of Academic Affairs for AJC, and Ted Mitchell, president of the American Council on Education. ___ Resources: Listen – AJC Podcasts: The Forgotten Exodus: Untold stories of Jews who left or were driven from Arab nations and Iran People of the Pod:  Latest Episodes: Why TikTok is the Place to Talk about Antisemitism: With Holocaust Survivor Tova Friedman Related Episodes: Higher Education in Turmoil: Balancing Academic Freedom and the Fight Against Antisemitism Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. Transcript of the Interview:  Manya Brachear Pashman   This week, groups representing more than 1,600 colleges and universities pledged reforms to fight campus antisemitism -- a major breakthrough in the effort to end anti-Jewish hatred and create campuses where Jewish students feel safe. In collaboration with American Jewish Committee, the groups urged the Trump administration to continue making the eradication of antisemitism a priority, but without endangering the research grants, academic freedom and institutional autonomy of America's colleges and universities. Here to discuss this collaboration  is Sara Coodin, Director of Academic Affairs for AJC and Ted Mitchell, president of the American Council on Education. Ted, Sara, welcome to People of the Pod. Ted Mitchell   Thanks, Manya, good to be here.  Manya Brachear Pashman   So Ted, if you could please give our listeners an overview of who signed on to this. Who are the six organizations, and do they encompass all of the higher ed institutions in the country? Ted Mitchell   We represent everybody. And so it's everybody, from the Community College Association to the land grant universities, to AAU, the big research universities, the state colleges and universities, and then ACE is an umbrella organization for everybody. So we've got built in suspenders, and we've got every institution in America on the side of eliminating antisemitism. Manya Brachear Pashman   And then, I guess, the next question is, why? I mean, why was it necessary for American Council on Education and these other associations to join this effort? Ted Mitchell   Well, a couple, a couple of things. I mean, first of all, we have partnered. AJC and Ace have partnered for a number of years to identify and try to address issues of antisemitism. So feel like we've been in partnership for some time on these issues. And unfortunately, the need has continued to grow. I think that last spring was a real wake up call to a lot of our institutions, that they might have been comfortable believing that there was no antisemitism on their campus, but boy, they got up. They got a notice in the mail. So I think that we have, as a group, all six of us, we have worked with our institutions since last spring to create opportunities for institutions to do better. And so we had long conversations over the spring and summer about changes in disciplinary policy, everything from masks to how to make sure that every group that was seeking to have a voice make a protest was operating under the same rules, make sure that everybody understood those rules. And frankly, I think we've made we've made great progress over the course of the summer. There are still things that we can do better. There are always things we can do better. But I think the call for this letter was the conflation by the Trump administration of antisemitism and efforts to eradicate antisemitism with all of the other activities that go on on a university campus that are not really related to antisemitism. And case in point is the administration's willingness to hold research funds hostage to institutional changes and behaviors that have never been stipulated. So we're in this interesting spot where we want to do better. We're working on doing better, and the administration is saying, well, just do more. We can't tell you when you'll get there. Not only is that sort of fruitless, we also think it's illegal. Manya Brachear Pashman   So Sara, I know AJC published an action plan for university administrators last year, and that not only includes concrete steps to address antiSemitic incidents when they happen immediately, but also ways to cultivate a healthier culture. Does AJC expect the member schools of these six associations to draw from that action plan? Sara Coodin   so we hope so. You know, we don't, we don't have the power to mandate that any university in particular, much less a range of universities representing all of higher ed the entire spectrum adopt our specific action plan, but our action plan is really, I think, quite thoughtful, and covers a lot of territory. So we're thinking about all of the citizens of campus. We're thinking about administrators. We're thinking too about how administrators can create frameworks so that students can get the education that they're meant to receive on site, and for which they, you know, attend university in the first place, we're thinking too about the role of faculty, and specifically at this crucial moment, because so much attention has been paid to the experience of students and to what happens when you create clear expectations and convey. Them to students through codes of conduct and other kinds of regulatory initiatives. We're thinking very seriously about what it would mean for administrators to convey those expectations to their faculty as well, and we think that there are lanes through which they can do this that have been under scrutinized and underutilized, and usually that falls into the bucket of professionalization.  What do you do with faculty who are showing up fresh out of grad school on your campus? How do you as an institutional leader or a provost, convey the expectations that you have about the rights and responsibilities of being a teacher, a research supervisor, someone who might be supervising student activities and clubs like the student newspaper. How do you convey your institutional expectations and your expectations of these folks who are in positions of leadership for a generation or more? So it's it's an area that we think is really ripe for conversation and for folks to be convening in meaningful discussions about what the next steps consist of Ted Mitchell   Anya, if I can, if I can interject, I really applaud the framework. I think is a great place for us to start. And I know that one of the things that was important and beginning to get support from my members and other people's members was the convening that we that we held a while ago in Washington that drew 85 college presidents together, and that was a solutions focused meeting. And I think it really suggests to me that there is quite an opening for us to work together on creating a framework that could be adopted either formally or informally by many institutions. As you say, none of us can mandate what's going to happen. That's also true for the government, frankly. But I think the more and the sooner we can build a common common consensus around this, the better. And to your point about faculty responsibilities. We hear a lot about academic freedom. We hear a lot about faculty rights. We often forget that there is a responsibility for faculty to be the adults in the room and to expand the dialog and raise the level of discussion, and we need, we need to promote that. You Manya Brachear Pashman   know, I'm curious, are there any examples of institutions that have made a change have drawn from that action plan, and it created positive results. Sara, Sara Coodin   so I think we're seeing the effects of time, place and manner restrictions, and we first saw those being articulated through the task force at Columbia. And we know Columbia is not, not exactly an ideal institution right now for for a lot of different reasons, but that's not to disparage the efforts of the folks who sat on that antisemitism Task Force who came up with very specific and extremely thoughtful recommendations for their school. And I pride myself on having worked with a team that took those ideas and made sure that other schools were aware of them, so that they weren't trying to reinvent the wheel. And I think that's often the function that we've served, and particularly in the last year, because schools can and do operate in silos, whether they're geographical silos or silos within their own particular brand of school, big research institutions, Ivy League institutions, sometimes they're in conversation, but it can be very useful to serve, for us to serve as a convening function. We're not also not reinventing the wheel necessarily, but we're working in partnership to try to bring a solutions focused kind of perspective to this, because we think there are solutions in view? Obviously, leadership plays a key role in any institutional context. Are people emboldened enough to actually feel like they can convey those solutions to their communities and stand by them? And that's something that we have seen happen. I wish it were pervasive. I wish it were happening in every case. It's not, but there are certainly institutions that have taken the lead on this, whether quietly or very loudly, and I think it's important to bring our solutions to the attention of other institutions as well. Dan, I'm curious, can Manya Brachear Pashman   you shed light on the conversations that have unfolded since October 7, 2023 I mean, as students were setting up encampments and staging sit ins. Was there hand wringing, or was it considered, well, at least at first, typical college activism part of university life, Ted Mitchell   I think it started off as I certainly would never say ho hum. It started off with a sense that there has been a horrific event in the world. And of course, our campuses are going to be places where students need to respond to that and reflect on it. So I think in the early days, there was a sense that this was a right thing for campuses to be engaged in. I think the surprise came in the following weeks. 90s when the pro Palestinian, anti Israel and antiSemitic counter protests began to happen and and that was something that we really didn't expect, certainly not in the volume and intensity that took place. And I think I've said this from from the beginning, I think that we were taken by surprise and on our back foot, and so I can't, I don't know a college president who would say, stand up and say we did everything right after October 7. And you could see this in, you know, presidents making a statement on a Tuesday that they had to either retract or revise on a Thursday, and then by Monday, everything was up in the air. Again, I think that there was a lack of a sense of what the framework is looking for. There's a there was a lack of a sense of, here's where we stand as an institution. Here's what's permissible, here's what's not permissible, and we're going to be even handed in the way we deal with students who are protesting and expressing expressing their beliefs. We need them to be able to express their beliefs, but under no circumstances can those expressions be violent. Under no circumstances can they discriminate against other groups or prevent other groups from access to the education that they came for. Manya Brachear Pashman   Is some of what you're saying informed by 2020, hindsight, or is it informed by education? In other words, have you? Have you yourself and have have college presidents learned as as this year has progressed, Ted Mitchell   Well, this goes to Sara's really good point. I think that there have been two kinds of learning that have taken place. One is sort of informal communication back and forth between Presidents who sort of recognize themselves in other circumstances. And I think that that's been very powerful. We for a while, in the spring, had informal Friday discussion discussions where any president who wanted to come and talk would come and talk, and they were avidly taking notes and trying to learn from each other in real time. I think the second kind of learning was after students went home, and there really was a broad agreement that institutions needed to tackle their policies. We ran into presidents in the spring who had not read their student conduct policies, and from from there to people who had very elaborate Student Conduct policies but weren't actually following them very well, or had a lot of exceptions, or, you know, just crazy stuff.  So summer was an incredible time of calculated learning, where people were sharing drafts of things. Sara was deeply involved in, in making sure that institutions were learning from each other, and that Sara and her colleagues were pulling these together in the framework, in the framework that we have, you know it's still happening. I talk often with with presidents, and they're still exchanging notes and tactics about things that are going on, going on this fall, but they're doing so from a position of much more stability, Manya Brachear Pashman   Having taken that breath over the summer and prepared. Ted Mitchell   Having taken that breath, having sort of been through the fire, having taken that breath and having really regrouped. And one of the things that has been most essential in that regrouping is to make sure that all parties on campus understand what the rules and regulations are. From faculty to staff to Student Affairs personnel, to make sure that when a campus takes an action that it's understood to be the appropriate response to whatever the event might have been. Sara Coodin   And just to add to that point, about how, many institutions were caught flat footed. And I won't attest to whether I experienced this first personally, but thinking back to the history, the days of, you know when, when protests were either about apartheid in South Africa or it, it seemed like there was a very clear position and a clear kind of moral line there when it came to protests. So that's one example where it seems like there was a right side to be on.  And I think that that is much, obviously we look at the protests from last year as being far more out of line with with any sense of a moral right, they were in some cases host to horrific antisemitism and directly responsible for making Jewish students feel unsafe on campus. So the other example of protest, which is before my time, were the Vietnam protests on college campuses. Were really directed against the government. And last year and two years ago, we saw protests where one group of student was effectively protesting against another student group, another student population. And that is something that university administrators haven't seen before. If they were caught flat footed, it's because this was a novel set of circumstances and a really challenging one, because if you have students being activists about a geopolitical event, the focus is somewhere out there, not a population that has to live and learn on your campus. And so we're seeing the kind of directed impact of those protests on a particular group of students that feel like they no longer have a home on campus or on particular campuses, and that is a uniquely challenging set of circumstances.  Of course, we would have loved it if everyone had a playbook that worked, that could have really caught this stuff from the get go and had a very clear plan for how to deal with it, but that simply wasn't the case. And I think there are good reasons to understand why that was the case. Those codes of conduct hadn't been updated, in some cases, in 70 years.  Ted Mitchell   Your insight is really powerful, that this was one group of students against another group of students, and that's very different. But taking it back, not historically, but just sociologically, one of the things that we also learned is that this generation of students comes to our campuses with almost zero muscle and no muscle memory of how to deal with difference. And so this generation of students is growing up in the most segregated neighborhoods since the Civil Rights Act. They're growing up in the most segregated schools since Brown. And they are parts of these social media ecosystems that are self consciously siloing. And so they come to our campuses and they confront an issue that is as divisive as this one was last spring, and they really don't know how to deal with it. So that's the other learning that we've taken. Is that we need to get very serious about civic education, about how to have conversations between left and right, Jewish students and non-Jewish students, Muslim students and others, and white and black. And we need to get better at that, which, again, comes into the where's the faculty in this? And if they're not a part of that kind of engagement, especially if they take sides, then we've really lost a lot of our power to create a kind of contentious but productive democratic citizenship.  Sara Coodin   What we have been privy to, and in the conversations that we've had with, I think leading university presidents and chancellors who really have have done the right thing, I think in the last year, they're, they're affirming a lot of what you're saying, Ted, about this inability to engage in in civil discourse. And in some ways, it's an admissions problem. It's admitting students who are, you know, they're writing to an audience that is looking for world-changing activism. And when you do that, you're going to get a lot of really inflamed activists on your campus.  I think the faculty piece is more complicated. I think that speaks to a couple of generations' worth of lack of framing, of what academic freedom even is, and a kind of entry into the conversation through all kinds of back channels, that the most powerful thing you can be as a teacher is a world changer. And that means gravitating towards the extremes. It doesn't mean cultivating civil discourse, because that's boring. Why would you want to do that? That's, that's not the way to make a splash. It's disappointing to see that kind of ethos take hold. But I think there are ways in which it can be more actively discouraged. Whether it's through admissions, through looking to hire on the basis of different criteria when you're looking for faculty. And it's also a K-12 problem, and we affirm that, and that's something our Center for Educational Advocacy looks at very seriously in the work that we do in the K-12 space.  How do we work with instructors and heads of school in that space to better prepare students who arrive on a college campus, knowing how to engage in civil discourse, knowing how to disagree in a way that doesn't have to result in everyone holding hands at the end and singing Kumbaya. But it shouldn't produce the culture that we saw last year. It shouldn't. It's incredibly damaging. And I think we've seen how ineffective that model is and how turbulent it is.  Ted Mitchell   It's interesting that you raise the admissions question, because I think that, Manya, to your question about what have people done? A lot of this gets really granular, like, what essay questions do you ask? And a lot of them are, what have you done to advance something you believe in?  And I was talking with a president who came in right before the springtime, who changed the essay question to be a question about bridging. Tell the committee of a time when you helped, you know, bridge an issue, a group, whatever. And I think that the attention on antisemitism in particular is really that is driving us to think about those micro-elements of our processes that actually foster, in some ways, this kind of segregation and combat that we saw in such grotesque detail last spring. Sara Coodin   Yeah, it's interesting. I know you work with faith-based colleges as well, and that notion of service, which is not part of the infrastructure for most schools, seems like a productive part of, maybe, a future conversation about a different model for being in the world.  Ted Mitchell   I think that that's right, and I love all of our members, but the faith based institution, because this has always been front and center for so many of them, who will you be in the world as a question to ask every single student, who are you in the world, to ask every faculty member that those are natural questions in many of our many of our faith based institutions. And I really admire them. Admire them for it.  Manya Brachear Pashman   And of course, that's the purpose of going to a college or university, is to figure that out, right? Who you are going to be in this world.  I want to ask both of you, what is the next step? Will there be an effort to reverse some of the measures that have been taken by the federal government to get universities to comply, or is this more about proactive measures? Sara Coodin   I mean, I can say, for our part, we have no leverage over the federal government. We're not in a position to tell them to do anything. We can appeal to them to be more measured, as we have, and we've appealed to them to be part of a larger conversation about what's going on right now and we make those efforts routinely. I think the path forward is for universities to really think carefully about who their partners are in this work.  And that's, I think part of the effect of this statement is that we are, we, AJC, are there to work towards constructive solutions, and that has always been our basic mission in terms of our advocacy, but we now have it in a very public form. And we're not there to simply hold accountable. I mean, we all hold one another accountable perpetually. We are actually there to do the work and to engage in constructive solution seeking. And I think we're at a moment now where we've seen enough, we've kind of seen enough of this film, that we can come up with some better solutions going forward. It's not catching us kind of flat footed in the same way, because we've had some time to reflect.  And I think that's where the future of this leads to. It leads to constructive solutions. It leads to coming up with really effective strategies to migrate knowledge and approaches, and tailor them to the specifics of campuses that you know are very unique, are very distinctive, and are broad in this country. As you know, Ted, this is a country with so many types of educational institutions, so many. Ted Mitchell   So the statement is important from a number of different perspectives. One is that it's great that we have come together to ask the federal government to separate the important issue of antisemitism from the other interventions that the federal government is attempting. But the other really important thing that we want the letter to signal is our helping institutions develop the right way to combat antisemitism and, more importantly, prevent it, and through its work on antisemitism, really develop this kind of more inclusive civic culture on our campuses. Manya Brachear Pashman   You know, AJC does a state of antisemitism in America report every year, and the most recent report found that roughly a third of current American Jewish college students or graduates had experienced antisemitism personally at least once in the past year, and about little over 20% reported being excluded from a group because they were Jewish. And I'm curious if university administrators pay attention to these kinds of statistics, or maybe, did they pay attention before October 7, and are they paying attention? Now, Ted Mitchell   I think, with some embarrassment, I'll say that before October 7, antisemitism was a back burner issue, and in many cases, was seen as yesterday's problem or even a historical problem. History has that nasty way of never quite going away. And you know, we see it again here. You know I remember. Was it three years ago that we co hosted a symposium in New York on antisemitism on campus, and it was it was striking. It was well attended, and people really heard a lot. But the the most striking thing that we all heard was testimony from Jewish students, not only about the frequency of antiSemitic activity, but their exclusion from what we used to be able to call dei initiatives, and that somehow whatever was happening to Jewish students wasn't the same thing. And I went away heart's sake about that. And I think that we, you know, we let two years pass without doing much about it. And we were we were called, we were called to account for that. So I think that now that, now that antisemitism has the attention of colleges and universities, we can't squander it. But instead, we really need to move forward and say, what is it that institutions need? Can I take one more second so about about data and statistics? What's When? When I when I read that report? The first thing that I noted was that those numbers are almost precisely the same numbers that women on American colleges have experienced assault, sexual assault, 30% of women on college campuses have felt that they were assaulted in one way or another verbal and 20% feel like they were physically endangered. And so it's not a good thing, but it speaks to the scope of the problem. And in our little world, there really was a lot of attention placed on safety and security for female students, prevention sexual assault prevention, identification of the places where sexual assault was more prevalent, fraternities, alcohol as a as a fixture of that and I hope that we're going to have the same data driven conversations about antisemitism that we did about women's women's safety issues on our on our campuses. Manya Brachear Pashman   That is such an interesting observation.  Sara Coodin   Just to latch on to that point, about data and about how, how. I mean, we too, were surprised by some of the returns this year. We knew it had been a tough year, but we didn't exactly know what students were going to report. We asked specific questions about specific aspects of their experience. But I think you know, one of the things that stands out about the data, for me is, is the framing that we had for students when we asked about their experiences, we asked about their subjective experience, something that's occasionally used to discount our data. Hey, you're asking about people's feelings, but actually, we want to know about the experience, the subjective experience. This is a key component of what the college experience actually amounts to for students going through it.  And of course, we want a solid record of the number of incidents that students are exposed to, whether it's violence or, you know, whether it's coming through the form of words. There's a range of different options, but I think when you look at things like numbers of Jews on college campuses, you get a particular story about the presence of a fractionally tiny minority at elite institutions. Particularly, the numbers are fairly good, although they've dropped in the last number of years. But I think that that doesn't tell the full story. And I think you need that subjective aspect to find out how Jewish students are feeling in those roles in those institutions. And I kind of want to use this just as an opportunity to double down on the importance of that, the feeling that student have about their experience in college, which is an experience they've worked terribly hard to arrive at, and that they tend to take extraordinarily seriously once they've arrived it is It is unthinkable to allow that experience to continue to be shaped by antisemitism. It's flatly unacceptable. Manya Brachear Pashman   Well, Sara Ted, thank you so much to you both for elaborating and explaining what this means, and I wish you both luck in carrying out the mission. Ted Mitchell   Thank you so much. Sara Coodin Thank you. Manya Brachear Pashman  If you missed last week's special episode, be sure to tune in for my conversation with Holocaust Survivor Tova Friedman and Lisa Marlowe, director of the Holocaust Awareness Museum and Education Center outside Philadelphia – a conversation that was recorded live at the Weizmann National Museum of American Jewish History in Philadelphia. Be sure to listen.  

Reset talks with early childhood education advocates about Head Start's uncertain future. The panel includes Pamela Epley, Vice President of Academic Affairs at the Erikson Institute and Nadia Gronkowski, Program Manager of Advocacy & Policy at Start Early. For a full archive of Reset interviews, head over to wbez.org/reset.

If you listen to this podcast even occasionally, you know that I love discovering "treasures in a field" -- people I didn't know before who I'm just now discovering, and who are full of wisdom and goodness. Well, I just found another one! Christopher Lohrstorfer, VP of Academic Affairs at Wesley Biblical Seminary (and pastor of a local church, too!)  is the author of Learning to Breathe: Mastering the Art of Spiritual Respiration. It is all about how to the faith is designed to be lived out. We breathe in the presence and power of God, going deep into the Spirit. Then we breathe out the life God calls and equips us to lead. This pattern -- breathing in and breathing out -- breeds healthy followers of Jesus, which is what we all want more of. So this is a good one, friends. Listen all the way through. 

Joining Brendan to discuss the Sunday papers: Dr Muireann Lynch, Senior Research Officer with the ESRI; Dan Mulhall, Former Irish Ambassador to the US; Prof Niamh Hourigan, Vice-President of Academic Affairs at Mary Immaculate College and Pat Leahy, Political Editor of the Irish Times.

In collaboration with the John Jay College Office for the Advancement of Research, Kathleen moderates a conversation about the value of the humanities with colleagues David Munns (History), Allison Pease (Provost & Senior Vice President of Academic Affairs), Belinda Rincon (Latin American and Latinx Studies and English), and Dean Ringel (History). A bonus segment includes a conversation with Dr. Charissa Che, English department faculty at John Jay. Visit IndoorVoicesPodcast.com for more information.

Did Jesus' plan always include the Gentiles? Join us as Dallas speaks with Justus Freeman, Vice President of Academic Affairs at Bridges Christian College and Seminary, and Journey Fellowship's Generations Pastor Andy Ricketts For more information about Bridges Christian College and Seminary, visit https://www.bcc.edu/ For more information about Journey Fellowship, visit https://jf.church/ 

How do you answer students who ask, “How are the great books going to benefit me?” We discuss this and all other things classical literature with Dr. Matthew Post, the Applied Associate Professor of Philosophy and Assistant Dean of Academic Affairs at the Honors College at the University of Tulsa.If you've ever wondered how to explain what makes the Great Books different from series like Twilight, this episode is for you!

It's YOUR time to #EdUpPCO In this episode, YOUR guest is Vincent Del Casino, Provost and Senior Vice President for Academic Affairs at San Jose State University. YOUR host is Amrit Ahluwalia⁠⁠, Executive Director of Continuing Studies at Western University in London, Ontario, Canada. This episode was edited and produced by Kyling Reddington.Some key questions we tackle:·      How has learning best practice evolved since the pandemic?·      Why is it important to extend the reach of main campus learning to professional and working audiences?·      How can PCO units work centrally to create momentum for delivering institutional expertise to new audiences?Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠ & ⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠Join YOUR EdUp community at ⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠!We make education YOUR business!

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUpIn this episode, part of our Academic Integrity Series, sponsored by Pangram Labs,YOUR guest is Dr. Elizabeth Skomp, Provost & Vice President of Academic Affairs, Stetson UniversityYOUR cohost is Bradley Emi, Cofounder & CTO, Pangram LabsYOUR host is Elvin FreytesHow does Dr. Skomp define academic integrity & its student-led honor system at Stetson? What strategies does Stetson use with their honor pledge & code? How does Stetson integrate AI tools ethically with their 3 syllabus templates? What approach does faculty take when considering AI in course design? Why does the university focus on "learning opportunities" rather than punitive measures? Topics include:Creating a student-led, faculty-advised honor system The importance of faculty modeling academic integrity Developing flexible AI policies that preserve academic freedom Using AI disclosure as a trust-building approach Faculty development for AI-adapted teaching methods The "Hatter Ready" initiative connecting experiential learning & academic integrity Listen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠!We make education YOUR business!

#realconversations #nursing #medicationerrors #patientsafety#healthconsumer CONVERSATIONS WITH CALVIN WE THE SPECIESMeet DR JULIE SIEMERS: “When I look in the mirror everymorning during the shaving routine, I see the reflection of a proactive, healthconsumer advocate. I thought I knew broad health concepts. Until just meetingand interviewing Dr Julie Siemers, who is a leading authority in patient safetyas a nurse educator and founder of Lifebeat Solutions. Julie has over 40 yearsof experience in nursing care. What a brave new world of discovery for me. ANDyou. Perhaps up to 250,000 people die from preventable ‘stuff.' Enough said. DrJulie Siemers is riveting and necessary.” Calvinhttps://www.youtube.com/c/ConversationswithCalvinWetheSpecIEs503 Interviews/Videos  8970 SUBSCRIBERSGLOBAL Reach. Earth Life. Amazing People.  PLEASE SUBSCRIBE **DR JULIE SIEMERS; The Nurse Who's Saving a Million Lives OnePolicy at a Time; Professor; Dean; LIVE from VirginiaYouTube:  https://youtu.be/ZPB8av2NMvsBIO: Dr. Julie Siemers brings more than four decades ofexperience and expertise in nursing practice, education, and executiveleadership to the healthcare arena. Dr. Siemers direct patient care experienceincludes a wide variety of roles on the medical/surgical care floor, IntensiveCare Unit, emergency department, and trauma resuscitation department atUniversity Medical Center, Las Vegas.Dr. Siemers currently serves as Campus Executive Directorfor a large Nursing University in California and is responsible for providingstrategic direction to successfully achieve academic and operationalgoals—building upon past successes and driving excellence in nursing education.She has served as Chief Flight Nurse and Regional Program Director for MercyAir Services in Las Vegas. Dr. Siemers is passionate about education inhealthcare; she served as an education consultant and Account Executive for a largemedical device company for several years and was instrumental in impactingpositive changes in patient monitoring practices. Dr. Siemers has been a memberof State Boards of Nursing Education Councils to contribute her expertise toenhancing safe nursing practice.Dr. Siemers' has been a great influence in nursing educationfor the past fourteen years serving in various capacities of Professor ofNursing for Adult Health and Critical Care courses, Program Director of theBachelor of Science in Nursing at Touro University, Dean of Academic Affairs,Campus President in Arlington Virginia and Jacksonville Florida for ChamberlainUniversity. Dr. Siemers has been a member of State Boards of Nursing EducationCouncils to contribute her expertise to enhancing safe nursing practice.Current and future nurses need to be vigilant in their practice and care ofpatients to improve patient outcomes and save lives.Dr. Siemers focus and vision for creating radical changes inhealthcare to protect patients from unintended harm and preventable medicalerrors is to inform and educate each and every patient and their familymembers. To be forewarned is to be forearmed. We are all in this together.**Linkshttps://www.drjuliesiemers.comwww.tiktok.com/@drjuliesiemers**WE ARE ALSO ON AUDIOAUDIO “Conversations with Calvin; WE the SpecIEs”ANCHOR https://lnkd.in/g4jcUPqSPOTIFY https://lnkd.in/ghuMFeCAPPLE PODCASTSBREAKER https://lnkd.in/g62StzJGOOGLE PODCASTS https://lnkd.in/gpd3XfMPOCKET CASTS https://pca.st/bmjmzaitRADIO PUBLIC https://lnkd.in/gxueFZw

Prompted by the reintroduction of federal Litigation Transparency Act legislation, this panel will address a variety of issues raised by litigation funding with a special focus on patent litigation. Panelists will provide an overview of the Act and consider likely reactions from various constituencies, giving possible policy arguments for and against litigation funding disclosure. The panel will also consider constitutional and practical dimensions of funding disclosure, and the possible ethical issues raised by litigation funding. Featuring: Dean Kristen Osenga, Associate Dean for Academic Affairs, Austin E. Owen Research Scholar & Professor of Law, The University of Richmond School of Law Courtney Quish, Managing Director, Intellectual Property Finance Group at Fortress Investment Group Jonathan Stroud, General Counsel, Unified Patents Paul Taylor, Visiting Fellow, National Security Institute at George Mason University's Antonin Scalia Law School Moderator: Kacie Donovan, Associate, Greenberg Traurig -- To register, click the link above.

Dr. Fekede Tuli, Vice President for Academic Affairs and Associate Professor of Teacher Education at Kotebe University of Education, spoke with us about how Ethiopia is striving to sustain its education system amid local armed conflicts and economic hardship. Despite the serious challenges, he highlighted the dedication of teachers and the determination of students to continue learning, even under difficult circumstances. He also emphasized the importance of international collaboration and innovative approaches to keep education accessible in times of crisis. Joanna Williams, former university lecturer, academic and Visiting Fellow at MCC and researcher at the Learning Institute, made the podcast with him, delving deeper into these issues and exploring how education can remain a pillar of hope and resilience for Ethiopia's future.Dr. Joanna Williams – former university lecturer, academic, and Visiting Fellow at MCCDr. Fekede Tuli, Vice President for Academic Affairs and Associate Professor of Teacher Education at Kotebe University of EducationAz MCC Podcast adásaiban érdekes emberekkel izgalmas témákról beszélgetünk. Feldolgozzuk a közélet, a gazdaság, a társadalom fontosabb aktuális történéseit, de olyan kérdéseket is napirendre veszünk, mint például a művészet, a család vagy a vallás. Vendégeink között oktatóink, kutatóink, vendégelőadóink kapnak helyet. Mindenkinek kellemes időtöltést és szellemi feltöltődést kívánunk.

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUpIn this episode, brought to YOU by HigherEd PodConYOUR guest is Deb Adair, CEO, Quality MattersYOUR cohost is Dr. Greg D. Pillar, Assistant Provost for Academic Affairs, Gardner-Webb UniversityYOUR host is Dr. Laurie Shanderson⁠⁠⁠, Host, ⁠⁠⁠EdUp Accreditation InsightsHow has Quality Matters evolved over 20 years in online education?What impact does QM have on faculty development & student success?How are institutions balancing online & on-campus learning?Why are wraparound services crucial for online student support?How will micro-credentials shape higher education's future?Topics include:Quality standards in digital learningFaculty professional developmentCourse design & alignmentStudent engagement strategiesFuture of online educationListen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Do YOU want to get all this while helping to sustain EdUp?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠!We make education YOUR business!

As artificial intelligence becomes more integrated into everyday life, one Delaware college is helping young scholars navigate it with care and critical thinking.Goldey-Beacom College's Hirons Library recently earned a national innovation award for its work in teaching students not only how to use AI tools, but how to use them thoughtfully and ethically.Delaware Public Media's Martin Matheny is joined this week by Goldey-Beacom College's Director of Library and Archives Russell ‘Rusty' Michalak and Vice President for Academic Affairs and Provost Joel Worden for more on their approach to AI use in higher ed.

In this episode, Scott Marshall, President & CEO of Semester at Sea, joins the show to discuss the transformative power of study abroad. Scott shares his personal journey from faculty member to leading one of the most unique global education programs, including navigating the challenges of the pandemic. He also dives into the importance of experiential learning, the role of study abroad in student success, and why higher ed leaders should invest more in global education. If you're passionate about innovative learning experiences, this episode is for you!Guest Name: Scott Marshall, President and Chief Executive Officer at Semester At Sea / ISEGuest Social: LinkedInGuest Bio: Scott Marshall is the host of the As Unexpected Podcast and President and CEO of the Institute for Shipboard Education, a 61-year-old nonprofit that directs Semester at Sea, the world's leading comparative study abroad program.Prior to joining Semester at Sea, Marshall was a Professor of Management, Vice Provost and Interim Dean in the College of Business at Portland State University. Scott's life-long commitment to global education and travel was born out of a study abroad program in Japan as an undergraduate. Scott, his wife, and their two children sailed on the Spring 2017 voyage of Semester at Sea, after which he joined the organization as Vice President of Academic Affairs. He has served as President since January 2020. - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com.Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

It's YOUR time to #EdUpIn this episode, recorded LIVE from Ellucian LIVE 2025 in Orlando, Florida,YOUR guest is Dr. Hassan Selim, Vice Chancellor for Academic Affairs, University of KalbaYOUR host is Dr. Chris Moloney⁠, Principal Strategic Specialist, ⁠Ellucian⁠How does building a university from scratch provide unique opportunities?Why is cloud-first infrastructure essential for new institutions?What makes University of Kalba the sports science hub of the Middle East region?How did University of Kalba become the first Ellucian SaaS client in the Middle East?What role does agility play in the future of higher education?Topics include:Creating a university with a clean-slate approachEstablishing interdisciplinary programs with zero industry gapsImplementing cloud-based IT infrastructure from day oneNavigating traditional mindsets about security & privacyLeveraging SaaS as an enabler for innovation & growthListen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME AN #EdUp PREMIUM SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want YOUR org to cover costs? Email: EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠!We make education YOUR business!

Jordan Peterson sits down with author, professor, and Dean of Intellectual Foundations at the University of Austin, Jacob Howland. They discuss man's finitude and his grasping for the infinite, how orientation can provide limitless abundance or a bottomless fall, where Socrates and the Talmud overlap, and why God offers Abraham adventure as the covenant. Jacob Howland is the Senior Vice President for Academic Affairs, and Dean of Intellectual Foundations at the University of Austin. Previously he was McFarlin Professor of Philosophy Emeritus at the University of Tulsa, where he taught from 1988 to 2020. Howland has published five books and roughly sixty scholarly articles and review essays on the thought of Plato, Aristotle, Xenophon, Kierkegaard, the Talmud, the Holocaust, ideological tyranny, and other subjects  A past winner of the University of Tulsa Outstanding Teacher Award and the College of Arts and Sciences Excellence in Teaching Award, he has received grants from the National Endowment for the Humanities, The Littauer Foundation, the Earhart Foundation, and the Koch Foundation, and has lectured in Israel, France, England, Romania, Brazil, Denmark, Norway, and at universities around the United States.  His most recent book is Glaucon's Fate: History, Myth, and Character in Plato's Republic, Paul Dry Books, 2018. This episode was filmed on March 15th, 2025.  | Links | For Jacob Howland: Read Howland's most recent publication “Glaucon's Fate: History, Myth, and Character in Plato's Republic” https://a.co/d/7EGH57y Howland's philosophy website and blog https://www.jacobhowland.com/?_sm_nck=1 

Postsecondary education is a crucial factor in achieving economic mobility. However, graduation rates at community colleges remain low, particularly for students from low-income families.   One effort to help students graduate and succeed in the workforce is MDRC's Scaling Up College Completion Efforts for Student Success (SUCCESS), a comprehensive student support program supported by 15 years of MDRC's postsecondary research. Through its Expanding SUCCESS Initiative, MDRC is partnering with states and districts to scale the SUCCESS program to new locations and campuses   In this episode, Leigh Parise talks with Elena Serna-Wallender, Senior Evidence to Practice Associate at MDRC, and Emily Dow, Assistant Secretary of Academic Affairs at the Maryland Higher Education Commission (MHEC). They discuss how MHEC and MDRC are working together to support institutions implementing these supports in Maryland.

We have Dr. Dale Nesbary former Pres. of Muskegon Community College, Vice President and Dean for Academic Affairs at Adrian College and as Associate Professor and Director of the Master of Public Administration Program at Oakland University joins the unapologetic family. Talking about music, family and more Dale Nesbary Ph.D. Links https://dalenesbary.com/Unapologetic Links:https://music.amazon.com/podcasts/a3d...https://anchor.fm/mel-johnson0 https://www.breaker.audio/un-at-polog...https://overcast.fm/itunes1510696709/...https://pca.st/hud62u72https://radiopublic.com/unpologetic-W...https://open.spotify.com/show/0QZof2y...https://podcasts.apple.com/us/podcast...https://www.iheart.com/podcast/269-unapologetic-1-podcast-111272307/https://linktr.ee/unapologeticpodcast1Social Media Links: Hit that Follow, Share, LikeIG: @unapologeticpodcast_101FB:@U1podcastTwitter: @U1podcastTikTok: @unapologetic1podcastPinterest: @unapologeticpchttps://www.linkedin.com/in/unapologetic-podcast-llc-35ba77232

Following the Trump administration's decision to revoke $400 million in federal funding over Columbia University's failure to protect Jewish students, the university announced sweeping policy changes. Meanwhile, the U.S. moved to deport former Columbia student and pro-Palestinian activist Mahmoud Khalil, accusing him of concealing his ties to UNRWA and participating in antisemitic campus protests. Dr. Laura Shaw Frank, Director of AJC's Center for Education Advocacy, joins People of the Pod to discuss the delicate balance between combating antisemitism, safeguarding free speech, and ensuring campuses remain safe for all students. ___ Resources: Leaders for Tomorrow: AJC's Flagship Leadership Development Initiative for High School Students AJC Supports Action on Antisemitism, Warns Against Overly Broad Funding Cuts Guidance and Programs for Higher Education Spaces The State of Antisemitism in America 2024 Report  AJC Statement on ICE Proceeding Against Mahmoud Khalil Listen – AJC Podcasts: -The Forgotten Exodus: with Hen Mazzig, Einat Admony, and more. -People of the Pod:  Spat On and Silenced: 2 Jewish Students on Fighting Campus Hate Meet the MIT Scientists Fighting Academic Boycotts of Israel Will Ireland Finally Stop Paying Lip Service When it Comes to Combating Antisemitism? Held Hostage in Gaza: A Mother's Fight for Freedom and Justice Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. __ Transcript of Conversation with Laura Shaw Frank: Aaron Bregman: Hi, this is Aaron Bregman, AJC's Director of High School Affairs. If you're the parent of a Jewish high school student, you've probably asked yourself, "How can I help my teen feel proud and prepared to lead in today's world?" Well, that's exactly what AJC's Leaders for Tomorrow program, or LFT, is all about. LFT gives Jewish teens the tools to navigate challenging conversations and advocAte about antisemitism and Israel—whether in the classroom, online, or in their community spaces. Our monthly deep-dive sessions into the issues faced by Jews - both historically and today - become the place where LFT students find community, build confidence, and strengthen their Jewish identity. If your teen is ready to expand their understanding of what it means to be a Jewish leader — have them visit AJC.org/LFT to learn more. Let's give them the tools they need to step up, speak out, and lead with pride. Again, that's AJC.org/LFT.  Manya Brachear Pashman:   Three federal agencies said this week that they welcomed the policy changes that Columbia University announced Friday, following the Trump administration's revocation of $400 million in federal funding. The government recalled the funding in response to the university's failure to enforce its own rules to protect Jewish students after the terror attacks of October 7, 2023. Masked protesters of the Israel Hamas War spewed antisemitic rhetoric, built encampments that blocked students from attending classes and, in some cases, took over classes.  Also this week, the government announced new charges against Mahmoud Khalil, an Algerian citizen and green card holder here in the United States, and a former Columbia University graduate student who was detained due to his activism on campus. International students on other campuses also have been detained in the weeks since. As a community that values academic freedom, as well as freedom of expression, and democracy, how do we balance those values with the importance of fighting antisemitism and making sure our campuses are safe for Jewish students?  With me to discuss this balancing act is Laura Shaw Frank, director of the AJC Center for Education Advocacy and director of AJC's Department of Contemporary Jewish Life. Laura, welcome to People of the Pod.  Laura Shaw Frank:   Thanks, Manya. Good to be with you.  Manya Brachear Pashman:   So let's start with the issue of Mahmoud Khalil, a former Columbia University graduate student. He was detained due to his activism on campus. And we're learning from government this week that he reportedly did not disclose that he was a member of the United Nations Relief and Works Agency for Palestinian Refugees (UNWRA) as a political officer.  And he was also part of Colombia's Apartheid Divest movement when he applied to become a permanent resident in 2024. He was taken into custody, though, in a very troubling way. And frankly, he was one of the few who didn't conceal his identity during the protests and encampments. He negotiated with the University. What is AJC's stance on this? Laura Shaw Frank:   Great question Manya, and it deserves a very, very careful and nuanced answer. So I want to start by saying that AJC, as it has always done, is striving enormously to remain the very nuanced and careful voice that we always have about every issue, and particularly about the issues that we're talking about here, which are so so fraught in a moment that is so so fraught. AJC issued a statement that we published on X and on our website that talked about the fact that we deplore so many of Mahmoud Khalil's views and actions. And at the same time, it is critically important that the government follow all rules of due process and protections of free expression that we have in our country. And I wanted to emphasize, while I am an attorney, my law degree is incredibly rusty, and I'm not going to pretend to know all the legal ins and outs here, but I do know this, that free speech does attach, even for non-citizens in this country. So we're trying to express a very careful position here. It is possible that Khalil needs to be deported. It is very possible. What has to happen, though, is a trial with due process that is open, transparent and legal. And once those factual findings are determined, if it is the case that Khalil has violated United States law, and has provided material support for terror, and I know the government is actually no longer relying on that particular statute, or has endangered US interests, I don't remember exactly the language that the statute has, but endangered US interests, then he can be deported.  But we want to make sure that even as we deplore so much of what he has stood for--he's been the spokesperson for Columbia University Apartheid Divest, which is sort of an umbrella organization for many, many other student organizations at Columbia, including Students for Justice in Palestine, which was banned from campus, and some other groups which have espoused terribly antisemitic and anti-Israel views and actions on campus. They have engaged in protest activity that has been at times violent and exclusionary of Jewish students.  There's a lot to be horrified by there. And even as we abhor all of that, we love America, we love due process, we love democracy, and we feel very fiercely that those norms have to be upheld, and we hope that the government will uphold them. We expressed that concern because of the circumstances of his detention, and we're watching the case closely. Manya Brachear Pashman:   We also have the government threatening to cancel about $400 million in federal grants and contracts to Columbia. This is a separate matter, but those cuts could include funding for scholarship and research and law. Education and health care. You know, a number of students and scholars alike are very afraid that this could backfire, if indeed, this is done at other universities across the country, in the name of protecting Jewish students. That the backlash could actually hurt the Jewish community.  Do you think that there is some credence to that? And if so, how do we prevent that? Laura Shaw Frank:   It's a great question, so I want to stop for a second before I answer the question, and talk a little bit about the position AJC has taken with respect to the $400 million. We issued a statement, a letter to the government, to the task force, about the $400 million. Where we, again, expressed our enormous gratitude to the administration for shining a light on antisemitism and for taking it seriously. Which it needs to be taken incredibly seriously in this moment. And we fear that it has not been taken seriously enough until this moment, so we're very grateful that the administration is taking it seriously.  And at the same time, we expressed our concern about the $400 million dollars being withheld because of what that $400 million will fund. That $400 million is largely funding for research, scientific and medical research, and we know that in this moment, there is a great deal of research money that is being withheld in various places in this country from universities that is funding really critical research. Pediatric brain cancer, Parkinson's disease, COVID. Whatever it is, that research is incredibly important.  So we want to make sure that even as the government is doing the good work of shining a light on antisemitism and ensuring that our higher education institutions are not harboring and fostering atmospheres of antisemitism. We want to make sure that they are simultaneously not using a hatchet rather than a scalpel in order to attack the problem.  We are keenly aware that much of the most antisemitic discourse that occurs on campus among faculty is discourse that comes out of humanities departments and not generally out of science, research, medicine departments. And it feels wrong to perhaps be withholding the funds from those who are not the problem. Generally, humanities departments don't get hundreds of millions of dollars in funding from the federal government. The research that they do is of a different scale. It's less expensive. Frankly, they don't have to run labs, so the funding is really mostly in that medical and science realm.  So I wanted to just start by saying that, and would definitely encourage folks to take a look at the letter that AJC sent to the task force. With respect to your question about whether this is going to backfire against the Jewish community. It is definitely a concern that we've thought about at AJC. There have been many moments in Jewish history where Jews have become scapegoats for policies of governments, or policies in a society, or failures of a society. I'm thinking of two in this particular moment that are just popping into my head.  One of them was the Khmelnytsky massacres in 1648 and 49. I know that sounds like a long time ago, but feels kind of relevant. When Jews, who were representing the nobles in exchanges with peasants, collecting taxes, things of that nature, were attacked and murdered in tens of thousands. And Jews were really, you know, was there antisemitism involved? Absolutely. Were Jews being scapegoated for rage against nobles? Also, absolutely. So I'm thinking about that.  I'm also thinking about the rise of the Nazi Party in Germany in the 1920s and 30s, where this myth of the German population being stabbed in the back by the Jews who quote, unquote, made them lose World War I–which is, of course, obscene and ridiculous–led the way for Nazi ideology finding a foothold in German society. So I'm thinking of those moments when Jews became a scapegoat. And I'm keenly aware of how much our universities rely on research dollars to do their work, and also the anger that so many who are working in that space must be feeling in this moment. It does make me fearful to think that those who are working in the research and those who need the research, you know, people who are struggling with health issues, people who are relying on cutting edge research to help them, could say, No, this is all the Jews' fault. It's all because of them. They're causing the government to do this and that. You know, it feeds into that antisemitism trope of control. I do worry about the Jews becoming the target.  What should we do about that? I think it's very important for us to have the open lines of communication that we're grateful to have with government officials, with elected officials and appointed officials in the Administration and across the aisle in Congress, with Democratic and Republican elected officials. I think it's important for them to understand, at least, you know, from AJC's perspective, that we hope that as they continue to shine that very important spotlight on antisemitism, and continue to ensure that we hold our institutions of higher education to the standard which they must be held to, taking antisemitism very seriously and combating it with all of their power and strength. That at the same time, we want to make sure that the strategies that the government is using to address this issue are strategies that will truly address the problem. And we hope that our statements, our transparency about our stance, will help this country see the views of the Jewish community in this moment. That there are diverse views in the Jewish community, that we do care deeply about the success of higher education, about the success and the importance of research dollars, and that we also care deeply that the administration is taking antisemitism seriously. So really trying to hold that very special AJC nuance. Manya Brachear Pashman:   I know AJC offers an entire package of strategies to combat antisemitism in many different arenas, including university campuses. And I want to take a look at some of the changes that Columbia announced in response to the government's threats to cut funds, to restore those funds. They said that they would make it easier to report harassment and enable the provost to deal with disciplinary action against students who are involved in protests. These seem to reflect some of the strategies that AJC has shared, Yes? Laura Shaw Frank:   Yes, for sure. I want to say, before I respond, that there seems to be a bit of murkiness right now, as we are recording, regarding sort of where some of the some of the agreement stands. So I'm just going to just note that, that it could be that by the time we air this episode, things will be different. But AJC's strategy for higher education administrators, which could be found on our website, and you can probably link to that in the show notes too, calls for very clear codes of conduct. Calls for enforcement, clear enforcement of those codes of conduct.  We don't specifically say where discipline should be situated, because every university has a different kind of plan for how, how that should be situated. And I know that's an issue that appears to be ongoingly unclear between the government and Columbia right now, so I'm not going to say where that's landing. It's not clear to me where it's landing, yet.  But there's no question that the kinds of asks that the federal government or demands, really that the federal government has made of Columbia, are demands that are rooted in the same issues that we have highlighted on campus. So there's this issue of discipline. Not just codes of conduct, but also the enforcement of codes of conduct. We've seen very often, including at Columbia, that there are rules that are on the books, but they're not actually enforced in reality. And they're useless if they're not enforced in reality. So that's one thing that we have been very clear about in our plan.  We also have encouraged universities to think about faculty, to think about the role that faculty plays on a campus, and that's also been a part of the Columbia agreement with the federal government. Again, this is a little bit murky, still, but the federal government had asked for the Middle East and African Studies Department, maybe Asian Studies. I'm not sure exactly what the title of the department is to be put in receivership. That is a very extreme thing that can be done. Universities do it if a department is completely failing in whatever way. They could put it in receivership, give it over to somebody else to head.  And it seems, at least as of this moment, that what Columbia has done is appoint a new Vice President who is going to oversee studies in the Middle East and Jewish studies, but it's not really exactly receivership. So I'm not going to opine on what they've done, but what I will opine on is what AJC is asking campuses to do in this moment. We've alluded to it in our campus plan that we have up on the website, but we are going to shortly be issuing updated guidance specifically about how we think universities should be addressing the issue of faculty members who are creating an atmosphere that's making Jews feel harassed, or that they're advancing antisemitism. Our State of Antisemitism Report that was released about a month and a half ago showed that, I think it's 32% of students felt that their faculty members were advancing an antisemitic atmosphere or an atmosphere that was harassing of them.  And I want to be clear that obviously this is a question of feel, right? We ask the students, do you feel that way? And we know that feelings are not empirical data. Every person has their own set of feelings. And what some students might feel is antisemitic. Other students might say, no, no, that's not antisemitic. That's simply a different viewpoint. That's a perfectly legitimate viewpoint.  So with that caveat, I want to say that we're very concerned about that statistic, and we do think that it reflects a reality on campus, specifically on campuses like Columbia. And what we are asking universities to do at this moment is to think really carefully about how they're talking to faculty. How are they professionalizing their faculty?  Our Director of Academic Affairs, Dr. Sara Coodin, has been working a great deal on coming up with a plan of what we would like to ask universities to work on in this moment, to work on the summer when they have some downtime. How are they going to talk to their faculty, especially emerging faculty, TA's,graduate students and young, untenured faculty about what their responsibilities are. What are their responsibilities to have classrooms with multiple viewpoints?  What are their responsibilities to not treat their classrooms as activist spaces for their own political ideologies? What are their responsibilities to not require students to take actions that are political in nature. Such as, we're going to hold class in the encampment today, or I'm canceling class in order for students to go to protest. Those are not appropriate. They are not responsible actions on the part of faculty. They do not fall under the category of academic freedom, they're not responsible.  So academic freedom is a very wide ranging notion, and it's really important. I do want to emphasize very important. We do want faculty members to have academic freedom. They have to be able to pursue the research, the thinking that they do pursue without being curtailed, without being censored. And at the same time, faculty has that privilege, and they also do have responsibilities. And by the way, we're not the only ones who think that. There are national organizations, academic organizations, that have outlined the responsibilities of faculty.  So as we kind of look at this issue with Columbia, the issue of those departments that are the government has asked for receivership, and Columbia has appointed this vice president, the issue that we would like to sort of home in on is this issue of: what are we doing to ensure that we are creating campuses where faculty understand their role in pedagogy, their role in teaching, their role in upholding University spaces that are places of vibrant dialog and discourse–and not activism for the professor's particular viewpoints. Manya Brachear Pashman:   I'm curious, there's been a lot of talk about Columbia failing its Jewish students, and these measures, these threats from the government are really the government's way of trying to repair that. Trying to motivate Columbia to to fix that and serve its Jewish students. But I'm curious if it's not just the Jewish students that Columbia is failing by not protecting Jewish students. In what ways are–and not just Columbia, but–universities in general failing students in this moment, maybe even students including Mahmoud Khalil? Laura Shaw Frank:   I'm so glad you asked that question. I think it's such an important question. We look at universities, at the Center for Education Advocacy, and I think that so many Americans look at universities this way, as places where we are growing the next generation of citizens. Not even the next, they are citizens, many of them, some of them are foreign students and green card holders, et cetera. But we're raising the next generation of Americans, American leadership in our university and college spaces.  And we believe so firmly and so strongly that the ways that antisemitism plays out on campus are so intertwined with general notions of anti-democracy and anti-civics. And that solving antisemitism actually involves solving for these anti-democratic tendencies on certain campuses. And so we do firmly believe that the universities are failing all students in this moment.  What we need as a society, as we become more and more polarized and more and more siloed, what we need universities to do is help us come together, is: help us think about, what are the facts that we can discuss together, debate together, even as we have different interpretations of those facts. Even if we have different opinions about where those facts should lead us. How do we discuss the issues that are so problematic in our society? How will we be able to solve them?  And that, for antisemitism, plays out in a way about, you know, Jewish students are a tiny minority, right, even on campuses where there's a large Jewish population. What does large look like? 10, 15%? On some campuses it's more than that, but it's still quite small. And Jews are two and a half percent of American society. So Jews are a minority. It's very important for us to be in spaces where different views will be included, where different opinions are on the table.  Additionally, of course, discourse about Israel is so important to Jews, and we know from the Pew study and from our AJC studies that four in five Jews, over 80% of Jews, see Israel as important to their Jewish identity. So discourse on campus about Israel that ends up being so one-sided, so ignoring of facts and realities, and so demonizing of Israel and of Zionists and of the Jewish people, that's not healthy for Jews and fosters enormous antisemitism, and it simultaneously is so detrimental, and dangerous for all of us.  It's not solely discourse about Israel that is at issue. It is any time that a university is sending faculty members into the classroom who are all of the same mindset, who all have the same attitude, who are all teaching the same views and not preparing young people with the ability to debate and come up with their own views. Fact-based views, not imaginary views, fact-based views. That's incredibly, incredibly important.  One other piece that I want to mention, that I think when campuses fail to enforce their rules, why they're damaging not just Jewish students, but all students. When you think about a campus that has their library taken over by protesters, or their classrooms taken over by protesters, or the dining hall being blocked by protesters. That's not just preventing Jewish students from accessing those university facilities. It's preventing all students.  Students are on campus to learn, whether they're in a community college, a state university, a small liberal arts college, a private university, whatever it is, they are there to learn. They are paying tuition, in many cases, tens of thousands of dollars, close to $100,000 in tuition in some places, to learn and for these students to have the ability to take away other students' ability to learn is a way that the university is failing all of its students. That has to be stopped. Manya Brachear Pashman:   You talked about using classroom space, using library space, as you know, co-opting it for protest purposes or to express particular points of view. But what about the quad? What about the open space on campus? You know, there appears to be, again, it's still murky, but there appears to be an outright ban now on protests on Columbia's campus. Is that a reasonable approach or should campuses have some sort of vehicle for demonstration and expression, somewhere on its property? Laura Shaw Frank:   Absolutely, campuses should allow for protest. Protest is a right in America. Now, private campuses do not have to give students the right to protest, because that's private space. The government isn't allowed to infringe on protests, so public universities would not be able to do that. But most private campuses have adopted the First Amendment and hold by it on their campuses, including Columbia.  It is critically important that students, faculty members, anyone in American society, be permitted to peacefully protest. What can be done in order to keep campuses functional, and what many campuses have done, is employ time, place, and manner restrictions. That's a phrase that probably a lot of our listeners have heard before.  You're not allowed to curtail speech–which, protest is, of course, a form of speech–you're not allowed to curtail speech based on a particular viewpoint. You can't say, these people are allowed to talk, but those people, because we don't like their opinion, they're not allowed to talk. But what you can do is have something that is viewpoint-neutral. So time, place and manner restrictions are viewpoint neutral. What does that mean?  It means that you can say, on a campus, you're allowed to protest, but it's only between 12 and 1pm on the south quad with no megaphones, right? That's time, place, manner. I believe, and I think we all at AJC believe, that protests should be allowed to happen, and that good, solid time, place, and manner restrictions should be put into place to ensure that those protests are not going to prevent, as we just talked about, students from accessing the resources on campus they need to access, from learning in classrooms. There was a protest at Columbia that took place in a classroom, which was horrifying. I have to tell you that even the most left wing anti-Israel professors tweeted, posted on X against what those students did.  So campuses can create those time, place and manner restrictions and enforce them. And that way, they're permitting free speech. And this is what the Supreme Court has held again and again. And at the same time, prevented protesters from kind of destroying campus, from tearing it all down. And I think that that's really the way to go. Some campuses, by the way, have created spaces, special spaces for protest, like, if you're going to protest, you have to do it in the protest quarter, whatever it is, and I think that's a really good idea.  I'm an alum of Columbia, so I know how small Columbia's campus is. That might not work on Columbia's campus, but certainly time, place, and manner restrictions are critical, critical to campus safety and peace in this moment, and critical to protect the rights of all students, including Jewish students. Manya Brachear Pashman:   And on the topic of protests, as I was reading up on the latest developments, I saw a student quoted, she was quoted saying, ‘It's essentially going to ban any protest that it thinks is antisemitic slash pro-Palestine. I guess we're mixing up those words now.'  And I cringed, and I thought, No, we're not. And what are universities doing to educate their students on that difference? Or is that still missing from the equation? Laura Shaw Frank:   So I actually want to start, if I may, not in universities, but in K-12 schools. The Center for Education Advocacy works with people across the education spectrum, starting in kindergarten and going all the way through graduate school. And I think that's so important, because one of the things we hear from the many university presidents that we are working with in this moment is: we can't fix it.  We are asking our K-12 schools to engage in responsible education about the Israel-Palestinian conflict, and we have particular curricular providers that we recommend for them to use in this moment, I want to say that they are terrified to do that, and I understand why they're terrified to do that. Everyone is worried that the minute they open their mouth, they're going to be attacked by some person or another, some group or another.  And I get that. And I also believe, as do the presidents of these universities believe, that we cannot send students to campus when this issue is such a front burner issue. We cannot send students to campus with no ability to deal with it, with no framework of understanding, with no understanding of the way social media is playing with all of us. That education has to take place in K-12 spaces. So I wanted to say that first.  And now I'll talk about campus. Universities are not yet there at all, at all, at all, with talking about these issues in a nuanced and careful and intelligent way. We can never be in a position where we are conflating antisemitism and pro-Palestinian. That is simply ridiculous. One can be a very proud Zionist and be pro-Palestinian, in the sense of wanting Palestinians to have self determination, wanting them to be free, to have life, liberty, and the pursuit of happiness.  AJC has long, long been on the books supporting a two-state solution, which I believe is pro-Palestinian in nature. Even as we have very few people who are also in the Middle East who are pro two-state solution in this moment. And I understand that.  Education of students to be able to think and act and speak responsibly in this moment means helping students understand what the differences are between being pro-Palestinian and being antisemitic. I'm thinking about phrases like ‘from the river to the sea, Palestine will be free,' which lands on Jewish ears, as we know from research that's been done at the University of Chicago, lands on the majority of Jewish ears as genocidal in nature.  I'm thinking about phrases like 'globalize the Intifada,' which also lands on Jewish ears in a very particular way is targeting them, us, and education needs to take place to help students understand the way certain phrases the way certain language lands with Jews and why it lands that way, and how antisemitism plays out in society, and at the same time, education has to take place so students understand the conflict that's going on in the Middle East.  They might think about having debates between different professors, faculty members, students, that are open to the public, open to all, students that present this nuanced and careful view, that help people think through this issue in a careful and educated way. I also think that universities should probably engage in perhaps requiring a class. And I know some universities have started to do this. Stanford University has started to do this, and others as well, requiring a class about responsible speech.  And what I mean by that is: free speech is a right. You don't have to be responsible about it. You can be irresponsible. It's a right. What does it mean to understand the impact of your words?  How do we use speech to bring people together? How do we use speech to build bridges instead of tear people apart? So I think those are two ways that universities could look at this moment in terms of education. Manya Brachear Pashman:   Anything I haven't asked you, Laura, that you think needs to be addressed in this murky moment? Laura Shaw Frank:   I hope that our listeners and everyone who's following the stories on campus right now can take a breath and think carefully and in a nuanced way about what's going on and how they're going to speak about what's going on. I hope that people can see that we can hold two truths, that the government is shining a necessary light on antisemitism, at the same time as universities are very concerned, as are we about some of the ways that light is being shined, or some of the particular strategies the government is using.  It is so important in this moment where polarization is the root of so many of our problems, for us not to further polarize the conversation, but instead to think about the ways to speak productively, to speak in a forward thinking way, to speak in a way that's going to bring people together toward the solution for our universities and not further tear us all apart. Manya Brachear Pashman:   Thank you so much for this conversation, Laura, it is one that I have been wanting to have for a while, and I think that you are exactly the right person to have it with. So thank you for just really breaking it down for us.  Laura Shaw Frank:   Thank you so much, Manya.

ILYASAH AL SHABAZZ – Third daughter of Malcolm X and Dr. Betty Shabazz, is an educator, social activist, motivational speaker, and author of award winning publications: (1) Growing Up X (Random House) a coming of age memoir; (2) Malcolm Little (Simon & Schuster), a children's illustration book and (3) X, A Novel (Candlewick Press) a young adult historical fiction. Ilyasah promotes higher education for at-risk youth, interfaith dialogue to build bridges between cultures for young leaders of the world, and she participates on international humanitarian delegations. Ilyasah produced training programs to encourage higher education sanctioned by City University of New York's Office of Academic Affairs. She served for twelve years on the Executive Youth Board for the City of Mount Vernon, including appointments as Director of Public Relations, Director of Public Affairs & Special Events, and later promoted to Director of Cultural Affairs. She is a member of the Diversity, Equity and Inclusion Committee at West Virginia University. She is a mentor for Nile Rogers' We Are Family Foundation. She mentors at various group homes, lock-up facilities, high schools and college campuses through production of The WAKE-UP Tour™ X-Tra Credit Forums—her exclusive youth empowerment program. Ilyasah has retraced her father's footsteps to the Holy City of Mecca, explored religious and historical sites in both Egypt and Jordan as the guest of HRH Princess Alia Hussein, participated in interfaith dialogue study programs under Rabbi Nancy Kreimer and Dr. Aziza Al Hibri, and served as member of the American Interfaith Leadership delegation that participated with the Malaria No More Foundation in Mali, West Africa. Ilyasah also served as a member of the United States delegation that accompanied President Bill Clinton to South Africa to commemorate election of President Nelson Mandela and the economic business development initiative. Ilyasah serves as Trustee for the Harlem Symphonic Orchestra, The Malcolm X & Dr. Betty Shabazz Memorial and Educational Center, and The Malcolm X Foundation. She is a member of the Arts Committee for the New York City Opera at Lincoln Center and a project advisor for the PBS award-winning Prince Among Slaves documentary. She holds a Master of Science in Education & Human Resource Development from Fordham University and a Bachelor of Science in Biology from SUNY/New Paltz. Ilyasah is currently an adjunct professor at John Jay College of Criminal Justice, and resides in Westchester County, New York.For further information, please contact, Dr. Jamal Watson, at jamal@ilyasahshabazz.comwww.ilyasahshabazz.com http://Twitter.com/ilyasahshabazzX: A NOVEL, Candlewick Press. (1/2015) MALCOLM LITTLE, Simon & Schuster. (1/2014) GROWING UP X, Random House. (1/2002)Become a supporter of this podcast: https://www.spreaker.com/podcast/the-opperman-report--1198501/support.

Three months after the fall of Bashar al-Assad, Syria's interim President has been struggling to unite the country.In a landmark breakthrough, the government struck a deal to merge the Kurdish-led Syrian Democratic Forces into state institutions.While Syrian Kurds celebrate the deal, residents on the northwestern coast remain wary after days of sectarian violence that killed over 1,000 people. The government blamed pro-Assad groups for instigating the violence, and said the security threats had already been neutralized, but will the fragmented country be able to achieve peace and unity after 13 years of civil war?Host Zhao Ying is joined by Wang Jin, Associate Professor with Northwest University in Xi'an, China; Joseph Siracusa, Professor of Global Futures with Curtin University; Steven Wright, Associate Dean for Academic Affairs, Hamad Bin Khalifa University.

Sociologist Prof Niamh Hourigan, Vice-President of Academic Affairs at Mary Immaculate College remembers the early days and novelty of the first Covid lockdown and reflects on the ripple effects of lockdowns on society.

Dr. CJ Wurster is a first-generation college student who earned his Doctorate in Educational Leadership and Master's in Administration/Project Management through Northern Arizona University. His Bachelor of Science in Criminal Justice was earned through Rochester Institute of Technology, where he was also captain of the men's basketball team. He is a graduate of The Chair Academy and the AACC John E. Roueche Future Leaders Institute. CJ has been with the Maricopa County Community College District since 2010, and he currently serves as the Interim President at Chandler-Gilbert Community College. Prior to his current role, he has served MCCCD in various leadership roles such as Vice President of Academic Affairs at Phoenix College; and Executive Director, Associate Dean, and Dean at GateWay Community College. CJ is also an active Adjunct Faculty at Phoenix College and GateWay Community College, and a Faculty Associate at Arizona State University. CJ is originally from central New York, and has lived in the Phoenix area for over 20 years, and over 10 of those years have been spent living in Gilbert. In his free time, he enjoys spending time with his wife Kara and daughters Grace and Reagan. He also enjoys participating in endurance sports, such as distance running and triathlons ---------- Guiding Growth: Conversations with Community Leaders Join our hosts, Sarah Watts and Ben Kalkman, as we explore the human journey of leaders - their stories of humility, triumph, roadblocks, and lessons learned - as they reflect on how they became who they are today and share stories of inspiration and hope with listeners. We'll take away the title, just for a moment, and enjoy a connection with the soul. Be sure to subscribe to our show for more interviews with community leaders. This podcast is brought to you by the Gilbert Chamber of Commerce and Modern Moments. Learn more about our show at https://guidinggrowth.co. View our Privacy Policy at https://modernmoments.com/privacy

0:00 - Trump's First Cabinet Meeting 14:00 - the plight of terminated IRS probationary employee Jason Charles 30:52 - Jake Tapper's new book 44:21 - Acton Institute affiliate scholar, the vice president of Academic Affairs at The Fund for American Studies, and professor of economics at The Institute of World Politics, Anne Bradley, on the The Tattered History of Tariffs 01:03:06 - Founder and President of the Brownstone Institute and the author of Liberty or Lockdown, Jeffrey Tucker: America’s Future Depends on DOGE. Follow Jeffrey on X @jeffreyatucker 01:26:38 - RIP Gene Hackman 01:45:05 - Breitbart News Senior Editor-at-Large and author of The Agenda: What Trump Should Do in His First 100 Days, Joel Pollak, shares what he has in common with JB Pritzker and updates the Pacific Palisades cleanup effort. Follow Joel on X @joelpollak 01:55:25 - John Stossel, host and creator of Stossel TV, wants to know What’s on Your Plate? John releases a new video every Tuesday at JohnStossel.com 02:08:51 - Aussie couple flies to Venice next to dead, fat ladySee omnystudio.com/listener for privacy information.

In this episode, Russ sits down with Dr. D. Nathan Phinney, Vice President for Academic Affairs at Northwestern College, to explore the intersection of leadership, service, and faith. Dr. Phinney shares his journey from faculty member to administrator, reflecting on the importance of humility, patience, and seeing leadership as an opportunity to serve others with grace.The two discuss key leadership principles, including taking the long view in decision-making, embracing trials as opportunities for growth, and fostering a culture of integrity and equity. Dr. Phinney also shares insights on the evolving landscape of higher education and the role of faith in shaping effective leadership. Whether you're an aspiring or seasoned leader, this episode offers meaningful lessons on leading with purpose, wisdom, and a servant's heart.Podcast recommendation: Future You with Jeff Selingo and Michael Horn, At the Table with Patrick Lencioni Book recommendations: Godwin by Joseph O'Neill, I Cheerfully Refuse by Leif Enger, The Ballot and the Bible by Kaitlyn Schiess

Waarom zijn studenten tegenwoordig angstig en gestrest? En wat kan de universiteit daar aan doen? Worden studenten overvraagd qua studie, werk en andere verplichtingen? Of leggen ze voor zichzelf de lat te hoog? Zijn het de grote maatschappelijke problemen waar ze onder gebukt gaan? Of is er iets anders aan de hand? Leer van hoogleraar Studentenwelzijn Marjolein van de Pol en lid van studentenraad FTR Noortje Schonck hoe we het tij kunnen keren en hoe studenten veerkrachtig kunnen worden. De angstige student | Academic Affairs met hoogleraar Studentenwelzijn Marjolein van de Pol en lid van studentenraad FTR Noortje Schonck | Woensdag 19 februari 2025 | 12.30 – 13.15 uur | Collegezalencomplex, Radboud Universiteit | Radboud Reflects Lees het verslag: https://www.ru.nl/services/sport-cultuur-en-ontspanning/radboud-reflects/nieuws/de-angstige-student-academic-affairs-met-hoogleraar-studentenwelzijn-marjolein-van-de-pol-en-lid-van-studentenraad-ftr-noortje-schonck Like deze podcast, abonneer je op dit kanaal en mis niks. Bekijk ook de agenda voor nog meer verdiepende lezingen: www.ru.nl/radboud-reflects/agenda Wil je geen enkele verdiepende lezing missen? Schrijf je dan in voor de nieuwsbrief: www.ru.nl/radboud-reflects/ser…ief-radboud-reflects

How do you know if you're being persistent or simply wasting your time?Dr. Art Markman joins us to break down how our brains process disappointment, why we misjudge sunk costs, and how different personality types handle setbacks. Whether it's a business decision, a personal goal, or even a high school football career you should've walked away from sooner, this conversation will help you fine-tune your ability to know when to keep going—and when to move on. KEY TOPICSWhy the “never quit” mindset can backfire—and when it's smarter to walk away.How the sunk cost fallacy traps people in bad jobs, relationships, and investments.Why overcommitting to work can be a sign of misplaced priorities.How urgency changes decision-making (and what that means for business owners). CHAPTERS00:00 – Intro: Defeating Bad Decision-Making in Life & Business00:49 – The Wildest Celebrity Family Secret?05:42 – How Self-Awareness Saves You from Bad Choices08:06 – Are You Setting Yourself Up for Disappointment?12:54 – Regret vs. Disappointment: What's the Difference?15:17 – The Real Reason People Defend Bad Decisions17:39 – When to Push Through vs. When to Quit20:44 – The Sunk Cost Trap: Are You Stuck?24:23 – How Tragedy Changes Our Beliefs Instantly29:40 – Why Straight-A Students Struggle in the Real World32:57 – The Key Skill That Determines Career Success38:25 – The Most Underrated Advantage in Business44:41 – What Motivates You? You Might Be Wrong50:55 – The Secret to Making Better Financial Decisions56:06 – The One Question to Ask Before Any Big Purchase 01:00:19 – Art's Top Decision-Making Tip for Business Owners01:01:30 – Where to Connect with Dr. Art Markman01:02:10 – Key Takeaways01:03:41 – Message from the Producer  SIGN UP FOR OUR FREE WEEKLY NEWSLETTER CONNECT WITH US⁠www.decidedlypodcast.com⁠Watch this episode on YouTubeSubscribe on ⁠YouTubeJoin us on ⁠Instagram⁠: @decidedlypodcastJoin us on ⁠Facebook⁠Shawn's ⁠Instagram⁠: @shawn_d_smithSanger's ⁠Instagram⁠: @sangersmith  Thank you to Shelby Peterson of Transcend Media for editingand post-production of the Decidedly podcast. SANGER'S BOOK:⁠A Life Rich with Significance: Transforming Your Wealth to Meaningful Impact⁠ SHAWN'S BOOK: ⁠Plateau Jumping: What to Change When Change Is What You Want⁠ MAKING A FINANCIAL DECISION?At ⁠Decidedly Wealth Management⁠, we focus on decision-making as the foundational element of success, in our effort to empower families to purposefully apply their wealth to fulfill their values and build a thriving legacy. LEARN MORE: ⁠www.decidedlywealth.com⁠ CONNECT WITH DR. ART MARKMANTwo Guys on Your Head Podcast: https://open.spotify.com/show/4WzHJK1SzAryo21JonpZoYLinkedIn: https://www.linkedin.com/in/art-markman-93aa6a22Facebook:https://www.facebook.com/ArtMarkmanPhD/X: @AbmarkmanBooks: https://www.amazon.com/stores/author/B005L52EOO/allbooks?ingress=0&visitId=4d56c521-f041-409e-9997-f782b942bf8b&ref_=ap_rdrBlog: https://www.psychologytoday.com/intl/blog/ulterior-motives Art Markman is the Annabel Irion Worsham Centennial Professor of Psychology, Human Dimensions of Organizations, and Marketing and Senior Vice Provost for Academic Affairs at the University of Texas at Austin. He has written over 150 research papers on topics including reasoning, decision making, and motivation. He brings insights from cognitive science to a broader audience through his blogs at Psychology Today and Fast Company as well as his radio show/podcast Two Guys on Your head. He is the author of several books including Smart Thinking, Smart Change, Brain Briefs, and Bring Your Brain to Work.

Joining Brendan to discuss the stories making the headlines in the Sunday papers were; David W.Higgins, Economist, Prof Niamh Hourigan, Vice President of Academic Affairs at Mary Immaculate College, Finian McGrath, former Independent TD and Minister of State for Disability Issues and Alison O' Connor, Columnist with The Sunday Times.

Aram Gavoor, Associate Dean for Academic Affairs at GW Law, joins Kevin Frazier, a Tarbell Fellow at Lawfare, to summarize and analyze the Trump administration's initial moves to pivot the nation's AI policy toward relentless innovation. The duo discuss the significance of Trump rescinding the Biden administration's 2023 executive order on AI as well as the recently announced Stargate Project.To receive ad-free podcasts, become a Lawfare Material Supporter at www.patreon.com/lawfare. You can also support Lawfare by making a one-time donation at https://givebutter.com/lawfare-institute.Support this show http://supporter.acast.com/lawfare. Hosted on Acast. See acast.com/privacy for more information.

Class discussions of public policy issues can be challenging in our politically polarized environment. In this episode, Lauren C. Bell, Allison Rank, and Carah Ong Whaley join us to discuss a new resource that suggests a variety of strategies that encourage students to address their differences and to engage productively in civic engagement projects.   Allison is an Associate Professor of American Politics and chair of the Department of Politics here at SUNY-Oswego. Lauren is the inaugural James L. Miller Professor of Political Science and Associate Provost and Dean of Academic Affairs at Randolf-Macon College. Carah is the Vice President of Election Protection at Issue One and is a co-chair of the American Political Science Association's Civic Engagement section and a member of the APSA's Civic Engagement Committee. Allison, Lauren, and Carah are editors of Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics, which was recently released by Springer. A transcript of this episode and show notes may be found at http://teaforteaching.com.

According to the Consortium for Analysis of Student Success through International Education (CASSIE), students who participate in study abroad programs are 6.2 percentage points more likely to graduate within four years and 3.8 percentage points more likely to graduate within six years compared to their non-study abroad peers. Additionally, these students tend to earn higher GPAs and accumulate more credit hours upon graduation. This University System of Georgia infographic shows these outcomes directly enhance institutional key performance indicators such as retention and persistence. In this episode of Changing Higher Ed® podcast, Dr. Drumm McNaughton interviews Dr. Scott Marshall, President and CEO of the Institute for Shipboard Education, about how Semester at Sea transforms students' lives and enhances institutional outcomes through innovative study abroad programming. Why Semester at Sea is a Game-Changer Semester at Sea offers students the opportunity to visit up to 10 countries during a single semester while earning 12 to 15 college credits through a partnership with Colorado State University. The program is supported by 180 universities worldwide, attracting a diverse student body of 450 to 550 students per voyage. While onboard the ship, students engage in a robust academic curriculum and participate in a living-learning community. This unique environment fosters strong relationships among peers, faculty, and staff while encouraging deep reflection on cultural experiences gained at each port of call. The program creates a profound impact on students by integrating global learning, critical thinking, and community-building into a single, cohesive experience. Alumni frequently credit Semester at Sea with shaping their careers and life paths, emphasizing how the iterative process of experiencing different cultures followed by reflection can permanently transform mental models and worldviews. The Impact of Study Abroad on Institutional Success The importance of study abroad programs in improving institutional metrics is significant. Research shows that students who study abroad graduate faster, earn higher GPAs, and complete more credit hours than their peers. This results in improved retention rates and better long-term outcomes for universities. Semester at Sea's unique model of comparative experiential learning sets it apart from traditional study abroad programs, making it an invaluable asset for institutions seeking to enhance student outcomes and global competencies. Semester at Sea Benefits for Universities As a “third-party provider” program, Semester at Sea allows universities to partner without the financial burden of running their own study abroad initiatives. While institutions may lose one semester's worth of tuition from participating students, the long-term benefits—such as higher retention rates, faster graduation times, and increased alumni loyalty—far outweigh the costs. By investing in study abroad programs, institutions can position themselves as leaders in global education and prepare their students for the challenges of an interconnected world. Innovations for the Future of Study Abroad Programs and Semester at Sea Looking ahead, the program is exploring new ways to remain at the forefront of global education. Plans include creating an artificial intelligence (AI) floating lab, which would allow students to gain AI literacy while participating in the program's transformative experiential learning model. Collaborating with corporate partners like Nvidia, this initiative aims to equip students with cutting-edge skills that are increasingly critical in today's job market. The Case for Expanding Study Abroad Destinations While Europe remains a popular destination for study abroad, institutions are encouraged to expand their programs to include Asia, Africa, and other emerging economies. With three of the world's top five economies located in Asia (Japan, China, and India), exposing students to these regions is essential for preparing them to succeed in a globalized workforce. Semester at Sea's itineraries reflect this need by offering students a diverse range of cultural and economic contexts to explore. The Importance of Faculty Engagement Faculty play a crucial role in the success of Semester at Sea. Participating faculty members enhance the student experience and bring fresh perspectives and global insights back to their home campuses. This ripple effect benefits future cohorts and strengthens the institution's academic community. Faculty on Semester at Sea voyages are carefully selected for their passion for teaching and ability to contribute to the program's unique living-learning environment. What Makes Semester at Sea Unique? Much of the program's success is attributed to its living-learning community, which fosters deep connections among students, faculty, and staff. Students live and learn together on a ship for 105 days, participating in high-impact practices such as global learning and common intellectual experiences. The program's structure ensures that students develop intercultural competencies, adaptability, and critical thinking skills that are vital in today's interconnected world. Three Takeaways for University Presidents and Boards Consider Study Abroad Offices as Revenue Supporters Reframe how study abroad offices are viewed—not as cost centers but as revenue enhancers. These programs drive institutional success by improving retention, graduation rates, and overall student outcomes. Invest in Study Abroad Programs Institutions should provide incentives for students to participate in study abroad, such as financial aid scaled to family contributions. These investments yield significant returns through better institutional KPIs and stronger alumni engagement. Encourage Expansion Beyond Europe Study abroad offices should prioritize robust, comparative programs outside Europe, focusing on emerging economies like Asia and Africa. This approach aligns with global trends and equips students for success in diverse cultural and economic contexts. Bonus Takeaway from Dr. McNaughton: Involve your faculty in study abroad programs. Faculty who participate in programs like Semester at Sea return with enriched perspectives that benefit students and strengthen institutional outcomes. Final Thoughts As higher education leaders face mounting challenges in student retention, persistence, and graduation rates, innovative programs like Semester at Sea offer an intriguing solution. The combination of experiential learning, cultural immersion, and academic rigor provides students with a transformative experience that shapes their futures and strengthens institutional performance. By investing in global education and expanding opportunities beyond traditional boundaries, institutions can prepare students to succeed in an interconnected world while achieving vital organizational objectives. Read the transcript on our website at https://changinghighered.com/semester-at-sea-improves-student-outcomes-and-boosts-institutional-success/ #HigherEducation #StudyAbroad #SemesterAtSea About Our Podcast Guest Scott Marshall is the host of the As Unexpected Podcast and President and CEO of the Institute for Shipboard Education, which directs Semester at Sea, a leading study abroad program. His passion for global education began with a study abroad experience in Japan as an undergraduate. Marshall sailed with his family on Semester at Sea in Spring 2017, later joining the organization as Vice President of Academic Affairs and becoming President in 2020. Previously, he was a Professor of Management and Vice Provost at Portland State University, publishing over 40 works on management, marketing, and entrepreneurship while teaching strategy and international business. He earned a B.A. in Business Economics from Willamette University, an M.A. in International Affairs from George Washington University, and a Ph.D. in International Business from the University of Oregon. His career reflects a lifelong dedication to education, travel, and fostering cross-cultural understanding. About the Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton's approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission.  

GuestsDr. Matthew Post:  Founder and Former Director of the Classical Education Graduate program at The University of Dallas; Served with The National Classical Education Symposium, The Institute for Classical Education, and The National Council for Classical Educators; Currently serves as Assistant Dean of Academic Affairs, Honors College at The University of TulsaDr. Laura Eidt: University of Dallas- Affiliate Assistant Professor of Modern Languages, Humanities Program Director, Director of UD's K-5 Latin Curriculum Latin Through StoriesDr. Robert Terry: Over 25 years at a Classical University Model School teaching and serving as curriculum director and faculty development, Masters in Great Books, Doctorate of Theology (ThD in Inkling Studies)Jonathan Fiore: Formerly homeschooled, Graduate of Hillsdale, Masters in Classical Education from The University of Dallas, Humanities Teacher at Holy Innocent's Catholic SchoolTopics CoveredWhat are the essential criteria for a school to be considered classical?There are 4 touchstones that make up a classical education: Christ-centered, cultivation of wisdom and virtue, appreticeship in the 7 liberal arts, and a focus on the timeless and traditionalCommunity and leadership must have an understanding of the tradition for successAtmosphere is central to the success -- order and harmony (beauty) is really importantAre the following things necessary?- Great Books, Socratic Dialogue, integration of subjects, Charlotte Mason, Trivium & Quadrivium, Latin? Love and freedom are at the heart of classical educationDoes reading the classics or teaching ancient Greek history automatically define your school as "classical"?Are we preparing students to see themselves as part of a community and a country?How ought we assess students if education is rooted in love and liberty?-- What does the research tell us about good and bad ways to assess students?What are some common roadblock in classical education?Memory work should be meaningful rather than rote fact chantsSeminarsFormation of teachers and parents is necessary Resources we Discussed:Paradox of Education in a Republic by Eva BrannJefferson's Natural AristocracyHomer's Iliad and OdysseyWhat is a book or poem that every classical teacher and board member should read?The Liberal Arts Tradition by Clark and JainPlato's GorgiasThe Awakening of Miss Prim by Natalia Sanmartin FenolleraHomer's Iliad (Fagles or Lattimore translation)Abolition of Man by C.S. LewisParadox of Education in a Republic by Eva Brann________________________________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast: ★ Support this podcast ★ _________________________________________________________Credits:Sound Engineer: Andrew HelselLogo Art: Anastasiya CFMusic: Vivaldi's Concerto for 2 Violins in B flat major, RV529 : Lana Trotovsek, violin Sreten Krstic, violin with Chamber Orchestra of Slovenian Philharmonic © 2024 Beautiful Teaching LLC. All Rights Reserved

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUp In this episode, #1,011, President Series (Powered By ⁠⁠⁠Ellucian⁠⁠⁠) #331, & brought to YOU by the ⁠⁠InsightsEDU⁠⁠ 2025 conference YOUR guests are Michael Young, President, & Sonny Calderon, VP of Academic Affairs, New York Film Academy YOUR host is ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio How did NYFA evolve from a hands-on conservatory to offering comprehensive degree programs? What makes NYFA's faculty "unicorns" in combining professional work & teaching? How does storytelling remain constant amid rapidly changing technology? What role does AI play in the future of filmmaking & creative education? Why are the arts & hands-on creative experiences essential for human development? How does NYFA's global student community enhance the learning experience? Listen in to #EdUp Do YOU want to accelerate YOUR professional development? Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more? Do YOU want to get all this while helping to sustain EdUp? Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)! Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.com Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠! We make education YOUR business!

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUp In this episode, #1,004, brought to YOU by the ⁠⁠InsightsEDU⁠⁠ 2025 conference YOUR guest is ⁠⁠⁠⁠⁠⁠⁠⁠Marcie Glenn⁠, CEO, ⁠Another Source⁠ YOUR cohost is ⁠⁠Dr. Greg Pillar⁠⁠, Associate Provost for Academic Affairs, ⁠⁠Queens University of Charlotte⁠ YOUR host is ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio How is the "convergence zone" reshaping higher ed hiring? What makes job descriptions & job advertisements fundamentally different? Why should cover letters come later in the hiring process? How can institutions speed up their hiring timeline? What role does AI play in modern recruitment? Why do generational differences matter in benefits & job marketing? Ad-Free & extended conversation ONLY for #EdUp ⁠Subscribers⁠ includes: Deep dive into AI's impact on hiring processes Discussion of DEI considerations in recruitment Strategic approaches to candidate evaluation Insights on building inclusive teams Listen in to #EdUp Do YOU want to accelerate YOUR professional development? Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more? Do YOU want to get all this while helping to sustain EdUp? Then ⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY! Want to get YOUR organization to pay for YOUR subscription? Email ⁠EdUp@edupexperience.com⁠ Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠! We make education YOUR business!

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUp In this episode, #995, & brought to YOU by the   ⁠⁠MSCHE 2024⁠⁠ conference, & the ⁠⁠InsightsEDU⁠⁠ 2025 conference YOUR guest is ⁠Dr. Sharvin Maisuria⁠, Dean of Academic Affairs, ⁠Generations College⁠ YOUR host is ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio How does Generations College maintain its commitment to individualized student support with a growing online presence? What strategies does Generations College use to support students returning for second & third attempts at higher education? How does being an HLC-accredited institution impact Generations College's ability to serve students? What role do scholarships play in making education accessible at Generations College? How does Generations College balance growth aspirations with maintaining its small-school approach? Listen in to #EdUp! Ad-Free & extended conversation ONLY for #EdUp ⁠subscribers⁠ includes: Sharvin's insights on maintaining academic quality in a small private institution Generations College's approach to student success & retention Thoughts on the future of two-year colleges & career-focused education Want to accelerate YOUR professional development Want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more? Want to get all this while helping to sustain EdUp, for only $2.99 a month? Then subscribe today to lock in YOUR $2.99/m life long founders rate! This offer will end on December 31, 2024! ⁠BECOME A SUBSCRIBER TODAY!⁠ Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠! We make education YOUR business!

Dr. Loren J. Blanchard is the President of University of Houston-Downtown. In his first year as President of the University, Dr. Blanchard launched the 2022-2027 Strategic Plan: A New Paradigm, which has student success as its number one priority. Since then, UHD has continued to make progress toward fulfilling each of the plan's goals through university-wide implementation and continuous monitoring.  Dr. Blanchard previously served as Executive Vice Chancellor for Academic & Student Affairs at California State University (CSU), the largest and most diverse system of higher education in the United States. Before CSU, he served as Provost & Senior Vice President of Academic Affairs at Xavier University of Louisiana. Other past leadership positions include Associate Vice Chancellor for Academic and Multicultural Affairs at the Louisiana State University Health Sciences Center and two roles within the University of Louisiana System: Provost and Senior Vice President for Academic Affairs and Associate Vice President for Accreditation, Leadership & Accountability. A first-generation college graduate, Dr. Blanchard holds a bachelor's degree in Speech Pathology Education from Xavier University of Louisiana, a master's degree in Education from McNeese State University, and a Ph.D. in Educational Psychology from the University of Georgia. #drlorenjblanchard #uhd #president #grateful #tsc #gogetit  Chip Baker Social Media https://www.wroteby.me/chipbaker

It's YOUR time to #EdUp In this episode, #984, President Series (Powered By ⁠⁠Ellucian⁠⁠) #316, & brought to YOU by the ⁠MSCHE 2024⁠ conference, & the ⁠InsightsEDU⁠ 2025 conference YOUR guest is ⁠⁠⁠⁠⁠Stratsi Kulinski⁠, President, ⁠NewU University⁠ YOUR cohost is ⁠Dr. Greg Pillar⁠⁠, Associate Provost for Academic Affairs, ⁠⁠Queens University of Charlotte⁠ YOUR host is ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio How is New U delivering a 120-credit bachelor's degree in 3 years without summer terms? What innovative design principles allow for $3,000/semester out-of-pocket costs? How are simplified policies & procedures driving student success? Why focus on just 5 carefully selected, future-proof majors? What makes the 100% in-person model work for first-generation students? How is New U maintaining quality while reducing cost-to-educate to $10k/year? What role do learning teams play in developing crucial soft skills? How will the micro-campus model enable national scaling? Listen in to #EdUp! Accelerate YOUR Professional Development with EdUp! Looking to stay ahead in higher education? Want exclusive access to content that enhances YOUR knowledge & connects YOU with leaders in the field? For just $2.99/month, YOU'LL get: • Early access to ad-free episodes • Extended episodes & bonus content • Original insights & special invites to exclusive events • More resources tailored to higher education professionals like YOU Lock in YOUR lifetime founders rate today! This special rate is only available until December 31, 2024. After that, the price will increase to $19.99/month. By subscribing, YOU'LL not only invest in YOUR own growth but also help sustain EdUp's mission to bring YOU quality content focused on advancing higher education. Don't miss this opportunity! Secure YOUR founders rate now before prices go up. ⁠Join the EdUp Community Today!⁠ Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠! We make education YOUR business!

Aram Gavoor, Associate Dean for Academic Affairs at GW Law, joins Kevin Frazier, Senior Research Fellow in the Constitutional Studies Program at the University of Texas at Austin and a Tarbell Fellow at Lawfare, to summarize and analyze the first-ever national security memo on AI. The two also discuss what this memo means for AI policy going forward, given the impending election.To receive ad-free podcasts, become a Lawfare Material Supporter at www.patreon.com/lawfare. You can also support Lawfare by making a one-time donation at https://givebutter.com/c/trumptrials.Support this show http://supporter.acast.com/lawfare. Hosted on Acast. See acast.com/privacy for more information.