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10 episodes with academic development
2 episodes with academic development
2 episodes with academic development
3 episodes with academic development
2 episodes with academic development
3 episodes with academic development
2 episodes with academic development
2 episodes with academic development
2 episodes with academic development
Has modern evangelicalism forgotten about key aspects of who God is? In this episode of The Missions Podcast, Alex and Scott welcome Dr. Peter Sammons, Associate Director of Academic Development at Founders Seminary, to discuss the "forgotten attributes" of God—those less-discussed incommunicable aspects of God's nature. Sammons argues that modern Christians tend to focus on God's relational and communicable attributes (like love and kindness) because they are easier to grasp and more emotionally resonant. Sammons stresses that a proper understanding of God's essence and metaphysical attributes is crucial for true worship and doctrinal precision. The discussion also explores why understanding God's immutable nature is essential, especially in missions. Many pagan and world religions depict gods as moody and human-like, but the Christian God stands apart as wholly other, unaffected by human emotion or manipulation. This, Sammons emphasizes, highlights the necessity of theological depth for missionaries. Without it, missionaries risk portraying God as just another tribal deity. Key Points Forgotten Attributes: Focus on God's immutability, impassibility, and aseity, which are often overshadowed by more "relatable" attributes. Essence of God: Importance of understanding God's essence versus merely his relational attributes. Modern Challenges: Cultural and intellectual laziness has led to theological illiteracy and avoidance of difficult doctrines. Missional Importance: Proper theological understanding is critical for distinguishing the Christian God from false deities in missions work. Training Solutions: Founders Seminary offers a Master of Arts in Cultural Apologetics and Missions to deepen theological literacy for missionaries, even remotely. Do you love The Missions Podcast? Have you been blessed by the show? Then become a Premium Subscriber! Premium Subscribers get access to: Exclusive bonus content A community Signal thread with other listeners and the hosts Invite-only webinars A free gift! Support The Missions Podcast and sign up to be a Premium Subscriber at missionspodcast.com/premium The Missions Podcast is powered by ABWE. Learn more and take your next step in the Great Commission at abwe.org. Want to ask a question or suggest a topic? Email alex@missionspodcast.com.
Most of us evangelical pastors, theological colleges, indeed the whole of evangelicalism - we have a blind spot when it comes to Roman Catholicism in our theology, missiology and practice. Where do we as Evangelicals make mistakes in our engagement with the Roman Catholic world? What can we change? What should we change?How do we best see our Roman Catholic friends come to a personal saving relationship with Jesus Christ? Leonardo De Chirico has been at the forefront of theological education of evangelicals in this space internationally for over a decade. Leonardo is a church planter, pastor in Rome, and Director of the Reformanda Initiative. Rachel Ciano is the Dean of Academic Development at Mary Andrew's College, Sydney. The Church Cohttp://www.thechurchco.com is an excellent website and app platform built specifically for churches. Ideas that changed the world Help your small group know the thinkers and the ideas that stand behind the reformation. We feature Calvin, Luther, Tyndale and Cranmer and the breakthough thinking around Grace, Faith, Bible and Christ. Download videos to show in your bible study group and purchase a workbook from Matthias Media. Financially Support The Pastor's Heart via our new tax deductible fundPlease financially support The Pastor's Heart via our new tax deductible giving page.Support the show--Become a regular financial supporter of The Pastor's Heart via Patreon.
Vincent is the Program Manager of the Sports & Society Program of the Aspen Institute with responsibility for driving Project Play's school sport and coaching portfolios.Vincent extensive international research and professional experience in youth sports coaching, coach development and long-term athlete development, his current work at the institute focuses on improving youth experiences in sports, including prioritizing athlete health and safety, bolstering coach training, strengthening national coaching policy and reimagining models of school sports.Minjares holds a Ph.D. in Coaching & Pedagogy from AUT University (Auckland, NZ), an M.A. in Education from the University of California, Berkeley, within the Cultural Studies of Sport and Education (CSSE) program, and a B.A. in Economics from Claremont McKenna College. His research interests emphasize sports, coaching, education and human development, with published research in the areas of youth sports reform, college athletes, sports coaching and coach development. His dissertation examined the development of coaching practices in high school basketball that facilitate athlete learning.Professionally, Vincent has held diverse learning and development roles in sport across the United States and New Zealand. Vincent began as a basketball skills trainer in Southern California. Following graduate study in Berkeley, Vincent served the Athletic Study Centre (ASC) as Director of Academic Development, a role responsible for the design and delivery of academic support services for student-athletes in an NCAA Division I sport setting. In addition, Vincent served as a member of the Chancellor's task force on Academics and Athletics as well as a Special Advisor to Intercollegiate Athletics. In New Zealand, Vincent served as the Development Officer for North Harbour Basketball Association, a regional sport organization and the country's largest basketball club. In this role, Vincent also served Basketball New Zealand (BBNZ) as a Regional Coach Developer, Special Advisor (Wellbeing and Transition) and a member of the Coach Leadership Group.Vincent brings extensive experience as a coach and player. Vincent played NCAA Div. III basketball for Claremont-Mudd-Scripps (Claremont, CA) and attended Damien High School (La Verne, CA) where he became a three-year varsity letterman. Vincent first coached high school and junior college basketball in Southern California before returning to coaching in New Zealand at the club, high school, national representative and international representative levels.
More universities have reverted back to testing students with pen and paper exams because of the difficulty securing digital exams from cheats. Since the Covid-19 pandemic, more university courses have relied on virtual exams - allowing students to bypass protections and cheat their way into better marks. Professor Stephen Marshall, the director of Victoria University's Centre for Academic Development, says they've caught a number of students cheating in digital exams - but the metrics are difficult to track. "It's actually very difficult to really nail down exactly what might be happening in a remote environment or on a remote device. We haven't actually, to my knowledge, pursued many formal cases, if any." LISTEN ABOVESee omnystudio.com/listener for privacy information.
BROWNSVILLE, TEXAS - Norman Roy Garza, Jr., executive director of the newly formed Texas Space Commission, is in great demand in South Texas. On Aug. 27, Garza was a panelist at a luncheon hosted by the Brownsville Chamber of Commerce. Held at the Brownsville Events Center, the event was titled “Bridging Borders & Beyond - The Impact of US-Mexico Relations and Space Exploration in the Rio Grande Valley.”On Sept. 19, Garza will give the keynote address at the 31st Annual Pathways for Trade summit hosted by Laredo Economic Development Corporation. The event takes place at the Laredo Country Club.And on September 24, Garza will give the keynote address at a State of Education and Industry summit hosted by RGV LEAD (Linking Economic and Academic Development). It will take place at the Bert Ogden Arena in Edinburg.Born in Harlingen, Norman is an eighth-generation Texan with roots across the Rio Grande Valley and South Texas. Reared in Pleasanton, his family maintains a Beef Master Cattle operation near Verdi in Atascosa County.In his remarks at the Bridging Borders & Beyond event, Garza spoke about the interaction between the Texas Space Commission and Texas Aerospace Research and Space Economy Consortium, both of which were launched by Gov. Greg Abbott last April. He also spoke about the ways higher education institutions in Texas can work with the commission. Here is an audio recording of Garza's remarks as a panelist at the Bridging Borders & Beyond event.Go to www.riograndeguardian.com to read the latest border news stories and watch the latest news videos.
Send us a textIn this episode of "Living the Dream with Curveball," we are joined by Hossam Hashin, an influential figure in education, entrepreneurship, and pharmaceuticals. As the founder and CEO of Career Academic and Development Centers (CADC), Hossam has been instrumental in promoting global education and facilitating study abroad opportunities. Tune in to hear about his inspiring journey from a small city in Egypt to studying and working across multiple continents. Learn valuable tips for getting accepted into international programs, the benefits of studying abroad, and the future of global education.Please be sure to follow, rate, review, and share this episode to as many people as possible.
Inclusive Impactful Instruction with Kevin Merry. Dr. Kevin Merry is the Head of Academic Development and Associate Professor of Learning, Teaching and Assessment at the Center for Academic Innovation and Teaching Excellence at DeMontfort University in Leicester, United Kingdom. His most recent book is Delivering Inclusive and Impactful Instruction: Universal Design in Higher Education. In today's episode, we talk about the changing nature of higher education, mastery, feedback, and the cheese sandwich, but not the kind you eat. Tune in for an enlightening conversation with Dr. Kevin Merry and thank you for listening to this conversation on the Think UDL podcast.
Mary Wright is the Associate Provost for Teaching and Learning, Executive Director of the Sheridan Center, and a Research Professor in Sociology. She is a former president of the POD Network in Higher Education. Before joining Brown, she served as Director of Assessment at the University of Michigan's CRLT. She holds degrees in sociology and higher education administration from Princeton and the University of Michigan. Her research focuses on teaching evaluation, educational development impact, and graduate student development. She is a co-author on the ACE-POD Center for Teaching and Learning Matrix (2017), which created operational standards for Centers for Teaching and Learning, as well as Defining What Matters (2018), which established guidelines for Center for Teaching and Learning evaluation. In 2021-22, she served on the commission (co-chaired by Barbara Snyder, AAU, and Peter McPherson, APLU) that authored The Equity/Excellence Imperative: A 2030 Blueprint for Undergraduate Education at U.S. Research Universities, a report which can be accessed at: https://ueru.org/boyer2030. Mary co-edits the International Journal for Academic Development, aiming to advance the field of academic development globally, and she has authored two books on educational development, including Centers for Teaching and Learning, the subject of our conversation in this episode Transcript Get Your Copy: Centers for Teaching and Learning: The New Landscape of Higher Education (2023) by Mary Wright, published through JHUPress. Use promo code HCTL23 in the check-out for a discount (active through 7/7/24). Below are CTL websites that Mary Wright identified as effectively presenting information that goes beyond offering resources for instructors or students. (1) Centers that offer a clear and concise overview of their statement of purpose (mission, goals, vision, values, and or/ guidelines) Coppin State University's Center for Excellence in Teaching and Learning (2) Centers that offer a clear picture of the norms of how they work UCLA's Center for the Advancement of Teaching and their visualization of collaborations Saint Louis University's Reinert Center for Transformative Teaching and Learning UNC Asheville's Center for Teaching and Learning Washington & Lee's Harte Center for Teaching and Learning (3) Centers that document, longitudinally, how might one expect to work with them over time (e.g., their curriculum) UCSF School of Medicine's Center for Faculty Educators* (4) Centers that offer an understanding of their history and origin story Oklahoma State University Institute of Technology's Center for Advancement of Teaching and Learning* CUNY Hostos Community College's Professor Magda Vasillov Center for Teaching and Learning Auburn University's Biggio Center (5) Centers that have a sense of humor about how they make visible their work Oklahoma City University's Center for Excellence in Teaching and Learning
Some key publications from Prof Julie Green: Green. 02-05-2020. 'COVID-19 and district and community nursing.'. British Journal of Community Nursing. DOI > view in repository > Green. 28-11-2019. 'Evaluating the impact of a coaching pilot on students and staff'. British Journal of Nursing. DOI > view in repository > Green. 11-10-2019. 'Challenges to concordance: theories that explain variations in patient responses.'. British Journal of Community Nursing. DOI > view in repository > Green, Julie; Boast, Gillian; Chambers, Ruth; Calderwood, Robin. 09-09-2019. 'Comparison of manual and automated ABPI recording in patients'. . view in repository > Green, Julie; Corcoran, Patsy; Green, Laura; Read, Sue. 19-09-2018. 'A new quality of life wound checklist: the patient voice in wound care'. Wounds UK. view in repository > Green. 31-08-2018. 'Collected Stories: Being cared for at home'. Journal of Academic Development and Education. DOI > view in repository > Gilchrist; Green. 12-06-2018. 'Interventions for preventing distal intestinal obstruction syndrome (DIOS) in cystic fibrosis.'. Cochrane Database of Systematic Reviews. DOI > view in repository > Green. 02-06-2018. 'What a great opportunity'. British Journal of Community Nursing. DOI > view in repository > Russell, David; Atkin, Leanne; Betts, April; Dowsett, Caroline; Fatoye, Francis; Gardner, Sarah; Green, Julie; Manu, Chris; McKenzie, Tracey; Meally, Helena; Mitchell, Louise; Mullings, Julie; Odeyemi, Isaac; Sharpe, Andrew; Yeowell, Gillian; Devlin, Nancy. 02-03-2018. 'Using a modified Delphi methodology to gain consensus on the use of dressings in chronic wounds management'. Journal of Wound Care. DOI > view in repository > Green. 02-11-2017. 'What's in a name? Is district nursing in danger of extinction?'. British Journal of Community Nursing. DOI > view in repository > Green. 01-01-2015. 'The challenge of multimorbidity in nurse education: an international perspective.'. Nurse Education Today. DOI > view in repository > Leese, D.; Smithies, L.; Green, Julie. 14-03-2014. 'Recovery-focused practice in mental health'. Nursing Times. view in repository > Gibson, S.; Green, J.. 01-05-2013. 'Review of patients' experiences with fungating wounds and associated quality of life'. Journal of Wound Care. DOI > view in repository >
I'm so glad to welcome Dr. Amy Cooter, Director of Research, Academic Development and Innovation for the Center on Terrorism, Extremism, and Counterterrorism at Middlebury College to discuss her area of expertise, the modern militia movement in the U.S. and its ties to political violence and domestic extremism. Dr. Cooter's years of study included spending time with actual militia members in the state of Michigan and what she discovered may surprise those who think of militias as a monolith of government hating Americans. Hers is an important voice on a topic that has reach into our present climate, and if we're to play a part in seeming the potential violence that appears to be brewing between political divides, I'm just grateful she has shared it with us on FLIP IT ON ITS HEAD. Show Notes: Essays Dr. Cooter's essay in American Scientific; Citizen Militias in the U.S. Are Moving toward More Violent Extremism - https://www.scientificamerican.com/article/citizen-militias-in-the-u-s-are-moving-toward-more-violent-extremism/ Secy. Hillary Rodham Clinton's essay in The Atlantic: The Weaponization of Loneliness - https://www.theatlantic.com/ideas/archive/2023/08/hillary-clinton-essay-loneliness-epidemic/674921/ Books Nazis of Copley Square, by Charles R. Gallagher - https://www.hup.harvard.edu/catalog.php?isbn=9780674983717 Homegrown: Timothy McVeigh and the Rise of Right-Wing Extremism, by Jeffrey Toobin - https://www.simonandschuster.com/books/Homegrown/Jeffrey-Toobin/9781668013571
Are we truly promoting self-control or just compliance to adult demands? How can we engage students in deep, effortless, and meaningful learning experiences? Stephanie M. Jones is the Gerald S. Lesser Professor in Child Development and Education and Director of the EASEL Lab at the Harvard Graduate School of Education. Her research, anchored in prevention science, focuses on the effects of poverty and exposure to violence on social, emotional, and behavioral development from early childhood through early adolescence. Over the past fifteen years, her work has centered on evaluation research addressing the impact of preschool- and elementary-level social-emotional learning interventions on behavioral and academic outcomes and classroom practices, as well as new curriculum development, implementation, and testing. Stephanie is also co-Director (with Nonie Lesaux) of the Saul Zaentz Early Education Initiative and Co-PI of the Early Learning Study at Harvard (ELS@H). She serves on numerous national advisory boards and expert consultant groups related to social-emotional development, early childhood education, and child and family anti-poverty policies, including recently as a member of the Council of Distinguished Scientists for the Aspen National Commission on Social, Emotional, and Academic Development. Her research is published in academic and educational journals as well as in trade publications, and she regularly presents her work to national academic and practitioner audiences. Jones holds a Ph.D. from Yale University and a B.A. from Barnard College.—-This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/Please check out our partner's publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformationTranscript available at www.thelearningfuture.com
Ryan takes Pete round the U-bend to discover excrement in Scotland in the early 1700s. Find out how storing stools in your front garden could make you big money, how being the King's favourite could leave you lurking in his loo and travel to Edinburgh to discover the nastiness of Nor Loch. Chapters: 00:00 Intro 01:44 Orientation to Scotland 06:48 History of Scotland 12:14 Excrement 18:14 What was like life in Scotland during the early 17th Century? 26:10 Shitting in the Country 35:41 Urban sanitation 44:44 Nor Loch 53:10 Groom of the Stool 01:02:20 Derzolation 01:04:08 Outro Thanks: - Richard Oram, Professor of Medieval and Environmental History, at the University of Stirling - Dr Aaron Allen, Institute for Academic Development, at the University of Edinburgh - Archaeological researcher, Morag Cross - Dr Simon Gilmour, Director of Society of Antiquaries of Scotland (www.socantscot.org) Links: - Highlanders - Scotland the Brave (https://youtu.be/OTJMRfATKdU) - National Anthem of Scotland (https://www.youtube.com/watch?v=LePGv1Pb2L4) - Home Shopping Club-SPREE Ident 1994 (https://youtu.be/Lk8nwA3yF4k) - Singing in the Rain for Orchestra (https://youtu.be/SHIKnubmcG4) Contact: https://linktr.ee/hhepodcast http://hhepodcast.com
In this epidote we discuss how we approach Biblical narratives, and then hone in on the story of Sarah and Hagar.We're joined by Dr Jayme Reaves from Sarum College, Salisbury. Jayme serves as the Director of Academic Development and is also a Lecturer in Biblical Studies and Theology. Jayme is the author of Safeguarding the Stranger and the co-editor of When Did We See you Naked? Jayme is a public theologian and is available for lectures, retreats, workshops and one to one theological discussion. Jayme's website: www.jaymereaves.comTwitter: @jaymereavesInstagram: @jaymereaves Facebook: www.facebook.com/JaymeRReavesSarum College profile: https://www.sarum.ac.uk/about/our-people/dr-jayme-reaves/Support the showFollow the Recovering God Podcast:Twitter: @RecoveringGodInstagram: RecoveringGod If you have any comments, please let us know at: RecoveringGodPodcast@gmail.com Please remember to rate, subscribe and tell others who you think will be interested. The Recovering God Podcast has been in existence since the summer of 2019. The team has changed over those years but we're delighted to still be offering relevant discussions covering the broad topics of feminism and the Christian faith!
Dr. Mary Helen Immordino-Yang studies the psychological and neurobiological bases of social emotion, self-awareness and culture and their implications for learning, development and schools. She is a Professor of Education at the USC Rossier School of Education, a Professor of Psychology at the Brain and Creativity Institute, a member of the Neuroscience Graduate Program Faculty at the University of Southern California, and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE). Mary Helen was elected 2016-2018 president of the International Mind, Brain and Education Society by the society's membership. She is serving as a distinguished scientist on the Aspen Institute's National Commission on Social, Emotional and Academic Development and the National Academies of Sciences, Engineering, and Medicine's Committee on the Science and Practice of Learning. Mary Helen is also associate Editor for the award-winning journal Mind, Brain and Education and for the new journal AERA Open, and sits on the editorial boards of the Journal of Experimental Psychology. In her research work, Mary Helen leads cross-cultural, longitudinal studies investigating adolescent brain and social-emotional development, academic success and relations to school and life achievement in urban contexts as well as the neural and psychosocial correlates of mindsets in low-SES adolescents from different cultural groups. She also serves as scientific adviser to several Los Angeles schools/districts. Mary Helen's 2015 book, Emotions, learning and the brain: Exploring the educational implications of affective neuroscience, is available from W.W. Norton publishers (author proceeds are donated to education-related causes). In May 2020, Mary Helen wrote a must-read article in ASCD with Doug Knecht (Bank Street College of Education) entitled Building Meaning Builds Teens' Brains, if you're interested to find out more about the significant implications of Mary Helen's work this is a great place to start! Social Links LinkedIn: @maryhelenimmordino-yang Twitter: @CandleUSC Dr. Zachary Stein is a philosopher of education, psychologist, futurist, and author. He is a founding member of The Consilience Project, with Daniel Schmachtenberger, which is dedicated to improving public sensemaking and building a movement to radically upgrade digital media landscapes. Zak is also co-founder of Lectica, Inc. (with Theo Dawson, a non-profit dedicated to the research-based, justice-oriented reform of large-scale standardized testing in K-12, higher-education, and business), as well as the Civilizational Research Institute, and the Center for World Philosophy and Religion. Zak is the author of Social Justice and Educational Measurement (2016) and Education in a Time Between Worlds: Essays on the Future of Schools, Technology, and Society (2019).
“How then do we best prepare children to be successful in the modern world? Of course, the modern field of education is focused on this question, but has not been informed by an evolutionary understanding of cognitive development, nor considered the question of how folk abilities can be modified to create secondary competencies. Evolutionary educational psychology is an attempt to bridge evolutionary insights and educational science.” (Geary & Birch 2016, s.236) Hva betyr egentlig vår biologi og evolusjonære forhistorie for vår egen evne til å lære, både i uformelle omgivelser og i skolen? I denne episoden diskuterer vi David C. Gearys tilnærming til dette spørsmålet, særlig hans skille mellom biologisk primære og biologisk sekundære ferdigheter og kunnskaper. Hvorfor er det slik at noen typer læring som faller oss lettere fordi disse aktivitetene har vært en del av vår hverdag så lenge det har fantes mennesker? Og hvordan skal vi gå frem for å lære nyere kulturelle oppfinnelser, som lesing, matematikk og moderne naturvitenskap? Ifølge Geary kan vi ikke forstå forskjellen mellom slike ulike typer læring uten å innta et evolusjonært perspektiv på læring. I denne episoden gir vi en kort innføring i hans teori, og diskuterer hva en slik teori bidrar til hvordan vi forstår dagens skole og de utfordringer vi står ovenfor. Vi snakker også om hvorfor navn som Paul Kirschner, Daniel Willingham, E.D. Hirsch, David Dideau, Natalie Wexler har rett i så mange av deres kritikker av dagens skole, samtidig som de tar mange av våre gjengse skoleoppfatninger for gitt. Det er selvsagt greit nok, men mot slutten av episoden argumenterer vi for hvorfor deres perspektiv kun gir mening innenfor dagens skole, og utelukker et mer grunnleggende spørsmål om det kan finnes andre måter å innrette barn og unges læring på. Litteratur David C. Geary, 1994, Children's Mathematical Development David D. Geary, 1995, Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction, American Psychologist, 50(1), 24–37 David C. Geary, 2005, The Origin of Mind: Evolution of Brain, Cognition, and General Intelligence David C. Geary, 2022, Sex, mathematics, and the brain: An evolutionary perspective, Developmental Review, 63 David C. Geary og Daniel B. Berch, 2016, Evolution and Children's Cognitive and Academic Development, i Geary og Berch (red) 2016, Evolutionary Perspectives on Child Development and Education Jerry Carlson og Joey Levin (red.) 2007, Educating the Evolved Mind: Conceptual Foundations for an Evolutionary Educational Psychology, https://mrbartonmaths.com/resourcesnew/8.%20Research/Explicit%20Instruction/Educating%20the%20Evolved%20Mind.pdf ---------------------------- Logoen vår er laget av Sveinung Sudbø, se hans arbeider på originalkopi.com Musikken er av Arne Kjelsrud Mathisen, se facebooksiden Nygrenda Vev og Dur for mer info. ---------------------------- Takk for at du hører på. Ta kontakt med oss på vår facebookside eller på larsogpaal@gmail.com Det finnes ingen bedre måte å få spredt podkasten vår til flere enn via dere lyttere, så takk om du deler eller forteller andre om oss. Både Lars og Pål skriver nå på hver sin blogg, med litt varierende regelmessighet. Du finner dem på disse nettsidene: https://paljabekk.com/ https://larssandaker.blogspot.com/ Alt godt, hilsen Lars og Pål
Student reports of mental health challenges have been rising rapidly for several years. In this episode, Robert Eaton and Bonnie Moon join us to discuss what faculty can do to better support students facing these challenges. Robert and Bonnie aretwo of the authors of Improving Learning and Mental Health in the College Classroom, which will be released later this spring by West Virginia University Press. After completing a law degree at Stanford and working for several years as a litigator and general counsel, Robert returned to academia in 2004 as a member of the Religious Education faculty at BYU-Idaho. He is currently a professor of religious education and a learning and teaching fellow, and has previously served as the Associate Academic Vice President for Academic Development at BYU-Idaho. Bonnie is a member of the math department at BYU-Idaho, where she also serves as STEM Outreach Coordinator. A transcript of this episode and show notes may be found at http://teaforteaching.com.
In this episode Liz Gaberdiel interviews Karen Woodcock and Mairead Rae, the Postgraduate Programme Administrators of ICB, IQB3 and IEB, IIIR, IMPS, respectively, in the School of Biological Science at the University of Edinburgh. They share their experiences working with postgraduate students, what insights they accumulated from that work and share top tips on a successful PhD. They also introduce a wide range of support they can provide and share useful resources for a successful PhD. Visit and bookmark Institue of Academic Development website https://www.ed.ac.uk/institute-academic-development Get in touch by email with Karen karen.woodcock@ed.ac.uk or Mairead mairead.rae@ed.ac.uk. Also, you can now drop by their office at Mary Brück Building from Monday-Thursday and alternate Fridays (at the time of the recording, restrictions on in person meetings were in place).
Aisling Tierney talks to Spencer Frost a lecturer in Academic Development within the Bristol Institute of Learning and Teaching about the work of Albert Bandura and how self-efficacy can be embedded in teaching and learning practice to build student confidence. For the transcript, please follow the link
Louise Howson talks to Emilie Poletto-Lawson a lecturer in Academic Development within the Bristol Institute of Learning and Teaching who reflects on the paper “Thanks, but no thanks for the feedback” by Alex Forsythe and Sophie Johnson. For the transcript please follow the link
WESLACO, Texas - Adriana Cruz, executive director of economic development and tourism in the Office of the Texas Governor, gave the keynote presentation at a recent RGV LEAD conference.LEAD stands for Linking Economic and Academic Development. The group held its State of Education & Industry in the Rio Grande Valley conference at the Knapp Medical Conference Center in Weslaco. In her remarks, Cruz said the purpose of the Economic Development and Tourism Office is to enhance economic opportunity for all Texans by coordinating the state's economic development efforts. “While we're recognized for big announcements like Tesla and Samsung and Texas Instruments, we do much more. We promote Texas around the country and around the world as the premier destination for businesses and for tourists,” Cruz said.Cruz outlined the numerous programs her office facilitates to bring new jobs and capital investment to Texas.This podcast includes Cruz's entire speech. To read the new stories and watch the news videos of the Rio Grande Guardian International News Service go to www.riograndeguardian.com.
Julie Timmermans is a Senior Lecturer in the Higher Education Development Centre at the University of Otago in Dunedin, New Zealand. Julie is a teacher, researcher, and academic developer with experience facilitating learning in various universities and countries, including Canada, Japan, France, and now, New Zealand. Her research interests focus on academic development and threshold concepts. Julie has been a co-editor of the International Journal for Academic Development since 2020. In this conversation on the Scholarship of Educational Development, we speak with Julie Timmermans to learn how her experiences in multiple institutions and across countries has informed her work and her perspective as one of the Co-Editors of the International Journal for Academic Development. Transcript
Adolescence is a historically misunderstood and maligned period of human development. Dr. Mary Helen Immodino-Yang shares findings from her research of adolescents that demonstrate the enormous opportunity we have during this stage of life to change the trajectory of young people's lives. Not only can the right sets of experiences mitigate the impact of any earlier trauma or deprivation, the openness and plasticity of the adolescent brain offers an extended period during which we can set young people up for success in early adulthood and beyond.Relevant LinksBuilding Meaning Builds Teen's BrainsThe Brain Basis for Integrated Social, Emotional, and Academic Development
This is Episode 22 of "Centering Centers", a POD Network podcast that explores the work of Centers of Teaching and Learning and the vision and insights of educational developers in higher education. We are speaking with Tracy Zou (@ZouTracy) who has worked as an educational developer at the Hong Kong University of Science and Technology and who has now transitioned back to a faculty role as an assistant professor at the University of Hong Kong. In addition to teaching, she is an associate editor of IJAD – the International Journal for Academic Development and an editorial member of Asian Journal of the Scholarship of Teaching and Learning as well as a Senior Fellow of the Higher Education Academy. Our conversation centers on the lessons learned in the shift from faculty to developer and back, as well as the importance of fostering collaboration and critical friendships with people who not only support but challenge us to think and do things differently. And why those connections are so important to grow and sustain one's teaching. Connect with Tracy on Twitter - @ZouTracy Acknowledgement: Part of this sharing is based on the findings from the research project Professional Development at a Meso-level: Conceptual Development and Impact Analysis funded by the Research Grants Council of the government of HKSAR (Project no. 17609318). Transcript of the Interview
Hello everybody,Here is the much-anticipated second part of my journey into AI-land with OpenAI's GPT-3 language model. In addition to continuing my conversation with The Open University's Mike Sharples, I spoke to another education scholar: Stephen Marshall, Director of the Centre for Academic Development at Victoria University in Wellington.In this part, I ask Stephen and Mike how universities are going to deal with students using AIs to generate plausible essays with a single mouse click. The answer: stop thinking you can just assign an essay and mark it at the end. Wake up teachers!Hope you enjoy this one,Hal This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit halcrawford.substack.com
In this episode, four University of Edinburgh staff members, Jo Merrifield, Education Programme Manager at the Edinburgh Clinical Research Facility, Michael Gallagher, Programme Director of the MSc in Digital Education, Velda McCune, Deputy Director of the Institute for Academic Development and Brian Mather, Senior E-Learning Developer at the Veterinary school, reconnect to discuss anecdotes from using Media Hopper Create, along with their pitch for prospective users of the service. The episode begins with the participants' stories. Jo discusses a piece of positive feedback she received on a webinar series she cocreated, Michael shares about teaching his next-door neighbor how to use Media Hopper Create, and Velda and Brian touch on the benefits of using it as a collaborative tool. After, they share their pitches for prospective users of Media Hopper Create, touching on its accessibility and the benefits that come from being able to share academic content Timestamps: 0:58 - Participants share their stories from using Media Hopper Create 8:57 - The group gives their 'pitches' for encouraging people to give Media Hopper Create a try Transcript Music for this episode was provided by Hooksounds.
Teachers are bring tech into the classroom more than every before, but if those tech tools aren't designed for the reality and context of all students - can they really be effective? On this week's episode we speak with Professor Martin Oliver, Pro-Director for Academic Development at the University College of London's Institute of Education. During our conversation, Martin explained that choosing effective tech tools for learning is less about choosing the most cutting edge options, and more about optimizing technology choices to the real context of students' lives. That, in the trade off between efficiency and equity, equity considerations often lead to the most effective outcomes.Support the showSupport the show
In this episode, four University of Edinburgh staff members, Jo Merrifield, Education Programme Manager at the Edinburgh Clinical Research Facility, Michael Gallagher, Programme Director of the MSc in Digital Education, Velda McCune, Deputy Director of the Institute for Academic Development and Brian Mather, Senior E-Learning Developer at the Veterinary school, reconnect to discuss the tips, tricks and challenges they've found in using Media Hopper Create. The conversation begins with the group discussing tips. They discuss keeping your content short and succinct, taking advantage of a dialogic approach, thinking about what you want to create across before you record and finally involving fellow students and staff in a co-creative model. Their conversation then shifts to the challenges of using Media Hopper Create. How do we ensure the intended audience finds their way to the content? What about those who are uncomfortable recording videos? How does one bring intentionality to whose voices are being heard when editing content? While entertaining these challenges, the group manages to find quite a few silver linings. Timestamps: 1:00 - Participants discuss the greatest 'tips and tricks' they've found in using Media Hopper Create 9:40 - The group entertains the challenges they've found when using the service, and finds a few silver linings Transcript Music for this episode was provided by Hooksounds.
Overview: Today, host Lori Boll speaks with the Chief Global Education Officer for the Special Olympics, responsible for global education and youth leadership.Jacqueline Jodl, PhD. Lori and Jackie discuss the history of the Special Olympics, the evidence that backs up these programs that lessens bullying and bias, and how we, in our international schools, can get more involved. With a program like Unified Sports, we can create inclusive opportunities. Connect Website Twitter Instagram LinkedIn Resources Mentioned in Today's Podcast: Social Inclusion of Students With Intellectual Disabilities: Global Evidence From Special Olympics Unified Schools Bio Jacqueline Jodl, PhD, is the Chief Global Education Officer for the Special Olympics, responsible for global education and youth leadership. Previously, Dr. Jodl was an Associate Professor at the University of Virginia's School of Education and Executive Director at the Aspen Institute leading the National Commission on Social, Emotional, and Academic Development. Dr. Jodl's life is dedicated to helping organizations like Special Olympics that help children and young people who advocate for a more inclusive world where differences are celebrated, not feared. --- Send in a voice message: https://anchor.fm/seniapodcast/message
In the premiere of our Media Hopper series, four University of Edinburgh staff members, Jo Merrifield, Education Programme Manager at the Edinburgh Clinical Research Facility, Michael Gallagher, Programme Director of the MSc in Digital Education, Velda McCune, Deputy Director of the Institute for Academic Development and Brian Mather, Senior E-Learning Developer at the Veterinary school, connect to discuss how they use Media Hopper in their work. Media Hopper Create is the University's Media Asset Management system, which puts video at the heart of teaching, learning, research and public engagement. The quartet's conversation begins with each participant detailing how they use Media Hopper Create in their work, also touching on its usefulness during the pandemic. Among the variety of uses mentioned are lecture recordings, student assessment, student-staff co-creation, creating learning resources, podcasts and research dissemination. The conversation also covers the aspects of Media Hopper Create that the participants particularly appreciate, including its captioning and capacity for inclusivity, accessibility and interoperability. Timestamps: 1:18 - Each participant introduces themself and discusses the ways in which they use Media Hopper Create in their work 14:15 - The participants discuss which features they find particularly useful, including Media Hopper Create's accessibility and usability Transcript: 'Media Hopper Create and its many uses' Transcript Music provided by Hooksounds.
What if someone comes to support you and give you the mental break that you need, even if it was just for a few minutes? Doesn't that sound like a dream? It doesn't have to be because after today's episode with our amazing guest Mathew Portell, you'll learn how to support students, teachers, and staff members and establish a supportive culture in your school by incorporating trauma-informed practices. Mathew has dedicated a decade and a half to education in his role as a teacher, instructional coach, teacher mentor, and school administrator. He is currently in his seventh year as principal of Fall-Hamilton Elementary, an internationally recognized innovative model school for trauma-informed practices in Metro Nashville Public Schools. Principal Portell has had the honor of presenting Fall-Hamilton's work to state and national legislators and has spoken to some of the nation's most influential educators who serve on the National Commission of Social, Emotional, and Academic Development.Tune in and dive into trauma-informed practices that we can use to support our students and teachers!Want to connect with Mathew Portell? Follow him on LinkedIn, Instagram, Twitter, and Facebook. Go and listen to The Trauma-Informed Educators Network podcast, where the world's top experts from around the globe share their own trauma-informed journeys. If you want o shift the paradigm of your school culture, head to Paradigm Shift Education.Let's Connect! You can connect with our host Erica Terry on Instagram, Facebook, and LinkedIn. Be sure to check out her website https://www.healthywealthyeducators.com/ to learn more about different strategies to achieve your teaching goals!You can connect with the TeacherGoals community on Facebook, LinkedIn, Youtube, Instagram, and Twitter. If you'd like to engage in Q&A with our guests during the live interview or interact with a rockstar community of educators, then you definitely want to join the T
In this podcast, the Institute for Academic Development's (IAD) Dr Catherine Bovill, Senior Lecturer in Student Engagement, and Celeste McLaughlin, Head of Academic Development for Digital Education, discuss a collaborative international research project that sought to understand the changes to teaching practices as they went online during the initial period of the Covid-19 pandemic. This episode complements the blogpost, "Learning together during a global pandemic: Practices and principles for teaching and assessing online in uncertain times". Catherine and Celeste's conversation covers fascinating questions about how teachers have collectively adapted to the pandemic, as well. How did sentiment towards online learning change from the onset of the pandemic to six months in? How has online teaching led educators to rethink their practices? How has the pandemic changed the practices of teachers who were already teaching in a digital space? What did educators consider to be the 'biggest losses' from transitioning to online teaching? Timestamps: 1:05 - Celeste and Catherine introduce themselves and their research project 6:29 - Celeste and Catherine discuss educators' sentiments about the 'emergency period', and how these compare to the responses gathered well into the pandemic 9:00 - Catherine introduces the idea that teachers have had the opportunity to 'step back' from their normal teaching practices, and the two discuss 14:50 - The pair discuss how smaller blocks of recorded content has been used as an adaptation to digital learning
Mathew has dedicated a decade and a half to education in his role as a teacher, instructional coach, teacher mentor, and school administrator. He is currently in his seventh year as principal of Fall-Hamilton Elementary, an internationally recognized innovative model school for trauma-informed practices in Metro Nashville Public Schools. The school's work has been featured on National Public Radio, PBS, the documentary “#Enough”, and on the Edutopia website, with over 7 million views. Principal Portell has had the honor of presenting Fall-Hamilton's work to state and national legislators and has spoken to some of the nation's most influential educators who serve on the National Commission of Social, Emotional, and Academic Development. In 2018, his work was featured in a monthly blog in Education Week titled "Learning is Social and Emotional" where he documented the journey of sustaining a trauma-informed school. He is the founder of the Trauma-Informed Educators Network, with an active Facebook group and a podcast where educators and practitioners from around the globe share their own trauma-informed journeys. You can find Mathew on: Twitter @principalest His podcast, Trauma Informed Educators Network Podcast His Facebook group Trauma-Informed Educators Network --- Send in a voice message: https://anchor.fm/bigedidea/message
You know that buzz you hear when you walk into a classroom that is completely learner-owned? That's world renowned Ron Berger's classroom... And his students are ALWAYS working on something meaningful. Whether it's completing a field guide on local amphibians; or drafting plans for a new playground; they behave in the same way professionals would in the REAL WORLD- and they are only 10. I sat down with Ron, veteran teacher and senior advisor for EL Education to uncover his secrets for creating this 'ethic of excellence,' and how we can create it in our students as well. We learn: The power of public exhibition. How to transform static units of study into dynamic 'expeditions' of learning. How to build a positive classroom culture of feedback, critique + reflection. How to improve work quality without ever awarding a grade. To unleash curiosity and wonder in our most reluctant learners. Connect with Ron: Twitter @RonBergerEL, Website (eleducation.org), LinkedIN Get Project Ideas: 'Models of Excellence' from EL Education PBL Starter Kit: www.transformschool.com/pblstarterkit Ron's Bio: Ron Berger is Senior Advisor at EL Education, a nonprofit school improvement organization that partners with public schools and districts across America, leads professional learning, and creates open educational resources. He is a well-known keynote speaker nationally and internationally on inspiring a commitment to quality, character and citizenship in students. Ron is the author of best-selling education books, including: An Ethic of Excellence, and A Culture of Quality; and co-author of Leaders of Their Own Learning, Transformational Literacy, Management in the Active Classroom, Learning that Lasts, and We Are Crew: A Teamwork Approach to School Culture. He also teaches at Harvard Graduate School of Education, where he did his graduate work. He founded the website Models of Excellence: The Center for High-Quality Student Work, which houses the world's largest collection of beautiful student work. Ron was a member of the U.S. National Commission on Social, Emotional and Academic Development. In his prior work, Ron was a public school teacher and master carpenter in rural Massachusetts for over 25 years, and received the Autodesk Foundation National Teacher of the Year award.
En este capítulo, nos acompaña el Dr. Pere Clavé, Director of Research (R&D+I) and Academic Development en el Consorci Sanitari del Maresme y Presidente de la European Society for Swallowing Disorders. El Dr. Clavé es además autor del estudio sobre el efecto terapéutico, propiedades reológicas y resistencia a la a-amilasa en cuatro fenotipos de pacientes con disfagia orofaríngea y con él, repasamos sus principales resultados.
Dr. Mary Helen Immordino-Yang studies the psychological and neurobiological bases of social emotion, self-awareness and culture and their implications for learning, development and schools. She is a Professor of Education at the USC Rossier School of Education, a Professor of Psychology at the Brain and Creativity Institute, a member of the Neuroscience Graduate Program Faculty at the University of Southern California, and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE). Mary Helen was elected 2016-2018 president of the International Mind, Brain and Education Society by the society's membership. She is serving as a distinguished scientist on the Aspen Institute's National Commission on Social, Emotional and Academic Development and the National Academies of Sciences, Engineering, and Medicine's Committee on the Science and Practice of Learning. Mary Helen is also associate Editor for the award-winning journal Mind, Brain and Education and for the new journal AERA Open, and sits on the editorial boards of the Journal of Experimental Psychology. In her research work, Mary Helen leads cross-cultural, longitudinal studies investigating adolescent brain and social-emotional development, academic success and relations to school and life achievement in urban contexts as well as the neural and psychosocial correlates of mindsets in low-SES adolescents from different cultural groups. She also serves as scientific adviser to several Los Angeles schools/districts. Mary Helen's 2015 book, Emotions, learning and the brain: Exploring the educational implications of affective neuroscience, is available from W.W. Norton publishers (author proceeds are donated to education-related causes). In May 2020, Mary Helen wrote a must-read article in ASCD with Doug Knecht (Bank Street College of Education) entitled Building Meaning Builds Teens' Brains, if you're interested to find out more about the significant implications of Mary Helen's work this is a great place to start! Social Links LinkedIn: @maryhelenimmordino-yang Twitter: @CandleUSC
Thanks for tuning in! Watch the full interview on YouTube here: https://youtu.be/CsP4qhayJng Connect with Eden on Twitter @E_Mahina51 Order my new book, "Thrive After Sports" here! http://www.thriveaftersportsbook.com/ Connect with me at https://www.tajdashaun.com/ LinkedIn: https://www.linkedin.com/in/tajdashaun/ Instagram: @tajdashaun Facebook: https://www.facebook.com/coachtajdashaun YouTube: https://www.youtube.com/channel/UCdQgi_hDXaP5-6OtX_Nyf4A #lifeaftersports #thriveaftersports
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Professor Sarah Guri-Rosenblit is an active scholar. She has published multiple books and over 100 articles concerned with distance and online education – which, she has famously established, are not the same thing. Professor Guri-Rosenblit is Professor in the department of Education and Psychology with the Open University of Israel. Until October 2019 she served as Vice-President for Academic Affairs, prior to which she was Dean of Academic Development and Learning Technologies (2012-2017). Throughout her academic career, Professor Guri-Rosenblit has participated in many international forums, task committees, and collaborative research projects, such as the Scientific Committee of Europe and North America of the UNESCO Forum for Higher Education, Research and Knowledge (2003-2009); the Fulbright New Century Scholars (2005-2006); evaluation teams of the Higher Education and Social Change of the European Science Foundation (2007-2012) and the Bellagio Conference Center of Rockefeller (since 2007); Bologna Experts (2011-2014); the University of the Future Network (since 2016); and PhD Symposium Experts of EDEN (since 2019). Interview: https://episodes.castos.com/onlinelearninglegends/c64ca45a-24a4-4f2f-bb88-88e2bb6a7454-061-Sarah-Guri-Rosenblit-Final.mp3 | recorded August 2021 Sarah’s profile: https://www.openu.ac.il/personal_sites/sara-guri-rosenblit.html Moeketsi’s Facebook page: https://www.facebook.com/moeketsi.letseka.7 Publications: https://www.researchgate.net/profile/Moeketsi-Letseka Nominated works: Guri-Rosenblit, S. (1999). Distance and Campus Universities: Tensions and Interactions: A Comparative Study of Five Countries. Oxford: Pergamon Press & International Association of Universities. (290 pp.)Guri-Rosenblit, S. (2010). Digital Technologies in Higher Education: Sweeping Expectations and Actual Effects. New York: Nova Science Publishers, (178 pp.)Guri-Rosenblit, S. (2005). ‘Distance Education’ and ‘E-Learning’: Not the Same Thing, Higher Education, 49 (4), 467-493.https://www.researchgate.net/publication/226829906_’Distance_education’and‘e-learning’_Not_the_same_thingGuri-Rosenblit, S. (2018). E-Teaching in Higher Education: An Essential Prerequisite for E-Learning, Journal for New Approaches in Educational Research, 7 (2), 93-97.
Dr. Marc Brackett, founding director of the Yale Center for Emotional Intelligence and lead developer of RULER, a systemic, evidence-based approach to social and emotional learning reflects on where students are now and how to reach them. This Social Emotional Learning (SEL) focused episode is relevant for Fall 2021 as students and teachers return to school. https://www.coolcatteacher.com/e762 Today's sponsor is NaliniKIDS, creator of wordworkouts.org, a fantastic free SEL resource that will bring reflection and movement to your classroom. At wordworkouts.org you can select a word as the focus to help students get in the right mindset for a day of learning while making connections between academics and daily life. Wordworkouts.org is great for morning meetings, brain breaks, class transitions or advisory and is a wonderful relationship-building tool for your classroom community. Dr. Marc Brackett - Bio as Submitted Marc Brackett, Ph.D., is founding director of the Yale Center for Emotional Intelligence and professor in the Child Study Center, Yale School of Medicine at Yale University. His grant-funded research focuses on: (1) the role of emotions and emotional intelligence in learning, decision making, creativity, relationship quality, and mental health; (2) the measurement of emotional intelligence; and (3) the influences of emotional intelligence training on children's and adults' health, performance, and workplace performance and climate. Marc has published 125 scholarly articles and has received numerous awards, including the Joseph E. Zins Award for his research on social and emotional learning and an honorary doctorate from Manhattanville College. He also is a distinguished scientist on the National Commission on Social, Emotional, and Academic Development and on the board of directors for the Collaborative for Academic, Social, and Emotional Learning (CASEL). Marc is the lead developer of RULER, a systemic, evidence-based approach to social and emotional learning that has been adopted by over 2,000 public, charter, and private pre-school through high schools across the United States and in other countries, including Australia, China, England, Italy, Mexico, and Spain. RULER infuses social and emotion learning into the immune system of schools by enhancing how school administrators lead, educators teach, students learn, and families parent. Research shows that RULER boosts academic performance, decreases school problems like bullying, enriches classroom climates, reduces teacher stress and burnout, and enhances teacher instructional practices. Marc is the author of Permission to Feel: Unlocking the Power of Emotions to Help Our kids, Ourselves, and Our Society Thrive (Celadon/Macmillan), which will be released in September of 2019. Marc regularly consults with large companies on best practices for integrating the principles of emotional intelligence into training and product design. He is co-founder of Oji Life Lab, a corporate learning firm that develops innovative digital learning systems for emotional intelligence. With Facebook, Marc has developed a number of products, including: social resolution tools to help adults and youth resolve online conflict; a bullying prevention hub to support educators, families, and teens; and InspirED, an open-source resource center to support high school students in leading positive change in their schools. Marc also holds a 5th degree black belt in Hapkido, a Korean martial art. Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising."
Dr. Diana McNeill is Professor of Medicine at Duke University Medical Center in Durham, North Carolina. She was the program director of the Duke Internal Medicine Residency program from 2001-2011 and became the inaugural Director of Duke AHEAD (Academy of Health Professions Education and Academic Development) in 2014. She has won numerous teaching awards , including Master Clinician Educator at Duke in 2006. She is a Master in the American College of Physicians (ACP) and in 2020 received the Dema Daley Award from the Alliance for Academic Internal Medicine , honoring a member recognized nationally as an education leader. She was recognized in 2021 with the North Carolina ACP Laureate Award. In this episode we discuss what has worked for her to support work-life harmony, her self-entitled "End of Career Miracle" and her family successes. She has heard "You Made it Look Fun" and "You Made it Look Easy." Listen in to see how this happened for her and to learn so much more from this educator and mentor. Pearls of Wisdom: 1. Be Happy- this is a different definition for everyone. 2. Be Open to Opportunities. Never say "I can't." Say "I'll try." 3. Be Flexible and Support Flexibility for Others.
Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast for episode #155 with Adam Tyner from the Thomas Fordham Institute[i] (an organization that promotes educational excellence for every child in America via quality research, analysis, and commentary) on his newly released report How to Sell SEL: Parents and the Politics of Social and Emotional Learning. Watch this interview on YouTube here https://youtu.be/BWe04ByXOpk Access the Online Report here https://sel.fordhaminstitute.org/ Access past episodes here https://www.achieveit360.com/episodes/ On this episode, you will learn: The TOP 5 Findings from Adam Tyner's NEW REPORT "Parents and the Politics of Social-Emotional Learning" I'm Andrea Samadi, author, and educator from Toronto, Canada, now in Arizona, and like many of our listeners, have been fascinated with learning and understanding the science behind high performance strategies in our schools, sports, and workplace environments with ideas that we can all use, understand and implement immediately. We do this by covering the science-based evidence behind social and emotional learning (for schools) and emotional intelligence training (in the workplace). Our podcast provides tools, resources and ideas for parents, teachers, and employees to improve well-being, achievement and productivity using simple neuroscience as it relates to our cognitive (the skills our brain uses to think, read, remember, pay attention), social and interpersonal relationships (with ourselves and others) and emotional learning (where we recognize and manage our emotions, demonstrate empathy and cope with frustration and stress). This past week, as I was researching and learning new ideas for upcoming episodes, I saw a notification come through my phone from Twitter that caught my attention. It was from Victoria McDougald, from the Fordham Institute in Washington DC and she let me know that they were about to release a new report that explores how parents view SEL and how they want it taught in schools. We have all seen how the mental-health challenges imposed by the Covid-19 pandemic have made it more urgent to better support students' social and emotional learning needs while also advancing their academic learning, so I put down what I was doing and wrote her back immediately. This topic is urgent, timely and important. Every day I see emails about trainings in our schools to support our students SEL needs and the challenges we have all faced are not going away, they are changing and persisting in a way I don't think any of us imagined. The challenge that I have seen from the very beginning of watching SEL being implemented in schools across the US (starting in 2014 with just 8 States to our present day where all 50 States have some sort of SEL implementation plan) is that educators saw the importance of SEL, but didn't know where to begin, they weren't sure which program to use, how to integrate the SEL competencies into the curriculum. Following many of the early SEL webinars, I noticed this was a common theme. This is why we launched The Neuroscience Meets Social and Emotional Learning Podcast in June 2019 to gather ideas, strategies and best practices for those interested in learning more about this topic, with easy-to-understand implementation strategies and ideas for our schools and workplaces. The topics we cover on this podcast were going to be an Introduction to SEL Course with a well-known educational publisher, but when this direction changed, I decided to put this content out into the world, for free, to help support educators and those in the workplace. I had no idea that this podcast would gain a global following, going into 153 countries and approaching 100,000 downloads (over 8K downloads/month) as we noticed that educators and those in the workplace were looking for new ways to sharpen their saw—with these skills that are not new, but are newly important. If this is how educators were feeling as these skills were being implemented into our schools, or employees in their workplaces, I wondered what parents would be thinking and feeling? Does the everyday modern parent know what social and emotional skills are? Since launching the podcast, I have had constant feedback from people around the world how these topics are helping people, whether it's from Superintendents in our schools running their District, Principals running their school sites, teachers running their classrooms, or parents looking to find new ideas to inspire themselves at work, or with their own children. As you can see from the topics we cover, these skills (that we have tied the most current brain research) are not just about teaching our next generation to be responsible citizens, or to be respectful. There are 6 competencies that we focus on, based on the research from Casel.org[ii] and implementing these competencies is an important task not only for our students, but also for our teachers. I saw this emerge as a clear hot topic with my interview with Chey and Pav on their Staffroom Podcast[iii] (they are 2 phenomenal educators from Toronto who cover educational topics to improve our next generation of teachers/students) and it became clear that teachers can see the importance of modeling these skills in our classrooms of the future, integrating them into core subject areas, but what do parents think? That's what we will explore on today's episode. I looked closer at Victoria's message to me on Twitter, and she reminded me that “as we enter another pandemic year, the results of this first-of-its kind survey will help educators, policymakers and philanthropists gain stronger parental support and better help students navigate this exceptionally challenging time” and my response to her was “how soon can we speak?” The report, written Adam Tyner, and the Foreword and Executive Summary by Amber Northern and Michael J. Petrill shows 5 key findings that we will dive deep into with our questions starting with the premise that “America's hard nosed focus on academic achievement in recent decades has not improved schools nearly enough” (page 1 How to Sell SEL” and that the Common Core wars taught us that “mishandling communication about education reforms can derail good intentions.” (page 1 How to Sell SEL) so the Fordham Institute partnered with YouGov, a global public-opinion firm to develop a nationally representative survey of 2,000 parents “to gain greater clarity on what parents of K-12 students think about SEL, how they understand it, whether they see it as more help or hindrance, and whether they have concerns about its implementation.” (page 1, How to Sell SEL) **** Since there is a political angle to the report, I wanted to mention that I am a new US Citizen (September 2018) and have only voted once (born in Great Britain, grew up in Toronto, Canada, and moved to AZ, USA a few months before 9/11/01—with a vision to make an impact with education after the Columbine Tragedy—with SEL skills as my motivator). I'm really interested to dive deep with the report author, data analyst and project manager, Adam Tyner, on the results and findings, to see if we can bring more clarity for educators and parents on the future of SEL in our schools, and demystify these “social and emotional skills” that I have dedicated my life's work towards, with the hopes that some change occurs in our schools, and communities of the future. Welcome Adam Tyner, thank you for meeting with me so quickly after the release of this report. I'm sure you can see that I recognize how timely and important this topic is. Before we get to the questions, and the top findings of your report, I have to ask you “How was your honeymoon?” as I know you've just returned! Congratulations on this new milestone in your life. Life isn't all about work, or we would all burn out fast, so I think it's important to recognize and celebrate this time. Adam, let's dive into your “How to Sell SEL” Report. I wanted to go through each of the 5 key findings of the report and discuss each one to perhaps bring more clarity around each of the areas you have uncovered as important for parents of K-12 students. How does that sound? Q1: For Finding #1: There is broad support among parents teaching SEL-related skills in schools, although the term “social and emotional learning” is relatively unpopular. (Page 1) I looked at figure-1 and see the SEL skills that were measured in the survey, and my first thought was. Are parents clear what social and emotional skills REALLY mean? I looked at the survey questions and the term social and emotional learning was defined as “The process of developing self-awareness, self-control, interpersonal skills, responsible or ethical decision-making and civic awareness.” (page 34) I mentioned in the backstory that SEL is not just about teaching our next generation how to hold open doors for each other, or to be responsible citizens. These are character traits that I agree need to be taught (and I saw one character trait being measured)—prepare students to be an active and informed citizen. When conducting this survey, I think there were still some grey areas that could use some clarity for parents to grasp the importance of these skills, that Casel.org has proven with their research[iv] to provide an 11-percentile point gain for students who learn and implement these SEL skills. With this first finding, I wanted to break down the skills that you measured so that parents, educators, and policymakers can see which skills are social and interpersonal, which ones are emotional and the skills that are cognitive. This way, it takes the emphasis off the term “social and emotional skills” that people might have their own cognitive bias with--and look at these skills broken down into these 3 categories, so that we can then see which categories parents place more value on. To break these skills into 3 clear categories, I've used a report developed by Hank Resnik for The Aspen Institute called Integrating Social, Emotional and Academic Development: [v] where he brings clarity to the term “social and emotional learning.” From looking at the 3 categories in Hank Resnik's report, it looks like parents in your survey Valued Setting Goals and Working Towards Achieving Them (93%) which is listed as a Cognitive Skill Approaching Challenges in a Positive Way (91%) which I think would fall under Social and Interpersonal Skills. Parents next valued students Believe in Themselves and Their Abilities (91%) which I would put under the Emotional category. Navigate Social Situations (Social-Awareness-Social and Interpersonal) Respond Ethically (Social-Awareness-Social and Interpersonal) Prepare to be an Active, Informed Citizen (Social-Awareness-Social and Interpersonal) Understand, Express and Control Their Emotions (Self-Management-Emotional) Empathize with the Feelings of Others (Social-Awareness-Social and Interpersonal). Question 1: To me, when we break down the competencies into these 3 sections (cognitive, social and interpersonal and emotional) it seems like parents put the most value on setting goals and working towards them, which is a cognitive skill, Social and Interpersonal Skills (Mindset, Social Awareness) next, and emotional skills last (empathize with others/stand up for people of different backgrounds). What do you think about these findings? When we put the competencies into clear categories, what do you think about the fact that parents value setting and achieving goals over standing up for people with different backgrounds and empathizing with the feelings of others? If page 11 of the report noted a quote about the importance of our citizens to empathize with others, why did empathy show up last in the first findings, do you think? Horacio Sanchez, the author of the Poverty Problem--Empathy plays a critical role in reading comprehension. Low empathy, low comprehension. COGNITIVE SKILLS FIRST Setting/Achieving Goals (93%) SOCIAL AND INTERPERSONAL MINDSET SOCIAL-AWARENESS CHARACTER TRAIT of CITIZENSHIP SELF-MANAGEMENT-Understand and Manage Emotions (82%) SOCIAL-AWARENESS-Empathize with the Feelings of Others (81%) Figure 2: Integrating Social, Emotional and Academic Development (page 3) Social and Interpersonal Skills like: How to navigate social situations Resolving conflicts Showing respect towards others Emotional Skills like: Recognizing and managing one's emotions Empathy: the ability to understand the emotions and perspectives of others The ability to cope with frustration, disappointments and stress Finally, there's Academic or Cognitive Skills, the core skills our brain uses to think, read, remember, reason and pay attention. Skills like: Focus Setting goals Planning and organizing Perseverance Problem solving I have followed Stephanie Jones from Harvard[vi] over the years and her work on SEL Frameworks defines the domains with the three we mentioned (cognitive, social and emotional) in addition to values, perspectives and identity which I think are important to note as well. Do you think that values that include character skills, virtues and habits were clear where they fit into the realm of social and emotional learning instruction for parents? I think Values and Character are separate from SEL skills, and Identity/Mindset/Self-efficacy is important, just like your survey shows with the next findings. Q2: For findings #2: Democratic parents favor schools allocating additional resources to SEL more than Republican parents do. Students should be given honest feedback for them to learn from mistakes/grown (which both parties agree on). When I see the discrepancy with students' SEL needs must be met for them to reach their academic potential (89% for D and 75% for R) it makes me think that R are unclear of what exactly these SEL skills are. If they knew about how CASEL's research shows that students who studied these SEL competencies show an 11-percentile academic gain, wouldn't they all agree that students' SEL needs must be met for them to reach their full potential? Q3: Across the political spectrum, parents regard families as the most important entities for cultivating SEL yet there are partisan differences regarding how and where to emphasize SEL instruction. Q3: I wasn't surprised that the term “Social and Emotional Learning” is less popular than life skills, because going back to our question #1, I don't think there is clarity around what these skills are. Every single SEL webinar I attended began with someone giving a framework or clear definition of these skills so that educators began to see them in terms of SEL competencies. Stephanie Jones from Harvard's Easel Lab[vii] and her work on SEL Frameworks clearly defines the domains with the three we mentioned (cognitive, social and emotional) in addition to values, perspectives and identity which I think are important to note as well. For those who answered the survey and have their own assumption of what these skills are, will choose a term that fits what they think they are, and the problem I see, is that the survey leaves out the research behind these important skills. If we go back to Hank Resnik's report from the Aspen Institute, life skills correlate closer to cognitive skills, but they leave out the skills that I've uncovered in this podcast that 58% of Employers Say Students Aren't Learning in College.[viii] with communication being one of them, which is a social and interpersonal skill. Adam, do you think that if Social and Emotional Learning was better defined with your survey, that all 2,000 respondents saw them divided how Hank divided them, with the research attached, and the survey that follows the importance of these skills in the workplace, that the label or term “Social and Emotional Learning” would have a wider acceptance? Q4: Republicans are somewhat more wary than Democrats that SEL might divert schools away from academics or conflict with their own values. This has been something I have heard for years, from students, teachers, parents, and from our publishers who wonder how important these SEL competencies are. Do these skills really make an impact on our next generation of students? Casel.org's research says it does. I dive deep into the 5 SEL Competencies and why they are so important on a recent podcast episode #152[ix] with an expert in psychology and cognitive neuroscience, Dr. Howard Rankin, since the research is clear and shows us that students with strong SEL health “demonstrate self-control, communicate well, problem solve, are empathetic, respectful, grateful, gritty and optimistic.”[x] “Success in life, and in college and career specifically, relies on student's cognitive, social, and emotional development. (Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams[xi]) page 4 “Research shows that teaching these skills result in immediate and long-term improvement in academic achievements and are a better predictor of success than academic ability alone.” (Perspectives of Youth on High School and SEL Webinar, Dec. 11/18).[xii] Were the parents surveyed aware of the research behind SEL impacting academic achievement? What do think of these findings? Saying they are important and instilling them in your own children are 2 completely different things. Have they ever tried teaching these skills to their own children? I ask this because I've been aware of these skills since I saw them impacting a group of teens in the late 1990s, so of course, when my kids were old enough, I had them setting goals until they hit a certain age, and they started rolling their eyes at me when I would say “ok, what do you want to accomplish this year?” The yellow chart paper that used to hang up on their bedroom walls have been replaced with gymnastics trophies, and my girls don't listen to me anymore…but they listen to their coaches at the gym. I saw that these skills were taught more effectively outside of the home. I can only reinforce these skills, like I do with healthy eating, but they stopped goal setting with me, and would prefer to do that with their coach at the gym. Q5: Differences by parents' race, class and religion are rarely as pronounced as differences by political affiliation and parents of different races prefer varying SEL related program names (Developing Grit/Emotional Intelligence/Positive Youth Development/Character Education). For thing angle, I consulted with my good friend Horacio Sanchez, the author of The Poverty Problem, since our conversation on the podcast covered race and religion, and when I don't know something, I like to ask others to gain a different perspective and he said to me “When non-political issues are politicized, it often stems from how its being portrayed and being informed” and asked “do you think the political debate concerning SEL is related to the lack of understanding of what it is?” What do you think? DIVING DEEPER INTO WHAT PARENTS THINK AND FEEL ABOUT SEL: Andrea and Adams discuss these comments about the view of parents/SEL. “Confidence is built by doing” Andrea discusses with Adam that these skills can translate cross-curricular (math/confidence) blasting through a math problem, building confidence, but have a discussion about it so that it's not missed that it was perseverance and persistence that helped the student to solve the problem. Parents need to teach and reinforce SEL with their kids. Yes, we all must teach and reinforce these skills. Home/schools/sports. There are many skills I cannot teach my children (even though I have tried) but they learn them through their coaches through sport. It's takes a village. We must know how these skills translate back towards our academics, and think deeper about what improves our mathematical skills. (Dr. Ratey's[xiii] work- Naperville's Trends in International Mathematics and Science Study (TIMSS) where they scored #1 in science and #6 in math, in the world, proving that there was something unique that Naperville had discovered with correlation of exercise and academic achievement). Navigating relationships is important (which is why it's one of Casel's 5 competencies) and being mindful of behavior and consequences (brings us back to neuroscience and the brain with executive functions/thinking). This is why teachers must be trained in trauma-informed practices and understand how the brain works. Horacio Sanchez[xiv] Dr. Bruce Perry (What Happened to You Book) and Dr. Lori Desautels[xv] all teach how the brain impacts learning. Adam, I want to thank you very much for your time today, discussing something that I know we both agree is important to unpack a bit more. What are your final thoughts? For those who want to learn more about the report, what is the best way to access it? https://sel.fordhaminstitute.org/ Thank you! REFERENCES: [i] https://fordhaminstitute.org/tags/washington-dc [ii] https://casel.org/sel-framework/ [iii] Chey and Pav Speak to Andrea Samadi about Social and Emotional Learning in our Schools https://open.spotify.com/episode/0IaXGeegsY2d3Y23WmCgRa?go=1&utm_source=embed_v3&t=0&nd=1 [iv] https://casel.org/research/ [v]Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams by Hank Resnik March 2019 https://www.aspeninstitute.org/wp-content/uploads/2019/03/UPDATED-FINAL-Aspen_Integrating-Report_4_Single.pdf [vi] https://easel.gse.harvard.edu/people/stephanie-m-jones [vii] https://easel.gse.harvard.edu/people/stephanie-m-jones [viii]Employers Say Students Aren't Learning Soft Skills in College by Dana Wilkie October 21, 2019 https://www.shrm.org/resourcesandtools/hr-topics/employee-relations/pages/employers-say-students-arent-learning-soft-skills-in-college.aspx [ix] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #152 with Dr. Howard Rankin and Andrea Samadi https://andreasamadi.podbean.com/e/expert-in-psychology-cognitive-neuroscience-and-neurotechnology-howard-rankin-phdinterviews-andrea-samadi/ [x] SEL: The Why and Hows of Implementation in a School District (Edweb) https://home.edweb.net/webinar/sel20190404/ (April 4, 2019) [xi] Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Teams by Hank Resnik (March 2019) https://education-first.com/wp-content/uploads/2019/03/UPDATED-FINAL-Aspen_Integrating-Report_4_Single.pdf [xii] Report By Civic with Hart Research Associates Jennifer L. DePaoli, Matthew N. Atwell, John M. Bridgeland & Timothy P. Shriver Respected: Perspectives of Youth on High School & Social and Emotional Learning https://casel.org/wp-content/uploads/2018/11/Respected.pdf CASEL WEBINAR https://www.youtube.com/watch?v=Q3Nsr7ELsNQ [xiii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #116 with Dr. John Ratey https://andreasamadi.podbean.com/e/best-selling-author-john-j-ratey-md-on-the-revolutionary-new-science-of-exercise-and-the-brain/ [xiv] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #74 with Horacio Sanchez https://andreasamadi.podbean.com/e/leading-brain-science-and-resiliency-expert-horatio-sanchez-on-how-to-apply-brain-science-to-improve-instruction-and-school-climate/ [xv]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #56 with Dr. Lori Desautels https://andreasamadi.podbean.com/e/educational-neuroscience-pioneer-dr-lori-desautels-on-her-new-book-about-connections-over-compliance-rewiring-our-perceptions-of-discipline/
In a high-stakes environment, how can companies balance the tension between the desire for their people to learn and grow, yet still uphold professional standards and execute at those high levels to optimize performance? Join Dr. Maylyn Tan, Head, Academic Development, SIM Global Education as she expounds on practical steps that individuals or organizations can take to encourage learning, which can lead to greater performances.
Season 5, Ep. 4: Mr. Surpur, an incoming PhD Clinical Psychology student at Saybrook University, currently works for a yoga non-profit called Yoga Bharati as the Head of Research and Academic Development. He graduated from UC Santa Barbara with a degree in Biopsychology, B.S. with several honors. He is also an ERYT-200 certified yoga instructor, teaching yoga as well as training individuals to become yoga teachers themselves.Key Links & ResourcesYoga Bharati: http://yogabharati.org/Saybrook University: www.saybrook.eduSaybrook's Clinical Psychology Program: https://www.saybrook.edu/areas-of-study/humanistic-clinical-psychology/
Architect | Teacher | Filmmaker Rohan Shivkumar is an architect and urban designer based in Mumbai. He has studied at L.S. Raheja College of Architecture, Mumbai for his GD Arch. and at the University of Maryland , USA for his Masters in Regional and International Studies in Architecture. He has worked as Project coordinator for the Churchgate Revival project and the Tourist District project with the UDRI and studies concerning Slum Rehabilitation and open space regulations with groups concerned with development in Mumbai. He was part of the Heritage Listing project with the UDRI, a project by the MMR-Heritage Conservation Society. Rohan is the Dean of Research and Academic Development at the Kamla Raheja Vidyanidhi Institute for Architecture and Environment Studies. Rohan teaches Architectural Theory and Design Studio at the KRVIA at different levels in the Masters and the Bachelors courses. He has also headed the Design Cell of the school for many years. Besides his work as a researcher and an academic in the school, Rohan has an independent practice as an architect, has worked with non-governmental and research organizations as an urbanist, and has written extensively on architecture, urbanism and culture. He is also part of many architecture and art collectives like Collective Research Initiatives Trust (CRIT) and Collaborative Design Studio (CODES). Rohan is also a filmmaker, curator and has worked within the visual arts. He believes that architecture and the city are the powerful indicators of culture. In them are represented the values system of a society, the aspirations it has for the future, along with its successes and failures. He believes that the academic space is a space to critically examine the role that it plays and be able to suggest modes to recalibrating the modes in which it is practiced. He strongly believes that such a critical examination can happen through rigorously re-examining of some of the presumptions that architecture assumes. Multidisciplinary encounters between architecture, visual art, literature, cinema, sociology and other disciplines can create spaces where new and relevant conceptions of the ethical and aesthetic role of architectural practice can emerge. On shared values in architecture - “…..I think those can be encapsulated in the very clarified ideas from the French revolution that is Liberty, equality and justice, and Fraternity. If one is able to calibrate what good architecture is based on those terms – is it just, environmentally, socially just. All those resources perhaps are being spent on something. Or equal or free… …But for me what's most interesting is the word fraternity in that entire group. Fraternity is family, love, brotherhood. So it seems like it places love as the most instinctive and maybe even irrational imagination as a part of those four things. And I think that is nice when you think about it. Is your architecture a gift to someone you love? Or is it something that you're sharing?.....” Links to Rohan's Films - Nostalgia for the Future, 2017 https://vimeo.com/197254894 Lovely Villa, 2019 https://vimeo.com/332947562 Follow us on Instagram for Snippets and Updates on all our upcoming Episodes https://instagram.com/broadcast.interrupted?igshid=n8p244jdy89u
Welcome to the Edinburgh University Student’s Association Teaching Award Podcast Series. Working with the Edinburgh Hybrid Teaching Exchange to celebrate those that have been nominated and shortlisted for this year’s awards. In this episode, Grace Lavender Student Council Facilitator and 4th Year Religious Studies Student, talks with 2021 nominees Dr. Crispin Jordan, a Teaching Fellow with a focus on data analysis in Edinburgh Medical School: Biomedical Sciences and Dr. Glen Cousquer, MSc Programme Co-ordinator in The Royal (Dick) School of Veterinary Studies. You can also learn more about how Crispin adapted his pedagogy to hybrid teaching and learning including his replacement of lectures with ‘live sessions’ and ‘practice problems’ in his Reflection on his nomination. Links and Further Resources on the Topics Raised in this Discussion Podcast: Co-Creation in Hybrid Teaching and Learning (8 min) Mental Health in New Learning and Teaching Environments Teaching about sustainability through diverse and creative methods Flipped classrooms – an evidence-based reflection Applied Learning: ‘Working together on the COVID-19 indoor transmission review and publication’ Approaching coaching: Should schools be providing psychological coaching to improve student well-being? Student voice on academic feedback Mini-Series: The Politics of Knowledge and Social Justice: Introducing Intercalating Medical Students to Interpretivist Epistemology Donna J Haraway Presented By Grace Lavender, Student Council Facilitator and 4th Year Religious Studies Student Produced by Rohanie Campbell-Thakoordin, Peer Learning Coordinator, Student Opportunities & Dr. Joe Arton, Institute for Academic Development. Music Provided by HookSounds
Architect | Teacher | Filmmaker Rohan Shivkumar is an architect and urban designer based in Mumbai. He has studied at L.S. Raheja College of Architecture, Mumbai for his GD Arch. and at the University of Maryland , USA for his Masters in Regional and International Studies in Architecture. He has worked as Project coordinator for the Churchgate Revival project and the Tourist District project with the UDRI and studies concerning Slum Rehabilitation and open space regulations with groups concerned with development in Mumbai. He was part of the Heritage Listing project with the UDRI, a project by the MMR-Heritage Conservation Society. Rohan is the Dean of Research and Academic Development at the Kamla Raheja Vidyanidhi Institute for Architecture and Environment Studies. Rohan teaches Architectural Theory and Design Studio at the KRVIA at different levels in the Masters and the Bachelors courses. He has also headed the Design Cell of the school for many years. Besides his work as a researcher and an academic in the school, Rohan has an independent practice as an architect, has worked with non governmental and research organizations as an urbanist, and has written extensively on architecture, urbanism and culture. He is also part of many architecture and art collectives like Collective Research Initiatives Trust (CRIT) and Collaborative Design Studio (CODES). Rohan is also a filmmaker, curator and has worked within the visual arts. He believes that architecture and the city are the powerful indicators of culture. In them are represented the values system of a society, the aspirations it has for the future, along with its successes and failures. He believes that the academic space is a space to critically examine the role that it plays' and be able to suggest modes to recalibrating the modes in which it is practiced. He strongly believes that such a critical examination can happen through rigorously re-examining of some of the presumptions that architecture assumes. Multidisciplinary encounters between architecture, visual art, literature, cinema, sociology and other disciplines can create spaces where new and relevant conceptions of the ethical and aesthetic role of architectural practice can emerge. On shared values in architecture - “…..I think those can be encapsulated in the very clarified ideas from the French revolution that is Liberty, equality and justice, and Fraternity. If one is able to calibrate what good architecture is based on those terms – is it just, environmentally, socially just. All those resources perhaps are being spent on something. Or equal or free… …But for me what's most interesting is the word fraternity in that entire group. Fraternity is family, love, brotherhood. So it seems like it places love as the most instinctive and maybe even irrational imagination as a part of those four things. And I think that is nice when you think about it. Is your architecture a gift to someone you love? Or is it something that you're sharing?.....” Links to Rohan's Films - Nostalgia for the Future, 2017 https://vimeo.com/197254894 Lovely Villa, 2019 https://vimeo.com/332947562 Follow us on Instagram for Snippets and Updates on all our upcoming Episodes BROADCAST : interrupted on Instagram BROADCAST : interrupted on Youtube
In this episode, we continue the story of how Covid-19 changed Assessment Design through an issue whose temperature has risen with the move to digital and hybrid; academic misconduct. We hear the voices of Neil Lent, a Lecturer in Learning and Teaching at the Institute for Academic Development at the University of Edinburgh and Celeste Mclaughlin, the Head of Academic Development for Digital Education at the Institute for Academic Development. In our previous March 3 episode of the Teaching Matters Podcast, we talked to Judy Hardy and Neil Lent about how Covid-19 impacted assessment design at the University of Edinburgh. We heard how for some the move from traditional in-person exams to open-book online exams and group projects had an unexpected positive impact on students’ learning outcomes. We also heard about how this change in assessment design led to increased workloads and pressures. This episode responds to many of these concerns and offers a roadmap for student success while supporting staff. Workshops, Resources, & Links Mentioned in This Episode Workshop: Practical Strategies for… Designing out Plagiarism/Misconduct Using National Student Survey (NSS) Qualitative Data and social identity theory to explore students’ experiences of assessment and feedback Implications of ‘Dimensions of Quality’ in a market environment David Willetts: Higher Education and the Student Experience HEA Knowledge Hub: https://www.heacademy.ac.uk/hub Enhancement themes (QAA) Focus on: Assessment and Feedback project: https://www.qaa.ac.uk/scotland/focus-on/feedback-from-assessment Unintended Consequences of Approaches to Marking and Assessment Produced and Presented by Dr. Joe Arton, Academic Developer, Institute for Academic Development.
In this episode I talk to Dr. Kay Guccione, Senior Lecturer in Academic Development about her work, research and expertise in mentoring and coaching for researchers. During the podcast Kay mentioned a resource about Choosing, Recruiting and working with a mentor which is available online. Music credit: Happy Boy Theme Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/ Podcast transcript 1 00:00:09,230 --> 00:00:13,640 Hello and welcome to R, D and The Inbetweens. 2 00:00:13,640 --> 00:00:32,180 I'm your host, Kelly Preece, and every fortnight I talk to a different guest about researchers development and everything in between. 3 00:00:32,180 --> 00:00:39,980 Hello and welcome to the latest episode of R, D and The Inbetweens. In this episode, I'm going to be talking to my colleague, Dr. Kay Guccione. 4 00:00:39,980 --> 00:00:47,840 Kay, I've known for a few years because of her expertise and amazing work in mentoring and coaching for researchers. 5 00:00:47,840 --> 00:00:53,570 So I wanted to invite Kay on the podcast to talk about why it's important to have a mentor. 6 00:00:53,570 --> 00:00:59,630 What thebenefits are also about how she sets up mentoring schemes for researchers. 7 00:00:59,630 --> 00:01:04,910 So, Kay, happy to introduce yourself. My name is Kay Guccione. 8 00:01:04,910 --> 00:01:09,860 I work at Glasgow Caledonian University and I work in academic development. 9 00:01:09,860 --> 00:01:18,920 I lead on things like professional recognition through HEA accreditation, but also on mentoring and community building for our staff who teach. 10 00:01:18,920 --> 00:01:26,030 So the reason we want to chat today was about the kind of mentoring and coaching aspect of the work you do. 11 00:01:26,030 --> 00:01:34,790 And I wondered if you could tell us a little bit about how how you became interested in this area, because you've done a huge amount work in it. 12 00:01:34,790 --> 00:01:41,750 Yeah, I. You know, I never had a mentor until really recently or really anybody who's played a role. 13 00:01:41,750 --> 00:01:47,360 Anything in my development, like mentoring is, as we understand it now as a professional practise. 14 00:01:47,360 --> 00:01:49,500 And really, my undergrad and PhD looking back, 15 00:01:49,500 --> 00:01:57,590 I really have made use of that kind of thing because as a person who likes to sound things out makes up my mind by doing that sort of, 16 00:01:57,590 --> 00:02:02,840 you know, talking it through, seeing what comes out and then making sense of that. 17 00:02:02,840 --> 00:02:06,200 I could have used that kind of development myself. 18 00:02:06,200 --> 00:02:14,720 But my first encounter with mentoring was when I moved out of postdoc and I was a science postdoc and I moved into being a postdoc developer. 19 00:02:14,720 --> 00:02:23,920 So research developer and one of the projects on the long list of things to do for postdocs just said you're mentoring programme as as the Concordat 20 00:02:23,920 --> 00:02:27,770 did in that days. You know, it just it said postdocs should have some mentoring. 21 00:02:27,770 --> 00:02:32,360 So it was a really blank canvas open to whatever we made of it. 22 00:02:32,360 --> 00:02:35,390 Really, I don't know anything about mentoring. I never experienced it firsthand. 23 00:02:35,390 --> 00:02:41,930 So I popped over to Sheffield Hallam University to meet Paul Stokes in the mentoring and 24 00:02:41,930 --> 00:02:47,240 Coaching Research Unit down there and to get the support of that team really in terms of, 25 00:02:47,240 --> 00:02:51,050 you know, what's a programme? What does it look like? What is happening? What was mentoring? 26 00:02:51,050 --> 00:02:56,060 What the mentor supposed to do? So very naive. Which went along and ask some experts. 27 00:02:56,060 --> 00:03:00,410 I suppose that's a particular skill of mine. Go and ask someone who knows. 28 00:03:00,410 --> 00:03:06,440 And we started the programme and it immediately became my favourite piece of work. 29 00:03:06,440 --> 00:03:13,780 You can see the transformation happening and mentoring is really rich learning and it's personalised to each individual mentee that comes in. 30 00:03:13,780 --> 00:03:20,990 And because it's contextualised as it helps them do the things that they want to do, it has really immediate impact. 31 00:03:20,990 --> 00:03:30,040 And people were raving about it, about the quality of the conversations that they were having with their mentors and what it was enabling them to do. 32 00:03:30,040 --> 00:03:33,830 It became just a dream to work on. So over time, that programme grew. 33 00:03:33,830 --> 00:03:39,200 It became massive. It went to institutional level and then spun off into smaller programmes like thesis 34 00:03:39,200 --> 00:03:45,080 mentoring and the mentoring for researchers who want to get careers outside the academy. 35 00:03:45,080 --> 00:03:51,060 And then from that into a suite of new programmes supporting people across the University of Sheffield. 36 00:03:51,060 --> 00:03:57,800 Alongside that, I'd done a Masters is a master's in education with a coaching and mentoring specialism through the University of Derby. 37 00:03:57,800 --> 00:04:04,760 So I have imbibed all experience at programme development level and then all the training that underpins it. 38 00:04:04,760 --> 00:04:14,810 I was able to make a case very during a team restructure that there should be a role dedicated to mentoring, coaching in communities. 39 00:04:14,810 --> 00:04:20,750 And I did that role in Sheffield from 2012 to 2019. They want to move to GCU in 2019. 40 00:04:20,750 --> 00:04:26,970 That sort of work, again, became a large part of my role because it works, you know, because it's something we can put into place. 41 00:04:26,970 --> 00:04:31,670 It's I mean, it's personalised and we see the results within six months of what is going on. 42 00:04:31,670 --> 00:04:41,480 So that's fabulous. You know, you said just that, you know, how much you enjoy that work and how quickly you see the impact and the benefits. 43 00:04:41,480 --> 00:04:52,160 I mean, making that case for a dedicated role to look at mentoring, coaching, it's not it's not an easy thing within. 44 00:04:52,160 --> 00:04:59,000 A higher education. But could you talk a little bit about some of the impact and benefits that you see? 45 00:04:59,000 --> 00:05:07,590 Yes. And I think the thing the thing was that helps me making that case when the role is that mentoring isn't the way I see is. 46 00:05:07,590 --> 00:05:14,400 Mentoring isn't a project has very limited reach. If it's seen as something that is a project, you know, alongside, 47 00:05:14,400 --> 00:05:19,140 we do this kind of training course and that kind of network and this kind of mentoring programme. 48 00:05:19,140 --> 00:05:23,880 If you see mentoring as something systemic, you know, and you think in systems of mentoring. 49 00:05:23,880 --> 00:05:26,370 So we've got the senior academics mentoring the junior academics. 50 00:05:26,370 --> 00:05:31,630 They're mentoring the postdocs, postdocs mentoring the PGR as PGRs are peer mentoring with each other. 51 00:05:31,630 --> 00:05:38,460 And, you know, it's if you see as something that cascades out and understand the difference that can be made, 52 00:05:38,460 --> 00:05:44,850 if everybody has this skill set and everyone can apply that skill set not just to a mentoring programme, 53 00:05:44,850 --> 00:05:48,940 but, you know, in small group teaching, you can use these skills as a line manager. 54 00:05:48,940 --> 00:05:52,290 You can use these skills as a PhD supervisor, you can use these skills. 55 00:05:52,290 --> 00:06:03,840 So once I became to see it as a systems of work, it was much easier to show what impact it would have at that organisational level. 56 00:06:03,840 --> 00:06:07,940 And in terms of the individuals that that's where it starts, you know, the impact on this person. 57 00:06:07,940 --> 00:06:14,340 So I guess at its most basic level, mentoring is a confidential space where someone can sit down, 58 00:06:14,340 --> 00:06:18,750 think out loud, check things out and just find out how stuff works. 59 00:06:18,750 --> 00:06:23,410 So even at that basic one to one level, there's probably something in it for everyone, 60 00:06:23,410 --> 00:06:30,420 because the questions that you have and the things you want to talk about a personal to you coming into that mentoring programme, 61 00:06:30,420 --> 00:06:36,990 the mentors, they're you know, they help you make some time and some space to actually sit down and think about yourself for a change. 62 00:06:36,990 --> 00:06:40,560 Think about where you go in. We don't often get to do. A real privilege. 63 00:06:40,560 --> 00:06:48,420 And I think the quality of the plans we put into action are probably represented by the quality of the thinking that went into them. 64 00:06:48,420 --> 00:06:56,660 So being able to find our feet and find our way forward is something that's a key impact of those mentoring kind of conversations. 65 00:06:56,660 --> 00:07:00,180 You know, if it depends what people are looking for, it's a chance to be heard and really listened to. 66 00:07:00,180 --> 00:07:03,240 That's not very common in pressured competitive environments, 67 00:07:03,240 --> 00:07:10,890 particularly suited to the research environment, I think, to make that space to be heard and be listened to. 68 00:07:10,890 --> 00:07:16,920 And, you know, if we understand how something works, the game of academia, what the rules are, how to navigate it with them, 69 00:07:16,920 --> 00:07:26,370 building confidence to try things out and building confidence in ourselves as researchers and ask people who have something to contribute. 70 00:07:26,370 --> 00:07:30,450 If you're kind of person, who needs a bit of a push or some accountability to say, get your papers written. 71 00:07:30,450 --> 00:07:36,810 A mentor can help with that. If you're someone who needs, you know, at a time where they need a get support and a sympathetic ear. 72 00:07:36,810 --> 00:07:41,220 Mentors can offer that. If it's just a, you know, case of what next. 73 00:07:41,220 --> 00:07:44,470 I don't know what the options are on where to go. Mentors can offer that as well. 74 00:07:44,470 --> 00:07:49,000 So whatever you bring to it, that's what you work on. 75 00:07:49,000 --> 00:07:56,610 And I think if people see it really as an arena for doing a piece of planning rather than for solving a problem particularly, 76 00:07:56,610 --> 00:08:01,500 you can start to see how it fits into into everyday work and everyday life. 77 00:08:01,500 --> 00:08:08,010 And we've all got things on the horizon we need to think about. Let's do that thinking in a systematic way with someone who wants to help us. 78 00:08:08,010 --> 00:08:11,870 And I think it gives us that time to do what you know, 79 00:08:11,870 --> 00:08:20,670 we we don't have time to do so often at higher education, which is to take a step back and reflect and plan. 80 00:08:20,670 --> 00:08:26,700 And I know in in my role as a researcher developer, which obviously, you know, you've done that as well. 81 00:08:26,700 --> 00:08:31,320 And now as a senior lecturer working in academic development, 82 00:08:31,320 --> 00:08:38,250 you know that the time and the facility for that just feels like it's dwindling as a 83 00:08:38,250 --> 00:08:45,180 kind of academic workloads and expectations and outputs and everything kind of grows. 84 00:08:45,180 --> 00:08:52,740 But actually, it's those conversations like you're talking about those plans that planning, that time for reflection, 85 00:08:52,740 --> 00:09:00,590 for strategic thinking about what comes next, that's actually going to help us to do the productive aspect of it. 86 00:09:00,590 --> 00:09:07,800 Yeah, absolutely. And I think it's there's very famous cartoon where there's a sort of a cave dwelling person pushing 87 00:09:07,800 --> 00:09:12,870 a cart with square wheels and there's the developer there offering them round wheels and they say, 88 00:09:12,870 --> 00:09:19,410 you know, I haven't got time for this. I'm too busy. And you figure this would really help with what you're trying to achieve? 89 00:09:19,410 --> 00:09:23,760 And I think absolutely, we cannot deny that workloads have rocketed. 90 00:09:23,760 --> 00:09:28,680 There's not enough staff in universities. Everybody's doing at least a job and a half right now. 91 00:09:28,680 --> 00:09:33,540 And I think as somebody who designs programmes and designs mentoring conversations, 92 00:09:33,540 --> 00:09:39,750 even just having the chance to go and meet a mentor is being pushed out. 93 00:09:39,750 --> 00:09:43,530 So it's a cases and, you know, how else can we get these conversations into things? 94 00:09:43,530 --> 00:09:46,980 How can we make them part of peer observations or peer review? 95 00:09:46,980 --> 00:09:51,450 How can we make them part of team meetings or annual appraisal systems and. 96 00:09:51,450 --> 00:09:55,590 How can we we get these. The quality of conversation. 97 00:09:55,590 --> 00:10:03,540 Two things people are obliged to do, even if they can't find time to sort of, you know, sit down for the hour. 98 00:10:03,540 --> 00:10:10,740 What can be done and trying to find ways to fit it in a simple cost is for postgraduate and early career researchers. 99 00:10:10,740 --> 00:10:18,870 I wonder if you could say something about maybe the benefits of engaging in mentoring and coaching at that stage of your career. 100 00:10:18,870 --> 00:10:29,800 But also why it's something that they should make the time for, because they're not necessarily part of those kind of line management type structures. 101 00:10:29,800 --> 00:10:36,750 to a certain extent. I think it is about readiness because mentoring is a piece of work that researchers do. 102 00:10:36,750 --> 00:10:42,330 You know, it's not it's not a magic fix. It's not a case of going off to meet somebody and then receiving the answers. 103 00:10:42,330 --> 00:10:53,640 It is a piece of self evaluation. It requires you to be open and be honest with yourself, at least about where it is you want to go. 104 00:10:53,640 --> 00:10:59,610 And where you're at right now. So I would say firstly, if people really believe it's not for them and don't want to, 105 00:10:59,610 --> 00:11:05,070 that's absolutely fine, because it does require a certain amount of energy and input from the researcher. 106 00:11:05,070 --> 00:11:09,110 But if you are ready for that and you're thinking, you know, who do I choose and how? 107 00:11:09,110 --> 00:11:14,130 I'm happy to pass on a whole resource that I've got about how to consider that. 108 00:11:14,130 --> 00:11:21,540 I'll make sure that that gets passed over. Linked to the main things to think about are who do you. 109 00:11:21,540 --> 00:11:28,500 Who do you want to work with? Who would you like to speak to? And the people who you might identify as being really appropriate mentors, 110 00:11:28,500 --> 00:11:33,180 people with big CVs, lots of publications, you know, big research teams, actually. 111 00:11:33,180 --> 00:11:39,510 Are they the best mentors? You know, we're looking at mentoring. As I said, is a specific skill sets. 112 00:11:39,510 --> 00:11:42,960 It's an education based skill set, is an interpersonal skill set. 113 00:11:42,960 --> 00:11:49,530 So look around for the person who everybody thinks is a good, you know, a good supporter. 114 00:11:49,530 --> 00:11:53,100 Look at that. Their PhD students. Their postdocs. The research teams. 115 00:11:53,100 --> 00:11:57,180 And you can ask, you know, of a good person to speak to. 116 00:11:57,180 --> 00:12:02,700 And then when you approach a mentor, I would say it's good to tell them who you are, what you might be aiming for, 117 00:12:02,700 --> 00:12:11,610 what you might want from them, where you're aiming to go, perhaps, and then what you've seen about them that you think you could benefit from. 118 00:12:11,610 --> 00:12:20,100 And I think if we start off together on this understanding that mentoring is a piece of work that the mentee does, the mentor is the support for that. 119 00:12:20,100 --> 00:12:20,910 And in order to support, 120 00:12:20,910 --> 00:12:28,740 they've got to have these these great skills were probably in the right mindset for understanding if mentoring is for us right now. 121 00:12:28,740 --> 00:12:33,280 If you are thinking about try and out, but you're hesitating a bit. 122 00:12:33,280 --> 00:12:39,120 I mean, just give it a go. What's what what could happen. You know, you might think, actually, I picked the wrong person. 123 00:12:39,120 --> 00:12:45,990 Never mind. Let's just say thanks and move on or I don't really see what I've got out of that that I couldn't have done on my own. 124 00:12:45,990 --> 00:12:50,970 That's perfectly fine. Some people like to work, you know, in as as an individual on paper, in the heads. 125 00:12:50,970 --> 00:12:54,750 That's fine. It's a skill set. And you can self coach and self mentor. 126 00:12:54,750 --> 00:13:02,040 Once you know these kind of self-analysis tools and ways of thinking, you can ask yourself coaching questions as well. 127 00:13:02,040 --> 00:13:08,470 If there's nobody available to you around, you could get together with peers, talk to friends, have a little coaching session. 128 00:13:08,470 --> 00:13:13,080 You know, there's there's always some way to do the kind of reflection that I'm talking about. 129 00:13:13,080 --> 00:13:19,290 So start small. Build up. Decide if you like it. If you don't know where is in that. 130 00:13:19,290 --> 00:13:28,130 All of this is the schemes that you've run. And I know at Sheffield that the the volume of them kind of in the end was huge, 131 00:13:28,130 --> 00:13:33,810 are there kind of really tangible benefits that you saw from people going through that scheme in terms of 132 00:13:33,810 --> 00:13:39,710 kind of how they move forward with their careers or research completion publication that that sort of thing. 133 00:13:39,710 --> 00:13:42,810 Yeah. I would say when you're evaluating mentor or you want to look first, 134 00:13:42,810 --> 00:13:49,200 they experience people have because that will give you that will give you a sense of what might happen in the future. 135 00:13:49,200 --> 00:13:56,070 Now, with mentoring programmes, you know, can be short just in a few months, six months, say what we probably aren't expecting. 136 00:13:56,070 --> 00:14:00,820 And that time is for someone to get five publications out just because of the timelines that research and publishing 137 00:14:00,820 --> 00:14:10,070 and those kinds of indicators of academic esteem work on different timelines to mentor and obviously so on the. 138 00:14:10,070 --> 00:14:15,920 On the programmes I've worked on, I've always asked people, you know, did this make a difference to your sense of belonging to the university? 139 00:14:15,920 --> 00:14:22,040 Did it make a difference to your confidence? Did it make a difference to the strategies and plans you've put into place? 140 00:14:22,040 --> 00:14:25,850 And then what we see is further down the line that we see the tangible benefits of that. 141 00:14:25,850 --> 00:14:32,130 So we might get the person who gets the fellowship. We might get the person who gets a different job, decides what career they want to move into, 142 00:14:32,130 --> 00:14:39,290 gets their publishing done, gets involved in the kind of outreach or public engagement work that they want to do. 143 00:14:39,290 --> 00:14:41,210 The goals are personal to the individuals. 144 00:14:41,210 --> 00:14:50,480 But if we start with the support, the confidence and the planning, those more tangible or hard benefits will tend to come after that. 145 00:14:50,480 --> 00:14:59,960 And I think that's the key for me in so much of the development work that we do as a researcher, academic people would have a developers. 146 00:14:59,960 --> 00:15:07,190 Is that, you know, sometimes because because of the nature of H-E and the kind of culture of the speed of it, 147 00:15:07,190 --> 00:15:10,600 the level of workload, there's a kind of desire for a quick fix. 148 00:15:10,600 --> 00:15:15,320 There's a kind of okay, but I need something that's gonna give me a very tangible, very clear output now. 149 00:15:15,320 --> 00:15:20,750 So, you know, I have it when people come to workshops. So, you know, we're going to workshop or writing your literature review. 150 00:15:20,750 --> 00:15:24,800 They kind of want to leave. Being able to sit down and write the literature review immediately afterwards, 151 00:15:24,800 --> 00:15:28,420 whereas it's not what we're dealing with is something more complex and that a 152 00:15:28,420 --> 00:15:32,810 more reflective that gets you to kind of work towards being able to do that. 153 00:15:32,810 --> 00:15:37,400 And. And I think I can really see that in what in what you're saying, actually, 154 00:15:37,400 --> 00:15:43,020 it's it's not gonna give it's not necessarily going to give you that immediate kind of. 155 00:15:43,020 --> 00:15:46,890 OK. You've had a meeting. Here's a tangible thing that you can take away. 156 00:15:46,890 --> 00:15:48,920 And you've got output or you've got you know, 157 00:15:48,920 --> 00:15:54,890 you've got something you can write on a CV or look up on a screen or hold in your hand or whatever it is. 158 00:15:54,890 --> 00:16:01,220 It's actually accepting that the benefit that the tangible or the kind of hard benefits, 159 00:16:01,220 --> 00:16:05,700 as you call them, of this tend to come in the long term rather than the short term. 160 00:16:05,700 --> 00:16:09,230 Yeah, absolutely. So this is kind of a transformative process. 161 00:16:09,230 --> 00:16:13,820 And, you know, you might get a person coming into mentoring who's already got all this skills. 162 00:16:13,820 --> 00:16:19,670 They've got all of the aid is there ready to go. And all they need is somebody to say, yes, you can do it, you know? 163 00:16:19,670 --> 00:16:22,430 And then you get to see a very immediate benefit. 164 00:16:22,430 --> 00:16:27,380 But you might also get somebody coming into the same mentoring programme who's just starting a journey. 165 00:16:27,380 --> 00:16:30,110 And it's got to figure out a lot. A lot of things. 166 00:16:30,110 --> 00:16:37,250 You know, they it takes time to have ideas, to develop ideas, to draught writing and to to develop that writing. 167 00:16:37,250 --> 00:16:45,230 I think we absolutely have to look where people come in and where they where they finished mentoring programmes, 168 00:16:45,230 --> 00:16:49,860 you know, the objectives that they set for themselves at the beginning. How far along did they get those? 169 00:16:49,860 --> 00:16:58,370 And some of that's in setting smart objectives, you know. Is it about having 10 papers at the end of this programme or is it about figuring out 170 00:16:58,370 --> 00:17:03,070 one good place to publish and really understanding what that journal is looking for? 171 00:17:03,070 --> 00:17:10,550 We've got different, different people coming in at different stages of their thinking, different stages of their understanding. 172 00:17:10,550 --> 00:17:12,950 And that's why we have to work at the individual level. 173 00:17:12,950 --> 00:17:19,000 We have to make sure that the support that's received is tailored to where that person's at and where they want to go. 174 00:17:19,000 --> 00:17:22,940 You know, I, I know from myself, when I've gone into mentoring, I've gone into it and gone. 175 00:17:22,940 --> 00:17:27,160 I know I need somebody to talk to you, but I don't have any idea what I'm aiming at 176 00:17:27,160 --> 00:17:30,680 And that's that's the most mentees I've worked with. 177 00:17:30,680 --> 00:17:37,440 We don't all turn up going. Here is my goal. You know, sometimes it's like I think something's wrong, 178 00:17:37,440 --> 00:17:42,920 but I'm not sure what it is or I think something could be better or I don't understand what is expected of me. 179 00:17:42,920 --> 00:17:51,500 And these are normal reactions to have at work. You know, it's complex and figuring out different work relationships and figuring out, you know, 180 00:17:51,500 --> 00:17:59,750 what's possible for you and how you'd like to approach that is something that we all go through and a mentor can most definitely help with. 181 00:17:59,750 --> 00:18:06,750 So you mentioned earlier that. You know, a lot of this is is it is an eco system. 182 00:18:06,750 --> 00:18:13,790 Yeah, it's the kind of the senior professors mentoring the senior lecturers, mentoring the kind of newer academics, 183 00:18:13,790 --> 00:18:17,510 mentoring the postdocs, mentoring the PGRs you know, who are mentoring each other. 184 00:18:17,510 --> 00:18:22,970 So it is that kind of top down or bottom up, which is where you want to look at the ecosystem. 185 00:18:22,970 --> 00:18:26,240 And I wondered if you could talk a little bit about how that. 186 00:18:26,240 --> 00:18:37,370 How that kind of looks and operates and the benefits of that kind of level of an engaged mentoring culture amongst academics. 187 00:18:37,370 --> 00:18:45,620 Yeah, so I would say how it looks now is not how it looks when you start it, you don't have to do all in the first instance. 188 00:18:45,620 --> 00:18:51,980 It's not a case of, you know, assembling 10000 people and making a culture of mentoring. 189 00:18:51,980 --> 00:18:59,840 On day three, it's how it started. It started with 12 people, six pairs. 190 00:18:59,840 --> 00:19:06,440 So six academic volunteers and six postdocs is where it started. 191 00:19:06,440 --> 00:19:11,660 And I think if you focus at that point on making sure everybody has a good experience and making 192 00:19:11,660 --> 00:19:16,040 sure at the end of it you understand what's made that a good experience and what the outcomes were, 193 00:19:16,040 --> 00:19:22,190 those people will then start to do the work for you because the postdocs will tell other people this was great. 194 00:19:22,190 --> 00:19:26,780 Get on board with it. You know, if I go back to the mentors and say, would you mentor for us again? 195 00:19:26,780 --> 00:19:30,650 And also can you recommend a colleague? And we started we sought to double up. 196 00:19:30,650 --> 00:19:35,720 So there comes a time when people are experienced as mentors say you got your 197 00:19:35,720 --> 00:19:39,650 most senior academics and they will come to you and start asking questions. 198 00:19:39,650 --> 00:19:49,460 You know, I want. They might say I would like my Masters course to have a mentoring component with industry, or they might say, 199 00:19:49,460 --> 00:19:58,100 I want all of my first year to do peer mentoring conversations with each other as a formative assessment before they get into their four, 200 00:19:58,100 --> 00:20:01,910 they get into their summative assessments and you start to help with that and that. 201 00:20:01,910 --> 00:20:07,310 And so you start to see that the mentors who've had a really good experience want more of it. 202 00:20:07,310 --> 00:20:12,730 They're trying to bring it into the departments for, say, new new academic starters on probation. 203 00:20:12,730 --> 00:20:14,570 They're trying to bring it into their taught courses. 204 00:20:14,570 --> 00:20:18,860 They're trying to bring it in with the people they supervise because they've had that good experience. 205 00:20:18,860 --> 00:20:25,610 They can see the benefits. And then is a case of saying, you know, we've got a lot of people now, postdocs, for example, 206 00:20:25,610 --> 00:20:31,750 who've experienced having a mentor and why shouldn't they have the same skills? 207 00:20:31,750 --> 00:20:35,570 You know, why shouldn't they also be able to apply this? We've got all these PGRs 208 00:20:35,570 --> 00:20:42,500 So, again, it's more recruiting, piloting, trying to understand what's going on, thinking what what do people need to get done? 209 00:20:42,500 --> 00:20:46,160 They need to get their theses done. What have postdocs already done? 210 00:20:46,160 --> 00:20:49,670 They've written their thesis. So here we've got a hook to hang mentoring on. 211 00:20:49,670 --> 00:20:53,960 We say, you know, this is not just about generic career support or career mentoring, 212 00:20:53,960 --> 00:20:58,140 which I actually think PGRs are very well served for most universities now. 213 00:20:58,140 --> 00:21:01,670 But saying what targeted thing can we achieve with mentoring here? 214 00:21:01,670 --> 00:21:07,460 So postdoc thesis mentors was where I went next, coming out of thesis mentoring. 215 00:21:07,460 --> 00:21:14,060 People were saying, I wish I'd had this earlier. I really wish I hadn't left it to the last six months of my PhD to have a mentor. 216 00:21:14,060 --> 00:21:22,330 Fantastic. So what can we do at an early stage? And I'm looking then at a confirmation review which might be called upgrade of first year vivas 217 00:21:22,330 --> 00:21:29,510 But that piece of written work. Students have to do in order to remain on their doctoral course. 218 00:21:29,510 --> 00:21:35,000 And then on the other side of that, recognising that. So having a day, a year, you know, 219 00:21:35,000 --> 00:21:40,310 there might be a national or international mentoring day or other event in the calendar 220 00:21:40,310 --> 00:21:44,690 for your university where you want to highlight all of the good stuff that's going on. 221 00:21:44,690 --> 00:21:51,480 So really championing that and saying, you know, we've had 100000 mentoring conversations at the university in the last year or. 222 00:21:51,480 --> 00:21:56,030 And these are all the different kinds of groups we've served. These are all the different kinds of outcomes. 223 00:21:56,030 --> 00:22:01,580 We have and making sure that's very visible and it's very seen, of course, the university. 224 00:22:01,580 --> 00:22:08,720 But all that grows over time. So, you know, pick your six PGRs and start there and give them a good experience. 225 00:22:08,720 --> 00:22:13,070 And it proves itself and it will grow from there. 226 00:22:13,070 --> 00:22:21,920 Yeah, I think really inspiring and and that's the importance of kind of start small and let people appreciate the benefits. 227 00:22:21,920 --> 00:22:25,750 And then that will in and of itself, in and of itself, do the work for you. 228 00:22:25,750 --> 00:22:32,840 Yeah, absolutely. I was really interested in what you were saying there about the thesis mentoring, because I think one of the things that I, 229 00:22:32,840 --> 00:22:38,720 I find when I talk to PGRs is that as a mentor, they don't think they've got anything to offer. 230 00:22:38,720 --> 00:22:48,560 So they they they sort of would love to have, you know, be a mentee and have a mentor who either are most more experienced senior PGR or an academic, 231 00:22:48,560 --> 00:22:53,900 but they don't see in themselves what they have to offer as a mentor. 232 00:22:53,900 --> 00:22:59,060 I find that really just really challenging sometimes because I think particularly with peer to peer stuff 233 00:22:59,060 --> 00:23:04,340 One of the barriers that that certainly I feel that I have in the research community 234 00:23:04,340 --> 00:23:09,110 is that that it's they don't see the experience they have to offer. 235 00:23:09,110 --> 00:23:17,420 Yeah. And we know PGRs and that's incredible, isn't it, because we see that the huge amount of value that they bring to universities, I mean, 236 00:23:17,420 --> 00:23:22,310 really smart people who've achieved throughout their academic careers, 237 00:23:22,310 --> 00:23:31,220 who've come into a PhD as like independent thinkers and scholars, very proactive people, very engaged people, very smart. 238 00:23:31,220 --> 00:23:35,390 There's very definitely something people can can offer there. 239 00:23:35,390 --> 00:23:38,960 But I think. Because mentoring and the skills of mentoring. 240 00:23:38,960 --> 00:23:47,840 I talked about before this very person centred philosophy. The skills don't rely on the mentor having all the answers they rely on the mentor, 241 00:23:47,840 --> 00:23:54,230 having the appropriate skills to question, to listen, to facilitate and to support other people. 242 00:23:54,230 --> 00:23:58,070 And those are learnt skills. That's not something you just have to have or don't have. 243 00:23:58,070 --> 00:24:02,150 So, you know, every mentoring programme should come with some training for the mentors. 244 00:24:02,150 --> 00:24:10,610 And if you ask me, the mentees. But, you know, as as programme designs and programme owners, we should definitely be preparing mentors, 245 00:24:10,610 --> 00:24:14,510 making sure they've got the skills, making sure they know how to to apply them. 246 00:24:14,510 --> 00:24:21,350 And I think it's really empowering. If you get away from this advice based model of mentoring where the mentor has all the answers, 247 00:24:21,350 --> 00:24:27,650 the mentor asks the question, the mentor gives the answer. Yeah. You know, some of that might take place, but that's only half the story. 248 00:24:27,650 --> 00:24:35,620 It's kind of half mentoring. The the skills of being able to say to somebody, what if you already tried, you know. 249 00:24:35,620 --> 00:24:37,940 Well, how has that gone? And what do you think you're going to do next? 250 00:24:37,940 --> 00:24:43,940 And really facilitating that mentee to think through the different issues that are 251 00:24:43,940 --> 00:24:48,830 going on and to have the power basically to go make that change for themselves. 252 00:24:48,830 --> 00:24:56,620 Thanks so much to Kay for taking the time out of what I know is an incredibly busy schedule to talk to me about coaching ang mentoring. 253 00:24:56,620 --> 00:25:01,130 We're thinking a lot about peer mentoring in particular as Exeter at the moment. 254 00:25:01,130 --> 00:25:06,650 So it was a great to have the opportunity to talk to Kay in detail about how 255 00:25:06,650 --> 00:25:12,260 these things get off the ground and kind of how to kind of take that step back, 256 00:25:12,260 --> 00:25:19,370 start small and let the impact of mentoring kind of do the work for you and growing it, 257 00:25:19,370 --> 00:25:24,740 but also really focussing on the idea that mentoring is not a knowledge base. 258 00:25:24,740 --> 00:25:30,400 It's a skill set. It's not about having all the answers. It's about helping ask the right questions. 259 00:25:30,400 --> 00:25:35,510 And that's it for this episode. Don't forget to, like, rate and subscribe and join me. 260 00:25:35,510 --> 00:26:02,117 Next time. We'll be talking to somebody else about researchers development and everything in between.
This week's episode of the Teaching Matters Podcast features a reading by Cathy Bovill, Senior Lecturer in Student Engagement at the Institute for Academic Development, University of Edinburgh and Visiting Fellow at the University of Winchester of her article 'Student Positivity and Creativity as a Source of Hope' that was featured in the October 2020 edition of Teaching Matters. In Teaching Matters Out Loud, Teaching Matters contributors read their blog posts out loud giving Teaching Matters readers an alternative way to enjoy current and previous posts.
In this episode of the Teaching Matters Podcast we examine how the various changes to assessment and feedback have impacted the staff and student experience and whether it reveals something about some of our preconceptions of the student experience. This episode features the voices of Judy Hardy, Professor of Physics Education and Dean of Teaching and Learning in the College of Science and Engineering at the University of Edinburgh and Dr. Neil Lent, Lecturer in Teaching and Learning at the Institute for Academic Development at the University of Edinburgh. To learn more about assessment and feedback in face-to-face, digital and hybrid modes of teaching and learning, visit the Teaching Matters Blog and the Edinburgh Hybrid Teaching Exchange.
This episode features a conversation with Rachel Graham, Director of Programs at the Lefkofsky Family Foundation in Chicago, founded by Liz and Eric Lefkofsky. The Foundation has made middle grades a singular focus for its education funding, important in a city where young adolescents have the opportunity to apply to enroll in one of many selective and specialty high schools outside their neighborhood. The Foundation’s Success Bound program helps Chicago K-8 elementary schools use developmental science to better prepare their middle grades students to be thoughtful and planful of their futures as they make consequential decisions in their choice of high school.Jason and Rachel talk about why the Foundation chose to focus on middle grades, how the Success Bound program came to be, how the Foundation works with educators in communities of practice to integrate the programming schoolwide, what the Foundation is learning about changes in practices, behaviors and student outcomes tied to young adolescent development and the transition into high school, and how middle school can become more central to the national education agenda, and why philanthropy should see young adolescents in middle schools as an opportunity for investment. *Note for transparency, the Lefkofksy Family Foundation is a funder of Remaking Middle School.Additional Readings and ResourcesSuccess BoundLefkofsky Family FoundationScience of Learning and Development AllianceA Nation At Hope: Recommendations from the National Commission on Social, Emotional and Academic Development, The Aspen InstituteChicago Public Schools high school open enrollmentThe On-Track Indicator as a Predictor of High School Graduation, University of Chicago Consortium on Chicago School ResearchGallup Student PollThe Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down—and How to Fix It, TNTP, 2018.
In this episode of the Teaching Matters Podcast, we explore how co-creation helped academic staff navigate the move to hybrid teaching and learning. Student-staff co-creation involves shared decision-making and negotiation of curriculum design or elements of the curriculum. You can watch extended conversations with the contributors on the Edinburgh Hybrid Teaching Exchange and linked below and discover more about co-creation on the Teaching Matters blog... Featuring Catherine Bovill Dr Catherine Bovill is Senior Lecturer in Student Engagement at the Institute for Academic Development, University of Edinburgh and Visiting Fellow at the University of Winchester. She is a Principal Fellow of the Higher Education Academy, Fellow of the Staff and Educational Development Association and an Editorial Board member for Teaching in Higher Education. At Edinburgh she leads the IAD programme and course design team and the Learning and Teaching Conference team as well as supporting a range of strategic projects focused on student engagement. She regularly publishes and presents her work on partnership and co-creating curriculum internationally. In 2019-2020 she was a Fulbright Scholar based in the USA. Tina Harrison Tina is Assistant Principal Academic Standards and Quality Assurance and Professor of Financial Services Marketing and Consumption. Tina joined the University in 1993 and continues to maintain an active academic role in the Business School. She has had overall responsibility for the University’s quality assurance framework as Assistant Principal since 2009. She plays a key role in the Scottish HE quality landscape as a member of QAA Scotland’s Advisory Board, chair of the sparqs University Advisory Group, and member of the Quality Arrangements for Scottish Higher Education (QASHE) group. Video: Defining Community and Belonging for Hybrid Rayya Ghul Rayya is a National Teaching Fellow and lecturer in University Learning and Teaching. She is based in the Institute for Academic Development where she is the University Lead for the Edinburgh Teaching Award and convenes the course on Accessible and Inclusive Learning. Rayya runs Practical Strategies sessions on embedding access and inclusion into the curriculum and also ways to apply a solution focused approach to supporting students in a variety of roles. Video: Co-Creating the Classroom Tim Fawns Dr Tim Fawns is Deputy Programme Director of the MSc in Clinical Education and part-time tutor on the MSc in Digital Education. He is also the director of the international Edinburgh Summer School in Clinical Education. His main academic interests are in education, technology and memory. Video: Designing Assessments for Hybrid Teaching
This lecture was originally delivered by Dr. Amy Fahey in May of 2019. Amy Fahey holds a doctorate in English and American Literature from Washington University in St. Louis where she was the recipient of the prestigious four-year Olin Fellowship. A Rhodes Scholar semi-finalist, Dr. Fahey received a B.A. in English from Hillsdale College and an M.Phil. in Mediaeval Literature from the University of St. Andrews. She was awarded a Richard M. Weaver Fellowship for graduate studies and an Earhart Fellowship for work on her dissertation, Heralds and Heraldry in English Literature, c. 1350 – 1600. Dr. Fahey has also studied Renaissance Literature and Paleography at the Folger Shakespeare Institute in Washington, D.C. In addition to editing several book manuscripts, Dr. Fahey has served as Managing Editor of the journal Faith & Reason and has directed numerous conferences for the non-profit foundation, Liberty Fund, Inc. Before coming to Thomas More College, she taught courses at Washington University and Christendom College; her teaching interests include the literature of the Middle Ages (particularly Anglo-Saxon and medieval spiritual literature), writing and rhetoric, and modern poetry. Dr. Fahey served as Director of Academic Development for the Intercollegiate Studies Institute, an educational foundation. A homeschooling mother of five children, Mrs. Fahey is the wife of Thomas More College President Dr. William Fahey. She is an enthusiastic flautist and pianist, and in addition to her academic pursuits, enjoys gardening, knitting, and sewing, when time permits.
Episode 25 of the T&S podcast sees us reaching out beyond The University of Southampton to speak with Sam Nolan. Sam is currently Assistant Director at Durham University’s Centre for Academic Development but is also well known nationally and internationally for developing a number of scholarly development initiatives across the sector. He is a strong advocate for celebrating the contributions and raising the profile of teaching focused academics at higher education institutions. We catch up with Sam to hear about all his recent projects, his views on educational leadership, plus the TEF (Durham have Gold, just in case you were wondering!).
In this episode, Vel McCune Senior Lecturer and Head of the Learning and Teaching team at the Institute for Academic Development at the University of Edinburgh and Jan McArthur a Senior Lecturer at Lancaster University, discuss how to design assessment for social justice in a hybrid context. You can watch a video of this conversation at the Edinburgh Hybrid Teaching Exchange.
Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, episode #101, where we will review highlights from the past 100 episodes, that began in June 2019, with a behind the scenes lens, where we will take a look at the results created from this podcast, with the goal to inspire listeners to not just implement the ideas offered in each episode, but to think about what Horacio Sanchez from EPISODE #74 reminded me this week, of “the impact possible when you have an idea, nurture it, and watch it grow.” (Horacio Sanchez, EPISODE #74[i]).My name is Andrea Samadi, and if you haven’t met me yet, I’m a former educator who created this podcast to bring the most current neuroscience research, along with high performing experts who have risen to the top of their field, with specific strategies or ideas that you can implement immediately, whether you are an educator, or working in the corporate space, to take your results to the next level. Before we get to the episode, and the highlights learned from our guests, I want to share some of the unexpected results that have come as a byproduct of this podcast to perhaps light a spark under anyone who might be thinking of new ways to create brand awareness, or market their business in 2021. If you have been thinking of ways that you can extend your voice, message and reach, I highly recommend this mode of delivery. I also want to thank everyone who has supported us with this mission, come on as a guest, or downloaded an episode. We wouldn’t exist without the guests who offer their time, expertise, and strategies designed to help our listeners (in over 132 countries) who tune in on a regular basis and take the ideas offered to make an impact locally in their schools, communities, businesses and workplaces. I appreciate the feedback and messages received via social media and email and look forward to the next 100 episodes. As long as there is still growth, I will continue to produce new episodes.So Here are 3 Lessons Learned Looking Back at the 100 Episodes.LESSON 1: WHEN THERE’S A NEED, CAN YOU PUT A SPIN ON IT?I saw a serious need in the area of social and emotional learning that was being implemented in schools around the country and the world, and many educators didn’t know the best way to begin their implementation. I thought it would be a good place to gather “best practices” from experts around the world to offer their ideas that we could all learn from and apply to our own lives.But I knew I needed a bigger idea than just a podcast about social emotional learning in our schools, or emotional intelligence training in our workplaces. Too many people were already doing this. But not that many people were teaching the basics of practical neuroscience as it relates to this topic. The idea to combine neuroscience and social/emotional learning came with the thought that “success in life, and in college and career specifically, relies on student’s cognitive, (the core skills your brain uses to think, read, remember, and pay attention) social and interpersonal skills, (including the ability to navigate through social situations, resolve conflicts, show respect towards others, self-advocate and learn how to work on a team with others) and emotional development (including the ability to recognize and manage one’s emotions, demonstrate empathy for others and cope with stress).” In the corporate world, these skills aren’t new, but they are “newly important” and of high urgency to develop in our future generations. I’ve mentioned this quote before but think it’s important enough to repeat. A recent survey showed that 58 percent of employers say college graduates aren’t adequately prepared for today’s workforce, and those employers noted a particular gap in social and emotional skills. This is where our goal with this podcast began—to close this gap by exploring six social and emotional learning competencies as a springboard for discussion and tie in how an understanding of our brain can facilitate these strategies. AHA! MOMENT with LESSON 1That’s really how I took the need, put a spin on it, and came up with the title Neuroscience Meets Social and Emotional Learning in 2016 (3 years before launching the podcast) when I first began presenting on this topic. This title drew the session on the introduction to practical neuroscience to fill up with standing room only, at the YRDSB Quest Conference, in Toronto, Canada. This was my first presentation on the topic, and I knew at that moment that there was a serious interest in this topic.Back then, I was working one on one with one of the leading neuroscience researchers in the country, Mark Robert Waldman, and he had just finished writing his book Neurowisdom: The New Brain Science of Money, Happiness and Success[ii], When he shared his research with me, I saw how practical neuroscience could help people to gain a deeper understanding of how to create change from the brain level and impact their social and emotional thinking and began to write the outline for the vision I saw. I also found Dr. Lori Desautels this year, who is now a good friend and supporter of our work.This was how we took a need and put a spin on it. The rest is history.LESSON 2: THINK IMPACT vs INCOME: GIVER’S GAINAfter the first few months of releasing episodes, I heard from so many people who wanted to know “how did you launch this idea,” and asked about some best practices as they began thinking of ways to replicate the results that inevitably come when you put in consistent daily effort that turns into weekly and then monthly effort until it’s no longer effort, but what you do every day, habitually. If you want to know if launching a podcast would work for you, message me and I can send you some ideas on how to get started, but my first tip would be that you should pick a topic that you love, something that you won’t mind putting in the time and effort to learn more about, as this is what you will be immersed in on a daily basis.I heard a few times “How do you make money with a podcast?” and that’s a great question and why I wanted the second lesson to focus on the impact you will have, not the income. When you have enough listeners, you can earn money from sponsorships and ads, but the key is to use the podcast as a tool to drive people to your programs and services. Doors will start to open for you in ways that you never imagined. I heard Max Lugavere (an American television personality and health and wellness writer) talking about these incredible types of results at about the 2-year mark of his podcast on Dhru Purohit’s Broken Brain Podcast[iii]. The income will come once you put your focus on service and helping others to achieve their goals.This is exactly the same concept as writing a book. Most people who dream of writing a book, think that it will take off like the Harry Potter Series, and they will be set, riding off into the sunset as a millionaire. The truth is that most authors never sell more than a few hundred copies of their books, and for it to become a best seller, it should reach 10,000 copies sold in a week. This is easier to do when selling larger volumes (like to schools or organizations that want your book) but not easy at all to do when selling books one at a time, relying on Amazon as your distribution service. Authors know that books, like a podcast, are just a tool to get your message out there. Since I have released content both ways, I can say from experience that putting your best content out into the world, for FREE, with the idea of helping people, will yield better results than thinking of selling your ideas before anyone even knows who you are.AHA! MOMENT with LESSON 2This podcast was actually originally going to be an educational course, written for a publisher, but a turn of events had me decide to release this content in the form of a podcast for FREE, to be used by anyone who needed these resources. What was interesting is that when I put a focus on the IMPACT I wanted to create, rather than the INCOME it would give me back in return, something magical happened. Max Lugavere mentioned it happened for him at the 2-year mark, and I would have to say it happened for me around the 100th episode mark after just a year and seven months. The opportunities came disguised as consistent, daily, effort and work.LESSON 3: MASTER PROLIFIC QUALITY OUTPUT (PQO).I heard this statement for years, until this experience made me finally understand it. Brendon Burchard, the author of the book High Performance Habits talks about how “High performers have mastered the art of prolific quality output (PQO). They produce more high-quality output than their peers over the long term, and that is how they become more effective, better known, more remembered. They aim their attention and consistent efforts toward PQO and minimize any distractions (including opportunities) that would steal them away from their craft” (Burchard, 2017[iv]). Over the years, I never really understood what PQO meant. I listened to Brendon explain it a few times, and he would give the example of “Beyonce, who puts out hit after hit, or Ralph Lauren who creates luxury and designer product after product, or even Seth Godin who creates blog post after blog post.” There’s also the WakeUpIt’sDayOne Blog who explains PQO as it relates to athletes as “the type of things you typically don’t see an immediate reward with or have to repeat on a daily basis. Think about Michael Jordan, Tiger Woods, Lebron James, Tom Brady – the greatest athletes of all time. When you research them and understand how they became who they are today, all you ever read is that they focused on the fundamental things that improved their overall physical and mental skills[v]” their PQO—and I would add consistently, on a daily basis.AHA! MOMENT with LESSON 3Then I thought, what is my PQO? What is my output? What am I creating day in and day out? I’ve always been creating content, but it hit me after I had been producing episodes consistently for a year, that my PQO was the podcast episodes. I had created a certain standard with each episode that included the fact that each one had to be my best effort. If I wasn’t ready to interview someone, or had not researched enough, I would not produce the episode until it hit that standard.I also saw the importance of creating a video interview where I could edit in images and text to explain what the person I was interviewing was talking about. Many times, the concepts discussed are difficult to understand with words alone, so this became another standard. The final standard was that each interview had to be produced and released either that same day, or no longer than 2 days after. Waiting too long in production destroys the momentum created by the interview, so this meant many times that editing went into the night and researching early morning and weekends. Many content producers outsource their video or audio editing and production, but to date, each of the episodes have been produced and edited by yours truly. We will see what happens with this over the next 100 episodes.If you want to make an impact that goes beyond what your mind can imagine, a global impact, you need to have mastered Prolific Quality Output. Do YOU know what YOUR PQO is?Now that we have looked at some of the results created from this podcast, that really were unexpected, this episode will take a closer look at some lessons learned from the speakers along the way, as they relate to the 6 social and emotional competencies and how we tied in a connection to practical neuroscience for improved productivity and results.After each interview, I brainstormed the most important points learned with my husband, since he is also in the field of education. He always asks “what did you learn from this speaker” and there’s always 2-5 AHA points that definitely surprised me. I love making connections between the speakers and mapping out what each one says to other episodes. We really are connected, and what one person says, connects to what someone else will say in a later episode. I’m always looking for ways to take knowledge and make it applicable for anyone who is willing to apply it and use it.Just a note: Even though I had a written outline for the podcast, it did take a turn towards health and wellness close to the end of 2020, which I think was important and necessary. I will pull out examples used from our speakers in the following areas:EXPERTS WHO:Demonstrate Practical Neuroscience to Improve ResultsDemonstrate the Social and Emotional Learning Competencies (Mindset, Self-Regulation, Self-Awareness, Social Awareness, Relationship Skills, and Decision-Making).Explain SEL in the EDUCATIONAL SETTINGAre Involved with PHYSICAL HEALTH, WELLNESS AND NUTRITIONLESSONS LEARNED FROM PRACTICAL NEUROSCIENCETHE POWER IN LEARNING ABOUT HOW OUR AMAZING BRAINS WORK: This area is where I spent the most time on the podcast, making sure we had a variety of experts, many who are well known with their books and research, to make a case for the importance of learning the basics of neuroscience to improve our productivity and results.Whether it was tips from 15-year-old Chloe Amen on how you can “Change Your Brain and Change Your Grades,” neuroscientist Friederike Fabritius on ways to “Achieve Peak Performance,” Dr. John Medina on his “Brain Rules” or Dr. Lori Desautels on the power of implementing neuroscience in today’s schools, the one person who tied everything together was Dr. Mary Helen Immordino-Yang with her research that shows “The Brain Basis for Integrated Social, Emotional, and Academic Development.” Her work shows how emotions and social relationships drive learning, bringing the entire podcast full circle as Neuroscience Meets Social and Emotional Learning. I saw the importance of these 2 topics, and Mary Helen can prove why they are so important, with her work at the University of SCA in her Center for Affective Neuroscience, Development, Learning and Education (CANDLE LAB). We will continue to bring more lessons that tie practical neuroscience to social, emotional and academic development in our future episodes as this really is the future of education. What was interesting to note in this area was that EPISODE #68: Neuroscience of Personal Change with Stephen R Covey’s “The 7 Habits of Highly Effective People” was the #1 most downloaded EPISODE with over 1100 downloads, showing me that people want to make this connection linking neuroscience to success and of the POWER IN LEARNING ABOUT HOW OUR AMAZING BRAINS WORK.LESSONS LEARNED FROM THE 6 SEL COMPETENCIES SEL COMPETENCY: MINDSET“A great attitude does more than turn on the lights in our worlds, it seems to magically connect us to all sorts of serendipitous opportunities that were somehow absent before the change.” Earl Nightingale, author of Think and Grow Rich Frank Shankwitz, from EPISODE #40 has modeled what happens when you keep a good mental mindset, for the course of his life. So much so, that they made a movie about his life, called Wish Man, that is based on Frank’s life story (he was a motorcycle cop in Arizona who was haunted by the traumatic separation from his father when he was a boy. After surviving a near-fatal accident, he finds hope with a terminally ill boy, who reunites him with his father. To honor this boy, Frank creates the Make a Wish Foundation, and continues to live a life of honor every day. Nothing can tear this man down. Follow him on social media and you will see for yourself of the importance of a “great mental attitude.” SEL COMPETENCY: SELF-REGULATION with PERSISTENCE and PERSEVERANCE“Success has to do with deliberate practice. Practice must be focused, determined, and in the environment where there’s feedback.” Malcolm GladwellDr. John Dunlosky from EPISODE #37 started this topic off with his years of research that showed that “deliberate practice” was one of the most effective learning strategies, vs cramming for a test. We’ve all heard this and know that knowledge will be retained and recalled more efficiently when it’s learned over a period of time. Todd Woodcroft, the former assistant coach to the Winnipeg Jets, current Head Coach to the University of Vermont Catamounts[vi], from EPISODE #38 puts John Dunlosky’s theory into practice as he explained that the “daily grind in the NHL” begins with “hard work” being a baseline of what is expected of each player, and that to rise above this baseline, players must embrace certain daily habits, without complaining of the work, knowing that “things don’t get easier as you get better, they get harder” with the repetition of these important skills.Dalip Shekhawat further reinforced Dunlosky’s research with his interview detailing the preparation involved in climbing Mount Everest, and neuroscientist Stephanie Faye from EPISODE #39 shares why this spaced repetition is so important at the brain level when she explains how the neural pathways are formed with this daily, consistent practicing of skill. SEL COMPETENCY: SELF-AWARENESS with MENTAL HEALTH and WELL-BEING“When I discover who I am, I’ll be free.” Ralph EllisonMoving into the 3rd SEL competency, self-awareness, this was the area that received the most downloads. The second most downloaded episode was my interview with my mentor, Bob Proctor, that shares where this idea began over 20 years ago. The third most downloaded episode was my solo lesson with a deep dive into everything I learned working directly with Bob, in the seminar industry for 6 years.Many of the speakers interviewed in this area came from the connections made from these speakers that I met in the late 1990s. It was here that I first saw the power of these social and emotional learning skills with 12 young teens, who would inspire me to keep moving forward with this work.This section is full of speakers, leaders, entrepreneurs of all ages who have a vision, like I do, for change with our educational system.EPISODE #66 Bob Proctor #2 MOST DOWNLOADED EPISODE on “Social and Emotional Learning: Where it all Started for Andrea Samadi”EPISODE #67 “Expanding Your Awareness with a Deep Dive into the Most Important Concepts Learned from Bob Proctor Seminars” (Solo Lesson by Andrea Samadi)EPISODE #68 The Neuroscience of Personal Change with Stephen R. Covey’s “The 7 Habits of Highly Successful People” (Solo Lesson with Andrea Samadi)#1 MOST DOWNLOADED EPISODE with over 1100 downloads SOCIAL AWARENESS/RELATIONSHIPS/DECISION-MAKINGThese 3 SEL competencies are important with solo lessons for each topic. Greg Wolcott, the author of the book www.significant72.com was dominant in this area. I will mention an aha moment with his work in the next section.LESSONS LEARNED FROM EXPERTS IN SEL/EDUCATION TAKE ACTION, EVEN WHEN YOU AREN’T READY. My first guest speaker was my husband, Majid Samadi, who always is there to offer ideas, suggestions and support with all of my projects, so of course when I needed to interview someone to launch this idea, I asked him to be my first guest. If you go back to EPISODE #1 that covers “The Why Behind Launching an SEL or Emotional Intelligence Program in Your School or Workplace” you will hear me interview him on his thoughts, from the point of view of someone who spends most of his time, working in schools across the country, as the Regional Vice President of Sales for an Educational Publishing Company. This interview happened 5 minutes after he walked in the door after getting off a flight, I think from LA, and he put his suit jacket on my desk, and I handed him a sheet of questions and said “Answer these and talk into the mic.” I’m sure he had been working since early that morning, and it was well into the evening when we recorded this, but he did it, without rehearsing his answers, or spending time preparing. We launched the podcast when we weren’t 100% ready because if we didn’t, I’m sure I would still be spending my days planning. Take action, even when you aren’t ready.PAY ATTENTION TO EVERYTHING AND EVERYONE: SMALL DETAILS CAN LEAD TO BIG DISCOVERIES AND RELATIONSHIPS THAT LAST My second interview was with educator, Ron Hall, from Valley Day School (who I found from an article I saw through Linkedin, and reached out to him hoping he would say yes to being a guest on the show). He agreed, and we have remained in contact ever since. Something funny to mention is that I had just started using Zoom for these interviews, a year before everyone would be using Zoom, and I hadn’t mastered the audio yet. There was a setting on my end that I needed to fix, and finally figured it out, but I’ll never forget the stress of not being able to hear my first guest for a good 30 minutes (could have been longer) as he tried everything on his end to fix the audio, that we finally figured out was on my end. Once we figured it all out, Ron spoke about how he launched neuroscience into his school with one of his major influencers being an author and speaker named Horacio Sanchez. When I created the video for Ron’s interview, I added an image of Horacio as he explained his story. This became important a year later, when I was introduced to Horacio Sanchez from Corwin Press Publishers for Episode #74. With each person you meet, whether in your life, or work, it’s important to pay attention to small details that can lead to something important to you later on. Always develop and maintain relationships as you never know how that person could be of assistance to you, or you to them, at some point in the future. I’m forever grateful for Ron Hall being my first guest, for staying in touch with me, and for the introduction to Horacio Sanchez, who I’m working with now on another project. GRATEFUL FOR BUILDING RELATIONSHIPS THAT LAST.KEEP LEARNING AND DON’T GET IN YOUR OWN WAY: One of my early interviews was with Greg Wolcott, and assistant superintendent from Chicago, and the author the book Significant 72[vii]. I had been following Greg’s work since I heard him on an SEL webinar in 2016, where he explained how he was building relationships in schools across the country. Greg quickly became an incredible supporter of the podcast after our interview and referred me to many other guests. We became friends, and kept in touch as each episode was released, he would let me know how useful the information was for the educators he was working with, as he brainstormed the ways that the episodes were helping him. This gave me belief in the content, as I saw it being applied, and made me realize that it was crazy that I was nervous interviewing Greg, who would become an incredible support, leading me to step out of my own way, and into a path of greater opportunity down the line. Reminding me to KEEP LEARNING AND DON’T GET IN YOUR OWN WAY!LESSONS LEARNED FROM HEALTH/NUTRITIONWhen I launched this podcast, I had no idea I was going to even go in the direction of health, wellbeing and nutrition. It just happened. Health is my #1 value, and something I put an incredible amount of time towards, so it wasn’t a surprise to me that when the Pandemic hit our world, I saw the importance of interviewing people who were putting a focus on their physical health as well as their mental health and well-being.I’ve always stayed close to my trainer, Kelly Schmidt, from episode #51, but when I watched a documentary on the health staples that were shown to prevent Alzheimer’s Disease, I decided that I needed to expand what I knew in this area. I took the 5 health staples and began looking for people I could contact who were experts in each of these areas. I met Luke DePron on Linkedin, who connected me to Dr. Stickler, and Momo Vuyisich. I reached out to Shane Creado from Dr. Daniel Amen’s Clinics, leading us to get our brain scans, learn more about the importance of sleep and finally, reached out to Jason Wittrock on Instagram, after his videos had inspired me to make changes with my diet a few years back.This set of interviews led me to moderate Podbean’s Wellness Week with Dr. Carolyn Leaf and John Kim, who you bet I am working on getting on the podcast for 2021.I hope you have enjoyed this review of our first 100 EPISODES. There is a lot of information to review, and many lessons that I plan on revisiting over the holidays as a review. I’ll definitely be reviewing EPISODE #66 The Neuroscience of Personal Change (our #1 episode) and will be planning Season 5. Please do send me a message via social media, or email andrea@achieveit360.com and let me know what episodes you have liked, so I can be sure that I am producing the best content I can for you.See you next year.Health Staple 1: Daily Exercise (Luke DePron)Health Staple 2: Getting Good Quality Sleep (Dr. Shane Creado)Health Staple 3: Eating a Healthy Diet (Dr. Daniel Stickler).Health Staple 4: Optimizing our Microbiome (Momo Vuyisich)Health Staple 5: Intermittent Fasting (Jason Wittrock) EXPERTS WHO DEMONSTRATE PRACTICAL NEUROSCIENCE TO IMPROVE RESULTS:EPISODE #11: 15-year-old Chloe Amen on how to “Change Your Brain, Change Your Grades”EPISODE #17: Harvard Researcher Jenny Woo on “The Latest Research, Brain Facts, Myths, Growth Mindset, Memory and Cognitive Biases”EPISODE #26: Simple Strategies for Overcoming the Pitfalls of Your Brain(Solo Lesson by Andrea Samadi) to Prepare for EPISODE #27EPISODE #27: Friederike Fabritius on “Achieving Peak Performance”EPISODE #28: Dr. Daniel Siegel on “Mindsight: The Basis of Social and Emotional Intelligence”EPISODE #30: Mark Robert Waldman on “12 Brain-Based Experiential Learning and Living Principles”EPISODE #35: How to Use Your Brain to Break Bad Habits (Solo Lesson by Andrea Samadi)EPISODE #42 Dr. John Medina on “Implementing Brain Rules in the Schools and Workplaces of the Future”EPISODE #43 Deep Dive into Dr. John Medina’s Brain Rules(Solo Lesson by Andrea Samadi)EPISODE #44 Andrea Samadi’s “12 Mind-Boggling Discoveries About the Brain”(Solo Lesson by Andrea Samadi)EPISODE #46: As Close to Mind Reading as Brain Science Gets “Developing and Using Theory of Mind in Your Daily Life”EPISODE #48: Brain Network Theory : Using Neuroscience to Stay Productive During Times of Change and Chaos (Solo Lesson by Andrea Samadi)EPISODE #56: Dr. Lori Desautels on her new book “Connections Over Compliance: Rewiring Our Perceptions of DisciplineEPISODE #57: Taking Initiative: Your Brain and Change and Your Mentors(Solo Lesson by Andrea Samadi)EPISODE #58: James MacDiardmid and Natasha Davis on "The Wise Emotional Fitness Program" (Virtual Reality).EPISODE #59: Suzanne Gundersen on “Putting the Polyvagal Theory into Practice”EPISODE #60: The Science and Benefits of Dan Siegel’s “Wheel of Awareness Meditation” (Solo Lesson by Andrea Samadi)EPISODE #68: Neuroscience of Personal Change with Stephen R Covey’s “The 7 Habits of Highly Effective People” (#1 EPISODE with over 1100 downloads)EPISODE #69: Ben Ampil on “Using Your Brain to Manage Your Behavior and Results”EPISODE #73: Chris Manning on "Using Neurowisdom to Improve Your Learning and Success in Life."EPISODE #78: David A Sousa on “How the Brain Learns”EPISODE #81 Critical Thinking and The Brain (Solo Lesson by Andrea Samadi)EPISODE #82 Doug Sutton “How a Brain Scan Changed My Life” PART 1EPISODE #83 What Exactly is a Brain Scan and Can it Change Your Life PART 2 (Solo Lesson with Andrea Samadi) EPISODE #84 Brain Scan Results PART 3 (Solo Lesson by Andrea Samadi)EPISODE #85: Dr. Sarah McKay on “High Performing Brain Health Strategies That We Should All Know and Implement”EPISODE #88: Dr. Andrew Newberg on “Neurotheology, Spect Scans and Strategies for the Aging Brain”EPISODE #97: Kirun Goy and Samuel Holston on “The Neuroscience Behind Our Habits, Addictions, Love and Fears.”EPISODE #98 Dr. Dawson Church on “The Science Behind Meditation: Rewiring Your Brain for Happiness”EPISODE #100: Mary Helen Immordino-Yang on “The Neuroscience of Social and Emotional Learning” EXPERTS WHO DEMONSTRATE THE 6 SEL COMPETENCIES: MINDSETEPISODE #20: Coaching a Growth Mindset: Strategies for Overcoming Obstacles and Cognitive Bias (Solo Lesson by Andrea Samadi)EPISODE #40 Frank Shankwitz on “Lessons from the Wishman Movie”EPISODE #49: Dr. Jeffrey Magee on “Managing Fear, Focus and Strategy During Challenging Times”EPISODE #52: “Igniting Your Personal Leadership to Build Resiliency”(Solo Lesson by Andrea Samadi—Inspired by Dr. Bruce Perry). EPISODE #55: Torsten Nicolini on “Working Smart: How to Improve Productivity and Efficiency at Work”EPISODE #61 Maria Natapov on “Building Autonomy, Self-Confidence, Connection and Resiliency Within our Children”EPISODE #73 Chris Manning Ph. D on “Using Neurowisdom to Improve Your Learning and Success in Life”EPISODE #74 Horacio Sanchez who Addresses Race, Culture and How to Apply Brain Science to Improve Instruction and School Climate”EPISODE #86 University of Phoenix President Peter Cohen on “A Positive Vision for K-12 and Higher Ed Campuses”EPISODE #99 Irene Lyon on “The Science Behind Trauma and a Healthy Immune System” SELF-REGULATION with PERSISTENCE and PERSEVERANCEEPISODE #14: Self-Regulation: The Foundational Learning Skill for Future Success(Solo Lesson by Andrea Samadi)EPISODE #37: Dr. John Dunlosky on “Improving Student Success: Some Principles from Cognitive Science”EPISODE #38: Former Assistant Coach to the Winnipeg Jets Todd Woodcroft on “The Daily Grind in the NHL”EPISODE #39 Stephanie Faye on “Using Neuroscience to Improve our Mindset, Self-Regulation and Self-Awareness”EPISODE #45: Dalip Shekhawit on “Life Lessons Learned from Summiting Mount Everest”EPISODE #53: Self-Regulation and Your Brain: How to Bounce Back Towards Resiliency (Solo Lesson by Andrea Samadi)EPISODE #70 Self-Regulation and Behavior Change-Andrea Samadi solo lesson on David R Hawkins’ “Power vs Force” (4th MOST DOWNLOADED EPISODE)CASE STUDIESEPISODE #13: Teen Artist Sam Roberts on “Winning a 4-Year Prestigious Leadership Scholarship at the University of AR Fort Smith.”EPISODE #68: Donte Dre Winrow on “Breaking into a Challenging Career Path”EPISODE #50: Shark Tank Season 1 Success Story Tiffany Krumins on “Life After Shark Tank”SELF-AWARENESS with MENTAL HEALTH and WELL-BEING EPISODE #6: Helen Maffini from the Mindful Peace Summits on “Launching Mindfulness and Meditation in Our Schools”EPISODE #8: 14- year-old Adam Avin on “Improving Well-Being and Mental Health in Our Schools”EPISODE #21: Spencer Taylor on his Educational Documentary “The Death of Recess”EPISODE #23: Understanding the Difference Between Your Mind and Your Brain(Solo Lesson by Andrea Samadi)EPISODE #25: Mindfulness and Meditation Expert Mick Neustadt on “How Meditation and Mindfulness Changes Your Life”EPISODE #29: How to Re-Wire Your Brain for Happiness and Well-BeingEPISODE #31: Nik Halik on “Overcoming Adversity to Create an Epic Life”EPISODE #32: John Assaraf on “Brain Training, The Power of Repetition, Resourcefulness and the Future”EPISODE #33: Kent Healy on “Managing Time, Our Greatest Asset”EPISODE #34: Chris Farrell on “Actionable Strategies for High Achievers to Improve Daily Results”EPISODE #65 Dr. Barbara Schwarck on “Using Energy Psychology and Emotional Intelligence to Improve Leadership in the Workplace”EPISODE #66 Bob Proctor on “Social and Emotional Learning: Where it all Started for Andrea Samadi” #2 MOST DOWNLOADED EPISODEEPISODE #67 “Expanding Your Awareness with a Deep Dive into the Most Important Concepts Learned from Bob Proctor Seminars” (Solo Lesson by Andrea Samadi)EPISODE #68 The Neuroscience of Personal Change with Stephen R. Covey’s “The 7 Habits of Highly Successful People” (Solo Lesson with Andrea Samadi) #1 MOST DOWNLOADED EPISODE with over 1100 downloadsEPISODE #80 Samantha Wettje on “Mitigating the Negative Effects of ACES with Her 16 Strong Project”EPISODE #92 Sarah Peyton on “Brain Network Theory, Default Mode Network, Anxiety and Emotion Regulation.”EPISODE #95 Dr. Sandy Gluckman on “Reversing Children’s Behavior and Mood Problems” SOCIAL AWARENESSEPISODE #5: Social Awareness: How to Change Your Social Brain (Solo Lesson with Andrea Samadi)RELATIONSHIP SKILLSEPISODE #7: Greg Wolcott on “Building Relationships in Today’s Schools”EPISODE #9: Using Your Brain to Build and Sustain Effective Relationships (Solo Lesson with Andrea Samadi)DECISION-MAKINGEPISODE #9: Using Your Brain to Build and Sustain Effective Relationships (Solo Lesson with Andrea Samadi)EXPERTS IN SEL AND EDUCATIONEPISODE #1: Majid and Andrea Samadi on “The Why Behind Implementing an SEL or Emotional Intelligence Training Program in Our Schools and Workplaces”EPISODE #2: Self-Awareness: Know Thyself (Solo Lesson with Andrea Samadi)EPISODE #3: Ron Hall from Valley Day School on “Launching Your Neuro-educational Program”EPISODE #4: Jennifer Miller on “Building Connections with Parents and Educators”EPISODE #12: Clark McKown on “SEL Assessments Made Simple”EPISODE #16: Dr. Lori Desautels and Michael McKnight on “The Future of Educational Neuroscience in Our Schools and Communities”EPISODE #18: Kenneth Kohutek, PhD on his new book “Chloe and Josh Learn Grit”EPISODE #19: Bob Jerus on “Emotional Intelligence Training and Suicide Prevention”EPISODE #22: Marc Brackett on his new book “Permission to Feel”EPISODE #24: Dr. Jeff Rose on “Leadership, Innovation and the Future”EPISODE #36: James Nottingham on “The Importance of Challenge with Learning”EPISODE #40: Erik Francis on “How to Use Questions to Promote Cognitive Rigor, Thinking and Learning”EPISODE #47: Erik Francis on “Transitioning Teaching and Learning in the Classroom to Home”EPISODE #54: David Adams on “ A New Vision for Education: Living Up to the Values We Want for Our Next Generation.”EPISODE #62: CEO of CASEL Karen Niemi on “Tools and Strategies to Enhance and Expand SEL in our Schools and Communities”EPISODE #63: Hans Appel on “Building an Award Winning Culture in Your School or Organization”EPISODE #64: Greg Wolcott on “Making Connections Between Neuroscience and SEL”EPISODE #75 Maurice J Elias on “Boosting Emotional Intelligence Through Sports, Academics and Character”EPISODE #76 Michael B Horn on “Using a Positive Lens to Explore Change and the Future of Education”EPISODE #77 Doug Fisher/Nancy Frey on “Developing and Delivering High Quality Distance Learning for Students”EPISODE #79 Eric Jensen on “Strategies for Reversing the Impact of Poverty and Stress on Student Learning:”EPISODE #91 Drs. Jessica and John Hannigan on “SEL From a Distance: Tools and Processes for Anytime, Anywhere.” EXPERTS IN PHYSICAL HEALTH, WELLNESS and NUTRITIONEPISODE #51: Kelly Schmidt on “Easy to Implement Fitness and Nutrition Tips”Jason Wittrock on “Nutrition, Intermittent Fasting and the Ketogenic Diet”EPISODE #71 Self-Regulation and Sleep with Dr. Shane Creado’s “ Peak Sleep Performance for Athletes” (Solo Lesson by Andrea Samadi)EPISODE #72 Dr. Shane Creado on “Sleep Strategies That Will Guarantee a Competitive Advantage”EPISODE #87 The Top 5 Brain Health and Alzheimer’s Prevention Strategies (Solo Lesson with Andrea Samadi)EPISODE #89 Dr. Erik Won on “Groundbreaking Technology That is Changing the Future of Mental Health”EPISODE #90 Luke DePron on “Neuroscience, Health, Fitness and Growth”EPISODE #93 Momo Viyisich on “Improving the Microbiome, Preventing and Reversing Chronic Disease”EPISODE #94 Jason Wittrock on “Nutrition, Intermittent Fasting and the Ketogenic Diet”EPISODE #96 Dr. Daniel Stickler on “Expanding Awareness for Limitless Peak Performance, Health, Longevity and Intelligence.”BONUS EPISODE: Top 5 Health Staples and Review of Season 1-4(Solo Episode by Andrea Samadi)EPISODE #82 "How a Brain Scan Changed My Life" With Doug Sutton PART 1EPISODE # 83 "What is a SPECT Scan and How Can it Change Your Life?" PART 2 (with Andrea Samadi)EPISODE #84 "Brain Scan Results" with Andrea Samadi PART 3 Each Season at a Glance:Season 1: Consists of 33 episodes that begin with introducing six the social and emotional competencies (building a growth mindset, making responsible decisions, becoming self-aware, increasing social-awareness, managing emotions and behavior and developing relationships) along with an introduction to cognitive skills that I call Neuroscience 101 where we introduce some of the most important cognitive strategies, or the core skills your brain uses to think, remember and pay attention. CONTENT: In this season, you will learn about understanding your mind vs your brain, mindfulness and meditation, the 3 parts of your brain, achieving peak performance, and improving awareness, mindsight, rewiring your brain for happiness, and experiential learning. We interviewed Ron Hall from Valley Day School who talked about how he launched his neuroeducation program into his school, Jennifer Miller on “Building Connections with Parents and Educators,” Helen Maffini on her Mindful Peace Summit and “Launching Mindfulness and Meditation in our Schools,” Greg Wolcott on “Building Relationships in Today’s Classrooms,” 14 year old Adam Avin on “Improving Our Mental Health in Our Schools,” Clark McKown from xSEL Labs on “SEL Assessments” and how we can actually measure these skills, Sam Roberts on her experience of “Winning a 4 Year Prestigious Scholarship” using these skills, Donte Winrow on “Breaking into a Challenging Career Path” with the application of these skills immediately after graduating from high school, Dr. Lori Desautels and Michael McKnight on “The Future of Educational Neuroscience in Today’s Schools,” Harvard researcher Jenny Woo on “The Latest Research, Brain Facts and Myths, Growth Mindset, Memory and Cognitive Biases,” Psychologist Dr. Kenneth Kohutek on his new book “Chloe and Josh Learn Grit,” Psychologist Bob Jerus on “Suicide Prevention and Emotional Intelligence Training,” Spencer Taylor on his “Death of Recess Educational Documentary” featuring Carol Dweck and Sir Ken Robinson, Marc Brackett on his powerful book “Permission to Feel,” former Superintendent Dr. Jeff Rose on “Leadership, Innovation and the Future,” Mick Neustadt on “How Meditation and Mindfulness Can Change Your Life,” Friederike Fabritius from Germany on “Achieving Peak Performance with the Brain in Mind,” Dr. Daniel Siegel on “Mindsight: The Basis for Social and Emotional Intelligence,” my mentor and neuroscience researcher Mark Robert Waldman on “12 Brain-Based Experiential Learning and Living Principles,” Nik Halik on “Overcoming Adversity to Create an Epic Life,” and John Assaraf on “Brain Training, the Power of Repetition, Resourcefulness and the Future.” Season 2: These 33 episodes build on the strategies from Season 1, with high level guests who tie in social, emotional, interpersonal and cognitive strategies to increase results in schools, sports and the workplace. You will learn about the power of repetition, challenge, creativity, using your brain to break bad habits, how the brain ties into mindset, self-regulation, and self-awareness, cognitive rigor, thinking, learning, brain rules for schools and the workplace, the theory of mind, brain network theory, personal leadership, taking initiative, resiliency, the science behind mindfulness/meditation and your values. CONTENT: You will hear from Chris Farrell on “Strategies for High Achievers,” James Nottingham on “The Importance of Challenge with Learning,” Dr. John Dunlosky on “Improving Student Success,” Todd Woodcroft on “The Daily Grind in the NHL,” Stefanie Faye on “Using Neuroscience to Improve our Mindset, Self-Regulation, and Self-Awareness,” the Co-Founder of the Make-A-Wish Foundation, Frank Shankwitz on “Lessons from the Wish Man Movie,” Erik Francis on “How to Use Questions to Promote Cognitive Rigor, Thinking and Learning,” Dr. John Medina on “Implementing Brain Rules in the Schools and Workplaces of the Future,” Dalip Shekhawat on “Life Lessons Learned from Summiting Mount Everest,” Dr. Jeff Magee on “Managing Fear, Focus and Strategy During Challenging Times,” Tiffany Krumins on “Life After Shark Tank,” Kelly Schmidt on Easy to Implement Fitness and Nutrition Tips,” David Adams on “A New Vision for Education,” Torsten Nicolini on “Working Smart,” Dr. Lori Desautels on her book “Connections Over Compliance,” The Wise Emotional Fitness Program delivered via virtual reality with James MacDiarmid and Natasha Davis all the way from Australia, Suzanne Gunderson on “Putting the Polyvagal Theory into Practice,” Maria Natapov on “Building Autonomy, Self-Confidence, Connection and Resiliency Within Our Children,” Casel President Karen Niemi on “Tools and Strategies to Enhance and Expand SEL in our Schools and Communities,” Hans Appel on “Building an Award Winning Culture in Your School or Organization,” Greg Wolcott on “Making Connections with Neuroscience and SEL,” Dr. Barbara Schwarck on “Using Energy Psychology and Emotional Intelligence to Improve Leadership in the Workplace,” and an Introduction to my first mentor, speaker, Bob Proctor on “Social and Emotional Learning: Where it All Started,” where I share how I began working with these skills over 20 years ago, along with a deep dive into some of the lessons learned from Bob Proctor’s Seminars.Season 3: These 14 episodes tie in some of the top authors in the world who connect their work to these social, emotional and cognitive skills, with clear examples for improved results, well-being and achievement within each episode.CONTENT: You will learn about the neuroscience of personal change with a deep dive into Dr. Stephen Covey’s “7 Habits of Highly Effective People,” (that’s currently the most downloaded episode) Self-Regulation and Behavior Change with David R Hawkins’ “Power vs Force,” Self-Regulation and Sleep with Dr. Shane Creado’s “Peak Sleep Performance for Athletes,” Chris Manning on using “Neurowisdom” to Improve Learning and Success in Life, Horatio Sanchez on “Resilience,” Maurice J Elias on “Social and Emotional and Character Development,” Michael B Horn on “Disrupting Education” and the future of education, Doug Fisher and Nancy Frey on “High Quality Distance Learning.” David A Sousa on “How the Brain Learns,” Eric Jensen on “Reversing the Impact of Poverty and Stress on Student Learning” and Samantha Wettje from Harvard on “Mitigating the Negative Effect of ACES.” I conclude this season with a solo lesson from me, on critical thinking and the brain, after being asked to create an episode on this topic for the corporate space. Season 4: These 18 episodes (82-100) that begin to tie in health, and mental health into the understanding of our brain, productivity and results. The shift to health on this podcast became apparent when we started to see how important our brain health is for our overall results. CONTENT: Everything that we do starts at the brain level, and we dive deep into this with our 3-part episodes on “How a Brain Scan Changed My Life” with a look at what we can learn from looking at our brain using a SPECT image brain scan. The interviews of this season mix in the power of education with an understanding of health and wellness. Dr. Sarah McKay agreed with Dr. Shane Creado (from Season 3) that sleep is one of the most important health strategies we can implement. It became apparent that there were 5 health staples that emerged as so powerful they were showing an impact on Alzheimer’s Prevention, so this season became a deep dive into these top 5 health staples (daily exercise, getting good quality and quantity sleep, eating a healthy diet, optimizing our microbiome and intermittent fasting). You will also hear from Dr. Andrew Newberg and his episode on Neurotheology, Dr. Erik Won and his ground -breaking technology that’s changing the future of mental health, Luke DePron, who is stretching the limits with neuroscience, health, fitness and growth, Sarah Peyton on “Brain Network Theory, Default Mode Network, Anxiety and Emotion Regulation,” Momo Vuyisich on “Preventing and Reversing Chronic Disease by Improving the Health of Your Microbiome,” Jason Wittrock on the Ketogentic Diet and Intermittent Fasting, and Dr. Sandy Gluckman on “Reversing Children’s Behavior and Mood Problems.” We also hear from behavior experts Drs. Jessica and John Hannigan on their new book “SEL From a Distance” that offers simple strategies for parents and educators who are working on implementing these SEL skills into their home or classroom, during the pandemic.When Season 4 took the direction of health, mental-health, and wellness, I began looking for guests to dive deeper into the Top 5 health staples that seemed to continue to emerge with each guest. Dr. Daniel Stickler came on with the topic of “Expanding Awareness for Limitless Peak Performance, Health, Longevity and Intelligence, Kirun Goy and Samuel Holston from the BrainTools Podcast on “The Neuroscience Behind our Habits, Addictions, Love/Fears,” Dr. Dawson Church on “The Science Behind Meditation: Rewiring Your Brain for Happiness,” Irene Lyon on “The Science Behind Trauma and a Healthy Immune System” and Dr. Mary Helen Immordino-Yang on “The Neuroscience of Social and Emotional Learning.” REFERENCES:[i] Neuroscience Meets Social and Emotional Learning EPISODE #74 with Horacio Sanchez https://andreasamadi.podbean.com/e/leading-brain-science-and-resiliency-expert-horatio-sanchez-on-how-to-apply-brain-science-to-improve-instruction-and-school-climate/[ii] Mark Robert Waldman and Chris Manning, Ph.D. Published Jan.31, 2017 https://www.amazon.com/NeuroWisdom-Brain-Science-Happiness-Success/dp/1682303055[iii] Drhu Purohit’s Broken Brain Podcast with Max Lugavere on “Building a Personal Brand” https://shows.acast.com/broken-brain/episodes/behind-the-scenes-max-lugavere-on-building-a-personal-brand[iv] High Performance Habits by Brendon Burchard Published Sept.19, 2017 https://www.amazon.com/dp/B072N6MQ5V/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1[v] WakeUpIt’sDayOne Blog https://wakeupitsdayone.com/2018/07/16/increase-productivity-habit-4-of-high-performers/[vi] Interview with Todd Woodcroft on Hockey Minds Podcast https://podcasts.apple.com/ca/podcast/hockey-minds-podcast/id1517330567#episodeGuid=https%3A%2F%2Fpinecast.com%2Fguid%2F7dcaf914-d44a-42e6-a9c5-bca89a40aff6[vii] Greg Wolcott www.significant72.com
My guest this week is Dr. Liz Lipski, owner of the Innovative Healing Academy, professor and Director of the Academic Development for the graduate programs in Clinical Nutrition at Maryland University of Integrative Health. Dr. Lipski is on faculty for The Institute for Functional Medicine, and the Metabolic Medicine Institute fellowship program. She serves on the board for the American Nutrition Association, and advisory boards for the Certified International Health Coaches, and the Autism Hope Alliance. Dr. Lipski has been a co-author in peer-reviewed papers and is the author of several books: Digestive Wellness, Digestive Wellness for Children, and Leaky Gut Syndrome, and a video course The Art of Digestive Wellness. After 30 years of clinical practice, she devotes her time to teaching, writing and building the field of personalized nutrition. In this episode, Dr. Lipski and I discuss the connection between digestion, mental health, and development in kids. Where to learn more about Dr. Liz Lipski... InnovativeHealing.com Innovative Healing Academy Digestive Health Appraisal Questionnaire Maryland University of Integrative Health Twitter Facebook Connect with Dr. Nicole Beurkens on... Instagram Facebook Drbeurkens.com Need help with improving your child's behavior naturally? My book Life Will Get Better is available for purchase, click here to learn more. Looking for more? Check out my Blog and the Better Behavior Naturally Parent Membership- a resource guide for parents who want to be more effective with improving their child's behavior. Interested in becoming a patient? Contact us here.
Eat your way to a healthier menopause. I’m joined by Dr. Liz Lipski, my dear girlfriend who shares her insight into gut health, especially for post-menopausal women. We all know by now that the gut is the gateway to our overall health, so when we figure out what foods we can and can’t eat, and what type of diet we thrive on, our health will be unstoppable. Key Takeaways Foods You Should Eat for Estrogen Balance Broccoli Cabbage Brussel Sprouts Kale Kohlrabi Mustard Greens About Dr. Liz Lipski Prof. Liz Lipski, Ph.D., CNS, FACN, IFMCP, BCHN, LDN is Professor and the Director of the Academic Development for the graduate programs in Clinical Nutrition at the Maryland University of Integrative Health, the owner of the Innovative Healing Academy, and the author of Digestive Wellness, now in its 5th edition. Dr. Lipski holds a Ph.D. in Clinical Nutrition, is a Fellow of the American College of Nutrition (FACN), and holds two board certifications in clinical nutrition (CNS, and BCHN) and one in functional medicine (IFMCP). She is on faculty for The Institute for Functional Medicine, and the Metabolic Medicine Institute fellowship program. She is on the board for the American Nutrition Association, and advisory boards for the Certified International Health Coaches, and the Autism Hope Alliance. Dr. Lipski has been a co-author in peer-reviewed papers and is the author of several books: Digestive Wellness, Digestive Wellness for Children, and Leaky Gut Syndrome, and a video course The Art of Digestive Wellness. After 30 years of clinical practice, she devotes her time to teaching, writing, and building the field of personalized nutrition. Heal Your Gut for a Healthy Menopause Dr. Liz Lipski devotes her life to finding innovative and sustainable ways to heal your gut microbiome. She shares how quickly you can change your gut health. It might surprise you to learn you can start feeling improvements in around 24 hours! Did you know that the word diet doesn’t have to refer to food restriction for weight loss? We’re changing the approach to the diet to focus on the type of food and eating habits that help YOU thrive. Liz explains why more and more people are turning to restrictive diets, such as gluten-free, vegan, Keto, or carnivore instead of getting to the root of their health problems. Especially for post-menopausal women, we need to focus on eating estrogen-balancing foods. Liz shares some of the best foods for this, including broccoli, cabbage, and kale, so make sure you’re loading your plates with these. You also might have noticed, as you age, that you can no longer tolerate some foods like you used to. Liz explains how this could be a histamine intolerance that’s showing up in your body through bloating or other uncomfortable symptoms. Discover the FODMAP Diet One way that Liz encourages you to explore your food sensitivities and intolerances is to follow the FODMAP diet. This is an elimination diet that can indicate what foods you should avoid. One thing we both know is that when we put our patients on the FODMAP diet, their symptoms improve dramatically in a short period of time. Most people have a diet that’s very high in processed foods. We should all endeavor to be more mindful of what we eat and try to stick to more natural, whole foods. Trust me, when you find the diet that’s right for your body, you will thrive on it! Liz also explains the second part to having a healthy gut: making time for yourself and keeping your stress levels in check. When we prioritize our own mental health and well-being, we’re better able to keep our guts healthy. Putting ourselves first also gives us more energy to assist others. How do you fill your own bucket? What activities do you find gives you more energy? As always, you can ask me anything and let me hear your thoughts in the comments on the episode page. If you have questions, email team@drannacabeca.com. In This Episode How quickly we can change our gut microbiome [7:45] Why more people are turning to restrictive diets [15:45] What foods are the most helpful for estrogen balance [20:35] How a histamine intolerance can show up as belly bloat [29:15] What the low FODMAP diet is [32:30] What happens to our body when we eat a diet high in processed foods [36:00] What the power of the right diet for your body is [43:30] Quotes “For me, digestion is really this river of life. Just like any river, it can get slowed down, sluggish, not work very well, and dried up, or it can flood. We don’t want either of those things to happen. We just want this to be working really well.” [11:07] “Especially for women, cabbage family foods are so protective for breast cancer and other hormone-dependent cancers.” [22:20] “I think it’s just interesting to know what those trigger foods are for us and be aware of it. Then you can make a choice.” [40:32] “Our body is always trying to tell us and if we slow down enough, it will give us wisdom.” [54:45] Resources Mentioned Take The Digestive Health Appraisal Questionnaire Learn About Maryland University of Integrative Health Enroll in The Art of Digestive Wellness Find Dr. Liz Lipski Online Follow Dr. Liz Lipski on Facebook | Twitter | LinkedIn | YouTube Join the KetoGreen Community on Facebook Buy Keto-Green 16 Check out the full episode page Find Dr. Anna Online Follow Dr. Anna on Facebook | Instagram | Twitter Related Episodes 148: Healing Your Gut Issues With Enzymes w/ Steven Wright 153: Feeling Fit and Fabulous After Fifty w/ Debra Atkinson 150: Magic Menopause w/ Dr. Anna Cabeca
Eat your way to a healthier menopause. I'm joined by Dr. Liz Lipski, my dear girlfriend who shares her insight into gut health, especially for post-menopausal women. We all know by now that the gut is the gateway to our overall health, so when we figure out what foods we can and can't eat, and what type of diet we thrive on, our health will be unstoppable. Key Takeaways Foods You Should Eat for Estrogen Balance Broccoli Cabbage Brussel Sprouts Kale Kohlrabi Mustard Greens About Dr. Liz Lipski Prof. Liz Lipski, Ph.D., CNS, FACN, IFMCP, BCHN, LDN is Professor and the Director of the Academic Development for the graduate programs in Clinical Nutrition at the Maryland University of Integrative Health, the owner of the Innovative Healing Academy, and the author of Digestive Wellness, now in its 5th edition. Dr. Lipski holds a Ph.D. in Clinical Nutrition, is a Fellow of the American College of Nutrition (FACN), and holds two board certifications in clinical nutrition (CNS, and BCHN) and one in functional medicine (IFMCP). She is on faculty for The Institute for Functional Medicine, and the Metabolic Medicine Institute fellowship program. She is on the board for the American Nutrition Association, and advisory boards for the Certified International Health Coaches, and the Autism Hope Alliance. Dr. Lipski has been a co-author in peer-reviewed papers and is the author of several books: Digestive Wellness, Digestive Wellness for Children, and Leaky Gut Syndrome, and a video course The Art of Digestive Wellness. After 30 years of clinical practice, she devotes her time to teaching, writing, and building the field of personalized nutrition. Heal Your Gut for a Healthy Menopause Dr. Liz Lipski devotes her life to finding innovative and sustainable ways to heal your gut microbiome. She shares how quickly you can change your gut health. It might surprise you to learn you can start feeling improvements in around 24 hours! Did you know that the word diet doesn't have to refer to food restriction for weight loss? We're changing the approach to the diet to focus on the type of food and eating habits that help YOU thrive. Liz explains why more and more people are turning to restrictive diets, such as gluten-free, vegan, Keto, or carnivore instead of getting to the root of their health problems. Especially for post-menopausal women, we need to focus on eating estrogen-balancing foods. Liz shares some of the best foods for this, including broccoli, cabbage, and kale, so make sure you're loading your plates with these. You also might have noticed, as you age, that you can no longer tolerate some foods like you used to. Liz explains how this could be a histamine intolerance that's showing up in your body through bloating or other uncomfortable symptoms. Discover the FODMAP Diet One way that Liz encourages you to explore your food sensitivities and intolerances is to follow the FODMAP diet. This is an elimination diet that can indicate what foods you should avoid. One thing we both know is that when we put our patients on the FODMAP diet, their symptoms improve dramatically in a short period of time. Most people have a diet that's very high in processed foods. We should all endeavor to be more mindful of what we eat and try to stick to more natural, whole foods. Trust me, when you find the diet that's right for your body, you will thrive on it! Liz also explains the second part to having a healthy gut: making time for yourself and keeping your stress levels in check. When we prioritize our own mental health and well-being, we're better able to keep our guts healthy. Putting ourselves first also gives us more energy to assist others. How do you fill your own bucket? What activities do you find gives you more energy? As always, you can ask me anything and let me hear your thoughts in the comments on the episode page. If you have questions, email team@drannacabeca.com. In This Episode How quickly we can change our gut microbiome [7:45] Why more people are turning to restrictive diets [15:45] What foods are the most helpful for estrogen balance [20:35] How a histamine intolerance can show up as belly bloat [29:15] What the low FODMAP diet is [32:30] What happens to our body when we eat a diet high in processed foods [36:00] What the power of the right diet for your body is [43:30] Quotes “For me, digestion is really this river of life. Just like any river, it can get slowed down, sluggish, not work very well, and dried up, or it can flood. We don't want either of those things to happen. We just want this to be working really well.” [11:07] “Especially for women, cabbage family foods are so protective for breast cancer and other hormone-dependent cancers.” [22:20] “I think it's just interesting to know what those trigger foods are for us and be aware of it. Then you can make a choice.” [40:32] “Our body is always trying to tell us and if we slow down enough, it will give us wisdom.” [54:45] Resources Mentioned Take The Digestive Health Appraisal Questionnaire Learn About Maryland University of Integrative Health Enroll in The Art of Digestive Wellness Find Dr. Liz Lipski Online Follow Dr. Liz Lipski on Facebook | Twitter | LinkedIn | YouTube Join the KetoGreen Community on Facebook Buy Keto-Green 16 Check out the full episode page Find Dr. Anna Online Follow Dr. Anna on Facebook | Instagram | Twitter Related Episodes 148: Healing Your Gut Issues With Enzymes w/ Steven Wright 153: Feeling Fit and Fabulous After Fifty w/ Debra Atkinson 150: Magic Menopause w/ Dr. Anna Cabeca
Chile, this week we are talking more about how to improve your digestive wellness. Tune in to this episode to discover the difference between food allergies and food sensitivities, the four main foods that people are sensitive to, and what exorphins are. In this show I will go into facts that you may not know about the digestive system and signs that you need to pay more attention to your gut health. Later, I will speak to Dr. Liz Lipski who is a Professor and the Director of the Academic Development for the graduate programs in Clinical Nutrition at Maryland University of Integrative Health, owner of the Innovative Healing Academy, and author of “Digestive Wellness” to gain more insight. -Xo Raw GirlGet comfy, grab your miso soup, and learn:How food sensitivities could be a result of deeper issues The difference between an allergy and a sensitivity What leaky gut syndrome is How to use the elimination diet The importance of rest How lifestyle changes can reduce allergic reactions Check out Dr. Liz Lipski’s website: https://www.innovativehealingacademy.com/Digestive Health Appraisal Questionnaire: www.dhaq.infoFind Dr. Liz Lipski on Twitter: @lizlipski and on Facebook: Liz LipskiRead Dr. Liz Lipski’s book: “Digestive Wellness: Strengthen the Immune System and Prevent Disease Through Healthy Digestion, Fifth Edition”
Chile, this week we are talking about how to improve your digestive wellness. Tune in to this episode to discover how you can include prebiotic and cultured/fermented foods in your diet, what foods to avoid that damage the microbiome, and how the gut affects our health when it is functioning improperly. In this show I will go into what the gut is made up of and its basic function, and will give you some simple tips to optimize your digestion. Later, I will speak to Dr. Liz Lipski who is a Professor and the Director of the Academic Development for the graduate programs in Clinical Nutrition at Maryland University of Integrative Health, owner of the Innovative Healing Academy, and author of “Digestive Wellness” to gain more insight. -Xo Raw GirlGet comfy, grab your kefir water, and learn:What the enteric nervous system is The role of the vagus nerve in the digestive system How supporting your microbiome can help alleviate mood disorders How to choose the right probiotic - food sources vs. supplements What muscle testing isHow to do sway testing Check out Dr. Liz Lipski’s website: https://www.innovativehealingacademy.com/Find Dr. Liz Lipski on Twitter: @lizlipski and on Facebook: Liz LipskiRead Dr. Liz Lipski’s book: “Digestive Wellness: Strengthen the Immune System and Prevent Disease Through Healthy Digestion, Fifth Edition”
This edWeb podcast is hosted by AASA, The Superintendents Association.The webinar recording can be accessed here.In the current dual pandemic of COVID-19 and racial injustice, school leaders across the country are renewing their commitment to equity in education. Listen to Nancy Duchesneau, a Research Associate at The Education Trust, and Superintendent Dr. Jack R. Smith of Maryland's largest school system, Montgomery County Public Schools, as they discuss the district-level policies and actions needed to close opportunity gaps for students of color, students from low-income backgrounds and other historically marginalized groups.Hear findings from The Education Trust's qualitative research study on equitably supporting social, emotional, and academic development, specific policy and practice recommendations, and learn about tools that can support superintendents in doing equity-centered work.In his second term, Dr. Smith along with Deputy Superintendent, Dr. Monifa McKnight, discuss the systems work to identify, understand, and implement strategies to put equity at the forefront of all efforts to support teaching and learning. The district has implemented the All In: Equity and Achievement Framework that has three critical components:Evidence of Learning: Are our students learning? Are they learning enough?Equity Accountability Model: How do we know? If not, why not?Equitable Access to Resources: What are we going to do about it?The framework, informed by an external study performed by Educational Resource Strategies, identified multiple strengths and challenges driving the district's equity work and how school administrators are now working to close the opportunity and achievement gap.AASA, The Superintendents Association AASA advocates for equity for all students and develops and supports school system leaders.
WKU Coordinator of Football Academic Development Imari Hazelwood discusses how she transitioned from an academic role with the university to working in athletics, how working on her doctorate influences her work with student-athletes, the challenges of working with such a large program, the most rewarding parts of her job, navigating through the pandemic and changes in learning methods, how her identity as a Black female plays a role in her work, and some of her tips for student-athletes for juggling academic and athletic responsibilities.
In this episode of Functional Medicine Research, I interview Dr. Liz Lipski in a discussion about how to choose the best therapeutic diet for gut health. We discussed the low FODMAP diet, comprehensive elimination diet, Simple Carbohydrate Diet (SCD), GAPS diet, Paleo diet, histamine, pancreatic elastase and low HCL levels. Liz discussed why we would choose each one of these diets for an individual and what each diet entails. I use all of these diets in my practice so it was nice to have an overview of each diet from one of the top experts in gut health. Dr. Hedberg: Well, welcome everyone to "Functional Medicine Research." I'm Dr. Hedberg. And I'm really looking forward to my conversation today with Dr. Liz Lipski. And Dr. Lipski, she's a Professor and the Director of Academic Development for the Nutrition Programs at Maryland University of Integrative Health. She has a PhD in Clinical Nutrition, two board certifications in nutrition, one in functional medicine, and she's a fellow of the American College of Nutrition. She's the author of the fantastic book "Digestive Wellness" which I highly recommend. And she's the founder of the Innovative Healing Academy. She's on faculty for the Institute for Functional Medicine and the Metabolic Medicine Fellowship in Integrative Medicine. She's been a pioneer in the field of functional nutrition for four decades. Liz, welcome to the program. Dr. Lipski: Thanks, Nick. It's so nice to be with you today. Dr. Hedberg: Yeah. This is gonna be a great talk. We're gonna be talking about how to choose the best diet for gut therapy. And why don't we start by just a general question about, you know, what is the best overall diet for GI health? Do we really know, based on the research at this point, what the vast majority of the population should follow? Do we have any insights on that? Dr. Lipski: I do. I think a lot about what's different between people who are healthy and wanna work on tweaking their health or preventive health, and then people who are already in a deep hole where already their health is compromised. And hands down, when we look at research, it looks like a whole foods diet based on a Mediterranean-type diet is the very best diet. When we look at it, cancer rates go down and diabetes rates go down and cardiovascular disease rates go down, but we also have some research on GI. And one of the main issues in the way that we're eating... And I know you see this in your practice, Nick. What we see is, when you ask people, "Well, how do you eat?" And what do they tell us? They say, "I eat pretty well." Right? Don't you hear that all the time? Dr. Hedberg: Yeah. Yeah. Dr. Lipski: And then you look at somebody's food diary and maybe they do, but usually they don't. And so for me, steering somebody at first to a whole foods diet is the most important thing because what we know is that according to a recent study based on kind of looking at every food that has a barcode and it represented, you know, any food company that had more than, you know, a tiny share of the market, they looked and they said 70.9% of the foods that we Americans are eating are ultra-processed. Ultra-processed. And so we now have other studies that say, "Well, if you have more than two servings a day of these ultra-processed foods, we have a 62... For each 10% increase in ultra-processed foods, we increase our risk of cardiovascular disease by 12%, and heart disease by 13%, and strokes by 11%." So, we also have some research on cancers as well. And so, you know, it's not that we can have a treat. It was just my son's birthday and I made a cake and we all had cake. It's not like, you can't have some treats, but at least I made the cake. I knew every ingredient that was in it. And most of us are just eating, the majority of our food is fast, easy, cheap, and filled with all kinds of additives and highly-processed foods. And so the first step is moving towards a whole foods d...
Dr. Gilles LeMarche is the Vice President of Academic Development at Life University in Marietta, Georgia. A chiropractor for decades at the time, in the early 2000s he was diagnosed with a rare pulmonary disease that came with some shocking news: "you have two years to live." Resigned to his fate and nostalgic about a life wonderfully lived, he came to the realization that there was no reason for his body to be in the shape that it was at 49. That's when he turned to his own profession and the very thing he used to serve countless others in his life: chiropractic. ©2020 Designed To Heal™ Any rebroadcast or retransmission of an episode, without the express written consent of Designed To Heal™ or Achieve Wellness, is prohibited. ⚖️ The show is intended to provide encouragement for the listener and is not a substitute for treatment or to be used in any legal capacity whatsoever. --- Send in a voice message: https://anchor.fm/designedtoheal/message Support this podcast: https://anchor.fm/designedtoheal/support
Do emotions mess up clear headed thinking? For centuries, culture and science has dismissed the value of emotions when it came to thinking about intelligence, learning, and critical thinking. This may have led to classrooms with a certain level of sterility and emotional reciprocity. Instead however, by focusing on how students feel, what emotional connections they make during their learning experiences, and how they translate that experience into a personal narrative is proving to be at the heart of transformative personal growth. On this episode Professor of Education, Psychology and Neuroscience at the University of Southern California, and founding director of the USC Center for Affective Neuroscience, Dr. Mary Helen Immordino-Yang, discusses what creates a tapestry of rewarding and engaging learning experiences for all kinds of learners. Through her work she suggests, “learning is dynamic, social and context-dependent because emotions are, and emotions form a critical piece of how, what, when and why people think, remember and learn.” About Mary Helen Immordino-YangMary Helen Immordino-Yang is a Professor of Education, Psychology and Neuroscience at the University of Southern California, and the founding director of the USC Center for Affective Neuroscience, Development, Learning and Education. She studies the psychological and neurobiological development of emotion and self-awareness, and connections to social, cognitive and moral development in educational settings. She uses cross-cultural, interdisciplinary studies of narratives and feelings to uncover experience-dependent neural mechanisms contributing to identity, intrinsic motivation, deep learning, and generative, creative and abstract thought. Her work has a special focus on adolescents from low-SES communities, and she involves youths from these communities as junior scientists in her work.She has received numerous awards for her research and for her impact on education and society, among them an Honor Coin from the U.S. Army, a Commendation from the County of Los Angeles, a Cozzarelli Prize from the Proceedings of the U.S. National Academy of Sciences editorial board, and early career achievement awards from the American Educational Research Association (AERA), the American Association for the Advancement of Science (AAAS), the Association of Psychological Science (APS), the International Mind, Brain and Education Society (IMBES), and the Federation of Associations in Behavioral and Brain Sciences Foundation (FABBS).Immordino-Yang was a Spencer Foundation mid-career fellow. She served on the U.S. National Academy of Sciences committee writing How People Learn II: Learners, Contexts and Cultures https://www.nap.edu/read/24783/, and on the Aspen Institute's National Commission on Social, Emotional and Academic Development, writing: https://www.aspeninstitute.org/publications/the-brain-basis-for-integrated-social-emotional-and-academic-development/Website:http://candle.usc.edu/Books & Articles:Emotions, Learning and the Brain: Exploring the Educational Implications of Affective NeuroscienceThe Brain Basis for Integrated Social, Emotional, and Academic DevelopmentSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)
While the COVID-19 Pandemic is ravaging the economies and societies of nations worldwide, Asia seems to have a large diversity of responses and impacts. What cultural and political settings have changed how the pandemic his hit each country, and how will this impact the region more broadly into the future. This is the first episode of two that examines a few key players in the Asian region to understand what factors change the social, economic, and diplomatic, consequences such a crisis can have. To help explain these issues Prof. Purnendra Jain, a member of the SIA Advisory Board and SIA's Head of Research & Academic Development, joins us in via Zoom to tackle China, Taiwan, and India in the first half of the conversation. This week's Local Music thanks to SODA with "Slow March" Check them out at Spotify & Facebook. See omnystudio.com/listener for privacy information.
While the COVID-19 Pandemic is ravaging the economies and societies of nations worldwide, Asia seems to have a large diversity of responses and impacts. What cultural and political settings have changed how the pandemic his hit each country, and how will this impact the region more broadly into the future. This is the first episode of two that examines a few key players in the Asian region to understand what factors change the social, economic, and diplomatic, consequences such a crisis can have. To help explain these issues Prof. Purnendra Jain, a member of the SIA Advisory Board and SIA's Head of Research & Academic Development, joins us in via Zoom to tackle China, Taiwan, and India in the first half of the conversation. This week's Local Music thanks to SODA with "Slow March" Check them out at Spotify & Facebook. Support the show.
While the COVID-19 Pandemic is ravaging the economies and societies of nations worldwide, Asia seems to have a large diversity of responses and impacts. What cultural and political settings have changed how the pandemic his hit each country, and how will this impact the region more broadly into the future. This is the first episode of two that examines a few key players in the Asian region to understand what factors change the social, economic, and diplomatic, consequences such a crisis can have. To help explain these issues Prof. Purnendra Jain, a member of the SIA Advisory Board and SIA's Head of Research & Academic Development, joins us in via Zoom to tackle Japan, Indonesia, Philippines, South Korea, and North Korea in the second half of the conversation. This week's music comes courtesy of Leaf and Stem, check them out on Facebook, Spotify, and iTunes. Support the show.
The WLA approach to learning begins with S.E.A.D, that is Social, Emotional, & Academic Development. Our learning programs are designed to build skill and fluency in foundational areas like verbal repertoires, attending to instruction, answering on signal, fine motor skills, etc. Once learners are fluent in these skills we then begin working on academic development like reading, writing, math, etc.
While the COVID-19 Pandemic is ravaging the economies and societies of nations worldwide, Asia seems to have a large diversity of responses and impacts. What cultural and political settings have changed how the pandemic his hit each country, and how will this impact the region more broadly into the future. This is the first episode of two that examines a few key players in the Asian region to understand what factors change the social, economic, and diplomatic, consequences such a crisis can have. To help explain these issues Prof. Purnendra Jain, a member of the SIA Advisory Board and SIA's Head of Research & Academic Development, joins us in via Zoom to tackle Japan, Indonesia, Philippines, South Korea, and North Korea in the second half of the conversation. This week's music comes courtesy of Leaf and Stem, check them out on Facebook, Spotify, and iTunes. See omnystudio.com/listener for privacy information.
Our GuestMr. Surpur, an incoming PhD Clinical Psychology student at Saybrook University, currently works for a yoga non-profit called Yoga Bharati as the Head of Research and Academic Development. He graduated from UC Santa Barbara with a degree in Biopsychology, B.S. with several honors. He is also an ERYT-200 certified yoga instructor, teaching yoga as well as training individuals to become yoga teachers themselves.Key Links & ResourcesYoga Bharati: http://yogabharati.org/Saybrook University: www.saybrook.eduSaybrook's Clinical Psychology Program: https://www.saybrook.edu/areas-of-study/humanistic-clinical-psychology/
One core tenant in natural medicine is that “All Disease Begins in The Gut”. This is a statement that might be debatable however what is true is that digestive health is a core component of prevention and management of chronic disease. I speak with functional medicine nutritional legend Dr. Elizabeth Lipski on Digestive Wellness in this episode. We cover numerous topics such as nutrition as medicine, diets for Inflammatory Bowel Disease, the 5-R model for gut healing, and the DIGIN model for strategizing how to balance underlying factors in digestive wellness. In addition, we discover mind/body aspects of disease and wellness. See links below for references from the episode. More about Dr. Lipski. Liz Lipski is the Director of Academic Development and full professor for the graduate programs in Clinical Nutrition at the Maryland University of Integrative Health. Dr. Lipski holds a Ph.D. in Clinical Nutrition from the Union Institute. She is a Fellow of the American College of Nutrition and holds two board certifications in clinical nutrition, Certified Nutrition Specialist BCNS & Board Certified in Holistic Nutrition (BCHN), plus one in functional medicine (IFMCP). She is on faculty for the Institute for Functional Medicine, the Metabolic Medicine Institute fellowship program. She is on the boards for the American Nutrition Association, and the Accreditation Council for Nutrition Professional Education. She currently sits on the advisory boards the Certified International Health Coaches and the Autism Hope Alliance. Dr. Lipski has been published in peer-reviewed journals including Nutrition in Clinical Practice, Integrative Medicine: A Clinician’s Journal, Alternative and Complementary Medicine, and is the author of several books. Her most recent book is the 5th edition of Digestive Wellness. She co-authored the Gastrointestinal chapter for the American Board of Integrative Health and Medicine and the companion study guide, and is a contributing author for Integrative Gastroenterology, first and 2nd editions. She has been working in the field of integrative and functional medicine for 40 years. Liz is also the founder of the Innovative Healing Academy where she offers courses to clinicians and health-oriented consumers, to deepen clinical skills in the area of personalized clinical nutrition. You can check out her newest course, The Art of Digestive Wellness at www.innovativehealingacademy.com. References from episode: Digestive Wellness 5th edition DIGIN model Nova Scoring system Adverse Childhood Experiences scoring 2017 consensus on pre and probiotics #digestivehealth #IBD #guthealth #functionalmedicine --- Support this podcast: https://anchor.fm/adam-rinde/support
This episode is a conversation with Prof. Purnendra Jain, a member of the SIA Advisory Board and SIA's Head of Research & Academic Development about his research trip to India. The report John and David must produce for the DoD is in collaboration with Purnendra and his trip included meeting with staff from the Institue for Defense Studies and Analysis, an Indian Think Tank, and attendance at the Raisina Dialogue. These observations include some ideas that for the sake of Chatham House Rules cannot be attributed to specific persons and the ensuing discussion considers the ideas and not necessarily those who hold them. This episode's musical interlude: Mum Thinks Blue with Gotten Away. Support them on Facebook, Instagram, YouTube, and Spotify. See omnystudio.com/listener for privacy information.
This episode is a conversation with Prof. Purnendra Jain, a member of the SIA Advisory Board and SIA's Head of Research & Academic Development about his research trip to India. The report John and David must produce for the DoD is in collaboration with Purnendra and his trip included meeting with staff from the Institue for Defense Studies and Analysis, an Indian Think Tank, and attendance at the Raisina Dialogue. These observations include some ideas that for the sake of Chatham House Rules cannot be attributed to specific persons and the ensuing discussion considers the ideas and not necessarily those who hold them. This episode's musical interlude: Mum Thinks Blue with Gotten Away. Support them on Facebook, Instagram, YouTube, and Spotify. Support the show.
Liz Lipski is a professor and the Director of Academic Development for the Nutrition and Integrative Health Programs at the Maryland University of Integrative Health. She is the Director of Doctoral Studies at Hawthorn University and the Executive Director of Access to Health Experts. She is also the owner of the holistic health and nutrition organization, Innovative Healing Inc. and has presented keynote speeches and seminars on topics related to diet and its impact on our digestion and microbial health. With decades of experience in integrative health and nutrition, Liz has published multiple books, including her most recent edition of Digestive Wellness: Strengthen the Immune System and Prevent Disease Through Healthy Digestion. Liz joins us today to discuss the difference between going on a diet versus establishing a good diet and why not all diets are created equally. We discuss the dilemma of determining what we should - or shouldn’t - include in our daily diet. We discuss the benefits of adopting a Mediterranean diet, how it helps aid in the prevention of diseases, and the impact of staying on a restrictive diet. Liz shares her concerns with the Ketogenic and Vegan diets, particularly how the keto diet can impact a person’s microbiome. She also shares her thoughts on intermittent fasting and where she recommends clinicians to start when determining if a patient should change their diet. “Food is so intertwined with our emotions and our memory.” - Liz Lipski This week on The Lab Report Podcast: The difference between ‘going on a diet’ versus simply changing your diet Determining what you should - or should not - eat Why what you eat is important The amount of ultra-processed foods Americans typically eat The health benefits of adopting a Mediterranean diet The connection between what you eat and how you feel on a physical and emotional level The impact of staying on a restrictive diet Liz’s primary concerns with the Vegan, Paleo, and Keto diets The pros and cons of limiting your carbohydrate intake and how it can impact your microbiome Using diet as a treatment for autoimmune disorders Liz’s perspective on intermittent fasting Where to start when considering if a patient could benefit from a dietary change Connect with Liz Lipski: Innovative Healing Book: Digestive Wellness: Strengthen the Immune System and Prevent Disease Through Healthy Digestion, Fifth Edition Subscribe, Rate & Review The Lab Report Thanks for tuning into this week’s episode of The Lab Report, presented by Genova Diagnostics, with your hosts, Michael Chapman and Patti Devers. If you enjoyed this episode, please head over to Apple Podcasts to subscribe to the show and give us a rating and review. Don’t forget to visit our website, like us on Facebook, and follow us on Twitter, Instagram and LinkedIn. Email Patti and Michael with your most pressing questions on functional medicine. And be sure to share your favorite Lab Report episodes with your friends and colleagues on social media to help others learn more about Genova and all things related to functional medicine and specialty lab testing. Disclaimer: The content and information shared in The Lab Report is for educational purposes only and should not be taken as medical advice. The views and opinions expressed in The Lab Report represent the opinions of Michael Chapman and Patti Devers and their guests. For medical advice, diagnosis, and/or treatment, please consult a medical professional. See omnystudio.com/listener for privacy information.
Did you know that the number 1 new years resolution is to diet and eat healthier (71%)? However, there is a vital component that precedes better eating habits...ensuring that we have healthy digestion in the first place! Healthy food can only be utilised by the body if there are healthy digestive processes occurring within the body. Guest biography:Dr Liz Lipski is a Professor and the Director of the Academic Development for the Nutrition programmes in Clinical Nutrition at Maryland University of Integrative Health. Dr Lipski holds a PhD in Clinical Nutrition, is a Fellow of the American College of Nutrition (FACN) and holds two board certifications in clinical nutrition (CNS, and BCHN) and one in functional medicine (IFMCP). She is also on the faculty for The Institute for Functional Medicine. Episode content:Along with a brief discussion about the 25-year history of her best-selling book, and the updated release of the 5th edition of Digestive Wellness, Dr Lipski shares some really practical tips on how to manage some of the most common digestive complaints. 3.20: Dr Lipski's motivation to specialise in digestive health10.56: When in doubt, begin in the gut14.58: How to recognise external symptoms of gut imbalance that may not be easily connected to the gut18.49: Potential causes and solutions for managing bad breath21.54: Potential causes and solutions for managing gastric reflux (heartburn)28.52: Potential causes and solutions for managing gas and bloating35.30: Potential causes and solutions for managing constipation40.42: The importance of the gut bacterial population to digestive healthRate the show:If you enjoyed this episode, then please rate the show, give a short review, and share it with your friends so they can benefit from this free expert information. Your comments and feedback are always welcome. Please subscribe to the podcast on iTunes or the video series on YouTube so you will receive each update immediately upon release.For other great episodes and expert guests on the Fit to Succeed show, visit our podcast library at www.nordicfitnesseducation.com
Stand Out Quotes:We, as adults, have to take responsibility for teaching kids emotional skills. Children who know how to use their feelings wisely are healthier, happier and they are better learners.We have to give the people we care about permission to feel and express all of their emotions. Emotions are data to help us make better choices in life.We all overestimate our ability to read another person's feelings.Biography:Marc Brackett, Ph.D., is founding director of the Yale Center for Emotional Intelligence and professor in the Child Study Center, Yale School of Medicine at Yale University. His grant-funded research focuses on: (1) the role of emotions and emotional intelligence in learning, decision making, creativity, relationship quality, and mental health; (2) the measurement of emotional intelligence; and (3) the influences of emotional intelligence training on children’s and adults’ health, performance, and workplace performance and climate. Marc has published 125 scholarly articles and has received numerous awards, including the Joseph E. Zins Award for his research on social and emotional learning and an honorary doctorate from Manhattanville College. He also is a distinguished scientist on the National Commission on Social, Emotional, and Academic Development and on the board of directors for the Collaborative for Academic, Social, and Emotional Learning (CASEL).Marc is the lead developer of RULER, a systemic, evidence-based approach to social and emotional learning that has been adopted by over 2,000 public, charter, and private pre-school through high schools across the United States and in other countries, including Australia, China, England, Italy, Mexico, and Spain. RULER infuses social and emotion learning into the immune system of schools by enhancing how school administrators lead, educators teach, students learn, and families parent. Research shows that RULER boosts academic performance, decreases school problems like bullying, enriches classroom climates, reduces teacher stress and burnout, and enhances teacher instructional practices. Marc is the author of Permission to Feel (Celadon/Macmillan), which will be released in September of 2019.Show Notes:In this episode, Dr. Brackett is committed to teaching emotional intelligence as you can hear it deeply touches his own personal story of being bullied in school. He does not create a cheesy "fix it all" mentality to teaching emotional intelligence. Instead, his work is thoughtful, research-backed, and he is calling us all in to do better in understanding our own feelings so we can then understand the feelings of others.What makes Marc unique is his own willingness to share his vulnerable story, to challenge institutions with grace, and his understanding of social injustices that may not afford some kids and schools the support they need to teach emotional intelligence.Follow along as you learn about Ruler. And apply it in your own life. This is definitely a book you will want to get and share with your kids, colleagues at work, and in any workplace where you currently live. We need to give each other permission to feel and stop sending the "get over it" or "quit being so emotional" message that is deeply harmful to us humans.
On this episode of College Matters Dr. Rima Adil the intern Dean of Student Success and Academic Development spoke about the various HCC programs in relation to university transfers. HCC offers tons of programs which allow students to rapidly gain experience and transfer to the programs.
In this episode, Dr. Marc Brackett, founding director of the Yale Center for Emotional Intelligence and Professor in the Child Study Center at Yale University, discusses how his research on emotional intelligence can inform strategic planning, the head of school/board chair relationship, and board culture. Marc has published over 125 articles and is the recipient of numerous awards. He is the lead developer of RULER, an evidence-based approach to social emotional learning that has been adopted by over 1000 public, charter, and private schools across the United States and other countries. Marc is also a distinguished scientist on the National Commission on Social, Emotional, and Academic Development and on the board of directors for the Collaborative for Academic, Social, and Emotional Learning (CASEL). His latest book, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive, was published on September 3.
Ashanti Branch is the Founder and Executive Director of The Ever Forward Club - Siempre Adelante.The Ever Forward Club serves young men and women and is a globally recognized non-profit organization. The Ever Forward Club has helped 100% of its members graduate high school and 93% of them have gone on to attend college.In this conversation, we talk about the importance of working with young men to help them navigate the complex and confusing messages from adults in their life telling them to be a "good man" at times and "to be a real man" at others. We discuss the challenges that young people face when they face the pressure needing to be “cool.” And we reflect on how as adults we also have a similar version of this concept that prevents us from showing up with our authentic self in relationships, in the workplace, and in life.Ashanti talks about the transformative potential of creating safe spaces for people to be vulnerable and the power of trusting they will do their best. We talk about, and experience, the truth that we are not alone in our vulnerability. That in fact, it is an essential part of being a human in relationships.Ashanti is famous for creating a workshop called “The Taking Off the Mask.” It asks participants to create a mask and write down on the front what they show the world, and, on the back, what they hide from the world. The workshop has helped ten of thousands of youth and adults to engage in honest conversations and vulnerable experiences that give them a deeper understanding of themselves and just how much we have in common.The Ever Forward Club has launched a campaign called 100 Thousand Masks (#100kMasks) which makes the workshop available for educators and facilitators to use all over the world. You can get your masks and find out more information at 100kmasks.com.Ashanti Branch & Ever Forward Club ResourcesThe Ever Forward Club believes that all young men have the desire to be fully alive – to be loved, respected, held in high regard, held to high expectations, held accountable for their actions and supported to help achieve their goals. The Club uses a 4-fold approach to developing dynamic club communities: Academic Development, Community Development, Family Development, and Personal Development.100K Masks Challenge: the goal is to engage people from all over the world in self-reflection by Taking OFF Your Mask. This challenge helps young people, adults, and the community to gain a deeper understanding of how much people have in common.100 Thousand Masks Project #100KMasksAshanti’s “Taking Off the Mask” work was featured in a documentary by the Representation Project called “The Mask You Live In” that premiered at the 2015 Sundance Film Festival.Ashanti spoke at Wisdom 2.0 in 2017 about Understanding Our Youth. It was recorded and you can watch the video here. Ashanti also spoke at a TEDx Marin event on “The Masks We All Wear”Other ResourcesIn this episode, we discuss my new business venture with past guest Alla Weinberg: Spoke and Wheel. Check out the episode with Alla here: "Transforming Workplace Cultures" with Alla WeinbergWe talk about the Soul Shoppe’s goal of supporting schools and students by creating learning environments that eliminate the roots of bullying."IT IS EASIER TO BUILD STRONG CHILDREN THAN TO REPAIR BROKEN MEN."-FREDERICK DOUGLASSShowing up at school, and showing up at work have a lot of parallels. “Bringing Your Whole Self to Work: What Does That Mean” by Thad Peterson.We also discuss this article: “Many Ways to Be a Girl, but One Way to Be a Boy: The New Gender” by Claire Cain Miller (New York Times)Michael Kimmel is a sociologist and expert on masculinity. He points out that society has two contradictory messages about what it means to be a good man and what it means to be a "real" man.Article: "Raise Your Son to Be a Good Man, Not a ‘Real’ Man"Ted Talk: “Why Gender Equality is Good for Everyone, Men Included”Music“100 Thousand Masks” - The SongThis song is the campaign song for the #100kMasks Challenge and was recorded by 4RCE Records at the High School of the Recording Arts Los Angeles. This song was created by High School Students in LA after they experienced a “Behind the Mask” workshop.This song is the campaign song for the #100kMasks Challenge. The Ever Forward Club is working with Educators, Community Builders, Youth Workers, Social Workers, Parents, Corporate Culture Builders and anyone working with teams of people to build community. www.100kMasks.com www.everforwardclub.org/100kmasks
Each frame, each moment, we record the world around us through our senses. We experience the warmth of light through a window, the dashing of elevator doors in our hallway, the texture of a handrail, the aroma of something cooking in the kitchen. In P.L.Deshpande’s words, When we hear the word Thalipeeth, we not only just remember a peculiar maharashtrian dish made by Grandmom but we also remember her bangles clinging while Doughing the flour, freshly made white butter, the kitchen where we sat and ate it and countless other memories. These senses create the full experience of the spaces we inhabit. Rohan Shivkumar has been trying to capture these moments, cacophonies, their contradictions, paradoxes and more through his architectural films. Today I have Rohan Shivkumar with us on Audiogyan. Rohan is an architect, urban designer and filmmaker practicing in Mumbai. He is the Dean of Research and Academic Development at the Kamla Raheja Vidyanidhi Institute for Architecture and Environmental Studies. His work ranges from architecture, urban research and consultancy projects to works in film and visual art. He is interested in issues concerning housing, public space and in exploring the many ways of reading and representing the city. Today, we will try and document, what does it take to create space or a moments in time on a film You have made 2 films so far, “Nostalgia of the Future” & “Lovely Villa”. I recently watched both of them at Frame Conclave in Goa. Very nice indeed. In both of your films you are trying to show connections and also dissociation between the matter (which is architecture) and soul (which are memories and intangible feelings associated). Can you start by briefly telling us what are these films and what made you do these films? Something within you (as an architect) is not able to manifest in the form of architecture. Probably that could be the reason you made these films? Is there a common or individual subtext you are trying to communicate through these 2 films? What is that subtext? Filmmaking is a much younger art form than architecture. We daily walk pass the same building but hardly pay attention to the details or art deco of it. But when a film captures that and presents it, it feels great. Is it failure of the architect to show us those beauty spots or victory of film making as an art form? Is invisible architecture great architecture? What is the biggest challenge to encapsulate the micro and and macro of architecture on the film? This is in context of Correa’s vision for "a mirror of the nation, in miniature” - If you at all tried to portray that in you film, what was the process like? Both of your films have long takes with steady shots. Without much camera panning and moving. Is this standard for more or less architecture films? You have intentionally taken this route? What are your thoughts and learning? Lastly, I would like to conclude by asking, what is Project Cinema City? Can you tell us more about it? What we do as regular citizens?
Dr Karina Luzia is a social geographer, academic developer, researcher and higher education project manager. She came to Macquarie University in 2005 for a 6-month part-time contract role in the Faculty of Science in the Department of Human Geography. Years later, she is still at Macquarie, currently based in the Learning Innovation Hub, after working in fixed-term contract and casual academic and professional roles across the University. Before working in universities, Karina worked in retail, market research, an insurance company, a museum, a mint, an observatory, two photo libraries, an urban planning consultancy, and a not-for-profit health services organisation. Karina's research and teaching interests are as diverse as her work experience, and include the cultural and social geographies of work, home and family; inclusion, equity and diversity; higher education; governance; and casualisation in higher education and other sectors. She has sole and co-authored publications in international academic journals in geography, sociology, design, accounting, and higher education, and has also produced and contributed to several professional and industry publications, across disciplines and sectors.
Timothy Shriver is the Chairman of the Board of Directors for Special Olympics International, the organization founded by his mother, Eunice Shriver. He serves with over 5.6 million Special Olympics athletes in 172 countries, all working to promote health, education, and a more unified world through the joy of sports. Before joining Special Olympics in 1996, Shriver was and remains a leading educator focusing on the social and emotional factors in learning. He co-founded and currently chairs the Collaborative for Academic, Social, and Emotional Learning (CASEL), the leading school reform organization in the field of social and emotional learning. He is Co-Chair of the National Commission on Social, Emotional, and Academic Development, President of the Joseph P. Kennedy Jr. Foundation, member of the Board of Directors for the WPP Group, LLC, a member of the Council on Foreign Relations, and is a co-founder of Lovin’ Scoopful Ice Cream Company.
You've Got This | Tips & Strategies for Meaningful Productivity and Alignment in Work and Life
In this episode, I mention the following: my virtual writing groups program Prolific, my online community for academic writers the International Journal for Academic Development my third book on Managing Your Professional Identity Online Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @Katie__Linder or by emailing me. Think Write Revise is part of the Radical Self-trust podcast channel, a collection of content dedicated to helping you seek self-knowledge, nurture your superpowers, playfully experiment, live your core values with intention, practice loving kindness toward yourself and others, and settle into your life’s purpose. If you listen to the podcast on iTunes, please take a moment to rate and/or review the show. Thanks for listening!
You've Got This | Tips & Strategies for Meaningful Productivity and Alignment in Work and Life
In this episode, I mention the following: my virtual writing groups program Prolific, my online community for academic writers the International Journal for Academic Development my third book on Managing Your Professional Identity Online Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @Katie__Linder or by emailing me. Think Write Revise is part of the Radical Self-trust podcast channel, a collection of content dedicated to helping you seek self-knowledge, nurture your superpowers, playfully experiment, live your core values with intention, practice loving kindness toward yourself and others, and settle into your life’s purpose. If you listen to the podcast on iTunes, please take a moment to rate and/or review the show. Thanks for listening!
You've Got This | Tips & Strategies for Meaningful Productivity and Alignment in Work and Life
In this episode, I mention the following: my virtual writing groups program Prolific, my online community for academic writers the International Journal for Academic Development my third book on Managing Your Professional Identity Online Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Twitter @Katie__Linder or by emailing me. Think Write Revise is part of the Radical Self-trust podcast channel, a collection of content dedicated to helping you seek self-knowledge, nurture your superpowers, playfully experiment, live your core values with intention, practice loving kindness toward yourself and others, and settle into your life's purpose. If you listen to the podcast on iTunes, please take a moment to rate and/or review the show. Thanks for listening!
On this episode of Grow Kinder, we talk with General Craig McKinley, commissioner of the Aspen Institute National Commission on Social, Emotional, and Academic Development and former president of the Air Force Association. A four-star general with a record of youth advocacy, McKinley discusses how he became involved in social-emotional development, SEL's role in the military, and A Nation at Hope, the Institute's latest report on how a growing movement dedicated to the social, emotional, and academic well-being of children is changing lives across the nation. Learn more about the Aspen Institute's work at aspeninstitute.org and A Nation at Hope at nationathope.org.
What is social emotional learning and why is it important for our children? In this episode Diana talks to Tim Shriver, one of the co-founders of CASEL, the Collaborative of Academic, Social and Emotional Learning and the Co-Chairman of the Aspen Institute's Commission on Social, Emotional and Academic Development about social emotional learning and the Commission's Report, "From A Nation at Risk to a Nation at Hope." Tim and Diana discuss: What is social and emotional learning? How children really learn Why it's important to listen to our children Why nurturing the relationship with our spouse is the most important thing you can do for your kids AND MORE! Check out the Aspen Institute's report on NationAtHope.org and share it with your school, PTA, leadership team and school board! Learn more about Tim Shriver's work here and follow him on Instagram. You can learn more about CASEL's work here. Make sure to check out the episode notes on the Parenting and Politics website . Follow us! Don’t forget to subscribe, tell your friends, leave a review and follow us on Instagram and Twitter! You can follow the host of Parenting and Politics, Diana, on Instagram. You can email info@parentingandpoliticspodcast.com and send me your ideas for topics and guests. I'd also love to hear your thoughts on the podcast!
Wellness Warriors Radio is your go-to resource for open and candid conversation about the nuances of health and wellness. In each episode discover a unique perspective on living optimally. Join us to discuss a wide-range of health topics – sometimes controversial, sometimes with opposing views – setting the stage for you to decide what works best for YOU. This week, Beth interviews Liz Lipski, Professor and Director of Academic Development for graduate programs in Nutrition & Integrative Health at the Maryland University of Integrative Health (MUIH). Beth has the pleasure of collaborating with Liz frequently as a MUIH colleague and she’s excited to share information about a new Microbiome Master Class Series they developed together so you can learn all about the human microbiome and health! A number of health conditions and chronic diseases have been linked to the makeup of your microbiome, including depression, obesity, type 1 and type 2 diabetes, Crohn’s disease, brain diseases, autism, and allergies. In fact, the microbiome could be one of the single most important factors to consider for optimal wellness! In this episode we talk about… What is the microbiome? Why the microbiome is so important to overall health Strategies for supporting a healthy microbiome The future of microbiome research And much more! After listening, keep the conversation flowing in the Wellness Warriors Radio Facebook Group. You’re an important part of our tribe and we love engaging with you! Mentioned in the Show: Want to learn more about the Microbiome for yourself or your clients? Enroll in the MUIH Microbiome Master Class Series: www.muih.edu/ce Change the Future of Health and Healthcare: We have the best job in the world! Interested in studying health and nutrition and doing what we do? Check out the Institute for Integrative Nutrition Health Coach Training Program at bit.ly/wellnesswarriorsiin Connect with Us! Say hi to Beth @ MyHealthyTransitions Health Coaching Say hi to Michal @ Michal Ofer Lifestyle and WellnessSubmit a Question for the Podcast or Work with Us: wellnesswarriorspodcast@gmail.com Join the Wellness Warriors Radio Facebook Group to engage in the conversation! bit.ly/wellnesswarriorsradioFB Follow Us on Instagram @wellnesswarriorsradio Listen to all our episodes and view all our programs at the Wellness Warriors Website: http://bit.ly/wellnesswarriorsradio Love What You Hear? Donate our Podcast at the Wellness Warriors Radio GoFundMe Campaign. We really appreciate your generosity and support! https://www.gofundme.com/wellness-warriors-radio
Rebekah Ozuna is a Pre-K teacher in San Antonio, Texas, who has an incredible passion for social and emotional learning. During our conversation with Rebekah she discussed how some students are not sheltered at home and they come to us in a very raw state. Rebekah beautifully lays out how we must first provide for the social and emotional needs of our students before we can address their academic needs. Rebekah says that even in the Pre-K setting how we model appropriate social and emotional skills goes a long way in teaching our students how to handle those situations. Rebekah is the head of the Aspen Institute's Commission on Social, Emotional, and Academic Development where they are working to understand the needs of our students on all levels and she brings that experience to this powerful conversation. We hope you enjoy it as much as we did! Here's how you can learn more about and connect with Rebekah: IG: @missozuna https://www.aspeninstitute.org/programs/national-commission-on-social-emotional-and-academic-development/ --- Support this podcast: https://anchor.fm/valueaddsvalue/support
While knowledge transfer can be challenging, it also can be extremely rewarding for both expert and learners when done successfully. In this episode, we invited MayLyn Tan, the Head of Academic Development for the Singapore Institute Management to share her views and experiences in supporting industry experts in effective transfer of expertise. Highlights from the show and contact details can be found on
Dr. Stacy Van Horn is currently a full-time faculty member and School Counseling Coordinator at the University of Central Florida in the Counselor Education and School Psychology Program within the Department of Child, Family and Community Sciences. She teaches graduate students at both the masters and doctoral level primarily in the areas of career development, counseling with children and adolescents, ethical and legal issues in professional school counseling, and coordination of comprehensive, developmental school counseling programs. She also supervises practicum students in the Community Counseling and Research Clinic (CCRC) on campus and school counseling interns throughout Central Florida schools. Prior to her position as a Counselor Educator, Dr. Van Horn worked as a professional school counselor for over nine years in Orange County Public Schools working with diverse students, teachers, and families in Central Florida. Dr. Van Horn has experience in creating and coordinating comprehensive, developmental school counseling programs at both the elementary and middle school level. In addition, she has experience collaborating with exceptional education school personnel on developing strategies and counseling approaches for exceptional education students. Her current research interests include training and supervision of professional school counselors, counseling interventions with diverse children and adolescents, and the role of professional school counselors in providing effective career development in schools. Dr. Van Horn has presented at national, regional, state, and local counseling conferences, including American Counseling Association, Association for Specialists Prior to her position as a Counselor Educator, Dr. Van Horn worked as a professional school counselor for over nine years in Orange County Public Schools working with diverse students, teachers, and families in Central Florida. Dr. Van Horn has experience in creating and coordinating comprehensive, developmental school counseling programs at both the elementary and middle school level. In addition, she has experience collaborating with exceptional education school personnel on developing strategies and counseling approaches for exceptional education students. Her current research interests include training and supervision of professional school counselors, counseling interventions with diverse children and adolescents, and the role of professional school counselors in providing effective career development in schools. Dr. Van Horn has presented at national, regional, state, and local counseling conferences, including American Counseling Association, Association for Specialists for Group Work, American School Counseling Association, the Southern Association for Counselor Education and Supervision, Florida Counseling Association, the Florida School Counselor Association, and invited presenter at the Florida Association for Gifted Children. School Counselors have a unique role within the school setting. A school counselor works as a vital part of a team and stakeholders. Primarily, School Counselors work within 3 primary domains: Academic Development, Career Development, and Social/Emotional Development. Elementary counselors may teach more classroom guidance lessons, identify students in need of more support in regards to specialized programs, connecting with parents through parent conferences, and more… Middle school counselors may facilitate more small groups, put greater focus on peer interaction, help students with communication skills, and engage in more career exploration with students. High school counselors tend to provide more 1 on 1 counseling, coordinate bigger school events and assemblies, conduct credit checks, advise students on credit requirements and class selection, prepare students for college with college readiness activities, coordinate / conduct testing, and focus on students’ transition into college. School counselors are so vital at every level! It’s really important for others to know the role of a School Counselor to maximize the benefits of this important role. This is sometimes a big challenge in the field as this is predefined. Students from University of Central Florida (UCF) are prepared to articulate the role to others. School counselors can interact with students in several ways to include, but not limited to one on one, small group, classroom guidance, assemblies, etc... Counseling provided by a school counselor is much different than therapy in a clinical setting. School counselors often experientially provide students with coping skills to help with managing anger, healthy friendships, solid study skills, mindfulness techniques, and much more. School Counselors often conduct career days, Red Ribbon Week activities, award assemblies, extra-curricular activities, etc… It’s helpful for School Counselors to observe students in different environments. It’s so important to be visible as a School Counselor to the parents, administrators… and most importantly the students. School counselors can also provide trainings to teachers. Dr. Van Horn polled teachers to see what areas they would like to learn more about. She remembers a training that she offered while she was in the role of a School Counselor on “How to Have a Strength-Based Meeting”. In this training, her team role played to take the learning to a deeper learning to an experiential level. School counselors often conduct several meetings throughout the years, IEP, 504s, behavior support, etc. It can be really helpful for school counselors to connect with child therapists in their area. Advantages of Being a School Counselor - School counselors have so much impact on students over weeks, over the school year, and over the course of several years. School counseling is a unique profession, as rarely are 2 days the same. It’s so helpful to work together as a team with all of the stakeholders such as parents, teachers, administrators, etc. Unlike therapists, a school counselor has the advantage of seeing the child throughout the day in a variety of settings. Often School Counselors are the first line of support to students. School Counselors may have request slips that the students can submit to request support that doesn’t require consent from parents, session fees, or many of the other limitations that may prevent a student from obtaining help when needed. Dr. Van Horn speaks of “Cluster Groups” within the school to discuss creative ideas, opportunities and such. Disadvantages of Being a School Counselor - Often school counselors are faced with limited time, limited resources, limited student connection time, lunch duty, etc. School counselors often wear many different hats: testing coordinator, scheduling, lunch duty personnel, car loop support, credit checks, child study meetings, and so much more. All of these roles can create confusion on the role of a school counselor and can take them away from services that utilizing their specialized skills to help students in the best way. Sometimes School Counselors face a lack of support. School Counselors benefit from placing a focus on how they can take care of their own personal emotional and physical wellness as they can be pulled in so many directions that ca be emotionally draining. It’s important to establish boundaries to keep emotionally healthy. School counselors benefit from knowing great therapists in the community so that they have good referrals to provide to their students in need. Sometimes School Counselors co-present with therapists in their community to their parents and their staff, as well as to create trainings and workshops. Relationships between school counselors and child and family therapists in the community are so beneficial. When crises happen in schools, relationships within helpers in the communities can make such a huge difference. Dr. Van Horn talks about when she realized that she couldn’t have her “to do” list checked at the end of the day. She normalized the feeling of overwhelm with so many tasks in a limited amount of time. Play therapy techniques can be used by school counselors in a low-cost way that can be implemented in efficient ways. What does a "typical" day in the life of school counselor look like? School counselors really don’t have a “typical” day. Each day can look so different. Learn More about Dr. Van Horn at UCF http://education.ucf.edu/faculty_detail.cfm?id=591 Association for School Counselors, ASCA https://www.schoolcounselor.org Jackie’s Play Therapy Community www.playtherapycommunity.com Jackie’s Private Practice www.counselinginbrevard.com Jackie’s Consulting Support www.jackieflynnconsulting.com
Dr. Liz Lipski’s entire career has been focused on food. Dr. Lipski is a Professor and the Director of the Academic Development graduate nutrition programs at Maryland University’s Integrative Health. She holds a PhD in Clinical Nutrition with a specialization in Integrative Medicine. She teaches for the prestigious Institute for Functional Medicine, the Metabolic Medicine Institute fellowship program and for medical physician certification programs for A4M. Liz also sits on the boards for Certified International Health Coaches. So Liz trains all kinds of professionals on the ins and outs of what is healthy eating and everything surrounding nourishment. On this very dynamic and informative show, Dr. Liz explains why so many diets clash. She explains the base 80% similar core between all healthy diets. You’ll learn dietary basics so you can finally get unconfused about all things related to food. You will hear about the exact diet that a famous medical doctor used to actually get rid of her severe multiple sclerosis diagnosis, once and for all. The power of food! Berkson and Lipski discuss the differences between regular medicine and functional medicine. The example is migraine. Regular medicine treats all migraines the same, and offers similar meds. In contrast, functional nutritional experts start from the premise that there are diverse causes of migraines. So each patient needs to be explored for his or her individual root cause of his or her suffering. But the starting point is food. You will learn exactly what are GMO foods, the varietals of GMOS, and why (and how) you want to avoid them. The conversation also explores Roundup, cottonseed oil versus other oils, glyphosate, eating out at restaurants, and the “is-ness” of today’s toxic world. You will learn what is the ideal intake of daily veggies and fruits. And you will learn how Berkson and Lipski make this do-able in their daily menus, and how you can, too. Berkson and Lipski have been colleagues for over 30 years. Their conversation is illuminating, relaxed and inspiring. Dr. Lipski is published in peer reviewed journals including Nutrition in Clinical Practice and Integrative Medicine: A Clinician’s Journal, and is the author of several books: Digestive Wellness, The Digestion Connection, Digestive Wellness for Children, and Leaky Gut Syndrome. She is a contributing author for Integrative Gastroenterology. Dr. Lipski has a mentoring program called Innovative Healing, where she offers webinar trainings for nutritionists, dietitians, and other clinicians. www.innovativehealing.com You can learn more about her related academic programs here: www.muih.edu
In Part 2 of our conversation with the Honorable Judge Leslie E. Harris, Dr. Natalie Cort, & student Kwame Dance, one of our Black Mental Health Academy scholars, we discuss the personal journeys of Judge Harris and Kwame and the work that Dr. Cort is doing here at William James to help break down barriers and expand access to care for undeserved populations. We also discuss the Re-Envisioning the Brilliance of Boys of Color: Inspiring Professionals Dedicated to Empowering the Social-Emotional and Academic Development of Our Youth, conference on May 20th, 2017, which will offer opportunities for professionals within these systems to be inspired and encouraged to celebrate the contributions of boys of color. The goal of this conference is to expand our perceptions of boys of color by exploring their varied developmental trajectories and contextual factors that impact those pathways. Please visit our website to register for our conference on Re-Envisioning the Brilliance of Boys of Color: Inspiring Professionals Dedicated to Empowering the Social-Emotional and Academic Development of Our Youth, and to learn about our Black Mental Health Initiative and Graduate Academy. http://www.williamjames.edu/academics/centers-of-excellence/multicultural-and-global-mental-health/black-mental-health-initiative.cfm
Boys of color in the United States are disproportionately subjected to entrenched sociocultural stressors shaped by historical marginalization. Unfortunately, too frequently the brilliance, creativity, and strengths of boys of color have been unrecognized by our educational, justice, and behavioral health care systems. Therefore, on May 20, 2017 William James College will host a conference entitled the Re-Envisioning the Brilliance of Boys of Color: Inspiring Professionals Dedicated to Empowering the Social-Emotional and Academic Development of Our Youth, offering opportunities for professionals within our educational, justice, and behavioral health care systems to be inspired and encouraged to celebrate the contributions of boys of color. We were privileged to have as one of our guests, a keynote speaker for the conference, the Honorable Judge Leslie E. Harris, who is a retired Associate Justice of the Suffolk Juvenile Court as well as Dr. Natalie Cort, Assistant Professor at William James College and Director of our Black Mental Health Initiative & Graduate Academy, and student Kwame Dance, one of our Black Mental Health Academy scholars. For more information about our conference on Re-Envisioning the Brilliance of Boys of Color: Inspiring Professionals Dedicated to Empowering the Social-Emotional and Academic Development of Our Youth visit: http://bit.ly/2nv87WP
On this episode, I am joined by Dr. Peter Felten, assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history. His recent publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014) and Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014). From 2010-2011, he served as president of the POD Network, and in 2015-2016 he is president-elect of the International Society for the Scholarship of Teaching and Learning. He also is a co-editor of the International Journal for Academic Development. Segment 1: The Scholarship of Teaching and Learning (SoTL) [00:00-10:13] In this first segment, Peter defines the Scholarship of Teaching and Learning (SoTL) and distinguishes it from scholarly teaching. Segment 2: Partnering with Students for SoTL Projects [10:14-23:15] In segment two, Peter discusses the benefits of engaging in SoTL with students as research partners. Segment 3: Decoding the Disciplines [23:16-35:06] In segment three, Peter describes a "decoding the disciplines" project that includes students as research partners. Bonus Clip #1: Five Principles of Good Scholarship of Teaching and Learning [00:00-3:25] Bonus Clip #2: Challenges of Partnering with Students on Scholarship of Teaching and Learning [00:00-4:09] To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review.
Teaching Bites 2.0 - We help teachers create a more fulfilling lifestyle.
I interview a dear friend, who happens to be an ex-roomate who also happens to be an Associate Dean and Director of Academic Development and Technological Innovation at the University of San Francisco, Dr. Charlene Lobo Soriano. Charlene shares with us so much valuable ideas and stories that it was a mind blowing experience. We go over her story of being finite to infinite. I learned that its important for students and teachers t "embrace the cactus," and what "adulting" is! We then explore what it means to be a lawnmower parent vs. a helicopter parent. And so much more!
Dr Charles Mundye takes a look at how Robert Graves' experiences and feelings about War that influenced his poetic career. Dr Charles Mundye is Head of Academic Development at the Department of Humanities, Sheffield Hallam University. He has research interests in British and American literature of the twentieth and twenty-first centuries, and is President of the Robert Graves Society.
Liz Lipski talks about: - The connection between diabetes, arthritis, ADD, etc to the digestive system. - Does everyone need to take digestive enzymes? When should you consider using them? - What kind of probiotics should you take and why? - What is the gut microbiome and where can things go wrong? - What are some of the best foods to heal your gut? - How do you heal ulcerative colitis, IBD, Crohn's? Dr. Lipski is the Director of Academic Development for the Nutrition and Integrative Health programs at Maryland University of Integrative Health. She has been working in the fields of nutrition, holistic health, herbology, and lifestyle management for more than 30 years. Prior to joining MUIH, she served as Director of Doctoral Studies and Educational Director at Hawthorne University. She has been extensively published in many academic journals and is the author of four books, including Digestive Wellness and The Digestive Connection. Dr. Lipski speaks nationally and internationally, is on faculty at the Institute for Functional Medicine, and serves on advisory boards for the Ceres Foundation and the Autism Help Alliance. She received her doctorate in clinical nutrition from the Union Institute with a specialization in functional medicine, is board certified in clinical nutrition (CCN) and holistic nutrition (CHN), and is a certified nutrition specialist (CNS). You can learn more about Liz at www.innovativehealing.com. Download Evelyne's 5 Days to More Energy guide at www.elevateyourenergy.com
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