Podcasts about academic development

   Join us for a fascinating discussion with retired Air Force Colonel Dr. Jessica Servey, who shares her remarkable journey into military medicine. As a family physician and a leader in medical education, Dr. Servey offers an insider's view into the dynamic world of military healthcare. Her unexpected entry into the Air Force, sparked by an encounter during a cancer charity run, set the stage for a distinguished career that includes experiences at Spangdahlem Air Base during the Kosovo War and a deployment to Oman post-9/11. Dr. Servey's reflections illuminate the unique challenges and rewarding opportunities encountered by military physicians.       Our conversation also highlights the academic development within the military health system, with a focus on the role of academic appointments for military personnel at the Uniformed Services University. Dr. Servey explains the significance of these appointments for career advancement and credibility, both in military and civilian roles. She offers practical insights into the academic appointment process, encouraging early engagement to support academic careers and ensure alignment with civilian standards. This alignment not only enhances individual career prospects but also bolsters the reputation of the military health system.      In our exploration of military-academic career progression, we discuss the various roles and opportunities available to maintain and enhance academic appointments. Dr. Servey shares how the flexibility of USU supports military commitments while offering continuity across different postings. We also discuss the importance of understanding academic terminology for those considering a transition to civilian academia. This episode provides valuable insights for anyone interested in the intersection of military service and medical education, with stories that blend the personal and professional experiences of a dedicated military physician.   Chapters: (00:03) Military Medicine Career Path (08:07) Academic Appointment Process in Military Medicine (23:15) Military-Academic Career Progression in Medicine (35:07) Academic Promotion and Faculty Development   Chapter Summaries: (00:03) Military Medicine Career Path Retired Air Force Colonel Dr. Jessica Servey shares her journey into military medicine and her experiences as a family physician and leader in graduate medical education.   (08:07) Academic Appointment Process in Military Medicine Academic development in military health system, USU appointment process, and benefits of maintaining academic credentials.   (23:15) Military-Academic Career Progression in Medicine USU offers flexibility and opportunities for military personnel to maintain and enhance academic appointments, with potential for transition to civilian roles.   (35:07) Academic Promotion and Faculty Development" Academic promotion complexities, diverse pathways, continuous learning, and supportive resources for faculty at military medical facilities.   Take Home Messages: Military Medicine Career Pathways: The episode highlights the diverse and unexpected pathways into military medicine, emphasizing the importance of academic appointments for military physicians. These appointments not only enhance individual career prospects but also contribute to the overall credibility and effectiveness of the military health system. Academic Development in the Military: Listeners gain insights into the process of aligning military and civilian academic standards, which is crucial for maintaining credibility and opening up opportunities for military personnel transitioning to civilian roles. The importance of early engagement with the academic appointment process at institutions like the Uniformed Services University is underscored. Balancing Military and Academic Roles: The episode provides practical advice on how military personnel can sustain and enhance their academic appointments despite their commitments. Flexibility offered by military academic institutions, such as online electives and virtual grading, supports ongoing academic growth while accommodating military duties. Transitioning to Civilian Academia: For those considering a shift to civilian academic roles, understanding academic terminology and aligning with civilian standards is essential. The episode discusses the parallels between military and academic promotion processes, illustrating how military achievements can translate into academic success. Leadership and Continuous Learning: The episode emphasizes the importance of continuous learning and adaptation in both military and academic settings. It discusses the complexities of academic promotion, the role of leadership skills, and the value of faculty development workshops in fostering a sense of unity among diverse educational specialties.   Episode Keywords: Military medicine, academic growth, Dr. Jessica Servey, War Docs podcast, Air Force, medical education, USUHS, family physician, Kosovo War, military health system, Uniformed Services University, military to academia transition, combat medicine, medical career, military physicians, podcast episode, medical leadership, academic appointments, civilian transition, online electives, faculty development   Hashtags: #MilitaryMedicine #AcademicGrowth #WarDocsPodcast #DrJessicaServey #MedicalEducation #AirForceMedicine #CombatToClassroom #USUHS #MilitaryAcademia #PodcastEpisode   Honoring the Legacy and Preserving the History of Military Medicine The WarDocs Mission is to honor the legacy, preserve the oral history, and showcase career opportunities, unique expeditionary experiences, and achievements of Military Medicine. We foster patriotism and pride in Who we are, What we do, and, most importantly, How we serve Our Patients, the DoD, and Our Nation.   Find out more and join Team WarDocs at https://www.wardocspodcast.com/ Check our list of previous guest episodes at https://www.wardocspodcast.com/our-guests Subscribe and Like our Videos on our YouTube Channel: https://www.youtube.com/@wardocspodcast Listen to the “What We Are For” Episode 47. https://bit.ly/3r87Afm   WarDocs- The Military Medicine Podcast is a Non-Profit, Tax-exempt-501(c)(3) Veteran Run Organization run by volunteers. All donations are tax-deductible and go to honoring and preserving the history, experiences, successes, and lessons learned in Military Medicine. A tax receipt will be sent to you. WARDOCS documents the experiences, contributions, and innovations of all military medicine Services, ranks, and Corps who are affectionately called "Docs" as a sign of respect, trust, and confidence on and off the battlefield,demonstrating dedication to the medical care of fellow comrades in arms.     Follow Us on Social Media Twitter: @wardocspodcast Facebook: WarDocs Podcast Instagram: @wardocspodcast LinkedIn: WarDocs-The Military Medicine Podcast YouTube Channel: https://www.youtube.com/@wardocspodcast

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). 

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

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

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  

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  

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.

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.

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)

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.