Podcasts about Broward College

The Trombone Corner Podcast is brought to you by Bob Reeves Brass and The Brass Ark. Come watch the Los Angeles Brass Alliance (LAB-A) at 7PM on May 4th at Glendale First baptist Church for their second installation of Next Up! This free concert (generously sponsored by Bob Reeves Brass) spotlights LAB-A's annual collaboration between emerging LA-based composers and brass musicians.  Learn more at: www.labrassalliance.org. Join hosts Noah and John as they interview Michael Dease, commercial trombonist from Los Angeles. About Michael: Michael Dease is one of the world's eminent trombonists, lending his versatile sound and signature improvisations to over 200 recordings and groups as diverse as Grammy winning artists David Sanborn, Christian McBride, Michel Camilo, and Alicia Keys. Born in Augusta, GA, he played the saxophone and trumpet before choosing the trombone at age 17. In 2001, Dease moved to New York City to become part of the historic first class of jazz students at The Juilliard School, earning both Bachelors and Masters degrees, and quickly established a reputation as a brilliant soloist, sideperson, and bandleader.   Best Next Thing (Posi-Tone, 2022), Dease's newest release, his ninth on Posi-Tone, gathers together an assemblage of exceptional musicians to help him interactively explore the essence of the blues and reframe the abstract truths of jazz as the "Best Next Thing "for today's audience of listeners. Dease, the winner of the 69th Annual DownBeat Magazine Poll for Trombonist of the Year and multi-Grammy award winner, is also a sought-after lead, section and bass trombonist with today's leading jazz orchestras. His experiences include bands led by Christian McBride, Roy Hargrove, Nicholas Payton, Charles Tolliver, Rufus Reid, Jazz at Lincoln Center Orchestra and the Dizzy Gillespie All-Star Big Band. However, it is on the frontline of quintets and sextets led by master musicians like The Heath Brothers, Winard Harper, Renee Rosnes, Bill Charlap, Claudio Roditi, and Lewis Nash, where Dease has revitalized the trombone's image. Not content to simply improvise, Dease arranges and composes for many different bands, constantly adjusting his tone and timbre to add just the right flavor to the music. Dease's unique blend of curiosity, hard work and optimism has helped him earn worldwide recognition, including awards from ASCAP, The International Trombone Association, Yamaha, Eastern Trombone Workshop, New York Youth Symphony, Hot House Magazine, Michigan State University, among others. Dease was profiled in Cicily Janus' book, The New Face of Jazz: An Intimate Look at Today's Living Legends (Random House). His experience in the studio has led him to produce several recording sessions for emerging artists, often composing and writing liner notes for the releases. Dease's singular talent has made him an effective and prolific teacher, resulting in invitations, master classes and residencies at University of North Texas, Scranton University, University of Iowa, Florida State College, Broward College, and many institutions abroad. He serves as Professor of Jazz Trombone at the renowned Michigan State University jazz program and has also been on faculty at Queens College - CUNY, The New School and North-eastern University. Many of Dease's current and former students are enjoying successful careers in the music world. Always an informed, but forward-thinking musician, Dease learned the craft from trombone legends Wycliffe Gordon and Joseph Alessi. His associations have run the entire spectrum of musical experience: Alicia Keys, Paul Simon, Paul Schaffer and the CBS Orchestra, Elton John, Neal Diamond, Illinois Jacquet, Slide Hampton & The World of Trombones, Fred Wesley, Maceo Parker, WDR Big Band, George Gruntz, Billy Harper, and numerous others. Dease enjoys spending every possible minute with his extraordinary wife and Professor of Percussion at MSU, Gwendolyn Dease, and their daughters Brooklyn & Charley. Michael Dease is a Yamaha Performing Artist and uses Pickett Brass and Vandoren mouthpieces exclusively. View Michael's All Music Guide entry here for a partial listing of his sideperson credits and discography.

From Jail To Customs To College Basketball Coach. Life can take unexpected turns, from a career in law enforcement to becoming a celebrated college basketball coach. His story is not just one of personal success but of resilience, adaptability, and a deep commitment to making a difference. Listen to the interview as a free podcast on the Law Enforcement Talk Radio Show and podcast website, also available on platforms like Apple Podcasts, Spotify, and most major podcast outlets. We explore how Bob Starkman transitioned from guarding inmates, to becoming a US Customs Officer in Miami during the Cocaine Cowboys era to mentoring young athletes and earning his place in the Junior College Basketball Coaches Hall of Fame. Check out and follow the Law Enforcement Talk Radio Show and Podcast on Facebook, Instagram, LinkedIn, Newsbreak, Medium and most all social media platforms. Bob Starkman began his professional journey in corrections, a challenging role where he guarded inmates and maintained order in courtrooms. Working in corrections is not for the faint-hearted, long hours, high stress, and potential danger are all part of the job. But Starkman thrived in this environment, gaining skills in discipline, communication, and crisis management. Look for supporting stories about this in platforms like Medium, Newsbreak and Blogspot. He later transitioned to a role as a U.S. Customs Officer, landing in Miami during the infamous "Cocaine Cowboys" era. This period, marked by violent turf wars and the rise of drug lords like Willy Falcon and Sal Magluta, saw Miami transform into the "Drug Capital of the World." Starkman’s law enforcement career brought him face-to-face with the high-stakes and violence filled world of narcotics trafficking, honing his instincts and teaching him the value of teamwork and strategy. From Jail To Customs To College Basketball Coach. Follow the Law Enforcement Talk Radio Show and podcast on Facebook, Instagram, LinkedIn, Newsbreak, Medium and most all social media platforms. The "Cocaine Cowboys" era was a turbulent time in Miami's history. From 1979's shootout at Dadeland Mall to the rise of drug empires importing billions of dollars' worth of cocaine, Miami became the epicenter of the U.S. drug trade. Starkman’s work during this time put him in the heart of the action, as he played a role in combating the chaos and bringing order to a city overwhelmed by crime. It is available as a free podcast on the Law Enforcement Talk Radio Show and Podcast website, on Apple Podcasts, Spotify and most major podcast platforms. While working in law enforcement, Starkman began coaching basketball, a sport he had always loved. His dual careers might seem worlds apart, but Starkman found surprising overlaps. The discipline and leadership he developed in law enforcement translated seamlessly to coaching. In 1997, he joined Broward College as the assistant women’s basketball coach. By 2001, he had taken over as the men’s basketball head coach, leading his teams to remarkable success. Under his leadership, the team won multiple conference championships and made five state tournament appearances. In 2015, Starkman’s contributions to the sport were formally recognized when he was inducted into the Florida Community College Activities Association (FCCAA) Hall of Fame. This honor celebrated not only his on-court achievements but also his ability to mentor and inspire young athletes, many of whom credit him for their personal and professional growth. From Jail To Customs To College Basketball Coach. Keep informed by following the Law Enforcement Talk Radio Show on Facebook, Instagram, LinkedIn, MeWe, Pinterest, Newsbreak, Medium and other social media outlets. Starkman has also chronicled his incredible journey in his book, "Inside Both Courts". The memoir delves into his experiences in law enforcement and coaching, highlighting the challenges and triumphs of navigating two demanding careers. The book is a testament to his belief in hard work, adaptability, and the power of mentorship. Platforms like the Law Enforcement Talk Radio Show and Podcast website, Apple Podcasts and Spotify make these stories more accessible. Today, Starkman uses platforms like Facebook, Instagram, and LinkedIn to connect with fans, former players, and aspiring athletes. His story has also been featured on popular podcasts available on Apple and Spotify, where he shares insights about his career, the lessons he’s learned, and the importance of perseverance. Bob Starkman’s life story is a powerful reminder that no matter where you start, it’s possible to reinvent yourself and make a lasting impact. From the correctional facilities to the basketball court, Starkman has shown that skills like leadership, discipline, and a commitment to excellence can transcend industries. From Jail To Customs To College Basketball Coach. Stay up to date by following the Law Enforcement Talk Radio Show on Facebook, Instagram, LinkedIn, MeWe, Pinterest, Newsbreak, Medium and other social media platforms. Whether you're an athlete, law enforcement professional, or simply someone seeking inspiration, Starkman’s story encourages us to embrace change, pursue our passions, and strive for greatness. The interview is available as a free podcast on the Law Enforcement Talk Radio Show, which is available as a free podcast on their website on platforms like Apple, Spotify and most major podcast platforms. For more on Bob Starkman’s incredible journey, check out his book Inside Both Courts, follow him on social media, and tune in to podcasts on Apple and Spotify to hear his story firsthand. Learn useable tips and strategies to increase your Facebook Success with John Jay Wiley. Both free and paid content are available on this Patreon page. You can contact John Jay Wiley by email at Jay@letradio.com. Get the latest news articles, without all the bias and spin, from the Law Enforcement Talk Radio Show and Podcast on the Newsbreak app, which is free. Background song Hurricane is used with permission from the band Dark Horse Flyer. Find a wide variety of great podcasts online at The Podcast Zone Facebook Page, look for the one with the bright green logo Be sure to check out our website. Be sure to follow us on MeWe, X, Instagram, Facebook,Pinterest, Linkedin and other social media platforms for the latest episodes and news. From Jail To Customs To College Basketball Coach. Attributions BLS The Guardian Newsweek WikipediaSee omnystudio.com/listener for privacy information.

Notes and Links to Alexandra Alessandri's Work      For Episode 251, Pete welcomes Alexandra Alessandri, and the two discuss, among other topics, her early experiences with Spanish and English and bilingualism, formative and transformative writers and writing (Marquez! Allende! Santiago!), both past and present, representation in children's lit and beyond, muses and the Las Musas Collective that spurs on her writing, soccer fanaticism, and salient themes and issues in her work like reassurance for children in a scary world, family bonds, community, inevitable change, and biculturalism.      Alexandra Alessandri is the author of several books for children, including Feliz New Year, Ava Gabriela! (2020), Isabel and Her Colores Go to School (2021), The Enchanted Life of Valentina Mejía (2023), Our World Colombia (2024), Lupita's Hurricane Palomitas (2024), and Grow Up, Luchy Zapata (2024), which is a Junior Library Guild Gold Standard Selection. Her short story “Kaleidoscope” is forthcoming in the YA verse anthology All The Love Under the Vast Sky (Nancy Paulsen Books, 2025). Her books have gone on to receive numerous distinctions, including the Florida Book Award, International Latino Book Award, Américas Award Commendable Title, and the ILA 2022 Children's and Young Adults' Book Award in Primary Fiction.    The daughter of Colombian immigrants, Alexandra is a former Associate Professor of English at Broward College, where she currently teaches as an adjunct, and an instructor at UCLA Extension's Writers' Program. She is also a writer for Curriculum Associates and a poet, with some of her work appearing in The Acentos Review, Rio Grande Review, Atlanta Review, and Young Adult Review Network. She received her BA and MA degrees in English from Florida International University and a Certificate in Fiction Writing from UCLA Extension.    Alexandra's experience growing up straddling both cultures often influences her children's fiction and poetry. When not writing or teaching, Alexandra spends her time planning the next great adventure with her husband and son, with whom she lives in South Florida.    Buy Grow Up, Luchy Zapata   Review by Amanda MacGregor for Teen Librarian Toolbox   Alexandra's Website   At about 2:30, Alexandra talks about an exciting 2024 At about 3:15, Alexandra describes her multifaceted language background At about 4:30, Alexandra outlines the memorable “atmosphere” and the reading nooks of the libraries of her childhood, as well as what series and books she was into At about 6:10, Alexandra reflects on how she didn't always see herself reflected in what she read growing up, and how that has informed her own writing journey At about 7:30, Reading nook discussion! At about 8:15, Alexandra talks about a pivotal moment in her reading and representation as she wanted to do her masters thesis  At about 9:20, Gabo fan girling and boying, as Pete again shouts out “The Handsomest Drowned Man in the World” and “Someone Has Been Disarranging These Roses”  At about 11:00, Alexandra talks about writers who made her want to become a writer herself-transformational writers like Isabel Allende and Esmeralda Santiago  At about 12:30, Alexandra shouts out Adriana Cuevas, Rebecca Balcárcel and other contemporaries who thrill and inspire her, including Las Musas, a collective  At about 14:20, Alexandra responds to Pete's questions about genres and where she places herself At about 15:30, Alexandra responds to Pete's questions about if/how she reads differently as an author At about 16:30, Pete cites the greatness of Ingrid Rojas Contreras At about 16:55, Pete asks about Alexandra's muses within her own family, and the two discuss the vagaries of middle school and its changes At about 19:40, Pete recounts Luchy Zapata's first line and dedication and some of the book's exposition At about 22:00, Cami is analyzed as “the perfect Colombian,” as is Nucita brand At about 23:45, Alexandra discusses makeup as a “rite of passage,” in relation to Luchy's thoughts in the book At about 25:50, Alexandra breaks down a hurtful comment from the book At about 26:50, Pete asks Alexandra about the character of Melissa and ideas of “reinventing” oneself  At about 27:55, Awkwardness between good friends is discussed, as is a meaningful scrapbook At about 29:25, Luchy and his father's relationship, especially through soccer's importance, is explored At about 31:55, Luchy's short foray into being more like Cami and ideas of “being true to yourself” are discussed At about 34:45, Alexandra discusses insecurity and confusion involving Luchy's views on her heritage At about 36:00, Pete highlights the book's greatness in its hyperspecificity and also its universal issues/themes; Alexandra cites her history and her son's history in crafting Luchy's character At about 38:20, Alexandra expands on the various uses of “gringita” in Colombia  At about 39:35, Mateo and his friendship and his family troubles are discussed At about 40:45, Pete asks Alexandra about how her book was informed by the immediacy of adolescent issues At about 43:10, The discussion of Lupita's Hurricane Palomitas begins, as the two talk about various meanings of “palomitas”-shoutout to AC Quintero! At about 44:15, Alexandra talks about what it's like living in a hurricane zone At about 45:40, Alexandra reflects on ideas of communities coming together after disasters, as plays out in her children's book At about 46:40, Pete cites Levar Burton's The Rhino Who Swallowed the Storm and Lupita and books that bring comfort and reassurance to kids, and Pete discusses an early story he wrote gone wrong At about 49:40, Alexandra shares exciting new projects, including a personal piece coming out in January  At about 51:15, Alexandra gives contact info, social media info, and places to buy her book, including the great Books and Books    You can now subscribe to the podcast on Apple Podcasts, and leave me a five-star review. You can also ask for the podcast by name using Alexa, and find the pod on Stitcher, Spotify, and on Amazon Music. Follow me on IG, where I'm @chillsatwillpodcast, or on Twitter, where I'm @chillsatwillpo1. You can watch this and other episodes on YouTube-watch and subscribe to The Chills at Will Podcast Channel. Please subscribe to both my YouTube Channel and my podcast while you're checking out this episode.    I am very excited about having one or two podcast episodes per month featured on the website of Chicago Review of Books. The audio will be posted, along with a written interview culled from the audio. A big thanks to Rachel León and Michael Welch at Chicago Review.    Sign up now for The Chills at Will Podcast Patreon: it can be found at patreon.com/chillsatwillpodcastpeterriehl     Check out the page that describes the benefits of a Patreon membership, including cool swag and bonus episodes. Thanks in advance for supporting my one-man show, my DIY podcast and my extensive reading, research, editing, and promoting to keep this independent podcast pumping out high-quality content! This month's Patreon bonus episode features segments from conversations with Deesha Philyaw, Luis Alberto Urrea, Chris Stuck, and more, as they reflect on chill-inducing writing and writers that have inspired their own work.       This is a passion project of mine, a DIY operation, and I'd love for your help in promoting what I'm convinced is a unique and spirited look at an often-ignored art form.    The intro song for The Chills at Will Podcast is “Wind Down” (Instrumental Version), and the other song played on this episode was “Hoops” (Instrumental)” by Matt Weidauer, and both songs are used through ArchesAudio.com.     Please tune in for Episode 252 with Byron Graves. He is an Ojibwe writer born and raised on the Red Lake Indian Reservation in Minnesota, where he played high school basketball. When he isn't writing, he can be found playing retro video games, spending time with his family, or cheering on his beloved Minnesota Timberwolves. Rez Ball is his debut novel. The episode will go live on September 10.  Lastly, please go to ceasefiretoday.com/, which features 10+ actions to help bring about Ceasefire in Gaza.

The kitty roars and short-sellers start panicking. One tweet Sunday night sent Game Stop stock soaring and it’s 2021 all over again. Plus Dennis has a beef with his congressman over the current Trump trial in NY. Then we talk to Rick McCawley, a Photographer, Design Thinker and Professor of Graphic Design at Broward College, […]

The kitty roars and short-sellers start panicking. One tweet Sunday night sent Game Stop stock soaring and it's 2021 all over again. Plus Dennis has a beef with his congressman over the current Trump trial in NY.Then we talk to Rick McCawley, a Photographer, Design Thinker and Professor of Graphic Design at Broward College, about how you can best ride the A.I. wave.All that and the parting shot.Show link: Rick's A.I. Rundown in PDF format for WBM listeners

Jenna' Walia, a Fort Lauderdale native, stands out as a Wellness Professor at Broward College. Her specialization in community health education isn't just a career; it's a passion that she brings to life both in and outside the classroom. Beyond her academic role, Jenna' is the entrepreneurial spirit behind two successful ventures. She founded Get Out of Yourself, LLC, where she offers invigorating fitness workouts and enriching wellness workshops. Additionally, she demonstrates her business acumen as the founder of Reed Walia, LLC, a thriving land acquisition firm.Her excellence and dedication to education have not gone unnoticed. Jenna' has been honored as Adjunct Professor of the Year at Broward College and featured in NerdWallet.com's 40 Under 40 Professors Who Inspire list. She also made her mark as a runner-up for Professor of the Year at Broward College. Jenna' is a lifelong learner, boasting an impressive academic portfolio with degrees from Florida State University (B.S. in Athletic Training), Florida Atlantic University (M.S. in Exercise Science/Health Promotion), and an M.B.A. from Lynn University. Away from her professional pursuits, Jenna' finds joy and inspiration in her family life with her husband. She dedicates her leisure time to reading, traveling, and exploring new places, reflecting her dynamic approach to personal growth and well-being. Contact:  Jenna Walia  | Phone: 954.205.8965  | Email: getoutofyourself@gmail.com ______________________________ NABWIC's Vision: The Vision of the National Association of Black Women in Construction (NABWIC) is to build lasting strategic partnerships with first-rate organizations and individuals that will provide ground-breaking and innovative solutions for black women in construction and their respective communities.| NABWIC.ORG  

Jenna' Walia, a Fort Lauderdale native, stands out as a Wellness Professor at Broward College. Her specialization in community health education isn't just a career; it's a passion that she brings to life both in and outside the classroom. Beyond her academic role, Jenna' is the entrepreneurial spirit behind two successful ventures. She founded Get Out of Yourself, LLC, where she offers invigorating fitness workouts and enriching wellness workshops. Additionally, she demonstrates her business acumen as the founder of Reed Walia, LLC, a thriving land acquisition firm.Her excellence and dedication to education have not gone unnoticed. Jenna' has been honored as Adjunct Professor of the Year at Broward College and featured in NerdWallet.com's 40 Under 40 Professors Who Inspire list. She also made her mark as a runner-up for Professor of the Year at Broward College. Jenna' is a lifelong learner, boasting an impressive academic portfolio with degrees from Florida State University (B.S. in Athletic Training), Florida Atlantic University (M.S. in Exercise Science/Health Promotion), and an M.B.A. from Lynn University. Away from her professional pursuits, Jenna' finds joy and inspiration in her family life with her husband. She dedicates her leisure time to reading, traveling, and exploring new places, reflecting her dynamic approach to personal growth and well-being. Contact:  Jenna Walia  | Phone: 954.205.8965  | Email: getoutofyourself@gmail.com ______________________________ NABWIC's Vision: The Vision of the National Association of Black Women in Construction (NABWIC) is to build lasting strategic partnerships with first-rate organizations and individuals that will provide ground-breaking and innovative solutions for black women in construction and their respective communities.| NABWIC.ORG

Jenny Lee, vice president for Arizona International, dean of international education, and professor of educational policy studies and practice at the University of Arizona, leads the conversation on U.S. international academic collaboration and how U.S.-China tensions are affecting higher education. FASKIANOS: Welcome to CFR's Higher Education Webinar Series. I'm Irina Faskianos, vice president of the National Program and Outreach here at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/academic. As always, CFR takes no institutional positions on matters of policy. We're delighted to have Jenny Lee with us to discuss U.S. international academic collaboration. Dr. Lee is vice president for Arizona International, dean of international education, and professor of educational policy studies and practice at the University of Arizona. She is also a fellow of the American Educational Research Association. Dr. Lee formerly served as a senior fellow of NAFSA, the Association of International Educators, as chair for the Council of International Higher Education, and as a board member for the Association for the Study of Higher Education. And she has also served as a U.S. Fulbright scholar to South Africa, as a distinguished global professor at Korea University, and as an international visiting scholar at the City University of London, the University of Pretoria, and the University of Cape Town in South Africa. So, Dr. Lee, thank you very much for being with us for today's topic. I thought you could begin by giving us an overview of current trends in U.S. international academic collaboration, especially looking at what's happening with our relations with China. LEE: Sounds great. Well, thank you for the opportunity, Irina. It's a pleasure to be here and to speak with you and all those listening right now. I'll speak for about ten or so minutes, and then open it up and engage with the audience. Hopefully, you all have some good questions that will come up during my remarks. So, clearly, we're entering a very interesting and somewhat uncertain chapter in how we understand the role of higher education globally. So I will begin with some general observation so all our viewers are on the same page. Now, first and foremost, the U.S. is mostly at the top when it comes to the higher education sector. Most of us already know that the United States houses the most highly ranked institutions. And this allows the country to be the largest host of international students and scholars from around the world. According to the latest IIE Open Doors report published a couple of weeks ago, the U.S. attracted over a million students from all over the world. And we're almost back to pre-pandemic levels. We also host over 90,000 scholars. And the primary purpose for them being here is research, for about two-thirds to 75 percent of them. These international scholars, as well as international graduate students, contribute significantly to the U.S. scientific enterprise. The U.S. is also among the leading countries in scientific output and impact, and the largest international collaborator in the world. In other words, the U.S. is highly sought because of its prestigious institutions, drawing top faculty and students from around the world. And with that comes the ability to generate cutting-edge scientific breakthroughs which further secures the U.S.' global position in academia. At the same time, of course, we've seen China's economy rise significantly as the country surpassed the United States in scientific output, and more recently in impact as measured by publication citations, and is outpacing the U.S. in the extent of R&D investment. Chinese institutions have also made noticeable jumps in various global rankings, which is a pretty big feat considering the fierce competition among the world's top universities. What we're witnessing as well are geopolitical tensions between the two countries that have impacted the higher education sector. While these two countries, the U.S. and China, are the biggest global collaborators—and they collaborate more with each other than any other country—they're also rival superpowers. As global adversaries, what we are witnessing as well is increased security concerns regarding intellectual theft and espionage. I'm going to spend some time summarizing my work for those who are not familiar to provide some further context. I and my colleagues, John Haupt and Xiaojie Li, also at the University of Arizona, have conducted numerous studies about U.S.-China scientific collaboration. And what we're observing across these studies is how the scientific pursuit of knowledge, which is fundamentally borderless, is becoming bordered in the current geopolitical environment. International collaboration, long valued as positive-sum, is being treated as zero-sum. Besides the rise of China and the accompanying political rhetoric that posed China as a so-called threat, tensions also grew among accusations, as you may recall, about the origins of SARS-CoV-2 and a corresponding sharp increase in anti-Asian hate crimes in the United States. Public opinions about China were not favorable, and thus there was not a whole lot of public resistance when the FBI's China Initiative was launched in 2018. This initiative basically signaled that anyone of Chinese descent was a potential enemy of the state, including possible Chinese Communist Party spies in our own universities, even though there was no pervasive empirical or later judicial cases that proved such a damaging assumption. Nevertheless, world-renowned Chinese scientists were falsely accused of academic espionage and their careers and personal finances ruined. In my research that followed with Xiaojie Li, with support from the Committee of 100, we surveyed about 2,000 scientists in the U.S.' top research universities during the China Initiative. And we found that one in two Chinese scientists were afraid that they were being racially profiled by the FBI. We also observed that consequently scientists, especially those with Chinese descent, were less inclined to collaborate with China, less inclined to pursue federal grants, less inclined to even stay in the United States but rather to take their expertise to another country where they felt safer to pursue their research, including in China. In sum, the federal government's attempts to weed out possible Chinese spies was highly criticized as a damaging form of racial profiling affecting even U.S. citizens and, in the end, undermined the U.S.' ability to compete with China. Especially now, as we continue to observe Chinese scientists leaving the U.S. and taking their skills and talents elsewhere. With John Haupt and two academics at Tsinghua University in China, Doctors Wen Wen and Die Hu, we asked about two hundred co-collaborators in China and in the United States how were they able to overcome such geopolitical tensions and the challenges associated with COVID-19 during the pandemic? And we did learn something somewhat unexpected, and I hope valuable. Basically, we found that mutual trust between international collaborators helped overcome such perceived hurdles, including risks of being unfairly targeted. What this tells us is that a chilling effect is certainly real and remains possible, but in the end scientists have tremendous agency on what they study, where they study, and whether or not they seek funds, or where they seek funds. Regardless of the host or home country, international collaboration is important to all countries' scientific enterprise. Coauthors from different countries improve the knowledge being produced, its applicability, enlarges global audiences, and thereby increases the impact of the work. So considering the value, yet risks, where do we begin? Firstly, federal and institutional policies, of course, matter, for better or for worse. But policies do not manufacture trust. The formation of an academic tie does not suddenly occur over a cold call in the middle of a global meltdown, as often portrayed in Hollywood. Rather, this is a gradual process. And the longevity of the relationship helps strengthen that trust over time. According to our research, these collaborative relationships begin as graduate students, postdocs, visiting researchers. They occur at academic conferences and other in-person opportunities. Cutting short-term fellowships, for example, will impact the potential of a future scientific relationship, but its effects may not be felt for years. Same with denied visas and opportunities for travel. Fewer graduate students from particular countries or fields also means a different shape when it comes to global science. U.S. for instance, was not too long ago Russia's biggest foreign scientific collaborator, with the war in Ukraine, those research relationships, as well as much—with much of the Western world, have ceased. All of this, and my related empirical research, was conducted when I was a professor at my home institution. And since July, I've been serving, as Irina mentioned, as the dean and vice president of international affairs at my own institution. And I've been thinking a lot of, what does this mean for institutional practice? For those in university leadership positions, as mine, you know this is a tough challenge. Especially as domestic demand and state funding for higher education is generally declining. And at the same time, internationalization is increasingly central to senior leadership strategies. Universities are continuing vying to attract the world's students, even despite a decline of interest from China. And at the same time, research universities in particular are quite dependent on federal grants. We have our own research security offices that need to ensure our universities have good reputations and relations with our large federal funding agencies and taking every precaution to not be seen as a vulnerable site of intellectual theft. These units tend not to operate within international affairs. And I'm very well aware that in my role of trying to attract as many students from China and develop international partnerships, all of them can be suddenly erased if a Chinese University partner does not pass visual compliance or there is a sudden presidential executive order, as we experienced under the Trump administration. I'm also very well aware that of senior leaders have to choose between my educational offerings and partnerships in China versus risking a major grant from a federal agency, I will lose. We witnessed that with the shutting down of over 100 Confucius Institutes in the U.S., despite a lack of evidence of systematic espionage occurring through these centers. Public perceptions, informed or not, strongly affect the nature of our international work, as in the case of Florida. Such negative perceptions are not one country-sided, of course. A key concern for Chinese and other international students and their parents relate to safety. Gun violence, including on our own college campuses, anti-Asian hate crimes in surrounding neighborhoods, and unfavorable political environment in which studies might be interrupted as in the case of Proclamation 10043, or visa non-renewals are all contributing factors for the decline of interest from China, and uncertain future student exchange as well. In closing, when it comes to China these days no practices are guaranteed. However, I can recommend some while also keeping in mind geopolitical conditions can suddenly change for worse, or perhaps better. I mentioned earlier the value of mutual trust. At my university, we have long-standing relationships with university leaders at Chinese institutions. We've set up dual degree programs in China. Actually, about 40 percent of our international student enrollment are through such partner relationships throughout the world, in which we go to where they are. Hiring staff who speak the language and know the culture are also essential. And, like any relationship, these arrangements have developed over time. They are not built overnight. It takes intention. It takes effort. But in my experience, as trust is established the numbers have grown, and the positive impact is still being felt. Thank you. FASKIANOS: Thank you very much for that. That was terrific. Let's go now to all of you for your questions, comments. You can use this to share best practices and what you're doing to your universities or institutions. Please click the raise hand icon on your screen to ask a question. On your iPad or tablet, you can click the “more” button to access the raise hand feature. And when you're called upon, please accept the unmute prompts, state your name and affiliation, followed by your question. You can also submit a written question, they've already started coming in, by the Q&A icon. And if you can also include your affiliation there, I would appreciate it, although we will try to make sure we identify you correctly. So let's see. I'm looking for—no raised hands yet, but we do have questions written. So first question from Denis Simon, who's a professor at the University of North Carolina at Chapel Hill: Many U.S. universities have curtailed their exchanges and cooperation with China. You referenced that. Officials at these universities are worried that if they appear too friendly toward China they will lose all sorts of federal funding. Are these concerns justified? Are there any regulations or legislation that actually says federal funding can be removed assuming these universities are in compliance with the export controls, et cetera? LEE: All right. Well, thanks, Denis, for your question. I know there—when I saw the list of those who signed up, I know there are many here who can speak to this directly. So I encourage those to also raise their hands and provide input in the Q&A, maybe in the form of an A instead of a Q. But in any case, going to that question, you know, it's a tough environment. And so much in my role, but what I even experienced in my research, is about that perception, that overinterpretation. So maybe signaling that we have this exchange program might draw attention in ways that might lead to suspicions that, oh, well is this, you know, somehow creating an opportunity for us to disclose military secrets? I mean, that's where we take it. A friendly exchange or visit is oftentimes now having to be scrutinized and ensuring that there is no remote violation of export controls, even in educational delivery in a non-STEM field. And what we're seeing is that this—we have our highly sensitive fields, but that kind of scrutiny we're also seeing applied to the institution more broadly. So these seemingly benign programs about language or culture, about fields that are enhanced or help promote so-called American values, are also being watched. So I believe as an institutional leader, again, as I mentioned earlier, having to deal with the possibility of unwanted or unwarranted attention versus not having that program, I think some, as Denis has pointed out, are leaning towards being more cautious. Unfortunately, China—any work with China is considered a risk, even if there is no reason for risk, as we've witnessed under—or, observed under the China Initiative. I don't know if I've fully answered that question, but please follow up if I haven't. And I know others can probably say more to that issue. FASKIANOS: Great. I'll take the next question from Peter—I don't know how to pronounce— LEE: Peter Becskehazy. Hi, Peter. (Laughs.) FASKIANOS: There you go. Thank you very much. LEE: I know Peter. FASKIANOS: All right. Good. Well, I'd love if Peter asked his question directly, if he can. Oh, good. From Pima Community College. Go ahead, Peter. Q: Hello, Jenny. Nice to see you. LEE: Hi, Peter. Q: Now my question is, the University of Arizona and other universities have had an inflow of dozens of countries, adding up to the million that you mentioned. Are other countries trying to fill in slots left vacant by Chinese students and scholars? LEE: Yeah. Great question, Peter. And I think you can also share what you've observed at Pima in terms of the patterns you've witnessed. But for us, and as we are seeing nationally, we're seeing India rise. Not at the—not at higher numbers in many institutions, compared to China, but the rate is rising. It's not so simple, though, because we also have relations in India, and trying to set up agreements, and bring students. The competition in India is intense. So even though there's a relatively so-called large market, and the U.S. has been quite successful in attracting Indian students, that is perhaps where the attention is as a more, I would say—I hate to use the word “market,”—but a stable student market. There's a lot more interest in graduate-level education globally, as we've observed. These countries that formerly didn't have capacity now do have capacity. They have online offerings. They have branch campuses, dual degrees, lots of other options. And so the niche for the U.S., whereas before we didn't really have to think about a niche, is really in graduate education. Now, of course, that's not good news for Pima, that's thinking about a community college and other kinds of educational offerings. But for us, we're thinking about India a lot. Southeast Asia, of course, has always been an important partner to us. Africa continues to be a challenge. We know that when we think about population growth, Africa is the future. There's still challenges and trying to identify places where there is capacity. But also the affordability of a U.S. education is a huge challenge. So it's a great question. And, again, I'm curious to know other places in the world people recommend. Of course, Latin America, given our location, is a key strategic partner. But again, affordability becomes an issue. And again, I'm just talking about the traditional international student who would choose to come to Arizona. Not talking about research collaboration, which is less bound by affordability issues. Irina, you're muted. FASKIANOS: How long have I been doing this? OK. (Laughs.) I'm going to take the next written question from Allison Davis-White Eyes, who is vice president for diversity, equity, and inclusion at Fielding Graduate University: We have tried to work on collaborations with European universities and African universities, and met with much difficulty. What trends are you seeing in these regions? And what are emerging global markets beyond China? LEE: Great question, Allison. I mean, if you could leave the question in the future, so because I am visually looking at the question at the same time. FASKIANOS: Oh, great. Sorry. LEE: So, Allison, I'm not sure if you're referring to academic or research. Of course, within Europe, where the government does highly subsidized tuition, it's just becomes financially a bad deal, I suppose—(laughs)—for a student in the world who would normally get a free or highly reduced tuition to pay full price at our institution. So that kind of exchange of partnership, especially when it's about—when it's financially based, becomes almost impossible from my experience. But thinking about research collaboration, it depends on the level. So if it's an institutional agreement, you know, it's—often, these MOUs tend to just be on paper. It takes quite a bit of—it's very ceremonial. You need to get legal involved. It's a whole process to get an MOU. We really don't need these non-binding MOUs for research agreements. Some countries like it, just to display that they have an MOU with a U.S. institution. But essentially, it doesn't stop me as a professor to reach out to another professor at the University of Oslo, and say, hey, let's do a study. Which we actually are doing. So, yeah, feel free to be more specific, or if you want to raise your hand or speak on—and elaborate on that question. So, again, for educational exchange, it is difficult because we are—there's already a process within the EU that makes it very affordable and highly supported within the EU, or if you're part of that bigger program. Africa, again, my challenge from my role as an institutional leader is identifying places where there is already enough mass education up through high school where one would be able to consider, first of all, being admitted to a U.S. institution, but secondly, to be able to pay the cost. FASKIANOS: Allison, do you want to expand a little bit? Q: Oh, sorry. (Laughs.) FASKIANOS: There you go. There you go. Q: Right. Dr. Lee, thank you for your response. I think it was helpful, especially regarding the subsidizing of education in Europe. We've been working on some research partnerships. And we have just—you know, really, it has just been extremely difficult with European universities. And I do think part of it has to do with the way things are subsidized in Europe. I was just wondering if there were new and different ways to do it. I do appreciate your comment about the MOUs being largely ceremonial. I agree. And would like to see something with a little more substance. And that will take some creativity and a lot of partnership and work. As for Africa, we have tried to create partnerships with South Africa. I think there's some potential there. Certainly, some excitement. We've had a few students from Nigeria, extremely bright and motivated. I just would—you know, would like to hear, maybe from some other colleagues as well on the call, if there are creative ways in working with these students as well. So, thank you. LEE: Yeah, no. And just to follow up quickly, and, again, opportunities for others to share, academic collaboration, as I mentioned during my remarks, is largely built upon mutual trust. And not to say it can't happen from top down, but really does—is most successful from bottom up. And I don't mean to refer to professors at the bottom, but meaning those that are actually engaged with that work. And so just some considerations is rather than a top-down initiative or strategy, is to identify those that are visiting scholars, already from that country, have networks within that country. What's interesting, as I learned in my current role, is how little my predecessors worked with professors in these area's studies programs, because they're oftentimes treated as a separate or having different interests in mind when actually there is a lot of overlap to identify those that are actually there. Allison, by the way, I lived in South Africa for eight years. And I know it actually takes a long time. My Fulbright started off as a one year, and I had to extend it because even getting the data while I was on the ground takes time. And I'll be honest, I think part of it was taking some time just to build trust the intentions of my work, what was I going to do with that data, how is that going to be used? Was it actually going to be ways to empower them? You know, for those who study international collaboration, know this north and south divide, and I think there are places in the world that are—maybe have some guardrails up from those—not saying this is what's happening in your institution—but someone that they don't know coming from the Global North to study someone else in the Global South. And so how do we create or initiate a collaboration that is clearly, expressly mutual at the onset? And, again, this is where trust can be operationalized lots of different ways, but that even begins with that initial message. I mean, I remember when I started my work, nobody responded to me. They're like, who are you? And I don't care who you are or what your CV says. And it takes time. You know, building that relationship, and that person introducing me to that other person. Like, you know, this is how scientific networks form. And I think, to some extent, this is also how institutional collaborative relationships also form. FASKIANOS: Thank you. I'm going to go next to David Moore, who has a raised hand. Q: OK, thank you. I just got unmuted. FASKIANOS: Great. Q: Lee, I appreciate your comments. And I heard your reference to Florida earlier. I don't know if we have colleagues on this call from Florida, but I think they'll know what I'm about to say. I'm the dean of international education at Broward College in Fort Lauderdale. And as of tomorrow, December 1, Florida has to—all institutions in Florida, public institutions, colleges and universities, must be completely devoid of any partnerships in China. And not just China. There are seven countries of concern. And you probably can cite them, most of you would know the other six. But of the seven countries, Broward had four partnerships in China alone, none in the other countries that were active. And so we are now officially done, have to be. And I've had to notify the partners as well as our accrediting body, because these were international centers of Broward where they literally offer—we offered associate degrees, two-year degrees. And students could then transfer to an institution in the United States. Now, this didn't catch us too much by surprise because two and a half years ago our Florida legislature started in on this, really probably before that, where they isolated universities in Florida and said: You cannot do research—sensitive research, whatever, you know, engineering, computer science, et cetera—any research without notifying the state. And there's an elaborate process that had to be—you know, they had to go through to do this. But now it's not just research institutions. Now it's not just those kinds of collaborations. It is, in fact, all partnerships of any kind. We had to end our agent agreements where we were recruiting students from China that were—where the companies were based in China. And in course our programs were not research. They're just general education, two-year associate's degree, maybe some business. But we've been informed now it's completely done. And so I'm actually looking for institutions outside of Florida who might be willing to take over the role that we've had in transcripting students who later want to come to the United States. At least for the first two years in China, and then transferring to the upper division to the U.S. So I'm not sure. You're probably quite familiar with this. I don't know if you know the details of how it was worked out in practice. We were the only community college in the state that had any partnerships. So we were the ones that had to desist. So I want to—there are probably people on the call that are familiar with this, but there might be many others. And I just wanted to say that I'm looking to, you know, open that door to other institutions outside of Florida that might be willing in, yes, take a risk to go into China, but to—I've always felt that these kinds of programs were very good to build relationships, partnerships, communication. Ambassadors really. Where we feel like we were representing American education, whatever, you know, we call American values, democracy, you know, community. We thought we were doing good. But we found out we were—we were not. We were—we were doing something that went opposed to the prevailing political climate, at least in Florida. So that's my comment. I think people should know about it. And thank you for letting me speak to it a bit. Maybe someone will speak up and say they're interested in they can get in touch with me, David Moore at Broward College, Fort Lauderdale, Florida. LEE: David, thank you for sharing what you did. This is a really important example of where other states could very well head. And what's interesting, as David noted, we're talking about a community college. When we normally think about cutting ties, it's usually around the concerns about national security. Now, how this translates to a two-year degree that is solely educational based is a pretty far stretch, and yet is being impacted quite severely. So I think we should continue to follow this example—unfortunate example. And, David, yeah, your partners have reached out to my office, and I'm sure to others. But thank you for being available. Q: You're welcome. We have partners—we are also working with your Jakarta, Indonesia center there. So we have that connection. Thank you. LEE: Mmm hmm. Thanks. FASKIANOS: And if anybody wants to share contact information in the Q&A box, you can certainly do that. That would be great. There is a written question from Tutaleni Asino at Oklahoma State University: There was an article today in SEMAFOR highlighting that there are currently 350 U.S. students studying in China compared to 11,000 in 2019. Comparatively, there are 300,000 Chinese students in the United States. Is this a one-way problem, where the U.S. is not investing in international engagements as a result of being more inward looking and other countries having more options of who to collaborate with? LEE: Yeah. Tutaleni, that's—I think your question is an answer. And I think it's—I agree with your observation. So we are seeing that as there's state and public disinvestment in higher education, and including scrutiny about international higher education, we're also seeing a decline and cutting of foreign language programs in the United States. So here we are, a monolingual country whose students mostly go to Europe or other English-speaking countries to study abroad. A very limited number of international—U.S. students who pursue undergraduate degrees in a foreign country. And knowing that the future is global and international, at least in my opinion, does not set the U.S. up well to be globally competitive, even though much of its international policy is around this rhetoric of we need to compete with China. And so you raise a good point. How is this possible if U.S. citizens don't speak Chinese, or have no interest in learning about Chinese culture, or there's reduced opportunities even in our own institutions, I think is something to think about and ask more questions about. FASKIANOS: I'm going to take the next question from Zhen Zhu, chair and professor of marketing, director of faculty excellence, and director for international engagement at Suffolk University: How do you see the trend of U.S. students' interest in study abroad to China? LEE: There is actually growing interest. As many of you know, China—offering Chinese language in high schools is not as unusual as it used to be. There is growing interest as students are thinking about employability in global markets in multinational or international organizations or corporations. It would be fundamental, in fact, for someone who has any interest in international work to pick up the language if they can, and at your own institution. FASKIANOS: Great. Let's see. From—I'm going to take the next question from Jeff Riedinger: Is there a role for universities to play in knowledge diplomacy to sustain international relationships and collaborations in addressing global problems such as climate change and pandemics when national governments may be at odds with each other? LEE: Thanks, Jeff. And hi, Jeff. I'm just going to read over that question so I can kind of digest it a bit. Is there a role for institutions to play in knowledge diplomacy, such as climate change, pandemics, when national governments may be at odds with each other? Absolutely, 200 percent. It is occurring—knowledge diplomacy, science diplomacy. That one individual going on a Fulbright or coming to study here for some extended visit, having these collaborations and, ultimately, you know, science—knowledge production—I mean, there's no bounds. And when we think about the kind of research that may not occur because of these national governments are at odds when it comes to addressing climate change or other global issues, you know, the world is paying somewhat of a price when it comes to that in—when there are overarching concerns about national security. So, you know, my issue has always been with policy you overlook nuance, and with sweeping policies that overlook the disciplinary distinctions and contributions, what is lost in the pursuit of trying to stay ahead of another country in fields and areas that really have no economic or military value, right? But yet, have an important cultural value, or maybe will address something bigger, such as COVID-19. So as I mentioned, the work that I referenced earlier about U.S.-Chinese scientists coming together during COVID-19, were actually scientists who studied COVID-19 together. And again, this was not—this was fraught with risks. They were very well aware that there was a lot of scrutiny about any research about COVID-19 coming from China. There was scrutiny about, you know, where the data was held, who was analyzing it, who was funding it. And yet, these scientists took these risks in order to address how does the world deal with the pandemic. And this was based on interviews of those studies that were actually successful and published. This is where that mutual trust, as I've mentioned earlier, is so important. And without that mutual trust, these studies, I'm pretty certain, would never have been published, because it was not an easy path when it comes to that particular geopolitical climate during the pandemic. FASKIANOS: Jenny, I'm just going to ask a question. President Biden and President Xi met during APEC. Did anything come out of that meeting that could affect U.S.-China academic collaboration? LEE: Yeah. You know, this is tough. I mean, how do you analyze political statements? What do they really mean? And what is really going to change? I think what's clear is that there's an acknowledgment that we're interdependent, but we're also adversaries. Almost a love/hate codependent, in a relationship that we can't just easily separate but we do need each other. But the form that it takes, I think there's an understanding it needs to be more specific. And I don't think that has been clarified yet. I realize I missed part of Jeff's question on what can institutions do? That's such a good question. And I got more into the topic than the actual to-do. What can institutions do? Honestly—(laughs)—I'll just speak as a researcher, to back off a bit, right? To let scientists do what they want to do. Yes, we need to follow disclosures. We need to make sure there's no conflicts of interest. We need to follow all of these procedures. But what I also found during the China Initiative, there was also this chilling climate in which there's an overinterpretation that may put institutions at risk. And to my knowledge, institutions were not at risk to the extent to which their scientists, especially those of Chinese descent, felt scrutinized. FASKIANOS: Thank you. We have a raised hand from Dan Whitman. Q: OK, I think I'm unmuted. Thank you, Irina. And thanks, Professor Lee, for mentioning the Great Wall that that prevents us from dealing with even Europeans who have subsidized education or Africans who have no money. And just an anecdote, since you have welcomed anecdotes, I am an adjunct at George Washington University. But totally unrelated to that, just for free and just for fun, pro bono, nobody pays, nobody gets paid. A course that I'm giving by webinar, it's zero cost. The topic is crisis management, but it could be any topic. And in that group, which there are about eighty people who tune in twice a week, fifteen Kenyans, twenty-five Ukrainians, and forty Kazakhs. I mean, I don't know if there's ever been exchange between Kazakhstan and Kenya. Anyway, my point is things can be done. We share it for free. What motivates the students? A certificate. It's so easy to give them a certificate. And in many countries, they very highly value that, even though it's not a—there's no formality, there's no formal academic credit. But the students are very motivated. And possibly, there may be universities in the U.S. that could—that might want to give a professor a small stipendium to do an informal webinar course, which would create connections, which would be zero cost, basically, and would bridge that gap of funding that you've alluded to. Thank you. LEE: Yeah. Dan, thank you for that. And I think this leads to a kind of a spin-off comment about certificates. Absolutely. Micro-credentials or alternative forms of education, where there's maybe not a full-fledged undergraduate degree but some certificate, I think, is important niche, especially for returning adults or communities where they're not able to afford to take time off. So that flexibility, and obviously now with online education, just becomes so much more accessible and very low cost. Something else to keep in mind, though, is that, depending on the institution you're from, that will make a difference in certificates. I mean, an institution like George Washington University offering a certificate may have some symbolic or perceived value that may be higher than an institution that is lower or are not ranked at all. So this is where, unfortunately—I'm a big critic of global rankings. But unfortunately, it does play a role in how that certificate is being perceived and the attractiveness of that certificate. But absolutely, this is definitely a way to open access especially for places in the world that just cannot physically move or have the funds to support their studies. FASKIANOS: Great. There are two comments/questions in the Q&A that I wanted to give you a chance to respond to about Africa, from Tutaleni Asino and Fodei Batty. Dr. Asino talks about English is the language of instruction and governments in Africa where they're funding education to a higher degree, and thinks that there are opportunities there, but it sounds like all fifty-four countries are grouped together. And Dr. Batty talks a little bit about there are a lot of students from African countries pursuing graduate education in the United States. But South Africa is usually an exception to the higher education American norm in Africa. Most South Africans don't like to travel, especially travel to America. I thought maybe you could just clarify some—respond to those comments. LEE: Yeah. Absolutely. Thank you for sharing those comments. There's a book I edited called Intra-Africa Student Mobility. And I agree with the comments. And one of the things I didn't mention that I think is important to help us understand the broader global context is that there's actually considerable international activity within the continent. And there's actually considerable intra-Africa mobility within the continent. South Africa is the most important country player in Sub-Saharan Africa. It is globally ranked—has more globally ranked institutions than any other African country. And so South Africa then becomes an important hub. And, yes, as an English-speaking, among many other languages, country, that does attract African students to go oftentimes for a similar sense of shared culture, despite sometimes different languages and customs and backgrounds. And yet, nevertheless, South Africa is an important player within the continent. Not to say that there is no international mobility occurring, but there is increased capacity within the continent that would allow students and interested students to travel within the continent. Not the same extent, of course, as Europe. But the least we're seeing that rise over time. And so it's called Intra-Africa Student Mobility. Chika Sehoole and I coedited the book. We were able to get about eight African scholars to talk about the various reasons students would choose that particular African country, and what draw them. And what was really interesting about this phenomenon is that it goes against this prevailing notion of Africa's victim of brain drain or all going to the north. That's actually not what is happening. But that there is capacity building within the continent. So in trying to answer a different question, I skirted over a lot of the things I could go further into. But hopefully that book will shed light on what's happening within that continent, at least from the perspective of eight different countries. FASKIANOS: Fantastic. Thank you for that. I'm going to go next to Jonathan Scriven at Washington Adventist University in Maryland: What are some of the strategies universities are using to make education more affordable in the United States? If that is a challenge, are schools investing more or less in setting up campuses in foreign countries as a way to reach foreign students? LEE: I'm just going to read over that question. OK, yeah. Great question, Jonathan. So what's happening in my institution and many others is a way to attract students is we're providing considerable aid, merit aid, financial aid, aid even to international students. The majority may not even be paying the full sticker price. Now this, of course, will affect the revenue that would have otherwise been generated, but nevertheless is a way to deal with the fierce competition across U.S. institutions for these top students. So how to make it affordable? There's a lot of aid going around at the undergraduate, not just the graduate, levels. And so what are institutions doing? Well, for example, at the University of Arizona for our dual degrees, it's a fraction of the cost of what it would cost to be a student at our main campus. When you have a combination of hybrid or online delivery with a campus partner maybe providing most of the gen ed's and then we would teach most of the major courses as an example, that does significantly lower the cost where that student will still get a bona fide University of Arizona degree, just like they would at main campus. So these alternative forms of delivery certainly make it more affordable, especially for those that opt to stay in their home country and receive an online education, or a flipped classroom model, or a dual degree. FASKIANOS: Great. Denis Simon, if you can—why don't you ask your question? Q: Here I am. OK. Recently, on a trip to China in September, a number of faculty have told me they're no longer wanting to send their best students abroad. They want to keep them in China. And this is all part of the rise of Chinese universities, et cetera. And so it may not be simply the souring of Sino-U.S. relations that has causal effect here, but simply the fact that China now is becoming a major, you know, educational powerhouse. And that also could change the dynamics. For example, even the BRI countries could start to send their students to China instead of sending them to the United States. Do you see anything evolving like this or—and what might be the outcome? LEE: Yeah. Spot on, David. That halo effect of a U.S. degree is not the same as it was when I was a university student. Chinese students, as well as students in the world, are much more savvy. They have access to information. They have access to rankings. They know all universities are not the same. And they know that they have some institutions that are highly ranked and may offer better quality education than the U.S. So that the image of a U.S. degree, of course, is not as universally perceived as it may have been, I don't know, pre-internet, or without the—all sorts of rankings in which institutions are rated against one another. And absolutely, Chinese institutions are very difficult to get into, fiercely competitive, producing far more scientific output than some of our leading institutions. And there's another factor when it comes to Asian culture just more broadly speaking, is that social network tie. Sociologists refer to it as social capital. When a Chinese student, a Korean student, Japanese student decides to study in the United States, they may lose that social tie that may possibly put them in a disadvantage when they decide to come back and compete for a position when they may just have that U.S. credential, but may have either lessened or no longer have that relationship that may have allowed them to get a position at the university, or in a place where that alumni network would have been especially useful. So again, I don't want to generalize, you know, in any place to the world, but there is that component that I think sometimes is missed in the literature. Maintaining that social network is pretty key, especially as jobs, of course, global, you know, unemployment—places where students are competing for positions need to have every edge possible. So that also can be part of that reason they decide to stay. FASKIANOS: Great. The next question from Michael Kulma, who's at the University of Chicago. He's following on David Moore's comments about Florida: Do you know how many other states in the U.S. are enacting or are considering such policies against partnerships with China? LEE: I do not know the answer. So if anyone wants to raise their hand and share about their own state, or put it on the answer part of the question and answer. There are related concerns about DEI, diversity, equity, and inclusion. Some of that may spill over to China. Hopefully, at some point at the Council of Foreign Relations will have a discussion on Israel and Hamas conflict and how institutions are dealing with that. And so we're seeing a pretty challenging political environment that is clearly spilling over to our classrooms and to our international activities, our domestic recruitment. But I'm not answering your question, Michael. (Laughs.) I'll leave it up to someone else to answer. FASKIANOS: Great. Thank you. So we don't have very much time left. I thought maybe you could, given your research and expertise, could suggest resources—recommend resources for higher ed leaders and administrators to better understand how to promote collaboration. LEE: Sure. So promoting collaboration, it really—each person at a time. You know, again, MOUs may be signed, and maybe overarching presidents will come together and have an agreement, but there's no guarantee that will ever happen. I'd love to do a study on how many MOUs never actually materialized into real action. So where do we begin? International affairs SIOs out there, identify who are your area studies experts? Who are your visiting postdocs? Who are your Fulbright scholars from other parts of the world? They all represent their own network and are certainly are valuable resources to consider. What I've sometimes have heard even at my own institution is, you know, how do we bring these people to the table? Why are they not at the table to begin with, and then how do we bring them there? And this is a relatively low-cost way to go about this, right? Like, faculty engaged in service. What kind of opportunities can your university provide for faculty service that is aligned with their area of expertise, the areas of the world they represent, the networks they have? And many of—some of you already have experienced this directly. These partnerships often begin with our alumni, international—former international students who decide to go back home. So, again, there's just a lot of exciting opportunity. I love this field because it's never boring. There's always new ways to grow, expand new partners. But it really does begin with that essential element of trust. And that often begins with our own institutions and identifying those who've already started to build that network. FASKIANOS: Wonderful. Thank you very much. Really appreciate your being with us and for sharing your expertise and background, Dr. Lee. It's been fantastic. And to all of you, for your questions and comments, and sharing your experiences as well. You can follow Dr. Lee on X, the app formerly known as Twitter, at @JennyJ_Lee. I will send out a link to this webinar, the transcript, and the video, as well as the link to the book—your book that you mentioned, and any other resources that you want to share with the group. And I encourage you all to follow @CFR_academic on X, visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. We also—just putting in a plug for our other series, Academic Webinar series, which is designed for students. We just sent out the winter/spring lineup and we hope that you will share that with your colleagues and your students. It is a great way for them to have access to practitioner scholars and to talk with students from around the country. So if you haven't received that lineup, you can email cfracademic@CFR.org, and we will share that with you. So, again, thank you, Jenny, for being with us, and to all of you. And wishing you safe and happy holidays. And good luck closing out this semester before we get to the holidays. (Laughs.) So thank you again. (END)

Jenny Lee, vice president for Arizona International, dean of international education, and professor of educational policy studies and practice at the University of Arizona, leads the conversation on U.S. international academic collaboration and how U.S.-China tensions are affecting higher education. FASKIANOS: Welcome to CFR's Higher Education Webinar Series. I'm Irina Faskianos, vice president of the National Program and Outreach here at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/academic. As always, CFR takes no institutional positions on matters of policy. We're delighted to have Jenny Lee with us to discuss U.S. international academic collaboration. Dr. Lee is vice president for Arizona International, dean of international education, and professor of educational policy studies and practice at the University of Arizona. She is also a fellow of the American Educational Research Association. Dr. Lee formerly served as a senior fellow of NAFSA, the Association of International Educators, as chair for the Council of International Higher Education, and as a board member for the Association for the Study of Higher Education. And she has also served as a U.S. Fulbright scholar to South Africa, as a distinguished global professor at Korea University, and as an international visiting scholar at the City University of London, the University of Pretoria, and the University of Cape Town in South Africa. So, Dr. Lee, thank you very much for being with us for today's topic. I thought you could begin by giving us an overview of current trends in U.S. international academic collaboration, especially looking at what's happening with our relations with China. LEE: Sounds great. Well, thank you for the opportunity, Irina. It's a pleasure to be here and to speak with you and all those listening right now. I'll speak for about ten or so minutes, and then open it up and engage with the audience. Hopefully, you all have some good questions that will come up during my remarks. So, clearly, we're entering a very interesting and somewhat uncertain chapter in how we understand the role of higher education globally. So I will begin with some general observation so all our viewers are on the same page. Now, first and foremost, the U.S. is mostly at the top when it comes to the higher education sector. Most of us already know that the United States houses the most highly ranked institutions. And this allows the country to be the largest host of international students and scholars from around the world. According to the latest IIE Open Doors report published a couple of weeks ago, the U.S. attracted over a million students from all over the world. And we're almost back to pre-pandemic levels. We also host over 90,000 scholars. And the primary purpose for them being here is research, for about two-thirds to 75 percent of them. These international scholars, as well as international graduate students, contribute significantly to the U.S. scientific enterprise. The U.S. is also among the leading countries in scientific output and impact, and the largest international collaborator in the world. In other words, the U.S. is highly sought because of its prestigious institutions, drawing top faculty and students from around the world. And with that comes the ability to generate cutting-edge scientific breakthroughs which further secures the U.S.' global position in academia. At the same time, of course, we've seen China's economy rise significantly as the country surpassed the United States in scientific output, and more recently in impact as measured by publication citations, and is outpacing the U.S. in the extent of R&D investment. Chinese institutions have also made noticeable jumps in various global rankings, which is a pretty big feat considering the fierce competition among the world's top universities. What we're witnessing as well are geopolitical tensions between the two countries that have impacted the higher education sector. While these two countries, the U.S. and China, are the biggest global collaborators—and they collaborate more with each other than any other country—they're also rival superpowers. As global adversaries, what we are witnessing as well is increased security concerns regarding intellectual theft and espionage. I'm going to spend some time summarizing my work for those who are not familiar to provide some further context. I and my colleagues, John Haupt and Xiaojie Li, also at the University of Arizona, have conducted numerous studies about U.S.-China scientific collaboration. And what we're observing across these studies is how the scientific pursuit of knowledge, which is fundamentally borderless, is becoming bordered in the current geopolitical environment. International collaboration, long valued as positive-sum, is being treated as zero-sum. Besides the rise of China and the accompanying political rhetoric that posed China as a so-called threat, tensions also grew among accusations, as you may recall, about the origins of SARS-CoV-2 and a corresponding sharp increase in anti-Asian hate crimes in the United States. Public opinions about China were not favorable, and thus there was not a whole lot of public resistance when the FBI's China Initiative was launched in 2018. This initiative basically signaled that anyone of Chinese descent was a potential enemy of the state, including possible Chinese Communist Party spies in our own universities, even though there was no pervasive empirical or later judicial cases that proved such a damaging assumption. Nevertheless, world-renowned Chinese scientists were falsely accused of academic espionage and their careers and personal finances ruined. In my research that followed with Xiaojie Li, with support from the Committee of 100, we surveyed about 2,000 scientists in the U.S.' top research universities during the China Initiative. And we found that one in two Chinese scientists were afraid that they were being racially profiled by the FBI. We also observed that consequently scientists, especially those with Chinese descent, were less inclined to collaborate with China, less inclined to pursue federal grants, less inclined to even stay in the United States but rather to take their expertise to another country where they felt safer to pursue their research, including in China. In sum, the federal government's attempts to weed out possible Chinese spies was highly criticized as a damaging form of racial profiling affecting even U.S. citizens and, in the end, undermined the U.S.' ability to compete with China. Especially now, as we continue to observe Chinese scientists leaving the U.S. and taking their skills and talents elsewhere. With John Haupt and two academics at Tsinghua University in China, Doctors Wen Wen and Die Hu, we asked about two hundred co-collaborators in China and in the United States how were they able to overcome such geopolitical tensions and the challenges associated with COVID-19 during the pandemic? And we did learn something somewhat unexpected, and I hope valuable. Basically, we found that mutual trust between international collaborators helped overcome such perceived hurdles, including risks of being unfairly targeted. What this tells us is that a chilling effect is certainly real and remains possible, but in the end scientists have tremendous agency on what they study, where they study, and whether or not they seek funds, or where they seek funds. Regardless of the host or home country, international collaboration is important to all countries' scientific enterprise. Coauthors from different countries improve the knowledge being produced, its applicability, enlarges global audiences, and thereby increases the impact of the work. So considering the value, yet risks, where do we begin? Firstly, federal and institutional policies, of course, matter, for better or for worse. But policies do not manufacture trust. The formation of an academic tie does not suddenly occur over a cold call in the middle of a global meltdown, as often portrayed in Hollywood. Rather, this is a gradual process. And the longevity of the relationship helps strengthen that trust over time. According to our research, these collaborative relationships begin as graduate students, postdocs, visiting researchers. They occur at academic conferences and other in-person opportunities. Cutting short-term fellowships, for example, will impact the potential of a future scientific relationship, but its effects may not be felt for years. Same with denied visas and opportunities for travel. Fewer graduate students from particular countries or fields also means a different shape when it comes to global science. U.S. for instance, was not too long ago Russia's biggest foreign scientific collaborator, with the war in Ukraine, those research relationships, as well as much—with much of the Western world, have ceased. All of this, and my related empirical research, was conducted when I was a professor at my home institution. And since July, I've been serving, as Irina mentioned, as the dean and vice president of international affairs at my own institution. And I've been thinking a lot of, what does this mean for institutional practice? For those in university leadership positions, as mine, you know this is a tough challenge. Especially as domestic demand and state funding for higher education is generally declining. And at the same time, internationalization is increasingly central to senior leadership strategies. Universities are continuing vying to attract the world's students, even despite a decline of interest from China. And at the same time, research universities in particular are quite dependent on federal grants. We have our own research security offices that need to ensure our universities have good reputations and relations with our large federal funding agencies and taking every precaution to not be seen as a vulnerable site of intellectual theft. These units tend not to operate within international affairs. And I'm very well aware that in my role of trying to attract as many students from China and develop international partnerships, all of them can be suddenly erased if a Chinese University partner does not pass visual compliance or there is a sudden presidential executive order, as we experienced under the Trump administration. I'm also very well aware that of senior leaders have to choose between my educational offerings and partnerships in China versus risking a major grant from a federal agency, I will lose. We witnessed that with the shutting down of over 100 Confucius Institutes in the U.S., despite a lack of evidence of systematic espionage occurring through these centers. Public perceptions, informed or not, strongly affect the nature of our international work, as in the case of Florida. Such negative perceptions are not one country-sided, of course. A key concern for Chinese and other international students and their parents relate to safety. Gun violence, including on our own college campuses, anti-Asian hate crimes in surrounding neighborhoods, and unfavorable political environment in which studies might be interrupted as in the case of Proclamation 10043, or visa non-renewals are all contributing factors for the decline of interest from China, and uncertain future student exchange as well. In closing, when it comes to China these days no practices are guaranteed. However, I can recommend some while also keeping in mind geopolitical conditions can suddenly change for worse, or perhaps better. I mentioned earlier the value of mutual trust. At my university, we have long-standing relationships with university leaders at Chinese institutions. We've set up dual degree programs in China. Actually, about 40 percent of our international student enrollment are through such partner relationships throughout the world, in which we go to where they are. Hiring staff who speak the language and know the culture are also essential. And, like any relationship, these arrangements have developed over time. They are not built overnight. It takes intention. It takes effort. But in my experience, as trust is established the numbers have grown, and the positive impact is still being felt. Thank you. FASKIANOS: Thank you very much for that. That was terrific. Let's go now to all of you for your questions, comments. You can use this to share best practices and what you're doing to your universities or institutions. Please click the raise hand icon on your screen to ask a question. On your iPad or tablet, you can click the “more” button to access the raise hand feature. And when you're called upon, please accept the unmute prompts, state your name and affiliation, followed by your question. You can also submit a written question, they've already started coming in, by the Q&A icon. And if you can also include your affiliation there, I would appreciate it, although we will try to make sure we identify you correctly. So let's see. I'm looking for—no raised hands yet, but we do have questions written. So first question from Denis Simon, who's a professor at the University of North Carolina at Chapel Hill: Many U.S. universities have curtailed their exchanges and cooperation with China. You referenced that. Officials at these universities are worried that if they appear too friendly toward China they will lose all sorts of federal funding. Are these concerns justified? Are there any regulations or legislation that actually says federal funding can be removed assuming these universities are in compliance with the export controls, et cetera? LEE: All right. Well, thanks, Denis, for your question. I know there—when I saw the list of those who signed up, I know there are many here who can speak to this directly. So I encourage those to also raise their hands and provide input in the Q&A, maybe in the form of an A instead of a Q. But in any case, going to that question, you know, it's a tough environment. And so much in my role, but what I even experienced in my research, is about that perception, that overinterpretation. So maybe signaling that we have this exchange program might draw attention in ways that might lead to suspicions that, oh, well is this, you know, somehow creating an opportunity for us to disclose military secrets? I mean, that's where we take it. A friendly exchange or visit is oftentimes now having to be scrutinized and ensuring that there is no remote violation of export controls, even in educational delivery in a non-STEM field. And what we're seeing is that this—we have our highly sensitive fields, but that kind of scrutiny we're also seeing applied to the institution more broadly. So these seemingly benign programs about language or culture, about fields that are enhanced or help promote so-called American values, are also being watched. So I believe as an institutional leader, again, as I mentioned earlier, having to deal with the possibility of unwanted or unwarranted attention versus not having that program, I think some, as Denis has pointed out, are leaning towards being more cautious. Unfortunately, China—any work with China is considered a risk, even if there is no reason for risk, as we've witnessed under—or, observed under the China Initiative. I don't know if I've fully answered that question, but please follow up if I haven't. And I know others can probably say more to that issue. FASKIANOS: Great. I'll take the next question from Peter—I don't know how to pronounce— LEE: Peter Becskehazy. Hi, Peter. (Laughs.) FASKIANOS: There you go. Thank you very much. LEE: I know Peter. FASKIANOS: All right. Good. Well, I'd love if Peter asked his question directly, if he can. Oh, good. From Pima Community College. Go ahead, Peter. Q: Hello, Jenny. Nice to see you. LEE: Hi, Peter. Q: Now my question is, the University of Arizona and other universities have had an inflow of dozens of countries, adding up to the million that you mentioned. Are other countries trying to fill in slots left vacant by Chinese students and scholars? LEE: Yeah. Great question, Peter. And I think you can also share what you've observed at Pima in terms of the patterns you've witnessed. But for us, and as we are seeing nationally, we're seeing India rise. Not at the—not at higher numbers in many institutions, compared to China, but the rate is rising. It's not so simple, though, because we also have relations in India, and trying to set up agreements, and bring students. The competition in India is intense. So even though there's a relatively so-called large market, and the U.S. has been quite successful in attracting Indian students, that is perhaps where the attention is as a more, I would say—I hate to use the word “market,”—but a stable student market. There's a lot more interest in graduate-level education globally, as we've observed. These countries that formerly didn't have capacity now do have capacity. They have online offerings. They have branch campuses, dual degrees, lots of other options. And so the niche for the U.S., whereas before we didn't really have to think about a niche, is really in graduate education. Now, of course, that's not good news for Pima, that's thinking about a community college and other kinds of educational offerings. But for us, we're thinking about India a lot. Southeast Asia, of course, has always been an important partner to us. Africa continues to be a challenge. We know that when we think about population growth, Africa is the future. There's still challenges and trying to identify places where there is capacity. But also the affordability of a U.S. education is a huge challenge. So it's a great question. And, again, I'm curious to know other places in the world people recommend. Of course, Latin America, given our location, is a key strategic partner. But again, affordability becomes an issue. And again, I'm just talking about the traditional international student who would choose to come to Arizona. Not talking about research collaboration, which is less bound by affordability issues. Irina, you're muted. FASKIANOS: How long have I been doing this? OK. (Laughs.) I'm going to take the next written question from Allison Davis-White Eyes, who is vice president for diversity, equity, and inclusion at Fielding Graduate University: We have tried to work on collaborations with European universities and African universities, and met with much difficulty. What trends are you seeing in these regions? And what are emerging global markets beyond China? LEE: Great question, Allison. I mean, if you could leave the question in the future, so because I am visually looking at the question at the same time. FASKIANOS: Oh, great. Sorry. LEE: So, Allison, I'm not sure if you're referring to academic or research. Of course, within Europe, where the government does highly subsidized tuition, it's just becomes financially a bad deal, I suppose—(laughs)—for a student in the world who would normally get a free or highly reduced tuition to pay full price at our institution. So that kind of exchange of partnership, especially when it's about—when it's financially based, becomes almost impossible from my experience. But thinking about research collaboration, it depends on the level. So if it's an institutional agreement, you know, it's—often, these MOUs tend to just be on paper. It takes quite a bit of—it's very ceremonial. You need to get legal involved. It's a whole process to get an MOU. We really don't need these non-binding MOUs for research agreements. Some countries like it, just to display that they have an MOU with a U.S. institution. But essentially, it doesn't stop me as a professor to reach out to another professor at the University of Oslo, and say, hey, let's do a study. Which we actually are doing. So, yeah, feel free to be more specific, or if you want to raise your hand or speak on—and elaborate on that question. So, again, for educational exchange, it is difficult because we are—there's already a process within the EU that makes it very affordable and highly supported within the EU, or if you're part of that bigger program. Africa, again, my challenge from my role as an institutional leader is identifying places where there is already enough mass education up through high school where one would be able to consider, first of all, being admitted to a U.S. institution, but secondly, to be able to pay the cost. FASKIANOS: Allison, do you want to expand a little bit? Q: Oh, sorry. (Laughs.) FASKIANOS: There you go. There you go. Q: Right. Dr. Lee, thank you for your response. I think it was helpful, especially regarding the subsidizing of education in Europe. We've been working on some research partnerships. And we have just—you know, really, it has just been extremely difficult with European universities. And I do think part of it has to do with the way things are subsidized in Europe. I was just wondering if there were new and different ways to do it. I do appreciate your comment about the MOUs being largely ceremonial. I agree. And would like to see something with a little more substance. And that will take some creativity and a lot of partnership and work. As for Africa, we have tried to create partnerships with South Africa. I think there's some potential there. Certainly, some excitement. We've had a few students from Nigeria, extremely bright and motivated. I just would—you know, would like to hear, maybe from some other colleagues as well on the call, if there are creative ways in working with these students as well. So, thank you. LEE: Yeah, no. And just to follow up quickly, and, again, opportunities for others to share, academic collaboration, as I mentioned during my remarks, is largely built upon mutual trust. And not to say it can't happen from top down, but really does—is most successful from bottom up. And I don't mean to refer to professors at the bottom, but meaning those that are actually engaged with that work. And so just some considerations is rather than a top-down initiative or strategy, is to identify those that are visiting scholars, already from that country, have networks within that country. What's interesting, as I learned in my current role, is how little my predecessors worked with professors in these area's studies programs, because they're oftentimes treated as a separate or having different interests in mind when actually there is a lot of overlap to identify those that are actually there. Allison, by the way, I lived in South Africa for eight years. And I know it actually takes a long time. My Fulbright started off as a one year, and I had to extend it because even getting the data while I was on the ground takes time. And I'll be honest, I think part of it was taking some time just to build trust the intentions of my work, what was I going to do with that data, how is that going to be used? Was it actually going to be ways to empower them? You know, for those who study international collaboration, know this north and south divide, and I think there are places in the world that are—maybe have some guardrails up from those—not saying this is what's happening in your institution—but someone that they don't know coming from the Global North to study someone else in the Global South. And so how do we create or initiate a collaboration that is clearly, expressly mutual at the onset? And, again, this is where trust can be operationalized lots of different ways, but that even begins with that initial message. I mean, I remember when I started my work, nobody responded to me. They're like, who are you? And I don't care who you are or what your CV says. And it takes time. You know, building that relationship, and that person introducing me to that other person. Like, you know, this is how scientific networks form. And I think, to some extent, this is also how institutional collaborative relationships also form. FASKIANOS: Thank you. I'm going to go next to David Moore, who has a raised hand. Q: OK, thank you. I just got unmuted. FASKIANOS: Great. Q: Lee, I appreciate your comments. And I heard your reference to Florida earlier. I don't know if we have colleagues on this call from Florida, but I think they'll know what I'm about to say. I'm the dean of international education at Broward College in Fort Lauderdale. And as of tomorrow, December 1, Florida has to—all institutions in Florida, public institutions, colleges and universities, must be completely devoid of any partnerships in China. And not just China. There are seven countries of concern. And you probably can cite them, most of you would know the other six. But of the seven countries, Broward had four partnerships in China alone, none in the other countries that were active. And so we are now officially done, have to be. And I've had to notify the partners as well as our accrediting body, because these were international centers of Broward where they literally offer—we offered associate degrees, two-year degrees. And students could then transfer to an institution in the United States. Now, this didn't catch us too much by surprise because two and a half years ago our Florida legislature started in on this, really probably before that, where they isolated universities in Florida and said: You cannot do research—sensitive research, whatever, you know, engineering, computer science, et cetera—any research without notifying the state. And there's an elaborate process that had to be—you know, they had to go through to do this. But now it's not just research institutions. Now it's not just those kinds of collaborations. It is, in fact, all partnerships of any kind. We had to end our agent agreements where we were recruiting students from China that were—where the companies were based in China. And in course our programs were not research. They're just general education, two-year associate's degree, maybe some business. But we've been informed now it's completely done. And so I'm actually looking for institutions outside of Florida who might be willing to take over the role that we've had in transcripting students who later want to come to the United States. At least for the first two years in China, and then transferring to the upper division to the U.S. So I'm not sure. You're probably quite familiar with this. I don't know if you know the details of how it was worked out in practice. We were the only community college in the state that had any partnerships. So we were the ones that had to desist. So I want to—there are probably people on the call that are familiar with this, but there might be many others. And I just wanted to say that I'm looking to, you know, open that door to other institutions outside of Florida that might be willing in, yes, take a risk to go into China, but to—I've always felt that these kinds of programs were very good to build relationships, partnerships, communication. Ambassadors really. Where we feel like we were representing American education, whatever, you know, we call American values, democracy, you know, community. We thought we were doing good. But we found out we were—we were not. We were—we were doing something that went opposed to the prevailing political climate, at least in Florida. So that's my comment. I think people should know about it. And thank you for letting me speak to it a bit. Maybe someone will speak up and say they're interested in they can get in touch with me, David Moore at Broward College, Fort Lauderdale, Florida. LEE: David, thank you for sharing what you did. This is a really important example of where other states could very well head. And what's interesting, as David noted, we're talking about a community college. When we normally think about cutting ties, it's usually around the concerns about national security. Now, how this translates to a two-year degree that is solely educational based is a pretty far stretch, and yet is being impacted quite severely. So I think we should continue to follow this example—unfortunate example. And, David, yeah, your partners have reached out to my office, and I'm sure to others. But thank you for being available. Q: You're welcome. We have partners—we are also working with your Jakarta, Indonesia center there. So we have that connection. Thank you. LEE: Mmm hmm. Thanks. FASKIANOS: And if anybody wants to share contact information in the Q&A box, you can certainly do that. That would be great. There is a written question from Tutaleni Asino at Oklahoma State University: There was an article today in SEMAFOR highlighting that there are currently 350 U.S. students studying in China compared to 11,000 in 2019. Comparatively, there are 300,000 Chinese students in the United States. Is this a one-way problem, where the U.S. is not investing in international engagements as a result of being more inward looking and other countries having more options of who to collaborate with? LEE: Yeah. Tutaleni, that's—I think your question is an answer. And I think it's—I agree with your observation. So we are seeing that as there's state and public disinvestment in higher education, and including scrutiny about international higher education, we're also seeing a decline and cutting of foreign language programs in the United States. So here we are, a monolingual country whose students mostly go to Europe or other English-speaking countries to study abroad. A very limited number of international—U.S. students who pursue undergraduate degrees in a foreign country. And knowing that the future is global and international, at least in my opinion, does not set the U.S. up well to be globally competitive, even though much of its international policy is around this rhetoric of we need to compete with China. And so you raise a good point. How is this possible if U.S. citizens don't speak Chinese, or have no interest in learning about Chinese culture, or there's reduced opportunities even in our own institutions, I think is something to think about and ask more questions about. FASKIANOS: I'm going to take the next question from Zhen Zhu, chair and professor of marketing, director of faculty excellence, and director for international engagement at Suffolk University: How do you see the trend of U.S. students' interest in study abroad to China? LEE: There is actually growing interest. As many of you know, China—offering Chinese language in high schools is not as unusual as it used to be. There is growing interest as students are thinking about employability in global markets in multinational or international organizations or corporations. It would be fundamental, in fact, for someone who has any interest in international work to pick up the language if they can, and at your own institution. FASKIANOS: Great. Let's see. From—I'm going to take the next question from Jeff Riedinger: Is there a role for universities to play in knowledge diplomacy to sustain international relationships and collaborations in addressing global problems such as climate change and pandemics when national governments may be at odds with each other? LEE: Thanks, Jeff. And hi, Jeff. I'm just going to read over that question so I can kind of digest it a bit. Is there a role for institutions to play in knowledge diplomacy, such as climate change, pandemics, when national governments may be at odds with each other? Absolutely, 200 percent. It is occurring—knowledge diplomacy, science diplomacy. That one individual going on a Fulbright or coming to study here for some extended visit, having these collaborations and, ultimately, you know, science—knowledge production—I mean, there's no bounds. And when we think about the kind of research that may not occur because of these national governments are at odds when it comes to addressing climate change or other global issues, you know, the world is paying somewhat of a price when it comes to that in—when there are overarching concerns about national security. So, you know, my issue has always been with policy you overlook nuance, and with sweeping policies that overlook the disciplinary distinctions and contributions, what is lost in the pursuit of trying to stay ahead of another country in fields and areas that really have no economic or military value, right? But yet, have an important cultural value, or maybe will address something bigger, such as COVID-19. So as I mentioned, the work that I referenced earlier about U.S.-Chinese scientists coming together during COVID-19, were actually scientists who studied COVID-19 together. And again, this was not—this was fraught with risks. They were very well aware that there was a lot of scrutiny about any research about COVID-19 coming from China. There was scrutiny about, you know, where the data was held, who was analyzing it, who was funding it. And yet, these scientists took these risks in order to address how does the world deal with the pandemic. And this was based on interviews of those studies that were actually successful and published. This is where that mutual trust, as I've mentioned earlier, is so important. And without that mutual trust, these studies, I'm pretty certain, would never have been published, because it was not an easy path when it comes to that particular geopolitical climate during the pandemic. FASKIANOS: Jenny, I'm just going to ask a question. President Biden and President Xi met during APEC. Did anything come out of that meeting that could affect U.S.-China academic collaboration? LEE: Yeah. You know, this is tough. I mean, how do you analyze political statements? What do they really mean? And what is really going to change? I think what's clear is that there's an acknowledgment that we're interdependent, but we're also adversaries. Almost a love/hate codependent, in a relationship that we can't just easily separate but we do need each other. But the form that it takes, I think there's an understanding it needs to be more specific. And I don't think that has been clarified yet. I realize I missed part of Jeff's question on what can institutions do? That's such a good question. And I got more into the topic than the actual to-do. What can institutions do? Honestly—(laughs)—I'll just speak as a researcher, to back off a bit, right? To let scientists do what they want to do. Yes, we need to follow disclosures. We need to make sure there's no conflicts of interest. We need to follow all of these procedures. But what I also found during the China Initiative, there was also this chilling climate in which there's an overinterpretation that may put institutions at risk. And to my knowledge, institutions were not at risk to the extent to which their scientists, especially those of Chinese descent, felt scrutinized. FASKIANOS: Thank you. We have a raised hand from Dan Whitman. Q: OK, I think I'm unmuted. Thank you, Irina. And thanks, Professor Lee, for mentioning the Great Wall that that prevents us from dealing with even Europeans who have subsidized education or Africans who have no money. And just an anecdote, since you have welcomed anecdotes, I am an adjunct at George Washington University. But totally unrelated to that, just for free and just for fun, pro bono, nobody pays, nobody gets paid. A course that I'm giving by webinar, it's zero cost. The topic is crisis management, but it could be any topic. And in that group, which there are about eighty people who tune in twice a week, fifteen Kenyans, twenty-five Ukrainians, and forty Kazakhs. I mean, I don't know if there's ever been exchange between Kazakhstan and Kenya. Anyway, my point is things can be done. We share it for free. What motivates the students? A certificate. It's so easy to give them a certificate. And in many countries, they very highly value that, even though it's not a—there's no formality, there's no formal academic credit. But the students are very motivated. And possibly, there may be universities in the U.S. that could—that might want to give a professor a small stipendium to do an informal webinar course, which would create connections, which would be zero cost, basically, and would bridge that gap of funding that you've alluded to. Thank you. LEE: Yeah. Dan, thank you for that. And I think this leads to a kind of a spin-off comment about certificates. Absolutely. Micro-credentials or alternative forms of education, where there's maybe not a full-fledged undergraduate degree but some certificate, I think, is important niche, especially for returning adults or communities where they're not able to afford to take time off. So that flexibility, and obviously now with online education, just becomes so much more accessible and very low cost. Something else to keep in mind, though, is that, depending on the institution you're from, that will make a difference in certificates. I mean, an institution like George Washington University offering a certificate may have some symbolic or perceived value that may be higher than an institution that is lower or are not ranked at all. So this is where, unfortunately—I'm a big critic of global rankings. But unfortunately, it does play a role in how that certificate is being perceived and the attractiveness of that certificate. But absolutely, this is definitely a way to open access especially for places in the world that just cannot physically move or have the funds to support their studies. FASKIANOS: Great. There are two comments/questions in the Q&A that I wanted to give you a chance to respond to about Africa, from Tutaleni Asino and Fodei Batty. Dr. Asino talks about English is the language of instruction and governments in Africa where they're funding education to a higher degree, and thinks that there are opportunities there, but it sounds like all fifty-four countries are grouped together. And Dr. Batty talks a little bit about there are a lot of students from African countries pursuing graduate education in the United States. But South Africa is usually an exception to the higher education American norm in Africa. Most South Africans don't like to travel, especially travel to America. I thought maybe you could just clarify some—respond to those comments. LEE: Yeah. Absolutely. Thank you for sharing those comments. There's a book I edited called Intra-Africa Student Mobility. And I agree with the comments. And one of the things I didn't mention that I think is important to help us understand the broader global context is that there's actually considerable international activity within the continent. And there's actually considerable intra-Africa mobility within the continent. South Africa is the most important country player in Sub-Saharan Africa. It is globally ranked—has more globally ranked institutions than any other African country. And so South Africa then becomes an important hub. And, yes, as an English-speaking, among many other languages, country, that does attract African students to go oftentimes for a similar sense of shared culture, despite sometimes different languages and customs and backgrounds. And yet, nevertheless, South Africa is an important player within the continent. Not to say that there is no international mobility occurring, but there is increased capacity within the continent that would allow students and interested students to travel within the continent. Not the same extent, of course, as Europe. But the least we're seeing that rise over time. And so it's called Intra-Africa Student Mobility. Chika Sehoole and I coedited the book. We were able to get about eight African scholars to talk about the various reasons students would choose that particular African country, and what draw them. And what was really interesting about this phenomenon is that it goes against this prevailing notion of Africa's victim of brain drain or all going to the north. That's actually not what is happening. But that there is capacity building within the continent. So in trying to answer a different question, I skirted over a lot of the things I could go further into. But hopefully that book will shed light on what's happening within that continent, at least from the perspective of eight different countries. FASKIANOS: Fantastic. Thank you for that. I'm going to go next to Jonathan Scriven at Washington Adventist University in Maryland: What are some of the strategies universities are using to make education more affordable in the United States? If that is a challenge, are schools investing more or less in setting up campuses in foreign countries as a way to reach foreign students? LEE: I'm just going to read over that question. OK, yeah. Great question, Jonathan. So what's happening in my institution and many others is a way to attract students is we're providing considerable aid, merit aid, financial aid, aid even to international students. The majority may not even be paying the full sticker price. Now this, of course, will affect the revenue that would have otherwise been generated, but nevertheless is a way to deal with the fierce competition across U.S. institutions for these top students. So how to make it affordable? There's a lot of aid going around at the undergraduate, not just the graduate, levels. And so what are institutions doing? Well, for example, at the University of Arizona for our dual degrees, it's a fraction of the cost of what it would cost to be a student at our main campus. When you have a combination of hybrid or online delivery with a campus partner maybe providing most of the gen ed's and then we would teach most of the major courses as an example, that does significantly lower the cost where that student will still get a bona fide University of Arizona degree, just like they would at main campus. So these alternative forms of delivery certainly make it more affordable, especially for those that opt to stay in their home country and receive an online education, or a flipped classroom model, or a dual degree. FASKIANOS: Great. Denis Simon, if you can—why don't you ask your question? Q: Here I am. OK. Recently, on a trip to China in September, a number of faculty have told me they're no longer wanting to send their best students abroad. They want to keep them in China. And this is all part of the rise of Chinese universities, et cetera. And so it may not be simply the souring of Sino-U.S. relations that has causal effect here, but simply the fact that China now is becoming a major, you know, educational powerhouse. And that also could change the dynamics. For example, even the BRI countries could start to send their students to China instead of sending them to the United States. Do you see anything evolving like this or—and what might be the outcome? LEE: Yeah. Spot on, David. That halo effect of a U.S. degree is not the same as it was when I was a university student. Chinese students, as well as students in the world, are much more savvy. They have access to information. They have access to rankings. They know all universities are not the same. And they know that they have some institutions that are highly ranked and may offer better quality education than the U.S. So that the image of a U.S. degree, of course, is not as universally perceived as it may have been, I don't know, pre-internet, or without the—all sorts of rankings in which institutions are rated against one another. And absolutely, Chinese institutions are very difficult to get into, fiercely competitive, producing far more scientific output than some of our leading institutions. And there's another factor when it comes to Asian culture just more broadly speaking, is that social network tie. Sociologists refer to it as social capital. When a Chinese student, a Korean student, Japanese student decides to study in the United States, they may lose that social tie that may possibly put them in a disadvantage when they decide to come back and compete for a position when they may just have that U.S. credential, but may have either lessened or no longer have that relationship that may have allowed them to get a position at the university, or in a place where that alumni network would have been especially useful. So again, I don't want to generalize, you know, in any place to the world, but there is that component that I think sometimes is missed in the literature. Maintaining that social network is pretty key, especially as jobs, of course, global, you know, unemployment—places where students are competing for positions need to have every edge possible. So that also can be part of that reason they decide to stay. FASKIANOS: Great. The next question from Michael Kulma, who's at the University of Chicago. He's following on David Moore's comments about Florida: Do you know how many other states in the U.S. are enacting or are considering such policies against partnerships with China? LEE: I do not know the answer. So if anyone wants to raise their hand and share about their own state, or put it on the answer part of the question and answer. There are related concerns about DEI, diversity, equity, and inclusion. Some of that may spill over to China. Hopefully, at some point at the Council of Foreign Relations will have a discussion on Israel and Hamas conflict and how institutions are dealing with that. And so we're seeing a pretty challenging political environment that is clearly spilling over to our classrooms and to our international activities, our domestic recruitment. But I'm not answering your question, Michael. (Laughs.) I'll leave it up to someone else to answer. FASKIANOS: Great. Thank you. So we don't have very much time left. I thought maybe you could, given your research and expertise, could suggest resources—recommend resources for higher ed leaders and administrators to better understand how to promote collaboration. LEE: Sure. So promoting collaboration, it really—each person at a time. You know, again, MOUs may be signed, and maybe overarching presidents will come together and have an agreement, but there's no guarantee that will ever happen. I'd love to do a study on how many MOUs never actually materialized into real action. So where do we begin? International affairs SIOs out there, identify who are your area studies experts? Who are your visiting postdocs? Who are your Fulbright scholars from other parts of the world? They all represent their own network and are certainly are valuable resources to consider. What I've sometimes have heard even at my own institution is, you know, how do we bring these people to the table? Why are they not at the table to begin with, and then how do we bring them there? And this is a relatively low-cost way to go about this, right? Like, faculty engaged in service. What kind of opportunities can your university provide for faculty service that is aligned with their area of expertise, the areas of the world they represent, the networks they have? And many of—some of you already have experienced this directly. These partnerships often begin with our alumni, international—former international students who decide to go back home. So, again, there's just a lot of exciting opportunity. I love this field because it's never boring. There's always new ways to grow, expand new partners. But it really does begin with that essential element of trust. And that often begins with our own institutions and identifying those who've already started to build that network. FASKIANOS: Wonderful. Thank you very much. Really appreciate your being with us and for sharing your expertise and background, Dr. Lee. It's been fantastic. And to all of you, for your questions and comments, and sharing your experiences as well. You can follow Dr. Lee on X, the app formerly known as Twitter, at @JennyJ_Lee. I will send out a link to this webinar, the transcript, and the video, as well as the link to the book—your book that you mentioned, and any other resources that you want to share with the group. And I encourage you all to follow @CFR_academic on X, visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. We also—just putting in a plug for our other series, Academic Webinar series, which is designed for students. We just sent out the winter/spring lineup and we hope that you will share that with your colleagues and your students. It is a great way for them to have access to practitioner scholars and to talk with students from around the country. So if you haven't received that lineup, you can email cfracademic@CFR.org, and we will share that with you. So, again, thank you, Jenny, for being with us, and to all of you. And wishing you safe and happy holidays. And good luck closing out this semester before we get to the holidays. (Laughs.) So thank you again. (END)

In this enlightening episode, join us as we delve into hospitality and tourism with Dr. Robert Donato, Assistant Professor and Hospitality Program Manager at R. Motwani Family Academy of Hospitality & Tourism Management at Broward College. Dr. Donato, a New York native who found his way to Broward County and back, shares his incredible journey from the bustling world of hotels and restaurants to the fulfilling realm of education.Discover the greatest misconception in the hospitality industry through Dr. Donato's eyes and hear about his transition from operational milestones to the joy of teaching. Learn how he collaborates with the Motwani Foundation to bring enriching opportunities to students, making Broward College stand out with its unique array of programs and initiatives.Dr. Donato's passion for teaching and the industry shines as he discusses the importance of practical experience and nurturing that "light bulb moment" in students. Join us as we explore his vision for the industry's future, overcoming challenges and welcoming travelers back with personalized experiences.Intriguingly, we touch on the changing landscape of hospitality in the digital age, emphasizing social responsibility and sustainability. Dr. Donato also expresses his gratitude to the Motwani family and highlights Broward College's exceptional curriculum.You can engage with an industry expert dedicated to shaping the future of hospitality education and advancing the industry. To learn more about Broward College and the Motwani Foundation, visit broward.edu, or contact Dr. Robert Donato directly at rdonato@broward.edu.Business Class is brought to you by The Tourism Academy - harnessing the power of science, business psychology and adult education to advance the tourism industry and build sustainable economies. Learn how to engage your community, win over stakeholders and get more visitors at tourismacademy.org. Support the show

On the South Florida Roundup, we discussed a court decision to stop the City of Miami's attempt to keep a business owner from running for the District 1 commission seat (01:00), Broward College's uncertain future after it suddenly lost a president and picked another (08:42) and the U.N. sending a police mission to gang-ravaged Haiti (21:27).

“Você não precisa limpar casas para viver de limpeza. Sair do operacional, do dia a dia pesado da faxina exige três coisas principais : excelência, planejamento e organização.” @brigita.pinto Brigita é guerreira! Empreendedora no ramo de limpeza Formada em Administração de Empresas pelo Broward College, proprietária de um grupo de empresas (Iclean, Weclean, Vacation 4U) e mentora de mulheres que querem ser empresarias no ramo da limpeza. Brigita veio para os Estados Unidos com visto de estudante, aos 18 anos, para ajudar a irmã e aos 23 - ela e a família - se mudaram pra Flórida. Não foi fácil. Viveu 10 anos ilegalmente mas conseguiu dar a volta por cima, entre ir para o Brasil e depois retornar, Brigita virou helper, tornou-se dona de schedule e cursou enfermagem. Talvez seja o destino, mas foi num papo com um cliente investidor que ela virou a chave e mudou de vida… Quer saber mais? LIVE nesta quinta, lá no Youtube Compartilha com quem precisa conhecer essa mulher incrível que fala a nossa língua e faz sucesso nos Estados Unidos. Apresentadores Juliana Bittencourt: @julianabittencourt12 Gabriel Carvalho: @gabrielcarvalho822 Lili Zucchini: @lili_zucchini Siga o Bubbles no Instagram: @bubblespodcast Siga a entrevistada no Instagram: @brigita.pinto Seja um patrocinador do Bubbles. Envie um email para contact@eyeseasolutions.com Conheça a EyeSea Solutions, a melhor agência brasileira de marketing / eventos dos Estados Unidos. Siga no Instagram @eyeseasolutions Inscreva-se também no Cortes do Bubbles para ver os pontos altos das nossas conversas:  @CortesdoBubbles   Se você quer resolver de vez os seus problemas com o inglês, inscreva-se já no American English Experience, um curso que te leva do zero à fluência em apenas 60 passos. Acesse agora mesmo o site da American English Academy e faça a sua inscrição www.americanenglishacademy.edu Você já conhece a Taptap Send? Você pode enviar dinheiro para o Brasil de maneira rapidíssima e muito econômica. E o destinatário recebe por PIX!!! Baixe o app na App Store ou no Google Play e use o código BP55 Você vai ganhar $20 na sua primeira transferência acima de $25 É muito fácil começar a economizar tempo e dinheiro. Tap, tap, foi! . . . . #bubblespodcast #miami  #melhorespodcasts #empreendedorismo #imigrantesbrasileiros #vidanoseua #podcastbrasileiro #brasileirosnoseua #vivernosestadosunidos #melhorpodcastdobrasil #melhorpodcastbrasileiro #brasileirospelomundo #vivernoseua #empreendedorismo #housekeeper #cuidadopessoal #helper #negóciosdesucesso #housecleaners --- Support this podcast: https://podcasters.spotify.com/pod/show/bubblespodcast/support

It's YOUR time to #EdUp In this episode, President Series #235 YOUR guest is Gregory Haile, President of Broward College YOUR guest cohost is ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Angélica Garcia, Superintendent/President at Santa Rosa Junior College YOUR host is ⁠Dr. Joe Sallustio YOUR sponsors are InsightsEDU & Commencement: The Beginning of a New Era In Higher Education!⁠ What is the Broward UP (Unlimited Potential) model & why other institutions of higher education should be aware of this amazing initiative? What does Gregory mean when he talks about lifting every city? What does Gregory see as the future of Higher Education? Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - Elvin Freytes & Dr. Joe Sallustio ● Join YOUR EdUp community at The EdUp Experience! We make education YOUR business! --- Send in a voice message: https://podcasters.spotify.com/pod/show/edup/message

How to get yourself from where you are to where you want to be.  The Nnamdi Richard Louis Memorial Scholarship provides scholarship funds to eligible Broward College students to continue their education at Broward College while having one or both parents incarcerated in a state or federal institution. You can donate in two ways to the scholarship, 1) Via Online at https://giving.broward.edu, choose your donation amount (minimum $10) in which you can choose recurring or one time amount, click designation and select other, type in Nnamdi Richard Louis Memorial Scholarship, complete the additional information and click Donate Now 2) Via US Mail, Broward College Foundation, 401 E. Las Olas Boulevard, Suite 130-458, Fort Lauderdale, Florida 33301, make check payable to The Broward College Foundation and in the check memo, write Nnamdi Richard Louis Memorial Scholarship. If you are a returning citizen, an individual seeking second chance coaching through your reentry journey, or if you are a representative of a business, college or university seeking to integrate and/or support returning citizens in your organizational or learning environments, feel free to contact Dr. Louis at richard@secondchancecoaching.com or via Instagram at thedrrichardlouis Dr. Richard Louis is also available for speaking engagements and workshops related to criminal justice reentry, organizational culture, and leadership development and can be contacted at richard@secondchancecoaching.com Linked In: www.linkedin.com/in/richardlouis Club House: @drrichardlouis Twitter: therichardlouis      

In this episode, we pass the mic to Lorna Brown-Burton to discuss pursuing service through bar associations, both voluntary and mandatory. Lorna E. Brown-Burton is an “AV” rated attorney who is licensed to practice law in the State of Florida since 1987 and the Southern District of Florida since 1990. Ms. Brown-Burton's primary area of practice is workers' compensation defense representing Employers/Self-Insureds/Carriers for over 30 years and also has experience in the area of Labor and Employment and Social Security Disability as well as representing individuals in Chapters 7 & 13 bankruptcy matters. Ms. Brown-Burton is a past adjunct professor at Broward College in the Paralegal Degree Program. Prior to joining Lubell | Rosen as a Partner managing the Workers' Compensation department, she owned and operated her own firm, which was certified as an MWBE/SBE from February of 2004 to August 31, 2014 and from September 1, 2014 to July 31, 2018 Ms. Brown-Burton merged her firm with The DeMicco Law Firm, P.A. where she co-founded the firm, Brown-Burton & DeMicco, PLLC. She was an active member of the Legal Aid Board of Directors and has held several officer positions which, included President. Ms. Brown-Burton is a member of the Workers' Compensation Section of The Florida Bar, a prior elected member of The Florida Bar Board of Governors, Young Lawyers Division, as the Seventeenth Circuit representative, with a special appointment to the Board of Governors, Young Lawyers Division, for the 2002-2003 term and is a former elected President of the Young Lawyers Section of the Broward County Bar Association for the 1996-1997 term. Ms. Brown-Burton completed two 3-year terms on the Florida Bar Grievance Committee “17F” and “17E”, respectively and also served as Chair of the “17E” Grievance committee. Fun Fact- Initially, I thought I wanted to be a fashion designer and merchandiser until that faithful day on my last day of High School. Ms. Brown-Burton's Social Media: Lornab@Lebburtonlaw.com Linkedin-https://www.linkedin.com/in/lorna-brown-burton-3b76127/ JTE Social Media: Website: www.journeytoesquire.com Email: info@journeytoesquire.com LinkedIn: https://www.linkedin.com/company/dive... Facebook: https://www.facebook.com/JourneytoEsq/ Twitter: @JourneytoEsq https://mobile.twitter.com/journeytoesq Instagram: @JourneytoEsq https://www.instagram.com/journeytoesq/ YouTube: YT: https://www.youtube.com/@journeytoesquire --- Send in a voice message: https://podcasters.spotify.com/pod/show/journey-to-esquire/message Support this podcast: https://podcasters.spotify.com/pod/show/journey-to-esquire/support

In this episode, Diverse host David Pluviose sits down with Broward College president, Gregory Haile to discuss several initiatives he is spearheading to give students caught up in the justice system a second chance at higher education.   Tune in as Haile, a former practicing attorney, shares his mission to uplift the lives of others through his Court to College Diversion Program as well as the Corrections to College Program created specifically for women.   Participants not only take responsibility for the challenges of an individual but become difference makers to those who desire to live their lives through higher education and transform their futures.   KEY POINTS: - What led Haile to this specific work within the education system? - Benefits of post-secondary opportunities in higher education - The birth of the Court to College Diversion Program - “Simple and Deliberate” advice from President Gregory Haile   QUOTABLES: “People do make mistakes. And those people that make those mistakes should be given an opportunity to transform their lives, particularly when doing so could make a difference not only for themselves but for their families, their communities, and of course, enhance the lives of all of those around them.”   OR FOLLOW US ON SOCIAL MEDIA: Twitter: http://twitter.com/diverseissues Instagram: http://instagram.com/diverseissuesinhighereducation Facebook: http://facebook.com/DiverseIssuesInHigherEducation/ Linkedin: http://linkedin.com/company/diverse-issues-in-higher-education Transcription services are available upon request. Please drop us a line using the form found here.       In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at instapodcasts.com)

El colegio es un tema, y es un tema que le preocupa a todos los padres Primero porque es en un idioma ajeno a nosotros Segundo porque es un sistema que no entendemos, y que nadie nos explica cuando recibimos el diagnostico Es por eso que les traigo una persona super especial y con la que he creado un nexo no solo personal sino profesional. Ella es Celina Chocrón y la puedes encontrar en las redes como @educationalservice360. Celina tiene más de 20 años de experiencia en educación como especialista en ESE (exceptional student education) , facilitador de apoyo, entrenador de comportamiento, maestro de educación especial, maestro de escuela K-12, coordinador del plan de estudios y director de escuela. Además, Obtuvo una licenciatura en Educación para Estudiantes Excepcionales con un aprobación en Lectura y ESOL de Broward College, y una Maestría en Ciencias en Educación Especial con respaldo en Autismo de la Universidad Internacional de Florida. También está certificada en ESE K-12 que es la Certificación Profesional de la Florida. A lo largo de su carrera, implementó programas de lectura individuales para estudiantes de ESE, realizo evaluaciones funcionales de comportamiento y creo intervenciones de comportamiento positivo para estudiantes que reciben educación especial en el aula general, entre otras tareas. Espero que este episodio te de herramientas +++ DESCARGATE+++ Cambios que puedes comenzar desde ya! Guia del tratamiento biomédico  Por aqui te dejo los links de los servicios que ofrezco a mis pacientes Programa Cambia la nutrición y cambia el autismo de tu hijo. Este programa comienza con la consulta de Limpiando la dieta Programa cambia la nutrición y cambia el autismo de tu hijo. Limpiando la dieta - Deseas conocer más acerca de la relación entre la nutrición y el autismo? no te pierdas esta mini serie Mini serie de autismo - Quieres comenzar a hacer los cambios pero aun insegura? necesitas algo más lento?. Entonces revisa mi curso 100% online de nutrición y autismo  Nutriendo desde el autismo - Tu hijo no está dentro del espectro pero deseas modificar sus hábitos de alimentación?  Consulta kids

This week's episode, Be Informed, Be Aware and Be A Safe Space for Your Kids is with Major Lynette Falzone of the Fort Lauderdale Police Department.  Lynette joined the FLPD in August of 2000 and was assigned to the Special Investigations Division as a Street Narcotics Detective (raiders), prior to being a Narcotics Detection K-9 Handler. She also served on the department's Honor Guard, Tactical Bicycle Platoon and as a part-time instructor of General Law Enforcement Topics/Tactics, Firearms and Defensive Tactics.  In 2006, she was promoted to the rank of Sergeant, and served in patrol until 2012, when she was re-assigned to the Criminal Investigations Division as the Detective Sergeant over Property Crimes. In 2013, she was promoted to the rank of Lieutenant and was assigned to the Criminal Investigations Division. She later was assigned to the Patrol Division, where she served as a shift commander until being promoted to the rank of Captain in 2015.  Major Lynette Falzone is currently in charge of the Special Investigations Division of the Fort Lauderdale Police Department, teaches in the Public Safety Leadership Academy at Broward College, and is a proud mom of twins~  We have a very informative conversation about: How the Ft Lauderdale PD has been combating drugs in Broward County. Educational programs & resources available to the community about drug safety. The importance of communicating to our children the finality of drug usage and to speak if they see or hear something. How strong the current drugs are today compared to those of the 70s and 80s. Monitoring the medications are tweens and teens take & finding alternative ways to heal as opposed to taking highly addictive pain medication.  How she comparmentalizes work and home life. Resources mentioned in this episode: DEA - Operation Engage United Way Broward Poison Control Florida Connect with me:  Instagram: https://www.instagram.com/the.motherhood.village1/  YouTube: The Motherhood Village - YouTube LinkedIn: https://www.linkedin.com/in/nicolegcumberbatch/  Website: https://www.themotherhoodvillage.com/ Loved this episode? Leave a review and rating here: https://podcasts.apple.com/us/podcast/the-motherhood-village-podcast/id1487274178

On episode 100 of the “De Facto Leaders” podcast, I had the opportunity to interview Dr. Gastrid Harrigan has been an educator for over 19 years as a classroom teacher, Assistant Principal, and currently as Principal in Broward County, Florida. In addition, Dr. Harrigan is a Professor of Education at Broward College and Colorado State University Global. He's also the host of The School Leaders Podcast, a show focused on helping current and aspiring principals and school leaders navigate their leadership journey. One of the biggest challenges that school clinicians face is effectively collaborating with members of their IEP teams; including those in leadership positions. That's why I invited Dr. Harrigan on to the show to share the biggest challenges school principals face, how they make decisions, and how you can work alongside them in a way that's supportive and helpful to you, them, and of course…the students. In this conversation, we talk about ways school clinicians and administrators can support each other so they can get what they both want: Better student outcomes. Specifically, we discuss: ✅The best way to approach your principal with questions, concerns, or suggestions (including what NOT to do). ✅Why you should develop operating procedures for collaborating with others as well as managing your classroom or therapy room. ✅What principals wish their staff knew about their jobs, and ways you can make their lives easier. ✅Tips for getting a response from busy school leaders (and what to do if they don't answer your email). You can connect with Dr. Gastrid Harrigan on Instagram @drgharrigan and find the School Leaders Podcast on most podcast directories, including Apple and Spotify.  You can also find him on LinkedIN here. In this episode, I mentioned my Executive Functions Implementation guide that shares how school therapists can lead their IEP teams in providing mental health, behavioral, and social skills support for K-12 kids . You can download this free resource here. 

Meet Lisa Elsinger, PhD, Associate Director of Workplace Wellness at Broward College in Florida and expert in mindfulness and wellness. After a recent car accident, Lisa realized the value of staying calm in the face of traumatic events. In this episode, Lisa shares her near-death experience and how the skill of mindfulness helped her survive. She offers some tips for others who may be facing challenging times right now. Here are some links to the resources Lisa discusses in the podcast:Meta Cognition: https://www.nature.com/articles/s41539-021-00089-5Center for Mind-Body Medicine:  https://cmbm.org/Center for Healthy Minds:  https://centerhealthyminds.org/Dr. Amish Jha book: https://www.amazon.com/Peak-Mind-Attention-Invest-Minutes-ebook/dp/B08THNJ978

On today's episode of the Illumination by Modern Campus podcast host Amrit Ahluwalia was joined by Tony Casciotta to discuss the unique challenges in change management and how to strategically align where your institution is going. This episode was recorded live at Modern Campus's Educause 2022 booth in Denver.

Alana is a legal studies professor at Broward College and Sheridan High school. We go over a few legal education trends both inside and outside the classroom.Legal education is the foundation for all legal professionals. From what we learn in the legal studies programs/law school we can build upon that knowledge in practice. However, legal education does not always get it right. Hope you enjoy my conversation with professor Alana Dasent.  www.EdaRosaLLC.com Affirm Investigations Solutions Wondering if you have what you need to take on and ultimately win your client's legal case? AffirSupport the showUntil Justice is served I'll be here, bye! Follow us on: LinkedIn Instagram @edarosallc1 Facebook

Strategies on how to not only survive but to thrive through the tough moments of the holiday season.  If you are a returning citizen, an individual seeking second chance coaching through your reentry journey, or if you are a representative of a business, college or university seeking to integrate and/or support returning citizens in your organizational or learning environments, feel free to contact Dr. Louis at richard@secondchancecoaching.com or via Instagram at thedrrichardlouis Dr. Richard Louis is also available for speaking engagements and workshops related to criminal justice reentry, organizational culture, and leadership development and can be contacted at richard@secondchancecoaching.com Linked In: www.linkedin.com/in/richardlouis Club House: @drrichardlouis Twitter: therichardlouis Thank you for your consideration in donating to The Nnamdi Richard Louis Memorial Scholarship Fund which provides educational aid to Broward College students who have one or more parents currently incarcerated in a state or federal institution.  You can give via US Mail to: Broward College Foundation 401 E. Las Olas Boulevard, Suite 130-458 Fort Lauderdale, Florida 33301 In the check memo write: Nnamdi Richard Louis Memorial Scholarship You can also give via online: https://giving.broward.edu. Choose your donation amount (minimum $10) which can be a one-time or recurring donation. Click designation and select other, then type in Nnamdi Richard Louis Memorial Scholarship, complete the additional information and click Donate Now. 

Ep: 145 Neil Plakcy and Brad Shreve discuss Neil's latest book Being John Church.  He typically writes novels with gay protagonists, but he also has his Golden Retriever Series, which is written for a broader audience. In Being John Church he has both a gay protagonist and a golden retriever.  He'll also share how you can win a prize to help him celebrate his 65th birthday.Podcast Website:   www.queerwritersofcrime.comCheck out Queer Writers of Crime Guest's blog.To cover the cost of producing Queer Writers of Crime, some of the links below are affiliate links. At zero cost to you, Brad will earn an affiliate commission if you click through the link and finalize a purchase.Get a Kindle Paperwhite:https://amzn.to/3KCfUuORead Neil's blog post on the show's website:https://www.queerwritersofcrime.com/blog/gay-cozy-mysteries-by-neil-plakcy/Being John Church by Neil Plakcyhttps://amzn.to/3pzUZR3Unruly Son (Mahu Investigations Book 12)https://amzn.to/3Az4SVeNeil's Websitemauhbooks.comNeil Plakcy is the author of more than fifty full-length novels and many stories and story collections. He has been a university administrator, construction manager, computer game producer, web developer and college professor. He has sorted cards for phone book delivery, acted in children's theater, and traveled to many (but not all) of the places he writes about. He was a professor of English at Broward College and lives in Hollywood, Florida with his husband and their two rambunctious golden retrievers.Brad's Website: bradshreve.comSupport Requeered Tales  re-publishing award-winning, post-Stonewall gay and lesbian fiction — with a focus on mystery, literary and horror/sci-fi genres.requeeredtales.comKindly give to The Trevor Project, a much-needed charity focusing not only suicide prevention for LGBTQ youth, but also helps to get answers and information to support them and connect with an international community of LGBTQ youth aged 13 - 24.https://www.thetrevorproject.org/

My next guest, Vedner Guerrier, stresses the Importance of education.  He says to cherish your education as it will open new worlds for you.  Using education as his brand and his natural curiosity helped him to get into the C Suite. His motto is access to quality education and focuses on assisting people to achieve positive outcomes.Vedner Guerrier is Chief Executive Officer for Memorial Hospital West, one of six hospitals of the Memorial Healthcare System in Hollywood, Florida.  He has 24 years of experience working in healthcare as a caregiver and administrator. He also served as the Chief Executive Officer for Memorial Hospital Miramar. Prior to his CEO roles, he served as the Vice President of Oncology Services at the Memorial Healthcare System, where he was the administrative lead for the Quality Oncology Practice Initiative (QOPI) at the Memorial Cancer Institute.  Mr. Guerrier applies his clinical knowledge to help guide patient-centered care to an array of process improvements and quality care initiatives.  Mr. Guerrier has led various process improvement projects in Medical Oncology focused on reducing oncology patients' emergency room visits, patient triaging, and chemotherapy patient flow improvement.  He has completed projects in Radiation Oncology centered on patient safety, treatment delivery, and patient satisfaction.  Mr. Guerrier is experienced in directing multidisciplinary teams using Lean and Six Sigma methodologies to achieve collaborative resolution for an assortment of quality patient care initiatives.  He is a board member and coach for the Quality Training Program in the American Society of Clinical Oncology (ASCO).  Through ASCO, Mr. Guerrier coaches physicians nationally and internationally to use Lean Six Sigma methodologies to promote collaboration, improve quality, and patient care. Mr. Guerrier received a Master of Business Administration in Healthcare from Florida International University. Bachelor of Applied Science in Supervision and Management from Broward College.  Certifications include Registered Radiation Therapist (RT. T) from The American Registry of Radiologic Technologist and Certified Lean Six Sigma Black Belt (LSSBB) from Florida International University.    Let us welcome Vedner Guerrier to the Follow The Brand Podcast where we are building a 5 STAR Brand that you can follow!

Presentation of Critical Reentry Theory at Broward College's Social Justice Week (Recorded January 2022).  If you are a returning citizen, an individual seeking second chance coaching through your reentry journey, or if you are a representative of a business, college or university seeking to integrate and/or support returning citizens in your organizational or learning environments, feel free to contact Dr. Louis at richard@secondchancecoaching.com or via Instagram at thedrrichardlouis.  Dr. Richard Louis is also available for speaking engagements and workshops related to criminal justice reentry, organizational culture, and leadership development and can be contacted at richard@secondchancecoaching.com Linked In: www.linkedin.com/in/richardlouis Club House: @drrichardlouis Twitter: therichardlouis

Robert Shafer from THE Office. Hey Robert dated Susan Dey, Laurie Partridge of the Partridge Family.   AND Robert Ray Shafer Jr. was born in Charleston, West Virginia, in April, 1958. His father was a heavy equipment operator and his mother a housewife. As a child he also lived in Bowie, Maryland, and graduated from high school in Romeo, Michigan, in 1976. After attending Broward College in Ft. Lauderdale, Florida, Shafer moved to Los Angeles in 1980. He studied acting with Peggy Feury at The Loft Studios and works in feature films, television, commercials, voice overs and the theater. He is single and has a 10 handicap.A Place For My Stuff - Yes I have/had another podcast.  A couple of podcasts actually.  With the rising price of everything, I opted not to pay to have Inside the Guest Studio available forever.     I have this convenient landing spot called My Alien Life Podcast which WILL remain forever - thus, this is part of my life, as will be the episodes of Inside the Guest Studio.  A podcast that is graced by some unique and very talented people that live slightly off the grid.   Enjoy   Cameron

Episode 145 talks about how to stop burning yourself out in your business, featuring Harry Lopez of Launch Latinx!Harry Lopez, MA, is a Latinx Transformation Coach, Entrepreneur, and Leader in the Consciousness industry based out of Miami, FL. He is the son of immigrants from Managua, Nicaragua. He is the Founder of Launch Latinx, a mindset and business coaching accelerator program that champions extraordinary Latino visionaries and coaches to access their limitless potential in an intensive 12-week program.He primarily coaches visionary entrepreneurs on the path to starting and scaling their businesses. Yet he still takes on corporate clients from entry level employees up to C-Suite Executives at companies like Google, YouTube, Netflix, Airbnb, Amazon, Facebook, and more.Harry received his Bachelor's degree from Vanderbilt University and his Master's in Education from Lipscomb University and is a graduate of the Social Impact Strategy Program at the University of Pennsylvania's School of Social Policy and Practice. Harry is a former Adjunct Professor of Business Leadership at Broward College, 2012 Teach For America Corps Member, and Fulbright-Austria Scholarship recipient. He has been featured in Buzzfeed, Goodful, and Voyage.You can follow Harry on Instagram. Follow his business account, Launch Latinx on Instagram and Twitter.For full episode show notes, click here.Loving this episode? Leave us a review if you're listening on Apple podcasts and be sure to follow us on Instagram, Facebook, Twitter and YouTube!Until next time, stay empowered, stay inspired & #staypoderosa ✨

We welcome YOU back to America's leading higher education podcast, The EdUp Experience! It's YOUR time to #EdUp In this episode, Dr. Nicole Gibbs, Senior Director, External Engagement, College Readiness Assessments at the College Board, YOUR guest cohost is Dr. Michelle Cantu-Wilson, YOUR host is Dr. Joe Sallustio, & YOUR sponsor is Commencement: The Beginning of a New Era In Higher Education, coming fall 2022. What is BigFuture & how can it help learners for prepare for life after high school? Listen in to find out! Dr. Nicole Gibbs is the Senior Director, External Engagement with the College Readiness Assessments division. She is a strategic thought partner & plays a vital role on the CRA's Program & Strategy team in shaping and driving the future of the SAT Suite of Assessments. A visionary executive with a relentless commitment to student success & DEI (diversity, equity, & inclusion), she is a solution-oriented expert in strategic planning, enrollment management, partnership development, & stakeholder engagement. Nicole has served in several high-impact positions with various universities during her tenure in higher education. Nicole served as Assistant Dean for Admissions & Scholarships at the University of North Texas - Dallas College of Law. in her most recent capacity. Previously, she served as Director of Undergraduate Admissions at North Carolina Central University, where she led the unit responsible for recruitment, marketing, communications, & operations. Nicole also previously served as Vice Provost for Access and Enrollment Services at the University of the Virgin Islands. As Chief Enrollment Officer, her portfolio included responsibility for the Office of Recruitment & Admissions, Office of the Registrar, & Office of Financial Aid. Additionally, Nicole has held higher education appointments at Broward College, Georgia Southern University, & Georgia State University. Nicole earned her Doctor of Education in Educational Leadership & Administration from Clark Atlanta University, a Master of Education from Columbus State University, & a Bachelor of Science from Georgia Southern University. In her spare time, you will find Nicole traveling the world, participating in service opportunities as a member of Delta Sigma Theta Sorority, Inc., & attending live music events. Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - Elvin Freytes & Dr. Joe Sallustio ● Join YOUR EdUp community at The EdUp Experience! We make education YOUR business! --- Send in a voice message: https://anchor.fm/edup/message

On this episode of the Dadpreneur Podcast I had the opportunity to sit down with Dan Grech to discuss the new solutions BizHack is offering to SMB's. Are you using a Fractional CMO (chief marketing officer) solution, how about a Fractional Chief Growth Officer solution? Dan specializes in working with Small Businesses. These businesses have been under served for a long time. Dan's mission is to help these business owners learn how to implement and execute the best Digital Marketing strategies for their business. Connect with Dan on LinkedIn - https://www.linkedin.com/in/dangrech/ Visit BizHack to learn more!   About Dan Grech Dan Grech is the founder and lead instructor of BizHack Academy, which provides digital marketing training to corporations and marketing executives businesses across South Florida. He was the News Director at WLRN (Miami's NPR station) and was part of a Pulitzer Prize-winning team at The Miami Herald. He co-hosted Miami's first podcast, Under the Sun. He's worked at The Washington Post, Marketplace and PBS's Nightly Business Report. He's also worked as the head of digital marketing at two software startups and the nation's largest Hispanic-owned energy company. Dan is an active member of the South Florida startup ecosystem, where he's mentored companies at the Goldman Sachs 10,000 Small Business Program, Babson College's WIN Lab, StartUP FIU, The Idea Center at Miami Dade College, the Innovation Hub at Broward College, the Watson Institute at Lynn University and the Inter American Development Bank. He's taught at top universities including Princeton, Columbia and University of Miami. Dan is a graduate of Princeton University and has a Masters degree in storytelling from FIU and journalism from Universidad Torcuato di Tella in Argentina. He's a father of two, his wife Gretchen Beesing is the CEO of Catalyst Miami, and his favorite color is purple.

Nil Pereira Ribeiro Cardoso is a singer/songwriter/producer born and raised in Rio de Janeiro, Brazil. Surrounded by music his entire childhood, Nil spent a lot of time observing his dad, a professional bass player and successful songwriter. It didn't take long for Nil to figure out what he wanted to do for a living. At the age of 16, two years after moving to the United States with his family, Nil joined his first of many local bands, playing Emo/Post Hardcore/Punk Rock music. For the next 6 years, he gained a lot of experience performing live and establishing himself in the south Florida music scene. In 2007, Nil enrolled at Broward College as a Music Performance major, gaining the knowledge necessary to grow as a professional. In 2009, at the age of 21, Nil fell in love with the studio life after spending a week recording at Carrington House, a studio in Atlanta, GA owned by RnB artist Ne-Yo. From that moment on, Nil spent several years learning the crafts of Pop songwriting and production, collaborating with different writers and artists. In 2020, he decided to give birth to his new solo project, Nil Cazale. In that same year, Nil was invited by certified Platinum DJ Bruno Martini to feature on his album “Original”, out now. The album also includes artists such as Timbaland, Iza, Luísa Sonza, Becky Hill, and Zeeba. With almost 2 decades of experience under his belt, and 2 singles released under his new name, the sky is the limit for Nil Cazale.

Julia chats with a returning guest from Season 2- Season 2's most downloaded guest- Francesca Marinaro. Francesca is an Assistant Professor of English at Broward College and a member of the Xavier Society. The two discuss Psalm 121.

Alexandra Alessandri is the author of Feliz New Year, Ava Gabriela! (Albert Whitman), which won a silver medal in the 2020 Florida Book Awards, and the forthcoming Isabel and Her Colores Go to School (Sleeping Bear Press). The daughter of Colombian immigrants, she is also an Associate Professor of English at Broward College and a poet, with some of her work appearing in The Acentos Review, Rio Grande Review, Atlanta Review, and Young Adult Review Network. She received her BA and MA degrees in English from Florida International University and a Certificate in Fiction Writing from UCLA Extension. When not writing or teaching, Alexandra spends her time daydreaming, relearning the piano, and planning the next great adventure with her family. She lives in Florida with her husband, son, and hairless pup, dreaming of Colombia. Feliz New Year, Ava Gabriela!, illustrated by Addy Rivera Sonda, is about a shy little girl, Ava Gabriela, who is visiting her extended family in Colombia for the holidays. She's excited to take part in family traditions, such as making buñuelos and saying goodbye to el Año Viejo, but being around all her loud relatives in an unfamiliar place makes Ava shy and quiet. How will she find her voice before she misses out on all the New Year's fun? Feliz New Year, Ava Gabriela! is an ode to Alexandra's culture and to shy kids everywhere. School Library Journal praised the book, saying “This warm #OwnVoices look at Colombian traditions is both universal and deeply personal...Sonda's charming illustrations portray an idyllic finca…[and] The language is just as atmospheric.” Booklist called the illustrations “vibrant,” while Kirkus Reviews awarded the book a starred review, saying, “This gentle family story lets readers know that shyness is nothing to worry about.” Social Media accounts: Twitter: https://twitter.com/apalessandri Instagram: https://www.instagram.com/apalessandri/

Chip LaMarca serves the coastal communities in the Florida State House of Representatives representing District 93. He has earned a reputation for being a citizens' advocate. He attended Boston University, Broward College, and FAU. In 2010, he became Broward County Mayor. Following that he served as the Chair of the Finance, Tax and Administration committee for the Florida Association of Counties. On a national level, LaMarca was selected to Chair the Finance, Pension and Intergovernmental Affairs committee for the National Association of Counties and serves as a member of the Board of Directors. In 2018 he was elected to the Florida State House of Representatives in District 93.Recently the Supreme Court ruled in favor of allowing NCAA athlete compensation, called the Name, Image, and Likeness policy. Chip Lamarca played a major roll in pushing this monumental legislation into effect. 

Denis F. Simon, senior adviser to the president for China affairs and professor of the practice at Duke University, leads a conversation on the role of joint venture universities in China.   FASKIANOS: Thank you and welcome to CFR's Higher Education Webinar. I am Irina Faskianos, vice president of the National Program and Outreach at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic, if you would like to share it with your colleagues. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Denis Simon with us to talk about the role of joint venture universities in China. Dr. Simon is senior advisor to the president for China affairs and professor of the practice at Duke University. From 2015 to 2020, he served as executive vice chancellor at Duke Kunshan University in China. He has more than four decades of experience studying business, competition, innovation, and technology strategy in China, and is fluent in Mandarin Chinese. He served as senior advisor on China and global affairs at Arizona State University, vice provost for international affairs at the University of Oregon, and professor of international affairs at Penn State University. He has extensive leadership experience in management consulting and is the author of several books. Dr. Simon, thanks very much for being with us today. I thought we could begin by having you give us an overview of joint venture universities in China. What has the last two years in U.S.-Sino relations and COVID-19 meant for joint venture universities and their long-term goals? SIMON: Great. Well, thank you, Irina. I really am happy your team was able to arrange this. And I can't think of a more important subject right now. The president of Duke University, Vincent Price, has called our joint venture a beacon of light in the midst of the turbulence in U.S.-China relations. And so, this is a rather appropriate time for us to take stock at where this venture is and where it may be going. So let me just give an overview, talk a little bit about what joint ventures are, how they operate, and some of the challenges of operating them, and some of the effects of the last, as you said, two years, with the tensions growing in U.S.-China relations. Well, I think the first thing to recognize is that while there are over two thousand joint venture projects and initiatives involving foreign schools and universities, there are really only ten joint venture universities. These are campuses authorized to give two degrees—a Chinese degree and a foreign degree. The last one that was approved is Julliard, from the United States. So there are four U.S. joint ventures, two from the U.K., one from Russia, one from Israel involving the Technion, and the rest from Hong Kong. And so they're not growing by leaps and bounds. Everyone is taking stock of how they are working. The one from Duke is a liberal arts or a research-oriented university, and I think the same can be said for NYU Shanghai also in the same category. Joint venture universities are legal Chinese entities. This is very important. So, for example, our campus at Duke is not a branch campus. It is a legal Chinese entity. The chancellor must be a Chinese citizen, because they represent the legal authority of the university within the Chinese law, and also the Chinese education system. We are liberal arts oriented. The one involving Russia and Israel are polytechnic. They're more for engineering. Kean University, which is the State University of New York, has a very big business-oriented program. The U.K. programs also have very big programs. So some are liberal arts, like Duke, but others are also polytechnic. So they span the gamut. And finally, these are in many cases engines for economic development. In the cities in which they occur, these universities are sort of like Stanford in Silicon Valley. They're designed to act as a magnet to attract talent, and also to train young people, some of whom hopefully will stay in the region and act as a kind of entrepreneurial vanguard in the future as they go forward.   Now, the reality is that they've been driven by a number of factors common to both the Chinese side and the foreign side. One is just the whole process of campus internationalization. U.S. universities, for example, over the last five to ten years have wanted to expand their global footprint. And setting up a campus in X country, whether it's been in the Middle East or been in China in this case, has been an important part of the statement about how they build out a global university. A second driver has been government regulation. So in China in 2003, the government set in place a series of regulations that allowed joint venture universities to be established. And I think we need to give kudos to the Ministry of Education in China because they had the vision to allow these kinds of universities to be set up. And I think the impact so far has been very positive. And then finally, they're a vehicle for building out what I would call transnational collaborative research. And that is that they're a vehicle for helping to promote collaboration between, let's say, the United States and China in areas involving science and technology, and their very, very important role in that. That's why I said we're not just a liberal arts university, but we are a research-oriented liberal arts university. And I think that NYU Shanghai, Nigbo and Nottingham, et cetera, they all would claim the same space in that regard. Now, why would a city like Kunshan want to have a joint venture university? After all, Kunshan is rather unique. It's one of the wealthiest cities in China, the largest site of Taiwan foreign investment, but it never has had its own university. So somebody in the leadership did, in fact, read the book about Silicon Valley and Stanford. And they decided, I think it was a McKinsey study that helped them make that decision, that they needed to have a university. And the opportunity to work with Duke was there. And it's a little bit a long, complicated story, but we've ended up where we are today with a university which now will embark on the second phase of having a new campus. But this clearly, for Kunshan, has been a magnet for talent, and an effort to help Kunshan transition from a factory to the world economy to a new knowledge economy, consistent where—with where Xi Jinping and the Chinese leadership wants to take China during the current period, and into the future. It also provides a great bridge for connectivity between the high-tech knowledge communities in North Carolina, and particularly around Research Triangle, and the companies in the Kunshan area. And that bridge at some times or others can be very vibrant, and there are people and activity moving across it. And it's also a place where internationalization of Kunshan gets promoted through the visibility of Duke. Every year during my five years, we had 2,000-plus visitors come to our university, both from abroad and from within China, to understand: What do these universities mean and what's going to happen to them? Now, for Duke, a lot of people think it's about the money. They think that these joint venture campuses make a lot of money. And I can tell you, nothing could be further from the truth. This is not about money. This is about, as I mentioned before, internationalization. But it's also about the opportunity for pedagogical innovation. You can imagine that in existing universities there's a lot of baggage, lots of legacy systems. You don't get virgin territory to do curricular reform and to introduce a lot of edgy ideas. Too many vested interests. But within an opportunity like DKU or NYU Shanghai, you get a white piece of paper and you can develop a very innovative, cutting-edge kind of curriculum. And that's exactly what has been done. And so you get a kind of two-way technology transfer, obviously from Duke to DKU, but also interestingly from DKU back to Duke. And the same thing again happens with these other universities as well. And I think that's important. So there's a great deal of benefit that can accrue to Duke simply by having this campus and watching it go through this kind of evolving development of a new curriculum. Now, we must not forget, these ten joint ventures, and particularly in the context of Sino-U.S. relations, are not all that's there. Starting with Johns Hopkins School of Advanced International Studies and its relationship with Nanjing University, the United States has had projects like this going on in China. There are joint colleges. So, for example, the University of Pittsburgh and Sichuan University have one in engineering. And similarly, Michigan and Jiao Tong University also have similar kinds of ventures. And these all seem to be working very nicely. And then there's a whole array of two-plus-two programs, three-plus-two programs. All of these are part of a broad landscape of educational engagement that exists between the two countries. It is much more extensive than anyone could have imagined in the late 1970s, when the two countries signed the bilateral agreement. Now, what are some of the things that happen when you manage these joint venture universities? First, let me mention the operational issues that come across. So you probably, you know, ask: How do you find your partner? Well, in a joint venture university, you must have an educational partner. So for Duke, it's Wuhan University. For NYU Shanghai, it's East China Normal University. And for Kean University it's Wenzhou University. And you go through these—finding these partners, and the partners hopefully form a collaborative relationship. But I can tell you one of the problems, just like in all joint ventures in China, is the sleeping in the same bed but with two different dreams phenomenon. Duke came to China to bring a liberal arts education and to serve as a platform for knowledge transfer across the Chinese higher education landscape. Kunshan wanted a Stanford that can provide commercializable knowledge that can turn into new products, new services, and hopefully new businesses. And so they kind of exist in parallel with one another, with the hope that somewhere along the future they will—they will come together. Another issue area is the issue of student recruitment. Student recruitment is very complex in China because of the reliance on the gaokao system. And the gaokao system introduces an element of rigidity. And the idea of crafting a class, which is very common in liberal arts colleges, is almost impossible to do because of the rather rigid and almost inflexible approach one must take to evaluating students, scoring them, and dealing with a whole array of provincial quotas that make X numbers of students available to attend your university versus other universities. And don't forget, these joint venture universities exist in the context of over 2,000 Chinese universities, all of whom are trying to recruit the students. So you get intense involvement not only from the officials in the province level, but also Chinese parents. And the idea of Chinese parents make helicopter parents in the U.S. look like amateur hour. They are very, very involved and very, very active. A third area are home campus issues that we have to think about. And that is that a lot of people have always said to me: Wow, you know, the Chinese side must give you a big headache. And with all due respect to all my dear colleagues and friends, I can say also sometimes I got a headache from the Duke side as well. And I think anyone who sits in these kind of leadership positions must figure out how to balance the interests and the perspectives of the home country campus and the host country campus, and their ability to work together. And there are a lot of issues that come up along the way that make it very, very complex. And in particular, the idea of attracting faculty. Seventy-five percent of our faculty are hired locally. That is, they are in tenure or tenure-track jobs by Duke-Kunshan University. Twenty-five percent must be supplied by Duke. The reason is very simple: The Chinese authorities want to make sure that the quality of the education is no different than what's offered at Duke. And because we have to give two degrees, a Chinese degree and a Duke degree, that Duke degree is not a Duke-B degree, or a Duke-lite degree. It is the same degree that you get at Duke University, signed by the head of the board of trustees, the president, the provost, et cetera, et cetera. So this is a real Duke degree. It's not Duke-lite. The fourth thing I want to mention, which I mentioned before slightly, which is money. These are not inexpensive ventures. And they also are a kind of elite education. And the degree to which they can be replicated over and over again in China is something that remains to be—remains to be seen. We've had a lot of people coming from Congress who have looked at these joint venture universities and said, ah, you're selling out American values and academic freedom or religious freedom, in return for a big payday. And as I said, that's simply just not the case. These joint venture universities are very difficult to run. You must pay faculty according to the global faculty prices. And plus, there are lots of expat benefits that you have to pay to them. The tuition rates that you can charge to Chinese students are set by the provincial authorities. And therefore, in our case, they're about 50 percent less than what international students have to pay. And so already you're in a deficit, technically speaking, because Chinese students are getting a, you know, preferential price. Also, the idea of building up a research capability is not inexpensive, particularly if you're looking at developing a capability in science and engineering. These are, again, very expensive propositions. Now, I don't want to make it seem like it's all hardship. There are lots of rewarding moments. I think, as I said, the pedagogical side is one of those. And also the opportunity to really build true cross-cultural understanding among young people has been very important. Now, let me just make a couple of comments about where we are in terms of the last two years in particular. No one—you know, when our joint venture was formed, and similarly for the other ones which were formed before ours—could have envisioned what was going to happen, particularly in terms of the U.S.-China trade war, the onset of the protests in Hong Kong, and the issues—human rights issues that have to do with Xinjiang, Tibet, et cetera. And also, as everyone knows, COVID also presented some amazing challenges to the campus. We had to, by late January/early February 2020, we evacuated the whole campus when COVID came. And for the last two years, all of the international students have been studying either in their home country or if they've been able to come to the United States, they've been able to study at Duke during this period. And the big question is, when are these international students going to be able to go back? Which of course, that raises the big question about what is the campus like without international students? Our campus has somewhere between 35 to 40 percent international students. NYU Shanghai has 50 percent international students. Those make for very interesting pedagogical challenges, particularly given the fact that the high school experiences of these young people from China versus all countries—you know, we have forty-one different countries represented at DKU—make for a very challenging learning environment and teaching environment. Now, a couple of the issues that really have been exacerbated over the last two years, first of all are visa issues. Delays in being able to get visas or sometimes denial of visas. Another one are the uncertainties about the campus. Many people think that as Sino-U.S. tensions have risen, OK, the Chinese side is going to shut the campus. No, no, no, the U.S. side is going to shut the campus. And there's been the lack of clarity. And this also not only hurts student recruitment sometimes, but it also can hurt faculty recruitment as well—who are also wondering, you know, what's going to happen in the future and what kind of security of their jobs. Most recently we've also had—particularly because some of the policies adopted during the Trump administration—national security issues. So we want to build a research capability. Let's say the city of Kunshan says: We'll support the building of a semiconductor research capability. Duke University has to say no. That technology now is a more tightly controlled technology and it's not clear what we can and can't do. And so some of these kind of initiatives get interrupted, can't go forward. And everyone is very vigilant to make sure that nobody crosses the line in terms of U.S. law. And, of course, watching out for Chinese law as well. So where is this all going? I think these difficulties are going to continue. The most obvious one that everyone talks about is academic freedom, the ability to deal with these complex, controversial issues. I can say very proudly that up until this point, and at least until when I left in June of 2020, we had not had any kind of explicit intervention that stopped us from doing something, per se. We've had the national committee for U.S.-China relations, China town halls for several years. They didn't have one this past year, but we've had it for several years. We have courses on China politics. We have courses on U.S.-China relations, et cetera. So we haven't had that. But we've had to be flexible. Instead of having an open forum about Hong Kong, we created a minicourse to talk about Hong Kong. So those issues are out there. Academic freedom is a real issue that is one of those redline issues. And everyone is a little bit nervous all the time about getting into that. The other thing, of course, is the fluidity in the Chinese environment itself. We know that China continues to witness political changes, further economic reforms. And a lot of the commitments that were made, you know, five years ago, ten years ago, the ability to see them through. DKU is covered by a CEA, a cooperative educational accord, that promises academic freedom in the engagement of the university's work on campus. Now, if you go out and throw a brick through the mayor's window, well, all bets are off. But while you're on campus, you should be able to have, you know, academic freedom. And this is not a political issue. This is an accreditation issue. If the pedagogy and the learning environment were to become distinctly different, the Southern States Accreditation, which accredits the Duke degrees, could not accredit the degree that's coming out of DKU. And so there must not be any kind of significant gap or significant differentiation in order to preserve that issue of academic integrity. Now, finally, I would say—you know, looking now retrospectively, looking back at all of this, I think there's no more important kind of initiative than these universities. Getting young people from all around the world to sit in the same classroom, engage with one another, even become uncomfortable. It's great if they can do that when they're eighteen to twenty-four so hopefully when they're forty-five to fifty, they sit down and deal with these real issues, they can have some degree of understanding and some perspective of why the other side is thinking the way it does. This doesn't happen automatically on these campuses. There's a lot of orchestration and a lot of fostering of activity. But I would just say that he ability and the opportunity to do this makes this, and makes all of these joint ventures, really exciting opportunities that have larger impact than just the campus on which they sit. And let me stop here. Thank you. FASKIANOS: Thank you very much. That was really a terrific overview. And you really brought your experience to the table. Thank you. So let's go to all of you now for your questions, comments. You can either raise your hand by clicking on the “raise hand” icon, or you can type your question in the Q&A box. Please include your affiliation so I can read it. And when I call on you, please unmute yourself and also say who you are and your academic affiliation, so to put it in context. I'm going to go first, raised hand, to James Cousins. There we go. Q: Hi. Yeah, this is Morton Holbrook at Kentucky Wesleyan College, along with James Cousins. FASKIANOS: Great. (Laughs.) Q: And thanks very much, Dr. Simon. A great explanation. Happy to hear about academic freedom. Could I hear a little bit more about, for example, textbook choice? Do you have to submit—do professors have to submit textbook choices to the party secretary, for example? I assume there's a party secretary there. Is there self-censorship by professors who would want to skip over Tiananmen massacre or the Taiwan issue or the South China Sea issue? Thank you. SIMON: OK. Great question. So I'm happy to say that each professor creates their own syllabus, as they would in the United States. We have three big required courses, one of which is China in the world. And it is to look at the impact of the West on China, and China's impact on the West. And in that course, which every student has to take, we discuss very, very sensitive issues, including the Taiwan issue, including Chinese security policy, including South China Sea, et cetera, et cetera. There are some limitations on books that can be imported through the Chinese customs, because those will be controlled at the customs port. But because we have unlimited access through the internet right directly into the Duke library, any book that any instructor would like to have on their syllabus, that book is available to the students. So we do not have to report any of these teaching intentions to the party secretary. In the case of DKU, the party secretary is the chancellor. That just happened when we got a new chancellor a couple years ago. And we also have a deputy party secretary. But for the most part, they do not intervene at all in the academic affairs of the university. And the main reason for this is that the university must remain accredited for giving out both the Duke degree and the Chinese degree. FASKIANOS: Great. I'm going to go next to a written question from Michael Raisinghani, who is an associate professor at Texas Women's University. And two parts. What are some things you would have done differently going forward based on your experience over the last five years? And this is also—camps onto what the prior question was—does China censor the minicourse on Hong Kong? SIMON: So let me take the second one first. The minicourse on Hong Kong was a sort of an in-place innovation. We got a directive from the government indicating that we were to have no public forum to discuss the events in Hong Kong. And we had had two students who were in Hong Kong during the summer, witness to the events that were going on. And they came back to the campus after the summer wanting to basically expose everything that went on in Hong Kong. Now, obviously we wanted this to be a learning opportunity. And so we didn't mind, you know, talking about the media, the press, you know, who's vantage point, et cetera. So we felt that that could be best done within a minicourse. And so we literally, in real time, created an eight-hour minicourse. We had four of our faculty put together teaching about the society and the issues in contemporary Hong Kong. And each of those classes, you know, they discussed, you know, ongoing issues. I can tell you that there were lots of PRC students attending at the beginning of the session. There were fewer by the end. And we can, you know, extrapolate why they may have pulled out. But nobody pulled out because somehow someone was holding a gun to their head and said: You ought not to be here. So, you know, there's a lot of peer pressure about academic freedom issues. And there also is some issues about self-censorship that exist. And we try to deal with them. We try to make the academic environment extremely comfortable for everybody. But I can tell you, look, there's parental pressure. We don't know who the parents are of some of these kids. They may be even party officials. And so we basically, you know, let the kids determine. But we let the kids say: Look, in the classroom, all—everything goes. And I instituted a policy which I would not have changed, and that is that no cellphones in the classroom. No cellphones at major events, without explicit permission of the participants. And that means that in the class you cannot record by video or by audio what's going on in the classroom without special permission of the—of the instructor when that's happening. During my five years, you know, that worked very well. It raised the level of engagement by all students. And I would say people felt much more comfortable. A hundred percent comfortable? No. That wasn't the case. There is still some uneasiness. What would I have done differently? That's kind of a very interesting question. It kind of comes up because I'm writing a book about my experiences. I think maybe, you know, I would have tried to build more bridges with Duke earlier on. I think that Duke's involvement in this was really what the Chinese side bought. And I think that we needed to get more Duke involvement in terms of trying to sell the DKU opportunity to the faculty. I would have become a little bit more proactive in getting them to understand the benefits of spending a semester or two semesters at DKU. I think we—that would have helped to build more political support for the DKU project back on the DKU—back on the Duke campus in the United States. FASKIANOS: Thank you. I'm going to go next to raised hand, to Maryalice Mazzara. Q: Hi. Hello to both of you. And, Dr. Simon, great to see you. I'm here at SUNY Office of Global Affairs at SUNY Global Center. And I must say, disclaimer, I had Dr. Simon as a boss, my first boss at SUNY. And he was wonderful. So and I've worked a lot with China, as you know, Denis, from when we started, and continuing on. What would you say you would recommend going forward? So you just had a question about, you know, what would you have done differently in the last five years. For those of us, and all of us on the call, who are interested—very interested in U.S.-China positive relations, what would you recommend that we can do at the academic level? SIMON: So one of the things I think we need to realize is that China's Ministry of Education is extremely committed to not only these joint venture projects, but to international engagement as a whole. During my five years, I had an extensive opportunity to interact with a number of officials from the ministry, not only at the central government level but also at the provincial government level. And despite some of the noise that we hear about China regarding self-reliance and closing the door, I think that understanding that China is open for business. It wants to see more international students come into the country. There are now about close to 500,000 international students. China wants to grow that number. You know, there are about 700,000-plus Chinese students studying abroad, 370,000 of them, or so, in the United States. The ministry is very interested. And I think that we need to basically build bridges that continue to be sustainable over time, so that we continue to engage in the educational sphere with China. And that means that perhaps it's time for the two countries to sit down and revise, update, and reconfigure the education cooperation agreement that was signed back when Deng Xiaoping visited the United States in '78, and then formalized in '79. I think that we need to think about altering the rules of the road going forward so it takes into account that China is no longer a backward, or a higher-education laggard. China how has world-class universities, offering world-class curriculum. Collaboration and research between faculty in the U.S. and faculty in China is extensive. We need to make sure that initiatives, like the China initiative through the Justice Department, doesn't take hold and basically lead to the demise or the decoupling of the two countries. Basically, the bottom line is: Keep going forward. Keep being honest with your Chinese partners and your Chinese colleagues. Let them know some of the challenges that you face. And make them feel committed to playing by the rules of the game. And we have to do the same on our side. And if we can do that, I think that the basis for collaboration is not only there, but the basis for expanded collaboration is very real and can help, hopefully, over the long term overcome some of the difficulties and the tensions that we face because of lack of understanding and lack of trust that currently plagues the relationship. FASKIANOS: Great. The next question is from Emily Weinstein, who is a research fellow at Georgetown University. Curious about issues associated with intellectual property. Since JV universities are Chinese legal entities, in the case of DKU does Duke maintain the IP or is it the independent DKU entity? SIMON: Well, right now let's assume that the faculty member is a permanent member of the DKU faculty. Then that faculty member, in conjunction with the Chinese regulatory environment, would own a piece of that IP. The university doesn't have a technology transfer office, like you would see at Duke in the United States, or Stanford, or NYU, et cetera. And I think that probably no one really can see that there would be, you know, just a lot of new IP coming out of this. But I think that now, given the momentum that's been built up in some of these areas, I think that that is an issue. And I think that that's something that will get decided. But right now, it's a local issue. The only way that would be different is if a faculty member from Duke came over, participated in a research project, and then laid claim. China has a—(inaudible)—kind of law in place. And of course, we know the United States does. That would tend to be the basis for a sharing of the IP. And I think that was the basic notion going forward, that as a joint venture whatever came out of these collaborative research engagements, they would be on a shared IP basis. FASKIANOS: Thank you. I'm going to take the next question from Wenchi Yu, who has raised a raised hand. Q: Hi. Thank you. Hi, Denis, good to see you again. A question about—first of all, just a small comment about China still welcoming collaboration internationally at higher ed. I think that's been the case for a couple years. The question now is not so much about their will, but more how, right? So in order to collaborate in a way that neither side compromises our own values and principles, I think that's more of the key question. So I think moving forward if you can just maybe go deeper on this point. How can we really collaborate without, you know, feeling that we're making too much of a compromise? And the second related is, I think what we're seeing in terms of the change of attitude is not just at higher ed level. You and I have talked about K-12 as well. It's also been extremely difficult for international schools as well as online education to even, you know, try to connect students with anything international, whether it's curriculum or, you know, international foreign tutors, educators. So, I mean, do you think, you know, this will impact higher ed? You know, and what is your interpretation of Ministry of Education's attitude? And, you know, how much is what local officials can actually be flexible when it comes to implementation of those bigger policies? SIMON: So I think one of the—one of the challenges I didn't get to mention, but I'll talk about it now, is this issue of homogenization. I think that the Ministry of Education, because of its general approach to curriculum and things of that sort, would like all universities basically to operate very similarly and that there's not a whole bunch of outliers in the system. The special provisions for these joint venture universities are indeed just that, they're very special, they're very unique. And in fact, just like lots of regulation in China, they couldn't cover the entire waterfront of all the operating, all the administrative, and even all the political issues that might come across. And so many of these, the CEA agreement, or the equivalent of that, was signed, you know, are very unique to those nine or ten joint venture universities. And they—as you know, in China just because you sided with Duke doesn't mean that if you're up next you're going to get the same terms and conditions. And I think that right now because of the tensions in the relationship, it would be difficult to actually replicate exactly what Duke, and NYU, and some of the other universities had, particularly because of the very pronounced way academic freedom issues had been—had been dealt with. But I think that each of our universities is very clear about the red lines that exist regarding issues as sensitive, like academic freedom. In other words, there are very few issues that would invite the kind of deliberation about potential withdrawal, but academic freedom is one of those. Religious freedom, in terms of what goes on on the campus is another issue. Again, the campus is sort of like a protected territory in the way an embassy would be, in many ways. And it's not exactly the same. It doesn't have that legal status. But what I'm suggesting here in terms of the operating environment is sort of like that. So up till now, we've been very fortunate that we haven't felt the full brunt, you know, of some of the political tightening that some Chinese universities have experienced. And so we've been pretty—the situation has been pretty good for all of us. But I think that part of the problem is that we were dealing with China in a very asymmetrical, hierarchical kind of manner in the past. And that is that the gap between the two countries was very large in capability, particularly in education and higher education. And therefore, it was from the haves—Europe, the United States, et cetera—to the have-no country. That's no longer the case. And so therefore, that's why I think that in order to get more accommodation from the Chinese side, we have to bring China much more to the table as a co-equal. And as China sits at that table, then we have to secure commitments to say: Look, we commit to doing this when we're in China. You have to commit to doing this, whether it's regarding IP theft, whether it's regarding the censorship of Chinese students in the United States, whether it's all other kinds of things that we know are problems. And at the same time, as many U.S. university leaders have done, we promised to protect our Chinese students, that they don't become the object of attack because we have a kind of anti-China, you know, fervor going through the country, and somehow these students are going to be, you know, experiencing some problems. This is a very difficult period. But I don't see how we can continue to go forward based on a document, or set of documents, that were signed forty-plus years ago. I think we need to begin to consider, both in education and in science and technology, to sign a new agreement that looks at new rules of the game, reflecting the different status of the countries now versus what it was forty years ago. FASKIANOS: I'm going to ask the next question from Qiang Zha from York University in Toronto, Canada. Two questions: A rise in nationalism and patriotism can be observed among Chinese young generations. How is it going to impact the JVs in China? And whether and now the JVs in China impact the country's innovation capacity and performance. SIMON: So it seems that there's two questions there. Let me respond. Professor Cheng Li, who's at Brookings Institution, has just written a very interesting article about this growing patriotism and even anti-Americanism among young Chinese, that I would recommend. And it's a very important article, because I think we had assumed in the past that young Chinese are very global, they're cosmopolitan, they dress the dress, they walk the talk, they listen to the same music. But I think that what's going on in the country especially over the last ten years is an effort to say, look, you know, stop worshiping Western things and start attaching greater value to things Chinese. And I think that that's sort of had an impact. And I think when you go and look at a classroom discussion at a place like DKU, where you have students from forty different countries talking about a common issue, Chinese students tend to band together and be very protective of China. I think that's just a common reaction that they have. Now, in a—as a semester goes on, a few of them will break away a bit from those kind of—you know, that rigidity, and open their minds to alternative ways to thinking about problems and issues, and particularly in terms of Chinese behavior. And I know that I've advised a number of students on projects, papers, et cetera. And I'm almost in awe of the fact of the degree to which they in fact have broken away from the old molds and old stereotypes that they had when they entered the program back in 2018. So this is part of a process that occurs over time. And I think it's something that we have to have some patience about. But I am worried. And I'll just give you an example. You know, a young Chinese student comes to the United States, has their visa. They get to immigration in the United States, and they're turned back all of a sudden and they're forced to go home. No apparent reason, but somebody thinks they're up to no good, or they don't—they weren't from the right, you know, high school, or whatever is the case. We've got to really be careful that we don't start to alienate not only young Chinese—which I think that's a big problem—but also Chinese American faculty and staff who are at our universities, who now feel that they're not trusted or they're under suspicion for doing something wrong. And I know in conversations that I have had with numerous of these people who have talked about should I go back, should I go to a third country? If I'm not in the U.S., should I be in—you know, in Europe? What's a good place for me to go, because I don't feel good—nor does my family feel good—now in the United States. We have created a big problem that's going to have a very negative effect on our talent needs in the 21st century. And that includes young Chinese who would come to the United States for advanced education and hopefully stay here when they get their doctorates, or whatever degree they came for, and Chinese Americans who are here who have been loyal, who have been hardworking, who now feel that somehow they are not trusted any longer. And we're in a big dilemma right now at this point in time. And I think that my experience at this JV university says, look, as I said, it doesn't happen naturally that there's a kumbaya moment that everyone gets together and hugs and is on the same wavelength. There's a lot of intense discussion among these young people that we must recognize. But hopefully, through the process of being put together and making friends and building trust, they can begin to open their minds for different perspectives and different ideas. And I think that if DKU, or NYU Shanghai, or these other campuses are going to be successful, they must continue to push in that direction. Not to close the door, pull the shades down, and simply hide. But they must be open. And one of the things at DKU, all of our events, open—are open. Our China town halls, we invited officials from Suzhou and Kunshan to come and listen to whether it was Henry Kissinger or somebody else who was—Ray Dalio, who was on, or Fareed Zakaria. They're all the same thing, we invited people to come to listen and to have an open mind to these kind of events. So I think that we are a beacon of light in the midst of a turbulence. I think President Price's comment is very apropos to what this represents. FASKIANOS: Thank you. I'm going to take two written questions. The first is from Peggy Blumenthal, who is senior counselor to the president at the Institute of International Education. Do you see a difference in the kinds of Chinese students who enroll in Duke-Kushan versus those who applied to study in Duke in North Carolina? Are they less from elite political families and less wealthy families? And do you have any students from Taiwan or Hong Kong? And then a second question from GianMario Besana, who's at DePaul University, the associate provost for global engagement. How is faculty governance handled? Are faculty teaching at the JV tenured as Duke faculty? SIMON: OK. So, yes, we have students from Taiwan. And we don't always get students from Hong Kong, but we're open to having students from Hong Kong. So there is no limit. The only thing is, and I'll mention this, that all Chinese students, PRC students, must have a quote/unquote “political” course. And that course has been revised sharply by our partner at Wuhan University to make it much more of a Chinese history and culture course. The students from Taiwan must take that course. Now, they don't want to take it and they reject the idea of taking it, but that's a requirement. And so they do take it. But I can assure you, the one that we have is much softer than some of the things that go on at other Chinese Universities. In terms of the caliber of the students, one thing is very clear. As the reputation of places like DKU and NYU Shanghai, et cetera, have grown, the differentiation between who applies to the U.S. campus and who applies to the DKU campus, that differentiation is getting smaller and smaller. And the reason is very simple: we cannot have a two-track system if we're giving a Duke degree to the students graduating at DKU, and the same thing for NYU Shanghai. We must have near equivalency. And we have a very strong requirement in terms of English language capability. We don't trust, frankly, TOEFL. And we don't trust, you know, some of the other mechanism. We now deploy specialized versions of language testing so we can ensure that the quality of the language is strong enough so at the beginning of the engagement on campus, when they matriculate, they are able to hit the ground running. And that helps a great deal. In terms of faculty governance, the faculty in place, you know, at DKU, as far as I know, are able to—in effect, they meet as a faculty. There's an academic affairs committee. We have a vice chancellor for academic affairs who oversees the faculty engagement, in effect. And the faculty do have a fairly loud voice when there are certain things that they don't like. There's a Chinese tax policy is changing. That's going to have a big impact on their compensation. They've made their concerns well known to the leadership. If they don't like a curriculum that is being, you know, put in place and they want to change it, they will advocate, you know, to redo some of the curriculum that has been done, and also alter the requirements. So their voice is heard loudly and strongly. But it's through the vice chancellor for academic affairs to the executive vice chancellor of the campus. It doesn't necessarily go through the chancellor. And I don't mean to suggest that there's full compartmentation of the Chinese side. But there are certain things in which we closely operate together and joint decision making. And then there are things in which basically, at least up to my time, the engagement was a little lighter on the academic side and more intense on the operational side. And I think that that was the model that we had hoped to sustain from the beginning. FASKIANOS: Great. I'm going to take the next question from David Moore from Broward College in Florida. Do you know of any issues the Chinese have with required courses at Duke in U.S. history or U.S. government/political science? And just to give context, he writes, Florida has recently imposed a new required test in civic literacy, which has questions related to the U.S. Constitution, Bill of Rights, and major Supreme Court cases. Next year students in China will need to take this test in order to graduate. Are you aware of any such requirements imposed by other states? SIMON: So I'm not aware right now that North Carolina, for example, has this kind of requirement. But I can tell you that we do teach courses about American government, American society, American culture. In other words, American studies gets a full, you know, treatment, if that's what your major is or that's something that you choose to study. Now, like many places, even on a U.S. campus, except from what you've just told me, I mean, you could go through an entire university education without doing American studies whatsoever. But I think from what I'm hearing from you, that's not going to be the case in Florida now. (Laughs.) We don't—we haven't had that problem. The only requirement, as I said, is on the Chinese side, that Chinese students must have this one course on Chinese history and culture, and they also must have military service. They do this short-term summer military training that they must go through. And I've gone to the graduation. It's a—it's kind of fascinating to watch it. But, you know, it's something that's for bonding purposes. And, you know, that makes China different. Remember, this is not an island existing, you know, in the middle of in the entire China. In some ways, the campus and the fact that we're in China become part of the same reality. It is not the case—you know, we can't be an island unto ourselves. That's when I think real problems would occur. I think the more that we can integrate and understand what's going on in the larger societal context, it's important for our students, particularly the international students who come. And the international students are such a critical element because they represent an alternative perspective on the world that they bring into the classroom, as does our international faculty bring new ideas into the classroom. And those are what basically can open up the minds of our Chinese students. We're not here to make Chinese students think like Americans. We're here to raise global awareness. That's all we want to do. We want to give them alternatives and options and different perspectives on the world, and then let them make up their mind. Let them decide what's the right, or wrong, or comfortable way to think about an issue, and then feel that on this campus and then, you know, further on in their lives, they have the power and they have the capacity to think for themselves. And that's why—just one point I want to make—critical thinking is such an important part of our pedagogy. How to think critically and independently about issues and express yourself in a lucid fashion are part of what we call seven animating features that we want with each of our graduates. And another one is something called rooted globalism. And that is the ability to understand your own roots, but also the ability to understand the roots of others, and bring that to bear as you begin to look at a problem like: Why do these two countries have different views on climate change? Or why do they think different—so differently about handling pandemics, or handling even things like facial recognition and video surveillance? We have one professor who studies this, and he and I have had many numerous conversations about how to involve Chinese students in these discussions, so they don't feel intimidated, but get exposed to these kinds of debates that are going on. Now issues like what's the future of AI, in which we're looking at moral, ethical issues that face societies—all societies, not just American or Chinese society—and how do these get worked out? These are what the opportunities are that we can accomplish in these kind of joint venture environments. FASKIANOS: A next question from Lauren Sinclair. I'm administrator and faculty at NYU Shanghai. I'm very interested in the notion of pedagogical reciprocity and cross-cultural exchange. Do you see any evidence that this is occurring? Do you have qualitative or quantitative measures through institutional or student-level surveys? SIMON: So this occurs—this kind of what I call knowledge transfer occurs because we do have, as I mentioned, 25 percent of the faculty on the campus at any time are Duke or Duke-affiliated faculty. So when we are doing things on the campus at DKU, there are Duke faculty who are exposed to these experiences, they get to hear the students' presentations, et cetera, et cetera. They're part of the discussions about the curriculum. And I can tell you that the Duke curriculum and the DKU curriculum are different in many respects, ours being much more highly interdisciplinary, for example. And we have a project called Signature Work. When our students do this, they get a chance to spend—under normal situation, not COVID—but a semester at Duke. And during that semester at Duke, that also serves as a vehicle for the students to bring with them the things that they've learned, and the way that they've learned them. And we also have vehicles for our faculty in certain cases to spend time at Duke as well. And one best example I have to give you is the COVID experience. DKU was online by March of 2020. With the help of Duke's educational technology people we started delivering curriculum to our students in March, April, May, so that they could finish their semester. Quickly, by time June rolled around, Duke, as well as all sorts of U.S. universities, were faced with the dilemma of how to go online. The experience of DKU in handling the online delivery to students who were located all over the world, and the Duke need to be prepared to do that, had great benefit to Duke when it tried to implement its own online programs. That experience was very positive. The synergies captured from that were very positive. And I think that this serves as a reminder that knowledge and information can go in both directions. You mentioned cross-cultural. And again, I think the more faculty we can get to come and have an experience in China, and that they bring back with them the learning that's occurred, we've seen that now get transported back to Duke, and delivered in Duke classrooms based on the experience that they've had in China. FASKIANOS: Well, this has been a fantastic hour. Thank you very much. We are at the end of our time. It came, alas, too quickly, and I could not get to all the questions. So my apologies. But we will send around the link to this webinar, the transcript, and other resources that Dr. Simon has mentioned. So, Denis, thank you very much for doing this. We really appreciate it. SIMON: My pleasure. And thank you for having me. FASKIANOS: And we will be having our next Higher Education webinar in January 2022. So this is the last one for this year. And we will send an invitation under separate cover. As always, I encourage you to follow @CFR_Academic on Twitter and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for more resources. I'm wishing you all luck with your finals, grading, all of that, wonderful things that you have to do as faulty and as academics. And hope you enjoy the holidays. And of course, stay well and stay safe. And we look forward to reconvening in the new year. (END)

We welcome YOU back to America's leading higher education podcast, The EdUp Experience! In this episode, President Series #110, YOUR guest is Dr. Anthony Cruz, Campus President at Miami Dade College - Hialeah Campus, YOUR special co-host is Dr. Michelle Cantu-Wilson, YOUR host is Dr. Joe Sallustio, & YOUR sponsor is MDT Marketing! In this amazing episode, Joe and guest co-host Dr. Michelle Cantu-Wilson talk with Tony about re-engaging community college students in the Latino/Latina community. The critically important points Tony makes regarding awarding certificates & ensuring certificate credentials ladder into an Associate Degree bring some sense to the "wild-west" environment that is certificate education. Tony also discusses why MDC - Hialeah campus & greater MDC system are critically important in upskilling & reskilling the workforce! Dr. Anthony Cruz recently served as vice chancellor of student affairs at St. Louis Community College in St. Louis, Missouri. During his 22 years of higher education experience, Dr. Cruz has used his expertise to increase educational opportunities, enhance the student experience & bolster student success. Prior to joining St. Louis Community College, Dr. Cruz worked at several community colleges and universities, including Sinclair Community College, Cincinnati State Technical & Community College, Broward College, Kaplan University, & Florida International University. Another awesome episode with YOUR sponsor MDT Marketing! Get YOUR free marketing consultation today! mdtmarketing.com/edup Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - Elvin Freytes & Dr. Joe Sallustio ● Learn more about what others are saying about their EdUp experience ● Join YOUR EdUp community at The EdUp Experience! ● YOU can follow us on Facebook | Instagram | LinkedIn | Twitter | YouTube Thank YOU for listening! We make education YOUR business!

The Sharvette Mitchell Radio Show | Tuesdays | 6:00 pm EST Meet our guest: For more than 40 years, Lady Jerilyn Ward has watched fabric take on shape through her hands. Sewing Creations by Jerilyn, a.k.a. Sewing with Lady Ward, LLC offers the following services: Classes, Alterations, Custom Creations, Personal Styling, and more! Lady Jerilyn is a past Adjunct Instructor at Broward College teaching Fashion Design, Sewing, Business Communication, Introduction to Business Computers, and the Administrative Professional. Learn more at https://sharvette.com/sewing-tips-to-maintain-your-entire-wardrobe-brand-with-lady-jerilyn-ward/ Meet the host: ✔Sharvette Mitchell  helps high achieving service based women entrepreneurs position their expertise with a polished visual brand, increase visibility with speaking opportunities, build authority with a published book and convert more customers with elevated content marketing.  She does this with her signature Platform Builder group coaching program.  ✔Learn more at her website, www.Mitchell-Productions.com ❤Subscribe to her  YouTube channel: https://www.youtube.com/sharvette?sub_confirmation=1

Julia speaks with English professor from Broward College and member of the Xavier Society, Francesca Marinaro, about Chapter 12 of Paul's 1st letter to the Corinthians.

As founding Executive Director of the Elevate Prize Foundation, which identifies social heroes around the world, providing them with transformational resources to amplify their impact and elevate humanity by igniting a chain reaction of goodness. Over the past two decades, García Jayaram has led national institutions and initiatives dedicated to enriching and shaping social-impact, philanthropic and cultural communities across the United States. She most recently served as CEO & President of the National YoungArts Foundation and, prior to that, as President & CEO of United States Artists, where she helped manage $25M in unrestricted awards to this country's most accomplished artists and spearheaded a $20M operating endowment campaign. García Jayaram was also Executive Director of the Chicago Artists Coalition (CAC). While there, she was a member of Mayor Rahm Emmanuel's Cultural Advisory Council and was named “Chicagoan of the Year in the Arts” by the Chicago Tribune. Her philanthropic work extends to serving on the Board of Directors for Guitars Over Guns, the Advisory Council for Ruth's List Florida (which aims to elect progressive women to public office in Florida) and on the Latin American and LatinX Committee for the Perez Art Museum. Garcia Jayaram received her JD (with honors) from the University of Miami School of Law, where she is now an Adjunct Professor as well as a member of the Advisory Committee for the Law School's Art + Sports Law LLM program. She has also studied not-for-profit management at Harvard Business School. In 2019, she delivered the commencement speech at Broward College and received an honorary degree for her commitment to community service and leadership. Carolina Garcia Jayaram on Linked In Elevate Prize Website Elevate Prize on Instagram Elevate Prize on Twitter Elevate Prize on FaceBook

S1.13 - United just announced a major order of airplanes for the coming few years. Edwin Garcia is a passionate pilot at United and he talks about his journey, the present and future outlook of the Aviation industry. 0:00-1:00 introduction 1:15 What is your role at United? 1:50 What routes did you fly? 3:20 Talking about United's airplane order. 5:00 The different routes that United flies. 7:11 Will the 757/767 fleet be impacted by this large order of new aircraft? 9:40 What do you think about United's investment in supersonic flight? 11:10 KTNT a supersonic jetport? 12:35 How did you get interested in aviation? 19:15 Why did you choose Broward College? 20:10 Talking about part 61 and part 141 training. 23:20 The office life versus the pilot life. 25:20 Aviation. The biggest industry with the smallest community. 26:10 Why you should get involved in Aviation. 28:00 Why you should join an Aviation organization. 29:00 Leadership and doing volunteer work. 32:00 Edwin's journey to the cockpit. 41:00 Committed to Aviation. 44:10 Talking about getting a degree. 51:10 Viewer questions.

In this episode, Linda Hengerer talks with Neil Plakcy about writing, his many writing projects, and his writing process.Neil S. Plakcy is the author of over fifty gay romance, gay mystery and adventure, and cozy mystery novels. His eclectic work career includes stints in shopping mall construction, web development, and computer game producing. He grew up in suburban Pennsylvania where the golden retriever mysteries are set, and spent many childhood hours in his lakeside backyard with his dog, chasing butterflies and longing to be in the planes that flew overhead. He is a professor of English at Broward College in the Fort Lauderdale suburbs, where he lives with his husband and two rambunctious golden retrievers. Find him online:WEBSITE: www.mahubooks.com BLOG:         http://mahubooks.blogspot.com AMAZON AUTHOR PAGE:   http://www.amazon.com/-/e/B001JP4EL6 FACEBOOK:      https://www.facebook.com/neil.plakcyGOODREADS: http://www.goodreads.com/author/show/126217.Neil_PlakcyPINTEREST:       http://pinterest.com/neilplakcy/boards/ TWITTER:           https://twitter.com/NeilPlakcyBOOKBUB:        https://www.bookbub.com/profile/neil-s-plakcy INSTAGRAM:    https://www.instagram.com/neilplakcy/ LINKED IN:        www.linkedin.com/in/neilplakcyAmazon Author Profile: https://www.amazon.com/~/e/B001JP4EL6 Quote from E.L. Doctorow: "Writing a novel is like driving a car at night. You can see only as far as your headlights, but you can make the whole trip that way."Get to know Neil - The Tart Words Baker's Dozen:1.  Plotter or Pantser? Combo? I'm a combo—I like to lay out the main points of the story and then let my imagination get me there.2.   Tea or Coffee? Raspberry mocha cappuccino from Starbucks. Though I have become my own barista during the pandemic and now I use either Raspberry Chocolate or Coconut Rum ground beans.3.   Beer, Wine, or Cocktails? Given the choice, I'll order a Cosmopolitan, please, though at home I'm more likely to drink a fruity ale or a cider.4.   Snacks: Sweet or Savory? Sweet. Entenmann's chocolate donuts or chocolate chip cookies.5.   Indie Published, Traditionally Published, or Hybrid? Hybrid, though leaning more toward indie. I still have contracts with one small publisher for a series of erotic anthologies that continue to sell well.6.   Strict Writing Schedule: Yes or No. Yes, in general. Since the pandemic, I've been aiming for three hours every morning, with extra bits as I can fit them in.7.    Strictly Computer or Mix It Up? Strictly computer. I can type a lot faster than I can handwrite. Though I do occasionally dictate notes into my phone if I'm driving and I get an idea.8.    Daily Goal: Yes or No. No goa

Here on the Basic Nerd Experience, Elliot sits with the former staff writer and photographer of the Broward College Student Publication, the Observer. In the first Broward College Observer Squad episode, the trio talk about how Broward College is handling graduation, how they're dealing with the quarantine, chronicle their moments at the school newspaper, and Jovan learns what a simp means. Enjoy and don't forget to subscribe to the BNE channel. #BrowardCollege #Quarentine #StaySafe #The Observer. --- Send in a voice message: https://anchor.fm/miles-gray/message

Welcome to the radio magazine that brings you news, commentary and analysis from a Black Left perspective. I'm Margaret Kimberley, along with my co-host Glen Ford. Coming up: The President of South Africa maintains that the recent riots that followed the arrest former president Jacob Zuma were actually part of an insurrection against the state. And, some things seldom change when the two parties switch places in the United States. President Joe Biden is just as hostile to China and Cuba as Donald Trump was. But first -- Broward County College in south Florida recently hosted a discussion about the turmoil in Haiti, where the president was assassinated by a mercenary force from Colombia. All the participants in the Browder College talk were Haitian Americans – among them, professor Reginald Darbonne and author and activist Pascal Robert, who emphasizes that class is an important part of Haiti's historical dynamic. That was author and activist Pascal Robert, speaking at Broward College, in South Florida. The continuity of US foreign policy, even as the Democrats and Republicans trade places in the White House, is quite amazing. Although Democrats portrayed President Donald Trump as representing everything they opposed, when Joe Biden took control of the Oval Office he left Trump's moves against China and Cuba intact, virtually unchanged. That subject was explored by Sean Blackmon, of Sputnik Radio, in an interview with Netfa Freeman, of the Black Alliance for Peace. That was Netfa Freeman, of the Black Alliance for Peace, on Sputnik Radio with Sean Blackmon and  Jacqueline Luqman. When former South African President Jacob Zuma was arrested on corruption charges, housands of his followers rioted and looted in two African Provinces, last week. President Cyril Ramaphosa claimed the disturbances amounted to an attempted insurrection against the state. To dig deeper into this story, VAV Radio called o Abayomi Azikiwe, editor of the Detroit-based Pan African News Wire.

Welcome to the radio magazine that brings you news, commentary and analysis from a Black Left perspective. I'm Margaret Kimberley, along with my co-host Glen Ford. Coming up: The President of South Africa maintains that the recent riots that followed the arrest former president Jacob Zuma were actually part of an insurrection against the state. And, some things seldom change when the two parties switch places in the United States. President Joe Biden is just as hostile to China and Cuba as Donald Trump was. But first -- Broward County College in south Florida recently hosted a discussion about the turmoil in Haiti, where the president was assassinated by a mercenary force from Colombia. All the participants in the Browder College talk were Haitian Americans – among them, professor Reginald Darbonne and author and activist Pascal Robert, who emphasizes that class is an important part of Haiti's historical dynamic. That was author and activist Pascal Robert, speaking at Broward College, in South Florida. The continuity of US foreign policy, even as the Democrats and Republicans trade places in the White House, is quite amazing. Although Democrats portrayed President Donald Trump as representing everything they opposed, when Joe Biden took control of the Oval Office he left Trump's moves against China and Cuba intact, virtually unchanged. That subject was explored by Sean Blackmon, of Sputnik Radio, in an interview with Netfa Freeman, of the Black Alliance for Peace. That was Netfa Freeman, of the Black Alliance for Peace, on Sputnik Radio with Sean Blackmon and  Jacqueline Luqman. When former South African President Jacob Zuma was arrested on corruption charges, housands of his followers rioted and looted in two African Provinces, last week. President Cyril Ramaphosa claimed the disturbances amounted to an attempted insurrection against the state. To dig deeper into this story, VAV Radio called o Abayomi Azikiwe, editor of the Detroit-based Pan African News Wire.

Mr Vegas joins in this podcast and talks how he graduated from Broward College, his online debates with Damion Crawford, why he respects Alkaline and what caused his 20-year fallout with Sean Paul. Buss Di Utes songs of the week: Mr Vegas: Twinkle Brain - Go Harder: https://bit.ly/2Ta1xJj Ari: Art La Marley - I Can Go: https://bit.ly/3u3rjLR Javi: Amanyea - No Dibby Dibby: https://bit.ly/3yl2VJ7 Naro: Onsoundmynd - Less Care: https://bit.ly/3ozwsKn

Reflections & Stories on celebrating the small victories along the reentry journey.  The Nnamdi Richard Louis Memorial Scholarship is managed by The Broward College Foundation to provide tuition assistance for Broward College students who have one or both parents currently incarcerated.  If you would be so kind to donate to this scholarship, you can do so in two ways: US Mail: Broward College Foundation, 401 E. Las Olas Boulevard, Suite 130-458, Fort Lauderdale, Florida 33301. Make the check payable to The Broward College Foundation and in the check memo, write Nnamdi Richard Louis Memorial Scholarship. Online: https://giving.broward.edu. Choose your donation amount (minimum $10) & you can choose a one-time donation or recurring amount. Click designation and select other, type in Nnamdi Richard Louis Memorial Scholarship, complete the additional information and click Donate Now. 

The Mamas speak with educational consultant and founder of @Admissionisms Dr. Khia Thomas about key tools and resources to help high schoolers successfully navigate the road to college. Dr. Khia Thomas is a proud graduate of Florida Agricultural and Mechanical University and the University of Michigan, where she earned a Ph.D. in Developmental Psychology.Thanks to her hard work, motivation, and persistence at Stanton College Preparatory School, in Jacksonville, Florida, she embarked on her college career with several academic scholarships under her belt. She graduated without having to pay a dime in college costs. She doubled down on a doctoral fellowship at the University of Michigan, which paid for virtually all costs associated with her Ph.D. program. As a psychologist, Dr. Khia forged an area of research expertise in adolescent development and the transition to adulthood, and has presented at national conferences and published in academic journals and texts. She began her post-graduate career in mental health research, and soon found herself longing to return to higher education. In 2011, she accepted a full-time faculty position at Broward College, and has earned high praise as a gifted teacher, mentor, and student advocate.For more on Dr. Khia:Visit admissionisms.comFollow on social @admissionismsFor more on Mamas In Progress:Follow on social @MamasInProgressSubscribe on YouTube @BlackOakTVSend an email  to mamasinprogress@gmail.com

With COVID still persisting on a national and global scale, already existing issues have been exacerbated by this ongoing pandemic, particularly with food-insecure students. Countless students are currently feeling a rise in the pressures of food insecurity, leading Broward College President Gregory Adam Haile to innovate a series of solutions that tackle student hunger effectively and equitably. Join Sara Weissman and President Haile in this Q&A session where we dive deep into the different approaches taken to solving food insecurity among college students. They discuss the impacts and implementations of strategies such as Single Stop, Seahawk Marketplace, and nutrition courses.    KEY POINTS / MAIN TAKEAWAYS: How food insecurity has impacted Broward college students.   What is Seahawk Marketplace and how will it help food-insecure students? How Single Stop simplifies support for students. How can we ensure long-term security for food-insecure students? The impacts of hunger and nutrition on student retention. Advice for other schools and leaders for combating food insecurity.    QUOTABLES: “Many of our students are going to face challenges that are multifaceted and there are opportunities to resolve those challenges. But the question becomes, ‘how do we make sure that students become aware of opportunities?'”   PRODUCTS / RESOURCES: Report Details COVID-19's Massive Impact on Student Food Insecurity https://diverseeducation.com/article/209731/ Visit the Diverse: Issues In Higher Education website: https://diverseeducation.com Or follow us on social media:  Twitter: https://twitter.com/diverseissues Instagram: https://www.instagram.com/diverseissuesinhighereducation Facebook: https://web.facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: https://www.linkedin.com/company/diverse-issues-in-higher-education/ In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at www.instapodcasts.com)   

A few weeks ago, I did an episode with Gianny Honorat and Olivia Wilhoit on their view on healthy relationships. But this week, we're doing something different. On today's episode, I have a discussion with Jayden Strickland, a friend of mine who lives in Fort Lauderdale, goes to Broward College, and attends the Broward Church of Christ. Jayden and I discuss where he, as an introvert, gets his energy from, his lowest moment as a single man, how the church has helped him to be content, and what cheating does in relationships. --- Support this podcast: https://anchor.fm/achosenpeople/support

A few weeks ago, I did an episode with Gianny Honorat and Olivia Wilhoit on their view on healthy relationships. But this week, we're doing something different. On today's episode, I have a discussion with Jayden Strickland, a friend of mine who lives in Fort Lauderdale, goes to Broward College, and attends the Broward Church of Christ. Jayden and I discuss where he, as an introvert, gets his energy from, his lowest moment as a single man, how the church has helped him to be content, and what cheating does in relationships. --- Support this podcast: https://anchor.fm/achosenpeople/support

Listen in as host D. Michelle interviews special guest, ELIZABETH LIEBA, founder Black History & Culture Academy making it possible for Black History to be a year round experience for business leaders. Elizabeth is a literature professor, podcast host and journalist who found her self retelling a story from her youth meant to bring shame but eventually led to her fame as a "Social Justice Warrior." College Professor with more than ten years experience teaching American literature and history at several colleges and universities including Broward College, Miami-Dade College, Florida State College-Jacksonville, and Keiser University. Instructional Design Manager with seven years experience developing and deploying online college courses. Founder and course developer for Black History & Culture Academy a subscription-based, unlimited access, e-learning platform with 20+ self-paced courses on African history and literature, African-American history and literature, and Diversity, Equity, and inclusion LinkedIn Top Voice, Education - October 2020 Social Justice Advocate with CNN Op-Ed piece published November 2020, featured interview published in NY Times October 2020, and Forbes Magazine interview published December 2020 Podcast Co-host for The EdUp Experience podcast with more than 140 episodes and 30,000 downloads in the past year Episode Highlights: 1. Elizabeth's Belong Story - featured on CNN.com 2. The Birth of Black History & Culture Academy (Jan '21) 3. The Power of Empathy in Storytelling/Narratives For More Information: www.blackhistorycultureacademy.com www.thecourgeouslove.com Take the Courageous Love Survey --- Send in a voice message: https://anchor.fm/you-belong-podcast/message Support this podcast: https://anchor.fm/you-belong-podcast/support

Just as there are no two recipes that contain the exact same ingredients or measurements, there are no two success stories exactly the same. Recipe For Success features entrepreneurs, visionary leaders and innovators of all ages who will share their ingredients that make them successful – personally and professionally. Let's get cooking! Ann Marie Sorrell is an award-winning business leader and the President & CEO of The Mosaic Group, an award-winning public relations, marketing, and government relations firm serving clients throughout the United States and Caribbean. Ann Marie oversees the day-to-day operations, serves as Project Manager for most of the firm’s projects, and has managed more than 500 campaigns and projects ranging from $10,000 to $3 billion. Clients include AECOM, Cohen Brothers Realty Corporation, City of West Palm Beach, Broward Health, Children’s Services Council of Palm Beach County, Hallandale Beach Community Redevelopment Agency, Broward College, and the Housing Authority of the City of Fort Lauderdale to name a few. Ann Marie is the author of Chronicles of a Serial Dater, a journey through the good, bad, funny – and steamy – of dating and relationships told through short stories. She holds a Master of Business Administration degree from Nova Southeastern University and a Bachelor of Science degree in Health Care Management from Florida A&M University. She is a Charter Member of the South Florida Business Journal Leadership Trust, and a member of Leadership Palm Beach County, Leadership Florida, Economic Forum, the Forum Club of the Palm Beaches, U.S. Global Leadership Coalition’s Florida Advisory Committee, National Association of Black Women in Construction, Urban League Young Professionals of Palm Beach County and Delta Sigma Theta Sorority, Inc. Ann Marie is a subject matter expert and guru in the field of Marketing and has developed The Marketing MashUp which includes trainings, seminars, webinars, and a book series (will be released in Winter 2020). Learn more about The Mosaic Group: https://mosaicgroup.co/. For more information about Junior Achievement of South Florida, visit https://www.jasouthflorida.org. Follow us on social media: Facebook: https://www.facebook.com/jasouthflorida LinkedIn: https://www.linkedin.com/company/junior-achievement-of-south-florida/ Instagram: https://www.instagram.com/jasouthflorida Twitter: https://twitter.com/JASouthFlorida

Thoroughly enjoyed this conversation with the self styled and inspirational ‘President of Gen Z', Elijah Manley   We talk about his personal life, how he got involved in politics and his future plans   Elijah Manley was born in Fort Lauderdale, Florida. As of June 2020, Manley was attending Broward College for undergraduate study. Manley's career experience includes working in insurance and holding an active 2-14 license. He has been affiliated with the National Youth Rights Association as a board member and immediate past vice president, with the Black Lives Matter Alliance of Broward, as a vice-chair with the Broward school board's human relations committee, and with the United Nations Youth Assembly. I.G. @TheGambian @Kultural.Renaissance @RealElijahManley Twitter: @iElijahManley @MomodouTaal

Trao quyền có ý nghĩa gì đối với sự phát triển của bản thân chúng ta và với những người xung quanh, đặc biệt là giới nữ? Làm sao chúng ta học cách trao quyền cho chính mình và trao quyền cho người khác?Dear Our Community mời bạn cùng lắng nghe câu chuyện của Soline Lê, hiện đang là Giảng viên Ngành Du lịch & Khách sạn tại nhiều trường Đại học tại Việt Nam, những trải nghiệm, vấp ngã, những cú sốc khi sinh sống và làm việc ở những nền văn hoá, xã hội ở ba Châu lục khác nhau đã giúp hình thành nên con người, suy nghĩ của cô ngày nay như thế nào. Cũng chính những trải nghiệm đặc biệt ấy đã khiến cô bắt đầu quan tâm và đam mê về sứ mệnh thúc đẩy quyền của phụ nữ và bình đẳng giới tại Việt Nam, qua công việc cô đang làm với Women's Empowerment Club (Câu Lạc Bộ Trao Quyền Phụ Nữ) một chương trình do Lãnh Sự Quán Mỹ tài trợ, với sứ mệnh phát triển các kỹ năng chuyên môn, xây dựng mạng lưới và trao quyền cho cộng đồng phụ nữ quản lý cấp trung tại Việt Nam trên con đường phát triển sự nghiệp và đặc biệt hơn nữa là phát triển giá trị của bản thân thông qua các hoạt động hỗ trợ cộng đồng phi lợi nhuận tại Việt Nam.Giới thiệu thêm về nhân vật: Soline Lê hiện đang là giảng viên tại trường RMIT, Broward College, Đại học Kinh tế Tài chính, thành viên ban tổ chức của Women's Empowerment Club HCMC, thành viên team chiến lược của dự án Du lịch Y Tế Việt Nam, đồng sáng lập Hội Cựu Học Sinh Thuỵ Sỹ tại Việt Nam. Bạn có thể kết nối với Soline qua trang Linkedin cá nhân của cô ấy tại đây https://www.linkedin.com/in/soline-linh-le/ Hoặc muốn tìm hiểu thêm về Câu Lạc Bộ Trao Quyền Phụ Nữ, vui lòng vào trang https://www.facebook.com/WomensEmpowermentClub.HCMCNếu câu chuyện của nhân vật truyền cảm hứng hay khiến bạn hồi tưởng lại chính trải nghiệm, câu chuyện của chính mình. Hãy gửi những lời chia sẻ hay câu chuyện của qua email của chương trình tại địa chỉ  dearourcommunity@gmail.com.

Ep. 25 Drummer, composer and educator, Rodolfo Zuniga, is back with Benny, Siobhán and Cory to talk about what it takes to land a job with one of the world’s biggest acts, what life is like on tour (and more recently, NOT on tour), how teaching has changed in 2020 and more. Rodolfo Zuniga is a native of San Jose, Costa Rica. Since his arrival in Miami, he's become one of the most sought-after sidemen and educators in South Florida. He tours world-wide with various creative contemporary Jazz projects and world renowned latin pop star Julio Iglesias. He is also a professor at Florida International University, Miami Dade College, and Broward College.  https://www.rodolfozuniga.com/ Facebook - https://www.facebook.com/RZSURFACES/ - Follow the 2020'd crew: Benny Goodman - Instagram: @thebennygoodman Siobhán Cronin - Instagram: @siobhan_violin Cory Paza - Instagram: @corypaza - For more episodes, merch and more visit 2020-d.com Check out our band Lost Symphony Learn more about your ad choices. Visit megaphone.fm/adchoices

Ep. 24 Drummer and composer, Rodolfo Zuniga, joins Benny, Siobhán and Cory to talk about the bands that inspired him to start playing music, moving from Costa Rica to the U.S. to pursue a career as a performer and educator, getting the call to tour with the legendary Julio Iglesias, and more. Rodolfo Zuniga is a native of San Jose, Costa Rica. Since his arrival in Miami, he's become one of the most sought-after sidemen and educators in South Florida. He tours world-wide with various creative contemporary Jazz projects and world renowned latin pop star Julio Iglesias. He is also a professor at Florida International University, Miami Dade College, and Broward College.  https://www.rodolfozuniga.com/ Facebook - https://www.facebook.com/RZSURFACES/ - Follow the 2020'd crew: Benny Goodman - Instagram: @thebennygoodman Siobhán Cronin - Instagram: @siobhan_violin Cory Paza - Instagram: @corypaza - For more episodes, merch and more visit 2020-d.com Check out our band Lost Symphony Learn more about your ad choices. Visit megaphone.fm/adchoices

Just as there are no two recipes that contain the exact same ingredients or measurements, there are no two success stories exactly the same. Recipe For Success features entrepreneurs, visionary leaders and innovators of all ages who will share their ingredients that make them successful – personally and professionally. Let's get cooking! Kelly Alvarez Vitale is the President and Founder of Strategic Philanthropy. She saw a need for a new philanthropic approach and founded Strategic Philanthropy in 2012 on the belief that effective corporate giving is one that fits an organization’s business goals, values and objectives. Kelly understands how targeted philanthropy can help organizations indirectly market products and services to clearly defined market segments and has witnessed how effective philanthropy opens business opportunities. Strategic Philanthropy was one of the first corporate philanthropy consulting firms to launch in Florida. Clients include: Broward College, FPL, Trividia Health, City of Pompano Beach, City of Sunrise, Sun Sentinel, JM Family, Turnberry, Stiles, Templeton & Company, Community Foundation of Broward and Broward Performing Arts Foundation. Strategic Philanthropy has helped clients serve 205 nonprofits and awarded $2 million in sponsorships. Kelly has shown companies that it is not solely about the dollars, but that companies can impact their communities through in-kind donations and volunteer programs. Through programs she has put in place, her clients have donated $800,000 + of in-kind donations and logged over 10,000 volunteer hours, which has had an additional estimated value of $250,000 to directly benefit the community. Moreover, she has been instrumental in growing the MLK Day of Service in Broward County – tripling the projects funded, the number of registered volunteer and total hours logged countywide. She has been published 10 times and twice in PRNews Guidebook on corporate philanthropy as an expert in her field. In the community, Kelly is involved with the Broward Center for the Performing Arts’ Ghost Light Society where she was a founding member, past co-chair for the organization and board member for the Broward Performing Arts Foundation. Her past community involvement includes serving as the Emerge Broward Program Co-Chair as well as serving on the Leadership Broward Foundation Board of Directors. Kelly has co-chaired the Fort Lauderdale Turkey Trot & Paddle and was a founding member of ARC Broward’s The Traveling Plate. Kelly is also a community representative for the Broward Cultural Division’s funding and review panel and is volunteer for United Way’s Reading Pals, Jack & Jill Children’s Center and her alma mater, Florida State University. Kelly is a graduate of Florida State University where she received a master’s degree in Integrated Marketing Communication as well as a double major in Communication and Spanish. Despite being a native Floridian, Kelly is an avid snow skier, having skied for over 20+ years. Her other passion is cooking (and eating what she cooks!). Kelly and her husband, Randall, live in Fort Lauderdale, Florida and spend their free time traveling and chasing their son Grayson. Learn more about Strategic Philanthropy at: https://stratphilanthropy.com/. For more information about Junior Achievement of South Florida, visit https://www.jasouthflorida.org. Follow us on social media: Facebook: https://www.facebook.com/jasouthflorida LinkedIn: https://www.linkedin.com/company/junior-achievement-of-south-florida/ Instagram: https://www.instagram.com/jasouthflorida Twitter: https://twitter.com/JASouthFlorida

This episode features leaders from Purdue Global University and Broward College in Florida, two institutions that are focused on offering credentials that work for under-served student groups, including students who hold down jobs while pursuing credentials. Gregory Adam Haile, Broward's president, talked about the college's work to add short-term credentials that are stackable and feature embedded professional certifications. He also talked about how the college travels into its community to help find students who may not be interested in pursuing a degree right now. We also spoke with Frank Dooley, chancellor of Purdue Global University, an online, public institution that enrolls roughly 36,000 students, 70 percent of whom are eligible to receive federal Pell Grants. Dooley talked about Purdue Global's philosophy on growth and how to be nimble to better meet the demands of students and employers. This episode is sponsored by TimelyMD, a telehealth provider whose mission is to improve the well-being of college students by making virtual medical and mental health care accessible anytime, anywhere. With immediate medical care, scheduled and on-demand counseling, psychiatry and health coaching services, TimelyMD partners with institutions to empower students to thrive in all aspects of their lives. Learn more at timely.md.

On Giving Tuesday, I would like to have you consider donating to The Nnamdi Richard Louis Memorial Scholarship Fund which provides educational aid to Broward College students who have one or more parents currently incarcerated in a state or federal institution. You can give via US Mail to:Broward College Foundation401 E. Las Olas Boulevard, Suite 130-458Fort Lauderdale, Florida 33301In the check memo write: Nnamdi Richard Louis Memorial ScholarshipYou can also give via online:https://giving.broward.edu. Choose your donation amount (minimum $10) which can be a one-time or recurring donation. Click designation and select other, then type in Nnamdi Richard Louis Memorial Scholarship, complete the additional information and click Donate Now. 

His teaching career spans nearly 40 years and includes instruction in English, speech and drama, theater arts, and speech communications. Since his retirement in 2016, Dr. Sennett stays busy writing, speaking, serving on the boards of several non-profits, and offering encouragement and expertise to those in need.  HERB'S BACKGROUND AND PROFESSIONAL EXPERIENCEProfessional StandingAuthor and public speaker living in South Florida, USARetired college professor of theatrical and communication arts.​Former screenwriting teacher and filmmakerRetired army reserves chaplain (rank of Lieutenant Colonel).Active member of Toastmasters International, The Military Officers Association of America, and The American Legion.Educational BackgroundDoctor of Philosophy, Louisiana State University (Major: Theater; Minor: Speech)Doctor of Ministry, Midwestern Baptist Theological Seminary (Major: Christian Ministry)Master of Fine Arts, Florida Atlantic University, (Major: Acting and Directing)Master of Divinity, Southern Baptist Theological Seminary (Major: Christian Ministry)Master of Arts, University of Memphis (Major: Speech and Oral Interpretation)Bachelor of Science in Education, Arkansas State University (Major: Speech Education)Previous ExperienceAdjunct Professor, Palm Beach State College, Lake Worth, FL (2003-2016)Adjunct Professor, Broward College, Ft. Lauderdale, FL (2004-2016)Screenwriting teacher, Miami and Palm Beach Film Schools (2004-2011)Chaplain, U.S. Army Reserves (1983-2004) retired at the rank of Lieutenant Colonel.Associate Professor, Southeastern University, Lakeland, FL (2001-2003)Associate Prof. and Dept. Coordinator, Louisiana College, Pineville, LA (1996-2001)Assistant Prof. and Dept. Chair, Palm Beach Atlantic University, WPB, FL (1985-1996)Senior Pastor, Trinity Baptist Church, Searcy, Arkansas (1983-1985)Founding Pastor, Dublin Baptist Church, Dublin, Ohio (1979-1983)Instructor of Theater, Jefferson Community College, Louisville, Kentucky (1978-1979)English and Speech Teacher, Augusta High School, Augusta, Arkansas (1973-1977)Infantry Officer, U.S. Army Reserves (1968-1976) - Two years active duty (1968-1970) and decorated combat veteran of the Vietnam War.

Mandalas aren't just pretty circles! Lily Mazurek is the creator of the Mazurek Method, a mandala healing modality she developed after her battle with breast cancer. About Lily Lily Mazurek is the Founder and Director of Lily Mazurek's Mandala Workshops in Florida. In 1996 her interest in mandalas sprang to life when she had a life-threatening and life-changing experience with breast cancer. It led to her mandala work for self-healing and, at the continual urging of friends, to create her own mandala workshops. She has been teaching her workshops for 24 years and has developed 5 levels, some of which students can take individually or which can lead to teacher certification in her Mazurek MethodTM. Lily's Mandala Workshops are part of the Arts in Education Program of Broward County Public Schools. She has held workshops at more than 30 organizations, schools, and universities.   An experienced teacher and artist, she has held the positions of Adjunct Professor of Art at Broward College, and Adjunct Professor of Humanities at Nova Southeastern University. She has a BA in Studio Art/Art History and an MA in Arts Management. Her solid background in the arts, arts management, and spirituality includes studying art therapy with pioneer Margaret Naumberg; Dharma with the Dalai Lama; and sound and water crystal formation with Dr. Masaru Emoto. Work with Lilythemandalamessage.com Facebook The Mandala Message Twitter https://twitter.com/MandalaMessage (MandalaMessage) https://www.linkedin.com/in/lily-mazurek-98bb6b10/ (LinkedIn) YouTube https://www.youtube.com/channel/UC-Ok7YNuv8XluYdDjyLlGpA (LilyRose)  Instagram https://instagram.com/themandalamessage (themandalamessage) About NatalieRev. Natalie Calzadilla, MBA is a spiritual business coach who demystifies business operations and technology for spiritual entrepreneurs so they can bring their gifts into the world. Natalie also an artist/illustrator, shamanic angel healer, universalist minister, Zumba instructor, and mother. Work With Nataliehttps://natalie1love.com/ (natalie1love.com) http://instagram.com/natalie1love (Instagram) https://calendly.com/natalie1love/call (Book a Strategy Call) https://start-up-cheat-sheet.ck.page/19e068b725 (Free Soulpreneur Start-Up Cheat Sheet) https://www.natalie1love.com/planner (Buy Productivity Planner) https://www.amazon.com/s?i=stripbooks&rh=p_27%3ACalzadilla+MBA%2C+Rev.+Natalie+Kim&s=relevancerank&text=Calzadilla+MBA%2C+Rev.+Natalie+Kim&ref=dp_byline_sr_book_1 (Buy Coloring Books)

This episode is a conversation featuring Dr. Jamila Rauf JacksonDr. Jamila Rauf Jackson is a Christian woman who has dedicated her life to serving the Lord. She is married to Pastor Alphonso Jackson, Jr., and they have two daughters, Angelina and Allyson Jackson. God is first and foremost in her life, and she strives to serve Him by serving His people. She directs a program at St. Thomas University the provides ministerial development for senior pastors in the South Florida community. She also leads a community of women’s ministry, Graceful Transformations, which she founded in 2018. Dr. Jackson earned her Ph.D. in Practical Theology from St. Thomas University. She worked in the Miami Dade for 10 years, and she served as an adjunct professor at Broward College, St. Thomas University, and Florida Memorial University. She has been a conference speaker, guest lecturer, and panelist member throughout her career and ministry. She is the author of Worth the Wait (2014) and Blooming Believer (2019).She lives by the Word of God and delights in communicating the Word to all who desire to listen. I truly enjoyed my conversation with my dear friend. She encourages us to develop consistency in our relationship with God because this the heart of everything pertaining to our lives. She spoke on how in speaking life, it has to begin with working on the inward path of us, so our heart takes hold of our faith. She finally implores us to not give up on developing our spiritual relationship with God. Even if you fail, just get back up and continue to develop your spiritual muscles. You connect with Dr. Jamila Jackon Devotion Line- every Monday at 9 PM in August. Dail in- 319-527-5017.Facebook: https://www.facebook.com/GracefulTransformations Instagram: @gracefultransformations and @drjamilajacksonReflective ActionThis week we are focusing on seeking out God's direction in our lives, for our purpose, and for our understanding. Ask him where He wants you to be more consistent in your spiritual walk. Listen to Him to find out your next steps. ________________________________________Join our Facebook community:Sisters, Speak LIFE! Podcast Communityhttps://www.facebook.com/groups/sistersspeaklifeHere you will find out like mind listeners. In our community, we strive to create a safe environment that speaks life. We speak love, inspiration, faith, and encouragement. We appreciate you listening to this podcast. Please subscribe, connect with us, and leave a review of encouragement about the podcast. Blessings, Marline Paul, M.Div. Rose of Alpha Omega Founder Ministry Consultant & Christian Life Coach Connect with Marline & Rose of Alpha Omegahttps://linktr.ee/RoseofAlphaOmega {Sister, Speak LIFE! is a ministry of Rose of Alpha Omega, Inc.}Support the show (https://www.patreon.com/RoseofAlphaOmega?fan_landing=true)

Just as there are no two recipes that contain the exact same ingredients or measurements, there are no two success stories exactly the same. Recipe For Success features entrepreneurs, visionary leaders and innovators of all ages who will share their ingredients that make them successful – personally and professionally. Let's get cooking! This episode welcomes Gregory Haile, President of Broward College. Gregory is the seventh president of Broward College. He assumed the role on July 1, 2018. Prior to his appointment, President Haile served as the General Counsel and Vice President for Public Policy and Government Affairs for Broward College from September 2011 to June 2018. Prior to joining Broward College, he was a corporate litigator. Gregory Haile is a public servant, community leader, and an accomplished educator. He has championed his community by serving on over 35 board or committee capacities and in over 20 Chair/President or Vice-Chair/President positions. Further, he and his family routinely volunteer their time to serve local charities and communities. He has also received dozens of recognitions for his leadership, service, and excellence in his profession. He routinely serves as a keynote speaker at events, primarily speaking on the transformational power of higher education. As an educator, Mr. Haile takes time annually to teach a self-designed 4-credit course in Higher Education Law and Policy at Harvard University (Summer School). He previously served as an adjunct professor with Broward College, teaching Business Law and Ethics, and with Miami Dade College, teaching Business Law (self-designed). Mr. Haile was educated at the Columbia University School of Law, where he was a Harlan Fiske Stone Scholar and served as the Editor-in-Chief of the National Black Law Journal and as an Editor of the Journal on Gender and Law. He received his bachelor’s degree from Arizona State University, where he graduated magna cum laude and received the Most Outstanding Graduate award in his college. He received an honorary Doctor of Humane Letters from Nova Southeastern University and is also a fellow of the Vanderbilt University Higher Education Management Institute. Learn more about Broward College at https://www.broward.edu. For more information about Junior Achievement of South Florida, visit https://www.jasouthflorida.org. Follow us on social media: Facebook: https://www.facebook.com/jasouthflorida LinkedIn: https://www.linkedin.com/company/junior-achievement-of-south-florida/ Instagram: https://www.instagram.com/jasouthflorida Twitter: https://twitter.com/JASouthFlorida

John wants to live in a world where he can sing & laugh his way into the hearts of people all over the world.  By doing so he will be spreading the powerful & loving message of the gospel while serving to the underprivileged. He graduated from Broward College with a degree in Journalism. His vision is to inspire young people one person at a time. In conjunction with saving the world through love and song, he states, “My goal is not just to make you laugh. I want to build you up, to lift you up".  And he does so each Sunday morning as one of the worship leaders of his New Covenant Christian Community Church. You'll hear in this episode he how leaves an impression with each person he meets.  His uplifting personality, amazing words of inspiration, sultry voice, humor and charismatic aura are apparent. Starting a foundation to honor the name of my departed brother who was very impactful in that community.  In addition he wants that foundation honor the name of their dad who was very helpful in funding the various causes in the community.Contribute to John's Cause or Start Your Own Cause 

On this Monday, June 15, episode of Sundial: Dueling Rallies In South Florida Protests over police brutality continued in South Florida for the third week in a row. They’re calling for an end to police violence against the Black community and many are proposing sweeping reforms to the criminal justice system, including defunding of police departments. This weekend things were different . There was a “law and order” rally in downtown Miami and in Miami Lakes, Trump supporters celebrated the President’s birthday and carried signs that said “All Lives Matter.”

Today on the Disrupt Yourself Podcast, our guest is Gregory Haile, President of Broward College in Florida. On this episode, Greg takes us through his educational journey and background - beginning as a child in a dangerous neighborhood in Queens, through his decision to attend college. Ultimately graduating magna cum laude from Arizona State University, going to Columbia Law School and eventually President at Broward College two years ago.  Though we did this interview several weeks ago, at the time of this recording, the United States is in the midst of riots and racial protests across the country. We hope this episode will give you a chance to listen and understand and start to help dismantle and battle any feelings of entitlement that might be holding you back from disrupting yourself and growing in the way you’d like to. For a complete transcript and links from this episode, please visit https://whitneyjohnson.com/gregory-haile

Elijah Manley is no ordinary young 21-year-old undergraduate student at Broward College in Fort Lauderdale, southern Florida. He is, in fact, running for election to the Florida House of Representatives to represent District 94.

Today I have with me Crystal Law who teaches future teachers at Broward College in Florida. During our chat, she shares 5 strategies to help student teachers to survive and thrive during teacher quarantine. The five tips are: get your edtech certifications, pour into pd, update your digital portfolio, study for your certification exams, and get to know your state standards. Check out www.sfecich.com/51 for bonuses and links to shownotes!

I'll introduce you to a mother from Tampa, Tonia Root, who faced tragedy head-on and is now sharing the story of what happened to her little boy, Gage, in her new book. Then, my guest storyteller today is Rudy Jean-Bart, an American History and African-American History Professor at Broward College's South Campus. He's going to tell us all about one of Florida's lesser-known historical figures, James Jerome Johnson, a brown-skinned bootlegger who figured out how to work the systems to create his fortunes. And, if you listen all the way to the end, you'll get to hear how I relate to one of these Florida figures. Listen in... PeopleOfFlorida.com For full show notes (with pics!!), visit: http://floridapodcastnetwork.com/network-episodes/people-of-florida-07-tonia-root-from-tampa-and-guest-storyteller-rudy-jean-bart-from-broward-college Link to Sound File for Sight Impaired: Click Here Host & Producer: Jaime ("Jemmy") Legagneur, Chief Enthusiasm Officer Title Sponsor: Interested in becoming POF's next Title Sponsor? Contact FPN today! Featured Photo Credit: Flint Stone Media LLC Guest: Tonia Root from Tampa | Her book: “My Beautiful Boy” Storyteller: Rudy Jean-Bart from Broward College on James Jerome Johnson from West Palm Beach Link: ‘Cracker’ Johnson Ruled His Side Of West Palm In Early 20th Century Link: Support for Single Moms Follow People of Florida on Facebook, Twitter, and Instagram. Additional Support Provided by: Little Smiles, Florida Podcast Network, Flint Stone Media, Listeners Like You!! Partner with FPN: Become the Voice of YOUR Town!! From sponsoring episode segments through creating and growing your own branded show, we have the solution to promote you while we promote Florida! Media Kit Have a suggestion? Join us in the FPN Insiders group on Facebook and let us know! FPN:  Check out the other shows on the Florida Podcast Network We are currently boarding shows to build out our network. And, you don’t want to miss ANY of the new hosts and podcasts were have joining us. Search for and subscribe to “Florida Podcast Network” on iTunes and all your favorite podcast players to get more of this and ALL our shows. Have a suggestion for the Network? Join us in the FPN Insiders group on Facebook and let us know!    FPN:  Check out the other shows on the Florida Podcast Network

I'll introduce you to a mother from Tampa, Tonia Root, who faced tragedy head-on and is now sharing the story of what happened to her little boy, Gage, in her new book. Then, my guest storyteller today is Rudy Jean-Bart, an American History and African-American History Professor at Broward College's South Campus. He's going to tell us all about one of Florida's lesser-known historical figures, James Jerome Johnson, a brown-skinned bootlegger who figured out how to work the systems to create his fortunes. And, if you listen all the way to the end, you'll get to hear how I relate to one of these Florida figures. Listen in...Link to Sound File for Sight Impaired: Click HereHost & Producer: Jaime ("Jemmy") Legagneur, Chief Enthusiasm OfficerTitle Sponsor: Interested in becoming POF's next Title Sponsor? Contact FPN today!Featured Photo Credit: Flint Stone Media LLCGuest: Tonia Root from Tampa | Her book: “My Beautiful Boy”Storyteller: Rudy Jean-Bart from Broward College on James Jerome Johnson from West Palm BeachLink: ‘Cracker’ Johnson Ruled His Side Of West Palm In Early 20th CenturyLink: Support for Single MomsFollow People of Florida on Facebook, Twitter, and Instagram.Additional Support Provided by: Little Smiles, Florida Podcast Network, Flint Stone Media, Listeners Like You!!Partner with FPN: Become the Voice of YOUR Town!! From sponsoring episode segments through creating and growing your own branded show, we have the solution to promote you while we promote Florida! Media Kit

You thought Broward County was just fun, sun, and voting debacles? Think again. Elijah Manley is a 20-year-old student at Broward College who’s running for Florida State House District 94, and he needs your help to make it happen. We caught up with Elijah and talked about education, climate change, gentrification, and his plans for a better Florida (hint: it ... Read More The post Elijah Manley and the Future of Broward County appeared first on Bird Road.

Key West's Roman Faraldo (1-0) says fans should anticipate a highlight reel for his second professional fight thanks to expanding his training. Faraldo is set to make his second walk to the professional cage this weekend at Combat Night at the Omni Auditorium located at Broward College, December 7, 2019. Tickets are on sale. He faces Ramon Butts (1-6). The Roman Show also talked about the $6,500 WWE championship belt. Would you purchase?  Chris Jericho's bubbly is a hit. NXT defeats AEW for the second straight week. Is the steam coming down for the new kids on block? It will be the Cowboy vs the Irishman to kickoff 2020 as Conor McGregor faces Donald Cerrone. The fifth time is the lucky charm at least for Khabib and Tony Ferguson as both will face off for the lightweight strap in April 2020 and Alistair Overeem look for another heavyweight win. Plus, we follow up on the Aniah Blanchard tragedy. Follow us on our socials: Facebook, Instagram, Youtube, Twitter and visit our website.

This podcast is for Broward College nursing students.

We conclude our Back to School series with an interview of Dr. Khia Thomas. Dr. Khia Thomas (pronounced: ‘Kee-yah’) is a proud graduate of Florida Agricultural and Mechanical University and the University of Michigan, where she earned a Ph.D. in Developmental Psychology. Thanks to her hard work, motivation, and persistence at Stanton College Preparatory School, in Jacksonville, Florida, she embarked on her college career with several academic scholarships under her belt. She graduated without having to pay a dime in college costs. She doubled down on a doctoral fellowship at the University of Michigan, which paid for virtually all costs associated with her Ph.D. program. As a psychologist, Dr. Khia forged an area of research expertise in adolescent development and the transition to adulthood, and has presented at national conferences and published in academic journals and texts. She began her post-graduate career in mental health research, and soon found herself longing to return to higher education. In 2011, she accepted a full-time faculty position at Broward College, and has earned high praise as a gifted teacher, mentor, and student advocate. Experience + Expertise Dr. Khia is a self-professed psychology nerd and a cheerleader for student potential and possibilities. After fielding tons of questions on college and career (who better to ask than a professor?), she embarked upon mastering a new skillset: college admissions consulting. Currently, she is a candidate for certificate in Independent Educational Consulting through the University of California at Irvine. A unique set of experiences shapes Dr. Khia’s expertise as an educational consultant. She has over 20+ years invested in the field of higher education. She clears up myths, misconceptions, and getting-into-college confusion with rock solid information. She walks her talk as a mentor who is there for students – personally and professionally – and truly derives satisfaction in helping students achieve their highest potential. Her company, Admissionisms, provides the following services: www.admissionisms.com/ If you need individualized guidance, tailored advice, and hands-on support, that’s where we step in. Pre-college counseling is essential in helping students: Identify and satisfy college admission requirements Pursue challenging academic coursework to maximize college options Explore extracurricular activities to build core college- and career-related skills Navigate the maze of colleges, affordability options, and how-tos of applying to college Student works with us on a one-on-one basis (with regular parent check-ins!), with a high degree of personalized care, time, and attention. They are strategically steered through a process of identifying “best fit” colleges where your student is likely to thrive, supported with customized application plans to ensure that no important date is left behind, and help crafting applications that speak to their unique strengths, interests, and stand out from the crowd. --- Support this podcast: https://anchor.fm/businessscaleinsights/support

Brian McCormick - Head Basketball Coach at Broward College, Author, PhD 01:26 Fake Fundamentals -3 Man Weave -Hidden Conditioning Drills -Addressing the True Reasons For Mistakes -Counting Reps -Practicing the Skill of Running and Passing on the Run -The Benefit of Reading and Reacting vs Defenseless Drills -7v5 Passing Drill -Long Island Passing Drill -Writing the Fake Fundamentals Book 18:28 Practice Structures -"Blocked" Practice -Motor Learning Concept -Basically Doing One Thing -"Constant Block" Practice -"Random Variable" Practice -What Transfers Best to Game Day -Practicing How Your Role Plays In a Game -Argument Against "Game Slippage" 30:22 Getting Skills to Translate to Games (Faking Specifically) -Using Pick Up Games -Reading the Defense to Know What Move to Use vs More and More Moves -Teaching Players When to Use Skills -Working Individually by Yourself Limits You 36:52 The Evolution of Pick Up Games -It Has Been Societal -Planning "Play Date" -Organic Nature of Pick Up Games -Individual Training Has Been Seen As a Solution, But Really It's Pick Up Games -Learning as the Key vs Teaching 47:42 Environments to Create In Practice -"Canada Basketball" Drill (Boxes) -Limiting Dribbles -1v1's With Only Attacking Inside 3pt Line -1v1 With No Scoring Inside Key -"Wildcat Rules" Drill -Making Players Play Fast 56:00 Teaching 2 Man Game -One of the First Things Taught -How to Teach Pick and Roll -How to Read Pick Situation -Attacking Switch Side of the Pick -Side Pick and Rolls -How Personnel Fits 1:05:33 Use of Hesitations and Fakes in 2 Man Game Situations -Working Against Natural Cadence of Hesitating -Teaching When to Hesitate and How to Fake -Working Against Jab Step With No Defender on You Yet -Euro Step -Playing Roles as a Player -Catching and Playing in Space 1:11:20 Drop Steps vs Hip Turns -Overview of Each -Drop Step: Foot Plants -Hip Turn: Turning in the Air -Study Done on This to Determine Which One Is Quicker -Hip Turn Ended Up Being Quicker -Safety of Hip Turns vs Drop Steps With ACL Injuries -Using Bodies Natural Elasticity -A lot of Players Naturally Cross Feet and Hip Turn Naturally Learn More: "Fake Fundamentals" & "Fake Fundamentals 2" on Kindle/Amazon "21st Century Basketball Practice" on Amazon

In Episode 20, DeJuan Marrero had the privilege to sit with Adrian Uter, who is a 13yr professional Basketball player. Adrian shares how he left Jamaica and got into basketball, talks about his Juco experience at Broward College, and what made him choose division one Hofstra University. Adrian also talks about the moment he had 9 blocks in 15 mins, and his transition into being a Professional Basketball player. Adrian has played at the highest level in Europe, such as France, Portugal, and Israel just to name a few. We also go in depth about the importance of Defense and what it is like to be an undersized big man at the power forward and center position. Adrian has won two championships in the BSN in Puerto Rico with Leones De Ponce (2014, 2015). This episode was recorded on May 24, 2019. --- Support this podcast: https://anchor.fm/dejuan-marrero/support

Rarely in a curriculum while learning, we ask children where they feel their emotions in their own bodies and whether those feeling change as their emotions change. Children who feel safe to tackle challenges, assured that they have the skills they need and are comfortable to seek help when needed, do well in school and life. Though in its early stage, research in contemplative studies and mindfulness practices is beginning to show a promising impact of such training on children's emotional regulation and self-control.On this episode school psychologist, Debra A. Krodman-Collins, Ph.D., NSCP, RYT, co-author of S.T.O.P. and Relax; a yoga-based curriculum, will discuss how to use yoga-based self-calming techniques for school-aged children to conquer their primitive lizard brain with the wizardry of executive function. With focused and intentional effort to connect mind and body, one can master the mechanism that governs Executive Function.About Debra A. Krodman-Collins, Ph.D., NSCP, RYTDebra Krodman-Collins is a Florida licensed psychologist, Nationally Certified School Psychologist, and Registered Yoga Teacher. Prior to her 30 years with Florida's Broward County Schools, Dr. Collins served in Bermuda with the Child Development Project, Ministry of Education, and Education Planning Team. She taught psychology as an adjunct professor at Bermuda College and at Broward College. Dr. Collins' work includes diagnostic evaluation of children's learning and behavior, interventions to promote students' progress, and trainings for psychologists, teachers, counselors and parents. She is co-author of S.T.O.P. and Relax.  This yoga-based curriculum equips teachers or therapists to use visual cues and physical exercises to teach self-calming to children with developmental disabilities such as autism.  The forthcoming book Stories of School Yoga: Narratives from the Field, expected from SUNY Press in September 2019, includes a chapter discussing her work. Most recently Dr. Collins has focused on training students and staff to support self-regulation of attention, emotions, and behavior.   Dr. Collins has conducted workshops for national and international conferences, including the Autism Society of America, Learning & the Brain, the Young Child Expo & Conference, and the International Conference on Autism, Intellectual Disability & Developmental Disabilities.Websiteswww.stopandrelax.netwww.stopandrelaxyoga.comBookS.T.O.P. and Relax – Your Special Needs Yoga ToolboxHelpful ResourcesBook: Yoga Therapy for Children with Autism and Special Needs, by Louise Goldberg, 2013Book: The Incredible 5-Point Scale, by Kari Dunn Buron, 2012Book: Stories of School Yoga: Narratives from the Field, edited by Dr. Andrea Hyde, 2019Article: Mindful Based Kindness CurriculumSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Paul talks with Emily Cleary about how she got started as a freelancer, design, content creation, networking, time management and more! Curious by nature and passionate by design, Emily Cleary is a Product Designer and Content Marketing specialist with years of experience working in technology. She is driven by the opportunity to create meaningful and memorable experiences for people through UX design and content creation as well as opportunities to mentor others who are finding a home in design or technology. She founded her LLC, Cleary Co earlier this year to provide UX and Content services to various types of clients. Prior to graduating from Ironhack’s intensive UX/UI program and winning the Hackshow with her final project ‘PARK’, Emily graduated from Florida Atlantic University (FAU) with a Master of Arts in Sociology, and a Bachelor of Arts in Sociology and Business Administration. She worked as a UX Designer and Content Marketing Manager for a SaaS tool, a Conceptual Designer for a video production company, and an Adjunct Sociology Instructor at FAU and Broward College, as well as a Writing Consultant at the University for Excellence in Writing at FAU.  When Emily isn’t being a techie, you can find her singing around town or at the studio, or eating an açai bowl somewhere in Miami. She’s releasing her debut album later this year!

Host: Wanda Tima www.lunionsuite.com/thesuitepodcast17/ www.instagram.com/mrswanda/ Produced by: Dumi of (Silver Slate Studios) silverslate954.wixsite.com/websit Guest: Plus Daddy Instagram: https://www.instagram.com/plusdaddy/ Plus uses laughter as a relief from the harsh realities of being raised by a single Haitian mother while growing up in South Florida. Born Alain Pierre-Louis, Plus, the oldest of three kids used his natural humor and wit to serve as a distraction from the financial hardships he and his family endured. In 2008, Plus gained universal recognition for his Rick Ross parodies, which landed 100,000 views within its first week and garnered over 4 million hits to date. In 2009, Plus extended his art form across a variety of entertainment including sketch comedy, event hosting, stand-up comedy and acting. Guest: Zoe Poze Instagram: https://www.instagram.com/zoepoze/ Zoe Poze is a Self-Proclaimed Social Media Influencer, Actor, & Comedian that has been sharing laughter with the community for years and continues to make his mark every day in our community. Zoe Poze has the professionalism to facilitate your event, the goofiness to energize your events and wit to humor your audience. He is 25 years young and a communications major at Broward College. He loves to travel especially because what he does for a living allows him to do so as well.

Andrea Martini is the founder and President of Andrea Martini, P.A., in Coral Gables, Florida. She exclusively focuses on Immigration and Nationality law and represents clients from all over the United States and abroad in various areas including family-based immigration, removal defense, corporate/business immigration, consular matters, and asylum cases. She was admitted to the Florida Bar in 2007 and served as President of the American Immigration Lawyers’ Association (AILA) South Florida Chapter in 2016. She frequently appears as a speaker on immigration panels and CLE courses and has been featured on various local and national media outlets on the topic of immigration reform and asylum law. She has also taught immigration law as an adjunct professor at Broward College. In 2016, Ms. Martini joined an all-female attorney, volunteer group and traveled to Dilley, Texas where they provided pro bono representation to Central American refugee mothers and children held in detention. Andrea completed her law degree at the early age of 24 and soon after landed a job at a reputable law firm where she stayed for six years. Her time there proved to be invaluable to her professional growth and to what was next in her life. Eventually she transitioned from working at the firm to having one of her own! This has now given her the ability to have more control and flexibility in her life and to live life on her own terms. Take a listen to how she juggles motherhood and career and how intricate and dynamic the life of an immigration lawyer is like. If you or anyone you know needs to connect with Andrea you can reach her @andreamartinipa on Instagram. Thank you for listening and for always sending love and light! Send us your comments and feedback @girlsgoneboss

William Bickerton was a coal miner from England who emigrated to the United States and joined the Church of Jesus Christ of Latter-day Saints in 1845. Without ever having met the church's founding prophet, he soon came to see himself as Joseph Smith's true heir, leading what came to be called simply The Church of Jesus Christ, but more commonly referred to as the Bickertonites. Despite founding the third largest church tracing its lineage back to Joseph Smith, Bickerton's biographer Daniel P. Stone calls him a forgotten prophet—and he's not referring to the memories of members of the Salt Lake-based church. He says in many ways Bickerton has been forgotten in his own movement. About the Guest Daniel P. Stone holds BA and MA degrees in history from the University of Florida and Florida Atlantic University. He has taught classes at Broward College, Schoolcraft College, University of Detroit Mercy, and Wayne County Community College. Currently he is a researcher at a private library-archive in Detroit, where he and his wife Laura, and daughter, Lily, live. He is a deacon in the Church of Jesus Christ established by William Bickerton. The post William Bickerton: Forgotten Latter Day Prophet, with Daniel P. Stone [MIPodcast #87] appeared first on Neal A. Maxwell Institute | BYU.

Last week I brought to you Jonathan’s story, seeing two of his brothers get shot. This week I bring to you Jonathan’s Vision and motivation about dealing with emotional trauma, balancing emotions and mind and tips on starting a non-profit organization. WATCH VIDEO INTERVIEW: https://youtu.be/xn63MBe2-_4 — What we discussed: What’s next for Jonathan Spikes? 2:53 Can fully balance our emotions and our mind after trauma 5:57 Can loneliness lead to losing control of your mind? 8:57 Why should we have faith? 11:12 Writing your vision down 13:23 How a dream during sleep led to the Affirming Youth Foundation 14:47 Things to know when starting a non profit organization 15:50 Connecting and Supporting the Affirming Youth Foundation Closing Remarks 20:2 — South Florida native son, Jonathan Spikes is a cancer survivor, multi-talented author, and founder of Affirming YOUth. Reared in Liberty City, Scott Housing Projects in Miami, Florida for most of his life, Jonathan has had the opportunity to experience many things both positive and challenging which has helped him to define his own way and chart his own course. A graduate of Broward College and Nova Southeastern University, Early in his professional career Jonathan mentored and counseled at-risk students at Horace Mann Middle School and Golden Glades Elementary in Miami-Dade County as a way to give back to his community. This ignited his lifelong dream of helping youth realize that in spite of any situation, “You can do and be anything that you put your mind too.” -- Website: Affirmingyouth.org Facebook: https://www.facebook.com/AffirmingYOU... Instagram.com/affirmingyouth --- Support this podcast: https://anchor.fm/edtalksdaily/support

Imagine seeing your brother shot at 6 years old and another one shot and killed at 21 years old. Can you imagine the trauma? Jonathan Spikes, founder of the Affirming Youth Foundation started an organization to help youth that went through traumatic childhoods through mental health counseling and community. He aims to get the youth to talk it out instead of bottling it in. Who is Jonathan Spikes? -- South Florida native son, Jonathan Spikes is a cancer survivor, multi-talented author, and founder of Affirming YOUth. Reared in Liberty City, Scott Housing Projects in Miami, Florida for most of his life, Jonathan has had the opportunity to experience many things both positive and challenging which has helped him to define his own way and chart his own course. A graduate of Broward College and Nova Southeastern University, Early in his professional career Jonathan mentored and counseled at-risk students at Horace Mann Middle School and Golden Glades Elementary in Miami-Dade County as a way to give back to his community. This ignited his lifelong dream of helping youth realize that in spite of any situation, “You can do and be anything that you put your mind too.” -- This episode is sponspored by: Skillshare. Start learning on Skillshare today with 2 free months at skillshare.eqcm.net/edtalksdaily How to Get Access to Qigong Meditation Videos and Interviews with Holistic Doctors, Exercise Videos and Wellness Coaching Become a Patron: http://patreon.com/ceoambitionist Become a Supporter of this Podcast: https://anchor.fm/ceoambitionist/support What is the Unlimited Power Show? A personal development talk show that serves as an educational platform, featuring millennial entrepreneurs and self-improvement segments. The Unlimited Power Show is a go-to for mental, physical and spiritual health. The concept of this show is matchmaking millennials seeking for answers with people who experienced a similar issue or is professional that can help them with such issue. -- Tune in to Unlimited Power on Various Platforms: http://Linktr.ee/unlimitedpowershow Who is Edouard Gilles? A passionate motivational speaker who aims to empower millennials to embark life with a holistic paradigm by sharing personal development principles and wellness counseling to audiences so that various aspects of health can be improved. He serves as the host of the Unlimited Power Show, a personal development show that serves an educational platform for mental, physical and mental health. His mission which is to empower, motivate and uplift individuals to achieve a whole mind, body and nutrition. Follow Edouard Gilles for Holistic Growth and Motivation; http://Linktr.ee/ceoambitionist --- Support this podcast: https://anchor.fm/edtalksdaily/support

Amy Curdmore is a personal and group fitness trainer for the North Campus of Broward College. I have been working out with Amy in group and personal setting for over three years and I can honestly tell you she is amazing!!! She motivates, inspires, cheers and supports her students through all the pitfalls and hurtles that go along with a workout program. She doesn’t even get mad when you don’t work out for a week! Of course, she shows no mercy In today’s podcast Amy and I discuss her road to Florida, motherhood, trainer and finally to Broward College. We discuss how difficult it is to start a workout program and how rewarding it is. If you are interested in learning about this amazing woman please watch my podcast with Amy Cudmore! You will all the richer for it!! Hit that like button and subscribe to my YouTube channel. I am convinced that if we get enough likes Amy will bring cake and ice cream to at least one work out class!!!! So everyone hint that thumbs up button!!! And SUBSCRIBE!!!! Please like and subscribe to my podcast "All In With Dr Betts" follow me on instagram @all.in.dr.betts facebook @all.in.dr.betts twitter @all_in_dr_betts

Nail your next sales presentation with these five tips for improving confidence, credibility and engagement from public speaking coach, Marsha Freedman.  About Marsha: Marsha Freedman is president of Express Yourself Communications, Inc. Her mission as a communication skills expert is “Changing the world one presentation at a time®." She accomplishes this by developing professionals into more confident, credible, and engaging presenters. Marsha also offers interpersonal communication training. Marsha works with prestigious corporate clients such as DaVita, NextEra/FPL and Perry Ellis. She has conducted over 125 “Presentation Skills for Professionals” workshops in Florida and internationally for the Huizenga School of Business of Nova Southeastern University. She specializes in coaching attorneys and real estate professionals and upper management from firms such as Amadeus, Fortune International, Stiles, Sysco, Motorola, Citrix, and American Express, Marsha holds a master’s degree in mass communication and a bachelor’s degree in education. She has been an adjunct communication professor for the past 18 years (NSU, Barry University, Broward College). Ms. Freedman is the author of an illustrated workbook, Break Your Fear of Public Speaking! and the creator of a mindfulness program, The SET Principle®, to help corporate audiences, as well as college students, manage their emotions so they can achieve better results with less stress. Marsha has been a member of the National Speakers Association for 17 years and has served as a board member for the local chapter (Florida Speakers Association) for many years. She is also a member of ATD (Association for Talent Development). Connect w/ Marsha: ph. 954.474.5235 e. mfreedman@xprself.com About Us: The Miami Real Estate Podcast is made possible by the Cervera Newsroom, a sub-divison of the in-house marketing department at the Miami-based brokerage firm Cervera Real Estate. In the Cervera Newsroom, we complement five decades of experience selling Miami real estate with talent and technology for today’s marketplace.  From expertise in traditional and digital media, industry leading creative talent, and South Florida’s largest social media presence to innovative technology resources, our in-house brand marketing platform is designed to ensure that every client and associate we service succeeds in today’s fast-paced, tech-driven, competitive environment.  To learn more about our company or explore a career with Cervera Real Estate, visit www.Cervera.com or email us at MiamiRealEstatePodcast@Cervera.com, we would love to hear from you!

John Gardner is the host of two popular televisions shows on Velocity; Tech Garage and Motorhead Garage. John is an ASE master certified automotive technology instructor at Chipola College where his motto is “Outdo one another in showing honor”. He completed the General Motors ASEP, Associate of Science degree programs at Broward College and John worked for several years at General Motors as a lead technician. His communication skills and wide knowledge base led him to pursue a career in education completing further studies through Florida International University. His passion for the automotive trade has developed into training for much of the automotive industry. 

On the first edition of Breaking Muscle Presents: The Fight Strength Podcast (NSFW), hosts Phil Daru and Jason Burgos interviewed strength and conditioning coach Nicholas Davenport. Davenport is the founder and director of programming at Mind Body 1. He is also an adjunct professor at Broward College. As a longtime friend of Daru’s—they played collegiate football together—the pair have recently started working together to bring fighters at mixed martial arts (MMA) gym American Top Team (ATT) a chance to partake in some new strength training techniques.  Davenport is a part of a quickly growing trend in the strength and conditioning industry. His work for Mind Body 1 focuses on blending cognitive exercises with an assortment of traditional techniques. The methods he has developed in his Gym-R training center have been blended with the strength training programs Daru implements for several of his MMA athletes, including the recent headliner of UFC Norfolk, Dustin Poirier. Along with interviewing Davenport, Burgos posed a few training-related questions to Daru on the topics of fasting, and developing strength and conditioning programs for Thai boxers.  The Fight Strength Podcast is a weekly show that focuses on the training strategies used to develop elite fighters. Phil Daru is the lead strength and conditioning coach at ATT. Some of the notable fighters he currently works with are former UFC strawweight champion Joanna Jedrzejczyk, the aforementioned Poirier, Colby Covington, and Muhammed “King Mo” Lawal. Co-host Jason Burgos is an MMA journalist who is currently the senior editor of MMASucka.com, and a member of the Mixed Martial Arts Journalists Association. 

A discussion with Brian McCormick, Head basketball coach at Broward College in Florida. Topics include current problems with the way we identify and develop talent, coaching fake fundamentals, and designing practice to increase game intelligence and awareness.   More information about my guest: https://learntocoachbasketball.com/ https://twitter.com/brianmccormick https://www.linkedin.com/in/brianmccormick/   More information: http://perceptionaction.com/ My Research Gate Page (pdfs of my articles) My ASU Web page Podcast Facebook page (videos, pics, etc) Twitter: @Shakeywaits Email: robgray@asu.edu   Credits: The Flamin' Groovies - Shake Some Action Lo Fi is Hi Fi - I’m on a Talk Show Mark Lanegan - Saint Louis Elegy via freemusicarchive.org