Podcasts about Butler University

Natalie van Dongen grew up in a small farming community outside a modest city in central Illinois. She spent most of her youth either in school or in the woods by her home. Approaching high school graduation, she wanted to study theater in college and definitely didn't want to go to Butler University, where both of her parents graduated. But that's where she eventually chose to go. Two weeks ago, she became the Hogsett administration's point person for addressing the concerns and complaints of nearly 1 million Indianapolis residents. In eight years, she had risen from an internship with the mayor's office to the city's director of community outreach. Along the way, her positions included liaison to the City-County Council and then deputy director of policy and planning for the Department of Public Works. She was a key figure in the city's push for universal curbside recycling that's now expected to begin in 2028. In this week's edition of the IBJ Podcast, host Mason King asks Van Dongen about the principles of effective communication with an incredibly broad range of people and organizations. She also digs into the nitty-gritty of universal curbside recycling and the education campaign planned over the next two years. And she excavates her roots in the village of Towanda, Illinois, and how they led her to explore the power of community.

Dean's Chat hosts, Drs. Jeffrey Jensen and Johanna Richey, welcome Dr. Alex Kor to the podcast!   Originally from Terre Haute, Indiana, Dr. Alex Kor is the son of two Holocaust survivors (Michael and Eva Mozes Kor).  He has a B.S. in Chemistry from Butler University and a M.S. in Exercise Physiology from Purdue University. He received his D.P.M. (Doctor of Podiatric Medicine) from the Scholl College of Podiatric Medicine in Chicago.  This episode is sponsored by the American Podiatric Medical Association! Dr. Kor is a full-time podiatrist for Hendricks Regional Health in Danville , Indiana, and is a Clinical Assistant Professor for Marian University College of Osteopathic Medicine.  He is Board-Certified in Foot Surgery by the American Board of Foot and Ankle Surgery, a Fellow and Past President of the American Academy of Podiatric Sports Medicine, and is the Team Podiatrist for Butler University athletics in Indianapolis, IN.   Knowing the importance of being the son of two Holocaust survivors who have both passed away in the last 5 1/2 years, Alex feels an obligation to tell their stories.  Since 1985, he has traveled to Auschwitz more than twenty times with his late mother. He is a member of the CANDLES Holocaust Museum and Education Center Board of Directors and assisted in establishing an exhibit (Eva Kor from Auschwitz to Indiana) to honor his mother in downtown Indianapolis at the Indiana Historical Society.  His new book, co-authored with Graham Honaker, “A Blessing, Not a Burden” which chronicles his parents' lives as well as how they positively impacted Dr. Kor is now available.  Enjoy this discussion with Dr. Kor, an incredible episode!

In this episode, I sit down with Dr. Patrick DeHeer, who shares his incredible 33-year journey in podiatry, from treating NBA players with the Indiana Pacers to performing life-changing surgeries in Haiti and the Philippines. We talk about innovation in podiatry, global medical missions, and why teaching the next generation keeps him inspired. We also explore leadership, international outreach, his invention of the Aquinas Brace, and why he's more excited than ever to lead the profession forward. If you're a podiatrist or healthcare professional looking for a dose of purpose, passion, and perspective, this one's a must-listen. “My goal is to leave the profession better than I found it.” If you're enjoying the Podiatry Legends Podcast, please tell your podiatry friend and consider subscribing.  If you're looking for a speaker for an upcoming event, please email me at tyson@podiatrylegends.com, and we can discuss the range of topics I cover. Don't forget to look at my UPCOMING EVENTS Do You Want A Little Business Guidance?  A podiatrist I spoke with in early 2024 earned an additional $40,000 by following my advice from a 30-minute free Zoom call.  Think about it: you have everything to gain and nothing to lose, and it's not a TRAP. I'm not out to get you, I'm here to help you.  Please follow the link below to my calendar and schedule a free 30-minute Zoom call. I guarantee that after we talk, you will have far more clarity on what is best for you, your business and your career. ONLINE CALENDAR Business Coaching I offer three coaching options: Monthly Scheduled Calls. Hourly Ad Hoc Sessions. On-Site TEAM Training Days around communication, leadership and marketing.   But let's have a chat first to see what best suits you. ONLINE CALENDAR Facebook Group: Podiatry Business Owners Club  Have you grabbed a copy of one of my books yet?  2014 – It's No Secret There's Money in Podiatry  2017 – It's No Secret There's Money in Small Business     (Un-Edited Podcast Transcript) Tyson E Franklin: [00:00:00] Hi, I am Tyson Franklin and welcome to this week's episode of the Podiatry Legends Podcast. With me today is Dr. Patrick Deheer, DPM from Indianapolis, Indiana. Now, if you recognise the name, 'cause it wasn't that many episodes ago, episode 373 when Patrick was on here with Ben Pearl, and Patrick Agnew. We were talking about Podiatry, student recruitment, research, and unity. So if you missed that episode. You need to go back and listen to it. But I picked up pretty early, , when I was talking to Patrick that he's had a pretty amazing Podiatrist career, which is why I wanted to get him back on the podcast. And when I looked through his bio and I saw how much you have actually done, I started to question how many podiatry lifetimes have you actually had? It's I'm looking through your BIO and I've gone. Where, how, where did you find the time to do all this? It's amazing. Patrick Deheer: Thank you. I get asked that question a lot, but I think it's just, I really love what I do and I have a hard time saying no. Tyson E Franklin: It has [00:01:00] to be because I picked that up when we were, did the other episode and you said that towards the end you said, I just love being a Podiatrist. Mm-hmm. And it was actually refreshing to hear someone say that, especially. How many years have you been a Podiatrist for now? Patrick Deheer: So I graduated from Podiatrist school at the Shoal College in 1990. I did a one year residency back then I'm from Indiana. I wanted to come back. All the residencies in Indiana were just one year. And then I did a fellowship with, which there weren't even fellowships after at that point, but I did a fellowship for a year after that. So I had two years of training and so I've been in practice for 33 years in total. Tyson E Franklin: Okay. I've gotta ask a question. Why Podiatrist? How did you get into Podiatrist in the first place? Patrick Deheer: Yeah, that's interesting. I went to Indiana University and I went to school as a pre-dental major and I was gonna be a dentist. And somewhere in my second year, I visited my dentist and I realised that was not a good choice [00:02:00] and, there were several things that didn't resonate with me, and at that point I wasn't sure what I wanted to do. So I was considering marine biology and some other things, and my counselor at IU actually recommended Podiatrist and I didn't know anything about it. And I was, had a, I was talking on the phone with my dad who played golf with a Podiatrist, and he said, well, I know Dr. Ralph Gibney, and he would, I'm sure you could visit him. I did and he loved his job. His patients loved him. He did surgery, had a normal lifestyle. I saw patients leave his office happy, like immediately feeling better. Yeah. He was very successful, just kind and generous and I was like, I can do, I could do that. That looks like a great career and I think. Being really involved with student recruitment, the secret sauce for sure is when a prospective student visits a Podiatrist, just like my experience was so many years ago. They see people who are happy, who love what they do, whose patients appreciate them, who they can help immediately. Feel better. And then, you have the [00:03:00] whole gamut of things you can do within Podiatrist, from diabetic limb salvage to sports medicine to pediatrics to total ankle replacements. So it really gives you a wide range of subspecialties within the profession. So you said you Tyson E Franklin: went Patrick Deheer: to Indiana University, is that right? Yes. Okay. Did you play basketball there as well? I didn't, my dad did. My dad was a very well known basketball player. I love basketball and I'm six foot five, but he was six foot 10 and oh geez, I'm not, I'm not as athletic as he was, but I love basketball. Basketball's been a big part of my life. And that's one of the reasons I was really excited to work with Indiana Pacers, which I was there team podiatrist for 30 years. Tyson E Franklin: I saw that. So you finished in 1990 and from 92 to 2022. You were the Podiatrist for the Indiana Pacers. Yes. How did you score that gig? Patrick Deheer: Well, there's a couple things that happened that led to that. One my mentor was Rick Lde, who was a really big name in [00:04:00] Podiatrist at that point in time nationally and internationally for that fact. He brought arthroscopy into Podiatrist. He was doing it unofficially. And then my dad, like I mentioned, was a big time basketball player. He was actually drafted by the Indiana Pacers in the late 1960s. Oh. And so they knew the name and they worked with Rick Lde and they wanted somebody in more of an official capacity than he had been doing it. And I was in the right place at the right time and I got along really well with the trainer, David Craig. And it just was a great relationship for 30 years. And I take it, you still go to the games? Occasionally. So, they made a change on the orthopedic whole team back in 2022 and they're like, well, we're gonna change everything. And I was like, okay, that's fine. I've done it for 30 years. That was enough. And they had a really nice on the court celebration for me where they recognised me before a game and gave me, I have a couple different jerseys that they've given me, but they gave me one with the number 30 on it to celebrate my 30 years. Oh, that's cool. It was really cool and [00:05:00] it was really fun working with professional athletes. There's a whole sort of nuance to that that I, a lot of people unfortunately don't get experience, but it is it can be challenging. It can be very hectic at times. There's, there can be a lot of pressure involved with it also but it's also incredibly rewarding. Tyson E Franklin: So as, as the Podiatrist for like. Uh, a basketball team at that level. What was it? Was it a a, a daily contact you had with them or was it something once a week you caught up with the players or they only came into your clinic when there was an issue? Patrick Deheer: More the latter, I would say, but I usually would see them at the beginning of the season, help with our orthotic prescriptions and evaluate them, and then as needed. Oftentimes the trainer would call me and ask me to either come to a game or practice and then occasionally they'd have the players would need something more urgent and they would come to my office. But it varied from year to year quite a bit on how much I did on just based on how much they needed me. Tyson E Franklin: Did you go along to the games when you [00:06:00] were the team Podiatrist at the time? Patrick Deheer: Yeah. Not all of them, but definitely some of them. And, they would, the Pacers are such a great organization. They actually had. Every medical specialty as part of their healthcare team and including like, pediatrics for the players kids. And so at the beginning of every year, they would have a a sort of a team doctor reception dinner, and then we would, they'd have a lottery for tickets for us for the games. They would have usually the general managers there and the coach and a player too. And we gotta interact with them and talk with 'em and hang out with 'em. It was just always really fun and the Pacers are just a first class organization and they were great to work with. Tyson E Franklin: What made you decide it was time to. Hang up the boots and not do that. Honestly, Patrick Deheer: it wasn't my decision. It was theirs. They were changing the whole orthopedic team, and yeah, and that's, that happens in sports and especially high levels like that. And initially I was a little bit caught off guard. I can't lie about that, but once I came to terms like, I've done this for a long time Tyson E Franklin: it's okay. [00:07:00] Yeah, I know because we have the Cairns Taipans where I live in the National Basketball League, and it was interesting when they first kicked off 20 something years ago, I was the Podiatrist for the team. Did that first two years. Then all of a sudden there was a change of coach. And they dropped us and just went with another. Podiatrist and we went, well, what the, and we're talking to the team doctor go, what happened there? He goes, oh, I had no control over it. This person knew this person and they've made that decision. I went, oh, okay. Anyway, it only lasted about five months, I think, with the other person. The next minute the coach was ringing up saying, please, we need you to come back. And I'm like, ah, I don't wanna do it now. And they're going, please. So we did, and we did it for the next 15 years. It was a long period of time, but we had a really good arrangement with them. Same thing, doing screens at the beginning of the year and we end up having a, like a corporate box at the game. So we were at every home game and we did a bit of a deal with them to actually get that, [00:08:00] which would be a lot cheaper in the NBL than in the NBAI bet. Yeah. Their budget would be a lot, a lot smaller too in the NBL over here than the NBA. It's crazy sports money over there. Yes it is. Had you worked with other sporting teams as well, or basketball was Patrick Deheer: the main sport you were involved in? Basketball? I worked with the women's. We have A-A-W-N-B-A team also, so I worked with them for a few years, not nearly as long as the Pacers but I worked with them. And then we have a college in Indianapolis called Butler University. I worked with 'em for a few years, but it was again, the basketball team. But I will say. Because of working with professional athletes, I do tend to get athletes from all different types of sports coming to my private office but now official capacity with another team. Tyson E Franklin: So with your career after you graduated and then you did your residency, which was one year back when you did it and you decided you were gonna stay in Indiana, what was the next stage of your career? Patrick Deheer: I've had a [00:09:00] interesting employment history. I worked, went to work for a large group where Rick Lundine, who was my mentor, was one of the owners, and then he left the group after about three years and then went to work for a hospital. So then I followed him and went to work for a hospital for a few years, and then we formed a multi-specialty group. Then I worked in that for a few years and I was like, I think I can do better on my own. So then I was out in practice private practice by myself for several years. And then about four and a half years ago or so the private equity involvement in medicine in the United States has really taken off. And it started in other specialties in medicine, but it hit, it was ha happening in Podiatrist then and still is for that matter. And I was approached by three or four different private equity firms that wanted to buy my practice and have me be involved with their company. And I enjoy, I sold my practice to Upper Line Health back then, and I've been part of that group since. Tyson E Franklin: With um, that transition into private practice, did you, did your practice cover all aspects of [00:10:00] Podiatrist or did you specialize in particular area? Patrick Deheer: I've done everything and I really enjoy all components of Podiatrist. My the things that I'm probably most known for. I'm a big reconstructive surgeon, so I do a lot of reconstructive surgery and I do a lot of pediatrics. Those are probably the two biggest things that I'm most, known for I'm also a residency director in at Ascension St. Vincent's, Indianapolis. And, but I've worked with residents my whole career. I've been a residency director for about six or seven years now. And but I've enjoyed teaching residents for, 33 years basically. And also you go to Haiti and do reconstructive surgery there. So, international medicine has been a big part of my career. I've been on 30 trips total around the world. I've been to several countries. The first one was in 2002. I went to Honduras. One of my former residents that I became really close to he was practicing in Little Rock, Arkansas in a large group there, asked him to go with them and he asked me if I [00:11:00] would join him. And so we went to Trujillo and which is on the eastern coast of Honduras. And, that was in 2002. It was a really kind of small hospital. There was about a hundred people on the, in the group that went there. Not all medical, but most medical we would actually take over the whole hospital. And it was something that just like, I just knew that was like me, like that was so, I just loved it so much and I had such an amazing experience that. I went back there twice and the third time I went, I actually brought with my daughter is my oldest child. She was in high school at the time and watching her go through that experience was probably one of my most favorite international trips. She worked in the eye clinic and just seeing her, see her experience and doing international medicine was really rewarding. Then I wanted to start to go to some other places, and then I stumbled on Haiti. And I really got involved with Haiti. I've been there by far the most, and started working in Haiti, [00:12:00] primarily doing Clubfoot. And in Haiti. I met Kay Wilkins, who was a pediatric orthopedic surgeon from Texas, San Antonio. We started working together on the Haitian Clubfoot project. I also, through my experience in Haiti, my first trip with one particular young man who I did surgery on. Who had a really difficult postoperative course. He was about a 12, 13, or 12-year-old boy who I did clubfoot surgery on. And after that first trip when I came back home, about a week later, I called down to the orthopedic surgeon who was covering our cases and taking care of the patients postoperatively. And we did several cases. I had my good friend Mike Baker, who's a Podiatrist residency director in Indianapolis also. And then we had an anesthesiologist from the. Hospital and Steve Offit, who's a Podiatrist who was a resident at the time, we went down together. So I called and asked how everybody was doing. We did maybe 30 surgeries or something, and they said Everybody's fine except for the kid. He had a really bad wound, dehiscence and infection we're gonna have to amputate his leg. And I said, well, [00:13:00] how long can you wait? And yeah, they said Could maybe wait a week or so. This young man, his name is Wilkin. He lived in the middle of Haiti and he had no paperwork, nothing. I was fortunate. I was in a fraternity at Indiana University and two of my fraternity brothers, their dad was our state senator, one of our state senators, and working through his office. In the Haitian embassy in the US we were able to get him a passport and visa. Within a week. There happened to be a group called the Timmy Foundation from Indianapolis and Porter Prince. They brought him up to Indianapolis. I got the hospital where I worked at that time to admit him. And I got a whole team of doctors involved, pediatricians, infectious disease, plastic surgeons, and we got his wound stabilized. Then one night we were going to do this big massive surgery on him and I fixed his other foot and then the plastic surgeons came in and they did a rectus abdominis flap from his stomach and connected it to fill in. He had a big [00:14:00] wound on his medial sort of heel area, and then they did a split thickness skin graft over that. We had to wait until all the regular surgeries were done 'cause everybody was doing it for and then he stayed in the hospital for about a month after that. And then there were some other people from a church who went with us too here. And one of them brought him into his home with his family and they took care of him for about three months while he rehab. And he was on the news, the story was on the news and in the newspaper. And then he some he became a little celebrity and, then some local people helped put him through a private school in Port-au-Prince, and he ended up healing both feet really well and moving on and living his life. And it was a long journey, but through that I really thought there has to be a better way of dealing with Clubfoot. So I started going to the University of Iowa and met Dr. Ponseti and I went out there several times and I got to know Dr. Ponseti pretty well. And I just loved working with him and learning from him. And he was the kind most kind, gentle man I've ever met [00:15:00] in my life. He was in his like 92, 93, somewhere early nineties. Oh, right. At that time, seeing patients and. A quick story. One of the most surreal nights of my life, the last time I was there, he invited me to his house for dinner, and his wife was equally famous in her profession. She, they were from Spain and she was a Spanish literature teacher, a professor. And so I go to their house and I'm having beer and pizza with these two 90 year olds who are incredibly famous respective professions. And it was just, I was just like, I cannot believe this. And then he asked me if I wanted to go up to his office and look at his original Deco Dega paintings. I'm like. Yes, let's go do that. That's, I mean, I still kind of get goosebumps thinking about that because , he is the biggest name in pediatric orthopedics, and being able to learn from him and spend as much time as I did with him was really influential in my career. And to still be performing at that age is incredible. That is incredible. Yeah. [00:16:00] His hands were arthritic at that point, but they were almost in the shape of the way he would mold the cast, the clubfoot cast on children. Yeah. 'cause he had done, the thing I loved about him is, he started. His technique in the fifties and everybody thought he was crazy and nobody understood it, and he just kept putting out research and research. In the sixties it was kites method. In the seventies it was posterior release in the eighties. Everybody's like, we don't know what to do now because none of this stuff works. Maybe we should look at that guy in Iowa. And they started looking at it as research. He just kept putting out research and they're like, this may be the answer. And now it's the standard of care according to the World Health Organization. And his story is just really amazing. I have other colleagues here in the US who spent time with him, like Mitzi Williams and learned from him. He didn't care about the initials after your name, if he wanted to help children and put in the effort to learn his technique and he wanted to teach you. And, he was such a kind gentleman. Like I mentioned before, I've never seen a [00:17:00] 90-year-old man get kissed by so many women in my life. People would just be so, I mean, these moms would be just overwhelmed with their appreciation for him and what he did for so many kids. So Tyson E Franklin: the young boy you were talking about before, who went through all that surgery and eventually you saved his limbs, did you ever catch up with him Patrick Deheer: later years? Yeah. I did. I went back several times and to the school he was at, and then the earthquake happened in 20 10 I think it was. I was, uh, I was signed up for this international mission board and I got called about a week after the earthquake in Porter Prince. And they said, you have to be at the airport and you have to bring your own food, your own water and clothes, and we don't know how long you're gonna be here. And so I had my family meet me at the airport and brought as much to as I could, and I flew from Indianapolis to Fort Lauderdale. And then I was in a small airport in Fort Lauderdale and I got on a private plane with two NBA basketball players in a famous football player [00:18:00] who were going down for the earthquake literally a week after. Desmond Howard Alonzo Morning in Samuel Dallen Bear. And so we went, we were on the same flight together and got into Porter Prince and the, there is like a filled hospital at the UN and a big tent. And I get there and they ask me what I do and I say, I'm a Podiatrist, foot and ankle surgeon. And they're like, what else can you do? And I'm like. I go, I can do wound care. And they're like, okay, you're in charge of wound care for the whole hospital. And so, and they're like, and these guys are gonna help you. And they had these Portuguese EMS guys who were there, there were people from all over the world there helping, and everybody was staying in the airport property, which was adjacent to where the UN was. And, they didn't speak any English. I didn't speak Portuguese. And but we would every day go around and premedicate all the patients in the hospital because they had really the, painful wounds, severe crush injuries, massive wounds all over. And then we'd go back through and I would do [00:19:00] wound debridement and do their dressing changes. And these guys helped me. We developed our own sort of way to communicate with each other. And I ended up being there for about eight days and sleeping on a cot with, no bathrooms available that, we just had to makeshift and eventually they got things set up for all the volunteers. And then I went home and through that I met, and one of my other heroes in medicine was John McDonald and he was. Down really the day after the earthquake from Florida. He was a retired cardiothoracic surgeon who got into wound care and he set up the wound care clinic that I took over. And then after I got back, John asked me if I would work in the wound care clinic that he was starting in Porter Prince and if I'd be in charge of the diabetic limb salvage part. And I said that, I said I would. So then I started working with him in Porter Prince at this Bernard Mes Hospital wound care center. So. Tyson E Franklin: Doing this overseas aid work, you must get a lot of enjoyment outta doing it. Patrick Deheer: I love it. I love it. It's not easy. My last trip last late fall was to the Philippines [00:20:00] and I had some travel issues. My total travel time to get to Manila was about 32 hours or so. And but you know, it made it worth it. The it was such a great experience Tyson E Franklin: do you normally go with a team of podiatrists when you. Go and visit Haiti. Do you have a group of podiatrists you go down with? Patrick Deheer: It varies from trip to trip. The more recent trips I've been on to Kenya and to the Philippines, I've gone with steps to walk, which Mark Myerson, who's a orthopedic foot and ankle surgeon, I've gotten to know real well from lecturing together and teaching together. And he started this nonprofit. And I think there, there aren't many podiatrists that are involved with it. There are a few. But he and I have really bonded and gotten to know each other and he asked me if I'd participate in, I really love how they set up their program 'cause it's very much educational based. And one of the things I learned from Kay Wilkins who I went to Haiti with is it's more about. Teaching and sharing your knowledge and experience instead of just what I call parachute medicine, where you go [00:21:00] in and you do 20 or 30 surgeries. It's really about teaching the teachers, especially if you can teach the teachers. Then it's gonna have a mushrooming effect. So you're gonna help, thousands of people instead of 10 or 20 people. Tyson E Franklin: So you are teaching other surgeons down there how to perform these procedures the right way, or? Patrick Deheer: Yes. Well, just, it's not so much that it's my experience in a lot of developing countries is. So for like, reconstructive type stuff, it's gonna be orthopedic surgeons. If it's more wound stuff, it'll be general surgeons. But it's, they just don't get the specialized training that we have. And so that's one of the things that we can bring is we have this knowledge base that they just haven't been exposed to. There are great, like orthopedic surgeons and do a lot of trauma for example, but they maybe don't do a lot of reconstructive flatfoot surgery or Yeah. Or any, yeah. Sarco or something like that where we can give them the, our share, our experience and knowledge and with steps to walk. I really love it [00:22:00] because there's usually five or so faculty and it's mostly foot and ankle orthopedic surgeons, and then myself and from all over the world. And the first day is. And it's all the orthopedic surgeons and residents from pretty much the whole country come in for this program. And so the first day there's a conference where we as faculty present the next day, they line up these patients for us to evaluate. So we evaluate them. They're actually interviewing us. Why we're evaluating, we're telling them what we think and what we would recommend, and then. The so that's on Tuesday. Then Wednesday and Thursday there are surgeries. And then Friday it's either like a cadaver lab or review the surgeries and it's just really great there for the surgeries, there's two faculty nurse, there's a lead surgeon and an assistant surgeon, and then usually two of the orthopedic residents are also on the case too. So there's usually four people on the case. It's really interesting since I have a strong background in pediatrics this year when we were in Manila, there were a lot of pediatric cases. More than half the cases were pediatrics. And the foot and [00:23:00] ankle orthopedic surgeons really don't do a lot of pediatric stuff. They're usually adults. They, usually it's the pediatric orthopedic surgeons who are doing the kids. And so they made meet the lead surgeon on all those cases which was really interesting. Tyson E Franklin: So are they different groups and organizations reaching out to you or are you searching for areas that you feel may need help? When Patrick Deheer: I first started, I was more me searching and trying to find opportunities. Now that I, my name is known people will approach me. For example, I've been working with a colleague in Barbados. She's a she graduated from Podiatrist school in England, and there are seven podiatrists in Barbados who are all non-surgical. And the country actually has a really high amputation rate. And one of the things that they determined, despite everything else that they're doing to try to help reduce that amputation rate, they just needed surgical Podiatrist to be part of it. And we talked at one of the APMA national meetings a couple years ago, and she asked me if I would come down to Barbados. And so I took two of my residents down a CO about. That was [00:24:00] about a year and a half ago and met with her and went to the hospital and I, I was like, yeah, we could definitely help here. There this things like, if a patient has a bunion, a diabetic patient has a bunion that nobody is fixing that, that then leads to an ulcer because it's such a bad bunion that could have been prevented. And. The problem, and this is pretty common in a lot of countries, is they really don't recognise surgical Podiatrist from a credentialing standpoint. And much so in countries like that, were under the English system, they have to change the law. So the government has to change the laws and a force in of nature. Simone McConney is her name, and she's been working with the government to try to give me an exemption so I can start coming down and demonstrating that we can influence the amputation rate and hopefully reduce that significantly. On that Tyson E Franklin: first trip that you just did, was that more of a reconnaissance trip? It was more to go down there and evaluate the area and what is [00:25:00] actually needed. You couldn't actually go down there and perform surgery. Patrick Deheer: Correct. We did see some, we did see patients at a diabetic center and did some minor things like some and things like that. But yeah, it was more, it's more about, and one of the things I've learned is and people ask me about international medicine all the time. It's not going down and saying, here's what I can do. It's about going somewhere and saying, how can I help? What do you need? And then if you can help fulfill the need. Then great. And really, and especially if that can be centered around teaching the local doctors and working with them. And again, it's not that I know anything that I'm a better surgeon than anybody there. It's just I have this really super sub-specialized training that they haven't been exposed to. And then I can share that with them. Tyson E Franklin: Yeah. I've had a few Podiatrist on the podcast who have done some overseas work and there was one Australian Podiatrist and he's been traveling through South America for the last couple of years. Not doing surgery, but just making up inserts or whatever he can get his hands on. And just [00:26:00] doing general routine foot care on people. Mm-hmm. And educating 'em about footwear and protecting their feet. And he's been doing it for a couple of years now and absolutely loves it. Patrick Deheer: I I mean, I've made some maybe not the best decisions. Like I went to Iraq twice in the middle of the Gulf War, for example. Not this. Up in the world. But and Haiti, I've been in Haiti at times when Haiti was in total civil unrest. But I love it so much that the risk is worth it for me to be able to make a difference in people's lives, but also to share the knowledge and experience that I have accumulated over my 35 years and to pay it forward. Tyson E Franklin: So over this period of time you've done a lot of work overseas and, but you've been on a number of different boards and associations. How important is it is it for you to actually be involved in the profession in that way? Patrick Deheer: Well, when I [00:27:00] finished my residency I was at our state meeting and I was complaining about the quality of the meeting and they were like, okay, that's fine. You can be on the CE committee now, the continuing education committee. I'm like, okay, I'll do that. But don't ask me to get involved in politics 'cause I'm never gonna be doing that. I'm gonna be more in the educational stuff. Look at me now. I'm President elective, at APMA and I've had several board positions and i've been on a million committees. And I will o once I got on the board for our state association and went through all those stages or positions on the state board I really started to enjoy the leadership part of that. I liked trying to help direct where the profession is going and in. My whole thing is to leave it better than I found it. My father-in-law was also a Podiatrist and he passed away about a year and a half ago and is mid eighties. He worked in my office until he is like 82 or 83 and I loved Podiatrist, but he really loved Podiatrist and people like [00:28:00] him. My mentor, Rick Lde. I can, Teddy Clark, who was the a president of APMA from Indiana. He was the first African American president of APMA Earl Kaplan, Dalton Glary, who just recently passed away. All those people paved the way for us who are practicing now, and it's our responsibility to pay for pave the way for those people following us and to continue to advance the profession. And I can really do that at a high level. Being involved in a national organization like APMA. Tyson E Franklin: With the national board in the United States, do you connect with associations in other countries a lot or you don't have much to do with them? Patrick Deheer: N not a lot, somewhat, but I do think there's opportunity. It's been interesting to lecture internationally, like at the International Federation for Podiatrist meetings the global health or the global Podiatrist meetings. Yeah, I'm gonna be the speaker next year for it. And, seeing Podiatrist [00:29:00] grow all throughout the world in the different stages that it's in, in different countries is really encouraging. But I think that we need to first work on the lexicon so everybody's usually in the same. Terminology and then start to, to set some like qualifications to what those things mean. I really think they're, the two terms that need to be used, especially on the international platform, are podiatrists and podiatric surgeons, because yeah they're totally different. And you know what the qualifications are for those, I have my own opinions about, but I think the standards need to be set. And then all the countries who want to see Podiatrist flourish within their country need to figure out a way to meet those standards that have been set. Uh, Feel free to share your opinion, tell us what, what, how you think it should be. Yeah, I mean, I think that to be a Podiatrist, it should be a graduate degree, not my, not an undergraduate degree. And then I think to be a pediatric surgeon, you should have a postgraduate medical educational experience, like a residency program. [00:30:00] And I think those are the two qualifiers. I think board certification should be part of that too to be a pediatric surgeon. But the word, podology is used a lot. Chiropodist has still used some in some places. Yeah. And some of 'em are just like almost a technical degree versus a graduate degree. So I think if everybody could start to agree on some standards and some terminology, then everybody can work towards a common goal and help each other. Tyson E Franklin: , Some part of that I agree. And other parts I can see how other people be going. It's gonna be so confusing to try and get it standardised everywhere. Yeah. It's even the UK system they've started introducing. And if there's anyone from the UK listening this, and if I'm wrong please let me know. But they've introduced like apprenticeships where you don't have to be at the university for the whole four years. You can be doing a lot of your education in the clinic itself, and you go to university at different times and they're calling it like an apprenticeship program. Which [00:31:00] is a completely different pathway again. Patrick Deheer: Right. And in, I think in Canada it's more like an undergraduate degree too. I don't know the speci remember the specifics, but I've lectured in Canada and I've talked to a lot of Canadian podiatrists over the years. But again, not a lot of Canadian podiatrists are doing surgery. Kind of varies from province to Tyson E Franklin: province. Well, in Australia we pretty much finish high school and it's an undergraduate degree. We just go straight in, do Podiatrist. Four years later you come out and you start working. Patrick Deheer: Yeah and may maybe that some sort of hybrid model of that would be great. I just think that. It's an evolving profession and it's such an impactful profession on the healthcare system for all these countries that can improve patients' quality of life, keep people walking, keep people active and healthy dealing with problems like. Diabetes and obesity that are gonna lead to foot problems and reducing the complications associated with those [00:32:00] systemic diseases can really impact the overall healthcare system for countries. So I think it's so important for Podiatrist to be part of that equation, but we, we need to establish what the standards are to really have an impact in those healthcare systems. Tyson E Franklin: Yeah, and even if everybody got together, had a big meeting and you're all agreed, it would still be. Generations for, yeah, for it to roll out completely, because you'd have people that are just graduating now, so they've got a 30, 40 year career ahead of them. Patrick Deheer: For sure. And I think the US has set the standard and I think that, people, something along that line with Australia and England and what you've done and Spain now too, looking at all those models and trying to find something that is everybody can say, okay, this is what it means to be a Podiatrist and this is mean, what it means to be a pediatric surgeon. And then. Work with the support the country's podiatric associations to try to work with their [00:33:00] government to, to make that happen. Tyson E Franklin: This is what I found interesting doing the podcast and what I've enjoyed a lot is where I've had Podiatrist from India, from the UEA, from Mauritius, uk, Canada, South Africa, so many different parts of the world. When you talk to 'em and you go through the processes, everyone goes through. There's a lot of similarities between a lot of countries and then, America is on its own in the way that they actually do things. Patrick Deheer: For sure. I mentioned I graduated from Podiatrist school in 1990. To see the evolution of Podiatrist in the United States, even during my career is really amazing. I'm really proud of where we've. Gotten to, we still have things ways to go to really get to where the profession should be, but I'm really proud of the progress our profession has made during my career. Tyson E Franklin: What would you say has been the biggest change you've seen over your 30 years? Patrick Deheer: I really think [00:34:00] that the diabetic limb salvage has integrated Podiatrist into hospital healthcare systems. And then that has expanded, into things like trauma and into reconstructive surgery. Even more so, I think like in the 1970s here in Indiana, there was only one hospital in the whole state that would let podiatrists operate in the hospital. And that was here in Indianapolis. And now to think that, we can admit our own patients and do total ankle replacements or take trauma call or I'm doing pediatric surgery it's just an amazing how far it's come and, to see that progress. I think a lot of it was led by the diabetic limb salvage component of the profession and integrating that, and that helped to integrate Podiatrist into just the healthcare system and it became a key player and amputation prevention. Tyson E Franklin: So it wasn't one significant moment in time where things changed. It was progression over that period of time. [00:35:00] Patrick Deheer: I think guys like Larry Harless David Armstrong, Larry Lavery Robert Feinberg, Lee Rogers. Those people have really help from a diabetic limb salvage part, integrate the whole profession, I think. Tyson E Franklin: I wanna move ahead a little bit. You invented a thing called the Aquinas Brace. Patrick Deheer: Yeah. So I was running to try to lose weight and I got poster tibial tendonitis and I didn't wanna stop running. And I was wearing orthotics. I was taking some steroid pills but it still was really hurting. And so I realised I had Aquinas like everybody. I needed to stretch, so I was wearing a night splint at night to try to stretch out my calf, and I woke up at two in the morning because they're uncomfortable to sleep in. I looked down, I'm sleeping on my side with my knee bent, and I'm like, this is a complete waste of time. Has to go above your knee, or this is doing nothing. And so that was the genesis of it. I realised the brace needed to go above the knee, and then I also realised the foot position mattered too, that you need to have the foot [00:36:00] supinated so that you can lock them in tarsal joint. And then all the force is gonna be in the hind foot. But also when you supinate the foot, you externally rotate the tibia, which locks the knee. You can't lock your knee into full extension unless your tibia externally rotates via the screw home mechanism. So, that's where the idea came from. I had a friend who was a sales rep. I told him about it and he goes, I know the guy that can help us make this come to reality. So the three of us formed a company called IQ Medical Ricky Heath and John Moore. And I. And then we got brought the brace to market. It was really a learning experience for all three of us. It, like anything took much longer than we thought and cost a lot more money than we thought it would, but it's pretty amazing to see something that you dreamed up in your head, come to life into a real thing. Did you use it on yourself and did you get back running? So this was, it took us about five years from, it really took about five years to get it actually in production. I kept [00:37:00] running though. So Tyson E Franklin: did you end up, being one of your own patients testing this out on yourself. Patrick Deheer: Oh, yeah, I was testing all the sort of different versions of it coming up on myself for sure. I have a size 14 shoe, so it's really pushing the limits on the size of the brace, but I was able to try 'em out as we were going through different ideations of it. Tyson E Franklin: And this is what I was talking about when I did the introduction with you. Where you've had a very successful Podiatrist career. You've been on so many boards and associations and held so many different positions. You're gonna be the next president of the APMA. You've done all this volunteer work overseas, you've invented the Aquinas Brace . with all that going on, what's next? You must have other things in the pipeline you're going, I'm gonna do. I've got more to do. Yeah. Patrick Deheer: I, my favorite thing that I do in Podiatrist is being a residency director. I love it. Okay. I have we have [00:38:00] 12 residents at our program, so we have four per year, or it's a three year residency, and I've become really close to the residents. We have a great program and I just love teaching. I, I love watching the residents develop. We just had a new group start a week ago. So watching 'em develop from July 1st when they start over three years to the June 30th of their third year when they graduate, and I've seen them out. We always have our graduation party in kind of mid-June and it's a kind of a running joke at our residency program that. I cannot get through my speech at their graduation party without getting very emotional because they become like my kids. And yeah I'm so close to them and I'm so proud of them, and I can see what they have to offer to not only their patients but the professional also going forward. And just, it really, it's really something that I love doing and I feel honored to be able to teach them. Tyson E Franklin: So when somebody does Podiatrist in United States, they go to Podiatrist [00:39:00] school, they finish? They get their degree. They've done an undergraduate degree beforehand, haven't they? Then they, yeah. Go to Podiatrist school. If somebody doesn't do residency, they can't work as a Podiatrist. Patrick Deheer: Right. They can't get licensed in the Tyson E Franklin: states Patrick Deheer: any longer Tyson E Franklin: without doing a residency. Yeah. So they do the Podiatrist school. Are there enough positions around the country residencies for everybody who graduates? Patrick Deheer: Yes. There are actually more residency spots now than students. Okay. That's good. Because I'd Tyson E Franklin: heard years ago that sometimes it was a struggle. People would finish and then it was difficult to try and find a residency. I mean, when I was going through it, that was the case. Yeah. And I take it all residencies are not equal. Some are better Patrick Deheer: reputation. Tyson E Franklin: Well, Patrick Deheer: they're all standardised. They're all three year residencies and they're all hold all accountable to the same standards by our governing organization, the Council in Podiatric Medical Education. With that being said, yes, there are some residency [00:40:00] programs that are the leading residency programs for sure. So you Tyson E Franklin: have 12 residencies spots in your program. So there'd be a lot of podiatrists if they really wanted to work with you. Do they contact you while they're in Podiatrist school and start reaching out that way? How do you actually select. He does nce. Yeah. So in, Patrick Deheer: in the US the, and the students during their fourth year rotate through different hospitals. Some, most of the time they're for one month rotations, some are for three month rotations. And it's a little bit of a getting to know each other. It's also part of their educational experience. So they're getting that practical experience and getting out of just the book experience from learning. So we have probably, around 50 to 60 students through the year coming through our residency program as externs. Somewhere between four and or so a month. And then the interviews for residency are always in January, mid-January. And then you rank the students how you like them and they rank the residency programs, how they like them. [00:41:00] And then there's a match that comes out in mid-May and then you find out who you match with. Tyson E Franklin: Okay, so it's not your decision on who actually gets the position. So it doesn't come down to anyone's personal preference that it's an external body that puts them all together. Patrick Deheer: Well, it's not so much an external body it's just you rank your top students and the students rank their top programs. If you pick student, a number one and student a picture, residency, number one, then you're gonna match and they're gonna be one of your residents. Tyson E Franklin: I get It's good to get some insight on how that process actually works, and it's also good knowing there's more residency spots than there are students Patrick Deheer: graduating. Yeah. And while they're here for a month, we get to know them, they get to know us. And then the interviews are part of the mix too. But really, while they're rotating is probably the most important part of it. Because I've had students who were number one in their class who wanted to do our residency, but. It wasn't necessarily a good fit from a culture [00:42:00] standpoint. We are very protective of our culture and sometimes maybe the, top students aren't the be the best fit. I've also had students who were number one in their class who are a great fit, who have been residents at our program too. But we are very protective over the culture. So we wanna look at the the perspective resident global, from a global standpoint and looking at them in the entirety of how they fit in the program. Tyson E Franklin: I think there's a fantastic point that anyone listening to this, even when you were just employing a team member, is you've gotta make sure they fit the culture of your business. Doesn't matter how qualified they are, doesn't matter how many other boxes they tick if they don't fit. It's always gonna be difficult, long term to make it work. Patrick Deheer: Absolutely. I talk to other residency directors and they talk about their challenges with certain, with residents. I never really have any issues with our residents. I think. Part of that is the culture we've established. And part of it is I have two chief residents that are in their third year. The third year residents, two of 'em are [00:43:00] chiefs. I rely really heavily on them. We work very closely. And then I have a program coordinator her name's Carrie and the four of us run the program together. And we all work together. And but everybody is part of it though. We're all, all, so. It would be 12 plus the program coordinator plus me, and we have a clinic, a Podiatrist who runs a clinic. So the 15 of us are all working together, plus we have about 50 podiatrists who are attending surgeons, who our residents work with. So we have a really. Big group of people that we work with, but our residents I, nothing really ever escalates to my level where I've gotta intervene. They just, they all work hard. They all come as willing, eager learners, and I always ask the new residents the same thing to leave the residency program better than they found it. Tyson E Franklin: Have you had anyone that's done the residency that it, they've got halfway through it and just went, this is not working out. We made a mistake. You're not the right fit. Patrick Deheer: Nope. [00:44:00] I, it's interesting I'm known for not being a big fan of fellowships. I think fellowships in the United States have needs to be reigned in. That's another year after training, after residency program are doing, and I think unfortunately, a lot of 'em have become, almost like a fourth year of residency. And fellowships really should be for really specific specialized training. Like if you wanna do diabetic limb salvage or you want to do pediatrics or whatever. But I tell our residents, if you think you need a fellowship because you didn't get adequate surgical training while you were at our residency program, that is my fault. I failed you. And so, in the case that you brought up, that would've been my responsibility. Not the problem of the resident. Tyson E Franklin: So before we wrap up, is there anything else you would like to talk about ? Patrick Deheer: Well, I think one of the other things you asked me about, what excites me now is I started, I invented a surgical a kit for Aquinas surgery for the bowel and gut. And I started a company with three of my sons. [00:45:00] So that's been really fun working with my sons. One of my sons also has a brace company where he sells AFOs and sells the Aquinas brace that I invented. But starting this company with my sons and working with family has been really fun. It some of my most cherished memories were working with my father-in-law when he was still alive and practicing. Even if he was just doing routine care, just hanging out in the office with him and talking shop over dinner and was fun. But I just, i'm really excited about the profession. It's been really great to me and that's why I feel a responsibility to pay it forward and to try to see that it's in a better place than when I entered it. And so that's why I put so much effort into it. I've been in charge of the student recruitment, which we talked about last time, which is another big, yeah. I'm working on right now and I'm really excited about that. And we're looking at expanding that into a branding campaign for the entire profession and getting all the key stakeholders in Podiatrist in the United States involved in that. And it's interesting 'cause osteopathic [00:46:00] medicine to that about. 15 years ago, and it had a really significant impact on osteopathic medicine. I think we can have the same impact on Podiatrist with a national branding campaign where we just elevate the awareness of Podiatrist so people understand what we do and understand that as a potential career for people who are in high school or undergraduate trying to figure out what they want to get into. And it's interesting, we work at a big, our residency's at a big teaching hospital and still their residents in general surgery or neurosurgery who don't really understand what we as podiatrists do, and our residents are interacting with them and say, yeah, oh yeah, we can work on that. And trying to save that limb from being amputated. And they're like, wow, you guys really do that? Tyson E Franklin: And that doesn't surprise me. 'cause nearly anyone I ever talk to when I tell 'em I was a podiatrist and you just explain. What you do, and they go, well, I didn't know you did that. That sounds really interesting. Patrick Deheer: Sure. And I do all parts of Podiatrist and I like all of it. I'm [00:47:00] not above trimming a 90-year-old lady's toenails. I mean, if I can trim a 90-year-old lady's toenails in a corn on her little toe and she walks outta my office and feels immediately better that's an honor for me to be able to help somebody like that. And I take that very seriously. Tyson E Franklin: Okay. Well, on that note, Patrick, I wanna thank you for coming back on the Podiatry Legends Podcast. Sharing part, Oh geez. You sharing part of your story. It's gonna be a smidgen of what you've done. You have done so much. This has been it's been a pleasure having you on here, so thank you very much. Patrick Deheer: It's been awesome having a conversation with You're such a great interviewer. Thank you for having me on. Well, thank you. I'm gonna take that, I'm gonna take, that's a big compliment. Thank you very much. You're really good.

Go to https://cozyearth.com and use code HUMANHR for 40% off their best-selling sheets, pajamas, towels, and more. And if you get a post-purchase survey? Let them know you heard about Cozy Earth right here.In this episode, Traci Chernoff speaks with Lesle Lane, photographer and owner of Studio 13, about her journey in the photography industry, the transition from employees to contractors, and the importance of building a positive work culture. They discuss the gig economy, adaptability in business, and how to create a supportive environment for contractors. Lesle shares her insights on mentorship, the future of work, and the benefits of treating contractors with respect and transparency.Chapters00:00 Introduction to the Podcast03:01 Lesle Lane's Journey in Photography05:59 Adapting to Change in Business09:11 The Transition to Contractors11:47 The Gig Economy and Its Impact15:06 Building a Positive Work Culture17:59 Driving Culture in a Contractor-Based Business21:07 The Future of Contract Work23:47 Conclusion and ResourcesWe hope you enjoyed this episode with Lesle Lane. If you found our discussion insightful, we'd like you to take a moment to rate our podcast. Your feedback helps us grow and reach more listeners who are passionate about these topics. You can also leave a review and tell us what you loved or what you'd like to hear more of - we're all ears!Don't forget to rate, review, and subscribe! Plus, leave a comment if you're catching this episode on Spotify or YouTube.About Our Guest: Lesle Lane is a third-generation photographer with more than 3 decades of personal experience in the industry. She serves on the Alumni Board at her alma mater, Butler University, and earned her MBA from Indiana Wesleyan. Lesle has raised a couple of children into adults and loves being “Bam” to her grandkids. She and her husband live in Noblesville and enjoy days on the lake boating with their two fur babies.Connect with Lesle Lane here:Website: https://www.studio13online.com/ Connect with Traci here: ⁠https://linktr.ee/HRTraci⁠Disclaimer: Thoughts, opinions, and statements made on this podcast are not a reflection of the thoughts, opinions, and statements of the Company by whom Traci Chernoff is actively employed.Please note that this episode may contain paid endorsements and advertisements for products or services. Individuals on the show may have a direct or indirect financial interest in products or services referred to in this episode.

Inside INdiana Business Radio for the afternoon of June 25, 2025. Jasper-based Kimball Electronics is going big on its new facility in Indianapolis. Plus, the Indiana DNR is moving away from paper maps at state parks, and Butler University launches a new institute. Get the latest business news from throughout the state at InsideINdianaBusiness.com.

Dr. Katasha S. Butler, PharmD, MBA, joins The Freedom Forum to share her inspiring rise from a curious grade schooler in Illinois to a senior healthcare leader at Eskenazi Health. With over 20 years of experience, Dr. Butler reflects on her time at Spelman College and Butler University, her rapid ascent into pharmacy leadership, and the challenges she's faced as a Black woman navigating bias in highly regulated systems. She unpacks the complexities of formulary management, regulatory compliance, and strategic partnerships—all while leading with empathy and integrity. From people-first leadership to breaking down barriers in healthcare access and equity, Dr. Butler's story is a powerful testament to purpose, resilience, and the impact of showing up fully and authentically.

Inside INdiana Business Radio for the afternoon of June 18, 2025. Michigan City cut the ribbon today on a major project along the South Shore Line, while another mixed-use development in the city has been delayed. Plus, Butler University gets a gift to launch a new leadership institute. Get the latest business news from throughout the state at InsideINdianaBusiness.com.

Listen to a 2017 interview WFYI's Kyle Long recorded with Brian Wilson, the visionary composer and producer behind the Beach Boys. He died on June 11, 2025, at the age of 82. The Beach Boys are one of the most critically acclaimed and commercially successful bands of all time, selling over 100 million records and charting 37 songs in the U.S. Top 40. Much of that success was due to Wilson's visionary production style. which included unorthodox instrumentation, innovative recording techniques, and most notably the band's iconic vocal harmonies. Those trademark vocal harmonies were directly inspired by the Indianapolis group The Four Freshmen. The Four Freshmen were formed on the campus of Butler University in 1948. Wilson credited the Four Freshmen as his main influence in crafting the Beach Boys' sound. Wilson was such a big fan, he even recruited Four Freshmen arranger Dick Reynolds to work on several Beach Boys projects. During his conversation with WFYI, Wilson discussed his deep appreciation for The Four Freshmen.

Send us a textIn short, Randy Brown is that dude!In this episode, Randy shares how he became a career mentor at Butler University's Lacy College of Business after a decorated corporate journey that culminated in being the CHRO of Anthem (now Elevance).You'll quickly see why we are big fans!To learn more about and connect with Randy, follow him on LinkedIN:https://www.linkedin.com/in/randalbrown1?utm_source=share&utm_campaign=share_via&utm_content=profile&utm_medium=ios_appMusic in this episode is Pelicans by Joe Cooney. Check him out on instagram @cooney.tunes !!Follow us on Instagram! @work_dad_podcast

Sean Imboden is an American saxophonist and composer. Sean has released three albums as a leader, the most recent being Communal Heart by the Sean Imboden Large Ensemble. His music pioneers forward-thinking, original compositions, and presents cutting-edge live performances. Sean has performed and recorded with GRAMMY-winning artists and jazz luminaries, including Slide Hampton, Taylor Eigsti, Mike Rodriguez, Sean Jones, Emmet Cohen, Steve Allee, Kenny Phelps, John Raymond, and Valery Ponomarev (of Art Blakey's Jazz Messengers). A long-time member of Indianapolis-based quartet Tucker Brothers, Sean plays on the band's four critically-acclaimed albums. An active sideman, Sean has appeared on The Tonight Show Starring Jimmy Fallon and with the Radio City Music Hall Orchestra, the Indianapolis Symphony Orchestra, the Buselli-Wallarab Jazz Orchestra, Aretha Franklin, The Temptations, Barry Manilow, Johnny Mathis, and Idina Menzel. Sean toured internationally for many years with various Broadway productions, and as a featured soloist with Blast II. Sean has taught at the Jacobs School of Music at Indiana University, and is currently on faculty at Butler University and Ball State University. Sean is a Conn-Selmer artist, and works with students around the world through his online Virtual Studio.

In this week's basketball coaching conversation, Illinois State head coach Ryan Pedon shares insights on his all in culture philosophy.Since his hiring in 2022, Pedon has steadily improved the program, culminating in a significant 22-14 record and a CBI Championship title in the 2024-25 season, marking a notable step forward for Illinois State basketball.. In his first season as head coach of the Redbirds, ISU finished the season 11-21 while setting a new program record for free throw percentage with .793 (was .775 from the 2001-02 season). His second season saw a four-win improvement, and the team had its highest assist-to-turnover ratio for the season since the 2016-17 season, and freshman Johnny Kinziger earned a spot on the All-Freshman and All-Bench teams during the year.Before taking the helm at Illinois State, Pedon built a strong foundation as an assistant coach at several institutions, including Miami (OH) from 2005 to 2010, Butler University from 2010 to 2013, Providence College from 2013 to 2017, and most recently at Ohio State University from 2017 to 2022. His extensive coaching background—spanning multiple conferences and styles of play—has shaped his approach to modern player development and competitive team strategy.

An interview with Tom Parry from Butler University to discuss his new paper looking at the value of opposed vs unopposed practice in ecological dynamics. Article & Links:The value of opposed and unopposed practice: An ecological dynamics rationale for skill development https://x.com/kestrelpsych https://kestrelpsychology.wixsite.com/kestrelpsychology https://www.linkedin.com/in/tom-parryphd/  http://perceptionaction.com/ My Research Gate Page (pdfs of my articles) My ASU Web page Podcast Facebook page (videos, pics, etc)   Subscribe in iOS/Apple Subscribe in Anroid/Google   Support the podcast and receive bonus content   Credits: The Flamin' Groovies – ShakeSome Action Mark Lanegan - Saint Louis Elegy via freemusicarchive.org and jamendo.com

Grounding Our Purpose https://www.blackagendareport.com/grounding-our-purpose-second-national-black-radical-organizing-conference  INDIANAPOLIS, IN – April 7, 2025 – The Second National Black Radical Organizing Conference (NBROC) will convene approximately 500 Black/African/New Afrikan organizers from Friday, May 30th to Sunday, June 1st, 2025, at Butler University in Indianapolis, IN. This crucial gathering aims to build collective political power, advance revolutionary strategies, and craft a liberated future beyond capitalism, imperialism, patriarchy, and white supremacy. Inspired by the historic 1972 National Black Political Convention, this year's conference, themed “Base-Building for Collective Power,” will focus on skill-building, political clarity, and fostering a movement rooted in self-determination, solidarity, and transformative change in the fight against fascism. A significant component of the conference will be a call to action regarding the Pendleton 2. What: Second National Black Radical Organizing Conference (NBROC) - Action for Pendleton 2 When: May 30 - June 1st, 2025 Where: Butler University, Indianapolis 1000 W 42nd St, Indianapolis, IN 46208 Indianapolis, IN Who: Featuring representatives from: the Black Alliance for Peace, Community Movement Builders, National Black Liberation Movement, Black Men Build, Malcolm X Grassroots Movement, Cooperation Jackson, and more to be announced. Why: To build collective political power, advance revolutionary strategies, and craft a liberated future beyond systems of oppression. The conference aims to address critical issues facing Black communities and strategize for transformative change. A specific action will be called for in regards to the Pendleton 2.

This conversation explores the profound impact of recent immigration policy changes on teachers and students, focusing on the emotional and practical challenges faced in educational settings. Panelists discuss the anxiety and fear stemming from the potential presence of immigration agents in schools, the importance of clear communication and support systems, and strategies for creating safe spaces for students. The discussion highlights the importance of collaboration among educators, community organizations, and school leadership in effectively navigating these challenges. Follow on Twitter @Jenschwanke @drjenschwanke.bsky.social | @jehan_hakim | @msdarasavage @ExcelLYNNCE | @kbustosdiaz | @jonHarper70bd | @bamradionetwork Jehan Hakim is a mother and Houston-based educational consultant with over a decade of experience in empowering educators and organizational leaders through culturally responsive pedagogy and professional development. Jen Schwanke, Ed.D., has been an educator for almost three decades, teaching or leading at all levels. She is the author of four books published by ASCD, including The Principal's Guide to Conflict Management, and has published hundreds of articles in various education publications. In addition to providing professional development to districts in the areas of school climate, personnel, and instructional leadership, Schwanke presents at conferences for ASCD, NAESP, NASSP, AASA, and various state and local education organizations. She is the co-host of the popular “Principal Matters” podcast and an instructor in educational administration at The Ohio State University and Miami University of Ohio. Dr. Schwanke currently serves as a Deputy Superintendent in Ohio.– Kenya Bustos Diaz is a freshman ENL Teacher From Veracruz, Mexico, DACA recipient. Social Justice Mentor for Future Teachers of Color at Butler University Bachelor's Degree in Secondary Education from Butler University. Dara Laws Savage is a 26-year educator from the great state of Delaware. She has served on numerous local, regional, and state committees, and has been Teacher of the Year in two different districts. She is an Emeritus national faculty member of PBLWorks, and is presently the English 9 teacher and Instructional Coach at the Early College High School at Delaware State University while working on her doctorate. Dara is a proud Board of Education member for the Seaford School District (alumna) and she is the owner of Savage Educational Consulting. Tom Rademacher has spent the last two decades devoted to students and education. He's the author of 50 Strategies for Learning without Screens, It Won't Be Easy, Raising Ollie, and the forthcoming chapter book series Bucket and Friends. Tom was named Minnesota's 2014 Teacher of the Year, and before teaching mostly wrote bad poetry and talked about Kurt Cobain. He lives too close to the Mall of America in Minnesota with his wife, son, and absolute chonk of a dog.

Ryan Flessner, What If I Don't Understand Their Thinking? ROUNDING UP: SEASON 3 | EPISODE 15 “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How educators respond in moments like these can have a profound impact on students' learning and their mathematical identities. In this episode, we talk with Ryan Flessner from Butler University about what educators can say or do when faced with this situation. BIOGRAPHY Ryan Flessner is a professor of teacher education in the College of Education at Butler University in Indianapolis, Indiana. He holds a PhD in curriculum and instruction with an emphasis in teacher education from the University of Wisconsin–Madison; a master of arts in curriculum and teaching from Teachers College, Columbia University; and a bachelor of science in elementary education from Butler University. Prior to his time at the university level, he taught grades 3–7 in Indianapolis; New York City; and Madison, Wisconsin. RESOURCES Nearpod Pear Deck GeoGebra  Magma Math TRANSCRIPT Mike Wallus: “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How we respond in moments like these can have a profound impact on our students' learning and their mathematical identities. Today we'll talk with Ryan Flessner from Butler University about what educators can say or do when faced with this very common situation.  Welcome to the podcast, Ryan. Really excited to talk to you today. Ryan Flessner: Thanks, Mike. I'm flattered to be here. Thank you so much for the invitation. Mike: So, this experience of working with a student and not being able to make sense of their solution feels like something that almost every teacher has had. And I'll speak for myself and say that when it happens to me, I feel a lot of anxiety. And I just want to start by asking, what would you say to educators who are feeling apprehensive or unsure about what to do when they encounter a situation like this? Ryan: Yeah, so I think that everybody has that experience. I think the problem that we have is that teachers often feel the need to have all of the answers and to know everything and to be the expert in the room. But as an educator, I learned really quickly that I didn't have all the answers. And to pretend like I did put a lot of pressure on me and made me feel a lot of stress and would leave me answering children by saying, “Let me get back to you on that.” And then I would scurry and try and find all the answers so I could come back with a knowledgeable idea. And it was just so much more work than to just simply say, “I don't know. Let's investigate that together.” Or to ask kids, “That's something interesting that I'm seeing you do. I've never seen a student do that before. Can you talk to me a little bit about that?” And just having that ability to free myself from having to have all the answers and using that Reggio-inspired practice—for those who know early childhood education—to follow the child, to listen to what he or she or they say to us and try to see. I can usually keep up with a 7- or an 8-year-old as they're explaining math to me. I just may never have seen them notate something the way they did. So, trying to ask that question about, “Show me what you know. Teach me something new.” The idea that a teacher could be a learner at the same time I think is novel to kids, and I think they respond really well to that idea. Mike: So, before we dig in a little bit more deeply about how teachers respond to student strategies if they don't understand, I just want to linger and think about the assumptions that many educators, myself included, might bring to this situation. Assumptions about their role, assumptions about what it would mean for a student if they don't know the answer right away. How do you think about some of the assumptions that are causing some of that anxiety for us? Ryan: Yeah. When the new generation of standards came out, especially in the field of math, teachers were all of a sudden asked to teach in a way that they themselves didn't learn. And so, if you have that idea that you have to have all the answers and you have to know everything, that puts you in a really vulnerable spot because how are we supposed to just magically teach things we've never learned ourselves? And so, trying to figure out ways that we can back up and try and make sense of the work that we're doing with kids, for me that was really helpful in understanding what I wanted from my students. I wanted them to make sense of the learning. So, if I hadn't made sense of it yet, how in the world could I teach them to make sense of it? And so we have to have that humility to say, “I don't know how to do this. I need to continue my learning trajectory and to keep going and trying to do a little bit better than the day that I did before.” I think that teachers are uniquely self-critical and they're always trying to do better, but I don't know if we necessarily are taught how to learn once we become teachers. Like, “We've already learned everything we have to do. Now we just have to learn how to teach it to other people.” But I don't think we have learned everything that we have to learn. There's a lot of stuff in the math world that I don't think we actually learned. We just memorized steps and kind of regurgitated them to get our A+ on a test or whatever we did.  So, I think having the ability to stop and say, “I don't know how to do this, and so I'm going to keep working at it, and when I start to learn it, I'm going to be able to ask myself questions that I should be asking my students.” And just being really thoughtful about, “Why is the child saying the thing that she is?,” “Why is she doing it the way that she's doing it?,” “Why is she writing it the way that she's writing it?” And if I can't figure it out, the expert on that piece of paper is the child [herself], so why wouldn't I go and say, “Talk to me about this.”? I don't have to have all the answers right off the cuff. Mike: In some ways, what you were describing just there is a real nice segue because I've heard you say that our minds and our students' minds often work faster than we can write, or even in some cases faster than we can speak. I'm wondering if you can unpack that. Why do you think this matters, particularly in the situation that we're talking about? Ryan: Yeah, I think a lot of us, especially in math, have been conditioned to get an answer. And nobody's really asked us “Why?” in the past. And so, we've done all of the thinking, we give the answer, and then we think the job is done. But with a lot of the new standards, we have to explain why we think that way. And so, all those ideas that just flurried through our head, we have to now articulate those either in writing on paper or in speech, trying to figure out how we can communicate the mathematics behind the answer.  And so, a lot of times I'll be in a classroom, and I'll ask a student for an answer, and I'll say, “How'd you get that?” And the first inclination that a lot of kids have is, “Oh, I must be wrong if a teacher is asking me why.” So, they think they're wrong. And so I say, “No, no, no. It's not that you're wrong. I'm just curious. You came to that answer, you stopped and you looked up at the ceiling for a while and then you came to me and you said the answer is 68. How did you do that?” A child will say something like, “Well, I just thought about it in my head.” And I say, “Well, what did you think about in your head?” “Well, my brain just told me the answer was 68.”  And we have to actually talk to kids. And we have to teach them how to talk to us—that we're not quizzing them or saying that they're wrong or they didn't do something well enough—that we just want them to communicate with us how they're going about finding these things, what the strategies are. Because if they can communicate with us in writing, if they can communicate on paper, if they can use gestures to explain what they're thinking about, all of those tell us strengths that they bring to the table. And if I can figure out the strengths that you have, then I can leverage those strengths as I address needs that arise in my classroom. And so, I really want to create this bank of information about individual students that will help me be the best teacher that I can be for them. And if I can't ask those questions and they can't answer those questions for me, how am I going to individualize my instruction in meaningful ways for kids? Mike: We've been talking a little bit about the teacher experience in this moment, and we've been talking about some of the things that a person might say.  One of the things that I'm thinking about before we dig in a little bit deeper is, just, what is my role? How do you think about the role of a teacher in the moment when they encounter thinking from a student that they don't quite understand […] yet? Part of what I'm after is, how can a teacher think about what they're trying to accomplish in that moment for themselves as a learner and also for the learner in front of them? How would you answer that question? Ryan: When I think about an interaction with a kid in a moment like that, I try to figure out, as the teacher, my goal is to try and figure out what this child knows so that I can continue their journey in a forward trajectory. Instead of thinking about, “They need to go to page 34 because we're on page 33,” just thinking about, “What does this kid need next from me as the teacher?”  What I want them to get out of the situation is I want them to understand that they are powerful individuals, that they have something to offer the conversation and not just to prove it to the adult in the room. But if I can hear them talk about these ideas, sometimes the kids in the classroom can answer each other's questions. And so, if I can ask these things aloud and other kids are listening in, maybe because we're in close proximity or because we're in a small-group setting, if I can get the kids to verbalize those ideas sometimes one kid talking strikes an idea in another kid. Or another kid will say, “I didn't know how to answer Ryan when he asked me that question before, but now that I hear what it sounds like to answer that type of a question, now I get it, and I know how I would say it if it were my turn.”  So, we have to actually offer kids the opportunity to learn how to engage in those moments and how to share their expertise so others can benefit from their expertise and use that in a way that's helpful in the mathematical process. Mike: One of the most practical—and, I have to say, freeing—things that I've heard you recommend when a teacher encounters student work and they're still trying to make sense of it, is to just go ahead and name it. What are some of the things you imagine that a teacher might say that just straight out name the fact that they're still trying to understand a student's thinking? Tell me a little bit about that. Ryan: Well, I think the first thing is that we just have to normalize the question “Why?” or “Tell me how you know that.” If we normalize those things—a lot of times kids get asked that question when they're wrong, and so it's an [immediate] tip of the hat that “You're wrong, now go back and fix it. There's something wrong with you. You haven't tried hard enough.” Kids get these messages even if we don't intend for them to get them. So, if we can normalize the question “Tell me why you think that” or “Explain that to me”—if we can just get them to see that every time you give me an answer whether it's right or wrong, I'm just going to ask you to talk to me about it, that takes care of half of the problem.  But I think sometimes teachers get stuck because—and myself being one of them—we get stuck because we'll look at what a student is doing and they do something that we don't anticipate. Or we say, “I've shown you three different ways to get at this problem, different strategies you can use, and you're not using any of them.” And so, instead of getting frustrated that they're not listening to us, how do we use that moment to inquire into the things that we said obviously aren't useful, so what is useful to this kid? How is he attacking this on his paper?  So, I often like to say to a kid, “Huh, I noticed that you're doing something that isn't up on our anchor chart. Tell me about this. I haven't seen this before. How can you help me understand what you're doing?” And sometimes it's the exact same thinking as other strategies that kids are using. So, I can pair kids together and say, “Huh, you're both talking about it in the same way, but you're writing it differently on paper.” And so, I think about how I can get kids just to talk to me and tell me what's happening so that I can help give them a notation that might be more acceptable to other mathematicians or to just honor the fact that they have something novel and interesting to share with other kids. Other questions I talk about are, I will say, “I don't understand what's happening here, and that's not your fault, that's my fault. I just need you to keep explaining it to me until you say something that strikes a chord.” Or sometimes I'll bring another kid in, and I'll have the kids listen together, and I'll say, “I think this is interesting, but I don't understand what's going on. Can you say it to her? And then maybe she'll say it in a way that will make more sense to me.” Or I'll say, “Can you show me on your paper—you just said that—can you show me on your paper where that idea is?” Because a lot of times kids will think things in their head, but they don't translate it all onto the paper. And so, on the paper, it's missing a step that isn't obvious to the viewer of the paper. And so, we'll say, “Oh, I see how you do that. Maybe you could label your table so that we know exactly what you're talking about when you do this. Or maybe you could show us how you got to 56 by writing 8 times 7 in the margin or something.”  Just getting them to clarify and try to help us understand all of the amazing things that are in their head. I will often tell them too, “I love what you're saying. I don't see it on your paper, so I just want you to say it again. And I'm going to write it down on a piece of paper that makes sense to me so that I don't forget all of the cool things that you said.” And I'll just write it using more of a standard notation, whether that's a ratio table or a standard US algorithm or something. I'll write it to show the kid that thing that you're doing, there's a way that people write that down. And so, then we can compare our notations and try and figure out “What's the thing that you did?,” “How does that compare to the thing that I did?,” “Do I understand you clearly now?” to make sure that the kid has the right to say the thing she wants to say in the way that she wants to say it, and then I can still make sense of it in my own way. It's not a problem for me to write it differently as long as we're speaking the same language. Mike: I want to mark something really important, and I don't want it to get lost for folks. One of the things that jumped out is the moves that you were describing. You could potentially take up those moves if you really were unsure of how a student were thinking, if you had a general notion but you had some questions, or if you totally already understood what the student was doing. Those are questions that aren't just reserved for the point in time when you don't understand—they're actually good questions regardless of whether you fully understand it or don't understand it at all. Did I get that right? Ryan: Yes. I think that's exactly the point. One thing that I am careful of is, sometimes kids will ask me a question that I know the answer to, and there's this thing that we do as teachers where we're like, “I'm not sure. Why don't you help me figure that out?”—when the kid knows full well that you know the answer.  And so, trying not to patronize kids with those questions, but to really show that I'm asking you these questions, not because I'm patronizing you. I'm asking these questions because I am truly curious about what you're thinking inside and all of the ideas that surround the things that you've written on your paper, or the things that you've said to your partner, to truly honor that the more I know about you, the better teacher I can be for you. Mike: So, in addition to naming the situation, one of the things that jumped out for me—particularly as you were talking about the students—is, what do you think the impact is on a student's thinking? But also their mathematical identity, or even the set of classroom norms, when they experience this type of questioning or these [types] of questions? Ryan: So, I think I talked a little bit about normalizing the [questions] “Why?” or “How do you know that?” And so, just letting that become a classroom norm I think is a sea-changing moment for a lot of classrooms—that the conversation is just different if the kids know they have to justify their thinking whether they're right or wrong. Half the time, if they are incorrect, they'll be able to correct themselves as they're talking it through with you. So, kids can be freed up when they're allowed to use their expertise in ways that allow them to understand that the point of math is to truly make sense of it so that when you go out into the world, you understand the situation, and you have different tools to attack it.  So, what's the way that we can create an environment that allows them to truly see themselves as mathematical thinkers? And to let them know that “Your grades in other classes don't tell me much about you as a mathematician. I want to learn what really works for you, and I want to try and figure out where you struggle. And both of those things are important to me because we can use them in concert with each other. So, if I know the things you do well, I can use those to help me build a plan of instruction that will take you further in your understandings.”  I think that one of the things that is really important is for kids to understand that we don't do math because we want a good grade. I think a lot of people think that the point of math is to get a good grade or to pass a test or to get into the college that you want to get into, or because sixth grade teachers want you to know this. I really want kids to understand that math is a fantastic language to use out in the world, and there are ways that we can interpret things around us if we understand some pretty basic math. And so how do we get them to stop thinking that math is about right answers and next year and to get the job I want? Well, those things may be true, but that's not the real meaning of math. Math is a way that we can live life. And so, if we don't help them understand the connections between the things that they're doing on a worksheet or in a workbook page, if we don't connect those things to the real world, what's the meaning? What's the point for them? And how do we keep them engaged in wanting to know more mathematics?  So, really getting kids to think about who they are as people and how math can help them live the life that they want to live. Creating classroom environments that have routines in place that support kids in thinking in ways that will move them forward in their mathematical understanding. Trying to help them see that there's no such thing as “a math person” or “not a math person.” That everybody has to do math. You do math all the time. You just might not even know that you're doing math. So, I think all of those ideas are really important. And the more curious I can be about students, maybe the more curious they'll be about the math. Mike: You're making me think that this experience of making sense of someone else's reasoning has a lot of value for students. And I'm wondering how you've seen educators have students engage and make sense of their peer strategies. Ryan: Yeah. One of the things that I love to see teachers doing is using students' work as the conversation starter. I often, in my classroom, when I started doing this work, I would bring children up to the overhead projector or the document camera. And they would kind of do a show and tell and just say, “I did this and then I did this, and then I did this thing next.” And I would say, “That's really great, thank you.” And I'd bring up the next student. And it kind of became a show-and-tell-type situation. And I would look at the faces of the other kids in the room, and they would kind of just either be completely checked out or sitting there like raising their hand excitedly—“I want to share mine, I want to share mine.” And what I realized was, that there was really only one person who was engaged in that show-and-tell manner, and that was the person who was sharing their work. And so, I thought, “How can I change that?” So, I saw a lot of really amazing teachers across my career. And the thing that I saw that I appreciated the most is that when a piece of student work is shared, the person who really shouldn't talk is the person who created the work because they already know the work. What we need to do as a group is we need to investigate, “What happened here on this paper?” “Why do you think they made the moves that they made? And how could that help us understand math, our own math, in a different way?” And so, getting kids to look in at other kids' work, and not just saying, “Oh, Mike, how do you understand Ryan's work?” It's “Mike, can you get us started?” And then you say the first thing, and then I say, “OK, let's stop. Let's make sure that we've got this right.” And then we go to the kid whose work it is and say, “Are we on the right track? Are we understanding what you're …?” So, we're always checking with that expert. We're making sure they have the last word, because It's not my strategy. I didn't create it. Just because I'm the teacher doesn't mean you should come and ask me about this because this is Mike's strategy. So go and ask the person who created that.  So, trying to get them to understand that we all need to engage in each other's work. We all need to see the connections. We can learn from each other. And there's an expectation that everyone shares, right? So, it's not just the first kid who raises his hand. It's “All of you are going to get a chance to share.” And I think the really powerful thing is I've done this work even with in-service teachers. And so, when we look at samples of student work, what's fascinating is it just happens naturally because the kid's not in the room. We can't have that kid do a show and tell. We have to interpret their work. And so, trying to look at the kid's work and imagine, “What are the types of things we think this child is doing?,” “What do we think the strengths are on this paper?,” “What questions would you ask?,” “What would you do next?,” is such an interesting thing to do when the child isn't in the room. But when I'm with students, it's just fascinating to watch the kid whose work is on display just shine, even though they're not saying a word, because they just say, “Huh.” They get it. They understand what I did and why I did it.  I think that it's really important for us not just to have kids walk up to the board and do board work and just solve a problem using the steps that they've memorized or just go up and do a show and tell, [but] to really engage everyone in that process so that we're all learning. We're not just kind of checking out or waiting for our turn to talk. Mike: OK, you were talking about the ways that an educator can see how a student was thinking or the ways that an educator could place student work in front of other students and have them try to make sense of it. I wonder if there are any educational technology tools that you've seen that might help an educator who's trying to either understand their students' thinking or put it out for their students to understand one another's thinking. Ryan: Yeah, there's so many different pieces of technology and things out there. It's kind of overwhelming to try and figure out which one is which. So, I mean, I've seen people use things like Nearpod or Pear Deck—some of those kind of common technologies that you'll see when people do an educational technology class or a workshop at a conference or something. I've seen a lot of people lately using GeoGebra to create applets that they can use with their kids. One that I've started using a lot recently is Magma Math. Magma Math is great. I've used this with teachers and professional development situations to look at samples of student work because the thing that Magma has that I haven't seen in a lot of other technologies is there's a playback function. So, I can look at a static piece of finished work, but I can also rewind, and as the child works in this program, it records it. So, I can watch in real time what the child does. And so, if I can't understand the work because things are kind of sporadically all over the page, I can just rewatch the order that the child put something onto the page. And I think that's a really great feature.  There's just all these technologies that offer us opportunities to do things that I couldn't do at the beginning of my career or I didn't know how to do. And the technology facilitates that. And it's not just putting kids on an iPad so they can shoot lasers at the alien that's invading by saying, “8 times 5 is 40,” and the alien magically blows up. How does that teach us anything? But some of these technologies really allow us to dig deeply into a sample of work that students have finished or inquire into, “How did that happen and why did that happen?” And the technologies are just getting smarter and smarter, and they're listening to teachers saying, “It would be really helpful if we could do this or if we could do that.” And so, I think there are a lot of resources out there—sometimes too many, almost an embarrassment of riches. So, trying to figure out which ones are the ones that are actually worth our time, and how do we fund that in a school district or in a school so that teachers aren't paying for these pieces out of their pocket. Mike: You know what? I think that's a great place to stop. Ryan, thank you so much for joining us. It has been an absolute pleasure talking with you. Ryan: It's always great to talk to you, Mike. Thanks for all you do. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Please join us for “Systemic Shifts in Inclusion: Neuroscience-Informed Practices for Transformation and Capacity Building” with Angelina Zara and Nicole Keler.Angelina Zara was born and raised in the heart of Washington, DC; Angie found her passion in education in 2015, serving students and caregivers in her hometown. Angie's career includes the creation of the position of Social Emotional Learning Specialist in her previous school building, which subsequently expanded across the Local Educational Agency, ranging from elementary to high school campuses. Her experience includes implementing school-wide shifts through sustaining positive relationships, capacity building, addressing adult mindsets, and leveraging positive outcomes for staff and students. In the Spring of 2024, Angie made her transition to work for Washington, DC Public Schools to support schools across the city in implementing restorative practices to support the whole child. Additionally, Angie collaborated with the Office of the State Superintendent (OSSE) to create the first set of Washington DC Social and Emotional Learning Standards. In addition to working full time in the DC school system, Angie presents nationally on the topics of trauma accommodating principles and strategies, applied educational neuroscience, and adult wellbeing and nervous system regulation. Angie also serves as an adjunct faculty for Butler University's Applied Educational Neuroscience Certification Program under trauma-informed trailblazer Dr. Lori Desautels. In 2023, Angie co-founded LiveWellEd, LLC, which supports caregivers, educators, and organizations responding to the needs of the post-pandemic education system by sharing best practices and systems design through consulting and coaching.Nicole Keler is a passionate special education leader with nine years of experience working in the public charter school system across Washington, D.C. She is currently a Specialist on the School Equity and Effectiveness team at the D.C. Public Charter School Board. However, she started in the education system as a special education teacher, then transitioned to working as an inclusion manager to support families and students with diverse learning needs on a larger scale. She believes that home-school partnerships are the key to successful student outcomes. Rooted in trauma-informed practices such as Flamboyan and Conscious Discipline, Nicole works tirelessly to engage families throughout the special education process and has created systems to ensure team collaboration during the Tier 1,2,3 process. Her experience inspired her to establish LiveWellEd, with co-founder Angie Zara to bridge school and family best practicesSupport the show

The purpose of the show is to transform your business and life with education and inspiration. I introduce busy people to trends in good ideas, and improving your life by highlighting people you should know.First ParagraphWhat does it take to build a legacy in the world of corporate photography? Join me as I sit down with Lesle Lane, founder of Studio Thirteen, to explore the secrets behind her family's multi-generational business. With over three decades of experience in the industry, Lesle has honed her skills as a photographer and leader, earning her MBA from Indiana Wesleyan and serving on the Alumni Board at her alma mater, Butler University.Second ParagraphLesle's extensive background in corporate image making has equipped her with the expertise to deliver high-quality assets that support her clients' brand strategies. With a diverse team of photographers and associates, Studio Thirteen has built a reputation for excellence, accuracy, and brand transparency. As we dive into our conversation, Lesle will share her insights on what sets her company apart and how she approaches collaboration with clients to elevate the custom photography experience.EpisodeDuring this episode, we'll do a deep dive into the changes and hot topics of photography & the biggest challenges. I will leverage the expertise of my guest and how to navigate the unique dynamics of the field. CTABy the end of this episode, you will be better equipped to know what to do, & I encourage you to contact my guest, Lesle Lane, Founder and CEO of Studio Thirteen.The Idea to Author Coach! https://www.facebook.com/groups/ideatoauthorcommunityHi there! Welcome to my page, where I help aspiring writers achieve their dreams of becoming published authors. My name is Mick, known online as The Doctor of Digital, and I'm thrilled to share my story with you.Growing up in a working-class family, I was surrounded by people who worked hard to provide for their families. My father was a factory worker, and my grandfather was a truck driver. Before that, our family had a long history of farming. But despite our humble beginnings, my parents were determined to break the cycle of poverty and create a better life for themselves and their children.My parents were the first in their respective families to graduate from high school, let alone college. In fact, other than a half-uncle, I was the first in my family to even attend college. And I was considered "not college material" by my teachers. But my parents instilled in me a love for reading, learning, and a strong work ethic, which helped me overcome the odds and achieve my academic goals.Throughout my academic journey, I wrote over 85 academic papers, earned three advanced degrees, including a PhD, and earned nine certificates in executive management, and educational technology. Not surprisingly, I became a professor, teaching 35 college-level courses. I even held leadership positions such as Campus Dean, Vice President, and Executive Director. But despite my many accomplishments, I never lost sight of my passion for writing.After years of writing and teaching, I decided to pursue my dream of becoming a published author. And when my first book was published as a novel, I followed that with a screenplay. Since then, I've written a non-fiction book, and I'm currently working on three more book proposals, on history, a book on music, and work-life balance, respectively. I am also active on three podcasts, have a voice talent, and am a favored speaker at conferences, sharing my expertise on educational technology. Regardless of your writing interests I can help.But my journey didn't come without its challenges. I faced many obstacles, including self-doubt, imposter syndrome, and the pressure to conform to societal expectations. However, I refused to let these challenges hold me back. Instead, I used them as opportunities to learn and grow, and to develop a growth mindset that has served me well throughout my career.As a book coach, I've had the privilege of working with many aspiring writers who are struggling to overcome their own challenges. And I've seen firsthand the transformative power of writing and storytelling. Whether you're a seasoned writer or just starting out, I believe that everyone has a story to tell, and that writing can be a powerful tool for personal growth and transformation.So, if you're ready to take your writing to the next level and achieve your publishing dreams, I invite you to join me on this journey. Let's work together to overcome your challenges, develop your writing skills, and bring your stories to life.Thank you for watching, and I look forward to working with you! Book a complimentary call now on my Calendy.Become a supporter of this podcast: https://www.spreaker.com/podcast/the-doctor-of-digital-gmick-smith-phd--1279468/support.

A group of young leaders on Friday made an impact in central Indiana.Fishers High School's Future Black Leaders student organization hosted its seventh annual Black Leadership Summit in Shelton Auditorium at Butler University.Over 350 students from 16 predominately white central Indiana schools gathered at the private university in Indianapolis. The students had discussions and workshops on leadership, career readiness, and social justice.A group of students at Fishers High School started Future Black Leaders in 2016, and it's grown to include other predominantly white schools. The group's goal is to promote racial equality and make a difference.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Craig Kessler CIO Kessler Investment Group $325M A.U.M. Tells You About How He Fights Inflation In Retirement Accounts and Shares Timeless Advice With The Audience. Website: https://www.kesslerig.com/ Bio: Craig Kessler is the President and Chief Investment Officer of Kessler Investment Group, LLC, an independent, SEC-registered investment adviser headquartered in Columbus, Indiana. He began his investment career in 1992 after graduating from Butler University with a B.A. in Economics. During his time at Butler, he was a four-year letterman in baseball. He also attended Glasgow University in Scotland, studying economics at the Adam Smith School of Economics. Prior to college, Craig enlisted in the U.S. Army, serving as a field artillery cannoneer and later earning a commission as a second lieutenant, where he served as an infantry platoon leader. In his professional journey, Craig spent the first eight years as a retail investment adviser. In 2001, he joined Kirr, Marbach & Company, LLC as Director of Marketing, overseeing the firm's business development initiatives. In 2007, he built and managed the investment services department for Lincoln Bank in Plainfield, Indiana. Following Lincoln Bank's acquisition by First Merchants Bank.

On this episode, Tom goes "On the Aisle" with Ramón Flowers Assistant Professor in the Department of Dance at Butler University's Jordan College of the Arts.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

James Frank McGrath is the Clarence L. Goodwin Chair in New Testament Language and Literature at Butler University. He is the author of two books on John the Baptist: "John of History, Baptist of Faith: The Quest for the Historical Baptiser", and "Christmaker: A Life of John the Baptist".

In this episode we're joined by Professor James McGrath, who is Clarence L. Goodwin Chair in New Testament Language and Literature at Butler University, and the author of the book that we're discussing in this episode: John of History, Baptist of Faith: The Quest for the Historical Baptizer (published by Eerdmans). In our conversation we talk about the differences between this book with Christmaker and delve more deeply into various historical matters surrounding John the Baptist, including connections with Qumran, the relationship between baptism and ritual purity, what we can learn about John the Baptist from Mandaean sources, and the portrayal of John the Baptist in film. Team members on the episode from The Two Cities include: Dr. John Anthony Dunne and Dr. Logan Williams. Get bonus content on Patreon Hosted on Acast. See acast.com/privacy for more information.

Join Julie and Ginger as they speak with Dr. Lori Desautels Dr. Lori Desautels has been an Assistant Professor at Butler University since 2016, teaching undergraduate and graduate programs in the College of Education. The Applied Educational Neuroscience Certification, created by Lori in 2016, is specifically designed to meet the needs of educators, counselors, clinicians, and administrators who work with children and adolescents who have experienced adversity and trauma. https://revelationsineducation.com/ Lori has written 6 books https://revelationsineducation.com/the-book/ Register for her symposium here https://www.butler.edu/education/education-neuroscience-symposium/ Register for her summer cohort certification in educational neuroscience here https://www.butler.edu/education/graduate-programs/applied-educational-neuroscience/ Dr. Lori will be doing a 3-hour deep dive during our Academy Day/Pre-Con at our Creating Trauma-Sensitive Schools Conference in Feb in Atlanta! Register now! Here are a couple of favorite takeaways from our episode that Lori beautifully teaches. “Touchpoints are moments of connection that, when any of us feel heard and seen, just changes our biology. When someone sees, feels, or hears us…wow, that's a lift. A dopamine hit or a serotonin hit. It feels so nourishing to us. “ “We have this beautiful nervous system, which is the brain and body, in constant communication; there's this bi-directional highway. Our nervous system's priority is survival. Anytime we sense or feel something in our environment, relationship, or experience that feels threatening or unsafe, our nervous system goes into a state of protection.”

Jess Spinner is a former professional dancer turned multi-certified holistic health, nutrition, and lifestyle coach for dancers. She founded The Whole Dancer in 2015 to help dancers prioritize their well-being, find peace with their bodies, feel confident in their food choices, and put their health first.One of the many things I love about Jess is how open she is with her story dealing with body image struggles and how this colored her entire experience as a dancer. In this episode, Jess is incredibly relatable with her own past as well as providing actionable tips for dancers dealing with body image issues. I truly admire the caring, but fierce mama bear approach she takes in her work as a coach. If you've ever struggled with your body image, this episode is a must-listen!Key Moments: Jess's early dance training [1:38] How Jess decided to attend college for dance and what her experience was like at Butler University [3:36] Her transition from student to joining Louisville Ballet to freelance dancer in Boston [9:17] What led Jess to found The Whole Dancer [14:48] Jess's personal struggle with body image as a dancer [17:14] How Jess was able to heal her body image [24:07] The first steps a dancer should take when they are struggling with body image [27:33] How dancers can find body image resilience within their dance career [34:53] The #1 change Jess would like to see in the dance industry [38:11] Her biggest piece of advice for dancers pursuing a career [48:03]Connect with Jess:INSTAGRAM: instagram.com/thewholedancerWEBSITE: thewholedancer.comYOUTUBE: https://www.youtube.com/@TheWholeDancerPODCAST: https://open.spotify.com/show/5739hERGw6QXWoRjgGu6M4?si=e29134ce3de14eceLinks and Resources:Set up ticketing for your next event with DRT (Make sure to mention that The Brainy Ballerina sent you!)Get your copy of The Ultimate Audition Guide1-1 Career Mentoring: book your complimentary career callLet's connect!My WEBSITE: thebrainyballerina.comINSTAGRAM: instagram.com/thebrainyballerinaQuestions/comments? Email me at caitlin@thebrainyballerina.com

In this episode, I sit down for a second time with James McGrath to discuss his fascinating new book, "John of History, Baptist of Faith: The Quest for the Historical Baptizer." We dive into the life and legacy of John the Baptist, exploring his historical significance, his relationship with Jesus, and how his ministry shaped the Gospel story. James shares insights from his research, including the role of non-canonical texts like the Mandaean scriptures, and tackles misconceptions about John's character and mission.  James Frank McGrath is the Clarence L. Goodwin Chair in New Testament Language and Literature at Butler University. He is known for his work on Early Christianity, Mandaeism, criticism of the Christ myth theory, and the analysis of religion in science fiction. McGrath received his Ph.D. from Durham University in 1998.

The purpose of the show is to transform your business and life with education and inspiration. I introduce busy people to trends in good ideas, and improving your life by highlighting people you should know.First ParagraphWhat does it take to build a legacy in the world of corporate photography? Join me as I sit down with Lesle Lane, founder of Studio Thirteen, to explore the secrets behind her family's multi-generational business. With over three decades of experience in the industry, Lesle has honed her skills as a photographer and leader, earning her MBA from Indiana Wesleyan and serving on the Alumni Board at her alma mater, Butler University.Second ParagraphLesle's extensive background in corporate image making has equipped her with the expertise to deliver high-quality assets that support her clients' brand strategies. With a diverse team of photographers and associates, Studio Thirteen has built a reputation for excellence, accuracy, and brand transparency. As we dive into our conversation, Lesle will share her insights on what sets her company apart and how she approaches collaboration with clients to elevate the custom photography experience.EpisodeDuring this episode, we'll do a deep dive into the changes and hot topics of photography & the biggest challenges. I will leverage the expertise of my guest and how to navigate the unique dynamics of the field. CTABy the end of this episode, you will be better equipped to know what to do, & I encourage you to contact my guest, Lesle Lane, Founder and CEO of Studio Thirteen.The Idea to Author Coach! https://www.facebook.com/groups/ideatoauthorcommunityHi there! Welcome to my page, where I help aspiring writers achieve their dreams of becoming published authors. My name is Mick, known online as The Doctor of Digital, and I'm thrilled to share my story with you.Growing up in a working-class family, I was surrounded by people who worked hard to provide for their families. My father was a factory worker, and my grandfather was a truck driver. Before that, our family had a long history of farming. But despite our humble beginnings, my parents were determined to break the cycle of poverty and create a better life for themselves and their children.My parents were the first in their respective families to graduate from high school, let alone college. In fact, other than a half-uncle, I was the first in my family to even attend college. And I was considered "not college material" by my teachers. But my parents instilled in me a love for reading, learning, and a strong work ethic, which helped me overcome the odds and achieve my academic goals.Throughout my academic journey, I wrote over 85 academic papers, earned three advanced degrees, including a PhD, and earned nine certificates in executive management, and educational technology. Not surprisingly, I became a professor, teaching 35 college-level courses. I even held leadership positions such as Campus Dean, Vice President, and Executive Director. But despite my many accomplishments, I never lost sight of my passion for writing.After years of writing and teaching, I decided to pursue my dream of becoming a published author. And when my first book was published as a novel, I followed that with a screenplay. Since then, I've written a non-fiction book, and I'm currently working on three more book proposals, on history, a book on music, and work-life balance, respectively. I am also active on three podcasts, have a voice talent, and am a favored speaker at conferences, sharing my expertise on educational technology. Regardless of your writing interests I can help.But my journey didn't come without its challenges. I faced many obstacles, including self-doubt, imposter syndrome, and the pressure to conform to societal expectations. However, I refused to let these challenges hold me back. Instead, I used them as opportunities to learn and grow, and to develop a growth mindset that has served me well throughout my career.As a book coach, I've had the privilege of working with many aspiring writers who are struggling to overcome their own challenges. And I've seen firsthand the transformative power of writing and storytelling. Whether you're a seasoned writer or just starting out, I believe that everyone has a story to tell, and that writing can be a powerful tool for personal growth and transformation.So, if you're ready to take your writing to the next level and achieve your publishing dreams, I invite you to join me on this journey. Let's work together to overcome your challenges, develop your writing skills, and bring your stories to life.Thank you for watching, and I look forward to working with you! Book a complimentary call now on my Calendy.Become a supporter of this podcast: https://www.spreaker.com/podcast/the-doctor-of-digital-gmick-smith-phd--1279468/support.

Welcome to Off The Bricks poets and poetry lovers! Today we have an interview with Alessandra Lynch regarding her fifth book of poetry, Wish Ave, published by Alice James Books in 2024. She is the author of four other poetry collections: Pretty Tripwire, Daylily Called It a Dangerous Moment, It was a terrible cloud at twilight, and Sails the Wind Left Behind. Her work has appeared in the American Poetry Review, The New England Review, The Kenyon Review, Ploughshares, and other journals. Alessandra serves as Butler University's poet in residence where she teaches in the undergraduate and MFA programs. you can find her books and other information on her website. www.alessandralynch.com

The Indianapolis Symphonic Choir, a longstanding gem in the city's cultural crown, is gearing up for its annual “Festival of Carols.” The holiday tradition, known for its world-class performances and heartwarming atmosphere, will take place December 20-23 at the Palladium and Butler University.Artistic Director Eric Stark emphasized the unique collaborations that make the event special, highlighting a partnership with Lawrence Central High School's choir. A standout feature this year includes Indianapolis broadcasting legend Debby Knox, who will lend her voice as a narrator for “‘Twas the Night Before Christmas.”See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Episode Summary In this episode of OnBase, host Chris Moody talks with Scott Clark about transforming B2B sales through a buyer-centric, data-driven approach. Drawing from his 30 years of experience in enterprise sales and marketing, Scott shares insights on aligning sales and marketing, leveraging data for efficiency, and integrating CRM and AI tools to enhance customer engagement. He emphasizes the importance of understanding buyer behavior, fostering collaboration, and adapting to digital transformation to drive growth and competitiveness. This conversation offers actionable advice for anyone navigating the evolving sales landscape. About the guest Scott Clark, Vice President of America Sales at CTG, is a 30-year industry veteran helping clients achieve digital transformation. Mr. Clark earned a bachelor's degree in Marketing from Butler University, a master's degree in Management from Harvard University, and is a National Association of Corporate Directors member. Prior to Computer Task Group, Inc. (Nasdaq: CTG), he was the VP of Sales at Ensono, a technology adviser and managed service provider. Before Ensono, he was the Vice President of Sales for the Managed Services Division at NTT Limited (NTT). Before NTT, he served as the Chief Marketing Officer at ConvergeOne. Connect with Scott Key takeaways - Shift to Buyer-Centric Sales: Organizations must adapt to buyers' preferences for self-research and personalized experiences, focusing on being consultative rather than seller-driven. - Data-Driven Strategies: Leveraging data for better forecasting, decision-making, and personalization is essential for reducing sales cycles and improving customer engagement. - Sales and Marketing Alignment: Collaboration between sales and marketing is critical to achieving consistent messaging, targeting, and driving efficiency in the customer journey. - Adopting Technology: Tools like CRMs, marketing automation platforms, and AI-driven insights are foundational for enhancing sales processes and creating competitive differentiation. - Change Management: Successfully navigating sales transformation requires leadership skills to manage mindset shifts, processes, and emotions associated with organizational change. - Focus on Growth Metrics: Understanding and optimizing conversion rates, customer lifetime value, and demand generation efficiency are vital for sustainable growth. - Importance of Data Literacy: Sales teams must be adept at interpreting and applying data insights to make informed decisions and strengthen customer relationships. Quotes On Buyer-Centric Models: "Buyers expect to be taught, to learn something, and to gain knowledge in their decision-making process—not to be told what to do." On Personalization: "Personalize it to me, align it with my organization and my role. Buyers today demand relevance at every step." Books:- The Challenger Sale by Matthew Dixon and Brent Adamson: This book explores the importance of teaching, tailoring, and taking control in sales conversations. - Building a StoryBrand by Donald Miller: It emphasizes the power of storytelling in marketing to clarify messages and engage customers. - Predictable Revenue by Aaron Ross: This guide offers insights into building scalable sales processes and generating consistent revenue. Blogs: - HubSpot Blog: A comprehensive resource covering topics in marketing, sales, and customer service. - Sales Hacker: Provides practical advice and strategies for modern sales professionals. Newsletters:The Lean Startup Newsletter: Offers insights into agile methodologies and innovative business strategies. ⁠Connect with Scott⁠ ⁠| ⁠⁠⁠Follow us on LinkedIn ⁠⁠⁠| ⁠⁠⁠Website

Trae Blanco is the Director of Bands at Butler University, and joins the show to discuss some practical conducting challenges and solutions to help you become the best conductor for your students. Look Like Their Sound - Presentation Carl St. Clair Ted Talk - Innovation Whispers To gain access to all show notes and audio files please Subscribe to the podcast and consider supporting the show on Patreon - using the button at the top of thegrowingbanddirector.com Our mission is to share practical  advice and explore topics that will help every band director, no matter your experience level, as well as music education students who are working to join us in the coming years. Connect with us with comments or ideas Follow the show: Podcast website : Thegrowingbanddirector.com On Youtube The Growing Band Director  Facebook-The Growing Band Director Podcast Group Instagram @thegrowingbanddirector Tik Tok @thegrowingbanddirector If you like what you hear please: Leave a Five Star Review and  Share us with another band director! --- Support this podcast: https://podcasters.spotify.com/pod/show/kyle-smith95/support

Join us as we explore the intricate world of urban redevelopment with Brad Vogelsmeier, a visionary who has reshaped cityscapes from Indianapolis to Charlotte. From his early curiosity in St. Louis to becoming a pivotal force in urban planning, Brad's journey reveals the challenges and innovative strategies behind revitalizing urban spaces. Uncover the secrets of successful city transformations by tuning in!     Key Takeaways To Listen For What redevelopment means when serving the community better Milhaus's strategic pillars for redevelopment projects How to leverage federal tax legislation in underserved urban areas The value of public-private partnerships with local stakeholders and cities An innovative approach to enhance tenant convenience and engagement     Resources/Links Mentioned In This Episode Same as Ever by Morgan Housel | Kindle, Paperback and Hardcover     About Brad Vogelsmeier Brad Vogelsmeier is the Vice President of Development at Milhaus, overseeing leadership, project pipeline creation, and execution for development projects in Indiana and new opportunistic markets. With a strong passion for urban and community redevelopment, Brad brings experience from the public, private, and non-profit sectors. He holds a Bachelor of Arts in Urban Affairs from Butler University, graduating Magna Cum Laude, and a Master's degree in Urban Planning with a Graduate Certificate in Real Estate Development from the University of Michigan. Brad is particularly passionate about revitalizing urban cores and creating vibrant, livable spaces for communities.     Connect with Brad  Website: Milhaus LinkedIn: Brad Vogelsmeier      Connect With Us If you're looking to invest your hard-earned money into cash-flowing, value-add assets, reach out to us at https://bobocapitalventures.com/.     Follow Keith's social media pages LinkedIn: Keith Borie Investor Club: Secret Passive Cashflow Investors Club Facebook: Keith Borie X: @BoboLlc80554

Calling all Baby Boomers! Join us for a flavorful open discussion on **Teatime with Miss Liz** featuring the incredible storyteller **Joyce Fidler**! Mark your calendars for **October 29th at 3 PM EST** as we dive into her captivating journey and unique experiences. **Meet Joyce Fidler**: Joyce is a first-time writer and a former singer of 80s new wave bands. With a rich tapestry of life experiences—from co-owning a record store and appearing on MTV to teaching and acting—she brings a wealth of stories to share. Her acclaimed one-woman show, *Evolution of a Pisces Baby Boomer*, has captivated audiences across Los Angeles. Having lived in Germany, Japan, and all over the U.S., Joyce now resides in Los Angeles with her husband, celebrating 25 years of marriage! Her daughters are thriving in LA and Australia, making her proud. With Purdue and Butler University degrees, Joyce is ready to share her journey with you! **Join the Conversation**: Don't miss this engaging heart-to-heart discussion! Connect with Miss Liz and Joyce on various platforms. Watch live here: [Miss Liz's Teatime](https://youtube.com/@misslizsteatimes?si=YSjHzURAtnZU3oG9) **Follow Joyce**:- [Website](https://joycefidler.com/)- [Instagram](https://www.instagram.com/enerjoyce/)- [Facebook](https://www.facebook.com/)- [Threads](https://www.threads.net/@enerjoyce)- [TikTok](https://www.tiktok.com/en/)**Hashtags**: #TeatimeWithMissLiz #JoyceFidler #BabyBoomers #Storytelling #HeartToHeart #Podcast #OpenDiscussion sip some tea and share in the stories that connect us all! We can't wait to see you there!

In this episode, we talk with Dr. Betsy Schmidt, program director for the Butler University PA program, about her diverse career in emergency medicine and orthopedic surgery, as well as her role in founding a PA-owned surgical assistance program in Indiana. Schmidt shares insights on the importance of thinking creatively and adapting to the evolving healthcare landscape. She also highlights Butler University's highly regarded 24-month PA program, known for its personalized attention, focus on service, and leadership development. For prospective students, Schmidt encourages embracing unique experiences and non-traditional career paths without hesitation.   PA Path Podcast is produced by Association Briefings.

On this week's “Leaders and Legends” podcast we sit down with one of our city's most well-liked, accomplished, and respected leaders. Chris Gahl is the executive vice president and chief marketing officer of Visit Indy (and, undoubtedly, one of Butler University's most enthusiastic alumni). A wonderful person who has had a remarkable career, Chris talks about Indy's successful tourism industry, how hosting the Super Bowl affected our city's perception in the world, and what he was thinking when Gordon Hayward let loose his final shot in the 2010 national championship game. Sponsors • Veteran Strategies• NFP - A leading insurance broker and consultant• Garmong Construction• Crowne Plaza Downtown Indianapolis Historic Union Station About Veteran Strategies ‘Leaders and Legends' is brought to you by Veteran Strategies—your local veteran business enterprise specializing in media relations, crisis communications, public outreach, and digital photography. Learn more at www.veteranstrategies.com.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Coach Chris Holtmann at DePaul University joins John Williams to discuss this men’s basketball season. With nine new players, the coach has high expectations and is ready for the games at Wintrust Arena. He also talks about his experience coaching at Ohio State, Butler University, and the struggle of keeping good players on the team […]

Coach Chris Holtmann at DePaul University joins John Williams to discuss this men’s basketball season. With nine new players, the coach has high expectations and is ready for the games at Wintrust Arena. He also talks about his experience coaching at Ohio State, Butler University, and the struggle of keeping good players on the team […]

Coach Chris Holtmann at DePaul University joins John Williams to discuss this men’s basketball season. With nine new players, the coach has high expectations and is ready for the games at Wintrust Arena. He also talks about his experience coaching at Ohio State, Butler University, and the struggle of keeping good players on the team […]

Because he was known for his baptisms, and because English transliterates the Greek words, John's nickname as “the Baptist” provokes little thought. It ought to. Dr. James F. McGrath is Clarence L. Goodwin Chair in New Testament Language and Literature at Butler University. His publications include Christmaker: A Life of John the Baptist and (forthcoming), John of History, Baptist of Faith: The Quest for the Historical Baptizer. He co-edited, The Mandaean Book of John: Critical Edition, Translation, and Commentary. Check out related programs at Wheaton College: B.A. in Classical Languages (Greek, Latin, Hebrew): https://bit.ly/3Blt406  M.A. in Biblical Exegesis: https://bit.ly/3zpFfIW 

Dreamy Writers Cruise Presenters #1 Hey writers, dreamers, and authors, come Sail With Us on the Dreamy Writers Conference Cruise to Alaska the last week of August 2025, which is the first week of the Northern Lights! Tune into the show to "Meet Your Instructors." Bios: Rose Marie Kern, President- Rose attended Butler University where she began her studies in Arts Administration, though she received her Bachelor's degree in Non-Profit management from the University of New Mexico. In addition to working for the FAA and Lockheed Martin, Rose has owned and managed her own business since 2003. As an author, Rose has had over a thousand articles published in national and regional magazines on solar energy, sustainable living, solar cooking, aviation, and organic gardening, and has written five books. Currently she works with authors who want to learn how to self-publish, and has given a number of classes and workshops for SWW. Rose has been a member of SouthWest Writers since January of 2006, a board member since 2008, and is a past president and past treasurer of the organization. https://www.southwestwriters.com/meet-the-candidates/ Jacqueline Murray Loring, Southwest Writers Membership/Volunteer - Jacqueline Murray Loring writes stage plays and narrative, feature-length movie scripts. Since 2013, she has written or co-written nine short scripts that were filmed. Loring is the past executive director of the Cape Cod Writers Center and past president of the Cape Cod Chapter of the National League of American Pen Women. She received professional development grants from the Massachusetts Cultural Council, the Arts Foundation of Cape Cod, artist residencies at the Ragdale Foundation in Forest Lake, IL, and at the Heinrich Böll Foundation Cottage, Achill Island, County Mayo, Ireland. http://jacquelinemurrayloring.com/ Peter Canova- Businessman Peter Canova is a multi-award winning author, speaker, and inspirational visionary. His first Novel, Pope Annalisa, of The First Souls Trilogy has won ten national and international book awards. His latest non-fiction award-winning book Quantum Spirituality has won 14 awards.  https://www.petercanova.com/ Video Version: https://youtu.be/fyvk8SeW6dg?si=Dz-_OPPPkqXLa6Me Call in and Chat with Kat during Live Show with Video Stream: Call 646-558-8656 ID: 8836953587 press #.  To Ask a Question press *9 to raise your hand or write a question on YouTube during Show Have a Question for the Show? Go to Facebook– Dreams that Can Save Your Life Facebook Professional–Kathleen O'Keefe-Kanavos http://kathleenokeefekanavos.com/

Recently, Dr. James McGrath, professor of New Testament Literature at Butler University, made his first visit on The Stone Chapel Podcast. He and David Capes discussed his new book, Christmaker: A Life of John the Baptist (Eerdmans). The provocative title came to McGrath to describe the life and legacy of the Baptist. McGrath shares with us his inclinations to write the book and some of the things he learned along the way. Many in the west have a hard time understanding how in certain circles John the Baptist was, and still is, more popular than Jesus of Nazareth. Still, the sources inside and outside the Bible reveal John to be a powerful and polarizing figure for his day. After writing the book, McGrath came to think; if we don't pay attention to John the Baptist, we will find that we misunderstand Jesus. The Stone Chapel Podcast is part of the ChurchLeaders Podcast Network. For a transcript of this episode click here: https://churchleaders.com/podcast-episode/stone-chapel-christmaker-james-mcgrath To listen to previous episodes of “The Stone Chapel Podcast” click here. This podcast is about 20 minutes in length.

This conversation explores the challenges teachers face in supporting students who feel overwhelmed. Experts discuss the importance of understanding emotions as data, the need for emotional education for both students and teachers, and practical strategies for navigating the hidden struggles students bring to class. The discussion emphasizes the significance of co-regulation and the necessity of addressing adult emotional skills to foster a healthier learning atmosphere. Follow on Twitter: @marcbrackett @jonHarper70bd @bamradionetwork @mrswendymturner Dr. Lori Desautels has been an assistant professor at Butler University since 2016, where she teaches both undergraduate and graduate programs at the College of Education. Lori was also an Assistant Professor at Marian University in Indianapolis for eight years, where she founded the Educational Neuroscience Symposium, which has now reached thousands of educators and is in its 16th year. Lori's passion is engaging her students through social and relational neurosciences, which apply to education. She does this by integrating the tier one trauma accommodating Applied Educational Neuroscience framework, and its learning principles and practices into her coursework at Butler. Lori is the author of 4 books with more to come. Her most recent books are: Intentional Neuroplasticity, Our Educational Journey Towards Post Traumatic Growth, Connections over Compliance: Rewiring our Perceptions of Discipline. Her newest book will be a manual coming out in 2024 titled Body and Brain Brilliance: A manual to cultivate Awareness and Practices for our Nervous System. Wendy Turner is not just a teacher. She is an experienced elementary educator, author, and teacher leader with a passion for social-emotional learning. Wendy currently teaches 3rd grade in Wilmington, Delaware, and regularly contributes to blogs, podcasts, and other education spaces with the goals of sharing ideas and supporting everyday educators. Her first book, Embracing Adult SEL (December 2023). Marc Brackett, Ph.D., is the founding director of the Yale Center for Emotional Intelligence and a professor in the Child Study Center at Yale University. His research focuses on the role of emotional intelligence in learning, decision-making, creativity, relationships, health, and performance. He has published over 150 scholarly articles, received numerous awards, and is featured regularly in popular media outlets such as the New York Times, Good Morning America, CBS This Morning, and The Today Show. Marc serves on a number of boards, including the Collaborative for Academic, Social, and Emotional Learning (CASEL), the nonprofit that founded the field of social and emotional learning (SEL). Marc also regularly consults with corporations, including Facebook, General Electric, Google, Microsoft, and Pinterest, on integrating emotional intelligence principles into employee training and product design, and is co-founder of Oji Life Lab, a digital emotional intelligence learning system for businesses. Marc is the author of Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and our Society Thrive, published by Celadon (Macmillan), which is being translated into 15 languages.

The election is nearing, and students are going back to school. What does this mean for student organizers demanding a ceasefire in Gaza? For the uncommitted movement? In this episode, Julia facilitates an intergenerational conversation about anti-war organizing. Guests Phyllis Bennis and Roua Daas reflect on campus demonstrations in the spring and share their thoughts on what lies ahead for the ceasefire now movement.Institute for Policy Studies (IPS) Fellow Phyllis Bennis directs the New Internationalism Project at IPS, focusing on the Middle East, U.S. militarism, and UN issues. She is also a fellow of the Transnational Institute in Amsterdam. In 2002, she co-founded United for Peace and Justice, a coalition against the Iraq war. In 2001, she helped found the U.S. Campaign for Palestinian Rights and more recently spent six years on the board of Jewish Voice for Peace, where she now serves as its International Adviser. She works with many anti-war and Palestinian rights organizations, writing and speaking widely across the U.S. and around the world. She has served as an informal adviser to several top UN officials on Middle East issues and was twice short-listed to become the UN Special Rapporteur on Human Rights in the Occupied Palestinian Territory.Phyllis has written and edited 11 books. Among her latest is the 7th updated edition of her popular Understanding the Palestinian-Israeli Conflict, published in 2018. She is also the author of Before & After: U.S. Foreign Policy and the War on Terror and Challenging Empire: How People, Governments, and the UN Defy U.S. Power.Roua Daas is a Palestinian organizer with Students for Justice in Palestine. She attended Butler University for undergrad, where she co-founded the Students for Justice in Palestine chapter and led several campaigns, including a successful defeat of the IHRA definition of antisemitism, which falsely conflates anti-Zionism and antisemitism, and a campaign against an authoritarian university administration decision to cancel a student-led event featuring abolitionist, scholar, and activist Angela Davis. Currently, she is a graduate student in Pennsylvania State University's Clinical Psychology and Women, Gender and Sexuality Studies program, where she organizes with Penn State Students for Justice in Palestine.Their recent work:How we passed a cease-fire resolution in our town, Roua Daas, American Friends Services CommitteeUncommitted voters sending a clear message to Biden about slaughter in Gaza, Phyllis Bennis, Institute for Policy Studies

With student loan debt at record highs, higher education is at a crossroads. Campus is an all-online community college that's built a business model around competitive pricing, resources for students (like giving them a laptop and paying for home internet), and compensating professors well above the national average. The start-up also achieves high graduation rates, while maintaining an impressive bottom line. Campus founder and Chancellor Tade Oyerinde shares how he wooed investors like Sam Altman and Shaq, and has won-over major partners from Forever 21 to Arizona State University and Butler University.Subscribe to the Rapid Response podcast feed: https://listen.rapidresponseshow.com/SubscribeFor more info, visit: www.rapidresponseshow.comSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

With student loan debt at record highs, higher education is at a crossroads. Campus is an all-online community college that's built a business model around competitive pricing, resources for students (like giving them a laptop and paying for home internet), and compensating professors well above the national average. The start-up also achieves high graduation rates, while maintaining an impressive bottom line. Campus founder and Chancellor Tade Oyerinde shares how he wooed investors like Sam Altman and Shaq, and has won-over major partners from Forever 21 to Arizona State University and Butler University.Visit the Rapid Response website here: https://www.rapidresponseshow.com/See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Dr. Rhonda J. Rose is an educational consultant coaching principals, district leaders, and administrative teams in the complex and ever-challenging work of leading schools. She is a former director of middle schools in New Albany, Indiana where she led curricular improvement, aligning those efforts with the district's progress in becoming a professional learning community. Rhonda has served as a guidance counselor, English teacher, middle school principal, and district administrator. She has also taught graduate courses in educational leadership.Rhonda's long list of honors includes the 2010 Indiana Middle School Principal of the Year, 2011 Solution Tree "Redefining Excellence District Award," and the 2015 Indiana University Southeast Educator of the Year. Dr. Rose received a bachelor's degree in English from Eastern Kentucky University, a master's degree in counseling from Western Kentucky University, her administrative license from Butler University, and her doctorate from Indiana State University. Rhonda currently lives in Louisville, Ky. with her husband Vic.Show NotesIn part two of this insightful series, Dr. Rhonda Rose further discusses her book, The Deliberate and Courageous Principal. Dr. Rose, an educational consultant and experienced school administrator, shares practical advice and strategies for school leaders. The conversation centers on five key actions: establishing a clear vision focused on student learning, clarifying essential work for teachers, creating an effective leadership team, taking deliberate action instead of just being busy, and leading efficient meetings. Dr. Rose emphasizes the importance of knowing, valuing, and supporting every staff member, and offers actionable steps to improve school culture and effectiveness.Get The Deliberate and Courageous Principal here!Bookmarks00:00 Introduction and Recap of Part One00:44 Meet Dr. Rhonda Rose02:04 The Importance of Vision in Leadership07:18 Clarifying the Work for Teachers12:36 Taking Action Instead of Just Being Busy23:16 The Health Aide Dilemma23:45 Implementing New Rules25:45 The Principal's Monthly Guide26:54 Building Camaraderie30:06 Creating a Leadership Team31:07 Leading Effective Meetings36:40 Final Thoughts and AdviceDon't Forget to Review the Show!I appreciate you checking out the episodes. I would mean a lot to me if you took a minute right now to subscribe, rate, and review on iTunes, Spotify, Amazon, or wherever you listen! It helps the show out a lot!Who am I?I've been an educator in Massachusetts for 23 years.  I'm finishing my 16th year as a building leader.  I'm a teacher centered Principal and passionate about continuous improvement and the idea that success is not a destination, but a process. I'm active on social media, vlog about continuous improvement on a weekly basis, and wrote a book also called SEEing to Lead as a way to help everyone improve education as a whole by promoting my “just cause”: improving the educational experience for as many people as possible by being purposeful, acting with integrity, and building character. SEEing to Lead Extras!Like the content, want to be a guest, or know someone who would? Reach out to me on Twitter at @DrCSJonesHave you taken the time to order and read my latest book! Seeing to Lead is filled with practical resources and personal stories to help you support, engage, and empower those you lead no matter your position!Jimmy Casas said, "If you are a leader who is looking to support, engage and empower your staff, then SEEing to Lead, by Dr. Chris Jones, is a book you will want to pick up and read. Dr. Jones reminds us that building capacity and helping others achieve personal success is the key to elevating your organization and leaving a lasting impact."Get your copy here! Don't forget to leave a rating and review for others. I would appreciate it!Subscribe to My Newsletter! We are all busy, often unsupported, and struggle to stay engaged! Here is a weekly resource that has something to support, engage, and empower you. Not to mention it saves you time by getting to the point! Increase your focus and become a better leader; no matter your position. Check it out here!Get in touch to schedule me for a workshop or presentation!This show is part of the Be Podcast Network. Our podcasts go beyond education as we know it — in any learning environment, formal or informal — and help you be the change you want to see. Learn more about the network and all our shows at https://bepodcast.network We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

"True strength lies not in fitting into the mold, but in breaking it—embracing who you are and using your voice to uplift others."Hello dreamers! It has been a long while! So glad to be back with you! I explain my absence in the session, so dont worry okay? What happens when a highly accomplished pharmacist faces mental health discrimination while trying to make a difference? Join us for a powerful conversation with Dr. Ashley Perkins, who reveals her inspiring journey from earning a Doctorate of Pharmacy at Butler University to navigating various roles in community pharmacies and eventually transitioning to teaching. Ashley bravely opens up about the hurdles she faced while volunteering with a youth organization, and how taking breaks and practicing self-care became essential in her life. Her story is not just about personal resilience but also underscores the crucial need for understanding and support in professional settings.Ever faced discrimination in your workplace and wondered if speaking out could really make a difference? Dr. Perkins shares compelling anecdotes that highlight the emotional toll of discrimination, especially for those with disabilities or disorders. With a keen focus on autism advocacy, we discuss the importance of representing and overcoming stigmas, and how lived experiences can serve as a catalyst for change. Learn the importance of having a strong support system, like therapists and psychiatrists, and how standing up for what's right, even when it's hard, can pave the way for better treatment and greater accountability in professional environments.Do you ever wonder how educators are adapting to meet the unique needs of students with autism or ADHD? Dr. Perkins gives us a fascinating look into evolving teaching methods in public schools, emphasizing trust-building and the Socratic method. The episode also explores the necessity of setting personal boundaries, managing social energy, and the powerful impact of noise-canceling headphones for people with sensory processing challenges.  This conversation with Dr. Perkins is sure to leave us inspired to embrace our own paths of resilience and growth.Until next time, dreamers!----------------------------------------------------------------------------------------------------Do you want to stay up to date with Dr. Perkins? Check out her social media links below!Twitter (X): https://x.com/becauseimatterNPO: https://www.wemattertoo.org/ I have included some links to my social media accounts in case you would like to stay in touch between conversations.Twitter: https://twitter.com/FormlessLiquidYouTube: https://www.youtube.com/channel/UCis7I2z-T93uHAlJ5DDTzJw?app=desktopInstagram: Merch: https://www.redbubble.com/people/ProfessorLiquid/shop

Don't Wait Till You're Dead: Psychic Medium Matt Fraser talks is the latest guest in the KJ TODAY Celeb Spotlight! In this episode, we dive deep into Matt's new book, "Don't Wait Till You're Dead," and explore the powerful messages he has received from souls on the other side. Matt shares insights on the life review process that souls go through after passing away, revealing the regrets they often have and the importance of living a fulfilling life now. He discusses how we can break patterns and make positive changes to avoid having those same regrets in the future. If you're curious about connecting with your purpose, understanding life's lessons, and making the most of your time here on earth, this episode is a must-listen. And guess what? Matt Fraser will be coming to Clowes Memorial Hall at Butler University on October 16th! It's a fantastic opportunity to hear more from him in person and gain even deeper insights into the afterlife and living with purpose. Don't miss out on this enlightening conversation with Matt Fraser. Tune in to the episode now and mark your calendars for his upcoming event at Clues Memorial Hall! ------------------- Like to read up on the latest in pop culture? Check out Geek Vibes Nation where you'll find my celebrity interviews and pop culture news: https://geekvibesnation.com Stay tuned for more celebrity interviews, positive vibes of pop culture, people to know, and pets on the KJ Today Show. Remember to like, rate, review, and subscribe to stay updated on all the latest episodes. Let's keep spreading positivity together!

Dr. Rhonda J. Rose is an educational consultant coaching principals, district leaders, and administrative teams in the complex and ever-challenging work of leading schools. She is a former director of middle schools in New Albany, Indiana where she led curricular improvement, aligning those efforts with the district's progress in becoming a professional learning community. Rhonda has served as a guidance counselor, English teacher, middle school principal, and district administrator. She has also taught graduate courses in educational leadership.Rhonda's long list of honors includes the 2010 Indiana Middle School Principal of the Year, 2011 Solution Tree "Redefining Excellence District Award," and the 2015 Indiana University Southeast Educator of the Year. Dr. Rose received a bachelor's degree in English from Eastern Kentucky University, a master's degree in counseling from Western Kentucky University, her administrative license from Butler University, and her doctorate from Indiana State University. Rhonda currently lives in Louisville, Ky. with her husband Vic.Show NotesIn this episode, educational consultant Dr. Rhonda Rose discusses her journey and experiences in educational leadership. Dr. Rose, who has worked as a guidance counselor, English teacher, middle school principal, and district administrator, shares insights from her recent book, 'The Deliberate and Courageous Principle.' The book, a practitioner's guide, outlines deliberate actions and courageous skills essential for effective school leadership. Key topics include overcoming self-doubt, building relationships, reframing conflict, holding people accountable, and maintaining a positive outlook. Join Dr. Rose as she delves into practical strategies and personal anecdotes for aspiring and current school leaders.Get The Deliberate and Courageous Principal here!Bookmarks00:00 Introduction to Dr. Rhonda Rose00:43 Rhonda's Journey in Education01:11 The Deliberate and Courageous Principal02:02 Overcoming Self-Doubt and Imposter Syndrome03:02 Research and Writing the Book04:18 Key Skills for Effective Leadership13:19 Building Relationships and Handling Conflict16:43 Accountability and Positivity in Leadership19:18 Reflecting and Turning Inward28:11 Conclusion and Invitation for Part TwoDon't Forget to Review the Show!I appreciate you checking out the episodes. I would mean a lot to me if you took a minute right now to subscribe, rate, and review on iTunes, Spotify, Amazon, or wherever you listen! It helps the show out a lot!Who am I?I've been an educator in Massachusetts for 23 years.  I'm finishing my 16th year as a building leader.  I'm a teacher centered Principal and passionate about continuous improvement and the idea that success is not a destination, but a process. I'm active on social media, vlog about continuous improvement on a weekly basis, and wrote a book also called SEEing to Lead as a way to help everyone improve education as a whole by promoting my “just cause”: improving the educational experience for as many people as possible by being purposeful, acting with integrity, and building character. SEEing to Lead Extras!Like the content, want to be a guest, or know someone who would? Reach out to me on Twitter at @DrCSJonesHave you taken the time to order and read my latest book! Seeing to Lead is filled with practical resources and personal stories to help you support, engage, and empower those you lead no matter your position!Jimmy Casas said, "If you are a leader who is looking to support, engage and empower your staff, then SEEing to Lead, by Dr. Chris Jones, is a book you will want to pick up and read. Dr. Jones reminds us that building capacity and helping others achieve personal success is the key to elevating your organization and leaving a lasting impact."Get your copy here! Don't forget to leave a rating and review for others. I would appreciate it!Subscribe to My Newsletter! We are all busy, often unsupported, and struggle to stay engaged! Here is a weekly resource that has something to support, engage, and empower you. Not to mention it saves you time by getting to the point! Increase your focus and become a better leader; no matter your position. Check it out here!Get in touch to schedule me for a workshop or presentation!This show is part of the Be Podcast Network. Our podcasts go beyond education as we know it — in any learning environment, formal or informal — and help you be the change you want to see. Learn more about the network and all our shows at https://bepodcast.network We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Contrary to popular belief, scaling your business to new heights could start with a tweet. Want to learn how? Join Larry Sprung as he chats with Thomas Kopelman, co-founder of AllStreet Wealth, about his fascinating journey from an aspiring basketball player to influential financial planner and content creator. Follow along as Thomas shares valuable insights on how he's utilized social media, particularly X (Twitter), to connect with clients and grow his practice. Learn about the pivotal moments that shaped his career, the importance of personalization in financial planning, and the innovative strategies he employs to attract and retain clients. Here is what you can expect to learn about:  How to use social media to obtain new clients The difference between social media marketing and personal branding The significance of niching down to serve business owners effectively Hiring and delegating tasks that are not in your area of expertise Creating sustainable and engaging content for financial advisors And more!   Resources: Mitlin Financial   The JOY and Productivity Journal by Lawrance Sprung AllStreet Wealth This Is Not Financial Advice” with Josh Brown, Episode #180 Unearthing Wisdom with Epic Gardening's Kevin Espiritu, Episode #185   Connect with Larry Sprung:  LinkedIn: Larry Sprung Instagram: Larry Sprung Facebook: Larry Sprung X (Twitter): Larry Sprung   Connect withThomas Kopelman:  LinkedIn: Thomas Kopelman X (Twitter): Thomas Kopelman Instagram: Thomas Kopelman YouTube: Thomas Kopelman ThomasKopelman.com  The Long Game Podcast   About our Guest: Thomas Kopelman is a seasoned financial planner and co-founder of AllStreet Wealth boasting a multifaceted career encompassing blogging, podcasting, and content creation. Recognized as a Top 23 Millennial Advisor by Business Insider and named a Top Young Advisor to Watch in 2023 by FA Mag, Thomas launched his career after graduating from Butler University. His dedication lies in guiding millennials to navigate financial complexities and align their resources with their life goals. Guests on the Mitlin Money Mindset Show are not affiliated with CWM, LLC, and opinions expressed herein may not be representative of CWM, LLC. CWM, LLC is not responsible for the guest's content linked on this site.

Guest: TJ Saint, Birmingham Squadron G-League Head CoachIn this week's coaching conversation, Birmingham Squadron G-League head coach T.J. Saint joins the Basketball Podcast to share insights on his playbook and modern strategies and concepts.Saint's professional coaching journey started in 2014 when he served as the video coordinator for the Detroit Pistons. He remained with the Pistons until 2018 gaining valuable insights into the NBA game. Following his departure from the Pistons, Saint went to the University of Georgia where he held the position of Director of Basketball Strategy for the Men's Basketball team during the 2018-19 season.Saint then spent three seasons honing his coaching skills with the New Orleans Pelicans' G League affiliates. He started as an assistant coach (2019-20) before being promoted to associate head coach (2020-22). His dedication and hard work culminated in his well-deserved appointment as head coach of the Birmingham Squadron in 2022. Saint's 2023-24 Squadron team was the #1 ranked offense in the regular season, and the 4th all-time regular season offense in the history of the G-League.Saint attended Belmont University, where he completed his bachelor's degree in business development. During his time at Belmont, he also served as a student assistant coach with the men's basketball team from 2009 to 2011. His experience at Belmont laid a strong foundation for his coaching career, combining academic achievement with practical coaching experience.Saint later pursued a Master's degree in effective teaching and leadership at Butler University. While at Butler, he worked as a graduate assistant coach, further honing his coaching skills and expanding his understanding of leadership in sports.Breakdown1:00 - Coachikng Strategies and Culture2:00 - Creating Team Identity5:30 - Positive Reinforcement9:00 - Basketball Coaching Strategies15:30 - Confrontational Drives19:00 - Alternating the Current22:30 - Spacing29:30 - Blitzing and Pick and Roll Coverage32:30 - Defensive Tactics35:00 - Pick and Roll Reads41:30 - Hang and Hostage Dribbles44:30 - Late Sprays and Monkey in the Middle48:00 - Play Calling55:30 - Angle Shot59:00 - Chase Five and Euro1:03:00 - Offense Strategies and Plays1:09:30 - Dribble Drive Motion1:12:30 - Single Side Tag and Small Ball1:16:00 - Use of Flares and Back Screens1:23:00 - His Coaching Philosophy and Experience1:27:00 - ConclusionTJ Saint's Bio:Bio/Website: https://georgiadogs.com/sports/mens-basketball/roster/coaches/t-j-saint/2505Twitter: https://x.com/tjsaint4Chris Oliver / Basketball ImmersionWebsite: http://basketballimmersion.com/Twitter: https://twitter.com/bballimmersion?lang=enYouTube: https://www.youtube.com/user/basketballimmersionFacebook: https://facebook.com/basketballimmersionImmersion Videos:Check out all our all-access practice and specialty clinics: