Podcasts about college student development

The Institute A membership that provides the structure and support needed to write your dissertation in 10 hours a week.  https://qual-scholars.mykajabi.com/offers/kusgRwSX    Finish Your Dissertation A private coaching program that provides the structure and support needed to finish your dissertation in 12 months or less. https://qualscholars.com/finish-your-dissertation/     Follow along on Instagram: https://www.instagram.com/qual_scholars/   Qual Scholars YouTube Channel https://www.youtube.com/channel/UCTNl-7Kuy-hDYkTDW4zxaqw     Terah J. Stewart, PhD (he/him) is an assistant professor of higher education and student affairs at Iowa State University. His research and writing focus on people and populations that are hypermarginalized and/or hyperstigmatized including: college students engaged in sex work, fat students on campus, and identity-based student activism. He also does conceptual and empirical work on antiblackness in non-black communities of color. His work often centers critical onto-epistemological frameworks and theories to destabilize dominant ways of knowing and being; including Black/endarkened feminist, womanist, and afropessimist perspectives. His research and writing has appeared in Action Research, Journal of Diversity in Higher Education, Journal of Student Affairs Research and Practice, and the Journal of College Student Development. Dr. Stewart is the co-author of Identity-Based Student Activism: Power and Oppression on College Campuses (2020, Routledge); and author of Sex Work on Campus (2022, Routledge).   @terahjay on all platforms  

This week on SA Voices From the Field we interviewed Melanie Buford and Dr. Michael J. Stebleton, editor and authors of an upcoming new book Mapping the Future of Undergraduate Career Education. Melanie Buford is an Author, Career Consultant, and Teaching Specialist for the Leadership Minor at the University of Minnesota - Twin Cities. She is lead editor of the recent release Mapping the Future of Undergraduate Career Education - an international effort to  evolve career preparation in higher education . Her work has been featured on EdSurge, Puttylike, Truity, and Happen to Your Career. Melanie received the Ralph W. Tyler Award  for outstanding research and the Kenneth B. Hoyt Career Education Practitioner Award for innovative practice. She earned her Ed.M. in Human Development from Harvard Graduate School of Education. Dr. Michael J. Stebleton is Professor of Higher Education in the College of Education and Human Development (CEHD) at the University of Minnesota-Twin Cities, USA. His research and teaching interests focus on college student development and career development with an emphasis on the undergraduate experience and student success.  His work has appeared in numerous venues including:  Journal of College Student Development, Journal of College and Character, Journal of Career Development, and The Career Development Quarterly. Stebleton is a Merit Award recipient through the National Career Development Association (NCDA). Stebleton is co-editor of the recently published book, Mapping the Future of Undergraduate Career Education, by Routledge (2023). Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues!

Student development theories and frameworks are foundational to the student affairs professions; however, there have often been concerns about their applicability to and effectiveness with marginalized college students. Square Pegs and Round Holes offers new perspectives to this important conversation by centering Critical Race Theory as a way to interrogate our understanding about the development of marginalized students.

"I think I'm in a perpetual career transition" Restaurant Manager turned Career Coach turned Entrepreneur, Chris Hegg, from @ChrisatPeak joins Cassie on Happenstance to talk about making big career moves, the chaos and challenges behind career transitions and how he has developed a deep dense of confidence when it comes to follow his passions and taking advantage of opportunities. Let's see where happenstance takes us...Episode Topics:- Daily POP (00:02:40)- Guest Introduction (00:07:18)- Making a Mid-Career Change  (0025:49)- 10 Years in the Restaurant Industry (00:32:08)- The Start of a 4 Year Career Change (00:37:55)- Making Your Own Career Transition (00:42:46)- The Transition to Entrepreneurship and Reselling (00:44:37)-A Story on Looking Out for Yourself (00:56:46) Guest Bio:Chris Hegg is a solopreneur, career coach, content creator, reseller, and curriculum developer who is dedicated to being a catalyst for thoughtful career change. Chris began his career managing restaurants before launching his first big career transition at the age of 30. The “what everyone sees” version of this story is that Chris went back to grad school and became a Career Coach. This sounds like he took one giant step, and voila, transition complete. No! The “real” story of this transition involved dozens of small steps (and mis-steps), all during the Great Recession of 2008. This includes quitting a perfectly fine job, arranging countless coffee meetings, volunteering in the community, working a half dozen part-time jobs, paying off a mountain of debt, selling a car to fund tuition, and moving 900 miles south to attend graduate school.  For Chris, the real magic in that change was taking small steps, lots of them.After earning a Master of Arts in College Student Development, Chris worked as a Career Coach at universities and career schools. He soon established his first business, Peak Opportunity Coaching.  During his 10+ years of experience in career education, Chris has taken part in tens of thousands of conversations about work, life, passion, money and change.  He has drawn inspiration from the brave career changes of his clients, and how the modern world presents so many new avenues to explore and carry out career change.  Cue big career transition number 2. While working full-time as a Career Coach and growing his career coaching practice, Chris built a successful side-hustle selling used clothing on ebay (insert a bunch of small steps that nobody sees here). This side hustle grew quickly and he stepped aside from career coaching to focus on his growing used clothing business, Peak Opportunity Outfitters. Chris then started a new side-hustle too.  Under the name @ChrisAtPeak, Chris shares candid videos of his entrepreneurship journey, especially the small steps.  He shares this content to inspire and encourage others to pursue their own side-hustles, and to roll those side-hustles into big, brave career moves.  You can find Chris's storefronts and follow his journey at chrisatpeak.com.Guest Links:Instagram & Tiktok: @ChrisatpeakLet's Connect:@HappenstancethePodcast@CareerCoachCassie 

Therapy for Executives and Emerging Leaders Curt and Katie chat about how therapists can support leaders. We look at optimal leadership, leadership identity development, barriers for emerging leaders, challenges that executives face, and how therapists can support these leaders. We explore specific interventions and career assessment questions. This is a continuing education podcourse. Transcripts for this episode will be available at mtsgpodcast.com! In this podcast episode we explore how therapists can help leaders During times of turmoil - like a global pandemic, an unstable economy, and social unrest - we want to be able to rely on our leaders to help us weather the storm. We look to our employers, our legislators, and our community leaders to solve problems and remain calm. But who supports our leaders? It's important for therapists to understand leadership and the unique challenges that leaders face, so they can help. Further, therapists must be available to provide support to emerging leaders who are coming from much more diverse backgrounds and perspectives who may need help navigating a system that doesn't always accept them or align with their lived experiences. We talk about leader identity development and how leaders develop over time. We look at common barriers and challenges for leaders at all stages of development as well as suggested interventions to address these needs. What do therapists get wrong when working with leaders? “We may be hindering folks that we don't see as leaders based on what we know about them: either their identity and the kind of the societal bias, or based on what we know about how much they're struggling. And so, we won't be able to help these folks move into these positions of leadership and help them elevate themselves in that way.” – Katie Vernoy, LMFT Therapists don't include career assessments and leadership assessment Understanding the interrelation between work and mental health Bias related to stereotypical leaders and not seeing leadership where it shows up outside of able-bodied, tall, white men The calm, peaceful, work-life balance versus optimal performance and ambition Cosigning on poor work behavior and overwork What is good leadership? Leadership can be taught and can be beneficial for every client Concepts of leadership as a process and a position Interdependent, collaborative Servant Leadership Transformational Leadership What does leadership identity development look like? The 6 stages of the model created by Komives, et al. Moving from identifying leaders, understanding positional leadership, then moving to more of a process and interdependent relationship How leadership identity development impacts adult clients What impacts emerging leaders? Identities, especially marginalized identities Relationships with authority figures Resources, privilege within typical leadership development opportunities during childhood and early adulthood Relational trauma, boundaries, communication Marginalized identities and stereotypes with no sure-fire way to perform acceptably Lack of safety and empowerment Career and Leadership Assessment “Oftentimes, these stereotypes [related to marginalized identities] can really hit someone, and that can get in the way of them being able to be a good leader. First off, because they're not given the positions. But it's also something where they're navigating these stereotypes and having to twist themselves into pretzels, in order to fit in that little tiny line that is between ‘too much' and ‘too little'.” – Katie Vernoy, LMFT Career trajectory Leadership identity development stage Current employment Work/life balance Role of work in client's life and within family system Therapists Working with Leaders Life experience that therapists can draw upon Identifying what you don't know Understand your own work trauma and leadership development The CHAT Model (or Katie's model: clarify, imagine, simplify, act) Our Generous Sponsors for this episode of the Modern Therapist's Survival Guide: Thrizer Thrizer is a new modern billing platform for therapists that was built on the belief that therapy should be accessible AND clinicians should earn what they are worth. Their platform automatically gets clients reimbursed by their insurance after every session. Just by billing your clients through Thrizer, you can potentially save them hundreds every month, with no extra work on your end. Every time you bill a client through Thrizer, an insurance claim is automatically generated and sent directly to the client's insurance. From there, Thrizer provides concierge support to ensure clients get their reimbursement quickly, directly into their bank account. By eliminating reimbursement by check, confusion around benefits, and obscurity with reimbursement status, they allow your clients to focus on what actually matters rather than worrying about their money. It is very quick to get set up and it works great in completement with EHR systems. Their team is super helpful and responsive, and the founder is actually a long-time therapy client who grew frustrated with his reimbursement times The best part is you don't need to give up your rate. They charge a standard 3% payment processing fee! Thrizer lets you become more accessible while remaining in complete control of your practice. A better experience for your clients during therapy means higher retention. Money won't be the reason they quit on therapy. Sign up using bit.ly/moderntherapists if you want to test Thrizer completely risk free! Sign up for Thrizer with code 'moderntherapists' for 1 month of no credit card fees or payment processing fees! That's right - you will get one month of no payment processing fees, meaning you earn 100% of your cash rate during that time. Simplified SEO Consulting Simplified SEO Consulting is completely focused on helping mental health professionals get their websites to show up on Google. They offer trainings and small group intensives to teach you how to optimize your own website. Their next small group intensive is open for enrollment now and starts in August. Take the first step to reaching more ideal clients with their next Small Group SEO Intensive. You don't have to be tech savvy to learn SEO! These days, most people go to Google when they're looking for a therapist and when they start searching, you want to make sure they find you! Simplified SEO Consulting walks you step by step through the process of optimizing your website with their Small Group SEO Intensives. Led by Danica Wolf, a seasoned SEO instructor with an MSW and strong understanding of the mental health world, you learn what content you need to add to your website and how to optimize it with your ideal client in mind. Then watch your online rankings climb! Next one is enrolling now and begins in August, 2022! Visit simplifiedseoconsulting.com/seo-mastermind to learn more and register.   Receive Continuing Education for this Episode of the Modern Therapist's Survival Guide Hey modern therapists, we're so excited to offer the opportunity for 1 unit of continuing education for this podcast episode – Therapy Reimagined is bringing you the Modern Therapist Learning Community!  Once you've listened to this episode, to get CE credit you just need to go to moderntherapistcommunity.com/podcourse, register for your free profile, purchase this course, pass the post-test, and complete the evaluation! Once that's all completed - you'll get a CE certificate in your profile or you can download it for your records. For our current list of CE approvals, check out moderntherapistcommunity.com. You can find this full course (including handouts and resources) here: https://moderntherapistcommunity.com/podcourse/ Continuing Education Approvals: When we are airing this podcast episode, we have the following CE approval. Please check back as we add other approval bodies: Continuing Education Information CAMFT CEPA: Therapy Reimagined is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFTs, LPCCs, LCSWs, and LEPs (CAMFT CEPA provider #132270). Therapy Reimagined maintains responsibility for this program and its content. Courses meet the qualifications for the listed hours of continuing education credit for LMFTs, LCSWs, LPCCs, and/or LEPs as required by the California Board of Behavioral Sciences. We are working on additional provider approvals, but solely are able to provide CAMFT CEs at this time. Please check with your licensing body to ensure that they will accept this as an equivalent learning credit. Resources for Modern Therapists mentioned in this Podcast Episode: We've pulled together resources mentioned in this episode and put together some handy-dandy links. Please note that some of the links below may be affiliate links, so if you purchase after clicking below, we may get a little bit of cash in our pockets. We thank you in advance! Katie's Leadership and Management Books Worth Reading on Pinterest   References mentioned in this continuing education podcast: Ben-Noam, S. (2018). Cracking the Intrapsychic “Glass Ceiling” for Women in Leadership: Therapeutic Interventions. Psychoanalytic Inquiry, 38(4), 299–311. https://doi.org/10.1080/07351690.2018.1444856 Chang, Ting-Han. ”A Critical Study of How College Student Leaders of Color Conceptualize Social Justice Leadership.” Indiana University ProQuest Dissertations Publishing,  2022. 28964612. Chen, C. P., & Hong, J. W. L. (2020). The Career Human Agency Theory. Journal of Counseling & Development, 98(2), 193–199. https://doi.org/10.1002/jcad.12313 Cullen, Maureen E., "Understanding Women's Experience in Undergraduate Leadership Development Through a Transformative and Intersectional Lens" (2022). Graduate Theses and Dissertations. 102. https://pilotscholars.up.edu/etd/102 Komives, S. R., Longerbeam, S. D., Owen, J. E., Mainella, F. C., & Osteen, L. (2006). A Leadership Identity Development Model: Applications from a Grounded Theory. Journal of College Student Development, 47(4), 401–418. https://doi.org/10.1353/csd.2006.0048 Murphy, S. E., & Johnson, S. K. (2011). The benefits of a long-lens approach to leader development: Understanding the seeds of leadership. Leadership Quarterly, 22(3), 459–470. https://doi.org/10.1016/j.leaqua.2011.04.004 Oldridge, K. (2019). A grounded theory study exploring the contribution of coaching to rebalancing organisational power for female leaders. Coaching Psychologist, 15(1), 11–23. Tang, M., Montgomery, M. L. T., Collins, B., & Jenkins, K. (2021). Integrating Career and Mental Health Counseling: Necessity and Strategies. Journal of Employment Counseling, 58(1), 23–35. https://doi.org/10.1002/joec.12155 Wallace, D. M., Torres, E.M., & Zaccaro, S. J. (2021). Just what do we think we are doing? Learning outcomes of leader and leadership development. The Leadership Quarterly, 32(5). https://doi.org/10.1016/j.leaqua.2020.101494. *The full reference list can be found in the course on our learning platform.   Relevant Episodes of MTSG Podcast: What to Know When Providing Therapy for Elite Athletes Millennials as Therapists Financial Therapy   Who we are: Curt Widhalm, LMFT Curt Widhalm is in private practice in the Los Angeles area. He is the cofounder of the Therapy Reimagined conference, an Adjunct Professor at Pepperdine University and CSUN, a former Subject Matter Expert for the California Board of Behavioral Sciences, former CFO of the California Association of Marriage and Family Therapists, and a loving husband and father. He is 1/2 great person, 1/2 provocateur, and 1/2 geek, in that order. He dabbles in the dark art of making "dad jokes" and usually has a half-empty cup of coffee somewhere nearby. Learn more at: www.curtwidhalm.com Katie Vernoy, LMFT Katie Vernoy is a Licensed Marriage and Family Therapist, coach, and consultant supporting leaders, visionaries, executives, and helping professionals to create sustainable careers. Katie, with Curt, has developed workshops and a conference, Therapy Reimagined, to support therapists navigating through the modern challenges of this profession. Katie is also a former President of the California Association of Marriage and Family Therapists. In her spare time, Katie is secretly siphoning off Curt's youthful energy, so that she can take over the world. Learn more at: www.katievernoy.com A Quick Note: Our opinions are our own. We are only speaking for ourselves – except when we speak for each other, or over each other. We're working on it. Our guests are also only speaking for themselves and have their own opinions. We aren't trying to take their voice, and no one speaks for us either. Mostly because they don't want to, but hey. Stay in Touch with Curt, Katie, and the whole Therapy Reimagined #TherapyMovement: Patreon Buy Me A Coffee Podcast Homepage Therapy Reimagined Homepage Facebook Twitter Instagram YouTube   Consultation services with Curt Widhalm or Katie Vernoy: The Fifty-Minute Hour Connect with the Modern Therapist Community: Our Facebook Group – The Modern Therapists Group Modern Therapist's Survival Guide Creative Credits: Voice Over by DW McCann https://www.facebook.com/McCannDW/ Music by Crystal Grooms Mangano https://groomsymusic.com/  

Doug Pagitt and Robb Ryerse sit down with Gretchen Barton of Future Majority and Worthy Strategy Group to talk about the power of narrative and why politicians should make Americans the hero of the story in their messaging.   Gretchen Barton is Principal at Worthy Strategy Group, Research Director at Future Majority, and former policy lead at the Harvard-founded research firm, Olson Zaltman. She has written for the Journal of College Student Development and the American Journal of Health Behavior, and co-authored, Prevalence and Profile: Hazing Among College Students and Points of Intervention. She recently co-authored “The Science of Winning with Stories: Using Agency, Urgency, and Community,” a science-based explanation of why storytelling is the most effective form to engage and move a populace.   Doug Pagitt is the Executive Director and one of the founders of Vote Common Good. He is also a pastor, author, and social activist.  @pagitt   Robb Ryerse is a pastor, author, and Political Organizer at Vote Common Good. You can find his book about running for congress as a Progressive Republican in Arkansas here: Running For Our Lives  @RobbRyerse   The Common Good Podcast is produced and edited by Daniel Deitrich. @danieldeitrich Our theme music is composed by Ben Grace. @bengracemusic   votecommongood.com votecommongood.com/podcast facebook.com/votecommongood twitter.com/votecommon

The Gavel Podcast is the official podcast of Sigma Nu Fraternity, Inc. and is dedicated to keeping you updated on the operations of the Legion of Honor and connecting you to stories from our brotherhood. To find out more about the Fraternity, you can always check out our website at www.sigmanu.org. Also consider following us on: Facebook | Instagram | LinkedIn | Twitter | YouTube | FlickrHave feedback or a question about this episode? Want to submit an idea for a future topic you'd like to see covered? Contact the Gavel Podcast team at news@sigmanu.org. Hosts for this EpisodeChristopher Brenton (North Carolina State) - Director of CommunicationsAdam Girtz (North Dakota State) - Director of Chapter ServicesGuest for this EpisodeDr. Dawn Wiese  - Higher Education Policy Expert, Former Vice President of Student Affairs, Research Consultant to the North-American Interfraternity Conference, Founder of the Plaid consulting firm.Episode Mentions and ReferencesFull Video Recording - A link to the full video version of the webinar.Presentation Slides - Slides referenced during the webinar.Research Referenced (Listed in order of appearance):Gregory, D. E., & Janosik, S. M. (2003). The effect of the Clery Act on campus judicial practices. Journal of College Student Development, 44(6), 763-778.DeBard, R., & Sacks, C. (2011). Greek membership: The relationship with first-year academic performance. Journal of College Student Retention: Research, Theory & Practice, 13(1), 109-126.Asel, A. M., Seifert, T. A., & Pascarella, E. T. (2009). The effects of fraternity/sorority membership on college experiences and outcomes: A portrait of complexity. Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors. 4(2), 1-15. Hayek, J. C., Carini, R. M., O'Day, P. T., & Kuh, G. D. (2002). Triumph or tragedy: Comparing student engagement levels of members of Greek-letter organizations and other students.Fournier, A. K., Ehrhart, I. J., Glindemann, K. E., & Geller, E. S. (2004). Intervening to decrease alcohol abuse at university parties: Differential reinforcement of intoxication level. Behavior modification, 28(2), 167-181.Fraternities and Sororities: Experiences and Outcomes in College, Work, and Life; Gallup 2021Pike, G. (March 2020). The Greek Experience Revisited: The Relationships between Fraternity/Sorority Membership and Student Engagement, Learning Outcomes, Grades, and Satisfaction with College.ResourcesValue of Fraternity Webpage - sigmanu.org webpage, which provides current research and information on the value of the fraternity experience.Employment and Staff Hiring - If you are interested in learning more about working for the Fraternity as a consultant. Please visit the employment webpage for resources and access to the position application. The application deadlines are October 15 and March 1. Applications are accepted on a rolling basis.

This episode is the second in a two-part series on cumulative racial-ethnic trauma and healing for MENA Americans. In this episode, Amir Maghsoodi sits down again with pioneering Arab/MENA psychologists Drs. Mona Amer, Maryam Kia-Keating, and Germine “Gigi” Awad, to discuss their paper in the American Psychologist titled “A model of cumulative racial-ethnic trauma among Americans of Middle Eastern and North African (MENA) descent.” They discuss how the authors' model relates to healing and liberation for MENA Americans and other BIPOC groups. As three of the founding members of AMENA-Psy (American Arab, Middle Eastern & North African Psychological Association), our guests also discuss the formation of the organization and how it relates to the struggle for liberation. Link to download the paper for free: https://psycnet.apa.org/fulltext/2019-01033-007.html ABOUT THE GUESTS Germine “Gigi” Awad, Ph.D., (website) (Twitter: @Dr_GigiAwad) is an Associate Professor in the College of Education Department of Educational Psychology and a Louise Spence Griffeth Fellow. Her scholarship is characterized by three interrelated areas of inquiry: prejudice and discrimination, identity and acculturation, and more recently, body image among women of color. She has also written in the area of multicultural research methodology. The majority of her research is guided by the questions "What factors lead to discrimination against ethnic minorities?" and "What impacts perceptions of experienced discrimination?" The two populations that she has primarily focused on are Arab/Middle Eastern Americans and African Americans. Although overt discrimination towards ethnic minorities has decreased over the years, the practice of more covert, subtle forms of prejudice remains. The events of September 11, 2001, however, reintroduced more explicit forms of prejudice towards Arab/Middle Eastern Americans, and those perceived to be Muslim, complicating the dialogue on discrimination in the United States. Awad is concerned with how prejudicial attitudes and ideology impact attitudes towards ethnic minorities generally and within specific domains such as the workplace and higher education. In addition, she examines how racial/ethnic identity and acculturation impact ethnic minorities' perception of discrimination. Most recently, she has expanded her identity and acculturation research to the study of body image concerns among women of color. Awad received her M.A. and Ph.D. in Psychology from Southern Illinois University Carbondale and  B.S. in Psychology from John Carroll University. Maryam Kia-Keating, Ph.D., (website) (Twitter: @drkiakeating) is a Professor of Clinical Psychology in the UCSB Department of Counseling, Clinical, and School Psychology, a Licensed Clinical Psychologist, and founder of Power of Drishti, providing meditations and music for changemakers, first responders, clinicians, frontline workers, activists, and other people on-the-go. She oversees the Trauma & Adversity, Resilience & Prevention (TARP) research program at the Gevirtz Graduate School of Education. After attending Dartmouth College, Harvard University, and Boston University, Dr. Kia-Keating completed her post-doctoral work at the University of California, San Diego, and served as the Clinical Director of a secondary prevention school-based program for adolescents. Dr. Kia-Keating's scholarship is focused on resilience in the context of experiences of trauma, adversity, and toxic stress for diverse communities, including refugees and immigrants from around the globe. She uses participatory and human-centered design approaches, working in partnership with communities to find innovative solutions to complex needs. Her community co-designed HEROES program for parents and children teaches mindfulness, parent-child attunement, and restorative communication to support resilience, and mitigate the negative impact of adverse childhood experiences (ACEs). She was appointed to the American Psychological Association (APA) Task Force on refugees resettled in the United States. Dr. Kia-Keating's research has been funded by the NIH, and her articles have been published in high-impact academic journals. Her research and interviews have been featured in various outlets including The Washington Post, ABC News, Conde Nast Traveler, Self-Magazine, and CNN. She provides consultation on child development, mental health, and authentic representation for childrens' media, and writes for Psychology Today.  Mona M. Amer, Ph.D., (website) is a Professor of clinical and community psychology and founding chair of the Department of Psychology at the American University in Cairo. She co-founded and served as first elected president of the American Arab, Middle Eastern, and North African Psychological Association (AMENA-Psy). Dr. Amer's research and policy interests focus on racial/ethnic disparities in behavioral health, with specializations in the Arab and Muslim minorities. She is interested in how immigration experiences, acculturation stressors, discrimination, and minority status contribute to disparities, and ways to eliminate inequities through culturally competent services, community-based programming, and social policy. Dr. Amer's nearly 50 publications include two articles in the American Psychological Association's flagship journal American Psychologist and the landmark co-edited book Handbook of Arab American Psychology which was awarded the annual nonfiction award by the Arab American National Museum. In 2020 she received the AMENA-Psy Award for Distinguished Contribution to Psychological Scholarship. GUESTS' SELECT PUBLICATIONS Dr. Awad Select Publications: Arab American Psychology Amer, M. & Awad, G. H. (Eds.) (2016) The Handbook of Arab American Psychology. New York: Routledge. Awad, G. H., Amayreh, W. & Reilly, E. D. (2017) Contemporary Arab American Psychology. In Social Issues In Living Color: Challenges And Solutions From The Perspective Of Ethnic Minority Psychology. Blume, A. (Ed.): Praeger Books. Prejudice & Discrimination Awad, G. H. & Amayreh, W. (2016). Discrimination: Heightened Prejudice Post 9/11 and Psychological Outcomes. In M. M. Amer, & G. H. Awad (Eds.), Handbook of Arab American psychology. New York: Routledge. Neville, H. A., Awad, G. H., *Brooks, J., *Flores, M., & *Bluemel, J. (2013). Color-Blind Racial Ideology: Theory, Training, and Measurement Implications in Psychology. The American Psychologist, 68(6), 455-466. Awad, G. H. (2013).  Does Policy Name Matter? The Effect of Framing on the Evaluations of African American Applicants. Journal of Applied Social Psychology, 43, 379-387. doi: 10.1111/jasp.12026 Brown, L. M., Awad, G. H., *Preas, E. J., *Allen, V., *Kenney, J., *Roberts, S.*Lusk, B. L. (2013). Investigating Prejudice towards Men Perceived to be Muslim: Cues of Foreignness versus Phenotype. Journal of Applied Social Psychology, 43, 237-245. doi: 10.1111/jasp.12015 Awad, G. H. & *Hall-Clark, B. (2009). Impact of Religiosity and Right Wing Authoritarianism on Prejudice towards Middle Easterners.  Beliefs and Values: Understanding the Global Implications of Human Nature, 1(2), 183-192. Awad, G. H., Cokley, K., & *Ravitch, J. (2005). Attitudes toward affirmative action: A comparison of color-blind versus modern racist attitudes. Journal Of Applied Social Psychology, 35(7), 1384-1399. doi:10.1111/j.1559-1816.2005.tb02175.x Identity & Acculturation Awad, G. H. (2010). The impact of acculturation and religious identification on perceived discrimination for Arab/Middle Eastern Americans. Cultural Diversity And Ethnic Minority Psychology, 16(1), 59-67. doi:10.1037/a0016675 Awad, G. H. (2007). The role of racial identity, academic self-concept, and self-esteem in the prediction of academic outcomes for African American students. Journal Of Black Psychology, 33(2), 188-207. doi:10.1177/0095798407299513 Multicultural Research Methodology Awad, G. H., Patall, E. A., *Rackley, K. R. & *Reilly, E. D. (2016). Recommendations for Culturally Sensitive Research Methods.  Journal of Educational and Psychological Consultation, 26, (3). DOI: 10.1080/10474412.2015.1046600 Cokley, K. O & Awad, G. H. (2013). In Defense of Quantitative Methods: Using the “Master's Tools” to Promote Social Justice.  Journal for Social Action in Counseling & Psychology, 5(2), 26-41. Awad, G. H., & Cokley, K. O. (2010). Designing and interpreting quantitative research in multicultural counseling. In J. G. Ponterotto, J. Casas, L. A. Suzuki, C. M. Alexander (Eds.), Handbook of multicultural counseling (3rd ed.) (pp. 385-396). Thousand Oaks, CA US: Sage Publications, Inc. Cokley, K. O., & Awad, G. H. (2008).  Conceptual and Methodological Issues in Multicultural Research. In Heppner, P. P., Kivlighan, D. M., & Wampold, B. E.  (Eds.). Research Design in Counseling (3rd Ed.) (pp. 366-384).  California: Wadsworth. Body Image Awad, G. H., Norwood, C.R., *Taylor, D., *Martinez, M., *McClain, S., *Jones, B., *Holman, A., & *Chapman-Hilliard, C. (2015). Beauty and Body Image Concerns Among African American College Women.  Journal of Black Psychology, 41, 540-564. DOI: 10.1177/0095798414550864 Mintz, L. B., Awad, G. H., *Stinson, R. D., *Bledman, R. A., Coker, A. D.,Kashubeck-West, S., & *Connelly, K. (2013). Weighing and body monitoring among college women: The scale number as an emotional barometer. Journal Of College Student Psychotherapy, 27(1), 78-91.doi:10.1080/87568225.2013.739039 Kashubeck-West, S., Coker, A. D., Awad, G. H., Stinson, R. D., Bledman, R., & Mintz, L. (2013). Do measures commonly used in body image research perform adequately with African American college women?. Cultural Diversity And Ethnic Minority Psychology, 19(3), 357-368. doi:10.1037/a0031905 Mental Health Amer, M. M., Awad, G. H., & Hovey, J. D. (2014). Evaluation of the CES-D Scale factor structure in a sample of second-generation Arab-Americans. InternationalJournal Of Culture And Mental Health, 7(1), 46-58. doi:10.1080/17542863.2012.693514 Awad, G. H., *Martinez, M. S. & Amer, M.M. (2013). Considerations for Psychotherapy with Immigrant Women of Middle Eastern/Arab Descent. Women and Therapy, 36, 163-175. Dr. Kia-Keating Select Publications: Kia-Keating, M., & Juang, L. (2022). Participatory science as a decolonizing methodology: Leveraging collective knowledge from partnerships with refugee and immigrant communities. Cultural Diversity & Ethnic Minority Psychology. Advance online publication. doi: 10.1037/cdp0000514 Suarez-Balcazar, Y., Kia-Keating, M., & Jackson, T. (2021). Navigating participation and ethics with immigrant communities. Qualitative Psychology. doi: 10.1037/qup0000216 Awad, G., Ikizler, A., Abdel-Salem, L., Kia-Keating, M., Amini, B., & El-Ghoroury, N. (2021). Foundations for an Arab/MENA psychology. Journal of Humanistic Psychology, 1-23. doi: 10.1177/00221678211060974 Awad, G., Kia-Keating, M., & Amer, M. (2019). A model of cumulative racial/ethnic trauma among Americans of Middle Eastern and North African (MENA) descent.  American Psychologist, 74 (1), 76-87. doi: 10.1037/amp0000344 Kia-Keating, M., Liu, S., & Sims, G. (2018). Between the devil and the deep blue sea: Refugee youth in resettlement. Emerging Trends in the Social and Behavioral Sciences. doi: 10.1002/9781118900772.etrds0460 Modir, S., & Kia-Keating, M. (2018). Exploring the Middle Eastern American college student experience: Discrimination, adjustment, and coping. Journal of College Student Development, 59, 563-578. doi: 10.1353/csd.2018.0053 Kia-Keating, M., Ahmed, S.R., & Modir, S. (2016). Refugees and Forced Migrants: Seeking Asylum and Acceptance. In Amer, M., & Abdo., G. (Eds.), Handbook of Arab American Psychology (pp 160-172). Routledge. New York. Kia-Keating, M. (2012). Ethical issues in research with refugee communities.  In U. A. Segal & D. Elliott (Eds.), Refugees Worldwide. Volume 4: Law, Policy, and Programs, (pp. 235-257). Santa Barbara, CA: Praeger. Ahmed, S. R., Kia-Keating, M., & Tsai, K. H. (2011).  A structural model of racial discrimination, acculturative stress, and cultural resources among Arab American adolescents.  American Journal of Community Psychology, 48, 181-192. Porterfield, K. (chair), Akinsulure-Smith, A., Benson, M., Betancourt, T., Ellis, H., Kia-Keating, M., & Miller, K. (2010).  Resilience and recovery after war: Refugee children and families in the United States.  Report of the APA Task Force on the Psychosocial Effects of War on Children and Families who are Refugees from Armed Conflict Residing in the United States.  Washington, D.C.: American Psychological Association. Dr. Amer Select Publications: Amer, M. M. (2021). Measures of Muslim religiousness constructs and a multidimensional scale. In A. L. Ai, P. Wink, R. F. Paloutzian, & K. A. Harris (Eds.). Assessing spirituality in a diverse world (pp. 299-331). Switzerland: Springer. Awad, G. H., Kia-Keating, M., & Amer, M. M. (2019). A model of cumulative racial/ ethnic trauma among Americans of Middle Eastern and North African (MENA) descent. American Psychologist, 74, 76-87. Ahmed, S. R., Amer, M. M., & Killawi, A. (2017). The ecosystems perspective in social work: Implications for culturally competent practice with American Muslims. Journal of Religion & Spirituality in Social Work: Social Thought, 36(1-2), 48-72. Amer, M. M., & Awad, G. H. (Eds.). (2016). Handbook of Arab American psychology. New York: Routledge. Amer, M. M. (2014). Arab American acculturation and ethnic identity across the lifespan: Sociodemographic correlates and psychological outcomes. In S. C. Nassar-McMillan, K. J. Ajrouch, & J. Hakim-Larson (Eds.), Biopsychosocial perspectives on Arab Americans: Culture, development, and health (pp. 153-173). New York: Springer. Amer, M. M. & Bagasra, A. (2013). Psychological research with Muslim Americans in the age of Islamophobia: Trends, challenges, and recommendations. American Psychologist, 68(3), 134-144. Ahmed, S., & Amer, M. M. (Eds.). (2012). Counseling Muslims: Handbook of mental health issues and interventions. New York: Routledge. Amer, M. M., & Hovey, J. D. (2012). Anxiety and depression in a post-September 11 sample of Arabs in the USA. Social Psychiatry and Psychiatric Epidemiology, 47(3), 409-418. American Arab, Middle Eastern, & North African Psychological Association (AMENA-Psy): https://www.amenapsy.org/ Link to The Thoughtful Counselor podcast interview with Dr. Awad: https://directory.libsyn.com/episode/index/show/thethoughtfulcounselor/id/21035411 STAY IN TOUCH! #LiberationNowPodcast Email: liberationlab.uiuc@gmail.com | Instagram & Twitter: @liberationlab_    EPISODE CREDITS Music: Amir Maghsoodi and Briana Williams Podcast Artwork: B. Andi Lee & Amir Maghsoodi Episode intro/outro: Mahogany Monette Episode Editing: Amir Maghsoodi Episode Transcript: bit.ly/LibNowE9

In this episode, Amir Maghsoodi speaks with pioneering Arab/MENA psychologists Drs. Mona Amer, Maryam Kia-Keating, and Germine “Gigi” Awad, about their paper in the American Psychologist titled “A model of cumulative racial-ethnic trauma among Americans of Middle Eastern and North African (MENA) descent.” They discuss the creation of the model and provide details about its various components, contextualizing them with present-day examples. The authors also share their motivations and process for writing this paper as well as their hopes for what readers take away from reading it. Listen in to learn about cumulative racial-ethnic trauma for MENA Americans, and tune back in next week to hear the authors discuss the model's implications for healing and liberation. Link to download the paper: https://psycnet.apa.org/fulltext/2019-01033-007.html ABOUT THE GUESTS Germine “Gigi” Awad, Ph.D., (website) (Twitter: @Dr_GigiAwad) is an Associate Professor in the College of Education Department of Educational Psychology and a Louise Spence Griffeth Fellow. Her scholarship is characterized by three interrelated areas of inquiry: prejudice and discrimination, identity and acculturation, and more recently, body image among women of color. She has also written in the area of multicultural research methodology. The majority of her research is guided by the questions "What factors lead to discrimination against ethnic minorities?" and "What impacts perceptions of experienced discrimination?" The two populations that she has primarily focused on are Arab/Middle Eastern Americans and African Americans. Although overt discrimination towards ethnic minorities has decreased over the years, the practice of more covert, subtle forms of prejudice remains. The events of September 11, 2001, however, reintroduced more explicit forms of prejudice towards Arab/Middle Eastern Americans, and those perceived to be Muslim, complicating the dialogue on discrimination in the United States. Awad is concerned with how prejudicial attitudes and ideology impact attitudes towards ethnic minorities generally and within specific domains such as the workplace and higher education. In addition, she examines how racial/ethnic identity and acculturation impact ethnic minorities' perception of discrimination. Most recently, she has expanded her identity and acculturation research to the study of body image concerns among women of color. Awad received her M.A. and Ph.D. in Psychology from Southern Illinois University Carbondale and  B.S. in Psychology from John Carroll University. Maryam Kia-Keating, Ph.D., (website) (Twitter: @drkiakeating) is a Professor of Clinical Psychology in the UCSB Department of Counseling, Clinical, and School Psychology, a Licensed Clinical Psychologist, and founder of Power of Drishti, providing meditations and music for changemakers, first responders, clinicians, frontline workers, activists, and other people on-the-go. She oversees the Trauma & Adversity, Resilience & Prevention (TARP) research program at the Gevirtz Graduate School of Education. After attending Dartmouth College, Harvard University, and Boston University, Dr. Kia-Keating completed her post-doctoral work at the University of California, San Diego, and served as the Clinical Director of a secondary prevention school-based program for adolescents. Dr. Kia-Keating's scholarship is focused on resilience in the context of experiences of trauma, adversity, and toxic stress for diverse communities, including refugees and immigrants from around the globe. She uses participatory and human-centered design approaches, working in partnership with communities to find innovative solutions to complex needs. Her community co-designed HEROES program for parents and children teaches mindfulness, parent-child attunement, and restorative communication to support resilience, and mitigate the negative impact of adverse childhood experiences (ACEs). She was appointed to the American Psychological Association (APA) Task Force on refugees resettled in the United States. Dr. Kia-Keating's research has been funded by the NIH, and her articles have been published in high-impact academic journals. Her research and interviews have been featured in various outlets including The Washington Post, ABC News, Conde Nast Traveler, Self-Magazine, and CNN. She provides consultation on child development, mental health, and authentic representation for childrens' media, and writes for Psychology Today.  Mona M. Amer, Ph.D., (website) is a Professor of clinical and community psychology and founding chair of the Department of Psychology at the American University in Cairo. She co-founded and served as first elected president of the American Arab, Middle Eastern, and North African Psychological Association (AMENA-Psy). Dr. Amer's research and policy interests focus on racial/ethnic disparities in behavioral health, with specializations in the Arab and Muslim minorities. She is interested in how immigration experiences, acculturation stressors, discrimination, and minority status contribute to disparities, and ways to eliminate inequities through culturally competent services, community-based programming, and social policy. Dr. Amer's nearly 50 publications include two articles in the American Psychological Association's flagship journal American Psychologist and the landmark co-edited book Handbook of Arab American Psychology which was awarded the annual nonfiction award by the Arab American National Museum. In 2020 she received the AMENA-Psy Award for Distinguished Contribution to Psychological Scholarship. GUESTS' SELECT PUBLICATIONS Dr. Awad Select Publications: Arab American Psychology Amer, M. & Awad, G. H. (Eds.) (2016) The Handbook of Arab American Psychology. New York: Routledge. Awad, G. H., Amayreh, W. & Reilly, E. D. (2017) Contemporary Arab American Psychology. In Social Issues In Living Color: Challenges And Solutions From The Perspective Of Ethnic Minority Psychology. Blume, A. (Ed.): Praeger Books. Prejudice & Discrimination Awad, G. H. & Amayreh, W. (2016). Discrimination: Heightened Prejudice Post 9/11 and Psychological Outcomes. In M. M. Amer, & G. H. Awad (Eds.), Handbook of Arab American psychology. New York: Routledge. Neville, H. A., Awad, G. H., *Brooks, J., *Flores, M., & *Bluemel, J. (2013). Color-Blind Racial Ideology: Theory, Training, and Measurement Implications in Psychology. The American Psychologist, 68(6), 455-466. Awad, G. H. (2013).  Does Policy Name Matter? The Effect of Framing on the Evaluations of African American Applicants. Journal of Applied Social Psychology, 43, 379-387. doi: 10.1111/jasp.12026 Brown, L. M., Awad, G. H., *Preas, E. J., *Allen, V., *Kenney, J., *Roberts, S.*Lusk, B. L. (2013). Investigating Prejudice towards Men Perceived to be Muslim: Cues of Foreignness versus Phenotype. Journal of Applied Social Psychology, 43, 237-245. doi: 10.1111/jasp.12015 Awad, G. H. & *Hall-Clark, B. (2009). Impact of Religiosity and Right Wing Authoritarianism on Prejudice towards Middle Easterners.  Beliefs and Values: Understanding the Global Implications of Human Nature, 1(2), 183-192. Awad, G. H., Cokley, K., & *Ravitch, J. (2005). Attitudes toward affirmative action: A comparison of color-blind versus modern racist attitudes. Journal Of Applied Social Psychology, 35(7), 1384-1399. doi:10.1111/j.1559-1816.2005.tb02175.x Identity & Acculturation Awad, G. H. (2010). The impact of acculturation and religious identification on perceived discrimination for Arab/Middle Eastern Americans. Cultural Diversity And Ethnic Minority Psychology, 16(1), 59-67. doi:10.1037/a0016675 Awad, G. H. (2007). The role of racial identity, academic self-concept, and self-esteem in the prediction of academic outcomes for African American students. Journal Of Black Psychology, 33(2), 188-207. doi:10.1177/0095798407299513 Multicultural Research Methodology Awad, G. H., Patall, E. A., *Rackley, K. R. & *Reilly, E. D. (2016). Recommendations for Culturally Sensitive Research Methods.  Journal of Educational and Psychological Consultation, 26, (3). DOI: 10.1080/10474412.2015.1046600 Cokley, K. O & Awad, G. H. (2013). In Defense of Quantitative Methods: Using the “Master's Tools” to Promote Social Justice.  Journal for Social Action in Counseling & Psychology, 5(2), 26-41. Awad, G. H., & Cokley, K. O. (2010). Designing and interpreting quantitative research in multicultural counseling. In J. G. Ponterotto, J. Casas, L. A. Suzuki, C. M. Alexander (Eds.), Handbook of multicultural counseling (3rd ed.) (pp. 385-396). Thousand Oaks, CA US: Sage Publications, Inc. Cokley, K. O., & Awad, G. H. (2008).  Conceptual and Methodological Issues in Multicultural Research. In Heppner, P. P., Kivlighan, D. M., & Wampold, B. E.  (Eds.). Research Design in Counseling (3rd Ed.) (pp. 366-384).  California: Wadsworth. Body Image Awad, G. H., Norwood, C.R., *Taylor, D., *Martinez, M., *McClain, S., *Jones, B., *Holman, A., & *Chapman-Hilliard, C. (2015). Beauty and Body Image Concerns Among African American College Women.  Journal of Black Psychology, 41, 540-564. DOI: 10.1177/0095798414550864 Mintz, L. B., Awad, G. H., *Stinson, R. D., *Bledman, R. A., Coker, A. D.,Kashubeck-West, S., & *Connelly, K. (2013). Weighing and body monitoring among college women: The scale number as an emotional barometer. Journal Of College Student Psychotherapy, 27(1), 78-91.doi:10.1080/87568225.2013.739039 Kashubeck-West, S., Coker, A. D., Awad, G. H., Stinson, R. D., Bledman, R., & Mintz, L. (2013). Do measures commonly used in body image research perform adequately with African American college women?. Cultural Diversity And Ethnic Minority Psychology, 19(3), 357-368. doi:10.1037/a0031905 Mental Health Amer, M. M., Awad, G. H., & Hovey, J. D. (2014). Evaluation of the CES-D Scale factor structure in a sample of second-generation Arab-Americans. InternationalJournal Of Culture And Mental Health, 7(1), 46-58. doi:10.1080/17542863.2012.693514 Awad, G. H., *Martinez, M. S. & Amer, M.M. (2013). Considerations for Psychotherapy with Immigrant Women of Middle Eastern/Arab Descent. Women and Therapy, 36, 163-175. Dr. Kia-Keating Select Publications: Kia-Keating, M., & Juang, L. (2022). Participatory science as a decolonizing methodology: Leveraging collective knowledge from partnerships with refugee and immigrant communities. Cultural Diversity & Ethnic Minority Psychology. Advance online publication. doi: 10.1037/cdp0000514 Suarez-Balcazar, Y., Kia-Keating, M., & Jackson, T. (2021). Navigating participation and ethics with immigrant communities. Qualitative Psychology. doi: 10.1037/qup0000216 Awad, G., Ikizler, A., Abdel-Salem, L., Kia-Keating, M., Amini, B., & El-Ghoroury, N. (2021). Foundations for an Arab/MENA psychology. Journal of Humanistic Psychology, 1-23. doi: 10.1177/00221678211060974 Awad, G., Kia-Keating, M., & Amer, M. (2019). A model of cumulative racial/ethnic trauma among Americans of Middle Eastern and North African (MENA) descent.  American Psychologist, 74 (1), 76-87. doi: 10.1037/amp0000344 Kia-Keating, M., Liu, S., & Sims, G. (2018). Between the devil and the deep blue sea: Refugee youth in resettlement. Emerging Trends in the Social and Behavioral Sciences. doi: 10.1002/9781118900772.etrds0460 Modir, S., & Kia-Keating, M. (2018). Exploring the Middle Eastern American college student experience: Discrimination, adjustment, and coping. Journal of College Student Development, 59, 563-578. doi: 10.1353/csd.2018.0053 Kia-Keating, M., Ahmed, S.R., & Modir, S. (2016). Refugees and Forced Migrants: Seeking Asylum and Acceptance. In Amer, M., & Abdo., G. (Eds.), Handbook of Arab American Psychology (pp 160-172). Routledge. New York. Kia-Keating, M. (2012). Ethical issues in research with refugee communities.  In U. A. Segal & D. Elliott (Eds.), Refugees Worldwide. Volume 4: Law, Policy, and Programs, (pp. 235-257). Santa Barbara, CA: Praeger. Ahmed, S. R., Kia-Keating, M., & Tsai, K. H. (2011).  A structural model of racial discrimination, acculturative stress, and cultural resources among Arab American adolescents.  American Journal of Community Psychology, 48, 181-192. Porterfield, K. (chair), Akinsulure-Smith, A., Benson, M., Betancourt, T., Ellis, H., Kia-Keating, M., & Miller, K. (2010).  Resilience and recovery after war: Refugee children and families in the United States.  Report of the APA Task Force on the Psychosocial Effects of War on Children and Families who are Refugees from Armed Conflict Residing in the United States.  Washington, D.C.: American Psychological Association. Dr. Amer Select Publications: Amer, M. M. (2021). Measures of Muslim religiousness constructs and a multidimensional scale. In A. L. Ai, P. Wink, R. F. Paloutzian, & K. A. Harris (Eds.). Assessing spirituality in a diverse world (pp. 299-331). Switzerland: Springer. Awad, G. H., Kia-Keating, M., & Amer, M. M. (2019). A model of cumulative racial/ ethnic trauma among Americans of Middle Eastern and North African (MENA) descent. American Psychologist, 74, 76-87. Ahmed, S. R., Amer, M. M., & Killawi, A. (2017). The ecosystems perspective in social work: Implications for culturally competent practice with American Muslims. Journal of Religion & Spirituality in Social Work: Social Thought, 36(1-2), 48-72. Amer, M. M., & Awad, G. H. (Eds.). (2016). Handbook of Arab American psychology. New York: Routledge. Amer, M. M. (2014). Arab American acculturation and ethnic identity across the lifespan: Sociodemographic correlates and psychological outcomes. In S. C. Nassar-McMillan, K. J. Ajrouch, & J. Hakim-Larson (Eds.), Biopsychosocial perspectives on Arab Americans: Culture, development, and health (pp. 153-173). New York: Springer. Amer, M. M. & Bagasra, A. (2013). Psychological research with Muslim Americans in the age of Islamophobia: Trends, challenges, and recommendations. American Psychologist, 68(3), 134-144. Ahmed, S., & Amer, M. M. (Eds.). (2012). Counseling Muslims: Handbook of mental health issues and interventions. New York: Routledge. Amer, M. M., & Hovey, J. D. (2012). Anxiety and depression in a post-September 11 sample of Arabs in the USA. Social Psychiatry and Psychiatric Epidemiology, 47(3), 409-418.   American Arab, Middle Eastern, & North African Psychological Association (AMENA-Psy): https://www.amenapsy.org/   STAY IN TOUCH! #LiberationNowPodcast Email: liberationlab.uiuc@gmail.com | Instagram & Twitter: @liberationlab_      EPISODE CREDITS Music: Amir Maghsoodi & Briana Williams Podcast Artwork: B. Andi Lee & Amir Maghsoodi Episode Intro/Outro: Cherese Waight Episode Editing: Amir Maghsoodi Episode Transcript: bit.ly/LibNowE8    

Danielle Remigio is a Student Affairs professional, writer, trainer, and TEDx speaker based in the Boston, Massachusetts area. She has a B.A. in Psychology from Western New England University and an M.S. in College Student Development & Counseling from Northeastern University. Her grief journey began in 2016 when she lost her mother, paternal grandfather, and father within 18 months of one another. Danielle has gone on to engage in conversations about the true needs of those grieving and gave her TEDxTalk in March of 2021 entitled "Cleaning Up the Grief Process" to help people understand how to approach the uncomfortable process of grief in their communities. She wants to grow and connect with others to normalize conversations around grief and reduce the stigma around the emotional processes we go through. Danielle is currently in the process of writing a memoir about her experiences to continue to share her life with anyone who could benefit from it. Contact Danielle Remigio: https://www.danielleremigio.com/ https://www.instagram.com/dl_remigio/ TedXTalk: https://youtu.be/azVaK5vLlgM Contact Kendra Rinaldi to be a guest on the podcast, to have as a guest on a podcast or event or for coaching services: https://www.griefgratitudeandthegrayinbetween.com/

***DISCLAIMER***: This is an episode on grief and personal stories will be heard. If you need to pause or skip for personal reasons please be mindful of your own needs. Seek professional support if you are processing your grief and need help. Although the holidays are filled with joy and laughter, many of us have also had to navigate grief after losing loved ones. But it doesn't have to be a lonely experience and my guest today shares her journey. Danielle Remigio is a Student Affairs professional, writer, trainer, and TEDx speaker based in the Boston, Massachusetts area. She has a B.A. in Psychology from Western New England University and an M.S. in College Student Development & Counseling from Northeastern University. Her grief journey began in 2016 when she lost her mother, paternal grandfather, and father within 18 months of one another. Danielle has gone on to engage in conversations about the true needs of those grieving and gave her TEDxTalk in March of 2021 entitled "Cleaning Up the Grief Process" to help people understand how to approach the uncomfortable process of grief in their communities. She wants to grow and connect with others to normalize conversations around grief and reduce the stigma around the emotional processes we go through. Danielle is currently in the process of writing a memoir about her experiences to continue to share her life with anyone who could benefit from it. You'll hear us discuss: The process of becoming a TEDx Speaker Her personal encounter with grief The biggest change she made from one experience of grief to the next How we can each “CLEAN up the grief process” Becoming a better version after getting help and support where needed You connect with her on Instagram at @dl_remigio and her website at danielleremigio.com Watch Danielle's TEDx Talk here: https://youtu.be/azVaK5vLlgM Links + Resources: ✨ Let's connect on Instagram--> @coachkeds ✨ Work with Me--> www.kecoach.com ENJOYING THE PODCAST? Follow/Subscribe, leave a review on Apple Podcasts, and share it on social media too! --- Support this podcast: https://anchor.fm/coachkeds/support

Dr. Lisa Rubin is an Associate Professor at Kansas State University in the College of Education, supporting their masters programs in College Student Development and Academic Advising, and the doctoral programs in Student Affairs in Higher Education and Leadership in Academic Advising. Her education and research interests are ethics in intercollegiate athletics, advising and developing student-athletes, the changing environment of college athletics, NCAA reform and women in intercollegiate athletic administration. She began her career as a student worker in the Admissions Office at The University of Texas at Austin, where she earned her bachelor's degree in Advertising and her master's in Kinesiology-Sport Management. Following her time in Austin, Dr. Rubin served as an Assistant Academic/Life Skills Counselor for the University of Nebraska-Lincoln's athletic department before becoming an Athletic Academic Advisor and Life Skills Coordinator at the University of Nevada, Las Vegas (UNLV). Dr. Rubin joined us to talk about the intersection of higher education and college athletics. She also shared her current research interests and information on an exciting new project she is working on. --- Support this podcast: https://anchor.fm/thebloompod/support

Lori Patton Davis, Ph.D.is one of the most highly respected, accomplished, and influential scholars in the field of higher education. She is a tenured full professor of Higher Education and Student Affairs at The Ohio State University and Chair of the Department of Educational Studies. Patton Davis is also past president of the Association for the Study of Higher Education. She is best known for her important cross-cutting work on African Americans in higher education, critical race theory, diversity initiatives on college campuses, girls and women of color in educational and social contexts, and college student development and graduate preparation. She is the author of numerous peer-reviewed journal articles, book chapters, and other academic publications appearing in highly-regarded venues such as The Journal of Higher Education, Teachers College Record, Journal of College Student Development, Urban Education, and International Journal of Qualitative Studies in Education (QSE). Her research has been cited in multiple publications and funded by grants from the Spencer Foundation, Lumina Foundation, American Psychological Foundation, and an array of other entities. She has served on seven editorial boards for journals in education and was previously associate editor of QSE. She was the American Educational Research Association (AERA) Division J Equity and Inclusion Officer for six years. The American College Personnel Association (ACPA) members elected her to a two-year term as the inaugural Director of Equity and Inclusion on the Association's national governing board. She has received many national awards for her scholarly contributions and was recently recognized in the Edu-Scholar Rankings among the top 200 educators in the US. She is a frequently sought-after expert on a wide range of education topics. The Chronicle of Higher Education, Inside Higher Ed, Huffington Post, Diverse Issues in Higher Education, and dozens of other media outlets have quoted her and featured her research. She has also advised university presidents and other senior administrators, philanthropic foundation executives, culture center directors, and educators in urban K-12 schools.

Welcome to The Academic Life. You are smart and capable, but you aren't an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you'll hear: reflections on the shutdown, the weight and tension involved in decision-making during this time, mental and soul exhaustion, centering the humanity in higher education work, and thoughts on what we're taking out of this pandemic as a field. Our guest is: Dr. James (Jim) D. Breslin, PhD a higher education scholar, practitioner, and consultant who specializes in student success, academic support and advising, assessment, institutional effectiveness, and leadership and administration. He currently serves as the Assistant Provost for Assessment, Accreditation, and Institutional Effectiveness at Bellarmine University. Dr. Breslin has presented more than 70 conference sessions and published several peer-reviewed articles and book chapters on a variety of topics. He is engaged currently with research teams that range from developing new conceptual and practical frameworks for assessment to exploring the relationships between higher education professionals and peer educators. Dr. Breslin participates as an active citizen in the field of higher education and has consulted with institutions and organizations across the US and beyond. He has served on editorial boards for several peer-reviewed publications and in leadership roles in professional organizations, including his current roles as Director-elect of Professional Development on the ACPA Governing Board and Chair of the ACPA Assessment Oversight Task Force. Dr. Breslin has been recognized for his contributions to the field of higher education and most recently was named a Diamond Honoree by the American College Personnel Association Foundation. Your host is: Dr. Dana Malone, a higher education scholar and practitioner. Dana first met Jim in graduate school in their “Theories of College Student Development” course. Over the years, a kindred professional relationship – and friendship – developed, which includes working, presenting, and writing together as well as sharing drinks over Facetime. Listeners to this episode might be interested in: Code Switch podcast. Throughline podcast. ACPA's A Bold Vision Forward.  If anyone is interested in Dr. Breslin's thoughts on pressing issues in higher ed just prior to COVID, check out Emerging Trends in Higher Education.  A recent read that stands out: Heavy: An American Memoir. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you’ll hear: reflections on the shutdown, the weight and tension involved in decision-making during this time, mental and soul exhaustion, centering the humanity in higher education work, and thoughts on what we’re taking out of this pandemic as a field. Our guest is: Dr. James (Jim) D. Breslin, PhD a higher education scholar, practitioner, and consultant who specializes in student success, academic support and advising, assessment, institutional effectiveness, and leadership and administration. He currently serves as the Assistant Provost for Assessment, Accreditation, and Institutional Effectiveness at Bellarmine University. Dr. Breslin has presented more than 70 conference sessions and published several peer-reviewed articles and book chapters on a variety of topics. He is engaged currently with research teams that range from developing new conceptual and practical frameworks for assessment to exploring the relationships between higher education professionals and peer educators. Dr. Breslin participates as an active citizen in the field of higher education and has consulted with institutions and organizations across the US and beyond. He has served on editorial boards for several peer-reviewed publications and in leadership roles in professional organizations, including his current roles as Director-elect of Professional Development on the ACPA Governing Board and Chair of the ACPA Assessment Oversight Task Force. Dr. Breslin has been recognized for his contributions to the field of higher education and most recently was named a Diamond Honoree by the American College Personnel Association Foundation. Your host is: Dr. Dana Malone, a higher education scholar and practitioner. Dana first met Jim in graduate school in their “Theories of College Student Development” course. Over the years, a kindred professional relationship – and friendship – developed, which includes working, presenting, and writing together as well as sharing drinks over Facetime. Listeners to this episode might be interested in: Code Switch podcast. Throughline podcast. ACPA’s A Bold Vision Forward.  If anyone is interested in Dr. Breslin’s thoughts on pressing issues in higher ed just prior to COVID, check out Emerging Trends in Higher Education.  A recent read that stands out: Heavy: An American Memoir. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN. In this episode you’ll hear: reflections on the shutdown, the weight and tension involved in decision-making during this time, mental and soul exhaustion, centering the humanity in higher education work, and thoughts on what we’re taking out of this pandemic as a field. Our guest is: Dr. James (Jim) D. Breslin, PhD a higher education scholar, practitioner, and consultant who specializes in student success, academic support and advising, assessment, institutional effectiveness, and leadership and administration. He currently serves as the Assistant Provost for Assessment, Accreditation, and Institutional Effectiveness at Bellarmine University. Dr. Breslin has presented more than 70 conference sessions and published several peer-reviewed articles and book chapters on a variety of topics. He is engaged currently with research teams that range from developing new conceptual and practical frameworks for assessment to exploring the relationships between higher education professionals and peer educators. Dr. Breslin participates as an active citizen in the field of higher education and has consulted with institutions and organizations across the US and beyond. He has served on editorial boards for several peer-reviewed publications and in leadership roles in professional organizations, including his current roles as Director-elect of Professional Development on the ACPA Governing Board and Chair of the ACPA Assessment Oversight Task Force. Dr. Breslin has been recognized for his contributions to the field of higher education and most recently was named a Diamond Honoree by the American College Personnel Association Foundation. Your host is: Dr. Dana Malone, a higher education scholar and practitioner. Dana first met Jim in graduate school in their “Theories of College Student Development” course. Over the years, a kindred professional relationship – and friendship – developed, which includes working, presenting, and writing together as well as sharing drinks over Facetime. Listeners to this episode might be interested in: Code Switch podcast. Throughline podcast. ACPA’s A Bold Vision Forward.  If anyone is interested in Dr. Breslin’s thoughts on pressing issues in higher ed just prior to COVID, check out Emerging Trends in Higher Education.  A recent read that stands out: Heavy: An American Memoir. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Invisible and Scrutinized An interview with Dr. Sheila Modir on racial trauma and identity within the Middle Eastern North African (MENA) population. Curt and Katie talk with Sheila about how MENA individuals are impacted by racial profiling, prejudice, and the lack of data on the MENA community. We also explore typical coping strategies as well as how therapists can support MENA clients.      It’s time to reimagine therapy and what it means to be a therapist. To support you as a whole person and a therapist, your hosts, Curt Widhalm and Katie Vernoy talk about how to approach the role of therapist in the modern age. Interview with Dr. Sheila Modir Dr. Sheila Modir is a pediatric psychologist at Children’s Hospital of Orange County (CHOC). She obtained a combined doctoral degree in Clinical, Counseling, and School Psychology at the University of California, Santa Barbara and her master’s degree in social welfare at UCLA. Prior to coming to CHOC, Dr. Modir completed her doctoral internship at the UCLA Semel Institute for Neuroscience and Human Behavior where she worked at the UCLA Stress, Trauma, and Resilience Clinic. Her research interests include racial trauma and understanding risk and resilience factors in the context of trauma, and she has presented at conferences and published articles on this topic. Most recently, she has written a children’s book (coming fall 2021) called The Proudest Color, which is a timely and sensitive introduction to race, racism, and racial pride for children. In this episode we talk about: MENA (Middle Eastern and North African) clients The common mistake of assuming that all MENA clients are Muslim A lack of data on immigration and the demographics of these clients The lack of clinical research and education on MENA clients An invisible community that is greatly scrutinized due to profiling The layers of racial trauma Bronson Brenner’s ecological model: Sociopolitical discrimination, Institutional discrimination, Relational discrimination due to “cultural ignorance” The consistent portrayal of MENA individuals as terrorists, the Middle East as war-torn MENA individuals called terrorists versus white individuals called “lone wolves” who are “mentally ill” The impact of how the insurrection in January is viewed as “white terrorism” What influences racism and bias against MENA clients The typical coping strategies for MENA clients related to racial trauma Resignation, cowering, “getting used to it” leading to depression and anxiety Coping strategies, including education and being a cultural representative The contrast between the Asian American community pushing back against the “model minority” while MENA clients are aspiring to be a model minority The importance of identification of MENA individuals on the census How the Muslim Ban has impacted MENA individuals’ relationship with the government Clients minimizing, denying, not disclosing racial trauma The thirst for appropriate and accurate information on culture The benefit of affinity groups How non-MENA therapists can best support MENA clients The nuance of asking a MENA client to educate you as a therapist Collectivist culture and how it shows up in the room, how it can be complicated The challenge of cultural sensitivity when there is little research A call to action regarding research and education A Message from Therapy Reimagined: Therapy Reimagined 2021 – The Modern Therapist Conference Our Call for Sponsors is out! We’re looking for right-match sponsors & exhibitors. We are seeking collaborative relationships that support the psychotherapist community. We commit to intensively engaging our audience with our valued sponsors and we love when our sponsors are actively involved in our conference. Our conference attendees are: #ModernTherapists who understand the value of business and technology Ready to invest in themselves to launch (or scale) their small businesses Building their networks of treatment providers Hungry to engage in the resources in the psychotherapy community Savvy with social media and have (or are in the process of building) an engaged online following Marriage and Family Therapists, Social Workers, Counselors, Psychologists, and other mental health and wellness professionals Learn more here: https://therapyreimaginedconference.com/become-a-sponsor/ Resources mentioned: We’ve pulled together resources mentioned in this episode and put together some handy-dandy links. Please note that some of the links below may be affiliate links, so if you purchase after clicking below, we may get a little bit of cash in our pockets. We thank you in advance! For more information on Dr. Sheila Modir's research:    Modir, S. & Kia-Keating, M. (2018). Exploring the Middle Eastern American college student experience: Discrimination, adjustment, and coping. Journal of College Student Development 59, 563-578.doi:10.1353/csd.2018.0053 Learn more about her at: Twitter: @drsheilamodir Instagram: @thelittlewellnessbookshelf AMENA Psy Relevant Episodes: Iran, The News, and Your Clients White Terrorism and Therapy Let’s Talk About Race Again Connect with us! Our Facebook Group – The Modern Therapists Group Get Notified About Therapy Reimagined Conferences  Our consultation services: The Fifty-Minute Hour Who we are: Curt Widhalm is in private practice in the Los Angeles area. He is the cofounder of the Therapy Reimagined conference, an Adjunct Professor at Pepperdine University and CSUN, a former Subject Matter Expert for the California Board of Behavioral Sciences, former CFO of the California Association of Marriage and Family Therapists, and a loving husband and father. He is 1/2 great person, 1/2 provocateur, and 1/2 geek, in that order. He dabbles in the dark art of making "dad jokes" and usually has a half-empty cup of coffee somewhere nearby. Learn more at: www.curtwidhalm.com Katie Vernoy is a Licensed Marriage and Family Therapist, coach, and consultant supporting leaders, visionaries, executives, and helping professionals to create sustainable careers. Katie, with Curt, has developed workshops and a conference, Therapy Reimagined, to support therapists navigating through the modern challenges of this profession. Katie is also Past President of the California Association of Marriage and Family Therapists. In her spare time, Katie is secretly siphoning off Curt's youthful energy, so that she can take over the world. Learn more at: www.katievernoy.com A Quick Note: Our opinions are our own. We are only speaking for ourselves – except when we speak for each other, or over each other. We’re working on it. Our guests are also only speaking for themselves and have their own opinions. We aren’t trying to take their voice, and no one speaks for us either. Mostly because they don’t want to, but hey.   Stay in Touch: www.mtsgpodcast.com www.therapyreimagined.com Our Facebook Group – The Modern Therapist’s Group https://www.facebook.com/therapyreimagined/ https://twitter.com/therapymovement https://www.instagram.com/therapyreimagined/   Credits: Voice Over by DW McCann https://www.facebook.com/McCannDW/ Music by Crystal Grooms Mangano http://www.crystalmangano.com/

Amanda Florence Goodenough (she/her/hers) is a dedicated educator operating from a cultural humility framework to center and elevate historically marginalized voices, promote belongingness and mattering, disrupt structural inequities, and advance intersectional social and racial justice. Amanda has over 15 years of professional experience in equity, diversity, inclusion, and justice efforts within a higher education setting. Currently, Amanda serves as the Director of Campus Climate at the University of Wisconsin-La Crosse (UWL), while also being a part-time doctoral candidate in UWL’s Student Affairs Administration and Leadership program. On campus, in addition to facilitating workshops, programming, and assessment, Amanda has provided leadership for Awareness through Performance and the Hate Response Team for over a decade and has co-founded RISE UP (Racial & Intersecting Identity Symposium for Equitable University Progress) and the nationally-growing Hate/Bias Response Symposium. Amanda's focus areas include campus climate/culture, cultural humility, hate/bias response, anti-blackness, racial justice, multiracialism, microaggressions, bystander intervention, student activism, power/privilege/oppression, and healing centered engagement. Amanda resides in Wisconsin, where she attended the University of Wisconsin-Platteville for her Bachelor's degree in Communications, before heading to the University of Wisconsin-La Crosse to earn a Master's in College Student Development & Administration. In her personal life, Amanda and her partner enjoy raising their multiracial kiddos and helping them to make meaning of the world. In this Episode, we discuss: Amanda’s role as she serves both the UW-La Crosse community as well as a wider network of organizations to passionately disrupt structural inequities in our schools and communities. We talk about her experiences of overcoming loss of her father at the start of the COVID pandemic and the challenge of her role through the racial pandemic as well. She shares with us her experience growing up in a community where acts of blatant racism caused her family to have to overcome daily challenge, and how she now uses that story to deepen her impact on equity work today. Amanda opens up about overcoming the loss of both her parents in a deeply poignant way, and she shares beautiful truths and wisdom for us throughout this interview about rising up from much adversity. Connect with Amanda: Amanda on Facebook Amanda's Professional Profile Social Responsibility Speaks, LLC --coming soon Sarah Johnson: Sarah's Website Sarah on Twitter Sarah on IG Sarah on LinkdIN Facebook: https://www.facebook.com/sarahsajohnson In AWE Podcast: www.inawetorise.com Join Sarah’s FREE Five Day Going Beyond Balance Challenge: --- Send in a voice message: https://anchor.fm/inawepodcast/message

Those who have had a college experience, whether it was a single class or a full degree program, would likely admit that the college environment provided countless new experiences. In this episode, Dr. P. talks with Dr. Darryl Holloman about how college experiences can influence students' personal development in multiple ways. Darryl is Vice President for Student Affairs at Spelman College, where he is responsible for supporting a student life agenda that promotes the growth, development, and academic success of every Spelman student. He oversees program development, financial management, and personnel administration for all student development functions including the Office of the Dean of Students, Housing and Residence Life, Counseling Services and Student Access Center, Student Health Services and Campus Wellness, Student Life and Engagement, and student judicial processes. Prior to Spelman, Darryl worked as the Associate Vice President for Student Affairs and Dean of Students at Georgia State University, Assistant Vice President for Student Life and Assistant Professor at Columbus State University, and Associate Dean of Students and Director of the Paul Robeson Campus Center at Rutgers University-Newark. He has also served as a full-time faculty member at the University of Arkansas-Little Rock. Darryl has presented more than 80 research papers at conferences hosted by the Association for the Study of Higher Education, the American Educational Research Association, the Association of College Unions International, and the National Academic Advising Association, to name a few. Dr. Holloman's research agenda examines how cultural identities and cultural distinctions shape college experiences and he has authored several articles and book chapters. Darryl is an Atlanta native and has earned three degrees from Georgia State University: a doctorate in educational policy studies; a master's degree in human resource development; and a bachelor's degree in English with a concentration in creative writing. The Did You Know segment describes the importance of sleep. The Ask Dr. P. segment features a listener's question about understanding different types of degrees.Time Markers01:55-Welcome Dr. Darryl Holloman05:00-About Spelman College10:45-The Basics: What Students Can Expect to Experience in College17:45-Misconceptions about What Happens to Students in College25:45-Did You Know: The Importance of Sleep26:30-Ask the Expert: Darryl's Advice for How Students Can Embrace their Development49:15-Ask Dr. P: Understanding Different Types of DegreesResources Mentioned in this EpisodeBook: Makes Me Wanna Holler: A Young Black Man in America by Nathan McCallBook: The Universe Has Your Back: Transform Fear to Faith by Gabrielle BernsteinBook: Mixed Race Students in College: The Ecology of Race, Identity, and Community on Campus by Kristen RennAmerican Academy of Sleep Medicine Article: Importance of Sleep for College StudentsDr. Holloman's BioDr. Holloman on InstagramGot a question about college? Email Dr. P. at amelia@speakingofcollege.com 

Ms. Bretagne Ballard is a native of Philadelphia. She is the Assistant Director of Residence Life at UW Madison. She holds a degree in Political Science and Business Administration from Mary Baldwin College and a MS in College Student Development. She has over 10 years of higher education experience. Bretagne shares her experiences being a Godmom, how some past partners have tried to sell her on the benefits of being a mother, why she confirmed at a young age that she NEVER wanted children, and how her mother reached the acceptance stage and now loves on her grandkitty! Bretagne gives you the real on her childfree life with such boldness and confidence that all will surely feel her Black Girl Magic sprinkle on you! Follow her on Facebook @Bretagne Pearl. If you have enjoyed listening to this podcast episode, please let me know on my social media handles below. I would love to hear your thoughts! Please SHARE this podcast with others and please do not forget to SUBSCRIBE/FOLLOW. Thank you in advance for listening and for your support. Social Media IG: Instagram.com/nobibsburpsbottles FB Business Page: Facebook.com/DrAngelaLHarris Twitter: Twitter.com/nobibsburpsbott Blog: Blog.nobibsburpsbottles.com --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

With a fresh method of ministry, Jacqueline Horbrook seeks to influence future world changers. Jackie holds her Masters in Counseling & College Student Development, with a Bachelor's degree in Business & Marketing. She has a heart for ministering to those that are striving to create change in their communities. She is the founder of Black Christian Influencers and you can check out her business at www.blackchristianinfluencers.com and become a member or see what she has coming up next on social media @jackietheeducator or @blackchristianinfluencers --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/brandon-harrison7/support

ACT, Inc. didn’t always endorse the practice of superscoring for admissions, but the test maker has changed its institutional stance on the basis of compelling evidence. What did ACT researchers uncover that everyone should know? Amy and Mike invited ACT Senior Director in Research Krista Mattern to share the newest findings regarding ACT superscoring and section retesting.  What are five things you will learn in this episode? Why was ACT historically against superscoring and what changed? How predictive are superscores regarding academic success in college? How does research support the concept of section retesting? What is the philosophy behind the order of the ACT sections? What are the similarities and differences between paper-and-pencil and online testing ? MEET OUR GUEST Krista Mattern is a Senior Director in Research at ACT. Her research focuses on predicting education and workplace success through evaluating the validity and fairness of cognitive and non-cognitive measures. Also known for work in evaluating the efficacy of learning products to help improve intended learner outcomes.  Krista has over 100 publications including journal articles, technical reports, and books chapters and has served as the editor of two books. Her work has been published in the Journal of Applied Psychology, Journal of Educational Measurement, Educational Measurement: Issues and Practice, Educational and Psychological Measurement, and the Journal of College Student Development. She received her Ph.D. in Industrial and Organizational Psychology with a minor in Quantitative Psychology from the University of Illinois, Urbana-Champaign Find Krista at krista.mattern@act.org. LINKS How should colleges treat multiple admissions test scores? Testing, testing: What is the fairest score when applicants retake admissions tests? Does superscoring increase subgroup differences? Impact of superscoring on subgroup differences ACT Superscore Database ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Jessica is a Certified Group Fitness Instructor through the American Council of Exercise; she also has a bachelor’s degree in Biology from NC State University and a master’s degree in College Student Development from Appalachian State University. Jessica has always had a passion for health and wellness. When she was in college, she hit a real low point and told herself she would never get to that place again. Since then she has been working on her own health and wellness which includes spiritual, financial, healthy eating, fitness, personal development, and overall wellness. She has such a passion for helping others! To find out more about Jessica or to book a consultation with her and see if she would be a good fit for your health and wellness needs visit her website below. ​ Learn more about Jessica here: https://www.wellnessbyjlo.com/ https://www.facebook.com/wellnessbyjlo/ https://www.instagram.com/jessicalorello/ #PPLpodcast #pressplaylifestyle #pressplay #pressplay4u #worklifebalance #personalgrowth #professionalgrowth #personaldevelopment --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/pressplayinspired/message

Sonja Ardoin, Ph.D. is an author, learner, educator, and facilitator. She originates from "Cajun country" - the small, rural community of Vidrine, LA specifically - and is proud of her first generation college student to Ph.D. educational journey, with degrees from Louisiana State University, Florida State University, and North Carolina State University. Sonja's career path includes experience in student activities, leadership development, community engagement, fraternity and sorority life, student conduct, and academic advising.  She made the move from full-time practitioner to full-time faculty member in 2015, but continues to view her professional role as that of a scholar-practitioner. Sonja studies social class identity in higher education; college access and success for first generation college students and students from rural areas; student and women’s leadership; and career preparation and pathways in higher education and student affairs. Sonja stays engaged in the higher education field through presenting, facilitating, and volunteering with national organizations such as ASHE, NASPA, ACPA, LeaderShape, AFLV, Zeta Tau Alpha, Delta Gamma, and Peer Forward.  She is a contributor to the NASPA Center for First-generation Student Success advocacy group, the NASPA Socioeconomic and Class Issues in Higher Education Knowledge Community, and the AFLV Board of Directors. She also serves on the editorial boards for the Journal of Student Affairs Research and Practice and the College Student Affairs Journal and as a reviewer for the Journal of College Student Development. Sonja contributes to literature through books, book chapters, journal articles, and blogs and enjoys reading the work of others.  She credits her love of reading to her grandmother, who always brought her to the local library as a child and challenged her to read the maximum number of books each week.    Sonja also enjoys enjoys traveling, dancing and listening to music, reading, writing, sports, laughing, and spending time with people she loves. Her new book, Straddling Class in the Academy: 26 Stories of Students, Administrators, and Faculty From Poor and Working-Class Backgrounds and Their Compelling Lessons for Higher Education Policy and Practice is currently available everywhere. 

How can student affairs professionals bring critical perspectives to student development theory to better inform their student affairs practice? On this episode of Student Affairs Live, host Keith Edwards speaks with Elisa Abes, Susan R. Jones, and D-L Stewart, editors of the new book Rethinking Student Development Theory Using Critical Frameworks. This episode will explore “third wave” theoretical perspectives, use those theories to critically examine common student development constructs, and examine implications for student affairs practice. This free episode will air live on Wednesday, September 25 at 1 pm ET. To watch the archived video, just return to this page at any point after the episode airs.

How can student affairs professionals bring critical perspectives to student development theory to better inform their student affairs practice? On this episode of Student Affairs Live, host Keith Edwards speaks with Elisa Abes, Susan R. Jones, and D-L Stewart, editors of the new book Rethinking Student Development Theory Using Critical Frameworks. This episode will explore “third wave” theoretical perspectives, use those theories to critically examine common student development constructs, and examine implications for student affairs practice. This free episode will air live on Wednesday, September 25 at 1 pm ET. To watch the archived video, just return to this page at any point after the episode airs.

In this episode, we discuss mentalism, its cultural impact, and it the possibility of its role in systemic oppression. We detail the use of mentalism in social justice by reviewing literature that discusses Fundamental Attribution Error and the Pygmalion Effect. Tune in to hear how we humans view other people’s behavior, especially those from marginalized groups. We hope that you enjoy the conversation, as much as we enjoyed recording it! Please follow us on FB @BeautifulHumansCast or IG @BeautifulHumansChange And Join our Patreon World! https://www.patreon.com/beautifulhumans?fbclid=IwAR3k9lf0VQzSwXakHC1oAOZv2sbqwyy7jSdPkQq5ekh9rkJu_nnOFnZURBM References shared during this conversation: Estella, W. C., & Alexander, W. C. (2002). Decoding the language of social justice: What do privilege and oppression really mean? Journal of College Student Development, 43(6), 792-808. Retrieved from https://search.proquest.com/docview/195174443?accountid=16607 Moore J. (2003). Behavior analysis, mentalism, and the path to social justice. The Behavior analyst, 26(2), 181–193. doi:10.1007/bf03392075 Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: teacher expectation and pupils' intellectual development. New York: Holt, Rinehart and Winston. Skinner, B. F. (1974). About behaviorism. Oxford, England: Alfred A. Knopf. Links to topics briefly mentioned(we encourage your own research on the topics): https://www.cdc.gov/tuskegee/timeline.htm https://www.usnews.com/news/best-states/articles/2018-02-27/in-most-states-poorest-school-districts-get-less-funding https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2757926/

Trena Yonkers-Talz preaches for the Twenty-eighth Sunday in Ordinary Time, offering a reflection on readings by sharing the lived example of one of her friends from El Salvador. Trena Yonkers-Talz has lived in Central American for over 20 years working in Jesuit higher education. She and her husband, Kevin, co-directed Santa Clara University’s study aboard program, Casa de la Solidaridad. Currently, Trena and Kevin are launching Centro Ignacio Ellacuría (CIE) with the Jesuit university in El Salvador, Universidad Centroamericana José Simeón Cañas (UCA). CIE develops academic and formation programs that integrate the exploration of faith and the promote of justice through a praxis-based, liberationist pedagogy. Trena has a master’s degree in Theology from Boston College and a master’s degree in College Student Development from Miami University. She is a very proud mom of four daughters (Sophia 18, Grace 16, Hannah 13 and Emma 8). She is originally from Hastings, Michigan. Visit www.catholicwomenpreach.org/preaching/10142018 for more information about Trena, to view her video, and to read her text.

Do you have an aspiration for writing but don't know where to start or how to submit? Are you looking for tips on content and writing style? Do you want to learn how to best stand out and distinguish yourself from other articles and submissions? Learn the joys and challenges of writing by joining this esteemed panel of editors as they share their experiences from a broad range of professional associations, publication types, and content areas. On this episode of Student Affairs Live, host Tony Doody speaks with Debora Liddell (Editor of ACPA's Journal of College Student Development), Elizabeth Beltramini (Editor of ACUI's Bulletin), Suzanne Price (Editor of ACUHO-I's Journal of College and University Student Housing), and Amy Bergeson, (Editor of the NASPA Journal About Women in Higher Education).

Do you have an aspiration for writing but don’t know where to start or how to submit? Are you looking for tips on content and writing style? Do you want to learn how to best stand out and distinguish yourself from other articles and submissions? Learn the joys and challenges of writing by joining this esteemed panel of editors as they share their experiences from a broad range of professional associations, publication types, and content areas.On this episode of Student Affairs Live, host Tony Doody speaks with Debora Liddell (Editor of ACPA’s Journal of College Student Development), Elizabeth Beltramini (Editor of ACUI’s Bulletin), Suzanne Price (Editor of ACUHO-I’s Journal of College and University Student Housing), and Amy Bergeson, (Editor of the NASPA Journal About Women in Higher Education).

In this episode we discuss Colin Kaepernick protest Should more athletes use their platform to address social injustices? Should Pro athletes advocate for collegiate athletes? The Sociology of Sport The rise of crime in athletics Is there a due process for collegiate athletes? Why institutions aren’t helping athletes with personal development? How to help high school athletes transition into college? This week’s “More Than An Athlete” 3 Things you should know when working with athletes Eddie’s Bio Dr. Eddie Comeaux, is an associate professor of higher education at the University of California, Riverside. He maintains an active research agenda that examines the college student experience—with special attention on athletes and underrepresented students— and how those experiences influence their subsequent outcomes. Central to much of his work are issues of access and equity. Comeaux has authored two books and more than 50 peer-reviewed journal articles, book chapters, and other academic publications and reports. His research appears in Educational Researcher, Journal of Higher Education, Journal of College Student Development, Journal of Intercollegiate Sport, Sociology of Sport Journal, and several other well-regarded academic journals. His research has been supported by the Ford Foundation and the National Collegiate Athletic Association. As well, Comeaux has created and co-produced several narrative documentaries, delivered keynote addresses, and presented more than 100 research papers, workshops, and symposia at higher education institutions and national research conferences. Comeaux’s work has been featured or quoted in the Huffington Post, Forbes, New York Times, Los Angeles Times, Sports Illustrated, Chronicle of Higher Education, Inside Higher Ed, Diverse Issues in Higher Education, and many other outlets. Comeaux teaches courses on college student development theories, intercollegiate athletics, foundations of research, and diversity issues in higher education. He is the co-founder and former Chair of the Special Interest Group, Research Focus on Education and Sport for the American Educational Research Association. In addition, Comeaux serves on several editorial boards. Prior to earning his Ph.D. at UCLA, he was drafted out of the University of California, Berkeley in the amateur free draft by the Texas Rangers baseball organization– and spent four year playing professionally. Other Resources and websites www.ippdworld.com www.ppdlife.com Twitter @Drmarkppd and @Brandonlsweeney www.brandonlsweeney.com #Education #Leadership, #Culture, #Sports #StudentAthletes, #Athletes, #Personaldevelopment, #EddieComeaux #DrMark #BrandonLSweeney

Penny Rue joined Wake Forest University as Vice President for Campus Life and Professor of Counseling in July 2013, with broad responsibility for the safety and well-being of students and their education outside the classroom. She served as Vice Chancellor-Student Affairs at the University of California, San Diego for six years. She previously served for eight years as Dean of Students at the University of Virginia. She served for five years as Senior Associate Dean of Students at Georgetown University and for seven years as Georgetown’s Director of Student Programs. Earlier in her career she held posts at The University of Maryland and the University of North Carolina at Chapel Hill. Her doctorate is in Counseling and Personnel Services from the University of Maryland, where her dissertation research focused on a conceptual study of community on the college campus. Rue has taught the Capstone class in the San Diego State University Master’s Program in Student Affairs and College Student Development in the Higher Education doctoral program at the University of Virginia. She has a Master’s degree in Student Personnel Services from The Ohio State University, from which she received the Maude Stewart Outstanding Alumna Award in 2011, and an A.B. magna cum laude in English and Religion from Duke University. In 2011 she was named a Pillar of the Profession by the NASPA Foundation.

Rev. Dr. Jamie Washington, the Assistant Pastor of Unity Fellowship Church of Baltimore, MD, has been in the church all of his life, starting in the United Methodist Church, and serving in Baptist, Church of God In Christ (COGIC), AME, and Non-Denominational Churches. This year marks 39 years of service in Music Ministry. Dr. Washington is also the Founder of the Washington Consulting Group and the Social Justice Training Institute, which has trained over 1000 Social Justice Educators and Change Agents from across the country.  A native Philadelphian, Dr. Washington earned his B.S. degree in Therapeutic Recreation and Music from Slippery Rock State College, and a double Masters' of Science degree from Indiana University/Bloomington in Higher Education Administration and Counseling, with a concentration in Human Sexuality. He holds a Ph.D. in College Student Development, with a concentration in Multicultural Education, from the University of Maryland College Park, and completed his Masters of Divinity program at Howard University School of Divinity with a concentration on Pastoral Care and Christian Social Ethics. We will be discussed reconciliarion and healing for the LGBTQ community and traditional bible Believing Christians, the debate over same sex marriage, and the intersections between Race, Religion and Sexuality. This program originally aired on 8/27/12. Contact information: http://washingtonconsultinggroup.net or http://www.ufcb.org/

Angela D Amour tells how getting and being uncomfortable opens the door for change and growth. A Westmont Alum Angela went on to get her MEd. in Higher Education and College Student Development at the University of Vermont. She spent 3 years at Dartmouth College working with first-year students and came back to Westmont in 2007 as the Director of Campus Life.

Today’s guest is an associate professor of biological sciences at BGSU. She's been faculty at BGSU since 1985 and the director of the BGSU Herpetarium since 1997. Her research interests include developmental genetics, reptile and amphibian husbandry, egg incubation, as well as student engagement and attitudes. She is a good friend and mentor. Please welcome Dr. Eileen Underwood.____________________Table of Contents:00:00 - Introduction05:41 - Interview with Dr. Eileen Underwood24:34 - Video Outage26:25 - Video Back_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I'm using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_____________________       MATT              Testing… Testing… 123 Testing…          INNER DIALOGUE MATT              Hi Matt! Did you remember to push the record button? Last time              you forgot and you had to rerecord the entire introduction.          MATT              Who said that?          INNER DIALOGUE MATT              Me. I'm your inner dialogue. You can call me at IDM.              Short for INNER DIALOGUE MATT.          MATT              OK. Hi IDM. If you’ll excuse me I’m recording an              introduction to a podcast.          INNER DIALOGUE MATT              I know. Do you realize that you are terrible at podcasting?              You're obviously reading a script and you look like a              deer caught in headlights. Maybe you should try mixing              it up a little bit.          MATT              OK. Like how?          INNER DIALOGUE MATT              You'll think of something. Before you record, why don't              you tell me about your topic.          MATT              I am talking about Learning Communities. I'm also              talking about the Marine Lab and the Herpetarium.          INNER DIALOGUE MATT              Sounds kind of interesting. What is a Learning              Community?          MATT              Nobody can say for sure.          INNER DIALOGUE MATT              What?! So, you don’t actually know what a Learning Community              is?          MATT              There really isn't a good clean definition that everyone              can agree on, but basically, it’s a group of people who              have common academic goals and attitudes. They have              become very popular in colleges and universities in the              United States. There are residential learning              communities and non-residential learning communities.        INNER DIALOGUE MATT              Don’t tell me. Tell the camera. (MATT NOW TALKS TO THE CAMERA)        MATT              In residential learning communities, students live together              and share common extra-curricular activities. Today we’ll              be talking about the non-residential learning              communities. According to a 1999 paper by George Washington              University professor Karen Kellogg, there are five types of              non-residential learning communities commonly found throughout              the literature. The first type, are linked courses, where              groups of students take the same two courses together. Usually              one is content-based and the other is application based. We do              this at BGSU.              For example, many of our freshman biology majors will              take a biology course and a psychology or philosophy              course together, so they see the same people in both              classes and hopefully get to know each other better. The              second type is called learning clusters, where groups of              students take three or four courses linked together. The              third type is called freshman interest groups, which are              similar to linked courses but also includes a peer              advising component. An upperclassman serves as a peer              advisor and meets with the freshman weekly. The fourth              type it's called federated learning communities, where              students take linked courses and a professor from a              different discipline called a master learner takes the              courses with the students. The master learner meets with              the students regularly to discuss the courses. The fifth              type is called coordinated studies, where a group of              students and faculty work together on a full-time block              of courses which may last an entire year.          INNER DIALOGUE MATT              There are just 5 types of non-residential              learning-communities?          MATT              No. There’s actually many more types of non-residential              learning communities. We have two live animal labs here              in the biology department at BGSU and that I would like to              talk about today. They don’t fit into any of the 5 common              categories I just listed, but they are definitely learning              communities, bringing faculty and students together on a              regular basis to peruse the same academic goals.              In the Marine Lab students take care of aquariums              and work on aquatic research projects. In the              herpetarium or reptile lab students take care of              reptiles and do reptile research projects. There are              also Professional Learning Communities, Where              like-minded professionals get together and talk about              topics related to their profession. I’ve facilitated a              bunch of professional learning communities for faculty              where we got together and talked about all aspects of              Teaching and Learning.          INNER DIALOGUE MATT              Sounds interesting, but are there any benefits to              learning communities? It sounds like a complicated              scheduling nightmare.          MATT              Scheduling can be difficult, but there is a huge body of              literature around this              indicating a huge number of benefits. According to Karen              Kellog (1999), benefits for students include “increases              in academic achievement, retention, motivation,              intellectual development, learning, and involvement in              community.” Faculty can be re-energized, empowered, feel              valued, become more creative, and more committed to the              college or university. Distinguished Syracuse University              sociology professor Vincent Tinto (1994) studied student              retention and learning communities. In a 1994 paper, he              explains that              learning communities provide a strong sense of belonging              for students and a strong sense of belonging is key to              student retention in a college or university.          INNER DIALOGUE MATT              Nice job! It looks like you found a fairly interesting              topic and you have done your homework. Now quit wasting              everybody's time and introduce your guest. _______________________ ReferencesGolde, C. M., & Pribbenow, D. A. (n.d.). Understanding Faculty Involvement in Residential Learning Communities, Journal of College Student Development. Retrieved November 12, 2019, from http://chris.golde.org/filecabinet/facultyinvolvement.html. Kellog, K. (1999) Learning Communities. ERIC Digest. Washington, D.C.: ERIC Clearinghouse on Higher Education. Tinto, V. (2003). Learning Better Together: The Impact of Learning Communities on Student Success. In Promoting Student Success in College, Higher Education Monograph Series (pp. 1-8). Syracuse, NY: Syracuse University.Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations