Podcasts about columbia university's teachers college

A common thread that runs through diverse and successful careers in STEM, whether in the academic or corporate world, is the ability to interpret and communicate complex and data-driven topics into narratives that can inspire action at the individual, corporate, and policy levels. However, many STEM professionals still grapple with the skills and attributes they need that can help them distill complex topics which makes the work of this week’s guest, Joan Wasser Gish, incredibly crucial.  Joan Wasser Gish is an expert in translating findings from education, research, and implementation into policy and practice at scale. Twice appointed by the Governor to the Massachusetts Board of Early Education and Care, Joan helps to build systems that improve implementation and policies that make access to high-quality early education easier, particularly for low-income children across the Commonwealth of Massachusetts. She joined the Boston College Lynch School of Education in 2015 to translate research on the effective integration of comprehensive services in K-12 into a state-wide infrastructure. This infrastructure was designed to support the integration of education with social services, youth development, health, and mental health resources for Massachusetts children and families.  Joan and her team's impact has expanded beyond Massachusetts to include multiple states around the country. She has extensive experience related to educational and social domestic policies focused on low-income children and families. She's worked on these issues in a Presidential campaign and also in the United States Senate. Joan is helping to lead policy change across the country and has been published by the Washington Post, Brookings Institute, Education Week, and Commonwealth magazine. Joan holds an MA in Education Policy from Columbia University's Teachers College and a JD from Columbia School of Law. She received her BA in Political Science and Political Theory where she graduated Magna Cum Laude from Brown University. What You’ll Hear On This Episode of When Science Speaks [01:01] Mark introduces his guest, Joan Wasser Gish [03:08] The common theme in Joan’s diverse work experiences and the skills that helped make her successful in each of them [05:54] Joan shares why she thinks it’s important to pay attention to the political environment in her field of work [09:17] How Joan manages her various high-level responsibilities  [11:10] Essential techniques and practices for distilling complex topics and in communicating these to policymakers [19:17] Joan reveals how she developed the skill to distill complex topics  [21:26] How grad students, P.hDs, and postdocs can learn how to effectively communicate and discuss complex topics [27:24] Joan’s career journey and her takeaways from it Connect with Joan Wasser Gish Joan Wasser Gish on LinkedIn Lynch School of Education and Human Development Department of Early Education and Care Translating Data into Narratives to Inspire Action  Whether it's communicating with policymakers or with potential investors, having the skill to translate complex topics and data into meaningful narratives is a core differentiator. Joan Wasser Gish says that while researchers focus on the rigor, accuracy, and integrity of their research and are able to effectively communicate and establish their credibility in the academe, that often isn’t the case when they’re presenting it to people who aren’t as familiar with the jargon and concepts that they are working on. Policymakers who want to make the best policies for their constituents aren’t so keen on learning terms that they can easily misunderstand or be confused with. What they want is an effectively and efficiently communicated narrative that they can easily grasp and turn into policy. This then is where Joan’s work is crucial: bridging the gap between research and policymaking. Essential skills and techniques for distilling complex topics For Joan, distilling complex topics for policymakers is about straightforward, accurate, and understandable translation of the relevant research. It is about refining the data they’ve found and summarizing it without losing its value, credibility, and relevance to the policy that is being pushed for and developed. This involves outlining the benefits of research for the purposes of the desired policy, as well as clearly pointing out the key points that policymakers need to focus on in the process of their policymaking. Drafting citations and providing access to ad rem reports are helpful but being able to get your point across in a succinct and comprehensible manner is even more vital. Learn more about Joan Wasser Gish on this week’s episode of When Science Speaks. Connect With Mark and When Science Speaks http://WhenScienceSpeaks.com https://bayerstrategic.com/ On Twitter: https://twitter.com/BayerStrategic On Facebook: https://www.facebook.com/Bayer-Strategic-Consulting-206102993131329 On YouTube: http://bit.ly/BSConTV On LinkedIn: https://www.linkedin.com/in/markdanielbayer/ On Instagram: https://www.instagram.com/bayerstrategic/ On Medium: https://medium.com/@markbayer17 Subscribe to When Science Speaks on Apple Podcasts or Stitcher

A conversation with Dr. Chris Emdin and Dr. Edmund Adjapong. Dr. Edmund Adjapong, a rising star of education leadership at Seton Hall University, who also coordinates #HipHopEd, is also a protege of Dr. Emdin, who was his high school physics teacher, then continued mentoring him as a professor when Dr. Adjapong went to grad school at Columbia University's Teachers College. We discuss their work in culturally responsive pedagogy, #HipHopEd, and critical views about how authenticity, agency, and voice must drive the movement to see Computer Science for All (Citizens).Register for May 4th, 2019 CS Teachers Con at: bit.ly/CSTeachersCon19and Learn more about NYC Deparment of Education's commitment to Computer Science for All: https://blueprint.cs4all.nyc/Guest Bio: Dr. Chris EmdinDr. Christopher Emdin is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University; where he also serves as Director of the Science Education program and Associate Director of the Institute for Urban and Minority Education. Dr. Emdin is a social critic, public intellectual and science advocate whose commentary on issues of race, culture, inequality and education have appeared in dozens of influential periodicals including the New York Times, Wall Street Journal, and Washington Post. He is the creator of the #HipHopEd social media movement, and a much sought-after public speaker on a number of topics that include hip-hop education, STEM education, politics, race, class, diversity, and youth empowerment. He is also an advisor to numerous international organizations, school districts, and schools. He is the author of the award winning book, Urban Science Education for the Hip-hop Generation and the New York Times bestseller For White Folks Who Teach In the Hood and the Rest of Ya’ll too.Guest Bio: Dr. Edmund AdjapongDr. Edmund Adjapong is an assistant professor in the Educational Studies Department at Seton Hall University. He is also a faculty fellow at The Institute for Urban and Multicultural Education at Teachers College, Columbia University and author of #HipHopEd: TheCompilation on Hip-Hop Education Volume 1. Dr. Adjapong is a former middle school science educator at a New York City public school in The Bronx. He is the director of the Science Genius Program, a program that engages urban students in the sciences through Hip-Hop, and the director of The Science Genius Academy, a program that encourages and prepares students to pursue STEM careers while providing mentoring and support. Dr. Adjapong has appeared on media outlets such as Hot 97’s radio station and is a contributing writer for Huffington Post and The Good Men Project, where he writes about issues of race, diversity, social justice and education.Links from this episode:James Harden's step back compilation on YouTube: https://youtu.be/gSDJ-HffHrUNipsey Hustle: https://en.wikipedia.org/wiki/Nipsey_Hussle, https://www.youtube.com/channel/UCm1s2VS9BdyXL9FU4a-W_cQDr. Edmund Adapong: http://www.edmundadjapong.com/Dr. Chris Emdin: https://chrisemdin.com/Three Ways Educators in the Classroom Can Continue the Legacy of Nipsy Hustle, by Dr. Edmund Adjapong: https://medium.com/@e.adjapong/3-ways-educators-can-continue-the-legacy-of-nipsey-hussle-in-the-classroom-10c54c35d0c3 See acast.com/privacy for privacy and opt-out information.

Kyle Oliver is living in NY, NY. He is in the Communications Media and Learning Technologies Design Program at Columbia University's Teachers College in pursuit of a doctorate. Kyle studied nuclear engineering and engineering physics at the University of Wisconsin-Madison. He is married and an Assistant Priest at St. Michael's Episcopal Church. I was introduced to Kyle more than a year ago when he was the Digital Missioner at Virginia Theological Seminary in Northern Virginia. As the Digital Missioner he help found and implement the annual eFormation Conference which, beginning this year, takes place in various locations as mini-conferences instead of one big conference so that it can reach its growing audience. The Digital Missioner job title now belongs to a previous guest, Sarah Stonesifer. Listeners may also remember Alex Moreschi, who was also a guest and helped with with the 2016 eFormation Conference. This interview will likely leave you wanting to read all of Douglas Adam's books, Kyle's newsletters, as well as salivating in anticipation of the fruits of his doctoral labors. Thanks to Kyle for his time with us and thanks to our listeners for also living into who you are fully called to be. Links: Sponsor: United Faith Leaders Kyle's Blog & Newsletter 

Vincent Carbone discusses how the Morris-Jumel Mansion grew from 5,000 visitors to 25,000 visitors over three years. He talks about why they started to focus on special events to grow their attendance, the various types of events they produce, and how they plan and organize their events. Vincent Carbone was born and raised on Long Island. After high school, he attended the State University of New York, College at Brockport where he developed a passion for theatre administration and directing. Upon graduating in 2010 with a BS in Theatre and a BA in Communications, Vincent experienced working in a professional setting through a performance internship at Geva Theatre in Rochester, NY. In 2015, he started working as the public programming and events manager at the Morris-Jumel Mansion. Vincent has developed several new annual events focusing on introducing the Mansion to a younger audience while being sure not to alienate its more traditional guests. This position has also allowed Vincent to gain media recognition for his other life-long passion- ghost hunting. He has facilitated lectures at Columbia University's Teachers College and the Morris-Jumel Mansion where he leads bi-monthly paranormal investigations. Show Notes: http://www.morrisjumel.org/ Facebook: https://www.facebook.com/morrisjumelmansion/ Twitter: https://twitter.com/MorrisJumel Vincent on Twitter: https://twitter.com/VincentJCarbone View their events here: https://wellattended.com/blog/037-morris-jumel-mansion-grew-5000-25000-annual-visitors-vincent-carbone/ WellAttended on Facebook: https://www.facebook.com/groups/1844088272479545/ - Download our free marketing resources at https://wellattended.com/resources

In this special episode for November 2016, Ali Dineen joined Meredith Smith and Drew Pham, both organizers and colleagues at AC4, for a musical set of folk songs and discussion about the importance of music as a tool for bridging divides and addressing social justice. Ali Dineen is a musician and visual artist who lives in NYC and has been making illustrations and performance pieces for anti-racist and anti-police brutality activism. She collaborates with different artists and musicians on various projects, including cantastoria and other puppetry, traditional and original folk music, and a 1920s jazz band called the Pocket Tonics, as well as the Soundtrack of War event put on at Columbia University's Teachers College last spring, led by the program Services Together from Intersections International. Ali has a new album coming out next month titled Light Comes In.

According to several recent studies, young musicians are still following traditional gender stereotypes when they choose an instrument. Girls at a young age go for what they perceive as "feminine" instruments, such as the flute, piccolo, violin, and clarinet; boys gravitate towards trumpets, tubas and percussion. Kids’ views of masculinity and femininity can lead to other problems; for instance, boys who take up the flute are more susceptible to social isolation and bullying. Hal Abeles, the co-director of the Center for Arts Education Research at Columbia University's Teachers College, cites several reasons that these gender perceptions persist: a lack of role models, the physical size of an instrument, and general societal pressures. "Adolescents, males in particular, get intimidated by not being with the majority," he tells host Naomi Lewin. "So if the majority of students in your middle school who are playing flute are girls, young boys feel 'I want to belong.'" Abeles co-authored a 2014 study in the journal Music Education Research, which found that choosing the "wrong instrument" can provoke young students to drop out of instrumental music completely as they face online "cyber-bullying" and other forms of harassment. But our guests note that instrument-based stereotypes vary from culture to culture. Sivan Magen, a New York-based harpist, said he experienced few harp stereotypes growing up in Israel, "Especially in the States, it has become a woman's instrument." Magen notes that among his eight harpist classmates at the Paris Conservatory, four were male. Being strong-willed and successful can lessen a student's risk for harassment. Carol Jantsch, the principal tuba of the Philadelphia Orchestra, says she never got grief from her classmates as a kid in Ohio. "If you're good at your instrument, your peers don't care what you play," she said. But today, she'll occasionally encounter conductors who use the phrase "gentlemen of the brass." "Usually I'll cough very loudly and they'll correct themselves after that," she noted (Jantsch appears in Part Two of this segment). Ricky O'Bannon, a writer in residence at the Baltimore Symphony, recently interviewed several teachers about this issue. Among his takeaways: It's better for teachers not to address the issue in the classroom. "The moment you start saying 'this instrument is not just for girls or not just for boys'" is the kiss of death, he noted. "Teachers are also playing YouTube videos in classrooms of counter-stereotypes," such as a beatboxing flutist. "It's about having a child find the instrument that they're going to enjoy and not having any extra pressures on that." Listen to the full segment at the top of this page and please tell us what you think below: have you experienced gender associations with an instrument? What can be done to lessen these?