Podcast appearances and mentions of David Kolb

This month, a conversation with Off Shore Pro Staffer and tournament tested angler....David Kolb. .  David recently won the MWT Tournament on Lake Erie with a very impressive catch in a challenging conditions. Kolb talks about trolling Off Shore OR 12 boards and why the Tattle Flag was key in this latest win. He describes the difference in trolling with the waves, verses trolling the trough, why water clarity is key to success and the challenge of finding aggressive, post spawn fish.  

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In this episode, we spend time with four influential scholars whose work has informed our thinking in the areas of experiential education and High Impact Practices, the latter often referred to as HIPs. Our guests are Alice Kolb, David Kolb, George Kuh, and Ken O'Donnell. Alice and David are widely recognized as leaders in experiential education, while George and Ken have led the way in developing our understanding of HIPs.  Links to some resources mentioned in this episode:Experiential Learning and Teaching in Higher Education:https://journals.calstate.edu/elthe/indexExperiential Learning: Experience as the Source of Learning and Development, 2nd Edition:https://www.informit.com/store/experiential-learning-experience-as-the-source-of-learning-9780133892406  High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter:https://www.aacu.org/publication/high-impact-educational-practices-what-they-are-who-has-access-to-them-and-why-they-matter Institute for Experiential Learning:https://experientiallearninginstitute.org/ National Survey of Student Engagement (NSSE):https://nsse.indiana.edu/ This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded: July 2024.  Host:  Stephen Hundley.  Producers:  Chad Beckner and Angela Bergman.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more at go.iu.edu/assessmentinstitute.  

If you are an education provider tasked with designing virtual education, or you work with providers involved in online group learning and experiences, today's episode is a must-listen. Gwyn Wansbrough is a facilitator who designs and leads interactive online sessions. Gwyn shares how to run effective and engaging live online sessions and guide a group to achieve a specific outcome. The more we talked, the more I realized that the preparation process for facilitation is akin to conducting a needs assessment and designing an education activity. We need to get to know our audience of learners, identify their gaps in knowledge or practice, and find out what they need to know and be able to do in order to make that education as concrete and meaningful as possible. Here's what we cover:✔️ It's the job of a facilitator to make it easy for a group to achieve an outcome. Facilitators can design an effective process by focusing on the purpose, audience, and desired transformation for the group.✔️ How psychological safety encourages participants to actively contribute versus passively receive content.✔️ How using an "ask then tell" approach taps into what adult learning research tells us about the power of connecting content to experience.✔️ If you are new to the facilitation process, build your confidence by starting small with low-risk experiments—like sprinkling facilitation into content delivery. Resources➡️ Exceptional Virtual Facilitator Workshop on September 7, 2023.  Registration details here. ➡️ The Quest: Subscribe for weekly facilitation tips and tricks➡️ Breakthrough Facilitation: A cohort-based course designed to teach the art of facilitation, September 26th to October 26th. This affiliate link earns the Write Medicine podcast a small commission at no extra cost to you. Experiential/transformative learning theorists➡️ Here's a great overview of John Dewey's education philosophy➡️ Background to Jack Mesirow's work on transformational learning➡️ Background to David Kolb's work on experiential learningSupport the show

It's a lesson in springtime trolling for walleye this month on the Off Shore Tackle Podcast. David Kolb is tournament veteran and avid big water trolling expert.   He talks about the importance of water temperature and clarity for early season anglers. David also describes his preferred baits and trolling speeds for cold water walleye. The tournament pro then talks about his planer board management strategy.  

In this episode, Beth and facilitator Romy Alexandra explore the topic of experiential learning. But they don't just talk about experiential learning, they actually do it! Romy and Beth each facilitate the other through several sense-based activities, then reflect on the experience. No matter where you are when you listen to this episode, you're invited to fully engage in this "experiment" in experiential learning. Special notes: Beth realized as she was playing a song during recording that she would break copyright if she aired the episode that way. So you'll hear a substitute song and an explanatory voiceover from Beth in that section. If you would like to hear the actual song Beth played for Romy, listen to Falling Slowly by Glen Hansard via the link below. If you would like to share back with Romy and Beth a reflection or next step after your engagement with this episode, you are invited to make a comment on the Episode 13 post at facilitatingonpurpose.com. Engage with Romy Alexandra: LinkedIn: https://www.linkedin.com/in/romy-alexandra Instagram: @traininbyromy Facebook: https://www.facebook.com/romyalexandratraining Website: https://romy-alexandra.com/ Other Links from the Episode: Eight important things to know about The Experiential Learning Cycle, by Dr. Alice Kolb and Professor David Kolb [PDF] What, So What, Now What? from Liberating Structures Design for How People Learn book by Julie Dirksten Falling Slowly by Glen Hansard Connect with the Facilitating on Purpose podcast: Follow Facilitating on Purpose on Instagram, Facebook, LinkedIn, or YouTube Show notes and transcripts available at facilitatingonpurpose.com Connect with Beth Cougler Blom: Give feedback or suggest upcoming show topics or guests at hello@bethcouglerblom.com Visit bethcouglerblom.com to explore Beth's company's services in facilitation and learning design Purchase a copy of Beth's book, Design to Engage Follow Beth on Instagram, Facebook, or LinkedIn Podcast cover art by Emily Johnston of Artio Design Co. Podcast production services by Mary Chan of Organized Sound Productions  

Thanks Nachum! Chag Sameach everyone! We are in the home stretch of the Winter Sports season! Straight ahead on the Tuesday Morning JM in the AM Sports Update, the first pieces of gold have already been awarded in Girls Basketball, Hockey will do the same this Sunday and Boys Basketball will follow suit, but not before two high-level semifinal matchups. All that and more, good morning, I'm Elliot Weiselberg. Girls JV and Varsity Basketball are the first to complete their seasons and crown queens of the court. In JV, Frisch topped SAR 48-40, finishing off a perfect season to take home the first of the fall championships. Their older sister Cougars, however, could not do the same. The SKA Sonics completed their perfect season, knocking off Frisch 62-52 behind 31 points from Sophomore Daphna Steinmetz. The Sonics, more used to hanging B Division banners have now earned an "A" League championship to accompany the last banner raised in 2019. The next set of championships will come this Sunday, as the Boys JV and Varsity Hockey leagues get set to hand out their first set of Winter hardware. In a first, this year will feature a same-day split venue doubleheader, with the JV Championships between DRS and TABC taking place first in Frisch. The two met earlier this year, in TABC, with the home team victorious and now looking to cap off a perfect season. Puck drop is scheduled for 1:00PM. The day will then shift back into New York, where the Varsity championship will take place in DRS. Unfortunately for the host school, the Wildcats will not be involved, having dropped their semifinal matchup to Frisch 4-1. Frisch will now go back to the final and join the earlier repeat matchup by taking on...SAR. The Sting throttled any chance of a double repeat final, knocking off TABC 5-2. SAR led 3-0 entering the 3rd, but 2 goals in two minutes closed the gap for the Storm, however, the Sting would keep at it and stretch the lead back out in the closing minutes. Puck drop for the varsity final will be 8:00PM. You can catch both games on the Yeshiva Sports Network with pregame festivities, with current coaches Avidan Berman and Josh Kass and former coaches like David Kolb and yours truly, beginning at 12:30 and 7:30PM by going to the Yeshiva League website, MYSHAL.COM. To become a sponsor, like Yeshiva League Pass, reach out to YLSweisguy@gmail.com. The following Sunday will see JV and Varsity Basketball's championship take center stage at the Max Stern Athletic Center on the campus of Yeshiva University. Varsity Basketball's semifinals will take place over the next 6 days, with both #1s and #2s advancing. West #1 Frisch, 15 point winners over Flatbush in the quarters taking on Magen David in Frisch on Thursday night. In the other bracket, East #1, undefeated North Shore will face off with West #2 SAR following the Sting's 48-41 victory over DRS. That contest will take place next Monday. In JV, East #1 Magen David rounded out the semifinal field and will host West #2 Ramaz. Magen David dropped Frisch 72-66, which means that unfortunately for my broadcast colleague, but fortunately for all of you that tune in to the championships on the Yeshiva Sports Network, Cougar coach Dovey Forman will be joining me, once again in the booth this year. In the other bracket, TABC and SAR will square off this Thursday night. SAR represents the only non- #1 or #2 seed in the JV or Varsity semis. And that was your Wednesday Morning JM in the AM Sports Update, I'm Elliot Weiselberg!

Jenny Sauer-Klein is the founder and CEO of the Scaling Intimacy School of Experience Design, which trains event leaders to weave connection into the fabric of their events strategically. She is passionate about designing transformational experiences that prioritize connection over content and regularly consults for organizations like Google, Airbnb, Dropbox, and the Haas School of Business. Jenny created Play On Purpose, a video tutorial library with over 80 of her best virtual and in-person team-building games, to support facilitators to confidently engage and connect groups and teams. Links:Jenny on LinkedIn - https://www.linkedin.com/in/jennysauerklein/The Scaling Intimacy School of Experience Design - https://scalingintimacy.com/Tim Ferriss #455: Rabbi Lord Jonathan Sacks - https://podcasts.apple.com/us/podcast/455-rabbi-lord-jonathan-sacks-on-powerful-books-mystics/id863897795?i=1000489237045Designing Experiences by J. Robert Rossman - https://www.amazon.com/Designing-Experiences-Columbia-Business-Publishing/dp/0231191685SUNY study of platonic peer to peer relationships - https://www.geneseo.edu/sprgThe 36 Questions That Lead to Love - https://www.nytimes.com/2015/01/09/style/no-37-big-wedding-or-small.htmlEmbarc Chicago - https://embarcchicago.org/Dr. David Kolb's Experiential Learning - https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/Play on Purpose - https://playonpurpose.com/Acroyoga - https://www.acroyoga.org/Dramatic Arc Event - https://typoistd.files.wordpress.com/2011/07/wk1_narrative_structures.pdfTopics:(3:28) - What is the Scaling Intimacy School of Experience Design?(5:03) - How did this business originate?(12:02) - What's the purpose behind putting a client into the story? (13:57) - Are you essentially turning every session into a workshop?(17:40) - Is creating an A to Z framework all you need to do to put them into the story?(19:23) - What other elements should people pay attention to as far as creating a story?(25:19) - What are the best ways to get folks engaged in a session?(34:20) - Is this approach to creating human experiences relevant to any event?(36:02) - How do you define connection?(38:19) - What are the principles of connection?(52:09) - How important is physical space and touch?(1:0:17) - What advice do you have for people to foster better, deeper connections in their lives?(1:07:50) - Do you have any final thoughts?

De magie van de eerste keer. Je staat aan de start om iets te leren. Bij het begin ben je nog niet goed genoeg. Het kan ook niet anders. Stop je tijd dus niet in iets te bewijzen dat je nu nog niet bent. Voor kinderen zijn vele situaties nieuw en doorgaan ze vele eerste keren. De psycholoog Kolb (1984) deed onderzoek naar de verschillende manieren van leren waarbij hij het leerproces uit 4 verschillende fases wist te omschrijven. Tussen de doener en de denker zitten de beschouwer en de beslisser. Volgens deze leerstijl ontwikkelt door David Kolb, doorlopen we de 4 leerfasen startend vanuit je persoonlijke voorkeur. Sla je een fase over of loop je te snel door, loopt het vaak minder goed. Fase 1 al doende leren: ervaringen Fase 2 leren door te kijken en te vergelijken: observeren en reflectie Fase 3 leren door zelf aan theorievorming te doen: nadenken over hoe en wat je ermee kunt doen Fase 4 leren door experimenteren: je weet dat je meer kunt doen door er actief mee aan de slag te gaan. Met een gedicht van Van Alphen, 1787 Het is beter te weten hoe te leren dan te weten.

Why?: In order to learn, we must mentally process new information. What's your preference for processing? What?: Closely related to the preferences for taking in new information, each learner has a preference for how to process the new information taken in. There are several learning models out there that adapt the work of David Kolb on the learning cycle. This learning cycle involves some active experimentation and some reflective thought—some doing and some thinking about doing. I have read complicated approaches to teaching that try to address every combination of preferences in the learning cycle further complicated by preferences for taking in new information. The simplest way I have found to incorporate the learning cycle is to use The Effective Four questions presented in the model taught here at TeachersOfTheBible. So What?: If you can help your learners answer the 4 questions: Why? What? So What? So What Now?, you will have walked them through the entire learning cycle. This combined with varying the method of presenting new information, you should be able to speak to the heart of every learner. So What Now?: Will you adapt your teaching methods so that your learners can learn? Will you try to vary how you present new information and then help your learners answer The Effective Four questions: Why? What? So What? So What Now? If you do, you will find that they learn what you have planned for them to learn and you will see the Holy Spirit transform them through your teaching.

Brian Mateo, associate dean of civic engagement and director of strategic partnerships in Bard College's Globalization and International Affairs Program and security fellow at the Truman National Security Project, discusses how higher education administrators can encourage student civic engagement and participation in global issues.   FASKIANOS: Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, vice president of the National Program and Outreach at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic if you would like to reference after today's discussion. As always, CFR takes no institutional positions on matters of policy. So with that, I'm delighted to have the pleasure of introducing Brian Mateo to talk about how higher education administrators can encourage student civic engagement and participation in global issues. We've shared his bio with you, so I'll just give you a few highlights. Mr. Mateo serves as associate dean of civic engagement at Bard College, where he works with faculty and students across the Open Society University Network on experiential learning and civic engagement opportunities. Previously he worked with public diplomacy programs sponsored by the U.S. State Department Bureau of Educational and Cultural Affairs on U.S. foreign policy and engagement. He's also a security fellow at the Truman National Security Project, a term member at the Council on Foreign Relations, and a trained climate reality leader under former Vice President Al Gore. So, Brian, thank you very much for being with us. If we could just dive right in to talk about what is the role of higher education in civic engagement? How do you define it, and how do you encourage administrators and students to get more involved? MATEO: Thank you very much for having me here today at the Council on Foreign Relations, Irina. I'm very excited for this opportunity. So, yes, what is the role of higher education institutions when it comes to civic engagement? So the American Psychological Association defines civic engagement as individuals and collective actions designed to identify and address issues of public concern. At the core of Bard's mission is to be a private college in the public interest. And how we do that is by providing access and education, especially for students that are underrepresented or may not have access to a liberal arts education. This is evidenced by our Bard Early Colleges, which are high school—which are for high school aged students that can take up to a year or two years of free college credit to be able to accelerate their college career. It's also evidenced by our Bard Prison Initiative, which is the largest prison education program for incarcerated individuals in the nation. So when we think about how do we do this, I see—I can't help but think about Astin's model of student development, which says that for students that are hyper-involved in their institutions, they get to be more engaged and involved, and the quality of their involvement goes up. And if we provide high level of programs and resources, students are more likely to be engaged. And then Astin also encourages us to make sure that we are providing resources and programmatic efforts that are meeting the needs of the students today. And I will begin to talk about how we do this from the student level, the faculty/staff level, institutionally, and also talk about how we work with communities. And before I begin, Bard also is a founding member of the Open Society University Network, which is comprised of over forty academic and research institutions. So not only are we also collaborating with our local communities, we also have a transnational network that we're working with. So how do you engage students? We do this by making sure that we're merging the curricular and co-curricular learning. This is also evidenced by our Certificate of Civic Engagement Program, which is a structured path for undergraduate students that are interested in deepening their knowledge and understanding of civic engagement and community engagement. And students are able to participate in this program and also earn a certificate that will also be added to their transcript. We also provide students with grants and opportunities to pursue internships that are unpaid, which are—which are called Community Act Awards. So students that find unpaid internships related to civic engagement and also social justice issues can apply for a grant to be able to supplement that, and making it more equitable for our students. We also provide what are called microgrants, which are seed funding for students that want to be able to do community-based projects. For faculty and staff, we encourage them to teach courses on experiential learning. And these courses enable students to not only work with the community but bring the community also into our classroom. And looking at David Kolb's experiential learning cycle, where students need—where students start with concrete experience, work on reflection, and also thinking about the experience while then planning and learning what they've—and executing what they've learned, is very important when it comes to civic engagement work because students are—students are introduced to some of these issues in the classroom, and then they have the ability to work through those issues with a professor and community members as well. And some example of these courses are—I teach a course on civic engagement myself, where the course is historical, theoretical, and experiential. And we look at social movements in America that help effect change. And we look at the civil rights movement, women rights, LGBT rights, climate activism and climate action, as well as the role of the media and what is misinformation and disinformation. And in this course, students also have to conduct what's called the Community Needs Assessment. And the Community Needs Assessment, students come with a research question and then work to interview community members to see what are the issues that are happening there. For faculty that also want to learn more about how to create courses on experiential learning, we also offer an experiential leaning institute where faculty from the OSUN network can participate. And then students—examples of work that faculty have done with students have been implementing a digital platform to assist with teaching or tutoring practices, historical tours and workshops, and also storytelling and interviews of community partners as well. Faculty that teach experiential learning, students say that about 89 percent of them say that engagement this way has helped their awareness to social justice and community issues. And in 2020 we had over eight hundred students that participated in about eighty courses. And those courses worked with ninety-five community agencies or organizations. We also help faculty and graduate students on conducting engaged research and scholarship practice. So some of examples of these are looking at LGBT issues in South Africa, the intersection of how music supports education with people—with people with disabilities, and also peacebuilding and storytelling as well. And we also help staff and faculty create civic action plans, which help colleges around the OSUN network institutionalize civic engagement and strategically think of how these four pillars can work together. While working with community partners, we're also very intentional in making sure that we have equitable practices. We developed what's called the Principles of Equity, where faculty/staff and community members can read on our website on how we work with the community, and making sure that it's reciprocal, making sure that it's—that we're deepening and creating sustainable partnerships while also engaging community with resources and developing shared resources as well that can benefit both the community and students and the institution. When it comes to institutional engagement, I gave examples of the Bard Early Colleges and Bard Prison Initiative. Bard has also been able to work with student-led—with other student-led initiatives that have become part of the institution. Examples of these as well are Brothers At, which is a mentoring and college-readiness program nationwide for young men of color, as well as Sister to Sister, that does similar work but with young women of color. And recently, Bard also has worked with trying to evacuate nearly two hundred Afghan students and helping them get an education throughout our network as well. So those are some examples of institutional engagement at Bard—at Bard as well. And I constantly think to myself: What is it that we want our students to gain when they participate in our—in our program, or engage with our network? And looking back at Astin's theory of student involvement, we see that Astin talks about inputs, which are what students come with, the environment, what is it that we're providing for our students, and the outputs. As a result of a student attending our universities, what is it that we want them to get out of this, aside from just, you know, the academic knowledge. But how do we want them to be involved? And in my opinion, I feel like there's a few outputs that we would want, as higher education administrators. And I'll state them and then conclude my presentation. So I strongly believe that, you know, we want them to be critical thinkers. We want them to understand and practice equity, be strategic problem solvers, understand the power of reflection and active listening, community builders, practice empathy, be lifelong learners, and also ultimately be engaged individuals. Thank you. FASKIANOS: Brian, thank you very much. Let's go to all of you now. (Gives queuing instructions.)  So I'm going to go first go to Manuel Montoya. Please unmute yourself and tell us your institution. Q: Yeah. Hello. My name's Manuel Montoya and I am from the University of New Mexico. Thank you, Irina, for setting this up. I think this is an important discussion. And thank you, Mr. Mateo, for your presentation. I'm pleased to hear all the work that you're doing. That's inspiring. I will, I guess, do two parts. I will share some of the work that I've done and then share a question that I think is germane to this particular issue. We recently set up a global experiential learning curriculum at the university that is designed to get students to merge theory with practice and some sort of practical impact in terms of the global economy and other things. And we have a—we have a group of students that work with the largest folk art market in the world, which is based in Santa Fe. And we're trying to get them to work with indigenous communities throughout the world to try to have a larger platform for market entry. And we're—we've been in talks for the past four years to try to get the Olympic games to have some sort of mini pop-up folk art market that represents these types of market activities. And inside of that there is a lot of issues about human rights, but also about the value of crafting economy. There's all sorts of things that students are trying to engage with that require a liberal arts education. My question, or my frustration, often happens at places that aren't like Bard College, places that don't necessarily see community-engaged learning as having some sort of incentive structure for faculty. I'm one of many faculty members that does that, likely because I care about the issues and also because I think that it does make research and other forms of academic and intellectual contributions valuable. So my question to Mr. Mateo, or just generally to whoever's participating, is how are we creating an incentive structure for faculty and for other people who are engaged within the university system to make this transition to do the kind of work that Mr. Mateo is talking about? And what is that—what is that going to take in places that are embedded a little bit more traditionally in the way that higher education either incentivizes or evaluates faculty and stuff in more traditional ways? MATEO: Yes. Thank you so much for your question. And it's a question that we're all grappling with, right, as well. Some of us—some of us are doing the work deeper and, you know, sometimes taking risks, and others are in the inception piece. So I'll elaborate by saying this: Students more and more are asking how do I apply what I'm learning in the classroom to a job? How do I make sure that, as a result of me attending this institution, I'm also going to be competitive or be able to contribute to society, right? So I think that—I think that more and more institutions and faculty are thinking about this, because you—you know, students are less inclined to go be taught something and not be able to apply it. At the same time, students also want to see themselves, their history, and also what's going on in the community into the curriculum too. So this is also driving the conversation. It is not easy to teach courses on experiential learning. It takes a lot of time. It also takes resources. And you have to embed reflection and community engagement into the syllabus. And sometimes when you're teaching two days a week for an hour or an hour and a half—you know, fifteen-week curriculum for the semester, that can be difficult to do. So what we've done is that we've developed an experiential learning institute to help faculty understand how to bring this thing into it, how to work with community, how to start that timeline. Because it's very different to develop a syllabus than to bring in community, because you sometimes have to start setting that up earlier. And also, we provide grants to support them to be able to do either—to buy resources for transportation, if they need to hire a student intern to help them with this work as well. So those are some of the ways that we have tried to do this. I also want to talk about data and assessment, because I can't stress enough how much—how important that is. Because when you're measuring students' learning and you see that their learning has grown exponentially from an experiential based course, you cannot argue with that, right? So we try to do our best to make sure that we are—that we're also assessing learning and making sure that when—that when we are asking for funding or that when we are trying to create new programs and initiatives, that we are doing this not only evidence-based in theory and practice, but also on the data that proves that this is something that is of a benefit to the community, to our students, and our institution. Q: Thank you, Mr. Mateo. I guess I have one follow-up question, if it's permissible, Irina. FASKIANOS: Sure. Go ahead, Manuel. Q: Yeah, yeah. So I think you're entirely right. I think that assessment at the student level and the student engagement level, being able to see how this connects to the vocational and even their social destinies is a really, really important factor. I've noted that many institutions across the country are having a great difficulty trying to incorporate or embed community engagement as how they evaluate their faculty. And I'm a tenured faculty at the university, and it's a research one institution. It's not a liberal arts institution. But, you know, publish or perish becomes still one of the ways in which I'm evaluated. So I have to—I have to attend to this kind of master of publishing in peer-reviewed journals, while at the same time my heart and really the most effective work that I do is during community engagement work. So I guess my question is also fundamentally about how we're—how we're transforming institutions to be able to adapt and really incorporate the type of community engagement work that you're talking about, Mr. Mateo, while at the same time valuing and validating its value with the assessment of faculty every year. Because I would say that you'd get a ton of faculty who'd be really good at doing this kind of work, but they're disincentivized to do it because they're only evaluated by their peer-reviewed journal work. So how does one connect the two? What is the frontier for that in higher education that you guys have seen? And I'd really, really like to know, because I think that's going to be a really important part of the frontier of what higher education is dealing with. MATEO: Well, yes, thank you. And, you know, as a field of higher education we're here not only teach, but provide knowledge, and hopefully that that knowledge helps better communities or help create an awareness, right? So that's something that needs to—that needs to be a driving source and conversation because, you know, what we try to do is to incentivize faculty whenever they aren't conducting research, and also students as well, when they want to do community-based work, to see who they can partner with, how they can go about and do that. And making sure that we're amplifying voices and showing the level of work that people are doing so, like, that their work can be recognized and that it also shows that there's a value to this as well. So that's what I would say there. It's still something that I think institutions grapple with, but more and more I believe that as institutions begin to see the value of being civically engaged, because at the end of the day, you know, we all also exist in the community. Our colleges and our campuses are within our community, within a community, within a domestic national and international realm. And, you know, what is it that we want to do? We want to contribute. And that's one of the reasons why we also provide engaged research grants for faculty too. So I hope that that answers your question, Manuel, and I'm happy to elaborate more. Q: I'll yield to other questions. But thank you very much. I appreciate it. FASKIANOS: I'm going to go next to Laila Bichara, who has a raised hand. And if you could unmute and identify your institution. Q: Hi. Well, I work for SUNY Farmingdale. And generally speaking, I teach with experiential learning. I use all kinds of newspapers and case studies and current affairs to make sure that the theory we cover in global business, you know, management and all other courses are, you know, applied and showing the results and what's going on. That said, I am currently serving on an adjunct staff to work on couple of issues. One is social mobility and the second is community engagement, and I see a lot of interrelation between this and experiential learning. And I just wanted to see if there is any work done or papers done in the social mobility, because our students are typically first-generation college students. They don't have role models at home and they rely heavily on us to guide them, and they're usually kids or, you know, students in their twenties that have two or three jobs to pay for their education. So any ideas, any links, any guidance for me to start to make advancement in that project and help my students. MATEO: Great. Thank you. So what I hear you say is that looking at the linkages between social mobility, community engagement, and which one was the third one? Q: Experiential learning as well. MATEO: Experiential learning. Yes. Q: Yeah. It's all a kind of, like, spiral to me. You know, that's how I see it. MATEO: Yes. So when allowing students to do experiential learning into the classroom and bringing into the classroom, you're also helping them get applied skills, and yes, so there is at times a level of—a disadvantage when a student is working three jobs while also studying and then you're telling them like, oh, go volunteer, or go do this, right. By embedding experiential learning into the curriculum, you're still teaching students with some of these applicable skills that they can use as a part of a resume and also can speak to in an interview and saying, like, this is how I was able to do this as evidenced by that, right. And that, in turn, helps students to be able to find other opportunities as well. In terms of links, so we do have resources at our Center for Civic Engagement website, which is cce.bard.edu, and there's a resource link there, and then we also have resources as well on our OSUN website, osun.bard.edu. So those are—those are places that you that you can find some of these resources. FASKIANOS: Great. And we'll send out after this a link to this webinar as well as with those URLs so that people—websites so people can go back and dig deeper. So I'm going to go next to David Kim's written question. He's an assistant professor at UCLA. Thank you for this discussion. I'd like to hear more about insights into community engagement on an international or global level. What are some best practices when faculty, communities, and students work across borders—international borders? How are they different from community engagement at a local or national level? MATEO: Thank you. So we have to be aware of, you know, what we can provide and also what is it—what are some of the needs or how it can be reciprocal. So a lot of listening and intentionality has to be brought into it because sometimes, you know, we can come in with our own mindset of, oh, this is how we do it and we do it well, and then you meet other counterparts and then they're, like, well, but this is also another way of doing it. So there has to be a collaborative and reciprocal way or a mutual, respectful, reciprocal way of engaging, and, typically, you know, how we've done that is that we've partnered with other universities. We've also seen who are the community partners that are there in the international realm and how we can work around that, too. So I would say being intentional, making sure that you have capacity for what you are doing so, like, that you can deliver and also having a mutual reciprocal approach as well as active listening, and be willing to learn also from our international partners, too. FASKIANOS: I think, Brian, you mentioned that you were looking at LGBTQ+ issues in South Africa. Do you have any partnerships? Can you sort of give us examples of how you're doing that? MATEO: Yes. That's one of the research grants that we have provided to someone to be able to do that research. So the individual there is partnered with organizations and are conducting that research, and once that research is done we will make sure to publish it. FASKIANOS: Great. OK. I'm going to go next to Isaac Castellano from Boise State University. Our career center just landed a grant to pilot a program to pay students for their internship experiences. For us, a lot of students—our students have to work and this is another way beyond embedding experiential learning into their coursework. So I think he's sharing more than asking a question, but maybe you have a reaction to that. MATEO: Yes, and thank you so much, Isaac. So yeah. So we piloted this a couple of years ago and it's been very successful, and the way that it—the way that it works is it's for summer internships and students can request up to $3,000 for any unpaid internship. And we have them submit an application as well as a supervisor form and an agreement of what the students will be doing for that organization. And then, in return, the students will write one to two reflection papers on their experience, and then when they come back to campus the next semester they get to present about their experience and what they've done for that internship. So that's how we—that's how we run our community action awards, and it's been super successful. It has been able to provide access to students that wouldn't otherwise be able to do an unpaid internship, and the students submit a budget of up to $2,000 and then we see how we can—how we can help fund that. So I highly encourage you to definitely do that pilot, and if you do want any other insight or how to be able to do that, I'm happy to share my email as well with Irina when she sends out the resources. FASKIANOS: Great. And Isaac has a follow-up. Where does the money come from, that paid summer program that you're talking about? MATEO: It could—grants. We also try to fund—try to find funding and resources as well. So it comes through various sources, and so that's how we try to support our students. FASKIANOS: Great. Thank you. OK. So the next question is another written question. And people can ask their questions, too, but this is from Chip Pitts at Stanford University. Have you encountered obstacles in this environment characterized by major demographic changes and increasing polarization, e.g., mandates against critical race theory, based on the perceived political nature, even leftist nature of, quote/unquote, “social justice” and “human rights” or “environmental community engagement efforts”? And if so, or for those in places where there are more conservative values, what have you seen or would you suggest to shore up and spur more courage and leadership among the reluctant or shy faculty and administrators and overcome and avoid such blockages? MATEO: Mmm hmm. Thank you. So you have to meet communities where they're at, right, and making sure that they also understand that we're here to work with them, too, and this is why active listening and making sure that there is a reciprocal approach to this is important. And it's not—sometimes it can be fairly easy to be able to say, hey, we want to collaborate with you, and other times it can be extremely difficult and tenuous. But continuing to demonstrate and show the level of learning or how that community is continuously being engaged is something that's very important because, in my opinion, I think that sometimes, you know, we have a hard time of showing all the great work that we're doing, and in order for us to be able to partner and work more with community members we also have to show the research and demonstrate and be able to present this so people understand what we are trying to do. So there are times that it is challenging, and there are some things that will work with some communities and some things that will not. So where then are you able to then find what can work and how you can make it happen, and then from there be able to build up from there—from the ground up. So yeah, so there are some communities where you can do, like, one to ten things and then other communities that you can do one to three things and, hopefully, that you can start to do four or five, but then how do you still provide that access and education and equity as well. FASKIANOS: Brian, what would you say are the—in your opinion, the global issues students are most interested in? And, you know, if a college can only take on or faculty can only take on one issue that they're trying to push, you know, what would be the one, or to drive a—foster more civic engagement? What do you think would be a viable and a good starting—steppingstone to sort of expand this into their community and both on campus and off? MATEO: Wow. That's a great question, Irina. I would say that students are very interested in gender equity, LGBT. They're also very interested in making sure that underrepresented populations are included in conversations, as well as awareness in disability. An all-encompassing issue that students are also passionate about because most of them experience this globally every day is climate change, and making sure that, you know, how we can engage students through there. So that—so out of everything that I mentioned, this also encompasses these issues as a major one, and Bard, through the Open Society University Network, is actually having a global teach-in, which is—you can find this in the Solve Climate by '30 and I can send the link to Irina as well—where all colleges and universities can come in and do a global teach-in and as well get resources, and we're providing opportunities for students around the world to also be able to receive opportunity to get engaged, too. So we're doing this in March, and we're trying to get a robust number of institutions to participate in this because climate doesn't only affect, you know, our living environment, but it also affects students' educational pursuits. Harvard conducted a study called Heat and Learning that showed that for every degree Fahrenheit that goes up student learning goes down by 1 percent. It's also shown disparities that—you know, climate change also has, you know, a disproportionate effect on young people of color because of regions where people live in cold and hot environments, as well as disparities when it comes to gender. Women are more likely to be taken out of the classroom when there are climate change disasters to be caretakers, and we're also seeing a rise in child marriages because of that, too. You know, it also—you also talk about sanitation when it comes to climate change and educational environments. You know, if you start to—if your building starts to get moldy and also if students start to get sick because of the infrastructure or it gets too hot, you're going to see an increased rate of students showing up—not showing up and being absent or dropout rates as well. So climate change exacerbates or, as it's called, a threat multiplier, and this is something that as higher education administrators we have to also make sure that we are—that we're constantly thinking and showing how can we, based on students' interests, can help to solve climate as well. FASKIANOS: Great. So if others have questions—Manuel, I don't know if you had a follow-on. You said you would cede the floor but you can come back on. You can raise your hand or write—type your question in the Q&A box, or I could ask more. Just waiting to see if Manuel wanted to come back in. OK. There is a—oh, Manuel said his question was answered. OK. Great. So—sorry, I'm just looking—toggling a lot of things. All right. So my next question would be—you did talk about this earlier—you know, there has been a lot written about what is a college education worth, and I think this connection of the critical thinking and the internships and the experiential learning. But could you talk a little bit more about students' educational performance and career path and how they can leverage these—you know, what they're doing, civic engagement, into their future career plans? MATEO: Yes. Thank you. FASKIANOS: And then I have another random question. Mmm hmm. MATEO: Yes. So helping students to understand that some of the work that they do outside of a classroom could also translate both inside as well because when I have—when I see students when they're thinking about their career path, they're like, oh, but I've never done an internship before, or, oh, but I've never actually had a job here or there. But then when you start to look at the classes that they're taking and the application piece in those courses, you can sort of say, yes, but you also in this course did storytelling of a community and also created a podcast. So this is also an application piece where you can add to your resume, too. So helping students to think and link experiential learning to application, and demonstrating that is definitely an added plus, and this is why a lot of these courses are also very popular and very highly rated for students because they're starting—they start to see that they're also gaining transferable skills while engaging in these courses, too, that they can then add to their resume and be able to speak to at an interview as well. Like, I'll give you the example of the community needs assessment that the students that I work with conduct. You know, they can talk about research. They can talk about, you know, being able to work with communities. They also have to interview a leader in that community, whether that be a politician or a school leader or anyone. You know, so there are skills that they can then say here are some tangible outcomes as a result of this assignment, and that's why experiential learning can also help when it comes to merging career paths for students. FASKIANOS: Great. So a few more questions in the chat. Jim Zaffiro, who is at Central College, has asked what recommendations would you have for incorporating civic engagement into a common first-year experience course? MATEO: Mmm hmm. Yes. So looking back at Astin's model of input-environment-outputs, right, so we need to figure out, like, you know, how can we create a baseline for students to best understand what it means to be civically engaged and the environments piece of it. So what I would say, making sure that they understand the community they're a part of, what are some of the issues and needs, providing reflection for them to talk about how they have been engaged, how do they see themselves as engaged citizens and providing opportunities for them to get exposure to working with community members and working outside of the community as well. So we do this starting from our orientational language and thinking, where we start to not only provide articles and readings on this but we're also getting students to volunteer and get—and having students to think about how they want—how they want to be involved, and showing them a lot of the student-led initiatives that we offer that they can either get involved or start on their own. And then throughout the first year they also have what's called the Citizen Science Program, which is a January term, where students start to see how science and citizenship come together and work together. And during that time, we also have our MLK Day of Engagement, which is a day for students to also go out and volunteer into the community and reflect on their volunteer work as well. So that's kind of how we've embedded a lot of engagement for our first-years to making sure that we're providing them with engagement, adding courses for them to think about what does it mean to be engaged in either a civic engagement course or experiential learning courses and opportunities throughout the year for them to be involved, which, ultimately, we were then promoting for them how they can—how they can apply for these community action awards and also for the summer, but also what are ways for them to get engaged through the broader OSUN network. FASKIANOS: Great. How has the pandemic exacerbated preexisting community needs? How have you at Bard deepened students' civic engagement in order to help alleviate the pandemic-related effects that we are seeing in our communities? MATEO: Yes, and as we all know, when it comes to community-based work in civic engagement, you know, we all had to, you know, come indoors, and we had this notion that we had to be there to be able to engage with the community. So we developed—and this is also part of our civic engagement website—a tool kit on how to do engagement virtually, how to be able to do blended learning as well, and making sure that we still had a commitment to our community leaders. And our community partners also were able to come into our classes via Zoom and engage with students as well, and we helped students find virtual engagement, whether it be tutoring, whether it be, you know, helping to analyze something and sending it back. So these were some of the ways. But it did definitely create a halt, though we quickly found ways to not only build and provide resources but also pivot and making sure that we provide opportunities for students that were online and making sure that we showed a commitment to our partners as well. FASKIANOS: So John Dietrich at Bryant University asks for examples, more examples in practice of bringing experiential learning into the classroom, so if you could put some— MATEO: Yes. Yeah, so we have a course that's called All Politics is Local and what we do in that—and what the faculty members do in that course is that they're able to pair students with local internships in different government organizations, so not only are students learning about local government in the class but they're actually interning at the same time in different local governments. Another example of a professor that teaches studio arts is a class called Portraits and Community where they get to talk to community members and identify the history of that community, also talk with Congress—with a member of Congress while painting these community members and learning their stories, learning how to tell their stories but using art as a way of engagement. Another example is being able to develop tool kits, so, for example, looking at, you know, if you're a professor in biology or in chemistry and you have a local river or you have, you know, an ecosystem or environment, you know, how has that changed throughout the years and how can students create experiments and be able to then provide knowledge for local leaders or community members to see if there has been change that has been happening there? So I hope that this gives you some examples of community-based learning and education when it comes to doing it in the classroom. Podcasts have also been something that have been very important because students not only learn the skill on how to run a podcast and how to do a podcast, but then they also get to interview community members and do it—and be able to speak and provide the opportunity for storytelling as well. FASKIANOS: Can you talk a little bit about the role civic engagement plays in international students' educational experience? I mean, a lot of campuses have international students, and what does it mean for them and what are they taking back to their countries? MATEO: Yeah, so working with the OSUN network I've learned a lot about what other campuses have been doing and how they do civic engagement, and at some campuses civic engagement is embedded from the beginning. They are taking courses, they have to graduate with a certain amount of hours to be able to get their degree, you know, and some institutions in the United States do that, some don't per se, you know, so—and then also thinking about what—so for them also thinking about what does it mean to be engaged in their communities, and what are some of the work that they are doing as well? So civic engagement can look differently, so some of it can be tutoring. Some of it can be, you know, mostly youth engagement. A lot of it can be gender equity and working to raise awareness on gender issues. So there has been a great sense of education knowledge on my part on seeing how other institutions work on civic engagement. At the same time, it's also great because we're able to talk about civic engagement and develop that baseline and learn how we can grow together, and what are some things that they're doing that we can do and vice versa? So that—so I would say that in some institutions globally, civic engagement is embedded from the beginning and students have to make sure that they are taking courses on engagement. Some of them have, like, first-year sophomore-, junior-, senior-level seminars on engagement, and then others, you have to have a requirement of graduation for a certain amount of hours. So that's how, kind of, it's worked. FASKIANOS: Brian, you talked about inputs and outputs and metrics, so have you measured how civic engagement, the programs that you're doing are affecting students' perspectives on diversity, equity, and inclusion? MATEO: Yes, we have, actually, and—I have this here in my notes—yes, and 89 percent of them say that it has created an awareness of social justice issues and it has also enhanced their learning. So we're seeing that this is something that is showing and demonstrating that by engaging, and also at times engaging with difference, it has helped their learning. And over 90 percent of students say that they would continue to engage our—engage with arts and science courses or experiential courses as a result of that. FASKIANOS: Do you do that survey after each semester or is it at the end of the academic year? How are you doing that? MATEO: Yeah, so we do that survey at the end of each semester when it comes to faculty courses. When it comes to the engagement that students are doing outside of the classroom we also try to assess that, too, which I do midway and also at the end, and some students also do culminating projects, as well, that they are incorporating—at the end of their academic career they are talking about how civic engagement has helped them. So an example of that is—and this is the certificate in civic engagement that we've recently launched. You know, students will be able to apply for what's called an engaged senior project grant that they can get funding to be able to add civic engagement into their final project too, so that's—we're measuring and seeing how many students are interested and want to be able to engage in that. So I would say all together we are doing—you know, and sometimes, you know, we capture a lot of data and sometimes, you know, so we try to make sure that we're doing it as holistic as possible but we do it at the end, so at the end of each semester if a course qualifies as experiential learning, we are doing—so it's a separate evaluation outside of the normal class evaluation, and then we start to see and look at the metrics and what students have learned and, like, now we can start to gather and tell stories behind, you know, what these courses are doing. FASKIANOS: Great. So we have a follow-up question from Manuel Montoya: How does experiential learning and community engagement avoid essentializing the communities you engage with? On a related note, how does one navigate who gets to represent community needs when working on issues of engagement? MATEO: Yeah, this is a very, very, very, like, a thin line. Right? And it comes, again, with mutual respect, reciprocity, active listening. Some of the time community partners come to us and say, hey, we have a need and then we evaluate it and see how we can help that need. Other times, faculty or even students are like, hey, here is something that we should be working on and then we do that. Right? So an example of that is the Bard Prison Initiative. A student came and said, hey, look, we should be working on this and then it became an institutional part of Bard and now it's one of the largest prison education programs for incarcerated individuals across the nation. You know, so—and it takes a lot of reflecting and making sure that the community's needs are also in the forefront, because we don't want to usurp or take on, you know, or say, like, oh, this is ours now. No, this is “in collaboration with.” This is not a “we do this” per se. So that's why we have developed the principles of equity, and I'll share that, as well, with Irina so you can get a sense—that talks about this is, how can we make this equitable? How can we acknowledge and reflect on the work that we're doing? How do we—how are we not making sure that we're showing up and saying, like, oh, look, we're here, as like, you know, how—saving a community. But no, we're here to help enhance a community while they're enhancing our learning and providing assistance for us as well. So it has to be reciprocal in order for you to maintain a deep and sustained relationship. FASKIANOS: Great. And I'm just going to flag—I don't know if people are looking at the Q&A but Chip Pitts was building on what you talked about the importance of climate as a health issue. There's a study that's worth looking at, www.thelancet.com/countdown-health-climate, so you can look there. MATEO: Thank you, Chip. FASKIANOS: We do have another comment. I've benefited immensely from this discussion, bringing to fore the relevance of community engagement for students and faculty. I'm seeing new areas I can suggest for experiential learning to my institution. Terrific. That's great. MATEO: Thank you. I'm glad. FASKIANOS: Really appreciate that from NenpoSarah Gowon—and the last name is cut off. All right, so I wanted to ask you about—in your view, do you—I mean, you've been doing this for a long time. What do you see as the challenges that you've faced in sort of bringing this along in your community? And what have been the unexpected surprises and the receptivity to this approach of experiential learning and critical thinking, et cetera? MATEO: Thank you. That's an excellent question and here's reflection, you know, as we talk about experiential learning. Right? So I would say that my—so I was—so I'm fortunate enough to be able to work with the OSUN network to be in—and become a lifelong learner myself and learn how other institutions have been doing this. And going back to what Manuel was alluding to is that when something is new it's hard to bring in change. Right? So when asking people, hey, do you want to teach a course on experiential learning or asking a student, hey, do you want to also do this type of civic engagement work, what sometimes is heard is, oh, this is more work; this is going to be too hard. Right? So how do you show those benefits, right? And in the beginning, initial stages, it's going to be an uphill battle. But once you have one or two or a group of people doing it and talking about how great it is and how their students are engaged—like, in some of the assessments students are asking for more time in those courses because they're like, this is so—this is great, that we want to make sure that we meet more or we want to make sure we have more time to do—to engage in these courses, so now we're seeing that students want more of these courses and not just of the courses in general but maybe adding a third section instead of just meeting two times a week per se. You know? And then—and funding can also be something that's very—that can be challenging because, you know, you need to make this a commitment in saying, like, yes, we are going to fund, let's say, for example, thirty student internships over the summer because we believe that this is going to help engage their learning. We believe this is going to create an opportunity for them moving forward. Right? So—and researcher—sometimes, you know, if you're in a metropolitan area, it's easier for you to say, yeah, we're going to go to a museum or we're going to go to this community because we can all just take public transportation. But if you're in a rural environment, you're relying on vans and buses and so on and so forth, and that can sometimes run you $500 to $2,000 per visit, you know. So you also have to think really strategically and think smarter, not harder, and how are you engaging? Right? Because one of the detriments is that great, we went to one community once and as a result of that, like, what would happen—because, again, it goes back to sustained, deepening relationships, so those are some of the things that can be some of the challenges. Some of the breakthroughs for me is when you start to see the learning connect, when a student's like, you know—you know, I once had someone from the New York City's mayor's office come speak to the students in my class and it really warmed my heart when a student was like, I didn't know that I had access; I didn't realize that someone like me could be able to speak to someone from the mayor's office. And I'm like, but you're also a citizen of New York City and this is what—you know, so there was that disconnect for the student; it was like, wow, I can do this. Another student wants to—is pursuing, you know, a degree in political science and stuff like that. You know, or even when a student did a research project on the tolls of the taxi in New York City because that student felt they had a personal connection to this, and then they were able to see how, you know, some stories were similar to what—to the narrative that they had and be able to then share some possible solutions and show that they can also be active citizens and engage and be empowered. That is the other piece that, like, once you see that people start to be empowered, they want to continue doing this work and it's, you know, my job and the job of others at other higher education institutions to continue to empower and continue to provide opportunities and shed light, you know, because some of this is also exposure. You know, thinking about outputs; it's like sometimes you know what you know, but then when you meet a professor that's doing some type of research that you're just like, wow, this is so intriguing; I never knew I could do this. That's something that is also very influential for the student. And I'll give you a personal anecdote about myself. I myself have been an experiential learner. You know, I went to college and I got my master's in higher ed administration, but all of a sudden I'm working with international communities, I'm also part of the Council on Foreign Relations doing research on climate, and teaching experiential learning. And that is as evidenced by Bard being a private college for public interest, and also enabling us to be a part of the system that we ourselves can be experiential learners and be able to do different things and sometimes, you know, like, not necessarily shift our careers but find new interests, because this is what we want to do and develop the system that can be reciprocal for our students, faculty, staff, and community. FASKIANOS: Well, with that, we've reached the end of our hour. Brain Mateo, thank you very much for sharing what you're doing at Bard, your stories, and we will circulate to everybody the resources that you mentioned, and, you know, just want to thank you for your dedication. And to everybody on this call, I mean, it really has brought home for me the important work that you all are doing to raise the next generation of leaders, and we need them and you all are role models for young adults who, as somebody said, their parents have never gone to college and really need some guidance on next steps. So thank you to you, Brian, and to everybody on this call for what you're doing in your communities. We will share Brian's email address and you can follow him on Twitter at @brianmateo. So I encourage you to follow him there. Our next Higher Education Webinar will be in November, and we will send the topic speaker and date under separate cover. And so I encourage you to follow us, @CFR_Academic on Twitter, and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for more resources. And of course, as always, you can email cfracademic@cfr.org, with suggestions of future topics or speakers you would like to hear from. We're trying to be a resource for all of you and support you and the important work that you are doing. So Brian, thank you again. MATEO: Thank you. And I'll make sure to share resources with you. Have a great day. FASKIANOS: Wonderful. (END)

As more and more businesses are moving to online courses and programs, experiential learning has become a hot topic. In this episode, I talk with Romy Alexandra about creating a learning experience to ensure our audiences learn and retain the content of our program. What is experiential learning? Experiential learning focuses on the idea that the best way to learn things is by actually having experiences. Those experiences stick out in your mind and help you retain information and remember facts. Alexandra shares the philosophies of David Kolb, a psychologist and educational theorist known for this theory as well as his learning style inventory. For more about Alexandra, her work, and resources from this episode, check out the show notes.  Follow Amy Austin and Austin Marketing at:  LinkedIn Instagram Facebook Twitter Website 

The third episode in our mini-series with tips and ideas for personal development explores the core of the ‘how' of personal development.  How do we know we are learning, and what should we do to maximise each experience to draw out learning from it? We talk about David Kolb's learning styles model, blending action and reflection, and the importance of balancing your development time between activity and capturing what we have learnt. We also touch on resilience, and the importance of having the confidence to keep stretching yourself with something new, even if the new ideas don't go well 100% of the time.Resources:·       Kolb's learning cycle: https://www.simplypsychology.org/learning-kolb.html.Understanding your learning style: https://www.ilfm.org.uk/cms/document/ILFM_Learning_Styles_Resource_TK_09Oct17_Ver1.0.pdf

WHATS IN TODAYS EPISODE:Join Natalie Brite in a solo episode where she breaks down what experiential education is and how we can implement it into our service based business models. This episode is fantastic for coaches, mentors, educators, teachers or anyone who facilitates learning environments for people. Within this episode, Natalie shares tangible ways in which we can begin to transform our approaches to holding educational space for others by applying experiential learning techniques into our virtual as well as in person learning spaces. This episode is jam packed with value and tips that can help you amplify the quality of education you are providing to learners in a way that can simultaneously support individuals in developing deeper connection, empathy and compassion for the world around them.WHAT WE TALK ABOUT:-What is experiential learning-The difference between experiential learning and traditional learning environments-The benefits and transformational capabilities experiential learning environments can provide to facilitators as well as learners-The core steps to creating experiential learning environments and how to support your learners in a way that can help them develop a meaningful relationship with the materials they are studying-David Kolb's 6 tenets of experiential learning and how we can apply them into our own service based businesses-Ways to begin establishing experiential learning within your own offerings you provide to people as a service based business owner and how to step into a re-imagined vision for how we facilitate learning environmentsLINKS TO THINGS MENTIONED IN THIS EPISODE:To be more deeply supported in your journey with weaving ethics and sustainability into every day business practices or to gain guidance on starting, growing and sustaining your online business, check out Natalie Brite's Align+Flow Membership or her monthly live learning groups: https://www.nataliebrite.com/align-flow-membership || https://www.nataliebrite.com/learning-groupsHOW TO SUPPORT THE WILDLY ALIGNED PODCAST:-Drop us a review and help support the podcast in getting its value out to more people!-Follow us on Instagram at www.instagram.com/wildlyalignedpodcast-Finding value from this episode? Share the podcast with your friends!-Join our newsletter to stay in touch and receive ongoing value: https://view.flodesk.com/pages/60638337156ede3509fb364fABOUT NATALIE BRITE:Natalie is an educator, mentor, writer, and speaker for topics of ethical entrepreneurship and sustainable business strategy and systems development, conscious branding, ethical marketing, inclusive service development, and social leadership.  She has founded of the Align+Flow Membership, is host of the Wildly Aligned Podcast, and has worked with people and organizations from all around the world, supporting them in starting and growing a conscious business.Natalie's work is dedicated to supporting innovative and creative people in implementing human centered strategies into their every day operations in hopes of shifting the culture of business and entrepreneurship to be rooted in ethics, sustainability, and positive impact. Learn more about Natalie here: https://www.nataliebrite.com/about-pageSupport the show (https://www.nataliebrite.com)

WHATS IN TODAYS EPISODE:Join Natalie Brite in a solo episode where she breaks down what experiential education is and how we can implement it into our service based business models. This episode is fantastic for coaches, mentors, educators, teachers or anyone who facilitates learning environments for people. Within this episode, Natalie shares tangible ways in which we can begin to transform our approaches to holding educational space for others by applying experiential learning techniques into our virtual as well as in person learning spaces. This episode is jam packed with value and tips that can help you amplify the quality of education you are providing to learners in a way that can simultaneously support individuals in developing deeper connection, empathy and compassion for the world around them.WHAT WE TALK ABOUT:-What is experiential learning-The difference between experiential learning and traditional learning environments-The benefits and transformational capabilities experiential learning environments can provide to facilitators as well as learners-The core steps to creating experiential learning environments and how to support your learners in a way that can help them develop a meaningful relationship with the materials they are studying-David Kolb's 6 tenets of experiential learning and how we can apply them into our own service based businesses-Ways to begin establishing experiential learning within your own offerings you provide to people as a service based business owner and how to step into a re-imagined vision for how we facilitate learning environmentsLINKS TO THINGS MENTIONED IN THIS EPISODE:To be more deeply supported in your journey with weaving ethics and sustainability into every day business practices or to gain guidance on starting, growing and sustaining your online business, check out Natalie Brite's Align+Flow Membership or her monthly live learning groups: https://www.nataliebrite.com/align-flow-membership || https://www.nataliebrite.com/learning-groupsHOW TO SUPPORT THE WILDLY ALIGNED PODCAST:-Drop us a review and help support the podcast in getting its value out to more people!-Follow us on Instagram at www.instagram.com/wildlyalignedpodcast-Finding value from this episode? Share the podcast with your friends!-Join our newsletter to stay in touch and receive ongoing value: https://view.flodesk.com/pages/60638337156ede3509fb364fABOUT NATALIE BRITE:Natalie is an educator, mentor, writer, and speaker for topics of ethical entrepreneurship and sustainable business strategy and systems development, conscious branding, ethical marketing, inclusive service development, and social leadership.  She has founded of the Align+Flow Membership, is host of the Wildly Aligned Podcast, and has worked with people and organizations from all around the world, supporting them in starting and growing a conscious business.Natalie's work is dedicated to supporting innovative and creative people in implementing human centered strategies into their every day operations in hopes of shifting the culture of business and entrepreneurship to be rooted in ethics, sustainability, and positive impact. Learn more about Natalie here: https://www.nataliebrite.com/about-pageSupport the show (https://www.nataliebrite.com)

Why?: In order to learn, we must mentally process new information. What's your preference for processing? What?: Closely related to the preferences for taking in new information, each learner has a preference for how to process the new information taken in. There are several learning models out there that adapt the work of David Kolb on the learning cycle. This learning cycle involves some active experimentation and some reflective thought—some doing and some thinking about doing. I have read complicated approaches to teaching that try to address every combination of preferences in the learning cycle further complicated by preferences for taking in new information. The simplest way I have found to incorporate the learning cycle is to use The Effective Four questions presented in the model taught here at TeachersOfTheBible. So What?: If you can help your learners answer the 4 questions: Why? What? So What? So What Now?, you will have walked them through the entire learning cycle. This combined with varying the method of presenting new information, you should be able to speak to the heart of every learner. So What Now?: Will you adapt your teaching methods so that your learners can learn? Will you try to vary how you present new information and then help your learners answer The Effective Four questions: Why? What? So What? So What Now? If you do, you will find that they learn what you have planned for them to learn and you will see the Holy Spirit transform them through your teaching.

Greg's Garage Pod with Co-Host Jason Pridmore - A motorcycle racing Pod about MotoGP, MotoAmerica, and World Superbike, Pro Motocross, American Flat Track, Supercross, and more. In this episode, Co-Hosts Greg White and Jason Pridmore talk:    Battle of the Olds - An update about the Greg vs. David race coming up at Chuckwalla with a surprise for Jason Pridmore.    ARAI Helmets News - MotoAmerica homologates Aprilia RS 660 for Twins Cup, Rodio returns, Altus Motorsports fields two in Supersport, Jigalov returns to the US on a liter bike, Lowes to miss test, Roberts and Beaubier test at Portimao!    MotoGP - The boys look at the Rookie who will line up on the MotoGP grid. What can we expect?   MotoGP - Looking ahead at the 2021 season with comments from MotoGP fan Chad Reed.   Next Week Tease - MotoGP shakedown tests, ARAI news and more.   Race Calendar - Supercross from Daytona, Arenacross in Amarillo, TX, Mid-South Cross Country in Hurricane Mills, TN.   Bye, Bye    To Listen and Subscribe on Apple Podcast: Greg's Garage Pod w/Co-Host Jason Pridmore on Apple Podcasts Follow Jason: Instagram | Greg: Instagram Steve English and the Paddock Pass Podcast can be found here: Paddock Pass Podcast

According to David Kolb, learners move through a four-stage cycle as they develop new skills and learn concepts. By learning about this cycle and associated learning styles, you can better assist students to master your content. By understanding the learning styles, you can develop content and learning activities that are in line with how your students best learn. Incorporating these different learning styles align with Universal Design for Learning by providing more supports and choice in the classroom. This week we are going to take a look at Kolb's Learning Styles and Experiential Learning Cycle. Additionally, we are going to see how these concepts can be used in your classroom. Come learn more. Other podcast episodes: https://tubarksblog.com/archive/  Show notes: https://tubarksblog.com/itc77  Music credit: https://www.purple-planet.com/  Sponsor: https://tubarksblog.com/scrivener  Sponsor: https://tubarksblog.com/read-to-succeed/  

An introduction to experiential learning as defined by David Kolb. This episode provides simple explanation in how to implement experiential learning for the general internist. Please visit https://cheinrich8605.wixsite.com/academichospitalist for show notes and more!

00  I'm talking about  what resilience is how resilience impacts you in leadership and your employees what are my six pillars of resilience Leaders are expected to be able to run and lead in their business and to be able to do it well.  Accenture concluded that  "Resilience may be the new criterion for professional advancement" With business and economic challenge the way a leader handles pressure is likely to have a huge impact on performance and success of an organisation.  So resilience is critical to survive the challenges ahead, during and after lockdown. What is Resilience? When I ask this in my training and workshops, people say Keeping going Staying strong in hard times Mental toughness Resilience is an important personal attribute that can have a wide-ranging influence on your personal wellbeing and your performance at work. It’s more than your bounce-back-ability.   For me, it’s not about how well you keep going, it’s about how well you adapt.  As Charles Darwin said  "It is not the strongest of the species that survive, nor the most intelligent, but the most responsive to change. “  Good news is that resilience is mouldable.  You can build your resilience, you can re-shape it which means we can all develop resilience.   The Link Between Leadership and Resilience Leadership stress and resilience has been explored extensively.  Stress related illness and personal issues feature highly with leaders and studies show that around two thirds of leaders are affected.  Yet, the other third successfully thrived, despite leadership challenges.  What seemed to set them apart was their adaptability and the skills that combined to enhance a resilient mindset. Leaders can also have a direct impact on the resilience of their workforce and employees too, simply with the way they react and respond to challenge and change. Six Pillars to Resilience 1.   Vision and Purpose Do you have vision and purpose for yourself and your company Giving ourselves meaning and direction is what pushes us forward.  This gives us the reason to get up in a morning.  Research says when you’re engaged and have purpose, life becomes easier, less complicated and less stressful. It might be worth revisiting this. 2.   Awareness Our awareness of ourselves and others around us will affect how we respond and how we view the situations we are challenged with. When we are aware, we know what is a challenge or what is stressful and what is not.  Then we can adapt and decide how we deal with it.  We can incorporate tools that help us to be regulated, calm or positive.  This will all have an impact on our mental health, stress and resilience. Listen in to the podcast for tips around this … Awareness isn’t just about what your find difficult.  Knowing what lift you means you know what you can do quickly and easily to recharge. 3.  Support There are few aspects to the support we have and need Having a network around you What support do you have and what do you need? Not being afraid to ask for help When we have people we can talk to and reach out for support is lessens the load of what we are going through.  Having people to talk to also creates connection and we all need connection and to feel part of something.  It stems from our tribal days. It can also mean we don’t feel so alone.  Many of the leaders I work with do say they feel alone. Loneliness can take a real toll on both our mental and physical health. Having meaningful relationships through a support network of family, friends, colleagues and other social groups helps us feel connected and valued. Who is your support network and what types of support they offer? 4.   Attitude What is your attitude like when presented with problems to solve?  One method to reframe your thinking about successes and failures. When things go wrong, someone with an optimistic or positive attitude will tend to see the problem as a way of learning, or that identifies things that didn’t work.  Attitude is also about looking at what we can control and influence and what we cannot.  Listen to the podcast to find out what I used to say to my managers to help them have a more resilient attitude about change. This way of thinking can be learned and developed, so that it’s much easier for us to reframe, be positive focus on what we can control. 5.   Thinking Styles There are some well known thinking styles that we automatically kick into.  Are you the avoidant ostrich, the one who sees catastrophes or the rational thinker? By identifying and understanding your thinking patterns and this self talk, or ‘limiting beliefs’, you can learn to challenge them and change how you react to challenging situations. Emma explains some ways you can challenge your thinking patterns and beliefs. It's also good to change the idea of making mistakes to being something you can learn from rather than a problem.   This all helps leaders to have a set of skills that support the process of overcoming difficult situations, challenges and set-backs. Coaching can support leaders in this too! 6.   Health Although this is health – I mean both mental and physical health.  Your mental health will improve with your increased awareness and adapting your thinking style as I've already mentioned. With your physical health  - exercise has been correlated with stronger levels of resilience. This is be due to the effects of endorphins and feel good chemicals improving mood. It's not just going to the gym, since they're closed during lockdown anyway.  We have the one hour exercise allowing in the UK.  We need to use it. It can also be having a walk, dancing, an upbeat or calming music playlist It might be something upbeat and with people or something quiet and relaxing or alone. Work out what boosts your energy levels and what drains you.  Find things that you can fit into your life without feeling that you MUST do or that you will beat yourself up about if you don’t achieve it.  We also need to think about diet and nutrition.  It's easy to eat junk, and people are talking about more snacks and more baking.  Balance this with healthy food too. Do you get enough sleep?  If you never give yourself chance to recover from the busyness and challenge of your day, then you’re going to be running on empty. So that's my six pillar of resilience.  But I'd like to add that with all of these be reflective.  Effective learning is when a person progresses through different stages by being reflective. David Kolb's 1984 learning cycle is useful for this.  You can even use this about your day, a week or a specific challenge or situation. Have the experience Review the experience Summarise learnings, what did and did not work. Plan for Improvement next time. The Final Science Bit: The good news is that recent neuroscience studies now know that it’s never too late for our brain to develop or change.  Neuroplasticity means that the brain forms new neurons and connections until we’re 100.  We can even grow new neurons at any age and also prune back old learnings and neural pathways too.  This means we can re-wire our brain and remove things that we are not serving us well. It’s a practice.  It’s called practicing resilience for a reason.  Every day we have the opportunity to continue with our resilience and change the brain’s default way of operating.  It might take effort and focus but it is absolutely is possible to do change the way we think and the way we respond so that we increase our resilience for the long term.   If you would like to tell me one thing that you will do from this episode, email me at emma@emmalangon.com . If you need help personally or for your employees to reduce their stress, increase resilience and wellbeing (even if they're working remotely!)  get in touch. The link to the survey I mentioned is here

Episodio número 22 de la temporada 4 de la serie Vision Zero Podcast.Con Salvador Carmona y Joaquin Ruiz. Artista invitada: Ana Sanz. Con la colaboración de PRLinnovación. EL CAMINO HACIA EL LIDERAZGO EN SEGURIDAD Y SALUDEl camino del liderazgo en SST BLOG: https://elcaminodelliderazgoensst.com/acerca-de/Fundación ConecTEA: https://www.fundacionconectea.org/Modelo de David Kolb, aprendizaje basado en experiencias: http://www.cca.org.mx/profesores/cursos/cep21/modulo_2/modelo_kolb.htmEducar en lenguaje positivo: El poder de las palabras habitadas, Luís Castellanos: https://www.amazon.es/Educar-lenguaje-positivo-habitadas-Educaci%C3%B3n/dp/8449333768-----------Contacto: Podcast: podcastvisionzero@gmail.comTwitter: @podcast_zeroSalvador Carmona: salvador.carmona@imastres.esJoaquin Ruiz: jruiz@prevencontrol.comPRLinnovación: http://www.prlinnovacion.comSi queréis proponernos cosas a través de mensaje de voz de Whatsapp, os dejamos este número: +34670840546 (Sólo Whatsapp).Gracias a todos y saludos!

Formarsi è imprescindibile, ma su cosa e come non è scontato. Ognuno di noi apprende in modo diverso. In questo episodio un modello di apprendimento e qualche idee per rendere efficace il nostro cv.Utili anche le puntate #96-Il Piano B e #5-Ajar.Ecco alcuni link utili:* Il ciclo di Kolb: https://it.wikipedia.org/wiki/David_Kolb* alcuni MOOC: Udemy (https://www.udemy.com/), Lynda (https://www.lynda.com/), Coursera (https://www.coursera.org/)* piattaforme per semplici pagine web: Adobe Spark (https://spark.adobe.com/it-IT/), Wix (https://it.wix.com/), Webnode (https://www.webnode.it/)* app per gestire progetti e tenere un archivio: Notion (https://www.notion.so/), Evernote (https://evernote.com/intl/it/), One Note (https://products.office.com/it-it/onenote/digital-note-taking-app)Condividi questo podcast e iscriviti per non perdere nessun episodio … è gratis! ;-)Qui trovi tutte le informazioni: http://lavoromeglio.infoPer domande, spunti, riflessioni e critiche costruttive puoi inviarmi un messaggio: ⇒ su Messenger https://m.me/leonardavanicelli ⇒ su Telegram https://t.me/leonardavanicelli ⇒ a leonarda@lavoromeglio.infoContenuti extra su ⇒ Telegram: https://t.me/lavoromeglio La musica di Lavoro Meglio è “Better” composta da Stefano Bucci

This month on the Off Shore Tackle podcast we're talking with tournament walleye angler David Kolb.  David recently won the NWT Tournament out of Sault St. Marie, Michigan. David explains how he used Off Shore OR 12's and the SST Pro Mag boards with Tattle Flags to put several big fish in the boat. Kolb describes how he found those fish, and what he used to catch them. He also talks about the mental aspect of tournament fishing and the importance of pre fishing before an event.  

David Kolb began his working career as a builder and general contractor. He has been an executive coach, educator, and leader himself. And as he often says about his professional work…I’m doing the same work. I simply changed the raw materials with which I work. He is the author of the book, Leadership From The Inside Out, which offers practical and proven applications to leadership. David’s energy and easily understood writing style come from decades of combining his varied life experiences, with his training in psychology, and applies all that to the environment, culture, and inner processes of emerging and veteran leaders. He shares his framework of seven capacities that people need to be able to navigate the transitions in their lives. Using the metaphor of a maestro, he says we must conduct our different parts to bring them together to what works best.   In this episode we discuss: David’s premise that we all have many parts within us and as we go through a transition, we need to understand and orchestrate those parts like a maestro of an orchestra. His career journey that started in construction and moved to psychology and coaching. How a near-death experience awakened his spiritual journey and how that process led into some of the biggest transitions of his life. The “putting a new coat of paint” analogy he uses to describe how people try to remodel their lives without looking at a deeper level. How important it is for people to dismantle their expectations to grow. David’s book and the seven different capacities that are essential to being a leader. Listen, subscribe and read show notes at www.tammygoolerloeb.com/podcasts/ - episode 021

Listen to David Kolb discuss the impact of his book Leading From the Inside Out. A great visual of a prism and how it is a relevant and helpful visual for attending to the many facets of personal development as a leader. david@prismleaders.com

Episode 09 – An Interview with Ric Williams Link to website – instinctiveinfluencers.com Link to Facebook - https://www.facebook.com/101influence/ Link to Instagram - https://www.instagram.com/instinctiveinfluencers/ Link to Twitter - https://twitter.com/101Influence   Ric Williams is the Master Instructor of the SSG John W. Kreckle Noncommissioned Officers Academy.   Ric served in many positions within the Army and once he retired, he decided to continue to serve this great nation by staying involved in the development of young leaders and those who train them.   You will often hear Brian and Ed refer to Ric as the Bearded Ninja in not only this episode but many others. This is due to the massive influence he has had upon them and even the podcast.   Check out two particular books we talk about in this episode: Emotional Intelligence by Daniel Coleman - https://www.amazon.com/Emotional-Intelligence-Matter-More-Than/dp/055338371X/ref=sr_1_1?ie=UTF8&qid=1546913838&sr=8-1&keywords=daniel+coleman+emotional+intelligence  Experiential Learning: Experience as the Source of Learning and Development by David Kolb - https://www.amazon.com/Experiential-Learning-Experience-Source-Development/dp/0133892409/ref=sr_1_1?ie=UTF8&qid=1546913963&sr=8-1&keywords=kolb+experiential+learning    Be sure to Subscribe, Rate, and Review on our show on the Facebook Page and Apple Podcast. This is how we will continue to create, broaden, and amplify content for all to learn from and grow.   Intro & Outro Music: Cosmic Storm by A Himitsu: https://soundcloud.com/a-himitsu Creative Commons – Attribution 3.0 Unported – CC By 3.0:        http://creativecommons.org/licenses/by/3.0/ Music promoted by Audio Library: https://youtu.be/U4wXUdhNxZk

In 2006, I sat in a converted office in my home in California. My wife and children were asleep, and I wondered what the topic should be for the next course I wrote. In 2001, I had developed the course Marketing With Postcards, which earned me nearly $1 million. At that point, I wasn’t great at creating traffic, but I was very good at converting traffic. The success of this course led to my next course, Traffic Conversion Secrets, which I sold for $1,800. That course, in turn, led to TeleSeminar Secrets, which made over $14 million in under six years. These courses brought me great students, some of whom are now my teachers. They also taught me about the different types of students. There were those who asked “what” questions. Others asked, “Why?” Others asked, “How?” And still others asked, “What if…?” Going back to 2006, I created the course Web Communication Secrets. In that course, I developed something that I’ve been utilizing ever since: shifting the curriculum to appeal to all four of these learning styles. I did a lot of research, and studied David Kolb’s theory of the Experiential Learning Model. It includes four different styles: concrete experience (the style of feeling), reflective observation (the style of watching), abstract conceptualization (the style of thinking), and active experimentation (the style of doing). To clarify these for myself and make them easier to remember, I described them with different words (which you may already have noticed if you’ve been actively paying attention). These are the “what?” learner, the “why?” learner, the “how?” learner, and the “what if?” learner. As you teach all of these learning styles, though, you should do so in a specific order, taking care of the “what” and the “why” learners first. Tune in to learn the details of all this, and much more! In This Episode: [02:31] - Alex introduces the three key insights that he’ll explore in more depth throughout today’s episode. [03:14] - We hear about a specific day in 2006, as well as a course that Alex created in 2001. [05:25] - Marketing With Postcards was the course that got Alex on the map, and led to Traffic Conversion Secrets. [06:28] - Alex talks about the different types of students he got during his courses. [08:04] - We learn about how Alex responded to learning about the four different types of learners. [10:34] - Which of the four styles of learning do you have a bias toward? [12:10] - Alex explains why understanding and being aware of the four styles of learning is so important. [13:57] - There’s a sequence between the what, why, how, and what if, Alex points out. [15:39] - We hear about audio scripting, including the audio script that Alex has for this episode. [18:29] - What could happen in your life in the future if you learn these four learning styles, and change the way you teach or communicate accordingly? [21:42] - Alex shares his method for remembering the four learning styles. [22:30] - Today’s Alexism is this: what makes a good entrepreneur great is their ability to manage uncertainty. [24:47] - Alex talks about selling media for infomercials in 2002 and 2003. [26:43] - Alex explores what it means to have high intention and low attachment. [28:40] - The context of your presentation or course is more decisive than the content, Alex explains. [29:20] - We hear a review of the topics that Alex has covered in this episode. [30:16] - Did you enjoy this episode and learn something valuable? If so, please take a moment to head to this link, and type in your biggest takeaway from this particular episode as a review. [31:18] - In honor of this 16th episode, Alex is giving away his book Alexisms completely free! To learn how to get yours, listen in to the episode. Links and Resources: Alex Mandossian MarketingOnline.com Skipio - where mass business texting gets personal! Alexisms by Alex Mandossian All Selling Aside on iTunes Traffic & Conversion Summit Ryan Deiss Perry Belcher Roland Frasier Russell Brunson Vishen Lakhiani ClickFunnels Virtual Book Tour Secrets David Kolb Experiential Learning Model Web Communication Secrets The Platinum Rule by Dr. Tony Alessandra Skipio

Ann Murray of Salem State University's Education Department discusses learning styles, both as a theory which helps us understand one another, and as a tool for planning lessons which engage diverse learners. Using the models of psychologist David Kolb, and educator Bernice McCarthy, four types of learners become the basis for four steps in a lesson plan.

Ann Murray of Salem State University's Education Department discusses learning styles, both as a theory which helps us understand one another, and as a tool for planning lessons which engage diverse learners. Using the models of psychologist David Kolb, and educator Bernice McCarthy, four types of learners become the basis for four steps in a lesson plan.