Podcasts about diverse issues

The regents of University of Florida had already offered Ono the gig, and he had accepted. But the larger governing body - the Board of Governors - rejected that plan as pressure mounted from Republican lawmakers and influential voices decried Ono as too liberal. At the meeting on June 3, 2025, the members of the Board of Governors peppered Ono with questions about his record of support of Diversity, Equity, and Inclusion programs. DEI programs have become a target of the Republican Party under President Donald Trump. Ono halted DEI programs at U-M after Trump took office this year. Ono told the board members this week that he stood by his decision to walk away from DEI. "My evolution over the past 18 months or more... has really focused on my personal experience seeing DEI programs - that were started with all good intensions - what impact they've had on campuses," said Ono. Board members also pushed on Ono's handling of pro-Palestinian campus protests, and questioned whether he came out with enough forceful support of Israel in the days after the Oct. 7th attack in 2023. Conversely, many pro-Palestinian supporters on campus and in Ann Arbor railed against Ono while president at U-M for being too supportive of Israel and for continuing university investment in Israeli businesses. The Florida Board of Governors rejected Ono's appointment by a 10-6 vote. It's unclear what Ono will do now. His departure from U-M came after three difficult years, in which the university was challenged on multiple fronts. The reason and manner of Florida’s apparent rejection are also historic, and say a lot about this moment. Today, we’ve invited back Jamal Watson, editor of the online journal, Diverse: Issues in Higher Education to explain what happened and what's next for Ono. Watson is also a Professor of Strategic Communication and Public Relations at Trinity Washington University.See omnystudio.com/listener for privacy information.

A look back at Santa Ono's career in higher education thus far, and what's been particularly challenging about high education administration in the last several years. GUESTS: David Jesse: senior writer, Chronicle of Higher Education Jamal Watson, PhD: editor of "Diverse: Issues in Higher Education," professor of Strategic Communication and Public Relations, Trinity Washington University Looking for more conversations from Stateside? Right this way. If you like what you hear on the pod, consider supporting our work. Music in this episode by Blue Dot Sessions.See omnystudio.com/listener for privacy information.

In this episode, we speak with Dr. Charles H.F. Davis III about the increasingly repressive conditions on university campuses, particularly in the context of Columbia University's caving in to federal pressures under the thumb of Trump's administration. We explore the broader implications of these concessions at the expense of liberalized notions of intellectual and academic freedom, student activism, and the role of universities as sites of political struggle. Dr. Davis highlights the historical and ongoing repression of student activism, particularly pro-Palestinian movements, and critiques the legal and institutional frameworks that perpetuate these violences. We also delve into the limitations of liberalism in fending off fascist infringement and the active participation of universities in maintaining these structures of domination. We also touch on the historical collaboration between Zionist organizations and U.S. universities, the erosion of diversity and inclusion initiatives, and the broader implications for the future of higher education. Dr. Charles H.F. Davis III is a third-generation educator, organizer, and artist. He is a faculty member in the Center for the Study of Higher and Postsecondary Education and director of the Campus Abolition Research Lab at the University of Michigan. His research and teaching broadly explore the racialized consequences of higher education on society, including the role of colleges and universities in limiting the life-making possibilities of Black and other racialized communities. Edited/produced by Aidan Elias, music as always is by Televangel If you like what we do and want to support our ability to have more conversations like this. Please consider becoming a Patron or supporting us at BuyMeACoffee.com/MAKCapitalism. You can do so for as little as a 1 Dollar a month at patreon or by making a one time contribution through BuyMeACoffee.   Longer bio:  Dr. Charles H.F. Davis III is a third-generation educator, organizer, and artist committed to the lives, love, and liberation of everyday Black people. Dr. Davis is a faculty member in the Center for the Study of Higher and Postsecondary Education and director of the Campus Abolition Research Lab at the University of Michigan. His research and teaching broadly explore the racialized consequences of higher education on society, including the role of colleges and universities in limiting the life-making possibilities of Black and other racially minoritized communities. Dr. Davis has produced nearly three dozen scholarly publications, which have been cited in amicus curiae brief to the Supreme Court of the United States and included as expert testimony before the California State Assembly. He is co-editor of Student Activism, Politics, and Campus Climates in Higher Education (Routledge) and author of the forthcoming Campus Abolition and Police-Free Futures on Johns Hopkins University Press. For his intellectual contributions, Dr. Davis been nationally-recognized by the National Association of Student Personnel Administrators, as a 2020 Emerging Scholar by Diverse: Issues in Higher Education, a recipient of the National Academy of Education/Spencer Postdoctoral Fellowship, a 2024 Inductee to the Martin Luther King, Jr. College of Ministers and Laity's Collegium of Scholars at Morehouse College and, most recently, was named a Senior Fellow at the Center on the Developing Child at Harvard University. At the institutional level, Dr. Davis' teaching and service have been recognized as the 2023 recipient of the John Matlock Cornerstone Award for his contributions to the success of African American students at the University of Michigan and the 2024 Diversity, Inclusion, Justice, and Equity Award at the U-M Marsal Family School of Education.

In this special episode of Reclaiming Free Speech, Democracy, and Discourse on Campus, host Dr. J. Cody Nielsen sits down with Dr. Charles H.F. Davis III, Assistant Professor at the University of Michigan and scholar of race, systems of oppression, and student activism. Together, they unpack the implications of Donald Trump's re-election, the challenges of free speech on campus, and the broader societal forces shaping higher education. This episode delves deep into student activism, higher education's colonial roots, and the ways administrators and educators must navigate the ongoing struggle for justice and equity.Key TakeawaysStudent Activism Reflects Broader Sociopolitical Realities: Campus movements—whether for Black Lives Matter or pro-Palestinian rights—mirror larger societal struggles, challenging higher education's historical role as a site of exclusion and privilege.Higher Education and Systems of Power: Colleges have long been intertwined with colonialism, capitalism, and racialized oppression. Deconstructing these systems requires critical reflection and moral courage from institutional leaders.The Role of Administrators: University administrators must prioritize people over prestige and resist suppressive policies that target student activism, particularly around anti-democratic and oppressive issues.Self-Care in the Struggle for Justice: Individual and communal care are critical. Dr. Davis highlights the importance of collective healing, family, and finding spaces for joy and restoration amid ongoing activism.The Trump Administration's Impact: A second Trump term amplifies existing tensions, but the struggle for justice and liberation remains constant—organizers must double down on efforts to improve material conditions for marginalized communities.What Role Does Student Activism Play in the Current Political Landscape?Dr. Charles H.F. Davis III outlines how campus activism has always reflected broader sociopolitical contexts. From the Black Lives Matter movement to pro-Palestinian organizing, students are at the forefront of confronting oppressive systems and demanding institutional accountability. Dr. Davis connects today's student movements to historical activism, such as the Black Campus Movement of the 1960s and the role of ethnic studies programs in democratizing higher education. He highlights that institutions often resist meaningful change unless forced by organized collective action.How Has Higher Education Historically Maintained Systems of Oppression?Dr. Davis dives into higher education's colonial roots, emphasizing how campuses were built on stolen land and the labor of enslaved Black individuals. These structures persist today, manifested in racialized exclusion, elitism, and suppression of dissent. Administrators must confront their complicity in upholding oppressive systems and commit to re-centering people over profits, productivity, and prestige. He challenges leaders to reflect on their roles and question whether they are truly serving students or perpetuating institutional harm.What Should Higher Education Leaders Do in the Face of Political Suppression?Reflecting on the Trump administration's impact, Dr. Davis notes that institutions have increasingly adopted suppressive policies, weaponizing campus and municipal policing to silence student protests. He urges administrators to act with “moral and political courage,” protecting students rather than criminalizing their activism. By aligning with community values and rejecting reactionary policies, leaders can challenge anti-democratic behaviors and support a more just higher education system.How Do We Balance Activism with Personal and Collective Well-Being?Recognizing the emotional and physical toll of activism, Dr. Davis emphasizes the importance of collective care and healing. He advocates for communal approaches to self-care—rejecting individualism in favor of shared spaces for rest, reflection, and joy. Whether through family, community organizing, or physical activities like running, activists must prioritize well-being to sustain their long-term efforts.Guest Name: Dr. Charles H.F. Davis IIIGuest Social: https://www.linkedin.com/in/hfdavis/www.campusabolition.orgGuest Bio: Dr. Charles H.F. Davis III is a third-generation educator, organizer, and artist committed to the lives, love, and liberation of everyday Black people. Named a 2020 Emerging Scholar by Diverse Issues in Higher Education and a 2021 NAEd/Spencer Postdoctoral Fellow, Dr. Davis  is currently an assistant professor in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. As director of the Campus Abolition Research Lab, Dr. Davis' research broadly explores the racialized consequences of higher education on society. He has produced more than three dozen publications including research articles, books, and scholarly essays as well as several short and feature-length films. - - - -Connect With Our Co-Hosts:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaSeth Odell https://www.linkedin.com/in/sethodell/https://twitter.com/sethodellAbout The Enrollify Podcast Network:The Higher Ed Pulse is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Generation AI and Confessions of a Higher Education Social Media Manager.Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com.Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

Founder of PhinisheD/ FinishEdD | #WhoGotNext | Author of "I am... I will..." Dr. Daniel Jean is the CEO of Wordstravel LLC and serves as Associate Provost at Montclair State University. He has twice graced the cover of Diverse Issues in Higher Education and was recently featured on PBS NewsHour for his role in improving outcomes for black and latino identified males. He has been featured/mentioned in the LA Times, NJ.com, Black Enterprise, Ebony Magazine, and the Hechinger Report. He is the founder of “PhinisheD/FinishEdD #WhoGotNext” an online community for over 24,000 future doctors and has presented 700+ seminars/keynotes for corporations and professional associations including McDonalds, PSE&G, National Association of Student Personnel Administrators (NASPA), American College Personnel Association (ACPA), Consortium for Student Retention Data Exchange (CSRDE), National Conference on Race and Ethnicity in American Higher Education (NCORE), Association of Public and Land-grant Universities (APLU), National Academic Advising Association (NACADA) and the Southern Regional Educational Board (SREB). He has also shared his expertise at Massachusetts Institute of Technology (MIT), University of Maryland Baltimore County, University of Louisiana-Lafayette, Baruch College, the Fashion Institute of Technology, Northwestern University, University of South Florida, College of Central Florida, Illinois Urbana-Champaign, Western Kentucky University, Kentucky State University, Rutgers University, Meharry Medical College, and Clemson University. He has taught undergrad and grad courses in consulting, student development, transformative leadership and hip-hop culture. As a college administrator, his retention initiatives have resulted in a 91.9% first-year retention rate and a 61% increase in the four-year graduation rate of a so-called “special admit” population. He is the chair and founder of three statewide college access/awareness conferences, and the Richard Wilson/Jason James Mentorship Program. His most recent play “Til Death Do Us Part?” ran Off-Off-Broadway in NYC to sold out shows. He is the author of three indie books including his latest publication, “I Am…I Will…” an action-based interactive framework designed for the reader to proclaim their identity, declare their desired outcomes in the present and develop time-referenced action plans for the future. Dr. Jean serves on the board for the three doctors foundation and has received several accolades for his work include citations from the NJ and NY legislature, Educator of the Year Awards from Zeta Phi Beta Incorporated and Uprising Stars LLC, the ACPA Educational Excellence Erica Holloman Award, Alumni Award from Montclair State University and DEI Trailblazer Award from the African-American and NJ Chamber of Commerce. He has a goal to directly assist 1,000,000 trailblazers and deliver 10,000 seminars/keynotes before he retires. (Bio provided by Dr. Jean) Follow him on Facebook, X, Instagram, and LinkedIn IG: @wordstravel Facebook: @DannyJean LinkedIn: Dr. Danny Jean

Deb Mashek reveals the critical factors that make workplace collaborations less painful and more productive. — YOU'LL LEARN — 1) The key ingredients of great collaboration 2) Why hiring good collaborators isn't enough 3) The key questions to kickstart great collaborations Subscribe or visit AwesomeAtYourJob.com/ep982 for clickable versions of the links below. — ABOUT DEB — Dr. Deb Mashek, PhD is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. She is the author of the book Collabor(h)ate: How to build incredible collaborative relationships at work (even if you'd rather work alone). Named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, she has been featured in media outlets including MIT Sloan Management Review, The New York Times, The Atlantic, Inc., Forbes, Fortune, The Hechinger Report, Inside Higher Ed, Reason, Business Week, University Business Insider, and The Hill. She writes regularly for Reworked and Psychology Today.Deb is the founder of Myco Consulting LLC, where she helps networked organizations (e.g., consortia, collaboratives, associations, federations, etc.) avoid the predictable pitfalls of complex, multi-stakeholder initiatives so that they can drive impact and achieve big visions. A member of the Association for Collaborative Leadership, Deb has been an invited speaker on collaboration and viewpoint diversity at leading organizations including the United Nations, Siemens, and the American Psychological Association.• Book: Collabor(h)ate: How to build incredible collaborative relationships at work (even if you'd rather work alone) • Book Website: Collaborhate.com • Website: DebMashek.com — RESOURCES MENTIONED IN THE SHOW — • Article: "36 Questions to Fall In Love" • Book: The Good Fight: Use Productive Conflict to Get Your Team and Organization Back on Track by Liane Davey • Research: "The Experimental Generation of Interpersonal Closeness: A Procedure and Some Preliminary Findings" by Arthur Aaron, Edward Melinat, Elaine Aaron, Robert Vallone, Renee Bator — THANK YOU SPONSORS! — • Jenni Kayne. Use the code AWESOME15 to get 15% off your order!See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

With less than 4 months before the presidential election, President Biden has announced he's no longer seeking reelection and is endorsing Vice President Kamala Harris for the Democratic nomination. Emory's Political Scientist Andra Gillespie and Professor Emeritus of Political Science Alan Abramowitz, discuss how the historic change of events could impact the presidential race. Plus, the national news program “On Point” is coming to WABE. Show host Rose Scott talks with Meghna Chakrabarti, about the show, her career and her approach to covering this year's presidential race. “On Point” will air on WABE starting July 29 - Mon-Fri: 11 a.m.-noon.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Marshall Ever After: Beyond The Plane Crash, Untold Stories by Craig T. GreenleePut yourself in the shoes of a Marshall football fan on the night of November 14, 1970. Picture the camaraderie, the excitement, the dreams of the 75 people on the return flight from East Carolina. Suddenly, the unthinkable happens. That deafening silence wasn't just about a plane crash; it felt like our entire world crumbled. You're probably thinking, "I've heard this story before." Sure, it made the headlines, and the media had its say. But trust me, they just scratched the surface. I was so close to being on that plane, and only a choice I made one year prior changed my fate. Now, walk with me a bit. I'm Craig T. Greenlee, who once played in Marshall's secondary. I've got a gripping story to share that's been buried beneath the big headlines. "Marshall Ever After" isn't your typical retelling-it's an intimate journey into a college community's hardest times and the strength that saw us through. If you think you know the whole story, buckle up. Dive in with me and experience the real heart of Marshall University football.Craig T. Greenlee is a former defensive back for Marshall University, who made a seamless transition to journalism. His career includes positions as Sports Editor at UPSCALE Magazine and correspondent for industry stalwarts like Black Issues in Higher Education and DIVERSE Issues in Higher Education.https://www.amazon.com/Marshall-Ever-After-Craig-Greenlee/dp/1962363821https://craigtgreenlee.com/http://www.WritersBranding.com   http://www.bluefunkbroadcasting.com/root/twia/53024wrbr1.mp3  

Today I sit down with longtime friend, Bob Schaeffer. Bob is an incredible source of knowledge around how the testing landscape has changed in the last several decades and the work that he and his team at FairTest do is invaluable. Tune in to hear about the test optional movement in college admissions and more!Bob Schaeffer is currently the Public Education Director of FairTest, the National Center for Fair & Open Testing, where he has coordinated the organization's university admissions reform program for several decades. He served as the organization's Executive Director or co-Executive Director for five years.Previously, Mr. Schaeffer was the Research Director of the Massachusetts Legislature's Joint Committee on Human Services, Editorial Writer at the NBC-TV affiliate in Boston and talk show host at a regional NPR affiliate. He also worked at the Education Research Center of the Massachusetts Institute of Technology (MIT), where he was both an undergraduate and graduate student. Bob Schaeffer is a featured contributor to the Teachers College Press book The Scandal of Standardized Tests: Why We Need to Drop the SAT & ACT. He also coauthored many FairTest publications, such as Standing Up to the SAT, Test Scores Do Not Equal Merit, Standardized Tests and Our Children, Implementing Performance Assessments, and The SAT Coaching Cover-Up.Bob is frequently quoted by major media outlets, including the New York Times, Washington Post, Wall Street Journal, Los Angeles Times, Associated Press, NPR, and CNN as well as trade publications such as Education Week, Education Dive, Inside Higher Education, and Diverse Issues in Higher Education. He has also spoken at many conferences sponsored by the National Association for College Admissions Counseling, Education Writers Association, Higher Education Consultant Association, Independent Education Consultant Association, American Association of Collegiate Registrars and Admissions Officers, Mexican American Legal Defense and Educational Fund, SouthernChristian Leadership Conference, and Southern Education Foundation. Access free resources and learn more about Sheila and her team at Signet Education at signeteducation.com or on LinkedIn at https://www.linkedin.com/in/sheilaakbar/.

Hey there, welcome to Baachu Talk: Equity Matters, the podcast that's all about celebrating diversity, equity, and inclusion through the power of incredible human stories! Get ready to be inspired by the fearless DEI advocates who are shaking things up and making a difference in every corner of our world.Today, we have a real treat for you! I am beyond excited to introduce our exceptional guest, the one and only Dr. Terrell Lamont Strayhorn. He's a total rockstar in the fields of education and psychology, and his dedication to understanding diversity, equity, inclusion, and belonging (DEIB) is seriously awe-inspiring. You won't believe the impact he's made!Picture this: Dr. Strayhorn is not just any scholar; he's been recognized as a 'Top Diversity Scholar' by Diverse Issues in Higher Education! That's some serious street cred right there. But wait, there's more! He's penned down a whopping 12 books, including the award-winning 'College Students' Sense of Belonging.' And don't even get me started on his 200+ peer-reviewed journal articles. This guy is making waves!But hold up, there's more to him than just the academic accolades. Dr. Strayhorn is the President and CEO of Do Good Work Consulting Group. Yep, he's out there partnering with institutions to make the world a more inclusive place. Oh, and did I mention he's a professor of Education and Psychology and the Director of the Center for the Study of HBCUs at Virginia Union University? Yeah, he's doing it all!I had the privilege to chat with him, and let me tell you, it was mind-blowing! He's got this incredible passion for taking research and turning it into real-life improvements for those who need it most. Oh, and by the way, his research has earned him over $10 million in support from big-time foundations like the Lumina Foundation and National Science Foundation. Talk about making a difference!And wait, there's more! His work has even been featured in The Washington Post and The Chronicle of Higher Education. It's like everywhere you turn, you see the impact of Dr. Strayhorn's work!But enough from me; you've got to hear it straight from the man himself. So, grab your headphones, get comfy, and join us for this incredible conversation. We're going to talk about his journey, his work, and his thoughts on diversity, equity, inclusion, and belonging. This is an episode you don't want to miss!So, are you ready to dive into the world of DEIB with Dr. Strayhorn? Let's do this!Connect with Dr. Terrell https://en.wikipedia.org/wiki/Terrell_Lamont_Strayhornhttps://www.linkedin.com/in/terrell-strayhorn-phd/https://terrellstrayhorn.com/Support the show

Today I have the   honor of hosting an exceptional guest, Dr. Terrell Lamont Strayhorn. Known as a monumental figure in the realm of education and psychology, Dr. Strayhorn has dedicated his life to deepening our understanding of diversity, equity, inclusion, and belonging, or as we know it, DEIB. His insights have earned him a spot among the country's 'Top Diversity Scholars' by Diverse Issues in Higher Education, and he's widely recognized as a 'Bridge-Builder' between academic and student affairs. Dr. Strayhorn's contributions to the field are both extensive and profound. He has authored 12 books, including the award-winning 'College Students' Sense of Belonging', and over 200 peer-reviewed journal articles and academic publications. His ground-breaking research has not only garnered over $10 million in support from premiere agencies like the Lumina Foundation and National Science Foundation but has also found its way into numerous respected publications such as The Washington Post and The Chronicle of Higher Education. In addition to his scholarly work, Dr. Strayhorn wears multiple hats. He's the President and CEO of Do Good Work Consulting Group, where he partners with a multitude of institutions to bolster their culture and inclusivity. He's also a professor of Education and Psychology and the Director of the Center for the Study of HBCUs at Virginia Union University, leading their 'Belonging Lab'. His influence extends to being a Diversity Scholar-in-Residence at Harrisburg Area Community College, a Fellow of AGB's Institute for Leadership & Governance, and an active member of several non-profit boards. Notably, he's a proud member of Alpha Phi Alpha Fraternity Incorporated. Dr. Strayhorn, we're truly thrilled to have you with us today." One of his core passions is translating research-to-practice in ways that improve the material conditions and lived experiences of our most vulnerable populations.Tune in to the episode and get deep dive insights on diversity, equity, inclusion, and belonging (DEIB) and be inspired by Dr. Terrell Strayhorn's personal experiences Connect with Terrell https://en.wikipedia.org/wiki/Terrell_Lamont_Strayhornhttps://www.linkedin.com/in/terrell-strayhorn-phd/https://terrellstrayhorn.com/Support the show

Welcome to episode #882 of Six Pixels of Separation - The ThinkersOne Podcast. Here it is: Six Pixels of Separation - The ThinkersOne Podcast - Episode #882. What makes for great colloboration? Especially in this new world of business. Many people have mixed feelings about workplace collaboration. On the one hand, they know collaboration is essential to achieve complex goals. On the other hand, they know collaboration is a slog. People pull in different directions. There's desperately little communication and even less follow through. One person ends up doing all the work. The result? Friction mounts. Projects fizzle. Great employees walk. This at the core of a new book called, Collabor(h)ate - How To Build Increadible Collaborative Relationships At Work. The author is business advisor, professor and executive, Dr. Deb Mashek. She is recognized as one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education. Deb's work has been featured in prominent media outlets such as The New York Times, The Atlantic, MIT Sloan Management Review, and Fortune, among others. She also regularly contributes to Psychology Today, sharing her knowledge and perspectives on a range of topics. Deb served as a Full Professor of Social Psychology at Harvey Mudd College, where she also held the position of Associate Dean for Faculty Development. She was the founding Director of the Claremont College's Office of Consortial Academic Collaboration and the inaugural Executive Director of Heterodox Academy, a national nonprofit dedicated to promoting constructive disagreement on college campuses. Currently, she is the founder of Myco Consulting, where she assists business leaders in navigating the complex relationship dynamics that can impact timelines, bottom lines, and overall well-being. She is a member of the Association for Collaborative Leadership and the International Coaching Federation, and has been an invited speaker at prestigious organizations including the United Nations and the American Psychological Association. Enjoy the conversation... Running time: 53:46. Hello from beautiful Montreal. Subscribe over at Apple Podcasts. Please visit and leave comments on the blog - Six Pixels of Separation. Feel free to connect to me directly on Facebook here: Mitch Joel on Facebook. Check out ThinkersOne. or you can connect on LinkedIn. ...or on Twitter. Here is my conversation with Dr. Deb Mashek. Collabor(h)ate - How To Build Increadible Collaborative Relationships At Work. Myco Consulting. Sign up for Deb's newsletter. Follow Deb on LinkedIn. Follow Deb on Twitter. This week's music: David Usher 'St. Lawrence River'.

Dr. Mordecai Ian Brownlee proudly serves as the sixth President of the Community College of Aurora in Colorado. In addition, Dr. Mordecai publishes frequently, including serving as a columnist for EdSurge. He also teaches for Lamar University within the College of Education & Human Development and serves as an international keynote speaker. Dr. Mordecai has been featured on a number of local, state, and national platforms including the American Association of Community Colleges Community College Journal, NASPA Leadership Exchange, EdUp Experience, and EdTech Magazine. This year, Dr. Mordecai was named 40 Under 40 by the prestigious Denver Business Journal and the Community Leader of the Year by the Aurora Chamber of Commerce. In 2022, he was featured by Diverse: Issues in Higher Education Magazine as a “New School” leader representing the next generation of college presidents. On this episode of A Seat at the Table, Debbie Brown welcomes Dr. Brownlee to discuss his personal and professional journey to becoming the President of the Community College of Aurora. The two met and hit it off at a gathering of business and higher education leaders as they discuss how higher education can evolve to meet the needs and challenges of growing and developing a robust workforce in Colorado. Dr. Brownlee is someone with bold ideas, a tireless work ethic, and a hunger for creative partnerships which makes this a dynamite conversation. Hosted by Colorado Business Roundtable President Debbie Brown. Rate, review and subscribe on your favorite podcatcher. For more of our events, podcasts, and news, please visit the Colorado Business Roundtable website.

The workforce in the United States, and for that matter, all across the planet, has become more diverse.  Be it cultural, religious, racial, vegan, age, sex, ethnic, LGBTQ...you get it, the list can be pretty long.  And, because there is such diversity understanding the makeup of our workforce and attempting to learn more can be a challenge. Here Liz Cooney the Director of Education at Tero International offers up some thoughts about how to better communicate, understand and grow in the knowledge of our workforce.  Here is that conversation... Thanks for listening! The award winning Insight on Business the News Hour with Michael Libbie is the only weekday business news podcast in the Midwest. The national, regional and some local business news along with long-form business interviews can be heard Monday - Friday. You can subscribe on PlayerFM, Podbean, iTunes, Spotify, Stitcher or TuneIn Radio. And you can catch The Business News Hour Week in Review each Sunday Noon on News/Talk 1540 KXEL. The Business News Hour is a production of Insight Advertising, Marketing & Communications. You can follow us on Twitter @IoB_NewsHour.

This week on SA Voices From the Field, we interviewed Dr. Sumun L. Pendakur, DEI Strategist/Consultant, Speaker, and Trainer with Sumun Pendakur Consulting. Dr. Sumun L. Pendakur (Sumi) believes that we have infinite capability to imagine and enact a more just, equitable, and compassionate world. Sumi is a scholar-practitioner, an activist-educator, a skilled facilitator, and a mom. With nearly 20 years in the field of higher education and a decade as a DEI speaker and trainer, Sumi's work and research focuses on helping campuses, corporations, non-profits, and other organizations build capacity for social justice and racial equity by empowering individuals at all levels to be transformational agents of change in their spheres of influence. Most recently, Sumi was the Chief Learning Officer and Director of the USC Equity Institutes at the USC Race and Equity Center, dedicated to advancing racial justice in higher education and other sectors. Prior to that position, Sumi held roles as the Assistant Vice President for Diversity and Inclusion at Harvey Mudd College, serving on the President's Cabinet and directing the Office of Institutional Diversity, and as the Director for USC Asian Pacific American Student Services. Sumi received her doctorate in Higher Education Leadership, as well as the Dissertation of the Year award, for her study on institutional change agents, from the USC Rossier School of Education. Sumi is serving her second term on the Board of Directors for NADOHE, the National Association of Diversity Officers in Higher Education. She has served as Faculty Coach for the AAC&U's multi-year TIDES (Teaching to Increase Diversity and Equity in STEM) Institute. She is also the co-editor, with Dr. Shaun Harper and Dr. Stephen Quaye, of Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations (3rd edition) (2020). In 2019, she was named one of the top 35 women in higher education by Diverse: Issues in Higher Education magazine. Sumi is the multilingual daughter of immigrants, was raised in the Midwest, and currently calls Los Angeles, CA, home. She is the wife of actor Sunil Malhotra, and proud mommy to Shashi Veer and Shama Shakti. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues!

Dr. Deb Mashek, PhD is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Her new book, Collabor(h)ate*: Everything you need to know to build healthy and productive collaborative relationships at work *(even if you'd rather work alone), is out now. Mashek  was named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, and has been featured in media outlets including MIT Sloan Management Review, The New York Times, The Atlantic, The Hechinger Report, Inside Higher Ed, Fortune, Reason, Business Week, University Business Insider, and The Hill. She writes regularly for Psychology Today.Support the show

DR. DEB MASHEK is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Previously Full Professor of social psychology at Harvey Mudd College and named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education. In her new book, Collabor(h)ate, Dr. Mashek draws on her deep experience as a relationships researcher and collaboration facilitator to reveal everything you need to know to make workplace collaborations less painful and more productive. For more stories of remote teams doing great things, visit https://www.collaborationsuperpowers.com

In this episode, I have part two of my conversation with Dr Deb Mashek, The collabor(h)ator. Dr. Deb Mashek, PhD is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Previously Full Professor of social psychology at Harvey Mudd College, she is the author of Collabor(h)ate: How to build incredibly collaborative relationships at work (even if you'd rather work alone). Named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, she has been featured in media outlets including The New York Times, The Atlantic, Business Week, The Hechinger Report, and Fortune. She writes regularly for Psychology Today. Deb is the founder of Myco Consulting LLC, where she speaks, advises, and provides professional development to those seeking to build better workplace collaborations. Get her book here: --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

In this episode, I have part one of my conversation with Dr Deb Mashek, The collabor(h)ator. Deb is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Previously Full Professor of social psychology at Harvey Mudd College, she is the author of Collabor(h)ate: How to build incredibly collaborative relationships at work (even if you'd rather work alone). Named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, she has been featured in media outlets including The New York Times, The Atlantic, Business Week, The Hechinger Report, and Fortune. She writes regularly for Psychology Today. Deb is the founder of Myco Consulting LLC, where she speaks, advises, and provides professional development to those seeking to build better workplace collaborations. Get her book here: --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

Join your host Tobias Sturesson and his guest, Dr. Deb Mashek, on this timely and informative episode of the Leading Transformational Change podcast. In this conversation, Deb discusses why collaboration should matter, in what cases it becomes critical, and what it takes to foster a culture of collaboration. Dr. Deb Mashek, PhD is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, she has been featured in media outlets including MIT Sloan Management Review, The New York Times, The Atlantic, The Hechinger Report, Inside Higher Ed, Fortune, Reason, Business Week, University Business Insider, and The Hill. She writes regularly for Psychology Today. Her book, "Collabor(h)ate: How to build incredible collaborative relationships at work" was released at the beginning of 2023. Duration: 52:34

Dr. Deb Mashek, PhD is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Previously Full Professor of social psychology at Harvey Mudd College, she is the author of Collabor(h)ate: How to build incredibly collaborative relationships at work (even if you'd rather work alone). Named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, she has been featured in media outlets including The New York Times, The Atlantic, Business Week, The Hechinger Report, and Fortune. She writes regularly for Psychology Today. Deb is the founder of Myco Consulting LLC, where she speaks, advises, and provides professional development to those seeking to build better workplace collaborations.   Social Media Links: LinkedIn: https://www.linkedin.com/in/debra-mashek/?utm_campaign=email%20sig&utm_source=social&utm_medium=organic FaceBook: https://www.facebook.com/groups/551201039300719?utm_campaign=email%20sig&utm_source=social&utm_medium=organic Twitter: @DebMashek Instagram: https://www.instagram.com/debmashek/?utm_campaign=email%20sig&utm_source=social&utm_medium=organic TikTok: https://www.tiktok.com/@debmashek?utm_campaign=email%20sig&utm_source=social&utm_medium=organic

Higher ed was never designed around students. But Dr. Bridget Burns is determined to disrupt that. In this episode of An Educated Guest, Todd Zipper, EVP and GM of Wiley University Services and Talent Development, welcomes Dr. Bridget Burns, Founder and CEO of the University Innovation Alliance (UIA). Together, they explore how empathy, design thinking, accessible data, trusting each other to fail, and the UIA's six policy areas have innovated scalable solutions for student success. Key Takeaways: • Why tools like predictive analytics and proactive advising are fundamental to diagnosing students' problems and providing immediate support • How chatbots can resolve students' issues and help staff be more effective • Why career services need to become part of every classroom experience • How $1000 grants have ensured students graduate on time • How creating the social safety to fail is key to innovation Guest Bio Dr. Bridget Burns is the founder and CEO of University Innovation Alliance, a multi-campus laboratory for student success innovation that helps university leaders implement scalable solutions to increase the number and diversity of college graduates. In 2020, Bridget was recognized by Diverse Issues as one of "35 Leading Women in Higher Education" and named one of the “16 Most Innovative People in Higher Education” by Washington Monthly magazine. In addition, her work has been highlighted in national outlets like The New York Times, Fast Company, and 60 Minutes. She was also featured in the documentary “Unlikely." Bridget received her bachelor's degree in Political Science and master's degree in Public Policy from Oregon State University and her Doctorate in Higher Education, Leadership & Policy from Vanderbilt University.

Just about everyone – even if they work independently or remotely –  has to collaborate with other people on occasion. Not everyone likes to do that and not everyone does it well, but when collaboration fails there are real business costs. To talk about how organizations can encourage better collaboration and how people can do it better Linda Nazareth is joined on this episode by Dr. Deb Mashek, a professor and the author of the book Collabor(h)ate: How to build incredibly collaborative relationships at work (even if you'd rather work alone). Guest Dr. Deb Mashek, PhD is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Previously Full Professor of social psychology at Harvey Mudd College, she is the author of Collabor(h)ate: How to build incredibly collaborative relationships at work (even if you'd rather work alone). Named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, she has been featured in media outlets including The New York Times, The Atlantic, Business Week, The Hechinger Report, and Fortune. She writes regularly for Psychology Today. Deb is the founder of Myco Consulting LLC, where she speaks, advises, and provides professional development to those seeking to build better workplace collaborations. Links https://www.debmashek.com

Mordecai Ian Brownlee, president of the Community College of Aurora, will lead the conversation on navigating the digital equity gap in higher education.   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. CFR takes no institutional positions on matters of policy. We are delighted to have Mordecai Ian Brownlee with us today to talk about the digital equity gap in higher education. Dr. Brownlee is president of the Community College of Aurora in Colorado. He also teaches for Lamar University in the College of Education and Human Development. Dr. Brownlee publishes frequently and serves as a columnist for EdSurge. He has been featured on a number of national platforms including by Diverse Issues in Higher Education magazine as a new school leader representing the next generation of college presidents, and he was most recently appointed to serve on the board of directors of the American Association of Community Colleges. So, Dr. Brownlee, thank you very much for taking the time to be with us. I thought we could begin by having you define digital equity and give us an overview of the digital equity gap in higher education, and I know you are going to share a presentation with us so we look forward to seeing that on screen. BROWNLEE: Absolutely. Thank you so much for the opportunity to the Council on Foreign Relations. Just thank you all so much. And to answer that question as we talk about digital equity, it's the assurance of ensuring that all have access to the information technology available and to have the capacity to engage in society and productive citizenship. And so we'll talk about that and let me just start sharing the screen and we'll jump right into it. All right. Here we go. So, once again, thank you all for the opportunity, again, to the Council of Foreign Relations for this opportunity to talk about navigating digital equity. Bringing greetings on behalf of the Community College of Aurora here in Aurora, Colorado. And let's just jump right into it. You know, as we talk about defining this work, how to navigate this work, we have to first understand the work, and to understand digital equity we must first understand the digital divide. And so, you know, as we talked about the digital divide at the beginning of the pandemic it, certainly, was dealing with the voice and mindset, the texture and tone, of accessibility and being able to engage in learning throughout the pandemic and, first of all, I would say as educators it's so critical that even as we are, quote/unquote, “coming out of the pandemic” that we still acknowledge part of the challenges that are happening across the country and across the world in regards to accessibility—equitable accessibility to information technology, to the tools, and to have the capacity to not only learn but, certainly, engage in the economy and society. So as we talk about digital equity, we must understand the digital divide and so let's kind of define that. One of my favorite definitions for the digital divide defined comes from the National League of Cities and they say the digital divide is the gap between individuals who have access to computers, high-speed internet, and the skills to use them, and those who do not. There's two critical components as we talk about digital equity that I want to call out with the digital divide definition here. One is access. The other is skill. Access and skill. So as we think about equity and just think about how do we level the playing field, how do we close the gap on accessibility and skill attainment to engage. And it's not just being able to access and that's the other—I think the complexity here as we think about the term equity because just because I provide you the computer, right—and we found this during the pandemic—just because I provide you the computer do you even have broadband access? And if you have broadband access do you have dependable sustainable broadband access? And then if you have sustainable broadband access, are you skilled to not only learn but and engage through this instrument and tool, and that in itself is where we have found there to be challenges as we think throughout the pandemic and, certainly, beyond the pandemic on what we must do to close the gap for equity and the digital divide. So digital divide provides that access, skill. Equity will then take us deeper into this work. Here are key factors I want to call out in regards to how we must eradicate or address these challenges, these factors, in order to close the gap on the digital divide. Number one, what we have seen through research—and digitalresponsibility.org has done a great job of calling this out—number one, age-related issues as we think about the various generations that are engaged in society and still present in society. We have digital natives. I consider myself to be a digital native as a millennial. But this is very different than previous generations that may not have had the proper training and skill and their jobs do not have them engaging, utilizing these tools and instruments on a regular basis and so that in itself has created some challenges. And, again, there is, certainly, all those that are outliers and those among the generations that have been able to engage in these instruments and tools. However, it is truly a fact through research that age-related issues have been a part of this challenge, more specifically, speaking to our older population. Socioeconomic factors—have to talk about it. I think about it, especially in the higher education space. Our tribal institutions is where I've heard throughout the pandemic some of our most severe challenges that have been experienced in regards to the digital divide. One of the stories that I heard that just breaks my heart—I remember the first time I heard it, it truly had me in tears—we were at the height of the pandemic at this point and what we were learning is in one particular tribal community in order for those students to complete—these are young K-12 students—in order for them to complete their assignments they had elders and community members of that tribe that would walk the students up to the highest point on the mountain within that particular tribal territory just to be able to pick up an internet signal, and they were able to do this when there was not as much traffic on that internet broadband access—that grid, if you will. And so those students were having to do their work—their homework—between the hours of 2:00 a.m. and 5:00 a.m. in the morning. Very interesting reality—unfortunate reality. We, certainly, have to come up with the solutions to addressing this. This in itself is part of that digital divide conversation. Geographic causes—it depends on where you are in the country. I remember at one point in time I was teaching and served the University of Charleston out of Charleston, West Virginia, and for those that are familiar with that part of the country in the Appalachia, I would have my students that were having to use their own cell phones in order to complete their assignments and upload their assignments. They did not have either, in some cases, the actual tools or accessibility, would have to drive in to more populated spaces to pick up a signal. This was impacting their learning experience. This in itself is all a part of that digital divide. Last, certainly, not least, racial, culture, language. All of this plays a role and more in that skill set component along with accessibility component and how are we going to as educators, as key stakeholders within our community, leaders, be a part of the solution to close that divide. Age-related issues, socioeconomic factors, geographic causes, racial, cultural, and language. Again, digitalresponsibility.org is the source on that there. Step two, to navigate digital equity we must understand digital equity, and so now we're going to go and delve into what does it mean—what does digital equity mean. So I'm taking my definition, again, from the National League of Cities. Digital equity is a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy, and economy. This is huge. So, again, as you heard me talk about the digital divide just moments ago, it's the component of accessibility and skill. That skill is then where we get into productive citizenship through society, democracy, and economy, and so now we're talking about how does this tool, this instrument—it's much more than just accessibility. Now how do I engage? How am I advancing my family, my economic—social economic realities through this instrument and tool? The definition goes on to say—again, by the National League of Cities—digital equity is necessary for civic and cultural participation, employment, lifelong learning, and access to essential services. Case in point, life. As we think about all aspects of life from employment to social participation—as we think social media engagement, employment, we all understand what that means; lifelong learning, certainly as educators we have to think about that component—and then accessibility to the tools that we need, I think about my own child who this past weekend had to reach out for virtual assistance from medical care for an earache that he was having. My ability to have the skill set and accessibility to reach out, obtain those resources for my family, and engage through an electronic means to fulfill what my needs were are all a part of this equity. Life in itself should be able to remain whole in what I produce and how it is able to produce within me, and that is in itself digital equity. So step three, let's discuss how to navigate digital equity in higher education and, again, hello to all of our educators that are on the call today. So here's some tips that I want to leave for you on today just to think about, and I look forward to our conversation that we're about to have here in a moment. Number one, as educators—and we're talking about navigating digital equity—it is so important that we understand who we're serving. I say that because, unfortunately, what can happen is especially as educators and we think about the economy, the disruptions that we're experiencing in the marketplace right now, we'll sometimes pursue who we want, not necessarily who we have, and that's unfortunate. As we think about the respective institutional missions and the spaces in which we serve, we have to be mission centered and embrace who it is that we're serving because we owe it to those students who are pursuing their academic endeavors and their professional endeavors through our respective institutions to totally be served. We must understand their realities. One of the conversations we have here at the Community College of Aurora is the conversation about you don't know who is actually sitting, respectively, in that seat in that classroom and what they had to overcome in order to sit in that seat that particular day. Do we know how many bus routes they had to take? Do we understand the challenges that they were having with their children? Do we know are they now leaving their second job that they've worked for the past twenty-four hours to now sit in your classroom? So we have to understand, be aware, and approach that engagement with a sense of grace. I think that's a word that we, perhaps, haven't necessarily embraced in the academy in the way in which we have—should have, but now more than ever we have to. Secondly, create systems that level the learning engagement field. So it's this idea of privilege—this thought of privilege—and, perhaps, what we assumed that everyone had access to and what everyone had the ability to engage with that they don't necessarily have, and if they do have accessibility to it do we have a true understanding of what all they have to do to have that level of engagement and accessibility? Again, case in point, bus routes. Think about what's happening around our country. There has been a reduction from a transportation standpoint financially, and many of the routes and the transportation services that have been provided—some of this due to disruption, others due to areas in which there have had to be a funneling of tax dollars and resources in other spaces and places in our communities. Long story short, the reality is, is that in many communities the bus routes have had to be reduced, which means that individuals are either having to walk or find ways to public accessibility to some of these resources in terms of broadband access and computer access. So then as we're teaching and we're instructing and we're providing services, we have to think about how can we level the playing field and remove barriers? Does it have to be performed—does that learning outcome have to come in the form of computer access and broadband accessibility? And maybe it does, so this takes us to point number three. Let's promote community resources to close the digital divide. I think that laser focus on how we're going to close that divide creates this space for equity, and so, perhaps, it's through libraries. There's one organization out of North Carolina in some of their rural spaces they have now through grant funds created different spaces in their rural communities for those in more rural spaces to gain access to a computer lab and the grants are sustaining that accessibility through computer labs in those rural spaces. Amazing resource. There's many others and examples that we can share around the country. So with that said, let's promote these community resources. Sometimes it's a library. Sometimes it's a grant-funded opportunity. Sometimes it's a local nonprofit. So let's talk about how we can be creative in our respective communities to close the gap there. Fourth, adjust learning experiences to be more inclusive. Not only do we need to create the systems to level the playing field but we must then adjust the learning experiences to be more inclusive to create learning spaces and engagement spaces for all, going back to not only accessibility but skill. Last, certainly not least, providing institutional resources to close the digital divide. What I mean by this is, is that, in closing, due to—through the pandemic and many of our institutions received the Higher Education Emergency Relief Funds—the HEERF funds. Those HEERF funds were utilized in many different ways. In many cases, we were able to do laptop loan programs. In some spaces they were even doing hotspot loan programs. And so now that we are coming out of the pandemic what does it look like to sustain these resources, OK, because now that we provide these resources how do we sustain them? How do we ensure that we're having long-term engagements? One of the things that I want and I ask from my educators, especially administrators, to look at: How do we close this—(inaudible)—without placing the costs on the backs of our students? They already have enough going on. We don't need to just move the cost of something on to their tuition and fees. How can we be even more creative with the engagements and enrollments of our students to being laser focused on what we're doing to close, again, many of those factors and gaps that were highlighted earlier? So grateful for the opportunity. Have a website. Would love to engage with you all more. I know we're getting ready to go into conversation. But itsdrmordecai.com and, again, thank you all so much for the opportunity. FASKIANOS: Fantastic. Thank you so much for that overview. So we're going to go to all of you for your questions now. You can click the raised hand icon on your screen to ask a question, and on an iPad or a tablet click the more button to access the raised hand feature. When you're called upon accept the unmute prompt and please state your name and affiliation followed by a question. You can also submit a written question by the Q&A icon and I will read out the question, and if you do write your question please include your affiliation just to give us a sense of where you're coming from. And there are no questions as of yet but I know that will change, or else you were so thorough that nobody has questions. (Laughs.) So do you see now with the pandemic experience that there will be continued—I'm going to ask the first question—you know, that this has opened up the space now for deeper understanding of the digital divide and bringing the resources to bear? Or now that we're kind of post-pandemic or whatever this is people have forgotten about it and are moving on? BROWNLEE: Thank you so much for the question, my friend. I think that it's twofold. There's two sides of this coin, right. So there's the one side of the coin where the awareness now is so much deeper and richer than it ever has been because of the amount of resources and what it took to sustain since 2020 those resources that were being provided to the students in the community. So now there's many that have learned and they're now having those conversations about how to sustain the resources because, as we all know, while there's been an extension of HEERF funds through the Department of Education, that day is coming to an end here pretty soon and so we have to talk about sustainability. The other side of that coin is, unfortunately, there are those that acknowledge what the realities were but their agenda is more on how do we move past it, not necessarily sustain what we were providing. That's part of the issue for some that we have to address because we don't just move on from hardship, right. That hardship is real and we have to still maintain a laser focus on how we're going to close the digital divide, especially in the academic spaces, but also understanding our responsibility as not only educators but community leaders, stakeholders within our community, to be a part of the solutions and the expansions on equitable access and resources being made available. And so I think with both sides of those coins we're seeing two different realities. But I think that there's also a need now more than ever to maintain the senses of urgency around the haves and have nots and what we're going to do to be a part of the solution to ensure that we're raising the level of accessibility and skill for all within our communities. FASKIANOS: I noted in your presentation you talked about knowing who your students are. So what advice do you have for higher education educators and leaders who are trying to navigate the digital divide in their classroom and to get to know—to figure out where their students are coming from and what their needs may be? BROWNLEE: So, as we all know, especially in the IR space, right, there's different tools, resources, that we can use to survey our students. There's different splash pages, if you will, that we can utilize in terms of the enrollment processes or the readvising processes, or even think of some of our learning management tools that we can engage with students to determine what their needs truly are. I think that it's important that we create tools and instruments that will have high engagement rates. Sometimes those have to be incentivized. But we have to think about outside of our normal student leader responses how we're capturing the voice of all of our students. And so that's those that would not typically provide response, and as we think about the digital divide we have to acknowledge that that tool, that instrument, can't just be electronic. What are we going to do to have paper resources or maybe through phone conversations, outreach, being able to have, certainly, the walk around conversations around our respective campuses and the universities. And so we need to have those conversations to make sure that we're capturing the voice of all of our students, I think, is in the true spirit of continued improvement. We have to understand who we serve and then acknowledge, through the development of systems and the recalibration of our student experiences, are the voice of these students. FASKIANOS: Right. And in terms of the skills, because community colleges are so focused on developing the skills, what specifically are you doing at Aurora or are you seeing in the community college space to help students develop those skills that they need to navigate digitally? BROWNLEE: Absolutely. One of the things I'll talk about—and those that may not be aware and I don't know who all has visited Denver—but the history of Aurora—Aurora is the most diverse community—city—in the state of Colorado. I call that out because immigrants—it has a strong—there's a strong population in this community and so part of our young thirty-nine years of existence in this community has been providing English second language courses. We're noticing that especially our immigrant families and communities that are seeking social and economic mobility, highly skilled from where they come from but now we must create learning opportunities to close that gap, not only through language but through accessibility in this American market. And so through our community ESL programs we've been able to educate upwards of two thousand students a year and walk them through the various levels of learning and engagement with the English language, and then at some point in that process—learning process—we then engage and begin the computer engagement in utilizing the English language in their native language and beginning to close that gap. So I think that that work in itself is a part of that digital equity that must be created—how do you create the foundation to build upon to then advance the engagement. And there's been some other great examples that I've seen around the country in doing that work, a lot of grant programs that I've seen in respective communities. You heard me talk about what's happening out there in the Carolinas. But I think about what's also happening over in California. California has been a great state that's been able to do some work about working and identifying through heat maps and institutional resource—research and resources and community resources, looking at demographics, identifying low socioeconomic spaces, and putting concentrated efforts in those particular communities to increase the level of engagement, accessibility, and skill, and it's critical and key. FASKIANOS: Great. We have a question from Gloria Ayee. So if you can unmute yourself and state your affiliation. Q: Hello. Thank you so much for sharing this important work that you're doing. I am Gloria Ayee and I am a lecturer and senior research fellow at Harvard University, and my question is about the connection between the digital divide and also how it mirrors to current inequities that we see in the educational system in general. So thinking about that type of relationship, what do you think are the most significant challenges to addressing the digital divide, given the issues that we continue to see with the educational system in general at all types of institutions, and what do you foresee as the best way to actually address these challenges? BROWNLEE: Oh, that's a great question. Great question. Thank you so much for asking that question, Gloria. I would say two things come to mind—funding and agenda, right. So if—I'll tell you what comes to mind for me. So as we think about financially and we look at how these institutions are funded around the country, let's think K-12. So grade schools. Think K-12. Let's also think higher education. Are we talking headcount? Are we talking full-time equivalency? Are we talking success points? Are we talking—even as we think about developmental education, how are these institutions being funded to sustain the work of working especially with low socioeconomic communities? Let's just take, for example, full-time equivalency, especially in this higher education space. So if I were someone who wanted to work to create programs that I'm going to help in the advancing and addressing of the digital divide and advancing digital equity, I need funds in order to do that. Now, could I pursue grant funds? Absolutely. But even—we all know that grant funds are not necessarily all the time sustainable funds. Short-term funds, but it still has to be a hard-lined. So then as we think about doing this work—I'll go back to funding and agenda—realizing and looking at what would need to shift within particularly my state's legislative agenda or, perhaps, in that particular district how the funding is occurring. If I'm working with a high population, which we are here at the Community College of Aurora—a high population of part-time students, these are students that are maybe taking one class and engaging. However, if I'm funded by a full-time equivalency model it then takes several students that are taking one class to then equal that one full-time equivalent, which then impacts my funding structure. So then how do I then serve, yet, I am seeking to obtain? And this is where we then get into, I think, a part of that friction of agenda and funding models. So I think that as we think equity—with an equity mindset beyond just the initiatives of overlay—we actually want to bake in the equity experience within our respective states and communities—then we're going to have to take a look at the funding agenda, the agenda and funding—how are we truly going to advance equity and closing the digital divide. It has to be funded properly towards sustainability. We've seen this same thing occur in developmental education as well for those who've been a part of those conversations where we saw around the country there will be a reduction in developmental education funding, which has been impacted, in some cases, the success rates and resources that were historically provided through community colleges in certain communities. Same thing in this digital divide space and digital equity. So funding an agenda, and I think that the solution is, is really coming to the table and saying what does equity look like without it being an overlaid agenda, without it just being a conversation? What does it look like for it to be baked into the experience of how we're going to transform lives, which then means that, in many cases, legislatively and funding models. We have to move from a transactional mindset to a transformational mindset and we have to go all in on ensuring that we're creating equitable communities and engagements for those that we serve. Oh, you're muted, my friend. FASKIANOS: Yes. Thank you. After two-and-a-half years—(laughter)—I should know that. Encourage all of you to share your best practices and what you're doing in your communities as well. You know, we have seen the Biden administration really focusing on diversity, equity, and inclusion. They're focusing on bringing more diversity to the State Department and other parts of the government. Is the Department of Education looking at the funding model? Is this an area that they are actively trying to reform and adjust? BROWNLEE: I get the sense—and I've had the pleasure of speaking in front of several legislators in different venues—I get the sense that there is a major conversation that's happening. I do. I truly get the sense that there's a major conversation happening, not just with our current administration from thinking about our U.S. president but also thinking local legislators as well. I really think that there's conversations—many conversations that are happening. If anything, I feel as though the major—I don't want to use the word barrier so I'm searching for the appropriate word here. But I think the major hurdle that we're going to have to think about is how we have built and designed our funding models to date. You know, some of these funding models were built in early 1990s, mid-1990s in some cases. Really, you don't see it too much early 2000s, and so we have older financial modeling infrastructure that we're trying to pursue this work and how to change it. And so it can't be a Band-Aid approach. I think in some spaces and communities that's what's been done is that rather than changing the actual model, the infrastructure itself, it's received a Band-Aid in the form of grants. And I do believe that grants are significant and, certainly, necessary and appreciated. However, I think that we're reaching a point in society where there has to be a total restructuring of our funding models and taking a look at what percentages are going where, taking a look at the demographics in our respective communities, taking a look at the economic realities in our respective communities. Take a look at just how much the demographics are shifting in our respective communities and building a model that's ready to engage, sustain, and raise the level for all, and I think that we're on our way. I, certainly, hope that we are. FASKIANOS: Thank you. I'm going to take the next question from Rufus Glasper. Q: I am here. FASKIANOS: Wonderful. Q: Hi, Mordecai. How are you today? BROWNLEE: How are you, sir? Q: Hi, Irina. FASKIANOS: Hi, Rufus. Great to hear from you. Q: Mordecai, talk a little bit about digital equity and faculty. How have they accepted, rejected, embraced what you were describing as all of the different factors that are affecting our students, and what kind of practices have you developed or can be developed to ensure that faculty can continue the progress and include our students who are most needy? BROWNLEE: Great question, Dr. Glasper. I didn't expect anything different coming from you. So, let me just say, we've had some very intense conversations, and I have to really give our faculty and our instructors kudos because I will tell you this is probably by far one of the most engaged communities that I've ever worked in of educators that are committed to just truly getting to the solution. There's some strong work that was done around inclusive excellence here at the Community College of Aurora, certainly, prior to my arrival. It led to this college receiving an Inclusive Excellence Award from the American Association of Community Colleges right around 2017. Part of their work at that time was looking at, as our faculty and our academy, how were we going to close the gap on success rates, particularly in English and math, and part of that work was creating resources towards gap closure to ensure that those that had not traditionally and historically had access to some of those learning materials and plans and resources that they were being provided those in a more intensive way. Now as we think more into the digital space and, certainly, think through the pandemic, what we've now done as an institution is that we've become—Community College of Aurora has become the very first Achieving the Dream institution in the state of Colorado and one of the projects that our faculty and our instructors are delving into—I've got a big meeting tomorrow on this, matter of fact—is taking a look at the respective success rates in our gateway courses—our key courses that are gateways into our respective academic programs—and asking ourselves how can we create more equitable learning experiences. Two things—critical things—that I've seen our faculty do. Number one, looking at the data. I think that the data is key and critical—taking a look, disaggregating that data. And our faculty and our instructors continue to do that work, looking at a three-year spread, a five-year spread, and saying: Where is the success occurring? Who's it occurring with and those respective identities of those students? And then really asking the hard questions: Why isn't this population succeeding at the same rate as this population? The other part of this criticality is, is also then accepting that there can't be an excuse in the work. There can't be an excuse in the work and that we must ensure then that we are creating the equitable resources and infrastructure to close the gap, create learning experiences, and say, listen, if our students can't access the internet and the Web then what can we do to create for them the resources, whether it be paper? If they can't come to the teaching demonstration at this particular day how can I create an opportunity for them to engage and obtain that information at another given time? Perhaps they're a working parent and can't necessarily attend at 10:00 a.m. but they can at 5:00 p.m. What are we doing to level the playing field with accessibility? And the other aspect of that is just that our faculty and instructors have been partnering to create these more holistic learning engagement opportunities where if we're having a conversation in English then what can we do within our math department and almost cohorting, in a sense, the learning experiences amongst those two separate classes but then creating like engagements where the same conversations happening in English could be happening in math and science to begin to bring about a new learning within the students to say, OK, well, this particular world issue, now I'm understanding it through various lenses and I understand the interconnectivity in these learning experiences. And so more integrated learning, and I think that we've got a long way to go but we're committed to doing that work. FASKIANOS: So Rufus Glasper is the chancellor of Maricopa Community Colleges, and I just thought I would ask you, Rufus, to maybe share your experience as the chancellor what has been working in your community. Q: I am the chancellor emeritus. I have not been at the colleges for a little over six years now. But I am the president and CEO for the League for Innovation in the Community College. And one of the things that I'd like to connect with with our experience right now we are involved in the state of Arizona with a project which is—which we are embracing. We are working with four different types of institutions right now—urban metropolitan, we have a couple of rural institutions and we have a couple of tribal, and we're trying to make that connectiveness between insecurities—student insecurities. So we're looking at housing. We're looking at hunger. We're looking at jobs. And one of the things that we have found is that we can't make either of these items connect and work without broadband first, and the reason being when you're looking at access it's critical when you start to look at the activities that are occurring throughout the U.S. now and specifically within Arizona—I'll talk about the connections we have now made that are national in scope, that are city, town, and county in scope, and the commitments that we are now working to obtain from all of those who are in position relative to enhancing broadband access and digital equity. There's actually a Center for Digital Equity at Arizona State University (ASU), and last week we had a gathering of all of our institutions to get a better understanding of what does digital equity mean as it comes from the ASU center. What does it mean for each of our different types of institutions, and I will tell you that the one that was hardest hit was the one you talked about and that's tribal just in terms of access, in terms of resources. But I am pleased with the dollars that are out there now at all levels. So if this is a time for us to increase access, increase affordability, than I think we should seize the moment. My question then, which would lead to another one, is on the whole notion of sustainability and you talked about that in terms of stimulus kinds of resources, and equity is in everyone's face right now, especially broadband and others. Is it a sustainable initiative and focus and what are the elements that need to be connected in order to make sure that it stays in the forefront and that our students who may have benefited from buses sitting in their neighborhood during the pandemic and others but are still trying to make choices? And I'll make the last connection point, and you made the opening—how flexible should our institutions be around work-based learning so that our students who are not able to come to the campus and be there on a regular basis but want to balance having a virtual environment? Do you see a balance coming or do you see us forced into staying the old, antiquated model of face-to-face classes and sixteen and eighteen weeks? BROWNLEE: Let me start with the sustainability component then. Thank you again, Dr. Glasper. From a sustainability standpoint, I'll say here at the institution part of the conversation—it's a hard conversation. But I encourage every educator to have this conversation, this brave conversation, in your spaces. Let's take a look at your success rates, and I'm just particularly speaking to higher education right now. Let's take a look at your various academic profiles. Let's take a look at what has been your engagements with your workforce partners, your advisory councils, in many cases, and let's talk about two things—one, the sustainability of those programs and, two, the social and economic mobility of those programs directly to workforce. I think what we will find is what we found here at the Community College of Aurora is that over time the various disruptions that have occurred has shifted the needs of our students. However, the institutions respectively delivering these services have not shifted with the times. And so it is quite possible that either our approach to the work or the actual lack of proper programming is prohibiting social and economic mobility in many of these communities and especially for us. Fifty-two percent of our students are first generation. Sixty-seven percent of our students are students of color. So as we talk about sustainability, we're right there on the front line of having to take a look at enrollment, full-time equivalency, completion, graduation, and employment rates, and we began to find a shifting of that. And so when we talk sustainability, I bring this up as a framework, if you will, to say once you've had those conversations now let's talk about where there are losses—financial losses—and areas in which we can truly be innovative and reallocate dollars that were once going in certain areas and infuse that into other areas that are going to have a higher return. So I think thinking, truly, with a return on investment—an ROI mindset—will then help us to not only meet the needs of our mission, meet it in its current state and its current needs and the disruption that's currently being experienced, which will then help create new opportunities for sustainability beyond what has just been HEERF funding or potential grant funding, it can be hardlined into the institutional mission. I think the other component of that sustainability, too, is looking at the strategic plans of our respective organizations, looking at those—not only the mission but the objectives and asking how equity is not necessarily a separate objective but equity is actually ingrained in all aspects of the objectives—the strategic objectives—because, at that point, we can then understand the significance in resourcing and funding equity all the way through the entirety of the institution. In regards to your latter question about work-based learning and the old model of doing things, I, certainly, believe and hope, Dr. Glasper, that there's this new movement that's occurring where we're going to have to embrace, whether we like it or not, the next era of higher education, and that next era will require us to not approach things in the same modalities and same ways. We're watching, especially in research, the confidence levels reduce—heavily reduced now in the public's perception of what higher education is to provide in comparison to what it once provided. Higher education in many communities isn't necessarily being seen as the sole or the primary tool towards social economic mobility as it once was twenty, thirty years ago. So what does this mean? Our approach to sixteen-week instruction is, certainly, going to have to be transformed. What does it look like to have five-week instruction? Eight-week instruction? What does it look like for us to have true noncredit instructional programs that's in direct partnership with business and industry to ramp up the training and social economic mobility opportunities within our communities? Folks aren't necessarily looking for a two-year or a four-year or a six-year learning experience. They need to put food on their family's table today. What does it look like for them to engage with the institution and have that kind of learning experience, and we have to do it with a digital equity mindset, right, because they're seeking opportunity. So it doesn't necessarily mean that they have accessibility in their current state. We want to get them to a state where they can have that accessibility. So how then do we create those tools? One key component of this is even looking at our college application processes. What is the readability score on some of these applications? We want to educate those that may have a reading level of a—seventh or eighth grade reading level. But some of these college applications are reading at a fourteen, fifteen grade reading level. That in itself is creating a barrier to those that are seeking opportunity, that need the opportunity to up skill. And so I think that the old model is going to, in my opinion, and hopefully quickly deteriorate and we're going to have to be more effective. But let me also say this. It is critical that we have our faculty and our instructors at the table. These decisions shouldn't be thrown upon them. It should be conversations that we're having collectively together, and then how can then we resource our faculty and our instructors and our staff to be a part of those solutions, drive those solutions, reinvest in them to be able to create more innovative and more, I'll say the word, relevant learning experiences because I truly believe that relevance is not necessarily a word that we've used in higher education in terms of our approach, but now more than ever we're going to have to. FASKIANOS: OK. So I'm going to take a written question from Nicole Muthoni, who is an entrepreneur and innovator at the University of Connecticut. She has been passionately working on bridging the divide in emergent nations, especially Kenya. Therefore, in this regard, the key factors creating the digital divide in this space is geographic causes, socioeconomic factors, and culture. So the question is what tools and programs can we use to effectively educate teachers to learn the necessary skills that they can use to teach their students in the classrooms. This is because most of the teachers have not been empowered with the necessary and needed skills for educating in the space of digital equity. BROWNLEE: I think—I began to speak to that right towards the end of what I was just sharing, right. FASKIANOS: Right. BROWNLEE: It's this idea of we've got to get out of the blame game. Oh, I want you to come up with the solution. Well, how are you investing in me to be a part of the solution? How are you even engaging me in part of being the solution? You know, as I talked earlier about those conversations we're having at CCA about what are those programs that have been unsustainable or times have shifted and changed and we needed to create some more relevant learning experiences. It is our faculty and our instructors that made that decision to be able to say, hey, it's time to pivot. They were at the table. Not just present for the sake of inclusion but, truly, the decision makers in that work. Now, I think, the next component of this work as we talked about achieving the dream and us being the first in the state of Colorado, part of our strategic plan is creating a—we don't have a name so just work with me here conceptually. We don't have a name yet. But I can tell you what the desired outcome is, and the desired outcome is that we create a learning center for our faculty and our instructors to grow and to be invested in and to learn what are those emerging approaches that will—on the verge of becoming best practices. However, they're not, quote/unquote, “best practices” around the country yet. What could we create here at CCA to be a part of those solutions? And also exposure to national best practice. What are we doing to invest into our people? So I think that part of that shifting that Dr. Glasper was calling out is going to have to occur now more than ever because, unfortunately, what's happened, I think, in the academy too many of our instructors and faculty have been blamed. Too many of our staff had been blamed, not engaged and brought about to be the solution, and not just thrown right out there in the fire to say come up with something. No. You need to care for your folks more deeply, more passionately, and more genuinely than we have ever before and really ask the question how are we going to be relevant and make sure that our folks feel cared for and that they're valued in the spaces in which they're serving. FASKIANOS: Thank you. So the next question is from Krishna Garza-Baker from the University of Texas at San Antonio. What would you say is the role of private service providers and their ability to assist in reducing the digital divide? Are they doing enough to collaborate with higher education institutions to address this area, specifically, internet service providers? And I'm going to add on to that. What are your recommendations for how schools can and should be leveraging corporate and community partnerships to help address the digital divide? BROWNLEE: You know, you heard me earlier talk about how we can't just do this overlay approach. Yes, I want to give you a voucher for reduced broadband access. That's wonderful. It is. It is grateful. It's better than not having it. But now let's talk about how we're truly going to hardline in opportunities for all. As we think about the spirit of advocacy, unfortunately, sometimes, as they say, it's the squeaky wheel gets the grease, I think, is how it's communicated. And so what I would say is, is that now we have to think about those that don't have a voice how we're still meeting their needs. And so working directly with corporate industry partners, those who have the access. What does it look like if we focus less on trying to make a dollar and more on trying to create opportunity? What would it look like if we all came about and said we want to be the solution to the issue? Yes, there's areas and opportunities where we'll make that dollar. But as we think about society as a whole, what does it look like to create experiences and a life for the goodness of all? And so I think that now we really more than ever have to have these conversations. More than ever it just can't be who gets the voucher. It's how do you create the accessibility for all, those who have a voice and those who know how to use their voice. And I think that—if I understand the nature of that question now, I will say with private entities, corporate partnerships, I think it's more visibility in these colleges and universities and these nonprofit spaces beyond the cameras and just looking at the campaigns. What does it look like for us to have the conversations day in and day out to say we're neighbors, we're all going to collectively be a part of the solutions and to bring the rising up, if you will, of our communities to raise the level for all and that's, certainly, what we're seeking to do. We've seen some major responsiveness in this particular community to say, listen, outside of just some campaign and a picture, what does it look like for you all to be a part of our learning experience, a part of our community, a part of our solutions, and to hardline these experiences for all. So equity causes and it charges and it demands that, and we have to realize the power of that. FASKIANOS: Thank you. I'm going to take the next question from Laila Bichara from SUNY Farmingdale. Many of my students are immigrants and are first-generation college students. My question is about skill transfer—once our students get access to technology for themselves and their families who are then losing their jobs due to automation. BROWNLEE: Demographic shift. I talked about it earlier. You know, I think about here in the Denver Metro area and I'm going to—I attended a site visit conversation with their chamber of commerce there in Denver. It was pretty telling. In looking at the demographics, it broke down how for millennials, I think, there's currently—so there's 3.3 million in the greater Denver area. It broke down for millennials, which I fall into this group—I think it was eight hundred and sixty-four thousand millennials currently in that space. Then it had Xers. Not Xers. It had generation Z. Z accounted for, roughly, six hundred thousand. But get this. So my children, my eight- and my four-year-old—they're generation alpha—were only accounting for, roughly, three hundred thousand in the space currently right now. I say that as an example that I'm going to walk us through really quickly, and that is, is with the lens of equity and we think about the shifting and the disruptions in market and we think about especially now in the markets humanization versus automation, and we want to create social and economic mobility for these respective spaces wherever those realities are and we think about accessibility to the internet and we talk about that digital equity and the digital divide, we then have to have a high degree of urgency within us to say that what will—can we create today that will prevent communities of color and low socioeconomic communities that traditionally in this current market would have been given opportunities but that in the future market, due to a lack of potential skill and accessibility, will not be provided the resources and the opportunities that they once were in an automated world. And so what do we do then to make sure that they're not the one pressing the button. They're the one that's coding the button, right, and that's all a part of that work and that shifting. So it's going to take stronger math and science skills and accessibility and equity all built into their learning experiences because if not the wide—we will widen the gap—the poverty gap—because we move, again, deeper into automation, lessen the humanization, and then we are essentially moving an entire population of folks further down the supply chain, if you will, which then will prohibit their learning—not learning, their earning ability. And so we have to be laser focused on those realities and, really, look to eradicate what's going to be future barriers now so systematically we are able to address it. FASKIANOS: Great. So the last question I wanted to ask you is you've just completed your first year as president. What are the lessons that you've learned? BROWNLEE: Oh, my gosh. I will tell you that, you know, I just released an article on this talking about my first year in the presidency and through EdSurge and lessons learned, and one of those lessons I would say is is—that I highlighted in that article is, you know, don't do more for an institution than you would do for your own family. I think that as educators, as community leaders, and anyone that's on this call, I'll just take the opportunity to encourage you. You know, sometimes we give our all to these entities in which we serve, and we do it and we give it countless hours. You know, we say it's a forty-hour job but we're probably spending fifty, sixty, seventy, if not more, and we get lost in that, right. And so there's good work to be done. However, what is the biggest mockery of all to save the world but lose your own family? And I think that part of my lesson that I had to really reflect on was, like, right now as I'm giving this lecture my eight-year-old son is here in the office with me right now that I'm trying to get to be quiet and work with me as I'm giving—having this time with you all now, right. He doesn't have school today. It's an in-service day. But really creating those engagements for my family to be engaged in the experiences and making sure that they're part of the process. I think the other component of this is, too—and I talked about this in the article—is realizing that it is a privilege to serve, never taking for granted the ability, the opportunity, that we have to serve because there's others that wish that they had these opportunities. So, yes, even in our most—our days of most frustration it still is a pleasure and a blessing and an opportunity to serve and honor. And so what would life look like if we embraced it for the pleasure and the honor that it truly is and how we treat and create spaces for others to thrive, because they're sacrificing being away from their families and loved ones to do this work. We need to create more communities for all to thrive. FASKIANOS: Oh, your son should be very proud of you. I have to say that—what a role model. BROWNLEE: Thank you. FASKIANOS: I'm going to go next to Laurette Foster. Laurette, please say your affiliation. It's great to have you on. Q: Hi. Laurette Foster, Prairie View A&M University in Texas. And I really don't have a question. I just want to say how delighted I was to hear the conversation and hear about what the next steps are, because looking back at the pandemic and how we wanted to step up and do so much and I'm just afraid that even though we did those things that needed to be done that many of us now are settling back into the old ways. And it's still funny that when you told the story about the tribal community happened to go to the top of the mountain from 2:00 in the morning to do—the passion for education is there with the kids. But we have to continue to do our part. So I just appreciate all the comments and—that you did today. It was really enlightening. So thank you very much. BROWNLEE: And thank you, and I will say that my wife is a proud product of Prairie View A&M. The Hill as well. So just thank you for your comments. FASKIANOS: We have another thank you from John Marks of LSU of Alexandria just saying that it was really great to take time out of his day and to—said they—definitely in Louisiana access and skills are, indeed, real obstacles that are typical of every online class that he's taught. I'm going to take the final question from Haetham Abdul-Razaq from Northwest Vista College, again, from San Antonio, Texas, working on a research project regarding online learning and community college students. One of the interesting findings is that some students might be considered as tech savvy, yet they have problems engaging in online classes. Do you think that we should build on the strengths of our students' digital knowledge when it comes to these sorts of skills? BROWNLEE: Great question. Absolutely. I think, you know, we talk about creating student-centered approaches and sometimes we're successful at that and other times we're not, perhaps, because if we were to really delve into student-centered approaches just how far from our base currently of how we approach higher education just how far it'll take us. But I would say, going back to an earlier conversation, now's the time more than ever to go there. Matter of fact, we should have went there already before. It's time, truly, for a revolution and an evolution in our approach to learning and engagement and advancement with an equity lens. And I go back to that word relevance. We have to create more relevant learning experiences. Think about business and industry. If we look at what's happened over the past ten years due to some of our bureaucracies and our lack of responsiveness. Look at business and industry. They're creating learning experiences right around higher education, in some cases not even engaging higher education anymore, directly working with middle schools and high schools to create their own strong pipelines. What has happened that that even came about, right? And so due to a lack of responsiveness, perhaps, innovation—true innovation—and that student-centered approach that we, perhaps, moved far from or maybe just took parts of that was easier to tackle, not the harder aspects of that, and so we now have to tackle it. We have to embrace it, because if not I think that five, ten years from now, certainly, twenty years from now, we'll have more institutional closures, more reductions in enrollments, if we fail to be responsive and create these more equitable learning opportunities that are geared at creating a digital equity. FASKIANOS: Right. Well, we are just at the end of our time. Thank you very much, Dr. Mordecai Brownlee. We really appreciate your being with us and sharing your insights, and to all of you for your questions and comments. And so you can follow Dr. Mordecai and also go to his website, itsdrmordecai.com, and at @itsdrmordecai, correct? BROWNLEE: That is correct. That is correct. I look forward to engaging with everyone. FASKIANOS: Wonderful. We really appreciate it. Just as a reminder for all of you, our next Higher Education webinar will be on Wednesday, November 2, at 1:00 p.m. Eastern time. Rebecca Granato, associate vice president for global initiatives at Bard College, will talk about refugees, migration, and education. So we hope you'll tune in for that. In the meantime, I encourage you to check out CFR fellowships for educators at CFR.org/fellowships, and this is a program that allows educators to come for a year in residence at CFR or else go work in—we place you in government to get some policy-relevant experience. The deadline is October 31. So if you're interested email us and we can send you information about that. Also, go to CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis, and follow us at @CFR_Academic. Thank you all again. Thank you, Dr. Brownlee. We appreciate it, and we hope you have a good rest of the day. (END)  

With nearly 3,000 four-year schools in the United States to choose from, prospective students need ways to tell them apart. But how exactly are institutions of higher education sorted? Amy and Mike invited journalist Sarah Wood to share some of the thinking behind US News & World Report college rankings.  What are five things you will learn in this episode? 1. What are the most significant metrics that US News uses in its ranking systems? 2. How have the college rankings changed over the last few years? 3. Do schools rise and fall substantially from one year to another? 4. What are some of the "Best" college categories in the rankings? 5. How should students factor these rankings into their college lists? MEET OUR GUEST As an education reporter for U.S. News & World Report, Sarah Wood covers various K-12 and higher education topics, such as college admissions and financial aid. Prior to joining U.S. News in 2021, she wrote about higher education trends and campus initiatives for over two years at Diverse: Issues in Higher Education—a higher education magazine in Fairfax, Virginia. Wood is a graduate of Elon University in North Carolina, where she studied journalism and international studies, and currently resides in the Washington D.C. area. Find Sarah Wood at swood@usnews.com. LINKS 2022-2023 Best Colleges Rankings  US News Best Colleges Rankings US News Rankings Methodology Carnegie Classification of Institutions of Higher Education RELATED EPISODES WHAT EXACTLY IS A GOOD COLLEGE? OVERLOOKED ASPECTS OF CAMPUS LIFE FINDING YOUR COLLEGE FIT ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.

This episode features Brandi Junious, and you are in for a treat. She leads global diversity, equity, and inclusion efforts across a multitude of industries, transforming multinational corporations, firms, nonprofit organizations, and local governments. She's also an artist and uses her art to facilitate healing spaces. Questions this episode will answer: -What is an artivist? -How can art therapy and creative expression be healing tools? -How can creativity enhance DEI work? You'll want to stay for the whole episode because we talk about everything from art, childhood, therapy, diversity, equity, and inclusion. Connect with Brandi: https://www.instagram.com/brandijunious.art/?hl=en https://www.linkedin.com/in/brandijunious/ Resources: https://www.beaconoflightwholepersonwellness.com/ https://www.brandijuniousart.com/ Telepsychiatry from Dr. Goodwin: AskDrGoodwin.com Feel Better: 5 Tips for Overcoming Anxiety coaching guide: www.FeelBetterBonus.com About Brandi: Brandi Junious leads global diversity, equity, and inclusion efforts across a multitude of industries, transforming multinational corporations, firms, nonprofit organizations, and local governments through the tactical interweaving of DEI practices into all facets of the business structure. Through strategic advising and management consulting, she helps senior leaders and human resource professionals live their equity mission and create more inclusive workplace cultures. Her areas of focus include strategic workforce diversity planning, pay equity analysis and remediation, DEI-centered change management, workplace culture assessment, developing and implementing equity-minded SMART goals, and the design, delivery, and facilitation of professional learning programs. She has partnered with Fortune 100 and 500 companies, media leaders, technology firms, and financial management organizations to advance DEI efforts, impacting thousands of employees and their surrounding communities. Brandi is also an expert keynote speaker and facilitator, instructing on the topics of Using Data to Advance DEI Goals; Identifying and Overcoming Pay Disparities; Strategically Diversifying the Workforce; Embedding Racial Equity into HR Practices; and Budgeting for Diversity, Equity, and Inclusion. Additionally, Brandi's work through the USC Race and Equity Center has been featured in CUPA-HR's Higher Ed HR Magazine, Diverse: Issues in Higher Education, and the USC Rossier Magazine. Brandi is also an internationally-recognized artist, artivist, and contributor to art movements centering identity, justice, and representation. She is also founder and CEO of Beacon of Light Whole-Person wellness, a nonprofit organization dedicated to research and programming designed to improve whole-person wellness through creative therapies and holistic healing. As a trauma-informed certified therapeutic art life coach, Brandi teaches individuals how to use art as a pathway for healing, restoration, and reclaiming power. Brandi prides herself on creating equitable spaces across contexts that promote recovery from racialized, gendered, and other forms of trauma and discrimination.

If you want to go quickly, go alone. If you want to go far, go together— I am inspired by this well-known African proverb as it reflects what our guest and I discussed in this episode of the Inclusive Enterprise Podcast ---the importance of working together. Learning and moving forward. We all can contribute to an equitable culture in the workplace and in the communities where we live. It's a process.As we marked the second anniversary of the murder of George Floyd and approach another year of anniversaries for the murders of Breonna Taylor, Philando Castile, and so many more - the question begging to be asked is what real change has occurred? Or have we lost momentum?Our distinguished guest is Dr. Judy Lubin an analyst, equity strategist, and President of CURE (the Center for Urban and Racial Equity). CURE is a strategic research and consulting firm that partners with people and organizations to advance equity through policy, systems, institutional, and community change. Dr. Lubin is also a researcher and adjunct professor in the Howard University Department of Sociology and Criminology where her research focuses on race, gentrification, health, and social policy.She recently published the  Racial Equity Report to provide organizational leaders with a clear plan to help them make measurable improvements in their racial equity transformational efforts.  It serves as a tangible resource for Nonprofit Leaders to Deliver on Anti-racist Pledges Made in 2020.Our insightful conversation is an important reminder of the value of race equity within the nonprofit sector and that all sectors can learn from. We discussed several tangible steps for framing the issue within your organization and working to move towards greater equity. Doing so can make your organization's workplace and community where you live, more effective and impactful.Professor Lubin regularly writes about the intersection of race, politics, and media on her site and as a contributor to the Huffington Post.  She has also been featured on national and local media including The Wall Street Journal, PBS.org, Baltimore Sun, Ebony Magazine, theRoot.com, Chicago Sun-Times, Reuters, XM Satellite Radio, Diverse Issues in Higher Education, among others.To learn more about building a racial equity business strategy and culture, contact us on Calendly or this Contact Form. 

This week on SA Voices From the Field we interviewed Dr. Mordecai Brownlee about his journey to become the President of the Community College of Aurora. Dr. Mordecai Ian Brownlee became the sixth president of the Community College of Aurora (Colorado) on August 2, 2021. With campuses in Aurora and Denver, CCA is a Minority Serving Institution (MSI) and Hispanic-Serving institution (HSI) providing instruction to over 10,600 students throughout its 350-square mile service area. Prior to his presidential appointment, President Brownlee served as the vice president for student success at St. Philip's College, the only college in the nation federally designated as both a historically Black college (HBCU) and a Hispanic-serving institution (HSI), located in San Antonio, Texas. During his tenure as vice president, Dr. Brownlee led St. Philip's to record enrollment of over 13,500 students and the college's four largest degree and certificate awarding classes in its 124-year history. One of the youngest presidents in the country at 37 years old, Dr. Brownlee continues his work as a higher education columnist for EdSurge and a writer for several other publications. In 2020, Dr. Brownlee was featured by EdTech Magazine as one of the 30 most interesting voices in higher education who are shaping the conversation around IT and EdTech. In 2022, Mordecai was featured by Diverse Issues in Higher Education Magazine as a “New School” leader representing the next generation of college presidents.  Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues!

Dr. Deb Mashek, PhD is an experienced business advisor, professor, higher education administrator, and national nonprofit executive. Previously Full Professor of Social Psychology at Harvey Mudd College. She is the author of Collabor(h)ate: How to build incredible collaborative relationships at work (even if you'd rather work alone). Named one of the Top 35 Women in Higher Education by Diverse: Issues in Higher Education, she has been featured in media outlets including The New York Times, The Atlantic, Business Week, The Hechinger Report, and Fortune. She writes regularly for Psychology Today. Deb is the founder of Myco Consulting LLC, where she speaks, advises, and provides professional development to those seeking to build better workplace collaborations. learn more at www.ericbrooker.com & www.myco.consulting  

Dania Matos began her tenure as the 4th Vice Chancellor for the Division of Equity & Inclusion (VCEI) at the University of California, Berkeley, in August 2021. Prior to coming to Berkeley, she was the inaugural associate chancellor and chief diversity officer at the University of California, Merced. In 2021, Dania was awarded the Top DEI Advocate by the National Diversity Council. In 2020, she was selected as a Leadership Academy Fellow by the Hispanic Association of Colleges and Universities, and in 2018, she was named one of the Top 25 Women in Higher Education by Diverse: Issues in Higher Education Magazine. Over the past decade, Dania has led equity and inclusion work in the private, nonprofit, and government sectors. She was the inaugural deputy chief diversity officer at the College of William and Mary in Williamsburg, Virginia, and served in Virginia's public defender's office. Dania holds a J.D. from the Catholic University of America, Columbus School of Law, and a BA from Brown University. Episode Sponsor: Dominicans En Tech El podcast Dominicans en Tech es una iniciativa del MICM que busca contar las historias de profesionales de la diáspora dominicana que están creando impacto en el sector de tecnología alrededor del mundo. Apple & Spotify --- Support this podcast: https://anchor.fm/quientueres/support

Professor Dr. Frederick V. Engram Jr. talks about how he uses critical race theory to help make sense of the African American experience with racism within both the higher education and criminal justice systems. Dr. Frederick serves in the role of Assistant Professor of Instruction at the University of Texas-Arlington with a joint appointment in the Center for African American Studies (CAAS) and the Department of Criminology/Criminal Justice. He also holds an affiliate faculty role in the College of Education within the Department of Educational Leadership and Policy Studies. In his written scholarship he chooses to focus on and make sense of how African Americans experience racism in both the systems of higher education as well as criminal justice. He is rooted in disrupting how oppressive systems steal our voices, rename our experiences, and prohibit us from telling our own stories. As a public scholar, Frederick uses his voice to provide context to what liberation looks like and what is required of us. His public work has been published in media outlets such as Blavity, Diverse Issues in Higher Education, and Forbes. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/koolkard/support

In this episode we will hear from Dr. Lisa Pescara-Kovach. Dr. Lisa Pescara-Kovach is a professor of educational psychology at The University of Toledo where she also serves as the Director of the Center for Education in Mass Violence and Suicide and Chair of the Mass Violence Collaborative. Lisa has her B.A. in Psychology, M.A. in Experimental Psychology, and a Ph.D. in Experimental Psychology with a minor in Child Clinical Psychology. In addition to her work at the university, she served on the advisory board of the National Association of Behavioral Intervention and Threat Assessment (NaBITA) from 2017 until 2021 and has since moved onto the advisory board of the International Association of Care and Threat Teams (InterACTT).   Dr. Pescara-Kovach's international and national level peer-reviewed and invited presentations include, but are not limited to, the topics of suicides and homicides related to bullying victimization; behavioral threat assessment; and prevention through postvention in school, campus, and workplace shootings. She is certified in psychological autopsy, mental health first aid as well as group and individual critical incident stress management.   Lisa has a forthcoming book through Routledge Publishers, co-authored with Dr. Brian Van Brunt and Jeffrey Solomon titled, White Supremacist Violence: Understanding the Resurgence and Stopping the Spread. Her most recent publications address media contagion in connection to suicides and targeted shootings as well as the mental health and mass shooting myth. Her work on media contagion, female shooters, threat assessment, and post-mass shooting mental health has been featured in Salon, The Hill, the Californian, Diverse Issues in Higher Education, and the Colorado Sun.   Recently, she served as an expert witness for the plaintiff in the estate of Gabriel Taye v. Cincinnati Public School District lawsuit (see https://www.cnn.com/2021/06/04/us/gabriel-taye-suit-settlement/index.html). She is also a web content creator for Navigate 360 (formerly the ALICE Training Institute). Within the regional community, Dr. Pescara-Kovach has served as the region's Crisis Intervention Team (CIT) Fundamentals of Mental Health trainer since 2014 and is the co-founder and director of the Northwestern Ohio Critical Incident Stress Management team.   lisa.kovach@utoledo.edu   https://www.utoledo.edu/education/centers/mass-violence-suicide/   https://www.ptsd.va.gov/appvid/mobile/ptsdcoach_app.asp   https://www.nimh.nih.gov/health/topics/suicide-prevention   https://greentreemediallc.com/   https://thisisyournormal.com/      

Dr. Marshall Anthony Jr. (he/him) is the associate director of policy and advocacy for Higher Education at American Progress, where he advances the postsecondary education policy priorities on equity, affordability, and attainment.Anthony's personal and professional mission is to improve the educational and socioeconomic mobility of traditionally underrepresented communities. He has published for various public, policy, and academic audiences. His work has been featured in places including About Campus, Diverse Issues in Higher Education, Education Dive, Politico, RealClearEducation, The Chronicle of Higher Education, and The Hechinger Report.Before joining American Progress, Anthony worked at the Education Trust as a higher education research analyst. During his doctoral studies, Anthony was a Florida gubernatorial fellow at the Florida Department of Education in the Division of Florida Colleges. He also served as a graduate research assistant and instructor at Florida State University in the inaugural Leadership Learning Research Center. Additionally, Anthony has worked in other academic and student affairs functional areas at both large and small and public and private institutions such as North Carolina State University and Meredith College.

Dr. Maria Harper-Marinick, a Dominican Republic native, holds a Master and Ph.D. degrees in education from ASU. She has been a teacher and a mentor to many, is a national leader in higher education and a strong advocate for access to opportunity, equity, and student success. In this episode she discusses her background, what drives her and provides life advice. Dr. Harper-Marinick served the Maricopa Community College District for almost 30 years in a variety of leadership roles, including as Chancellor for the system. She is a Senior Fellow for the College Excellence Program and The Aspen Institute. She is very committed to service in the community and has actively engaged in national and local boards including American Association of Community Colleges, Hispanic Association of Colleges and Universities, and many others. She currently serves on the Boards of Excelencia in Education, Creighton University, and numerous others. In addition, Dr. Harper-Marinick has been the recipient of various awards and recognitions, including: 2017 Valley Leadership Woman of the Year, and 2017 One of the Valley's Most Admired Leaders, to name a few. Dr. Harper-Marinick was featured in Diverse: Issues in Higher Education magazine as one “25 women who have made a difference in the world by tackling some of higher education's toughest challenges and exhibiting extraordinary leadership skills”. Dr. Maria Harper-Marinick shares about her life of service, the discrimination she has faced and how she defines success. She mentions, "life is about choices and smiles are free!" She also provides a bit in Spanish, "es una sola vida, no la desperdicies, y tenemos que empoderar a nuestros jovenes latinos a desarollarse!

Topic: The Republican National Committee (RNC) National Spokesperson, Paris Dennard, shares his advice for standing out when you are around talented and gaining the right mindset to reach your goals. Free Coaching Session worth $250 If you would like to be entered to our monthly raffle for a free 1hr coaching call worth $250 all you have to do is: Step 1: Post a leadership or career advancement question on LinkedIn, Twitter, Instagram, Facebook, or leave a comment on one of my YouTube videos (youtube.com/alextremble) Step 2: Tag me LinkedIn: @AlexTremble Instagram: @AlexDTremble Twitter: @AlexDTremble Facebook: @AlexDTrembleGPS/ Step 3: Add the following hashtag, "TheATshow" to your post Today's guest: Paris Dennard is a longtime GOP political commentator, writer, and strategic communications consultant with over a decade of private and public sector experience on all levels of politics and public relations.  In addition to his political work, for the past 20 years he has provided business development, brand and image consulting.  Paris has offered his unique perspective on networks such as Newsmax, CNN, Fox News, MSNBC, OAN, BET, BBC, BNC, CBN, TVONE, and a host of local television, radio, and online programs. His opinion editorial writings can be found in publications such as The Carolinian, The Daily Caller, Real Clear Politics, The Hill, and the Washington Examiner.  He has been featured in articles in USA Today, AZ Republic, Diverse Issues, and the LA Times. Paris worked in The White House at the pleasure of President George W. Bush from 2005-2009, serving in the offices of Political Affairs, Legislative Affairs and Public Liaison.  Most notably he was The White House Director of Black Outreach. Additionally, he had the privilege of being appointed primary liaison to the families of former Presidents and Vice Presidents for the State Funeral of President Gerald R. Ford.  Paris served as the Associate Director for Coalitions at the Republican National Committee from 2009-2011 where he traveled across the country working with grassroots leaders and state parties, training, branding mobilizing leaders for various campaigns.  He founded The PD Consulting Group, LLC in 2012, providing political, strategic communication branding and public relations consultation to political, non-profit, and small business clients nationwide.  He is the National Spokesperson for the Republican National Committee as well as the Director of Black Media Affairs where he successfully increased GOP engagement with media outlets and Black journalists nationwide, conducting over 1,000 interviews in 2020. Paris has attended every Republican National Convention since 2000 in different capacities ranging from Delegate at Large to speaker.  At his first convention, he had the distinct honor of being the youngest featured RNC platform speaker to address the delegates.  He is a member of the American Enterprise Institute Leadership Network, provided strategic consultation as a member of the Black Voices for Trump Advisory Board, and was appointed by President Trump to serve as a Commissioner on the non-partisan President's Commission on White House Fellowships. Paris was raised in Phoenix, AZ and graduated from Pepperdine University earning two degrees in Public Relations and Political Science.

In this special Social Justice Olympic Summit edition of Entrepreneurial Appetite's Black Book Discussions, we feature a conversation with Dr. Joesph Cooper, author of From Exploitation Back to Empowerment: Black Males Holistic (Under)Development Through Sport.About the author: Joseph N. Cooper is the inaugural Dr. J. Keith Motley Endowed Chair of Sports Leadership and Administration at the University of Massachusetts (UMass) Boston. Prior to UMass Boston, Cooper served as an associate professor at the University of Connecticut (UConn) in the Sport Management program in the Department of Educational Leadership and Neag School of Education. Cooper earned his undergraduate degrees in Sociology and Recreation Administration from the University of North Carolina at Chapel Hill (UNC-CH), master's degree in Sports Administration in the Department of Exercise and Sport Science from UNC-CH, and a doctorate in Kinesiology with a concentration in Sport Management and Policy from the University of Georgia (Athens, GA). His research agenda focuses on the intersection between sport, education, race, and culture with an emphasis on sports involvement as a catalyst for holistic development. He is also the faculty founder of Collective Uplift (CU), an organization designed to educate, empower, inspire, and support individuals to maximize their holistic potential both within and beyond athletic contexts. He has presented research at international, national, and regional conferences and published numerous peer-reviewed journal articles, book chapters, edited books, and op-ed contributions. As a result of his research, he has been cited in various media outlets including the New York Times, Boston Globe, ESPN, Le Monde, ABC News, Yahoo, and Diverse Issues in Higher Education. He is the author of From Exploitation Back to Empowerment: Black Male Holistic (Under)Development Through Sport and (Mis)Education.About the Book:  From Exploitation Back to Empowerment: Black Male Holistic (Under)Development Through Sport and (Mis)Education by Joseph N. Cooper addresses three major issues: (1) the under theorization of Black male athletes' socialization processes, (2) the preponderance of deficit-based theories on Black male athletes, and (3) the lack of expansive analyses of Black male athletes from diverse backgrounds. Grounded in empirical research, this text outlines five socialization models of Black male holistic (under)development through sport and (mis)education. The five socialization models include: (a) illusion of singular success model (ISSM), (b) elite athlete lottery model (EALM), (c) transition recovery model (TRM), (d) purposeful participation for expansive personal growth model (P2EPGM), and (e) holistic empowerment model (HEM). Using ecological, race-based, gender-based, psychological, and athletic-based theories, each of the proposed models incorporates critical sociological insights whereby multi-level system factors (sub, chrono, macro, exo, meso, and micro) along with various intersecting identities and additional background characteristics are taken into account. In addition, historical, sociocultural, political, and economic conditions are examined in relation to their influence on Black males' socialization in and through sport and (mis)education. This nuanced analysis allows for the development of a systematic blueprint for Black male athletes' holistic development and more importantly collective racial and cultural uplift.

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

Special double episode. Featured guest Alires Almon - Director of Innovation #hottopics2021 https://www.linkedin.com/in/aliresalmon In this episode: Digital Divide @2:00 mark Race & Ethos @ 24:14 mark ©2021 All Rights Reserved. S!F Media & Management Ltd Corp/ Mariposa Consulting LLC

Join this audio interview with UC Merced Chancellor Juan Sánchez Muñoz, a first-generation college student who became a lifelong advocate for providing education and social mobility for students from underrepresented backgrounds. Hosted by Sara Weismann, this interview dives deep into the emergence of new barriers for minority students in the higher education landscape, strategies and goals for diversity, equity, and inclusion, as well as his work with Excelencia as the newest member on their education board as president for Latino Student Success. Tune in now and learn more about Chancellor Muñoz's work and his efforts towards improving higher education experiences for minority students.    KEY POINTS / MAIN TAKEAWAYS: Chancellor Muñoz's experience as a first-generation student.  New barriers in higher education since 1985.   What is UC Merced doing to support first-generation and underprivileged students, especially in the context of COVID?  The key to maintaining and growing student applicant numbers amidst a pandemic.  Chancellor Muñoz's work and involvement with Excelencia.  Biggest challenges and opportunities facing Hispanic-serving institutions.  Long-term diversity, equity, and inclusion goals for UC Merced.    QUOTABLES: “I do my best to remind myself of both my hope and my possibilities as a young man at that time, as well as those things that serve to obstruct what could have been an even more dynamic and fulfilling experience, and hope to work with people at my institution to remove those barriers for students of ambition, of talent, of promise.”   PRODUCTS / RESOURCES: Visit the Diverse: Issues in Higher Education website: https://diverseeducation.com Or follow us on social media:  Twitter: https://twitter.com/diverseissues Instagram: https://www.instagram.com/diverseissuesinhighereducation Facebook: https://web.facebook.com/DiverseJobs?_rdc=1&_rdr LinkedIn: https://www.linkedin.com/company/diverse-issues-in-higher-education/ In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at www.instapodcasts.com) 

Growing up in Southeast Los Angeles, Chancellor Eloy Ortiz Oakley never thought that the struggles he had faced and overcome in his youth would bring him on a path to leading the largest college system in the country. As the 2021 recipient of the Diverse Champions Award, Oakley joins us in this episode to talk about his approach to diversity, equity, and inclusion issues in higher education. Oakley also discusses the current impact COVID-19 has had on community college students, his hopes for the future of higher education, and the accomplishments he is most proud of. So join in the conversation and take a glimpse into the heart and mind that Oakley leads from.    KEY POINTS / MAIN TAKEAWAYS: The challenges facing first-generation students.   How COVID-19 has amplified these challenges.  Why is there a decline in community college enrollment amidst the pandemic? Strategies to support vulnerable students on their path to completion.  Goals and aspirations for the future of diversity in higher education.  Thoughts and advice on leadership, policies, and championing diversity issues.    QUOTABLES: “I would hope that at some point the kind of work that we're talking about here is done by everyone in every organization and there is no need to highlight individuals who are lifting up diversity, equity, and inclusion.” “That's what informs me every single day that I come to work in this job: knowing that there are thousands of neighborhoods throughout the country and families throughout the country that still see higher education as something for somebody else, not for them.” “If we use this pandemic as another excuse to leave a generation of students behind, then it's going to come back to haunt us a hundredfold.”   PRODUCTS / RESOURCES: Eloy Ortiz Oakley to receive the 2021 Diverse Champions Award - read the article here: https://diverseeducation.com/article/204699/ Visit the Diverse: Issues in Higher Education website: https://diverseeducation.com/ Or follow us on social media:  Twitter: https://twitter.com/diverseissues Instagram: https://www.instagram.com/diverseissuesinhighereducation Facebook: https://web.facebook.com/DiverseJobs?_rdc=1&_rdr Linkedin: https://www.linkedin.com/company/diverse-issues-in-higher-education/ In The Margins is produced by Diverse: Issues In Higher Education and edited by Instapodcasts (visit at www.instapodcasts.com)   

In this episode, Sara Weissman conducts a timely conversation about the needs of incarcerated students with Jule Hall. As a formerly incarcerated learner, Jule Hall now specializes in prison higher education as a program officer at the Ascendia Education Group. Jule shares how he developed his thirst for knowledge through his prison education experience and how education has enabled him to engage in the professional world successfully after his release. Jule and Sara also discuss the importance of accessibility and inclusivity in prison higher education, as well as his hopes for future incarcerated students and prison education initiatives.    KEY POINTS / MAIN TAKEAWAYS: Jule's prison education experience and how he got into prison education work.  The response to the Pell Grant revocation for incarcerated students.  What should education initiatives be mindful of when creating programs for incarcerated students? The role of education especially for incarcerated students with life-long sentences.  How can we make prison education programs more inclusive? Hopes for prison education in the future.    QUOTABLES: “It's a terrible place, regardless of what programs are there. But with the college programs in the prison, you saw guys who were more focused on getting their education, doing something positive that would help them to get through the vigor of their classes, and focus on their release.” “The more we educate these people, they will be released and we're going to see some phenomenal work. Education, particularly for people who have been incarcerated, has pushed that group to want to change, contribute and add to society. There's something about people who are incarcerated and getting their education when they release. They have this sincere drive to contribute to society, and that's a benefit for society."   PRODUCTS / RESOURCES: Incarcerated Students With Life Sentences Are Missing From Inclusion Conversations, Advocates Say - https://diverseeducation.com/article/71009/   Roundtable Explores the Potential Impact of Pell Grant Restoration for Incarcerated Students - https://diverseeducation.com/article/201009/   Visit the Diverse: Issues in Higher Education website: https://diverseeducation.com Or follow them on social media:  Twitter: https://twitter.com/diverseissues Instagram: https://www.instagram.com/diverseissuesinhighereducation Facebook: https://web.facebook.com/DiverseJobs?_rdc=1&_rdr LinkedIn: https://www.linkedin.com/company/diverse-issues-in-higher-education/         Diverse: Issues in Higher Ed is edited by Instapodcasts (visit at www.instapodcasts.com)       

When you've dedicated your academic career to examining the ways in which Black women navigate systemic gendered and racialized barriers in the legal field, you have an idea of what it's like to be a Sistah in Law. Tsedale M. Melaku is a Sociologist, Postdoctoral Research Fellow at The Graduate Center, CUNY, and author of You Don't Look Like a Lawyer: Black Women and Systemic Gendered Racism, which reflects the emphasis of her scholarly interests on race, gender, class, intersectionality, workplace inequities, diversity, and organizations. You Don't Look Like a Lawyer focuses on how race and gender play a crucial role in the experiences of women of color in traditionally white institutional spaces, and specifically Black women. Dr. Melaku's work has been featured in the Harvard Business Review, New York Times, Bloomberg Law, Diverse: Issues in Higher Education, NBC Left Field, the TODAY Show, Fair Observer and other outlets. Dr. Melaku is currently working on her second book, The Handbook on Workplace Diversity and Stratification [tsedalemelaku.com].

BLURB: In this episode, Diverse Executive Editor David Pluviose gives us a rundown of the hottest topics in the latest BLACK HISTORY MONTH edition. Join us as we explore the source of government mistrust that runs through the Black community. We will be peering into the heart of that divide as well as the debates over the safety of vaccinations, the momentum of the #BLM movement, COVID's disproportionate impact on African Americans, and HBCU COVID research. You will also learn about our upcoming Black Lives Matter edition as David gives us a sneak peek into the highlights from that release.    KEY POINTS / MAIN TAKEAWAYS:  Highlights of the Black History Month edition.  The source of mistrust in government authorities among African American communities.  Examining the divide on vaccination among African Americans.  Upcoming edition: The Black Lives Matter Movement    QUOTABLES: “There's a lot of news in the African American community that is sobering and serious, but there's a lot to celebrate — from the election of Kamala Harris to a poem that was recited at the inauguration of President Biden and Vice President Kamala Harris.”   PRODUCTS / RESOURCES: Read the Black History Month edition here: https://editions.mydigitalpublication.com/publication/?m=60703&i=692109&p=1 Visit the Diverse: Issues In Higher Education website: https://diverseeducation.com/ Or follow us on social media: Twitter: https://twitter.com/diverseissues Instagram: https://www.instagram.com/diverseissuesinhighereducation/ Facebook: https://web.facebook.com/DiverseJobs?_rdc=1&_rdr LinkedIn: https://www.linkedin.com/company/diverse-issues-in-higher-education/                   Diverse: Issues in Higher Ed is edited by Instapodcasts (visit at www.instapodcasts.com)      

The COVID-19 pandemic has drastically and perhaps even permanently changed the way higher education delivers instruction. This change will heavily impact faculty, students, staff, and administrators. In this webcast replay, join CoopLew and Diverse: Issues In Higher Education for a national conversation about three big diversity-related questions brought on by the COVID-19 pandemic. Tune in as these higher education experts provide the answers to questions that impact issues such as access, accessibility, and possibilities for the future. Find out what equity issues they foresee in online education, suggestions they have for pedagogical techniques, and their advice for first-generation students who are coping with the transition.  PANELISTS: Dr. Ken D. Coopwood, Co-Founder, CoopLew Ms. Kelly Hermann, Vice President of Accessibility, Equity and Inclusion, University of Phoenix  Dr. Amber Smith, Vice President for Inclusion and Equity, University of Indianapolis KEY POINTS / MAIN TAKEAWAYS: The gains and losses from the rush to go online How to make up for the voids of online education Anxiety about online performance and instruction Technology as a scapegoat for declines in student performances Moving the needle toward online access for all: reality or delusion? QUOTABLES: “Online education can be done very well. There are examples where it has been done very well. But this is not a reflection of that. This is a reflection of a response to an emergency crisis to ensure that our students were able to maintain their educational experience.” “We have to be mindful of what equity really looks like. It's not that it's always convenient, or that it is even all the time necessarily the most profitable, but I genuinely believe when you invest in integrity, you will get a return on your investment.”  PRODUCTS / RESOURCES MENTIONED: Diverse and CoopLew Partnership to Spark Wave of Diversity Initiatives, Research, and Literature - Read the article here: https://diverseeducation.com/article/159299/ Visit the Diverse: Issues in Higher Education website: https://diverseeducation.com/ Or follow us on social media:  Twitter: https://twitter.com/diverseissues Instagram: https://www.instagram.com/diverseissuesinhighereducation/ Facebook: https://web.facebook.com/DiverseJobs?_rdc=1&_rdr LinkedIn: https://www.linkedin.com/company/diverse-issues-in-higher-education/

The challenge of recruiting and retaining a diverse faculty and staff is an ongoing one, and has definitely been made even more challenging given the pandemic. With uncertainty still looming in the future, how can you ensure that your time, resources, and efforts are not wasted when conducting your recruitment processes?   Join this webinar for COVID-19 specific guidelines and strategies that are geared directly to ensuring continued improvement on diversity recruitment efforts for faculty and staff. Learn how to maintain your retention strategies that support not only your diverse faculty and staff, but also support the mission and values of your institution.  PANELISTS: Mr. Andy Brantley, President and CEO, College and University Professional Association for Human Resources Dr. Menah Pratt-Clarke, Vice President of Strategic Affairs, Virginia Tech Dr. Zulema Valdez, Associate Vice Provost for the Faculty, University of California, Merced KEY POINTS / MAIN TAKEAWAYS: Keeping senior leadership involved Use of new technologies for recruitment Impact on HR from COVID-19 Being ADA and the Rehabilitation Act Compliant Maintaining the existing cultural diversity efforts QUOTABLES:  “The thing that I found after many years in higher education is that we are part of an incredible community that does want to connect and share.” “It's so critically important for us to also focus on the heroic work of our frontline staff, many of whom have been required to come to campus and are often the overlooked part of our population. So as we're talking about retention, we're also talking about building community. And that heroic work happening right now should be front and center for all of us as part of our call to action.”  PRODUCTS / RESOURCES MENTIONED: How Universities Can Recruit and Retain Diverse Faculty During the Pandemic - Read the article here: https://diverseeducation.com/article/174671/    Visit the Diverse: Issues in Higher Education website: https://diverseeducation.com Or follow them on social media:  Twitter: https://twitter.com/diverseissues  Instagram: https://www.instagram.com/diverseissuesinhighereducation Facebook: https://www.facebook.com/DiverseJobs?_rdc=2&_rdr LinkedIn: https://www.instagram.com/diverseissuesinhighereducation/   https://www.linkedin.com/company/diverse-issues-in-higher-education Diverse: Issues in Higher Ed is edited by Instapodcasts (visit at www.instapodcasts.com)

In the wake of George Floyd's killing last summer, the nation and, indeed, the world have galvanized to call attention to police brutality and racist practices against African Americans. But is that enough? What needs to be done next? And, more specifically, what can higher education do to facilitate lasting change? Join in on this passionate conversation among national experts and scholar-practitioners who offer creative ideas and solutions on how to best address education, campus, and police reform.    KEY POINTS / MAIN TAKEAWAYS: The leaders of today and the future: Generation Z.  Institutional barriers - how to create a safe space for students to lead.  The need to move from climate study to climate action.  How do we forge better relationships between colleges and universities?  Dr. Southern's personal pledge to disrupt systemic racism as a white male.  Thoughts on the new wave of ‘philanthropic dollars.'  How to improve relationships between campus police and minoritized communities.  Suggestions for strategies to better our community.  The challenge of hiring people of color.  What you can do to change the climate on your campus.   QUOTABLES: “These institutions of higher learning are where we cultivate the new activists and change agents of the future.” “If you are confining your students to their gates, then you're doing them a disservice. They need to be making sure that they're impacting the community around them.”  “We have to work together, as you have been doing in Diverse Issues and other venues, to make sure that we are preparing minoritized people to be ready to not just survive in the academy, but to thrive in the academy.”    OTHER RESOURCES:  What Role Should Higher Education Play in Combating Racism? Read the article here: https://diverseeducation.com/article/181962/ Hrabowski: Reversing Structural Racism at Higher Ed Institutions Starts with Equity. Read the article here: https://diverseeducation.com/article/195739/ Racism in Higher Education: Why HBCUs Are a Safe Choice in 2020. Read the article here: https://diverseeducation.com/article/181095/ Visit the Diverse: Issues In Higher Education website: https://diverseeducation.com/ Or follow us on social media:  Twitter: https://twitter.com/diverseissues Instagram: https://www.instagram.com/diverseissuesinhighereducation/ Facebook: https://web.facebook.com/DiverseJobs?_rdc=1&_rdr LinkedIn: https://www.linkedin.com/company/diverse-issues-in-higher-education/    

In this episode, David wraps up the year and brings the latest ideas, coverage, and hot topics straight from the Diverse newsroom to you. With higher education impacted by not one but two pandemics - COVID and Racism, it is needless to say that 2020 has been a turbulent and challenging year for students and the rest of us all. Tune in to the final episode of 2020 as we also touch on COVID's impact on community colleges and the Top 100 Associate Degree Producers of 2020.    KEY POINTS / MAIN TAKEAWAYS: The December 10 Edition (links to articles/resources below). How the resegregation of higher education leads to resegregation in the workforce.  Why we have major imbalances in the workforce and how to level the playing field.    QUOTABLES: “If our minority students are no longer seeing higher education as a viable pathway to a job, especially when there's a pandemic that makes life difficult in terms of paying the bills, we are not going to see minority workers making it in some of these high wage fields.”   PRODUCTS / RESOURCES MENTIONED: View the “Top 100 Producers of Associate Degrees, 2020” chart here.  What a Biden Administration Could Mean for Community Colleges article by Sarah Weissman - read it here. How Two-Year Colleges Can Mitigate Student Enrollment Declines article by Sarah Wood - read it here.  Year in Review: 2020 Brought ‘Precedent-Setting' Changes to Higher Ed article by Lois Elfman - read it here. In Memoriam: Remembering Those We Lost in 2020 article by Denis Hopkins - read it here.  Report: Universities With More Racial Segregation by Major Graduate Fewer Black Students Into High-Paying Fields by Sarah Weissman & Tomás Monarrez - read it here.  The Roadmap for Racial Equity: An imperative for workforce development advocates by Melissa Johnson - read it here.   Get the December issue here.  Visit the Education Writers Association website.  Visit the Diverse: Issues in Higher Education website, or follow them on Twitter, Instagram, Facebook, andLinkedin.

When NACAC revised its guidelines for college admissions conduct, the repercussions were expected to shake the foundations of higher education. Then COVID came along, doing all that and more! Amy and Mike invited past president of NACAC Patrick O’Connor to analyze the impact and predict the consequences of 2020 changes in admissions rules. What are five things you will learn in this episode? How did NACAC change their Code of Ethics in 2019? In what ways were those changes expected to impact college admissions? Did those changes come to pass, and how did COVID-19 impact projections? Which groups of students have been most affected by current trends? What have we learned this year about priorities in college admissions? MEET OUR GUEST Patrick O’Connor is associate dean of college counseling at Cranbrook Kingswood School in metropolitan Detroit.  A past president of NACAC and Michigan ACAC, Patrick also teaches Counseling in the College Selection Process as both a graduate class and professional development program.  In 2017-18, he served as the inaugural School Counselor Ambassador Fellow with the US Department of Education, keeping the Department informed of current trends and issues of interest to school counselors.  Patrick is the author of five books on college counseling, including the highly acclaimed College Counseling for School Counselors and the College is Yours series. He also writes regularly for HS Counselor Week, and Admissions Intel, with other work appearing in The Washington Post, USA Today, The Christian Science Monitor, and Diverse: Issues in Higher Education. He is on the board of directors for the Michigan College Access Network, serves as the co-founder and co-editor of the Journal of College Access, and has recently served on the board of The Common Application, and the credentialing commission for the American Institute of Certified Educational Planners.  A member of the Political Science Faculty at Oakland Community College, Patrick is a recipient of the Outstanding Faculty Award from Oakland Community College, the Margaret Addis Service to NACAC Award, NACAC’s Government Relations Award, and the William Gramenz Award (for outstanding contributions to college counseling in Michigan.) He holds five college degrees, including a Ph.D. in Education Administration, and is the first member of his family to graduate from college. Find Patrick at collegeisyours.com LINKS NACAC's Code of Ethics and Professional Practices (CEPP) Changes in College Admissions Deadlines Mean Changes for Counselors College counselor to parents: Relax RELATED EPISODES 2020 CHANGES IN ADMISSIONS RULES COLLEGE PRICE TRANSPARENCY THE ULTIMATE COLLEGE STRESS TEST ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.  

Dr. Michael A. Baston is the 7th President of Rockland Community College. A national leader who helps develop comprehensive supports that foster college completion, Dr. Baston’s work has been featured on MSNBC, USA Today, The Atlantic, The Chronicle of Higher Education, Community College Daily, Diverse Issues in Higher Education, The Community College Times, and Black Enterprise Magazine. Additionally, he is a contributing author to Race, Education, and Reintegrating Formerly Incarcerated Citizens and The Handbook for Student Affairs in Community Colleges. Dr. Baston was a member of the inaugural class of Aspen Institute Presidential Fellows for Community College Excellence where he explored systemic issues affecting the educational access pipeline and student success. As a national Guided Pathways coach for American Association of Community Colleges, he is noted for his work with college leadership teams around the nation, helping them integrate student success initiatives to advance college completion. Dr. Baston is the Co-Chair of Jobs For The Future’s Policy Leadership Trust, a Commissioner of American Association of Community College’s Commission on Institutional Infrastructure and Transformation and member of the National Advisory Board of Center for Community College Student Engagement. Dr. Baston began his career as a public interest lawyer representing various educational institutions and social justice organizations. His work with academic clients led him to pursue a second career in academia as both a professor of legal studies and business and a student affairs administrator. Dr. Baston holds a BA from Iona College, a JD from Brooklyn Law School, and an EdD from St. John Fisher College.Learn more about Dr. Baston at:https://www.linkedin.com/in/michael-a-baston-j-d-ed-d-15213053/Rockland Community College:https://takechargercc.com/

Diverse: Issues in Higher Education Executive Editor David Pluviose joins EAB’s Rachel Tanner to offer concrete steps university leaders can take to recruit and retain diverse faculty. David also shares how to ensure the current hiring freezes are not an impediment to progress.

Episode 100! Can you believe it? In this 100th episode of The EdUp Experience, The EdUp Experience President Series Episode #33, we welcome Dr. Daria J. Willis, President of Everett Community College. As Everett CC's first African American President, Daria discusses why saying "yes" to opportunity and keeping it real underpinned her meteoric rise through the ranks. Though diversity, equity, and inclusion are important, so is authenticity and disrupting the traditional nature of higher education leadership. Daria is as real as it gets, and she shows her realness through social media where she connects with her students on a personal level. Dr. Daria J. Willis was appointed the 17th president of Everett Community College on April 29, 2019, becoming its first African American president. Her leadership has brought substantial educative change to community colleges, students, faculty, and staff. Dr. Willis is a 2018 recipient of the American Association for Women in Community Colleges' “40 Under 40” Award. She is a 2017 Cohort Fellow for the Thomas Lakin Institute for Mentored Leadership, an organization dedicated to training African American community college administrators for the presidency. Dr. Willis is also featured in the December 2017 issue of Diverse: Issues in Higher Education as a member of the Lakin Cohort, and she is a 2017 Cohort Fellow for the League for Innovation's Executive Leadership Institute. Thanks so much for tuning in. Join us again next time for another episode! Contact Us! Connect with the hosts - Elvin Freytes, Elizabeth Leiba, and Dr. Joe Sallustio ● If you want to get involved, leave us a comment or rate us! ● Join the EdUp community at The EdUp Experience! ● Follow us on Facebook | Instagram | LinkedIn | Twitter | YouTube Thanks for listening! We make education your business!

Dr. Tiffany M. Gill is a professor, historian, and a nationally recognized researcher and scholar of African American History. She is the author of the award-winning book Beauty Shop Politics: African American Women's Activism in the Beauty Industry and co-editor of To Turn the Whole World Over: Black Women and Internationalism. A graduate of Georgetown and Rutgers Universities, Dr. Gill was named one of the top 25 Women in Higher Education by Diverse Issues in Higher Education in 2018. A nationally recognized expert in African American Women’s History, the Civil Rights Movement, Black fashion and beauty culture, and travel and migration studies, she has provided expert commentary for various news outlets including National Public Radio, C-SPAN, CNBC, Vox, the Washington Post and New York Times. Dr. Gill has also served as a consultant for international beauty retailer Sephora and as the Historical Archivist for the Netflix documentary, Becoming, based on Michelle Obama’s bestselling memoir Since dedicating her life to Christ while a graduate student, she has served as the Project Director of a Christian counseling center, the Director of an English as a Second Language Program, and part of a church-planting team. Dr. Gill has also served as a leader on missions and service projects designed to combat the impact of homelessness, drug addiction, and the HIV/AIDS crisis on youth in Colombia, Cuba, and Zambia. A Brooklyn girl, tea-snob, and amateur makeup artist, Dr. Tiffany currently lives in Philadelphia, where she serves as a Deacon and a member of the SALT Women’s Ministry Leadership Team at Epiphany Fellowship. She can be found on social media @SableVictorian. Purchase Beauty Shop Politics: African American Women’s Activism in the Beauty Industry by Tiffany M. Gill https://bookshop.org/books/beauty-shop-politics-african-american-women-s-activism-in-the-beauty-industry/9780252076961 Dr. Tiffany Gill’s C-Span Lecture on Women and the Civil Rights Movement: https://www.c-span.org/video/?444244-1/african-american-women-civil-rights-movement Save 40% off Learning to Be by Juanita Campbell Rasmus when you order at https://www.ivpress.com/learning-to-be using promo code TRUTH20. This offer expires on September 30, 2020. Support Truth’s Table: Patreon: https://www.patreon.com/TruthsTable PayPal: https://www.paypal.me/TruthsTable Merchandise: https://teespring.com/truthstable

This week's episode of re:verb is presented as part of The 2020 Big Rhetorical Podcast Carnival, a weeklong podcast series centered on a common theme: “the digital future of rhetoric and composition.” Other featured podcasts include the Global Rhetorics Podcast, Kairoticast, Rhetorically Yours, Rhetoricity, RhetoricLee Speaking, Writing Remix Podcast, and The Big Rhetorical Podcast itself. We encourage everyone to check out these other fantastic shows and their contributions to the Carnival.In this episode, Calvin and Alex analyze and contextualize three recent Trump Administration Executive Orders targeting information communication technology (ICT) platforms from “foreign adversary” countries (in the EO's words). In particular, we examine the highly publicized orders banning TikTok and WeChat, both owned by Chinese tech companies. We discuss these orders as part of a broader pattern of international brinksmanship between the U.S. and China over the ownership of ICT supply chains, and the power struggle for economic dominance between the two nations more broadly.Then, we zoom in on the practical, day-to-day consequences of these policy issues. For this part of the episode, we reached out to a source - a Chinese international student living in the U.S. - to ask what it's like to experience both sides of the U.S.-China digital divide. To protect their anonymity, we use a text-to-speech program (approved by the source) to read aloud their responses to various questions related to these issues: how they communicate with family and friends across the globe, their views of the WeChat and TikTok bans in terms of U.S.-China relations, and their experiences navigating both top-down and bottom-up digital censorship and surveillance practices. We also discuss our source's request to remain anonymous, and how the necessity of this choice reflects the fraught power dynamics of contemporary digital rhetoric.Overall, these executive orders (and the first-hand accounts of someone experiencing their consequences) illustrate that values like “free expression,” especially in digital spaces, are always contingent upon who owns the technological infrastructure that facilitates their use. As scholars and teachers, we must keep in mind that not everyone experiences digital tools and platforms in the same ways. By acknowledging the economic and political realities of the digital divide, we stand on firmer ground for re:imagining what a "free world" might look like on the global Internet.Texts analyzed in this episodeExecutive Order on Securing the Information and Communications Technology and Services Supply Chain (May 15, 2019)Executive Order on Addressing the Threat Posed by TikTok (August 6, 2020)Executive Order on Addressing the Threat Posed by WeChat (August 6, 2020)Works and concepts referenced in this episodeBauman, R. & Briggs, C. L. (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology, 19(1), 59–88. [Discusses the role of social power in recontextualization on pp. 76-77.]Chen, S. Y. (2014). From OMG to TMD–Internet and Pinyin acronyms in Mandarin Chinese. Language@Internet, 11(3).China and the U.S Are Fighting a Major Battle Over Killer Robots and the Future of AIChinese student sorry after uproar at US 'fresh air' speechDaiya, K. (2020, Jun. 6). The current plight of international students. Inside Higher Ed. Egypt blocks social media websites in attempted clampdown on unrestHartnett, S. J. (2011). Google and the “twisted cyber spy” affair: US–Chinese communication in an age of globalization. Quarterly Journal of Speech, 97(4), 411-434.Hauser, G. A. (1998). Civil society and the principle of the public sphere. Philosophy & rhetoric, 31(1), 19-40.ICE bans new international students enrolled in online-only classes from entering U.S.McGee, M. C. (1980). The “ideograph”: A link between rhetoric and ideology. Quarterly journal of speech, 66(1), 1-16. [See also re:verb episode 14.]Naughton, J. (2016). The evolution of the Internet: from military experiment to General Purpose Technology. Journal of Cyber Policy, 1(1), 5-28.Neil Young Sues Donald Trump Campaign Over Use of ‘Rockin' in the Free World'NSA accused of spying on Brazilian oil company PetrobrasOddo, J. (2018). The Discourse of Propaganda: Case Studies from the Persian Gulf War and the War on Terror. Penn State Press.Reeves, J. (2012). If you see something, say something: Lateral surveillance and the uses of responsibility. Surveillance & Society, 10(3/4), 235-248.Shaheen, M. (2020, Jul. 3). Supporting international students in the time of Coronavirus: Looking beyond immigration concerns. Diverse Issues in Higher Education.Snowden: The NSA planted backdoors in Cisco productsVan Dijk, T. A. (2006). Discourse and manipulation. Discourse & society, 17(3), 359-383.

I sat down to chat with Dr. Yves about her journey to becoming the President of Greenfield Community College! Her background and grit is something she uses to push herself forward and not hold herself back. Dr. Yves Salomon-Fernández is President of Greenfield Community College in Massachusetts. Her experience in higher education includes serving at small, rural, large and medium-sized selective private and public universities, as well as open access institutions. Dr. Salomon-Fernández is a recognized thought leader, writing and speaking on issues related to reinventing higher education, rural innovation, and women's leadership. In March 2018, Diverse Issues in Higher Education named Yves one of the Top 25 Women in Higher Education. She has taught at the undergraduate, Master's, and doctorate levels. Additionally, Dr. Yves has served as a reviewer for the National Science Foundation and Johns Hopkins University Press. Follow her on Facebook @ Yves Salomon Fernandez F O L L O W ME: Instagram- @nikaielise Twitter- @nikaielise8

This podcast is possible due to the donations of its supporters. Donate here if you believe in what we do: https://anchor.fm/sportsasajob/support We are joined by Lisa Rubin, from Kansas State University, who serves as the Assistant Professor of Student Services in Intercollegiate Athletics in the College of Education’s Department of Special Education, Counseling, and Student Affairs. Dr. Lisa Rubin teaches courses in both the Student Affairs and Academic Advising programs. Lisa’s job is to advise and help student-athletes with their career goals. Dr. Rubin is active in N4A: The National Association of Academic and Student-Athlete Development Professionals, serving on the Board of Directors, planning the 2010 national convention, and being recognized by her peers with the Professional Excellence Award in 2019 and the Professional Promise Award in 2009. She was named one of the Top 25 Woman Leaders in Higher Education and Beyond by Diverse: Issues in Higher Education in 2017. Let’s dive in and learn how to think “outside the box” with Lisa Rubin! Episode Timestamps: 2:03: Lisa talks about her education and career at the University of Texas at Austin. She explains how obtaining a degree in Advertising has led her to the field she’s in now. 4:35: Lisa recommends how students can be more involved in finding their career path. She talks about peer mentoring, utilizing campus resources, etc. 6:44: Lisa says to think “outside of the box.” She explains how to navigate yourself throughout different courses offered at universities. 8:32: Kolby asks why Lisa enrolled in the Sports Management masters program at the University of Texas at Austin. 12:55: Lisa talks about her first job as an Assistant Academic Counselor at the University of Nebraska in the Athletics Department. 14:00: Lisa explains the importance of flexibility when job searching and working within the sports industry. 15:08: Lisa expresses the difference between working from a big school at The University of Nebraska to a smaller school - the University of Las Vegas. She talks about the difference in responsibilities at each university. 19:20: Lisa tells us a story about how she was inspired to change the work schedule for new graduate assistant positions. You can follow Lisa Rubin on Twitter @DrLisaRubin and connect with her on LinkedIn. Send us your feedback and send us questions on our Social Media Platforms: Twitter @sportsasajob Instagram @sportsasajob Facebook @sportsasajob LinkedIn: Sports As a Job Visit our website www.sportsasajob.com

In this episode, I chat with Dr. TJ Stewart, an Assistant Professor in the School of Education at Iowa State University.  Dr. Stewart and I talk about fatphobia and how it shows up in the workplace. He defines fatphobia, discusses how it impacts our clients, and shares strategies we can use in our work to support clients and students. Connect with TJ Twitter: @TerahJay Website: www.terahjay.com Resources Mentioned Candidates of Size - Highlighting Sizeism in Job Searches by Terah J. Stewart in Diverse: Issues in Higher Education  About Fat Campus by Terah J. Stewart in About Campus The Fat Studies Reader Edited by Esther Rothblum & Sondra Solovay The Fat Pedagogy Reader Edited by Erin Cameron & Constance Russell Your Fat Friend She’s All Fat podcast Connect with Me Twitter: @diveincareer Instagram: @diveincareer LinkedIn: Marian Higgins Podcast Hashtag: #diveincareer Email: diveincareer@gmail.com

Dr. Kimberly Scott is a professor of women and gender studies in the School of Social Transformation at Arizona State University (ASU) and the founding executive director of Arizona State University’s Center for Gender Equity in Science and Technology (CGEST). She's a visionary leader and a business-savvy education administrator who is recognized as an international subject matter expert in STEM-related topics and advocacy that aims to enhance education opportunities for women and girls of color. Kimberly has published pieces in outlets such as the International Journal of Qualitative Studies in Education, International Journal of Gender, Science, and Technology, Feminism and Psychology, Huffington Post and Slate, among others.  Prior to her academic career, Dr. Scott worked as an urban educator with international and national institutions including a center for girls in Chiang Mai, Thailand, the Education Loss Center in Newark, New Jersey, and the Smithsonian's National Museum of African art. A highly successful grant writer in support of programs and research for girls of color and digital media use, Kimberly was named in 2014 as a White House Champion of Change for STEM Access. That same year, the publication Diverse Issues in Higher Education, identified Dr. Kimberly Scott as one of the top 30 women in higher education. Kimberly earned her PhD in Educational Theory, Policy, and Administration from Rutgers University. Prior to that, Kimberly received her MS in Curriculum and Instruction/Elementary Education from Long Island University. She also earned her BA in Art History and French Literature from Smith College.  What You’ll Hear On This Episode of When Science Speaks [01:03] Mark introduces his guest, Dr. Kimberly Scott [02:47] Why Kimberly founded the Arizona State’s Center for Gender Equity in Science and Technology (CGEST) and what programs they offer [07:17] Common misconceptions about women of color in the STEM workforce [10:39] Effective responses to address the misconceptions about women of color in the STEM field [12:51] Why diversity is a need-to-have in any organization [17:42] How CGEST shares their information and arguments in favor of diversity in STEM-related fields to policy makers  [20:28] Why women of color are less likely to get approval from venture capital and angel investors [23:30] What to expect at the 4th National Annual STEM Collaborative Women of Color in STEM Entrepreneurship Conference 2020 [28:25] Kimberly speaks about the 2020 priorities of CGEST Connect with Kimberly Scott Kimberly Scott on LinkedIn Center for Gender Equity in Science and Technology Women of Color STEM Entrepreneurship Conference The challenges in STEM for girls and women of color Minority women face many challenges in life because of society’s preconceived misconceptions about them, boxing them in and limiting what they can do. In STEM-related fields, girls and women of color are often tagged as uninterested and lacking motivation, often times being questioned about how they are to avoid failure in their projects versus how they are planning to succeed. The difference in the language used when talking to and about girls and women of color in STEM can be discouraging but according to Dr. Kimberly Scott, that shouldn’t be the case at all. Trained as a sociologist of education and childhood, Dr. Kimberly Scott's interdisciplinary work examines the social and academic development and achievement of girls of color in informal spaces and their technosocial innovations. She is an authority when it comes to topics that discuss the limitations and boxed-in-misconceptions often imposed on girls and women of color, and how these misconceptions hinder them from pursuing careers in STEM and also, why pushing the envelope can be gratifying once they succeed and prove to the world how wrong it was. The case for diversity in business and organizational success Dr. Scott believes that despite the slow emergence of diversity, there is evidence that shows that when a business embraces diversity, they are likely to get a greater return on investment. She goes on to explain that diversity brings with it diverse ideas that lead to more innovative and creative products. Therefore it is no surprise that companies with greater gender and racial diversity are correlated with greater profitability.  Beyond the business sector, Kimberly Scott also talks about how her work over at the CGEST is helping to make the case for diversity in the public sector through policy advocacy more favorable. She shares how their studies and arguments in favor of diversity can make it easier for policymakers to know exactly what needs to be done through policy workshops and collaborations with people who have worked with policymakers to support their work.  Contribute to the solution at the 4th National Annual STEM Collaborative Taking her work further, Kimberly Scott and the CGEST are organizing the 4th National Annual STEM Collaborative entitled Women of Color in STEM Entrepreneurship Conference 2020. The conference will be held from March 18th to 20th in the beautiful Monica Beach Resort on the Big Island of Hawaii. At the conference, participants will contribute to the discussion by joining transdisciplinary teams and coming to a possible solution that will create sustainable 10-year plans that can transform STEM pathways for girls and women of color. The aim is to have a series of innovative workshops using system mapping, a novel technique that can empower them to achieve greater heights in the field. Learn more about Kimberly Scott and how she drives research, advocacy, and policy implementation initiatives that enhance education and opportunities for girls and women of color in STEM on this week’s episode of When Science Speaks. Connect With Mark and When Science Speaks http://WhenScienceSpeaks.com https://bayerstrategic.com/ On Twitter: https://twitter.com/BayerStrategic On Facebook: https://www.facebook.com/Bayer-Strategic-Consulting-206102993131329 On YouTube: http://bit.ly/BSConTV On LinkedIn: https://www.linkedin.com/in/markdanielbayer/ On Instagram: https://www.instagram.com/bayerstrategic/ On Medium: https://medium.com/@markbayer17 Subscribe to When Science Speaks on Apple Podcasts or Stitcher ************************************************************************

NACAC’s Code of Ethics and Professional Practices (CEPP) establish guidelines for college admissions conduct that most colleges voluntarily observe. In 2019, the organization voted to remove three provisions believed to inhibit competition among colleges for students. How will this change college recruiting practices? Amy and Mike invited past president of NACAC Patrick O’Connor to explain the implications of 2020 changes in admissions rules.  What are five things you will learn in this episode? What is Early Decision and how has the ED system changed? How do applicants and colleges benefit from Early Decision? How binding are Early Decision and Early Action? What has changed in deadlines for commitment? Why should we expect a wild summer for counselors and college-bound students alike? MEET OUR GUEST Patrick O’Connor is associate dean of college counseling at Cranbrook Kingswood School in metropolitan Detroit.  A past president of NACAC and Michigan ACAC, Patrick also teaches Counseling in the College Selection Process as both a graduate class and professional development program.  In 2017-18, he served as the inaugural School Counselor Ambassador Fellow with the US Department of Education, keeping the Department informed of current trends and issues of interest to school counselors.  Patrick is the author of five books on college counseling, including the highly acclaimed College Counseling for School Counselors and the College is Yours series. He also writes regularly for HS Counselor Week, and Admissions Intel, with other work appearing in The Washington Post, USA Today, The Christian Science Monitor, and Diverse: Issues in Higher Education. He is on the board of directors for the Michigan College Access Network, serves as the co-founder and co-editor of the Journal of College Access, and has recently served on the board of The Common Application, and the credentialing commission for the American Institute of Certified Educational Planners.  A member of the Political Science Faculty at Oakland Community College, Patrick is a recipient of the Outstanding Faculty Award from Oakland Community College, the Margaret Addis Service to NACAC Award, NACAC’s Government Relations Award, and the William Gramenz Award (for outstanding contributions to college counseling in Michigan.) He holds five college degrees, including a Ph.D. in Education Administration, and is the first member of his family to graduate from college. Find Patrick at collegeisyours.com LINKS NACAC's Code of Ethics and Professional Practices (CEPP) Changes in College Admissions Deadlines Mean Changes for Counselors College counselor to parents: Relax Benefits of Applying Early Decision at High Point University ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

On this episode Sam chats with Jess Mattar from Transgender Victoria, Austin Fabry from the Australian Services Union and Laura McLean from the Finance Sector Union about the role that unions can play in our […] http://media.rawvoice.com/joy_archives/p/joy.org.au/transgenderwarriors/wp-content/uploads/sites/435/2019/10/113-Podcast-Transgender-Warriors.mp3 Podcast: Play in new window | Download (Duration: 58:23 — 72.8MB) Subscribe or Follow Us: Android | Google Podcasts | RSS The post Transgender Warriors: Trans and gender diverse issues and the union movement appeared first on Transgender Warriors.

In June World Wide Wave spoke to Dr Joseph Goh a Senior Lecturer in Gender Studies in the School of Arts and social studies at Monash University Malaysia about the main issues that the diverse […] http://media.rawvoice.com/joy_worldwide/p/joy.org.au/worldwidewave/wp-content/uploads/sites/246/2019/07/19-World-Wide-Wave-18-June-2019.mp3 Podcast: Play in new window | Download (Duration: 57:21 — 78.8MB) Subscribe or Follow Us: Apple Podcasts | Android | Google Podcasts | Spotify | RSS The post MALAYSIA: DIVERSE ISSUES appeared first on World Wide Wave.

Janelle L. Williams is the Assistant Director for Health Policy at The University of the Sciences in Philadelphia and a Visiting Scholar at the Penn Center for Minority Serving Institutions at the University of Pennsylvania. Additionally, she currently serves on the Board of Directors for the Cheyney University Foundation. Janelle has held both academic and senior-level positions and has over 10 years of administrative experience in higher education. As a researcher and practitioner, Janelle is passionate, collaborative, and innovative. Her scholarship investigates college choice at historically Black colleges and universities (HBCUs), the intersectionality of race and college selection, culturally inclusive approaches to address challenges facing HBCU enrollment, and HBCU advocacy in the higher education landscape through qualitative inquiry. Janelle serves as Co-PI on two grants focused on the experiences of Black students at HBCUs during the Black Lives Matter Movement. Her most recent work explores the factors that influence the enrollment of Black undergraduates who chose to attend HBCUs and has been published in Diverse Issues in Higher Education, MSIs Unplugged, and The HBCU Times. In addition, Janelle has been an invited panelist and presenter discussing topics relating to her research at national and international conferences including HICE, ICUE, and NACADA. A first-generation college student, Janelle is a graduate of Cheyney University of Pennsylvania, America's oldest HBCU. After earning a B.S. in Business Administration with a minor in Marketing and Hospitality, she continued her education at The Pennsylvania State University (Penn State). While at Penn State, she earned an M.P.A in Public Policy and Administration, a certificate in Public Sector Human Resources Management and was certified as a Diversity Relations liaison. In addition, Janelle obtained a M.Ed. in Student Affairs Leadership from Widener University. Coupling her interest in social justice, education, and policy, Janelle earned an Ed.D. from Widener University in Higher Education Administration and Policy.

Anthony Ray talks with Tina L. Fletcher of Fletcher Education Solutions on her most recently penned piece entitled, "Fundraise or Die Trying: Bennett, Cheyney and the Future of HBCUs " published in Diverse Issues in Higher Education. Tina L. Fletcher is an education policy Ph.D. student at the University of Pennsylvania's Graduate School of Education. You can follow her on Twitter @TinaLFletcher

Allissa Richardson, PhD is the assistant professor of Journalism at Annenberg School for Communication and Journalism at the University of Southern California. A 2016 graduate of Package Your Genius Academy, Dr. Richardson is also a pioneer in mobile journalism, and was one of the first professional journalists to teach storytelling and reporting using smartphones and mobile cameras.  Allissa trains youth to use only smartphones, MP3 players and tablets to report news. She calls her students mobile journalists, or MOJOs. At age 25, she joined the faculty of Morgan State University in Baltimore, Maryland. She served as coordinator of its journalism program, and launched and directed the Morgan MOJO Lab in 2010. Under her leadership, Morgan State became the first and only historically black college in the country to offer mobile journalism courses.  The National Association of Black Journalists said Richardson empowered her students around the globe “to speak truth to power using new media.” In spring 2012, NABJ recognized her as its Journalism Educator of the Year for her international work. In 2013, Apple, Inc. inducted Richardson into its elite Distinguished Educator program for her innovative uses of its products.  Richardson is the founder of MOJO MediaWorks. Her firm designs mobile journalism workshops for youth, educators and working journalists. Her clients include The Washington Post, PBS, Black Girls Code, GlobalGirl Media, Journalism Educators Association, and the Association for Education in Journalism and Mass Communication. Black Enterprise has called Richardson’s fast-growing company a “feel-good tech firm on the rise.” Richardson’s writing has appeared in Oprah Magazine, Diverse Issues in Higher Education, JET Magazine, Baltimore Sun.com, the Miami Herald and the Chicago Tribune. She earned the Weinstein-Luby Outstanding Young Journalist Award in 2002, and the Freedom Forum’s Chips Quinn Scholars award that same year. And Harvard University selected her for its prestigious Nieman Foundation Journalism Fellowship to work on a project that advances the industry. Richardson holds a Ph.D. in Journalism Studies from the University of Maryland College Park, a Master's Degree in Magazine Publishing from Northwestern University's Medill School, and a Bachelor of Science in Biology from Xavier University of Louisiana. Our conversation touched on Personal branding in academia and how Dr. Richardson used her brand to get on the tenure track.  How positioning herself as an expert helped her snag a Harvard fellowship and international teaching opportunities Why she loves the freedom and schedule of academia Her forthcoming book Bearing Witness While Black and how she landed a book deal at the top academic press Why writing and authorship are important to her How visibility combats erasure and why it's important for people of color to tell their stories     As mentioned on the episode On Wednesday March 6, I'm excited to my first ever all day virtual conference. Maximum Exposure is a daylong online event where I'll be speaking with host journalists and experts about how you can gain valuable media exposure for your personal brand.  Join us for the conference by registering on Crowdcast: http://www.crowdcast.io/e/PYGAMaximumExposure/register

Dr. Alan Goldberg is a Professor in Environmental Health Sciences at The Johns Hopkins University Bloomberg School of Public Health as well as Founding Director (Emeritus) of The Johns Hopkins Center for Alternatives to Animal Testing. In addition, he is Principal of Global Food Ethics at Johns Hopkins University. In his free time, Alan enjoys traveling, going for walks, being out in nature, and visiting farms. Alan is developing a program that will allow foods that have been produced ethically to be certified. They are also creating an associated information program that will act as a template for industry to enhance their efforts related to food ethics, as well as serve as a consumer information database that will help informed consumers find out more about the ethical issues they are interested in related to different food products. These ethical issues include environmental and resource conservation, labor and small holder farms, animal welfare, and public health and well-being. They will be able to certify foods based on these categories and help people in industry understand how to meet these standards. Alan received his B.A. in pharmacy from the Brooklyn College of Pharmacy. He spent a year at the University of Wisconsin working as a predoctoral trainee in Pharmacology before beginning his Ph.D. at the University of Minnesota. Alan conducted postdoctoral research and then served on the faculty at Indiana University before joining the faculty at The Johns Hopkins University in 1969. He has received numerous awards and honors for his accomplishments including being named a Member of the ALEXANDRA Project, Monaco, as well as receipt of the Lifetime Dedication Award, Korean National Center: Patron of the 3Rs from the Alternatives Trust at the 7th World Congress , The State of Maryland Governor’s Citation, the Doerenkamp Zbinden Foundation Award, Society of Toxicology Enhancement of Animal Welfare Award, Ambassador of Toxicology Award from the Mid-Atlantic Society of Toxicology, an honorary doctorate degree from Long Island University, the Distinguished Alumni Award from Long Island University, and he was the first recipient of the Humane Society of the United States’ Russell and Burch Award. In this interview Alan shares more about his life and science.

 Angela P. Dodson documents one of the longest, most hard-won struggles for civil rights in our country’s history. Her approach to this history is inclusive, detailing the contributions of activists from various movements, women and men, of different races, religions and politics who helped bring about the victory to secure the right to vote for women. She also documents women’s political gains since that milestone. This book, complete with beautiful photographs and illustrations, will help facilitate the conversation about how far women have come and where they are headed politically. Angela P. Dodson, CEO of Editorsoncall LLC.  and a contributing editor for Diverse: Issues in Higher Education, has served as senior editor for The New York Times and executive editor of Black Issues Book Review. She has written and edited newspaper and magazine articles, feature stories and books. She is married to Michael I. Days, editor for reader engagement and vice president of Philadelphia Media Network, and author of “Obama’s Legacy: What He Accomplished as President.” They live in Trenton, NJ.  She is a graduate of Marshall University and earned a master’s degree at American University. As an editor, Angela has worked on such books as “n Charge: Finding the Leader in You, by Myles Munroe, He Is Risen: Reflections on Easter and the Forty Days of Lent, by Richard Abanes, and Brainwashed: Challenging the Myth of Black Inferiority”by Tom Burrell.  

Dr. Susan A. Cole, President of Montclair State University is featured on this episode of WMSC's series "Women Who Rock:" a program that highlights strong, brave women creating positive change in their respective fields. Doctor Cole is a force of nature in higher education. In her close to 20 years at Montclair State, her vision has led to massive expansions of our campus, curriculum, dorms, parking and resulted in the University being ranked in several national rankings. Under her wing, just this last year, Montclair State was named among the Top 100 Public Institutions on The Wall Street Journal, ranking the University's diverse learning environment 75th overall. Montclair State also earned the Research Doctoral University Designation from the Carnegie Classification of Institutions of Higher Education in 2016. "U.S. News & World Report" listed Montclair State among the Top 200 National Universities in the Country in their 2017 rankings, and Forbes' 2016 edition of America's Top Colleges listed Montclair State in its rankings too. A magazine titled "Diverse: Issues in Higher Education" named Montclair State a "Top Degree Producer" in its ranking of institutions that confer the most degrees to minority students. Montclair State also met the criteria set forth by the U.S. Department of Education to be considered a Hispanic serving institution, and was included in The Campus Pride Top 25 LGBTQ friendly colleges and universities list. Host: Lataya Rothmiller Producer: Juan Contla & Mike Stringham Executive Producer: Anabella Poland

Anthony Ray talks with Daniel Blake of the Penn Center for MSIs about his latest piece published in Diverse Issues in Higher Education entitled, "The Case for Rebranding MSIs" on The HBCU Nation Radio Show.

Dr. Shaundra Daily is an Associate Professor of Computer and Information Science and Engineering, as well as the Director of the Digital Arts and Sciences Program at the University of Florida. Shani received her B.S. in Electrical Engineering from Florida State University, a M.S. in Electrical Engineering from the Florida Agricultural and Mechanical University, and her M.S. and Ph.D. in Media Arts and Sciences from Massachusetts Institute of Technology. She served on the faculty of Clemson University before joining the faculty at the University of Florida. Shani has received many awards and honors for her work, including the American Education Research Association Technology, Instruction, Cognition, and Learning Early Career Research Award, the Black Data Processing Associates Epsilon Award for Most Promising Technologist, and the Diverse Issues in Higher Education Emerging Scholar Award. Shani is with us today to tell us all about her exciting experiences in life and science.

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

Dr. Carlos chats with Ibram X. Kendi. He is an assistant professor of African American history at the University of Florida. He authored the award-winning book, The Black Campus Movement: Black Students and the Racial Reconstitution of Higher Education, 1965–1972. He has received research fellowships, grants, and visiting appointments from a variety of universities, foundations, professional associations, and libraries, including the American Historical Association, Library of Congress, National Academy of Education, Spencer Foundation, Lyndon B. Johnson Library & Museum, Rutgers Center for Historical Analysis, Brown University, Princeton University, Duke University, University of Chicago, and UCLA. Before entering academia, he worked as a journalist. His writings appeared in The Virginian-Pilot, The Atlanta Journal-Constitution, Philadelphia Weekly, and the Orlando Sentinel, among other publications. As a professor, he has contributed pieces to a number of publications, including Diverse: Issues in Higher Education, The Chronicle of Higher Education, and The Root.com. He lives in Florida.

Dr. Larry J. Walker discuss his piece published in Diverse Issues in Higher Education entitled, "HBCUs and HSIs Equipped to Aid Incarcerated Youth" on #TheHBCUNationRadioShow !

William Hosea welcomes guest Richard Coleman, director of the Center for Career and Employer Relations at Vincennes University. PART ONE From the pages of Diverse Issues in Higher Education we read that, “There is significant emphasis placed on the retention and success rate in community colleges among African-American and Hispanic males. Many are experiencing great …

Earlier this year, Dr. Eric T. Mayes joined the Real Sports Guys as a featured guest, and we hope you enjoy the edited version of our conversation with Dr. Mayes!  Originally from Kalamazoo, Michigan, “Doc” Mayes' story of defying the odds is entrenched with self-determination and persistence. Dr. Mayes went from walk-on Co-Captain of the University of Michigan 1997 National Champion Football Team, to speaking at the White House, Ph.D. student at Howard University, international lecturer and educator, to published author, University Administrator and Professor, to Harvard University. Dr. Mayes has been called, “the most inspirational student-athlete” ever covered by sports commentator Charlie Adams. Dr. Mayes has been featured in Sports Illustrated, Detroit News and Free Press, Diverse Issues in Higher Education, Los Angeles Times and ESPN Sports Center. Join us as Dr. Mayes talks leadership, sports, and so much more with the Real Sports Guys! www.realsportsguys.com

Dr. Eric T. Mayes joins the Real Sports Guys as our featured guest.  Originally from Kalamazoo, Michigan, “Doc” Mayes' story of defying the odds is entrenched with self-determination and persistence.  Dr. Mayes went from walk-on Co-Captain of the University of Michigan 1997 National Champion Football Team, to speaking at the White House, Ph.D. student at Howard University, international lecturer and educator, to published author, University Administrator and Professor, to Harvard University.  Dr. Mayes has been called, “the most inspirational student-athlete” ever covered by sports commentator Charlie Adams. Dr. Mayes has been featured in Sports Illustrated, Detroit News and Free Press, Diverse Issues in Higher Education, Los Angeles Times and ESPN Sports Center.  Join us as Dr. Mayes talks leadership, sports, and so much more with the Real Sports Guys!