Podcasts about Florida International University

In Transformismo, M. Myrta Leslie Santana draws on years of embedded research within Cuban trans/queer communities to analyze how transformistas, or drag performers, understand their roles in the social transformation of the island. Once banned and censored in Cuba, transformismo, or drag performance, is now state-sponsored events. Transformismo suggests that these performances are making critical interventions in Cuban trans/queer life and politics and in doing so, the volume offers critical insight into how Cuba's postsocialist reform has exacerbated racial, sexual, and economic inequalities. Leslie Santana argues that mainstream trans/queer nightlife in Cuba is entangled with the island's tourism economy, which has shaped the aesthetics and social makeup of transformismo in coastal Havana, which largely caters to foreigners. Leslie Santana considers how Black lesbian and transgender transformistas are expanding understandings of sexual selfhood and politics on the island, particularly questioning the ways that Black women's creativity is prominently featured in the aesthetics of tourism and trans/queer nightlife, while Black women themselves are denied social and material capital. M. Myrta Leslie Santana is Assistant Professor of Music at the University of California San Diego. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/gender-studies

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty shared details about a blood test that could help detect Alzheimer’s and the impact of microplastics on the human body.

Gang membership in El Salvador has a common theme, which is also a potential solution for reducing gang membership and gang violence there. In this interview, I discuss the following with my guest: ►How did El Salvador become the world's most violent country? ►Why is crime so high in El Salvador? ►What are deferred vengeance and retaliation? ►What kinds of crimes are committed in El Salvador? What's the extent of violence? ►Is MS-13 essentially an international gang? ►What is like to interview gang members in El Salvador? ►What is the common theme among gang members in El Salvador? ►How are crime and politics related in El Salvador? ►Has Pres. Bukele really reduced crime? ►Was the Carter Administration involved in the 1979 coup d'etat? ►Was the U.S. involved in this Civil War? ►During the last two decades, has the U.S. been involved in El Salvador politics? ►If you wanted our audience to remember just one point about “El Salvador”, what would it be?

In Transformismo, M. Myrta Leslie Santana draws on years of embedded research within Cuban trans/queer communities to analyze how transformistas, or drag performers, understand their roles in the social transformation of the island. Once banned and censored in Cuba, transformismo, or drag performance, is now state-sponsored events. Transformismo suggests that these performances are making critical interventions in Cuban trans/queer life and politics and in doing so, the volume offers critical insight into how Cuba's postsocialist reform has exacerbated racial, sexual, and economic inequalities. Leslie Santana argues that mainstream trans/queer nightlife in Cuba is entangled with the island's tourism economy, which has shaped the aesthetics and social makeup of transformismo in coastal Havana, which largely caters to foreigners. Leslie Santana considers how Black lesbian and transgender transformistas are expanding understandings of sexual selfhood and politics on the island, particularly questioning the ways that Black women's creativity is prominently featured in the aesthetics of tourism and trans/queer nightlife, while Black women themselves are denied social and material capital. M. Myrta Leslie Santana is Assistant Professor of Music at the University of California San Diego. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In Transformismo, M. Myrta Leslie Santana draws on years of embedded research within Cuban trans/queer communities to analyze how transformistas, or drag performers, understand their roles in the social transformation of the island. Once banned and censored in Cuba, transformismo, or drag performance, is now state-sponsored events. Transformismo suggests that these performances are making critical interventions in Cuban trans/queer life and politics and in doing so, the volume offers critical insight into how Cuba's postsocialist reform has exacerbated racial, sexual, and economic inequalities. Leslie Santana argues that mainstream trans/queer nightlife in Cuba is entangled with the island's tourism economy, which has shaped the aesthetics and social makeup of transformismo in coastal Havana, which largely caters to foreigners. Leslie Santana considers how Black lesbian and transgender transformistas are expanding understandings of sexual selfhood and politics on the island, particularly questioning the ways that Black women's creativity is prominently featured in the aesthetics of tourism and trans/queer nightlife, while Black women themselves are denied social and material capital. M. Myrta Leslie Santana is Assistant Professor of Music at the University of California San Diego. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/latin-american-studies

In Transformismo, M. Myrta Leslie Santana draws on years of embedded research within Cuban trans/queer communities to analyze how transformistas, or drag performers, understand their roles in the social transformation of the island. Once banned and censored in Cuba, transformismo, or drag performance, is now state-sponsored events. Transformismo suggests that these performances are making critical interventions in Cuban trans/queer life and politics and in doing so, the volume offers critical insight into how Cuba's postsocialist reform has exacerbated racial, sexual, and economic inequalities. Leslie Santana argues that mainstream trans/queer nightlife in Cuba is entangled with the island's tourism economy, which has shaped the aesthetics and social makeup of transformismo in coastal Havana, which largely caters to foreigners. Leslie Santana considers how Black lesbian and transgender transformistas are expanding understandings of sexual selfhood and politics on the island, particularly questioning the ways that Black women's creativity is prominently featured in the aesthetics of tourism and trans/queer nightlife, while Black women themselves are denied social and material capital. M. Myrta Leslie Santana is Assistant Professor of Music at the University of California San Diego. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/caribbean-studies

In Transformismo, M. Myrta Leslie Santana draws on years of embedded research within Cuban trans/queer communities to analyze how transformistas, or drag performers, understand their roles in the social transformation of the island. Once banned and censored in Cuba, transformismo, or drag performance, is now state-sponsored events. Transformismo suggests that these performances are making critical interventions in Cuban trans/queer life and politics and in doing so, the volume offers critical insight into how Cuba's postsocialist reform has exacerbated racial, sexual, and economic inequalities. Leslie Santana argues that mainstream trans/queer nightlife in Cuba is entangled with the island's tourism economy, which has shaped the aesthetics and social makeup of transformismo in coastal Havana, which largely caters to foreigners. Leslie Santana considers how Black lesbian and transgender transformistas are expanding understandings of sexual selfhood and politics on the island, particularly questioning the ways that Black women's creativity is prominently featured in the aesthetics of tourism and trans/queer nightlife, while Black women themselves are denied social and material capital. M. Myrta Leslie Santana is Assistant Professor of Music at the University of California San Diego. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/performing-arts

In Transformismo, M. Myrta Leslie Santana draws on years of embedded research within Cuban trans/queer communities to analyze how transformistas, or drag performers, understand their roles in the social transformation of the island. Once banned and censored in Cuba, transformismo, or drag performance, is now state-sponsored events. Transformismo suggests that these performances are making critical interventions in Cuban trans/queer life and politics and in doing so, the volume offers critical insight into how Cuba's postsocialist reform has exacerbated racial, sexual, and economic inequalities. Leslie Santana argues that mainstream trans/queer nightlife in Cuba is entangled with the island's tourism economy, which has shaped the aesthetics and social makeup of transformismo in coastal Havana, which largely caters to foreigners. Leslie Santana considers how Black lesbian and transgender transformistas are expanding understandings of sexual selfhood and politics on the island, particularly questioning the ways that Black women's creativity is prominently featured in the aesthetics of tourism and trans/queer nightlife, while Black women themselves are denied social and material capital. M. Myrta Leslie Santana is Assistant Professor of Music at the University of California San Diego. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

How do you turn massive clinical imaging data into insights that change lives? What does it take to move from a psychology undergrad to a pioneering role in pediatric brain research? And how can coding, connectomics, and curiosity shape a meaningful clinical career in neuroscience? In this inspiring episode of Neurocareers: Doing the Impossible!, we sit down with Dr. Puck Reeders, Senior Neuroscience Research Scientist at the Brain Institute at Nicklaus Children's Hospital. From her early days in Curacao to building novel neuroimaging pipelines in one of the nation's oldest pediatric epilepsy programs, Dr. Reeders shares her unique career path—and how she helps decode complex brain networks to improve surgical outcomes for children with intractable epilepsy. We explore: How connectomics and diffusion imaging guide surgical planning Her innovative research on white matter networks and neuromodulation responses The steep but rewarding path from zero coding skills to advanced tractography Tips for transitioning from psychology to clinical neuroscience Career advice for anyone eager to enter research-focused medical settings Whether you're a student exploring future careers, a neuroscientist curious about clinical impact, or just fascinated by how science meets medicine—you'll walk away informed and inspired. Chapters: 00:00:00 - Insights from a Neuroscience Research Scientist 00:03:00 - Functional Mapping Techniques for Epilepsy 00:08:43 - Transitioning from Medical School to Psychology 00:13:10 - Research Gaps in Epilepsy 00:17:10 - Understanding Connectomics in Epilepsy Treatment 00:21:53 - Combining Imaging Techniques in Research 00:24:50 - Coding Challenges in Research 00:27:12 - Coding Journey in Neuroscience 00:28:51 - Learning to Code: A Personal Journey 00:32:39 - The Importance of Networking 00:34:30 - Art's Role in Science Communication 00:37:38 - Landing a Job Through Networking 00:41:22 - Research Opportunities in Connectomics 00:46:49 - Exploring Diverse Career Opportunities 00:51:38 - Job Search Tips and Strategies 00:54:39 - Tips for Job Applications and Interviews 00:59:46 - From Medicine to Neuroscience Research 01:02:06 - Clinical Research and Pediatric Epilepsy About the Podcast Guest: Dr. Puck Reeders is a Senior Neuroscience Research Scientist at the Brain Institute at Nicklaus Children's Hospital in Miami, Florida https://www.nicklauschildrens.org/home Her work focuses on investigating aberrant brain networks in children with intractable epilepsy, applying advanced neuroimaging techniques to improve clinical outcomes in pediatric neurology. Originally from the Netherlands and raised on the island of Curaçao, Dr. Reeders brings a global perspective to her research. She holds a Bachelor of Science in Psychology and Chemistry from the University of Miami, and a PhD in Cognitive Neuroscience from Florida International University, where she also completed her postdoctoral training in the Allen Neurocircuitry and Cognition Lab. Dr. Reeders has over nine years of experience working with functional MRI (fMRI) and diffusion-weighted imaging (DWI) in both adults and children. Her current research explores the structural connectomics of pediatric epilepsy, the development of clinical imaging pipelines to detect white matter abnormalities, cortical dysplasias, and automated SPECT subtractions—bringing together cutting-edge science with translational clinical impact. Her expertise spans: Neuroimaging and clinical pipeline development Data analysis and scientific coding Translational neuroscience and surgical planning support Research project design and academic mentoring Outside of the lab, Dr. Reeders shares insights into neuroscience careers and research life on her educational Instagram: @Drpucky You can also connect with her professionally on LinkedIn:  https://www.linkedin.com/in/puckreeders/  About the Podcast Host: The Neurocareers podcast is brought to you by The Institute of Neuroapproaches (https://www.neuroapproaches.org/) and its founder, Milena Korostenskaja, Ph.D. (Dr. K), a career coach for people in neuroscience and neurotechnologies. As a professional coach with a background in neurotech and Brain-Computer Interfaces, Dr. K understands the unique challenges and opportunities job applicants face in this field and can provide personalized coaching and support to help you succeed. Here's what you'll get with one-on-one coaching sessions from Dr. K: Identification and pursuit of career goals Guidance on job search strategies, resume, and cover letter development Neurotech / neuroscience job interview preparation and practice Networking strategies to connect with professionals in the field of neuroscience and neurotechnologies Ongoing support and guidance to help you stay on track and achieve your goals You can always schedule a free neurocareer consultation/coaching session with Dr. K at https://neuroapproaches.as.me/free-neurocareer-consultation Subscribe to our Nerocareers Newsletter to stay on top of all our cool neurocareers news at updates https://www.neuroapproaches.org/neurocareers-news

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty answers questions about the chicken pox and shingles vaccines, as well as explains what Chikungunya is and if we could see an outbreak in the U.S.

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty shares details about the shingles shots and how Robert F. Kennedy Jr. wants new vaccines to be tested.

On The South Florida Roundup, we looked into local universities that have partnered with Immigration and Customs Enforcement (ICE) and the 18 Florida International University students who had their visas revoked (01:08). We also looked at what the city of Fort Lauderdale has been doing to avoid flood damage, like the kind caused by dramatic rainfall two years ago (16:06). And, we explored the unique ways in which bilingual people in South Florida go about being fluent in two languages (32:30).

Across the globe and in the U.S., environmental crises loom large and threaten our most vulnerable populations.  “There's a lot of dying that's happening now, and it's primarily among poor, Black and Brown people,” says Dr. Cherly Holder, who's on a personal mission to inspire clinicians to act on climate change.  Holder explains that a person's health and well-being is directly impacted by the environment they're surrounded by. “In celebrating and recognizing the environment, we recognize that this is how we define humanity, and how we create the environment for us to grow and thrive,” she says. In honor of Earth Day, which is coming up this month, we're dipping into our archives to bring you a conversation with Dr. Cheryl Holder. She's now retired, but at the time this conversation was recorded and produced for the Health Disparities podcast in 2021, Dr. Holder was serving as the Interim Associate Dean for Diversity, Equity and Inclusivity and Community Initiatives, and associate professor at the Herbert Wertheim College of Medicine, Florida International University.  This episode was originally published in 2021 with host Elise Tolbert. Never miss an episode – be sure to subscribe to The Health Disparities podcast from Movement Is Life on Apple Podcasts, YouTube, or wherever you get your podcasts.

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty shares what will be discussed in the CDC’s vaccine advisory meeting and the impact Long COVID has on aging.

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about how much fluoride is too much and why the amount of strep infections in the U.S. is increasing.

“I want students to function in a studio recording session and a live performance, which are very, very different worlds. I want them to be able to do not just jazz, not just classical, not just gospel, but everything so that they can be hired to sing backgrounds for Beyoncé one day and the next day be singing with Andrea Bocelli on tour. I try to give them the most well-rounded experience I can.”A native of Holguín, Cuba, Cindy Ellis immigrated to the United States in 2005. She earned her Bachelor of Music Degree in Music Education and Jazz Voice from Florida International University and her Master's Degree in Music Education from the University of Missouri. Mrs. Ellis is a full time choral director at Miami Arts Studio, a 6th-12th grade public performing arts magnet school in Miami, FL. Her middle school and high school ensembles have been featured at numerous venues throughout the country. These include Carnegie Hall (2018 and 2024), and the Florida, Southern, and National Conferences of the American Choral Directors Association. In 2022, Mrs. Ellis' students performed in Los Angeles for the Summit of the Americas, a meeting hosted by President Joe Biden that brought together 40 Presidents and leaders from the Americas and Caribbean. Additionally, in the last 7 years, the students have recorded and performed background vocals for Gloria and Emilio Estefan and several music award shows including the AMAs, Latin American Music Awards and the Latin GRAMMY Awards. In 2024 Mrs. Ellis conducted her students at the Miami show of Jacob Collier's DJESSE Volume 4 World Tour. Beyond her school responsibilities, she frequently performs, conducts honor choirs and teaches masterclasses for music directors and students from elementary to college throughout North America. As a jazz vocal soloist and alto with the Jason Max Ferdinand Singers, she collaborated with Jacob Collier for performances at the Kennedy Center, Lincoln Center, and recording projects including a performance alongside Coldplay for NBC's Saturday Night Live and the 2024 BBC Proms Music Festival in London, UK.In 2020, Mrs. Ellis was published by GIA Publications as a contributing author on “Teaching with Heart,” and in 2022, she served as instructional design editor and contributing author of “Teaching Beyond the Music,” the second edition in the series. Ellis is Miami Arts Studio's 2025 Teacher of the Year, a 2025 Grammy Music Educator Semi-Finalist, and currently serves as the World Musics & Cultures Coordinator for the American Choral Directors Association Southern Region.To get in touch with Cindy, you can find her on Instagram (@cindycellis) or Facebook (@ccellis) or email her at cindycellis@icloud.com. You can follow MAS Vocal on Instagram, Facebook, TikTok, or Spotify (@masvocal) or on YouTube (@masvocal2765).Email choirfampodcast@gmail.com to contact our hosts.Podcast music from Podcast.coPhoto in episode artwork by Trace HudsonPodMatchPodMatch Automatically Matches Ideal Podcast Guests and Hosts For Interviews

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty discusses a resurgence of tuberculosis cases and a blood test that could help detect Alzheimer’s.

Jaime Hunt sits down with Cristina Lopez Yakimenko, marketing director at Florida International University's Chapman Graduate School of Business, to explore the advantages of managing enrollment marketing entirely in-house. Cristina shares how her small but mighty team generates millions in ad spend, executes content marketing strategies, and drives enrollment growth—all without the help of an external agency. She also reveals how leveraging AI, optimizing real-time data, and fostering close collaboration with recruiters has been a game-changer. If you're curious about bringing digital marketing in-house or simply want to optimize your current strategy, this episode is packed with actionable insights.Guest Name: Cristina Lopez Yakimenko, Associate Director of Marketing & Analytics, Florida International University Chapman Graduate School of BusinessGuest Social: https://www.linkedin.com/in/cristinaly/Guest Bio: Cristina is a dynamic marketing leader and computer engineer with over a decade of experience in marketing, analytics, and web application development. As the Associate Director of Marketing & Analytics at the Chapman Graduate School of Business at Florida International University (FIU), she oversees the marketing strategy for more than 25 graduate programs, driving growth through data-driven, omnichannel campaigns.With a background in web applications development, Cristina integrates technology with marketing to enhance user experience, optimize digital strategies, and streamline analytics. She is passionate about customer journeys, marketing research, and content creation, leveraging her expertise to create impactful marketing solutions.Cristina holds a Master of Science in Marketing from Florida International University and a Bachelor's Degree in Computer Engineering from Technological University of Havana (CUJAE). Fluent in four languages, she brings a global perspective to her work, combining technical proficiency with strategic marketing leadership to elevate FIU's graduate programs. - - - -Connect With Our Host:Jaime Hunthttps://www.linkedin.com/in/jaimehunt/https://twitter.com/JaimeHuntIMCAbout The Enrollify Podcast Network:Confessions of a Higher Ed CMO is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! 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

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty discusses how you can protect yourself from HPV and how bird flu was discovered in sheep in the U.K.

The World Baseball Classic Qualifiers finished with Nicaragua, Taiwan, Colombia, and Brazil advancing; (4:11) Happy Juan Soto day to NY Mets fans, and Spring Training returns with the joys of watching palm trees in the background; (5:38) College Baseball love for Florida International University's (FIU) new Vice Uniform, FIU and the University of Miami faced off at an MLB stadium, and the awesome Wednesday night beer and hot dog special at Alex Rodriguez Field; and (12:08) Cameron Dobbs, Podcast host, Published Author, TV host, and in-game host of the University of Miami baseball program, talks sports ministry and Hurricanes baseball. Drink: Rioja (Crianza 2020) from Bodegas Vuelos in Laguardia, Spain. Cameron's Instagram: https://www.instagram.com/cam.dobbs/ Cameron's Website: https://playwhereyourfeetare.com/ Cameron's Merchandise and Book: https://pwyfaplaywhereyourfeetare.myshopify.com/collections/all Last Call Baseball T-Shirts: https://lastcallbaseball.creator-spring.com/ Last Call Baseball Instagram: https://www.instagram.com/lastcallbaseball/ Last Call Baseball Blue Sky: https://bsky.app/profile/lastcallbaseball.bsky.social Last Call Baseball Twitter: https://x.com/LastCall4040 Intro and Outro Music: DeCarlo Podcast Logo Artist Instagram: https://www.instagram.com/regan_vasconcellos/

Frank talks about the disappearance of people taking home leftovers from restaurants. He then talks with Dr. Stanley Fish, an esteemed law professor at Florida International University and the author of the book “Law at the Movies: Turning Legal Doctrine into Art". They talk about the intersection of law and cinema. Learn more about your ad choices. Visit megaphone.fm/adchoices

Frank starts the show talking with space expert and radio host Steve Kates a.k.a. Dr. Sky. They discuss the Boeing Starliner astronauts returning back to Earth, the latest on the Blue Ghost lunar lander, Saturn's newly discovered moons and much more. Frank talks about the disappearance of people taking home leftovers from restaurants. He then talks with Dr. Stanley Fish, an esteemed law professor at Florida International University and the author of the book “Law at the Movies: Turning Legal Doctrine into Art". They talk about the intersection of law and cinema. Frank starts the third hour asking if chess is a sport. He moves on to talk about why married men are more likely to be obese and later announces this week's listener of the week. Frank wraps up the show discussing studies that are showing that people are getting dumber because of their reliance on technology. He also covers the latest between Russia and Ukraine as Trump and Putin continue discussions on a potential ceasefire. Learn more about your ad choices. Visit megaphone.fm/adchoices

Dr. Stanley Fish, esteemed law professor at Florida International University and the author of the book “Law at the Movies: Turning Legal Doctrine into Art" Topic: the intersection of law and cinema Bio: https://law.fiu.edu/directory/stanley-fish/ Book: https://www.amazon.com/Law-Movies-Turning-Doctrine-Literature-ebook/dp/B0CVNJ12ZW Learn more about your ad choices. Visit megaphone.fm/adchoices

What if you could get the benefits of an OPM (Online Program Management) model without fully outsourcing control? That's exactly what Augusta University Online did with its DIY+ approach in partnership with Collegis Education. In this episode, Cristina Raecke, Assistant Vice President of Strategic Marketing and Enrollment at Augusta University Online, and Dan Antonson, AVP of Analytics and Technology Solutions at Collegis Education, walk us through how Augusta built a scalable, data-driven enrollment strategy—without a traditional OPM.They discuss how they leveraged existing technology, optimized data access, and created a system that allowed for rapid growth while maintaining a seamless student experience. Plus, they share insights into forecasting, AI's role in their efforts, and the future of digital education.If you're an enrollment leader looking to build a smarter, more sustainable strategy for online programs, this one's for you.Guest Names: Cristina Raecke - AVP of Strategic Marketing & Enrollment at Augusta University Dan Antonson - AVP of Tech. and Analytics Solutions at Collegis EducationGuest Socials: Cristina - https://www.linkedin.com/in/cristina-raecke-3a52b8a/Dan - https://www.linkedin.com/in/danantonson/ Guest Bios: Cristina - Cristina Raecke is a seasoned professional with over 25 years of experience, excels at bridging marketing and enrollment teams to enhance prospective student engagement and drive increased enrollment. She currently serves as the Assistant Vice President for Strategic Marketing and Enrollment Management at Augusta University Online. In this role, she leverages her extensive experience to build and promote online programs. Cristina is instrumental in developing and executing marketing strategies that align with enrollment goals, ensuring a seamless integration of marketing efforts to attract and retain students. Her work has been pivotal in the successful launch of Augusta University Online's programs, which have already enrolled about 900 students in a year and a half. Previously, Cristina consulted for Wiley Education Services, advising institutions like George Mason University and Babson College on strategic marketing initiatives. She has also held executive roles at Miami Herbert Business School and Florida International University, where she significantly grew online enrollment.Dan - Dan Antonson helps higher education institutions leverage technology and analytics to tackle some of higher education's biggest challenges across the student lifecycle.  Whether it is to grow and optimize enrollment or create a better learning experience, Dan has hands-on experience with higher education data and systems to drive meaningful use-cases that create real tangible impact.   Dan has more than 15 years of experience in digital analytics, marketing attribution and measurement, and he has a Bachelor's degree from the University of Minnesota. When he is not scribbling data and analytics systems on whiteboards, you'll find him trying to stay upright on his mountain bike or tinkering with his home automation system (his robot lawn mower is his favorite gadget at the moment).  - - - -Connect With Our Host:Dustin Ramsdellhttps://www.linkedin.com/in/dustinramsdell/About The Enrollify Podcast Network:The Higher Ed Geek is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!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

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty discuses an announcement from a UN food agency about bird flu, the health impact of the astronauts returning to Earth after nine months, and what we still don’t know about COVID-19.

Karol Mendez is the co-owner of We Will Figure It Out LLC, She is a seasoned entrepreneur, mother, and graduate of Florida International University with a degree in Public Relations and Hospitality. With over 10 years of experience in the business world, Karol has successfully transformed her passion for communication and creativity into a thriving business that empowers individuals and brands.Her expertise spans website content design, social media strategy, and professional translations, making her a go-to resource for businesses looking to grow their online presence and connect with diverse audiences.Karol's dedication to delivering personalized solutions stems from her deep understanding of her clients' unique needs and her unwavering commitment to excellence. Her blend of technical expertise, marketing savvy, and linguistic precision ensures that every project reflects her clients' vision.Give Karol a follow on her social media! Social Media Links: https://www.instagram.com/letsfigureitout2.0/https://www.linkedin.com/company/we-will-figure-it-out-llc/https://www.facebook.com/WWFIO/

Could our ideas about human memory be about to change? Richard Addante, associate professor in the College of Psychology and Liberal Arts at the Florida Institute of Technology, looks into this. Dr. Richard J. Addante, associate professor of psychology at Florida Institute of Technology, is a 3-time winner of an LRP Award from the National […]

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty explains how to know if you’ve been vaccinated for measles and elaborates on how hantavirus can infect an individual.

This EP features David Clancy.   David has been in the field of sports medicine, physiotherapy, and performance support for over 15 years. A Physiotherapy background and MSc in Sports and Exercise Medicine paved the way for high-performance sports, private practice, and Isokinetic Medical Group in Harley Street, London. He has been a consultant for Europe-based players regarding Medical Care and Performance Services for the Brooklyn Nets and the San Antonio Spurs of the NBA.David held a research position in Royal College Surgeons Ireland and is a faculty member of Florida International University. Teams that he has worked with include Aston Villa FC, Isokinetic Medical Group, Maccabi GB, Houston Texans, and UCD AFC.He has been engaged in recruitment and headhunting for professional teams in North America, the Middle East, and Europe, across several sports. David has experience in the corporate and pro sports world of organizational design, program ideation, iteration, implementation, and follow-up with his other company Hauora, a performance wellbeing growth partner that works with high-performance organizations in business and sport.He has completed executive leadership certifications with London Business School, London Interdisciplinary School, and HEC Paris. He advocates, campaigns, and fundraises for Children's Health and Down Syndrome. I think you'll find many great insights into leadership and high performance in this conversation, enjoy!If you liked this EP, please take the time to rate and comment, share with a friend, and connect with us on social channels IG @Kingopain, TW @BuiltbyScott, LI+FB Scott Livingston. You can find all things LYM at www.LYMLab.com, download your free Life Lab Starter Kit today and get busy living https://lymlab.com/free-lym-lab-starter/Please take the time to visit and connect with our sponsors, they are an essential part of our success:www.ReconditioningHQ.comwww.FreePainGuide.com

Send us a textOver the last 15 years, Steven Antommarchi has held the law enforcement titles of Patrol Officer, Canine Handler, Canine Supervisor, Canine Trainer, and Interim Chief of Police.His first encounter with a K-9 team was in New York City on September 11, 2001. He witnessed a search and rescue K-9 team fighting through horrible conditions, while overcoming serious injury for the sake of saving lives. That encounter made such a profound impression on him that he knew what he wanted to do for the rest of his life.15 years later, on July 7, 2016, in Dallas, Texas, K-9 Officer Antommarchi found himself in the middle of the deadliest attack on law enforcement since 9/11. Tasked with the responsibility of clearing the downtown area for improvised explosive devices, the reason he got into working K-9s came full circle.Being mentored by Tony Guzman and Robert “Bob” Suarez, Antommarchi is the Founder of Next Level K9 Texas, an Instructor for the Texas School Safety Center at Texas State University, and K-9 case study trainer for the Global Forensic Justice Center at Florida International University.Most recently, he became one of the lead trainers and co-designer of the training methodology for a scientific study on “Hemp vs Marijuana.” This study is to evaluate the ability for narcotic detector dogs to discriminate between the odor of marijuana and hemp. The study is being headed by Dr. Kelvin Frank of Florida International University and is in the process of being submitted for publication. Antommarchi is the K-9 trainer and consultant for dozens of law enforcement agencies across the United States and Africa. Conducting workshops and seminars focusing on K-9 aggression instincts, K9 scientific research, and operational readiness. He is also the Law Enforcement Secretary for the American Working DogWe are pleased to announce that Vested Interest in K9's has become our newest sponsor. Vested Interest in K9s, Inc. is a 501c(3) non-profit whose mission is to provide bullet and stab-protective vests and other assistance to dogs. Check it out www.vik9s.org. Please welcome Ray Allen Manufacturing as a sponsor to the podcast. Go to the most trusted name in industry for all of your k9 related equipment. For a 10% discount use the RAMWDDP10 discount code.Welcome our sponsor Gold Coast K9. Gold Coast K9 trains and deploys hand-selected service dogs for personal and family protection, police agencies, and school districts. Their training programs rank among the best and most trusted in the world. Follow Gold Coast k9 on all social media platforms. For 10% off merchandise use the GCK910 discount code on their website www.goldcoastk9.comHLTK9 Conference continues to be a supporter of the WDDP. They are gearing up for the next conference in Myrtle Beach SC. Plan ahead, the 2025 conference will be April 1,2,3, 2025. Register today at www.htlk9.com. Welcome out newest sponsor NCK9LLC. Located in Four Oaks NC, just east of Raleigh NC. Jim O'Brien and staff offer a variety of K9 services. Contact them at Phone : 919-353-7149 Email: jobrien@nck9.us

This University Forum address with Melissa Russell was delivered on March 6, 2025, at 11:30 AM MST in the Taylor Chapel. Melissa Russell is a dedicated faculty member in the Department of Human Performance and Recreation and an Associate Dean of Student Success in the Office of Academic Support and Interdisciplinary Studies. Melissa currently teaches in the Therapeutic Recreation, Recreation Management, and Interdisciplinary Studies programs. She has previously enjoyed teaching at institutions such as Brigham Young University, Florida International University, and Grambling State University. She has a deep love for her students and their success. Passionate about mental health, Melissa is committed to enhancing well-being through education and practical initiatives. She created and currently runs the Thrive mental health program on campus, which helps students navigate their mental health and find joy in life. Beyond the classroom, Melissa has years of experience helping clients with mental health in rehabilitation services. She has loved the agencies and the clients she has had the opportunity to serve. Her latest pursuit involves spearheading programs that bring therapists to orphanages internationally. This past summer, many alumni and friends joined her in offering therapeutic services at an orphanage in Ghana. In her personal life, Melissa loves sports, the outdoors, traveling, and spending time with friends and family, especially her nieces and nephews.

The space & satellite industry is more dynamic than ever, with professionals moving across sectors and roles at an accelerated pace. At SSPI, this has brought in a wave of new leadership, including a remarkable milestone: as of last year's election, four of our newest Board Directors are women. To celebrate this moment and International Women's Day, we will explore their perspectives and dive deeper into topics such as leadership, vision and the future of SSPI and SSPI-WISE. Newly appointed SSPI Executive Director Tamara Bond-Williams speaks with Kidsan Barnes, Senior Vice President, Maritime, Cruise & Ferry at Quvia, Lisa Henke, Chief of Technology & Innovation, USG at Maxar Intelligence and Tina Ghataore, Chief Revenue Officer at Aerospacelab and SSPI-WISE Chair and Board Liaison. Kidsan Barnes is a distinguished leader in the satellite communications and cruise connectivity industries. She currently serves as the Senior Vice President of Cruise & Ferry at Quvia (formerly Neuron). With a career marked by innovation and strategic vision, Kidsan has played a pivotal role in driving growth and transformation within her sector. Her contributions have not gone unnoticed; she was honored on the South Florida Business Journal's “40 Under 40” list, recognizing her significant impact on her industry, the economy and community, and also recognized on their Influential Business Women's list for 2022. Under her leadership, Quvia's Cruise & Ferry division has seen remarkable advancements, solidifying its position as a leader in the fast-evolving world of satellite communications. Kidsan's dedication to excellence and philanthropic contributions are seen in her voluntary board roles for both SSPI and Florida International University where she gained her Executive MBA. She remains an inspiration for those in the industries she serves. Lisa Henke joined Maxar Technologies in 2016 as Chief Architect of Open Technologies and served in several leadership roles at the company before taking on her current role of Chief of Technology & Innovation, USG for Maxar Intelligence in May 2024. Prior to coming to Maxar, she was the Chief Architect for National Reconnaissance Office/Ground Enterprise Directorate/Integrated System Program Office leading ground development, cloud transformation and agile transformation. Lisa also served in leadership roles at DigitalGlobe, Lockheed Martin and Northrop Grumman. She is a proud Air Force Veteran and a certified Green Belt with an MBA with technology management emphasis and a variety of certifications, including Agile, Architecture and Systems Engineering and MBSE. Tina Ghataore joined Aerospacelab in August 2023 as Group Chief Strategy and Revenue Officer, and CEO of Aerospacelab's new North American branch. Prior to joining the fast-growing international startup specialized in designing, manufacturing and operating small satellites, Tina served as Chief Commercial Officer of Mynaric and President of Mynaric USA where she led the company's efforts to position Mynaric as the preferred laser communication provider for aerospace application for both government and commercial markets. In 2022, Tina's contribution to the aerospace industry was recognized by both the public and industry peers alike when she was voted Via Satellite's "Satellite Executive of the Year," accepting her award in front of a select audience at the industry's leading annual conference SATELLITE 2022.

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty answers listeners’ questions about measles and explains what new standards are concerning “healthy” food in grocery stores.

Have you ever gotten consumed by watching a couple argue in public and trying to decipher what's really going on between them? Denise Duhamel's deliciously entertaining “How It Will End” offers us that experience. Come for the voyeurism, stay for the awareness it stirs up. Why are we so captivated by other people's disagreements? And how can what we notice about them teach us about ourselves?Denise Duhamel is a distinguished university professor in the MFA program at Florida International University in Miami. She is the author of several poetry collections, including Pink Lady, Scald, and Blowout. She is a recipient of fellowships from the Guggenheim Foundation and the National Endowment for the Arts.Find the transcript for this show at onbeing.org.We're pleased to offer Denise Duhamel's poem and invite you to subscribe to Pádraig's weekly Poetry Unbound Substack newsletter, read the Poetry Unbound book, or listen to past episodes of the podcast. Order your copy of Kitchen Hymns (new poems from Pádraig) and 44 Poems on Being with Each Other (new essays by Pádraig) wherever you buy books.

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty shares details about Pope Francis’ condition and what antibiotics and medications he is currently taking.

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty shares details about a bird flu vaccine for humans as well as a measles outbreak in Texas.

The road to Queen Elizabeth II's implementation of African reforms was rough, especially in the first two decades following her ascension to the throne. In Queen Elizabeth II and the Africans (Leuven UP, 2024), Raphael Chijioke Njoku examines Queen Elizabeth II's role in the African decolonization trajectories and the postcolonial state's quest for genuine political and economic liberation since 1947. By locating Elizabeth at the center of Anglophone Africa's independence agitations, the account harnesses the African interests to tease out the monarch's dilemma of complying with Whitehall's decolonization schemes while building an inclusive and unified Commonwealth in which Africans could play a vital role. Njoku argues that to gratify British lawmakers in her complex and marginal place within the British parliamentary system of conservative versus reformist, Elizabeth's contribution fell short of African nationalists' expectations on account of her silence and inaction during the African decolonization raptures. Yet ultimately, the author concludes, she helped build an inclusive and unified organization in which Africans could assert and appropriate political and economic autarky. Kanayo Nomeh, Ph.D. Candidate in International Relations at Florida International University, specializing in Africa's diaspora relations, superpowers and geopolitical rivalry, and African-China sociopolitical dynamics. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

The road to Queen Elizabeth II's implementation of African reforms was rough, especially in the first two decades following her ascension to the throne. In Queen Elizabeth II and the Africans (Leuven UP, 2024), Raphael Chijioke Njoku examines Queen Elizabeth II's role in the African decolonization trajectories and the postcolonial state's quest for genuine political and economic liberation since 1947. By locating Elizabeth at the center of Anglophone Africa's independence agitations, the account harnesses the African interests to tease out the monarch's dilemma of complying with Whitehall's decolonization schemes while building an inclusive and unified Commonwealth in which Africans could play a vital role. Njoku argues that to gratify British lawmakers in her complex and marginal place within the British parliamentary system of conservative versus reformist, Elizabeth's contribution fell short of African nationalists' expectations on account of her silence and inaction during the African decolonization raptures. Yet ultimately, the author concludes, she helped build an inclusive and unified organization in which Africans could assert and appropriate political and economic autarky. Kanayo Nomeh, Ph.D. Candidate in International Relations at Florida International University, specializing in Africa's diaspora relations, superpowers and geopolitical rivalry, and African-China sociopolitical dynamics. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

The road to Queen Elizabeth II's implementation of African reforms was rough, especially in the first two decades following her ascension to the throne. In Queen Elizabeth II and the Africans (Leuven UP, 2024), Raphael Chijioke Njoku examines Queen Elizabeth II's role in the African decolonization trajectories and the postcolonial state's quest for genuine political and economic liberation since 1947. By locating Elizabeth at the center of Anglophone Africa's independence agitations, the account harnesses the African interests to tease out the monarch's dilemma of complying with Whitehall's decolonization schemes while building an inclusive and unified Commonwealth in which Africans could play a vital role. Njoku argues that to gratify British lawmakers in her complex and marginal place within the British parliamentary system of conservative versus reformist, Elizabeth's contribution fell short of African nationalists' expectations on account of her silence and inaction during the African decolonization raptures. Yet ultimately, the author concludes, she helped build an inclusive and unified organization in which Africans could assert and appropriate political and economic autarky. Kanayo Nomeh, Ph.D. Candidate in International Relations at Florida International University, specializing in Africa's diaspora relations, superpowers and geopolitical rivalry, and African-China sociopolitical dynamics. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-studies

This week on the South Florida Roundup, we talked with Miami's Roman Catholic Archbishop Thomas Wenski, who's had a lot to say about the Trump administration's controversial pursuit of undocumented migrants — and its swipes at the Church (01:11). We also looked at another controversial trend: top Republican politicos taking the helm at colleges like Florida International University and Florida Atlantic University (20:09). And we examined the trial of Colombia's former president: is it politicized justice (35:33)?

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty shares details about why there is a rapid increase in flu cases and medicine that you can take for it. She also talks about how you can distinguish a cold from […]

Join us for an inspiring conversation with Heather Monahan, best-selling author of Confidence Creator, keynote speaker, and founder of Boss In Heels! Heather shares her incredible journey from corporate C-suite to entrepreneurial success, offering invaluable insights on confidence, risk-taking, and building your dream. Hear Heather's powerful story of breaking the glass ceiling and finding her true calling. Discover practical tips for building unshakeable confidence in any situation. Learn how to identify and cultivate strategic partnerships for maximum impact. Heather Monahan's impressive background speaks for itself. After nearly two decades climbing the corporate ladder and achieving a Chief Revenue Officer position in Media, Heather became a Glass Ceiling Award winner, was named one of the Most Influential Women in Radio in 2017, and was recognized by Thrive Global as a Limit Breaking Female Founder in 2018. But her journey didn't stop there. Driven by a desire to empower others, Heather left the corporate world to build her own successful business, Boss In Heels, and share her expertise as a confidence expert. Heather's book Confidence Creator quickly became a #1 Amazon bestseller, solidifying her reputation as a leading voice in personal and professional development. Today, she works with Fortune 500 companies and professional sports teams, helping them cultivate confidence within their organizations. She is also a mentor and leader in the South Florida community, serving on Florida International University's Advisory Council. Don't miss this chance to learn from a true trailblazer!   Another inspirational episode ➡️ Nothing But The Truth |

Join us for an inspiring conversation with Heather Monahan, best-selling author of Confidence Creator, keynote speaker, and founder of Boss In Heels! Heather shares her incredible journey from corporate C-suite to entrepreneurial success, offering invaluable insights on confidence, risk-taking, and building your dream. Hear Heather's powerful story of breaking the glass ceiling and finding her true calling. Discover practical tips for building unshakeable confidence in any situation. Learn how to identify and cultivate strategic partnerships for maximum impact. Heather Monahan's impressive background speaks for itself. After nearly two decades climbing the corporate ladder and achieving a Chief Revenue Officer position in Media, Heather became a Glass Ceiling Award winner, was named one of the Most Influential Women in Radio in 2017, and was recognized by Thrive Global as a Limit Breaking Female Founder in 2018. But her journey didn't stop there. Driven by a desire to empower others, Heather left the corporate world to build her own successful business, Boss In Heels, and share her expertise as a confidence expert. Heather's book Confidence Creator quickly became a #1 Amazon bestseller, solidifying her reputation as a leading voice in personal and professional development. Today, she works with Fortune 500 companies and professional sports teams, helping them cultivate confidence within their organizations. She is also a mentor and leader in the South Florida community, serving on Florida International University's Advisory Council. Don't miss this chance to learn from a true trailblazer!   Another inspirational episode ➡️ Nothing But The Truth |

Dr. Aileen Marty, Infectious Disease Specialist and Professor at Florida International University, joins Bob Sirott to talk about the latest health news. Dr. Marty shares details about what pediatricians are saying about the spike in influenza cases, an increase in lung cancer among non-smokers, and an update on bird flu cases.

Sue Kim and Myuriel Von Aspen, Building Productive Partnerships   ROUNDING UP: SEASON 3 | EPISODE 10 In this episode, we examine the practice of building productive student partnerships. We'll talk about ways  educators can cultivate joyful and productive partnerships and the role the educator plays once students are engaged with their partner.  BIOGRAPHIES Sue Kim is an advocate for children's thinking and providing them a voice in learning mathematics. She received her teaching credential and master of education from Biola University in Southern California. She has been an educator for 15 years and has taught and coached across TK–5th grade classrooms including Los Angeles Unified School District and El Segundo Unified School District as well as several other Orange County, California, school districts.  Myuriel von Aspen believes in fostering collaborative partnerships with teachers with the goal of advancing equitable, high-quality learning opportunities for all children. Myuriel earned a master of arts in teaching and a master of business administration from the University of California, Irvine and a bachelor of science in computer science from Florida International University. She currently serves as a math coordinator of the Teaching, Learning, and Instructional Leadership Collaborative. ​ RESOURCES Catalyzing Change in Early Childhood and Elementary Mathematics by National Council of Teachers of Mathematics Purposeful Play by Kristine Mraz, Alison Porcelli, and Cheryl Tyler  Hands Down, Speak Out: Listening and Talking Across Literacy and Math K–5 by Kassia Omohundro Wedekind and Christy Hermann Thompson TRANSCRIPT Mike Wallus: What are the keys to establishing productive student partnerships in an elementary classroom? And how can educators leverage the learning that happens in partnerships for the benefit of the entire class? We'll explore these and other questions with Sue Kim and Myuriel von Aspen from the Orange County Office of Education on this episode of Rounding Up.  Well, hi, Sue and Myuriel. Welcome to the podcast. Myuriel von Aspen: Hi, Mike.  Sue Kim: Thanks for having us. Mike: Thrilled to have you both.  So, I first heard you two talk about the power of student partnerships in a context that involved counting collections. And during that presentation, you all said a few things that I have been thinking about ever since. The first thing that you said was that neuroscience shows that you can't really separate emotions from the way that we learn. And I wonder what do you mean when you say that and why do you think it's important when we're thinking about student partnerships? Myuriel: Yes, absolutely. So, this idea comes directly from neuroscience research, the idea that we cannot build memories without emotions. I'm going to read to you a short quote from the NCTM [National Council of Teachers of Mathematics] publication Catalyzing Change in Early Childhood and Elementary Mathematics that says, “Emerging evidence from neuroscience strongly shows that one cannot separate the learning of mathematics content from children's views and feelings toward mathematics.”  So, to me, what that says is that how children feel has a huge influence on their ability to learn math and also on how they feel about themselves as learners of math. So, depending on how they feel, they might be willing to engage in the content or not. And so, as they're engaging in counting collections and they're enjoying counting and they feel joyful and they're doing this with friends, they will learn better because they enjoy it, and they care about what they're doing and what they're learning. Mike: You know, this is a nice segue to the other thing that has been on my mind since I heard you all talk about this because I remember you said that students don't think about a task like counting collections as work, that they see it as play. And I wonder what you think the ramifications of that are for how we approach student partnership? Sue: Yeah, you know, I've been in so many classrooms across TK through fifth [grade], and when I watch kids count collections, we see joy, we see engagement in these ways. But I've also been thinking about this idea of how play is even defined, in a way, since you asked that question that they think of it as play.  Kristine Mraz, teacher, author, and a consultant, has [coauthored] a book called Purposeful Play. And I remember this was the first time I hear about this reference about Vivian Paley, an American early childhood educator and researcher, stress through her career, the importance of play for children when she discovered in her work that play's actually a very complex activity and that it is indeed hard work. It's the work of kids. It's the work of what children do. That's their life, in a sense. And so, something I've been thinking about is how kids perceive play is different than how adults perceive play. And so, they take it with seriousness. There is a complex, very intentionality behind things that they do and say. And so, when we are in our session, and we reference Megan Franke, she says that when young people are engaging with each other's ideas, what they're able to do is mathematically important. But it's also important because they're learning to learn together. They're learning to hear each other. They're developing social and emotional skills as they try and navigate and negotiate each other's ideas. And I think for kids that this could be considered play, and I think that's so fascinating because it's so meaningful to them. And even in a task like counting, they're doing all these complex things. But as adults we see them, and we're like, “Oh, they're playing.” But they are really thinking deeply about some of these ideas while they're developing these very critical skills that we need to give opportunities for them to develop. Myuriel: I like that idea of leaning into the play that you consider maybe not as serious, but they are. Whether they're playing seriously or not, that you might take that opportunity to make it into a mathematical question or a mathematical reflection. Sue: I totally agree with you. And taking it back to that question that you asked, Mike, about, “How do we approach student partnerships then?” And I think that we need to approach it with this lens of curiosity while we let kids engage in these ways and opportunities of learning to hear each other and develop these social-emotional skills, like we said. And so, when you see kids that we think are “playing” or they're building a tower: How might we enter that space with a lens of curiosity? Because to them, I think it's serious work. We can't just think, “Oh, they're not really in the task” or “They're not doing what they were supposed to do.” But how do we lean into that space with a lens of curiosity as Megan reminded us to do, to see what mathematical things we can tap into? And I think that kids always rise to the occasion. Mike: I love that. So, let's talk about how educators can cultivate joyful and productive student partnerships. I'm going to guess that as is often the case, this starts by examining existing beliefs that I might have and some of my expectations. Sue: Yeah, I think it really begins with your outlook and your identity as a teacher. What's your outlook on what's actually possible for kids in your class? Do you believe that kids as young as 4-year-olds can take on this responsibility of engaging with each other in these intelligent ways? Unless we begin there and we really think and reflect and examine what our beliefs are about that, I think it's hard to go and move beyond that, if that makes sense.  And like what we just talked about, it's being open to the curiosity of what could be the capacity of how kids learn. I've seen enough 4-year-olds in TK classrooms doing these big things. They always blow my mind, blow my expectations, when opportunities are given to them and consistently given to them. And it's a process, right? They're not going to start on day one doing some of these more complex things. But they can learn from one another, and they also learn from you as a teacher because they are really paying attention. They are attending to some of these complex ideas that we put in front of them. Mike: Well, you hit on the question that I was thinking about. Because I remember you saying that part of nurturing partnerships starts with a teacher and perhaps a pair of children at a table. Can you all paint a picture of what that might look like for educators who are listening? Sue: Yeah, so actually in one of the most recent classrooms, I went in, and this teacher allowed me to partner with her in this work. She wanted to be able to observe and do it in a structured way so that she could pick up on some details of noticing the things that kids were doing. And so, she would have a collection out, or they got to choose. She was really good about offering choice to kids, another way to really engage them. And so, they would choose. They would come together. And then she started just taking some anecdotal notes on what she heard kids saying, what she saw them doing, what they had to actually navigate through some of the things, the stuck moments that came up.  From that, we were able to develop, “OK, what are some goals? We noticed Students A and B doing this and speaking in these ways. What might be the next step that we might want to put into a mini lesson or model out or have them actually share with the class what they were working on mathematically?” Whether it was organization, or how they decided they wanted to represent their count, how they counted and things like that.  And so, it was just this really natural process that took place that we were able to really lean into and leverage that kids really responded to because it wasn't someone else's work or a page from a textbook. It was their work, their collection that was meaningful to them and they had a true voice and a stake in that work. Mike: I feel like there have been points in time where my understanding of building groups was almost like an engineering problem, where you needed to model what you wanted kids to do and have them rehearse it so specifically. But I think what sits at the bottom of that approach is more about compliance. And what I loved about what you described, Sue, is a process where you're building on the mathematical assets that kids are showing you during their time together—but also on the social assets that they're showing you. So, in that time when you might be observing a pair or a partnership playing together, working together with something like counting collections, you have a chance to observe the mathematics that's happening. You also have a chance to observe the social assets that you see happening. And you can use that as a way to build for that group, but also to build for the larger group of children. And that just feels really profoundly different than, I think, how I used to think about what it was to build partnerships that were “effective.” Myuriel: You know, Mike, I think it's not only compliance. It's also that control. And what it makes me think about is, when we want to model ourselves what we want students to do, instead of—exactly what you said, looking at what they're doing and bringing that knowledge, those skills, that wisdom that's in the room from the students to show to others so that they feel like their knowledge counts. The teacher is not only the only authority or the only source of knowledge in the room—we bring so much, and we can learn from each other. So, I think it's so much more productive and so effective in developing the identity of students when you are showing something that they're doing to their peers versus you as an adult telling them what to do. Mike: Yeah. Are there any particular resources that you all have found helpful for crafting mini lessons as students are learning about how to become a partnership or to be productive in a partnership? Myuriel: Yes. One book that I love, it's not specific to counting collections, but it does provide opportunities for teachers to create micro-lessons when students are listening and talking to each other. It's Hands Down, Speak Out: Listening and Talking Across Literacy and Math K–5 by Kassia [Omohundro] Wedekind and Christy [Hermann] Thompson. And the reason why I love this book is because it provides, again, these micro-lessons depending on what the teacher is noticing, whether it is that the teacher is noticing that students need support listening to each other or maybe making their ideas clear. Or maybe students need to learn how to ask questions more effectively or even reflect on setting and reflecting on the goals that they have as partners. It does provide ideas for teachers to create those micro-lessons based on what the teacher is noticing. Sue: Yeah, I guess I want to add to that, Mike, as well, the resources that Myuriel said. But also, I think this is something I really learned along the process of walking alongside this teacher, was looking at partnerships through a mathematical lens and then a social lens. And so, the mini lesson could be birthed out of watching kids in one day. It might be a social lens thinking about, “They were kind of stuck because they wanted to choose different collections. What might we do about that?” And that kind of is tied to this problem-solving type of skill and goal that we would want kids to work on. That's definitely something that's going to come up as kids are working in partnerships. These partnerships are not perfect and pristine all the time. I think that's the nature of the job. And just as humans, they're learning how to get along, they're learning how to communicate and navigate and negotiate these things. And I think those are beautiful opportunities for kids and for teachers, then, to really lean into as goals, as mini lessons that can be out of this. And these mini lessons don't have to be long and drawn out. They can be a quick 5-, 10-minute thing. Or you can pause in the middle of counting and kind of spotlight the fact that “Mike and Brent had this problem, but we want to learn from them because they figured out how to solve it. And this is how. Let's listen to what happened.” So, these natural, not only places in a lesson that these opportunities for teaching can pop up, but that these mini lessons come straight from kids and how they are interacting and how they are taking up partnerships, whether it be mathematical or social. Mike: I think you're helping me address something that if I'm transparent about was challenging for me when I was a classroom teacher. I got a little bit nervous about what was happening and sometimes I would shut things down if I perceived partnerships to be, I don't know, overwhelming or maybe even messy. But you're making me think now that part of this work is actually noticing what are the assets that kids have in their social interactions in the way that they're playing together, collaborating together, the mathematics? And I think that's a big shift in my mind from the way that I was thinking about this work before. And I wonder, first of all, is this something that you all notice that teachers sometimes are challenged by? And two, how you talk to someone who's struggling with that question of like, “Oh my gosh, what's happening in my classroom?” Myuriel: Yes, I can totally understand how teachers might get overwhelmed. We hear this from, not only from teachers trying to do the work of counting collections, but even just using tools for students to problem-solve because it does get messy. I like the way Sue keeps emphasizing how it will be messy. When you have rich mathematical learning happening, and you're using tools and collections and you have 30 students having conversations, it definitely will get messy. But I would say that something that teachers can do to mitigate some of that messiness is to think about the logistics ahead of time and be intentional about what you are planning to do. So, some of the things that they may want to think about is: How are students going to access the counting collections? Where are you going to [put] the tools that they're going to be using? Where physically in the classrooms will students get together to have collections so that they have enough room to spread out and record and talk to each other? And just like Sue was mentioning: How do I partner students so that they do have a good experience, and they support each other? So, all of these things that might cost a bit of chaos if you don't think about them, you can actually think about each one of those ahead of time so that you do have a plan for each one of those.  Another thing that teachers may want to consider thinking about is, what do they want to pay attention to when they are facilitating or walking around? There's a lot that they need to pay attention to. Just like Sue mentioned, it is important for them to pay attention to something because you want to bring what's in the room to connect it and have these mini lessons of what students actually need. And also, thinking about after the counting collections: What worked and what didn't? And what changes do I want to make next time when I do this again? Just so that there is a process of improvement every time. Because as Sue had mentioned, it's not going to happen on day one. You are learning as a teacher, and the students are learning. So, everybody in that room is learning to make this a productive and joyful experience. Sue: Yeah, and another thing that I would definitely remind teachers about is that there's actually research out there about how important it is for kids to engage with one another's mathematical ideas. I'm so thankful that people are researching out there doing this work for us. And this goes along with what Myuriel was saying, but the expectations that we put on ourselves as teachers sometimes are too far. We're our biggest critique-ers of the work that we do. And of course we want things to go well, but to make it more low-risk for yourself. I think that when we lower those stakes, we're more prone to let kids take ownership of working together in these ways, to use language and communication that makes sense while doing math and using these cognitive abilities that are still in the process of developing. And I think they need to remember that it takes time to develop, and it's going to get there. And kids are going to learn. Kids are going to do some really big things with their understanding. But giving [yourself] space, the time to learn along with your students, I think is very critical so that you feel like it's manageable. You feel like you can do it again the next day. Mike: Tell me a little bit about how you have seen educators use things like authentic images or even video to help their students make sense of what it means to work in a partnership. What have you seen teachers do? Sue: Yeah. Not to mention how that is one sure way to get kids engaged. I don't know if you've been in a room full of first graders or kindergartners, but if you put a video image up that's them counting and showing how they are thinking about things, they are one-hundred-percent there with you. They love being acknowledged and recognized as being the doers and the sensemakers of mathematics. And it goes into this idea of how we position kids competently, and this is another way that we can do that. But capturing student thinking in photos or a short clip has really been a powerful tool to get kids to engage in each other's ideas in a deeper way. I think it allows teachers and students to pause and slow down and really focus in on the skill of noticing. I think people forget that noticing is a skill you have to teach. And you have to give opportunities for kids to actually do these things so they can see mathematically what's happening within the freeze-frame of this image, of this collection, and how we might ask questions to help facilitate and guide their thinking to think deeply about these ideas. And so, I've seen teachers use them with partners, and they may say, “Hey, here's one way that they were counting. How do you think they counted within the frame of this picture or this photo that we took?” And then kids will have these conversations. They'll engage mathematically what they think, and then they might show the video clip of the students actually counting. And they get to make predictions. They get to navigate the language around what they think. And it's just, again, been a really nice tool that has then branched out into whole-group discussions. So, you can use it with partnerships and engage certain kids in specific ways, but then being able to utilize that and leverage that in whole-group settings has really been powerful to see. Myuriel: I also recently observed a teacher with pictures, showing students different tools that different partners were using and having those discussions about, “Why did this tool work and why didn't this one?” or “What will you have to do if your collection gets bigger?” So, it is a great opportunity to really show from what they're using and having those discussions about what works and what doesn't, and “Why would I use this versus this?” from their own work. Mike: Myuriel, what you made me wonder is if you could apply this same idea of using video or images to help support some of those social goals that we were talking about for students as well. Myuriel: I think that you could. I can just imagine that if you see two students working together and supporting each other or asking some good questions and being curious, you could record them and then show that to the others to ask them what they're noticing. “How are these two students supporting each other in their learning?” Even “How are they being kind to each other when they make a mistake?” So, there is so much power in using video for not just the mathematical skills, but also for the social skills. Sue: Myuriel, when you're talking, you're reminding me about two particular students that we have watched, and we have recorded video around, actually, when they came to a disagreement.  There was this one instance when a couple of students came to a disagreement about what to call the next number of the sequence. And that was a really cool moment because we actually discovered, “Wow, these two peers had enough trust in each other to pause, to listen to both sides.” And then when it came time to actually call the number and the sequence, the other student actually trusted enough and listened to the reasoning of the other student to say, “OK, I'm going to go along with you, and I think that should be what the sequence is.” And it was just a really neat opportunity and—that this teacher actually showed in front of kids just to see what kids would say in response to that particular moment. Myuriel: It was actually one very cute, but very interesting moment when you see that second student who's listening to the other one. And actually at first she kind of argued with him a little bit about, “No, it's not this number.” But the second time around, when she counted, she paused right at that same spot where she had trouble before, and she set the number that he had suggested the earlier time so that you see that she's listening, she's considering someone else's ideas, and she's learning the correct sequence. Yes, that was really amazing to see. Sue: So, it's the sequence of numbers that they're working on, but think about all the social aspects of what is happening and developing, and I think that they're addressing it and that they're having to engage with [it]. It's [a] very complex situation that they're learning a lot of skills around in that very moment. Mike: You know, I wonder how an educator might think about their role once students are actually engaged with a partner. How do you all think about goals, or the role of the teacher, once students are working with a partner? Sue: I think that one of the things we're really thinking about and being more intentional about is: When do we actually interject, or when do we as teachers actually say something? When and how do we make those decisions? And for several years now, I've really taken on this notion that we are facilitators. Yes, we're teachers. But more than anything, we are facilitators of the students in our class, and we want to really give them the opportunity to work through some of these ideas. And we will have set up partnerships based on what we've seen and notes that we took as kids have been working. But it's an ever-innovated process, I think. And I think something that's always going to be on the forefront is that idea: How are we facilitating? How are we deciding when we want to say something or interject, and why? And what is it that we are trying to get kids to think about? Because I think we need to help students realize that they are always in the driver's seat of what they're doing, especially if they're in a partnership. And there are targeted things that we can have them maybe think about when we drop a question based on what we're noticing. Or maybe when they're stuck, and they're in the middle of negotiating something. But I really think that it starts there with us kind of thinking about: What is our role? Is it OK that we step back and we just watch even if they have to problem-solve through something that feels like, “Oh, I don't know if they're going to get through that moment.” But we've got to let them. We've got to give them opportunities to do that without having to rescue them every single time. Myuriel: And you're right, Sue, we've seen it so many times when if you just bite your tongue, 10 seconds later, it's happening, right? They're helping each other, and they get to the idea that you thought you had to bring up to them. But they were able to resolve it. So, if we only allow that time for them to process the idea or to revise their thinking or to allow the other partner to support their partner, it will happen. Sue: Yeah, and I think that doesn't mean that we can't set kids up. I've seen teachers launch the lesson with something a partner did before yesterday, and they will have referred to a protocol or something they're working on. And then as facilitators, we can then go out, and we might already be thinking about, “Oh, I want to be watching these two partnerships today”—having in mind, “OK, this is my target idea for them, my target goal for them.” So, there are definite ways that we can frame and decide who we want to watch and observe, but while in the balance of letting kids do what they're going to do and what the expectation of being surprised. Because kids always surprise us with their brilliance. Mike: Yeah, there's multiple things that came to mind as I was listening to you all talk about this. The first one is how it's possible to inadvertently condition kids to see the teacher coming and look and stop and potentially look for the teacher to say something. We actually do want to avoid that. We want to see their thinking.  The other piece is the difference between, as you said, potentially dropping a question and interjecting, as you said, Myuriel, biting your tongue and letting them persist through—whether it's an idea they're grappling with or a struggle for what to do next—that there's so much information in those moments that we can learn or that might help us think about what's next. It's a challenge, I think, because math culture in the United States is such that we're kind of trained to see something that looks like a mistake. “Let's get in there.” And I hear you giving people permission to say, “Actually, it's OK to step back and watch their thinking and watch them try to make sense of things because there's a big payoff there.” Sue: Absolutely. Yeah.  Myuriel: Yes. And, Mike, I think we as teachers—you feel the need of having to address every single “mistake” per either individual student or per partnership. And sometimes you feel like, “I have 30 students, how can I possibly do that?” And I think that's where the power of doing a share out from what you've observed, bringing everyone together, learning from what was in the room, right? Because just like Sue was saying, it's not that you don't ever set up kids with knowledge of what you've observed, but you bring the power. It's what you're bringing, what's in the room, what you've noticed. But you share it out, or you have students share it out, with everyone so that everyone is moving forward. Mike: I have a follow-up question for you all about goals for partnerships. I'm wondering how you think about the potential for partnerships as a way to help develop language, be it academic or social, for students. Are there particular practices that you imagine educators could take up if language development was one of their goals? Myuriel: I'm so glad you're asking that question because I don't think we can learn math without language. I don't think we can learn anything without language. And I think that working in partnerships provides such an authentic, meaningful way of developing language because students are in conversations with each other. And we know that conversation is one way that ideas develop conversations or even sharing your thinking. Sometimes we notice that as students are sharing their thinking, and they're listening to themselves, they catch themselves making a mistake, and they are able to revise their thinking based on what they are saying. So again, I think it is the perfect opportunity for students to mathematically learn counting sequence or socially learn how to negotiate and make sense of what they're going to represent, when they're counting, or to explain their thinking. And we know, of course, that one of the mathematical practices is justifying, explaining your thinking. So, it's important to provide those opportunities for students to do that in this kind of structural way. I also think that working in partnerships provides this opportunity for teachers to listen and notice if there's any language that students are starting to use that can be shared with others. So again, this idea that you hear it from someone in the room and that's going to help everybody else grow. Or that if students are doing something and you can name it, provide those terms to students. So, for example, just like I mentioned, somebody's explaining their thinking and through that they change their mind. They revised their thinking. Actually sharing that with the whole class and naming it: “Oh, they were revising their thinking” or sharing how they were explaining something with academic language so that others can also use that language as they're explaining their own thinking. So, I think that those are powerful ways to provide opportunities for everyone's academic language or social skills through language to be developed. Sue: Yeah, I think that another big idea that comes out of that language piece is just how kids are learning to make sense of how to be partners, especially our younger students, our younger mathematicians. They're really needing to figure out like, “Oh, what does it mean to take turns to speak about this and how I use my words in this way versus another?” And I think that's another big opportunity for kids to build those skills because we can't just assume that kids come into our classrooms knowing how to talk in these ways, how to address each other, how to engage respectfully, that they can disagree respectfully, even in partnerships. And we want them to have the time and space to be able to develop those skills through language as well. Mike: You know, I think the mental movie that I have for the point in time after children have engaged in any kind of partnership task, be it counting collections or something else, has really shifted. Because I think beforehand the way the movie ended was potentially sharing a student's representation if they had represented something on a piece of paper that showed what they had physically done with their things. And I still think that's valid and important, particularly if that's one of your goals.  But you're making me think a lot more about the potential of images of students at work as they're going through the process or video and how closing, or potentially opening the next time, with that really just kind of expands this idea of what's happening. Being able to look at a set of hands that are on a set of materials or in the process of moving materials or listening to language that's emerging from students in the form of a short video. There's a lot of richness that you could capture, and it's also a little bit more of a diverse way of showing what's going on. And it feels like another way to really position what you're doing—not just the output in the form of the paper representation—but what you're actually doing is valuable, and it's a contribution. And I think that just feels like there's a lot of potential in what you all are describing. Sue: I think you hit the nail on the head. We're trying, and it's hard work. But to be open to these ideas, to these possibilities. And like you said, it's positioning kids so drastically different than how we've been doing it for so many years. And how you're actually inviting kids to be contributors of this work that they are now. They have the knowledge. They are the ones that hold the knowledge in the room. And how we frame kids and what they're doing is I think very critical because kids learn from that, and kids have so many things to offer that we need to really be able to think about how we want to create those opportunities for kids. Myuriel: And, Mike, something that you said also made me think of just like we want to provide those opportunities for students to be creative and to show what they know. What you were talking about, having this new perspective, makes me think about also teachers being creative with how they use counting collections, right? There isn't just the one way. It doesn't mean that at the end of every counting collection, I have to have a share out right at the end and decide at that moment. I could start the day that way. I could start the next session that way. I could use a video. I could use a picture. I could have students share it. So, you can get creative. And I think that's the beauty also, because I think as a teacher, it's not only the students that are learning; you are learning along with them. Mike: That's a great place to stop. This has been an absolutely fabulous conversation. Thank you both so much for joining us. Myuriel: Thank you. Thank you so much for this opportunity. Sue: Thank you. Thanks for having us. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

This episode features a conversation with George Staikos, the Founder and Educator of The Educated Grape, as well as a guest appearance from the 2024 Sommlympics "Star du Spectacle" award recipient, Marvella Castaneda. George serves as the Head of Education for the US Bureau for the Comité Champagne (CIVC), and they recently sponsored one of the Grand Prizes for the 2024 Sommlympics competition in Atlanta, GA, so we talk about what the trip to Champagne will entail for Sommlympian. George is a 35-year veteran of the wine and hospitality industry known for sharing his passion for wine appreciation. His company specializes in interactive education programs, events, and trips as well as sales consulting for 9 small, family-owned luxury wineries. Prior to his current roles, George held national sales positions for Napa and Sonoma wineries including Jordan Vineyard & Winery, Quintessa, and Ramey Wine Cellars. His national hospitality experience also encompasses food and beverage positions, such as sommelier and food and beverage director, from California, Miami, Washington DC, and New York, operating three AAA Five Diamond rated hotels. He serves as the national officer of the Chaine des Rotisseurs, a worldwide food and wine organization, serving as Grand Echanson (Wine Director) where he organizes the annual regional and national Jeunes Sommelier Competition for qualifying sommeliers under 30 years of age. Staikos is a graduate of Florida International University in Miami with a bachelor's degree in hospitality management. He is married with three children and three granddaughters and resides in Erwinna, PA, an hour outside of Philadelphia. You can follow @educatedgrape on social media and visit www.theeducatedgrape.com to learn more about George's company, and you can visit www.champagne.fr/en to learn more about the CIVC. Recorded January 8, 2025

How Black and white Cubans navigated issues of race, politics, and identity during the post-Civil War and early Jim Crow eras in South Florida. On July 4, 1876, during the centennial celebration of US independence, the city of Key West was different from other cities. In some of post–Civil War Florida, Black residents were hindered from participating in 4th of July festivities, but Key West's celebration, “led by a Cuban revolutionary mayor working in concert with a city council composed of Afro-Bahamians, Cubans, African Americans, and Anglos,” represented a profound exercise in interracial democracy amid the Radical Reconstruction era. Constructing Cuban America: Race and Identity in Florida's Caribbean South, 1868–1945 (U Texas Press, 2024) examines the first Cuban American communities in South Florida—Key West and Tampa—and how race played a central role in shaping the experiences of white and Black Cubans. Andrew Gomez argues that factors such as the Cuban independence movement and Radical Reconstruction produced interracial communities of Cubans that worked alongside African Americans and Afro-Bahamians in Florida, yielding several successes in interracial democratic representation, even as they continued to wrestle with elements of racial separatism within the Cuban community. But the conclusion of the Cuban War of Independence and early Jim Crow laws led to a fracture in the Cuban-American community. In the process, both Black and white Cubans posited distinct visions of Cuban-American identity. Andrew Gomez is an associate professor of history at the University of Puget Sound. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

How Black and white Cubans navigated issues of race, politics, and identity during the post-Civil War and early Jim Crow eras in South Florida. On July 4, 1876, during the centennial celebration of US independence, the city of Key West was different from other cities. In some of post–Civil War Florida, Black residents were hindered from participating in 4th of July festivities, but Key West's celebration, “led by a Cuban revolutionary mayor working in concert with a city council composed of Afro-Bahamians, Cubans, African Americans, and Anglos,” represented a profound exercise in interracial democracy amid the Radical Reconstruction era. Constructing Cuban America: Race and Identity in Florida's Caribbean South, 1868–1945 (U Texas Press, 2024) examines the first Cuban American communities in South Florida—Key West and Tampa—and how race played a central role in shaping the experiences of white and Black Cubans. Andrew Gomez argues that factors such as the Cuban independence movement and Radical Reconstruction produced interracial communities of Cubans that worked alongside African Americans and Afro-Bahamians in Florida, yielding several successes in interracial democratic representation, even as they continued to wrestle with elements of racial separatism within the Cuban community. But the conclusion of the Cuban War of Independence and early Jim Crow laws led to a fracture in the Cuban-American community. In the process, both Black and white Cubans posited distinct visions of Cuban-American identity. Andrew Gomez is an associate professor of history at the University of Puget Sound. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/latino-studies

How Black and white Cubans navigated issues of race, politics, and identity during the post-Civil War and early Jim Crow eras in South Florida. On July 4, 1876, during the centennial celebration of US independence, the city of Key West was different from other cities. In some of post–Civil War Florida, Black residents were hindered from participating in 4th of July festivities, but Key West's celebration, “led by a Cuban revolutionary mayor working in concert with a city council composed of Afro-Bahamians, Cubans, African Americans, and Anglos,” represented a profound exercise in interracial democracy amid the Radical Reconstruction era. Constructing Cuban America: Race and Identity in Florida's Caribbean South, 1868–1945 (U Texas Press, 2024) examines the first Cuban American communities in South Florida—Key West and Tampa—and how race played a central role in shaping the experiences of white and Black Cubans. Andrew Gomez argues that factors such as the Cuban independence movement and Radical Reconstruction produced interracial communities of Cubans that worked alongside African Americans and Afro-Bahamians in Florida, yielding several successes in interracial democratic representation, even as they continued to wrestle with elements of racial separatism within the Cuban community. But the conclusion of the Cuban War of Independence and early Jim Crow laws led to a fracture in the Cuban-American community. In the process, both Black and white Cubans posited distinct visions of Cuban-American identity. Andrew Gomez is an associate professor of history at the University of Puget Sound. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

How Black and white Cubans navigated issues of race, politics, and identity during the post-Civil War and early Jim Crow eras in South Florida. On July 4, 1876, during the centennial celebration of US independence, the city of Key West was different from other cities. In some of post–Civil War Florida, Black residents were hindered from participating in 4th of July festivities, but Key West's celebration, “led by a Cuban revolutionary mayor working in concert with a city council composed of Afro-Bahamians, Cubans, African Americans, and Anglos,” represented a profound exercise in interracial democracy amid the Radical Reconstruction era. Constructing Cuban America: Race and Identity in Florida's Caribbean South, 1868–1945 (U Texas Press, 2024) examines the first Cuban American communities in South Florida—Key West and Tampa—and how race played a central role in shaping the experiences of white and Black Cubans. Andrew Gomez argues that factors such as the Cuban independence movement and Radical Reconstruction produced interracial communities of Cubans that worked alongside African Americans and Afro-Bahamians in Florida, yielding several successes in interracial democratic representation, even as they continued to wrestle with elements of racial separatism within the Cuban community. But the conclusion of the Cuban War of Independence and early Jim Crow laws led to a fracture in the Cuban-American community. In the process, both Black and white Cubans posited distinct visions of Cuban-American identity. Andrew Gomez is an associate professor of history at the University of Puget Sound. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history