Podcasts about harvard graduate school

________________________ Get started in April on your most important project. Learn more here _________________________ Retirement planning focuses heavily on finances — investments, Social Security, and risks. But there's another question that often sneaks up on people once the career chapter closes: Do I still matter? Our guest today has spent years researching one of the most powerful psychological needs we have as human beings — the need to feel valued and to add value. Jennifer Breheny Wallace is an award-winning journalist and author of the new book Mattering: The Secret to a Life of Deep Connection and Purpose. Her work explores how feeling significant, appreciated, invested in, and depended on shapes our well-being throughout life. And her insights have important implications for retirement. Because when work ends, many people lose one of the primary places where they knew they mattered — where their contributions were visible, valued, and relied upon. In this conversation, we explore:        • Why the need to matter doesn't diminish with age       • How retirees can build what Jennifer calls a “mattering portfolio”       • The surprising research on relationships and resilience       • Practical daily actions that restore a sense of meaning and contribution If you're thinking about retirement — or already there — this conversation may change how you think about purpose, connection, and belonging in the next chapter. _________________________ Bio Jennifer Breheny Wallace is the author of Mattering: The Secret to a Life of Deep Connection and Purpose.  She is an award-winning journalist and bestselling author whose work explores the power of mattering in our everyday lives. Through research and storytelling, Wallace examines the hidden forces shaping modern life, from the crisis of meaning in achievement culture to the essential role of mattering in personal, workplace, and societal health.  Her first book, Never Enough: When Achievement Culture Becomes Toxic — And What We Can Do About It, was a New York Times Bestseller, an Amazon Best Book of the Year, and a Next Big Idea selection. Wallace is the founder of The Mattering Institute, whose mission is to create cultures of mattering in workplaces and communities, and co-founder of The Mattering Movement, a nonprofit whose mission is to create cultures of mattering in K-12 schools. Wallace has partnered with The LEGO Group on its global Play Unstoppable campaign to address perfectionism and grow confidence through play. She has also consulted with Calm wellness app, Netflix, and is a BCG  BrightHouse Luminary. She serves on the University of Michigan’s Well-being Collective Advisory Council, and the Advisory Board for Making Caring Common, a project of the Harvard Graduate School of Education. Wallace is a Journalism Fellow at The Center for Parent and Teen Communication at the Children's Hospital of Philadelphia. After graduating from Harvard College, Wallace was a journalist for CBS “60 Minutes” and was part of the team that won The Robert F. Kennedy Awards for Excellence in Journalism. She is a contributor to The Wall Street Journal and The Washington Post and frequently appears on national television programs to discuss her work. Wallace serves on the board of the Coalition for the Homeless in New York City, where she lives with her husband and their three children. ___________________________ For More on Jennifer Breheny Wallace Mattering: The Secret to a Life of Deep Connection and Purpose by Jennifer Breheny Wallace Website ___________________________ Mentioned in This Retirement Podcast  The Retirement Crisis No One Warns You About: Mattering – The Wall Street Journal Video: Taylor Mali (What Do You Make?) ____________________________ Your choices shaped your career. But when retirement approaches, a new design challenge appears. Not a financial one. A life design challenge. What will your days look like? What will energize you?  What might the next five years become? In the Designing Your New Life in Retirement program, you’ll step back from the fray and apply design thinking to those questions, with a bias for action. Learn more here. Our next two groups begin in April. Join us and get started on your most important project. _____________________________ Podcast Conversations You May Like What Matters Most – Diane Button How to Live a Meaningful Life – Dave Evans Retiring: Creating a Life That Works for You – Teresa Amabile ____________________________ About The Retirement Wisdom Podcast There are many podcasts on retirement, often hosted by financial advisors with their own financial motives, that cover the money side of the street. This podcast is different. You'll get smarter about the investment decisions you'll make about the most important asset you'll have in retirement: your time. About Retirement Wisdom I help people who are retiring, but aren't quite done yet, discover what's next and build their custom version of their next life. A meaningful retirement doesn't just happen by accident. Schedule a call today to discuss how the Designing Your Life process created by Bill Burnett & Dave Evans can help you make your life in retirement a great one — on your own terms. About Your Podcast Host Joe Casey is an executive coach who helps people design their next life after their primary career and create their version of The Multipurpose Retirement.™ He created his own next chapter after a 26-year career at Merrill Lynch, where he was Senior Vice President and Head of HR for Global Markets & Investment Banking. Joe has earned Master's degrees from the University of Southern California in Gerontology (at age 60), the University of Pennsylvania, and Middlesex University (UK), a BA in Psychology from the University of Massachusetts at Amherst, and his coaching certification from Columbia University. In addition to his work with clients, Joe hosts The Retirement Wisdom Podcast, ranked in the top 1% globally in popularity by Listen Notes, with over 1.6 million downloads. Business Insider recognized Joe as one of 23 innovative coaches who are making a difference. He's the author of Win the Retirement Game: How to Outsmart the 9 Forces Trying to Steal Your Joy. ______________________________ Wise Quotes On Adding Value “I found this very common thread among the hundreds of people that I interviewed who, when they were going through a life transition—if it was retirement or grief, getting divorced, all these things—what they did over and over again was that they found new ways to add value. And so they would look for what I call in the book a genuine need in the world. And then they would use either their time or their talents or their treasure to meet those needs. It's kind of a handy formula for finding purpose.” On Your Mattering Portfolio “Plan your retirement social portfolio—your mattering portfolio—as carefully as you plan your financial portfolio…You are only one decision, one action away from getting back on that path to mattering.”  

Math is one of the subjects that gets the most attention in American education, but how well do we actually understand what good math instruction should look like?Should math classes consist of students solving problem after problem, or should math classes also include opportunities for discussion and group work? Should students learn a topic and then move on to the next topic after they have achieved competency, or should teachers strive to teach each topic deeply, giving students many different strategies for solving problems? And if math education in America were dramatically improved, just how good could it be?On this episode of The Report Card, Nat Malkus discusses these questions, and more, with Jon Star. Nat and Jon discuss conceptual understanding and procedural fluency, whether constructivism has a place in the classroom, the value of worked examples, online curricula and the importance of curricular coherence, what mathematical flexibility is and why it matters, whether students can understand problem-solving strategies more or less well, whether math makes students better problem-solvers more generally, Chinese math education, Jon's experience teaching middle school math and how being a researcher informs his teaching, whether math education research is sufficiently accessible to teachers, how to improve American math education, and how good American math education could be.Jon Star is the Carl H. Pforzheimer, Jr. Professor of Teaching and Learning at the Harvard Graduate School of Education and a middle school math teacher.

Join us for What Stayed, a live Season Two gathering. March 31 · Virtual · Free · Limited spots · konu.org/eventsAs we arrive at the final conversation of Season Two, we turn to one of the deepest questions that has quietly threaded through the entire series: what happens when the conflicts we face are not simply disagreements, but conflicts about identity?In this episode, Michael Koehler sits down with Dr. Hugh O'Doherty, longtime teacher of Adaptive Leadership at the Harvard Kennedy School and a practitioner of peacebuilding shaped by his experience growing up during the Troubles in Northern Ireland.Hugh's life unfolded inside a history of deep division, between Protestant unionists who identified with Britain and Catholic nationalists who identified with Ireland. The Good Friday Agreement brought an end to most large-scale violence in 1998, but the deeper work of peacebuilding, identity, grief, history, and trust, continues.Drawing on decades of work in conflict resolution, Hugh reflects on what exercising leadership looks like when people are asked to engage across seemingly unbridgeable divides. At the heart of the conversation lies a profound paradox: the very identities we cling to in order to know who we are can become the barriers that keep us trapped.Toward the end of the episode, Hugh shares a reading from Prior Unity, a reflection suggesting something radical. Beneath our divisions, unity is not something we must create. It may already be true.What You'll Explore in This EpisodeGrowing Up Inside Conflict: Hugh shares what it meant to grow up in Northern Ireland during decades of violence, where identity was shaped early and reinforced daily, in schools, communities, and public rituals. These early experiences formed the backdrop for his lifelong search to understand the roots of violence.Learning to Sit in the Fire: Working in early peace and reconciliation efforts, Hugh describes the experience of bringing people from opposing sides of the conflict into dialogue, and discovering how little preparation there was for what happens when the "other" is truly encountered. One of the most important capacities he developed was not intellectual. It was the ability to remain in the heat of conflict without fleeing from it.The Paradox of Identity: A turning point came when Hugh realized something unsettling: we often need the other as an enemy in order to know who we are. Letting go of that structure is not simply a change in opinion. It is a loss of identity. Adaptive leadership offers a way of understanding this. People do not resist change. They resist loss.Peace Agreements and Adaptive Work: Hugh reflects on the limits of traditional peace agreements. While they can stop violence, they often leave the deeper adaptive work untouched. Real reconciliation requires something much harder: helping people see how they themselves are participating in the very systems that keep conflict alive.The Inner Work of Peacebuilding: Over time, Hugh came to see that the work of peacebuilding is inseparable from inner work. The divisions we see in the world mirror divisions we carry within ourselves. The journey toward peace is therefore both political and deeply personal.Prior Unity: In the closing moments of the conversation, Hugh shares a reading that has shaped his own path: the idea that beneath our identities and divisions, the world is already a unity. Not a unity we must build, but one we may awaken to.Quotes from This Episode"I learned to sit in the fire." — Dr. Hugh O'Doherty"The more I kept him as the other, the more I realized I was keeping myself imprisoned." — Dr. Hugh O'Doherty"We need the other as enemy in order to know who we are." — Dr. Hugh O'Doherty"People don't resist change. They resist loss." — Dr. Hugh O'Doherty"The world is a prior unity. It is not that there is a unity yet to be established which you must seek for and work on. Unity is so." — Adi Da Samraj, quotes by Dr. Hugh O'DohertyLinks & ResourcesLectures by Hugh O'Doherty https://www.youtube.com/watch?v=f0I1yMElyFAhttps://www.youtube.com/watch?v=jLlnwEUKxMQReading Shared in This Episode Adi Da Samraj. Prior Unity: The Basis for a New Human Civilization. Middletown, CA: The Adi Da Foundation Press, 2015.In this short philosophical work, Adi Da argues that humanity's deepest conflicts arise from the assumption of separateness. The book proposes a different starting point: the recognition that the world is already a prior unity, and that transformation begins with awakening to that reality.About Dr. Hugh O'DohertyDr. Hugh O'Doherty is an adjunct lecturer who has taught leadership and conflict resolution at the Harvard Kennedy School, the Jepson School of Leadership Studies, and the University of Maryland. Raised in Northern Ireland during the Troubles, his work has focused on peacebuilding and dialogue across deep identity divides.He directed the Ireland–US Public Leadership Program for emerging practitioners from across the political parties in Ireland and led the Inter-Group Relations Project bringing together political and community figures to establish protocols for political dialogue. Hugh has consulted with organizations including the Irish Civil Service, the American Leadership Forum, the Episcopalian Clergy Leadership Program, and the Mohawk Community Leadership Program in Canada. His work has also taken him to Bosnia, Croatia, and Cyprus, and he has addressed the United Nations Global Forum on Reinventing Government.He holds an M.Ed. and Ed.D. from the Harvard Graduate School of Education.Continue the ConversationNew episodes of On the Balcony drop every two weeks. Receive additional reflections and resources at konu.org/balcony.Season Three will turn toward practitioners, people out in the world practicing adaptive leadership: their struggles, experiments, and lessons. If you know someone whose practice we should explore, Michael would love to hear from you.Mentioned in this episode:What Stayed? A Post-Season Gathering for Listeners.If something from this season followed you home—a moment of attention, a recognition, a question you're still sitting with—you are not alone. Join us for "What Stayed," a 90-minute gathering featuring intimate breakout conversations to explore what resonated. Limited spots are available. Come sit with us. Reserve your spot for March 31st: https://konu.org/events/on-the-balcony-what-stayed

The Alliance for Civics in the Academy hosted "How Can Universities Strengthen Civic Education in K–12 Schools?" with Jennifer McNabb, Joshua Dunn, and Jenna Storey on March 4, 2026, from 9:00-10:00 a.m. PT. Universities are increasingly reexamining their role as incubators of effective citizenship. An essential yet often overlooked part of this work is strengthening K–12 civic education. This webinar explores how efforts within higher education can support civic learning in K–12 schools, with particular emphasis on the academy's role in training the next generation of educators. ABOUT THE SPEAKERS Meira Levinson is a political theorist/philosopher of education who is working to start a global field of educational ethics that is philosophically rigorous, disciplinarily and experientially inclusive, and both relevant to and informed by educational policy and practice. In doing so, she draws upon scholarship from multiple disciplines as well as her eight years of experience teaching middle school humanities, civics, history, and English in the Atlanta and Boston Public Schools.  Meira has written or co-edited nine books, including Civic Contestation in Global Education and Educational Equity in a Global Context (both 2024, with Ellis Reid, Tatiana Geron, and Sara O'Brien), Instructional Moves for Powerful Teaching in Higher Education (2023, co-authored with Jeremy Murphy), Democratic Discord in Schools (2019, with Jacob Fay), winner of the 2020 AERA Moral Development and Education SIG Outstanding Book Award, and Dilemmas of Educational Ethics (2016, with Jacob Fay). Her book No Citizen Left Behind (2012) won awards in political science, philosophy, social studies, and education and has been translated into Chinese and Japanese. Meira shares educational ethics resources on JusticeinSchools.org, materials to support K-12 educators working in politically charged environments at Educational Values in Action, and resources for youth activists and teacher allies at YouthinFront.org. Each of these projects reflects Levinson's commitment to achieving productive cross-fertilization — without loss of rigor — among scholarship, policy, and practice. Meira earned a B.A. in philosophy from Yale and a D.Phil. in politics from Nuffield College, Oxford University. Her work has been supported by fellowships from Guggenheim, the Edmond & Lily Safra Center for Ethics at Harvard, Harvard Radcliffe Institute, and the National Academy of Education. Prior to joining the Stanford faculty, Meira taught at the Harvard Graduate School of Education. Jennifer McNabb is Professor and Head of the Department of History at the University of Northern Iowa, where she teaches courses on early modern European history and the history of England. She was Co-Chair of UNI's Civic Education Task Force, which created UNI's Center for Civic Education, and she was Co-PI for a National Endowment for the Humanities Connections Grant that developed UNI's first civic education curriculum: "Civic Literacy, Engagement and the Humanities." McNabb is also a Co-PI of a national grant that will establish the Iowa Civic Educators Institute, providing professional development opportunities for in-service and pre-service social studies and history teachers throughout the state. McNabb has received several awards for her teaching and has completed four courses for The Teaching Company's The Great Courses on the Renaissance, witchcraft, sex, and marriage. She currently serves as a Councilor in the Professional Division of the American Historical Association and as president of the Midwest Conference on British Studies. Joshua Dunn (PhD, University of Virginia) serves as Executive Director of the Institute of American Civics at the Howard H. Baker School of Public Policy and Public Affairs at the University of Tennessee, Knoxville. His research and teaching focus on constitutional law and history, education policy, federalism, and freedom of speech and religion. His books include Complex Justice: The Case of Missouri v. Jenkins (University of North Carolina Press), From Schoolhouse to Courthouse: The Judiciary's Role in American Education (Brookings Institution Press) and Passing on the Right: Conservative Professors in the Progressive University (Oxford University Press).  Moderator Jenna Silber Storey is the Ravenel Curry Chair in Civic Thought in the Social, Cultural, and Constitutional Studies Division of the American Enterprise Institute, and Co-Director of AEI's Center for the Future of the American University.  She is also an SNF Agora Fellow at Johns Hopkins University and a Research Fellow at the Civitas Institute at the University of Texas at Austin.  She previously taught political philosophy at Furman University, where she was an Assistant Professor in the Department of Politics and International Affairs, and Executive Director of Furman's Tocqueville Program.  Her writing has appeared in outlets such as The New York Times, The Washington Post, The Wall Street Journal, The Boston Globe, The Chronicle of Higher Education, Inside Higher Ed, First Things, and The National Endowment for the Humanities flagship journal, Humanities.  Dr. Storey is the co-author, with her husband Ben, of Why We Are Restless:  On the Modern Quest for Contentment (Princeton University Press, 2021).  They are currently working on a book titled The Art of Choosing: How Liberal Education Should Prepare You for Life.

What really drives families to make the dangerous journey to the United States? And what happens to them — especially their children — after surviving detention and family separation at the border?In this episode, I speak with Dr. Gabrielle Oliveira, Jorge Paulo Lemann Associate Professor of Education and Brazil Studies at the Harvard Graduate School of Education. Gabrielle's new book, Now We Are Here: Family Migration, Children's Education, and Dreams for a Better Life, documents the lives of 16 families from Central and South America who experienced detention and separation at the US border in 2018 and 2019 — and how they rebuilt their lives afterward.Gabrielle shares how she spent three years building deep, trust-based relationships with these families, and why that kind of research — done with people, not on them — matters so much. We explore the surprising role that the dream of an American education plays in the decision to migrate, why children process trauma so differently than adults, and what a truly equitable, child-centered classroom might look like.We also discuss a quietly unforgettable moment: a first-grade morning meeting where two children, asked what they wanted for lunch, spontaneously connected over eating frozen burritos in an immigration detention center — and what that reveals about how trauma lives in children's bodies and memories.Gabrielle's core message is both simple and urgent: what if we made policy — immigration policy, education policy — by putting all children first?Now We Are Here is available at your local independent bookstore, on Amazon and Barnes & Noble, or directly from Stanford University Press. Find Gabrielle on Instagram and at gabrielleoliveira.com.[00:00:12] Intro — "Do you believe art can change the world?"[00:00:48] Pam introduces the topic — migrant family detention and separation at the border[00:01:48] Introduction of Dr. Gabrielle Oliveira and her book Now We Are Here[00:04:06] Interview begins — Gabrielle describes her book and the 16 families she documented[00:05:14] Discussion of research methodology — doing research with people, not on them[00:08:28] Gabrielle reflects on being an immigrant herself and how trust is built over time[00:10:04] How the book idea originated and how the research focus evolved[00:13:57] Education as a driving force behind migration — beyond just fleeing hardship[00:15:12] Moving past the "suffering subject" narrative — immigrant families and the desire for an ordinary life[00:19:20] How trauma affects three groups differently — parents, teachers, and children[00:23:03] The fajita/burrito story — how a first-grade morning meeting unlocked detention memories[00:28:19] How teachers respond to children's trauma — and why "that's in the past" doesn't work[00:33:29] Imagining a more equitable, trauma-informed classroom[00:38:24] The problem with over-structured early childhood education and the loss of play[00:42:08] Gabrielle's wish list — what she hopes readers take away from the book[00:45:43] Where to find the book and follow Gabrielle's work[00:47:06] Pam's closing reflections and outroFollow Gabrielle!WebsiteBook, Now We Are HereFollow Pam!arthealsallwoundspodcast.com

Manar Alzraiy, a Palestinian education professional dedicated to resilience and equity in crisis-affected schools, brings together her colleagues from Gaza to talk about education since October 7 2023, how Israel's war on Gaza and forced displacement has destroyed the education sector, and what is needed to rebuild it both physically and intellectually. These interviews took place in the summer of 2025. Manar Alzraiy is an Atlantic Fellow for Social and Economic Equity and an education professional from Gaza, where she worked for ten years with UNRWA. At LSE, Manar conducted research on embedded inequalities in how United Nations humanitarian principles are applied in UN schools in Palestine. She is currently a fellow at the Harvard Graduate School of Education. Dr Alaa Ali Aladini is an Assistant Professor of Curriculum and Instruction (TEFL). He has over 23 years of experience with UNRWA-Gaza, serving as an English teacher, educational supervisor and education specialist. Dr Aladini brings extensive expertise in language education, teacher training and inclusive education. Asma Mustafa is an English language teacher who received the title ‘Global Teacher of the Year 2020' from the AKS Education Award in India, and the title ‘Palestine's Innovative Teacher of the Year 2022' for her applied eTwinning approach in English language teaching. Dr Mohammed Awad Shbeir holds a PhD in Educational Administration. He is also an education supervisor as well as an academic and educational researcher specialising in education and social issues. To find out more about Manar's work: https://afsee.atlanticfellows.lse.ac.uk/en-gb/fellows/2023/manar-alzraiy.

In this episode of Over 50 & Flourishing, I sit down with Susan Holmes McKagan for a conversation about reinvention, courage, and playing the long game.After a successful career as a 90s supermodel, Susan pivoted in her late 40s and enrolled in Harvard Graduate School to deepen and refine her craft as a writer. She shares what inspired that decision, what it felt like to be older than many of her classmates, and how the academic rigor sharpened her writing and strengthened her discipline.We also talk about her nearly 27-year marriage to Duff McKagan of Guns N Roses. How they met on a blind date, what keeps their relationship strong, and what it was really like raising two daughters while navigating life on tour. Susan offers an honest look at the pros and challenges of being married in the rock and roll world and why longevity in love, just like career, requires intention and growth.In this episode, we discuss:Why Susan chose to go to Harvard Graduate School in her 40s after a successful modeling careerWhat it felt like to be the outlier in the classroomHow her writing sharpened and evolved after graduate schoolHow she met Duff McKagan and built a lasting marriage in rock and rollWhat tour life was like while raising a familyThe importance of taking leaps of faith at any ageWhy following your passion matters more than playing it safeHow benefiting from the long game leads to lasting successFor more on Susan Holmes McKagan, follow her on:Instagram: https://www.instagram.com/susanholmesmckagan/?hl=en Twitter/X: https://x.com/SuHolmesMcKagan Susan's book, The Velvet Rose: https://a.co/d/0cZfZwW8 Three Chords & The Truth: https://duffmckagan.com/radio-show/ Thanks to my Sponsors:Ritual: Save 25% on your first month at Ritual.com/OVER50 Hers: If you want clearer insight into your health, go to https://ForHers.com and schedule your labsAudible: Go to Audible.com/BigAgeSeries to start listening todayHoneylove: Save 20% off Honeylove at Honeylove.com/OVER50 Manukora: Head to Manukora.com/FLOURISHING to save up to 31% plus $25 worth of free giftsBloom Nutrition: Go to bloomnu.com and use code OVER50 for 20% off your first order. Keep in Touch:Website: ⁠⁠⁠⁠⁠⁠⁠https://dominiquesachse.tv/⁠⁠⁠⁠⁠⁠⁠Book: ⁠⁠⁠⁠⁠⁠⁠https://dominiquesachse.tv/book/Insta: ⁠⁠⁠⁠⁠⁠⁠https://www.instagram.com/dominiquesachse/Facebook: ⁠⁠⁠⁠⁠⁠⁠https://www.facebook.com/DominiqueSachse/TikTok: ⁠⁠⁠⁠⁠⁠⁠https://www.tiktok.com/@dominiquesachse?lang=enYouTube: ⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/@dominiquesachsetvHave a question for Dominique? Submit it here for a chance to have it answered on the show! https://forms.gle/MpTeWN1oKN8t18pm6 Interested in being featured as a guest? Please email ⁠⁠⁠⁠⁠⁠⁠courtney@dominiquesachse.tv⁠⁠⁠⁠⁠⁠⁠ We want to make the podcast even better. Help us learn how we can: ⁠⁠⁠⁠⁠⁠⁠https://bit.ly/2EcYbu4⁠⁠⁠⁠⁠⁠⁠Please note that this episode may contain paid endorsements and advertisements for products and services. Individuals on the show may have a direct or indirect financial interest in products or services referred to in this episode.Produced by Dear Media.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Are today's young adults really that different from previous generations? In this fascinating episode, Andy Lopata sits down with Alexis Redding, who shares the incredible story of a Harvard study where she unearthed a lost trove of college student interviews from the 1970s and tracked down the participants 50 years later to play back their tapes. Through this unique "time capsule" research—and by replicating the study with the college classes of 2025 and 2026—Alexis reveals the surprising connective tissue across generations. Andy and Alexis look closely into the myth of generational differences and the impact of "micro-mentoring" and "mirror mentoring" in both academia and the workplace. Alexis Redding is a developmental psychologist, faculty co-chair of higher education at the Harvard Graduate School of Education, and a leading expert on young adults navigating college and career. She is the co-author of The End of Adolescence: The Lost Art of Delaying Adulthood and the author of the upcoming book, Mental Health in College: What Research Tells Us About Supporting Students. Alexis's work has been featured in The Atlantic, The New York Times, Harvard Business Review, and Teen Vogue, and she recently delivered a TEDx talk on her groundbreaking research. What We Discussed: The 50-Year Time Capsule: What happened when 70-somethings listened to audio recordings of themselves at 20 years old—and how we often forget the raw emotions and insecurities of our own youth. Generational Continuity: Why college students from the 1970s and the post-COVID Class of 2025 share surprisingly identical fears, hopes, and emotional experiences. Deconstructing the Mental Health Crisis: How modern young adults are using clinical language to describe normal, developmentally appropriate struggles (like loneliness and career uncertainty), and how mentors can tell the difference between typical growing pains and the need for clinical intervention. The Nuance of Social Media: Moving past the "black and white" narrative to understand how social media both harms and uniquely supports today's youth. The Power of Micro-Mentorship: Why transformational mentoring doesn't always require a long-term, formal relationship. Sometimes, it's a focused 15-to-20-minute conversation where someone truly sees you. Mirror Mentors: The vital role that peers, roommates, and close friends play in reflecting our blind spots and guiding our career trajectories. Building Mentorship into Organisational DNA: Why algorithmic, forced corporate mentoring programs often fail, and how to organically weave everyday mentoring into a culture of workplace belonging and psychological safety. Resources Mentioned in this Episode: Book: The End of Adolescence: The Lost Art of Delaying Adulthood by Nancy Hill and Alexis Redding Upcoming Book: Mental Health in College: What Research Tells Us About Supporting Students by Alexis Redding TEDx Talk: Why we keep telling young adults the wrong stories The Grant Study: The longitudinal Harvard study currently led by Robert Waldinger. Dr. Emily Weinstein: Co-director for the Centre for Digital Thriving at Harvard  Dorie Clark: Alexis's co-author on the topic of Micro-Mentoring. Reach Out Connect with Andy Lopata: Website | Instagram | LinkedIn | X/Twitter | YouTube Connect with Alexis Redding: Website |Instagram |LinkedIn The Financial Times Guide to Mentoring

Yascha Mounk and Danielle Allen discuss democratic backsliding. Danielle Allen is the James Bryant Conant University Professor at Harvard University. She is also Director of the Allen Lab for Democracy Renovation at the Harvard Kennedy School and Director of the Democratic Knowledge Project, a research lab focused on civic education at the Harvard Graduate School of Education.  In this week's conversation, Yascha Mounk and Danielle Allen discuss why the liberal worldview of the 1990s and 2000s has collapsed, how "power-sharing liberalism" can address the failures of technocratic governance, and whether participatory democracy risks empowering the professional managerial class at the expense of ordinary citizens. If you have not yet signed up for our podcast, please do so now by following ⁠this link on your phone⁠. Email: leonora.barclay@persuasion.community Podcast production by Jack Shields and Leonora Barclay. Connect with us! ⁠Spotify⁠ | ⁠Apple⁠ | ⁠Google⁠ X: ⁠@Yascha_Mounk⁠ & ⁠@JoinPersuasion⁠ YouTube: ⁠Yascha Mounk⁠, ⁠Persuasion⁠ LinkedIn: ⁠Persuasion Community Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode I speak with Matt Voz and Shawn Lavoie, two leaders of the Youth Initiative High School, one of the key local partners of Thoreau College here in Viroqua, Wisconsin. This is a special conversation, as I participated in the founding of YIHS in 1996 when I was a teenager and subsequently returned to teach there for over 15 years alongside Matt and Shawn as we learned how to be teachers and build community together. Today, 30 years after it began, YIHS remains an unique and exemplary school and has served as a key influence on the development of Thoreau College. Founded as a Waldorf-inspired initiative, YIHS has remained connected with this global educational movement while taking the curriculum in distinct and innovative directions. YIHS students actively collaborate with faculty and parents as full citizens and stakeholders to staff committees and make decisions, to fund and represent the school to the public, and to clean and maintain the school. YIHS has also crafted a way to survive and thrive as an independent school in a small rural community while offering a dynamic and broad curriculum by welcoming a large number of part time teachers, supported by an experienced core staff. The school has also developed a profound expeditionary learning curriculum to support the cultivation of character and wisdom in the context of community.Matt Voz is the Administrator of the Youth Initiative High School, as well as a teacher of humanities, automechanics, and physical education and one of the house parents of the YIHS Boarding House. Hailing from western Minnesota, Matt holds a BA in History from the University of Minnesota-Morris and a MA in Agrarian History from Iowa State.Shawn Lavoie is the YIHS Faculty Chair, as well as a teacher of humanities, Spanish, and circus arts. He grew up in Massachusetts and received a BA in Anthropology from the University of Chicago and an MA in Arts Education from the Harvard Graduate School of Education. Today, Shawn also teaches aspiring and practicing Waldorf high school teachers through the Great Lakes Waldorf Institute.Youth Initiative High School - www.yihs.netGreat Lakes Waldorf Institute - https://www.greatlakeswaldorf.org/Kaleidoscope - the YIHS Podcast - https://www.wdrt.org/kaleidoscope/Thoreau College - https://thoreaucollege.org/

Teachers know great professional development when we see it. It resonates and makes sense. It is actionable, preferably right away. Implementing ideas from PD improves our practice and our students' learning. We know it when we see it—but what is the best way  to plan for it? And how do organizers, participants, and school leaders know it made a difference?This episode focuses on the Project Zero Classroom Summer Institutes that our guest, Jim Reese, helped coordinate for many years. Before listening, we recommend our first interview with Jim for an overview of Project Zero and its mission.Jim lives in Washington, DC. After a long career teaching in international and U.S. schools, serving as Director of Studies and founding the Professional Development Collaborative at Washington International School, he now works as a consultant. He has long been affiliated with Project Zero at Harvard Graduate School of Education.Guiding Question: “What are some ways to make the learning experiences at professional development conferences more apt to be integrated into the teaching practices of participants?”Main Topics:How PD conference organizers can ensure better participant follow through in applying their learning to their  practices How teachers can make the most of conferences and design a pathway to carry their learning into their classroom practices How school administrators can support their teachers attending PD conferences to make the most of their learningWhat professional learning might look like going forwardRelated Resources: Greg Moncada Episode 94 interview on “Appraising Teacher Performance”Harvard Project Zero Website Jim Reese Episode 81 interview on “Fostering Lasting Change in Schools”Justin Hardman Episode 65 interview on “Teacher Professional Learning” Washington International School Summer Institute for Teachers (WISSIT) WebsiteJim's Contact Information: LinkedInRecorded April 14th, 2025.Categories: PD | Leadership | Trends Support the show Remember to access our Educators Going Global website for more information and consider joining our Patreon community at patreon/educatorsgoingglobal!Email us with comments or suggestions at educatorsgoingglobal@gmail.com Follow us on LinkedIn, Facebook, Instagram or YouTube.Listen on your favorite podcast app: connect from our share page.Music: YouTube. (2022). Acoustic Guitar | Folk | No copyright | 2022❤️. YouTube. Retrieved October 11, 2022, from https://www.youtube.com/watch?v=YOEmg_6i7jA.

How can you make experiential learning not just something your college does but part of who you are? As you move from doing it ad hoc to integrating at scale, how can you overcome resistance to change? What's the right mix of communications, incentives, and training? On a special 100th episode, we dive into these questions with Brian Rosenberg, author of "Whatever It Is, I'm Against It", Visiting Professor at Harvard Graduate School of Education, and former President of Macalester College.

Most organizations treat inclusion as a checkbox exercise - build diverse teams, implement training programs, and assume employees will automatically feel like they belong.But as Priya Nalkur reveals in this episode of “Leadership Biz Cafe”, this fundamental misunderstanding is exactly why so many workplace initiatives fail to create genuine connection.Priya is the President of The RoundTable Institute and has taught at the Harvard Graduate School of Education and the Heller School for Social Policy and Management. She's also the author of the book, “Stumbling Towards Inclusion: Finding Grace in Imperfect Leadership”.Whether you're leading inclusion initiatives or simply want to understand how to create a workplace where every employee feels empowered to deliver their best, this conversation will give you the insights and practical strategies you need to make meaningful progress. Hosted on Acast. See acast.com/privacy for more information.

Many organizations say they want to invest in people, but their hiring and talent practices often tell a very different story.Degree requirements, limited benefits packages, and poor management practices continue to limit who gets access to opportunity and how teams perform. And the cost shows up everywhere: higher turnover, slower productivity, and missed potential.Fortunately, this week's guest brings clear data and practical strategies that show how companies can do better for both people and performance.Dr. Angela Jackson is a Workplace Futurist and ESG expert, founder of Future Forward Strategies, and a lecturer at Harvard Graduate School of Education. She works with entrepreneurs, F100s, and policymakers on the future of work. Dr. Angela holds a doctorate from Harvard University and serves on several boards, including Needham Bancorp. Her book, The Win-Win Workplace, became a New York Times, USA Today, and Los Angeles Times Best SellerIf you want to build stronger teams, reduce turnover, and boost performance inside your organization, this episode offers a practical roadmap.Get FREE mini-episode guides with the week's episode's big idea delivered to your inbox when you subscribe to my weekly email.Join the conversation now!Conversation Topics(00:00) Why “being your best self at work” is a business imperative(02:52) What is a “zero-sum workplace”?(06:05) What happens when workplaces invest in people(06:57) The 9 pillars of a Win-Win Workplace (overview)(12:26) What managers can do (even without company-wide power)(19:03) Distributed leadership and the Ownership mindset(26:57) A great manager story(29:30) How to connect with Angela(30:45) [Extended Interview] Building a deep talent bench(32:30) [Extended Interview] Hiring for skills, not credentials(36:18) [Extended Interview] How to design a skills-based interview

In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Phil Capin, Ph.D., assistant professor of education at the Harvard Graduate School of Education. They explore why recommended reading comprehension practices aren't widely implemented in schools, and what educators can do to change that. Together, they also discuss how knowledge building is foundational to reading comprehension, how writing is a powerful tool in supporting reading comprehension, and why we should structure reading instruction based on what happens before, during, and after reading.Show notes:Register for our Science of Reading Symposium: http://www.amplify.com/comprehensionsymposiumSubmit your questions on comprehension: http://www.amplify.com/sor-mailbagAccess free resources at our professional learning page: https://amplify.com/science-of-reading/professional-learning/Connect with Phil Capin: https://www.linkedin.com/in/phil-capin-02105550Read Hugh Catts' article, "Rethinking How to Promote Reading Comprehension": https://files.eric.ed.gov/fulltext/EJ1322088.pdfRead Catherine Snow's article, "Reading for Understanding": https://www.rand.org/pubs/monograph_reports/MR1465.htmlLearn more about Dolores Durkin's report, "What Classroom Observations Reveal about Reading Comprehension Instruction": https://eric.ed.gov/?id=ED162259Read How People Learn: https://www.nationalacademies.org/read/9853/chapter/1Listen to the podcast episode with Nancy Hennessy: https://podcasts.apple.com/us/podcast/s3-09-deconstructing-the-rope-vocabulary-with/id1483513974?i=1000520380191 Listen to Season 2 of Amplify's Beyond My Years podcast: http://at.amplify.com/bmy Join our Facebook community: https://www.facebook.com/groups/scienceofreadingQuotes:"We've underestimated the value of writing in supporting reading comprehension." —Phil Capin, Ph.D."Reading and writing rely on a lot of the same language processes, and writing supports the consolidation of knowledge." —Phil Capin, Ph.D."Students should engage with meaningful problems, and they should have a reason for learning." —Phil Capin, Ph.D.Timestamps*:00:00 Introduction04:00 Phil Capin's career path08:00 Reading comprehension is the byproduct of a constellation of competencies11:00 The complexity of comprehension16:00 Dolores Durkin's findings on comprehension testing vs. teaching22:00 Students should engage with meaningful problems24:00 Comprehension instruction is organized by before, during, and after reading.27:00 The value of writing for comprehension31:00 Where comprehension strategies could be helpful39:00 How much time should teachers dedicate to strategy instruction?41:00 The strongest predictor of whether you're going to understand the text is the knowledge you bring.46:00 Every teacher is a reading teacher48:00 Closing thoughts*Timestamps are approximate, rounded to nearest minute 

Kelly connects with Tony Wagner, senior research fellow at the Learning Policy Institute and former codirector of Harvard Graduate School of Education's Change Leadership Group. They discuss his latest book – co-written with Ulrik Juul Christensen: “Mastery: Why Deeper Learning is Essential in an Age of Distraction.”  “Practice is an essential element of mastery learning.”  […]

In the first episode of the season, Jaansi sits down with Dr. Howard Gardner, the renowned creator of the Multiple Intelligences theory, to explore how we define intelligence in an age of rapid technological and social change. Together, they discuss the future of learning, the role of AI in education, the importance of ethical and respectful minds, and what it takes to cultivate good work and good citizenship in a global society.​Dr. Howard Gardner is a pioneering psychologist and educator whose work reshaped how scholars and educators think about intelligence, learning, and human potential. A professor at the Harvard Graduate School of Education, he is the author of numerous influential books, has led major research initiatives on education and ethics, and has received international recognition for his contributions to psychology, education, and public scholarship.Check out Dr. Gardner's work: Website: www.howardgardner.com/Blog: www.howardgardner.com/howards-blogFive Minds for the Future: www.amazon.com/Five-Minds-Future-Howard-Gardner-ebook/dp/B004OC075I/ref=tmm_kin_swatch_0

Send us a textIn this episode we sit down with Liz Myers, Global Chair of Investment Banking and Capital Markets at J.P. Morgan for an Equity Capital Markets deep dive. We get into IPOs vs follow-ons, primary vs secondary proceeds (and why sponsor-backed IPOs often use proceeds differently), convertibles and the reality of price discovery. Liz breaks down the modern IPO process — from test-the-waters investor education to the order book build — and explains the newer concepts that didn't exist until recently like cornerstone investors, why they matter, and how banks think about allocating “precious” shares to create the right long-term shareholder base. We also get into market timing (their internal “IPO dashboard”), what makes the window feel open vs shut, and why the market loves certainty more than anything.Liz Myers, Global Chair of Investment Banking and Capital Markets, J.P. MorganLiz Myers is Global Chair of Investment Banking and Capital Markets at J.P. Morgan, where she has worked for over 30 years. Prior to her current role, she served as Global Head of Equity Capital Markets where she led the team responsible for advising J.P. Morgan's corporate clients on equity capital raising (IPOs, follow-ons and convertible issuance) in the Americas, Europe and Asia. She has been named one of the Top 25 Most Powerful Women in Finance by American Banker magazine and one of Barron's 100 Most Influential Women in U.S. Finance.Myers serves on the Executive Committee of Women on the Move at J.P. Morgan, which supports women employees and women-run businesses. She serves on the Board of Trustees for Princeton University and the Advisory Boards of the Bendheim Center for Finance at Princeton University and the Harvard Graduate School of Education. Myers is a National Board Member of the Posse Foundation, which expands the pool from which top universities can recruit young leaders. She is also a Board Member of New Yorkers for Children, a nonprofit with a focus on youth in foster care.Myers graduated cum laude from Princeton University in 1992, with a major in Economics. She received an MBA from Harvard Business School in 1997.Learn more about 9fin HERE Shop our Self Paced Courses: Investment Banking & Private Equity Fundamentals HEREFixed Income Sales & Trading HERE Wealthfront.com/wss. This is a paid endorsement for Wealthfront. May not reflect others' experiences. Similar outcomes not guaranteed. Wealthfront Brokerage is not a bank. Rate subject to change. Promo terms apply. If eligible for the boosted rate of 4.15% offered in connection with this promo, the boosted rate is also subject to change if base rate decreases during the 3 month promo period.The Cash Account, which is not a deposit account, is offered by Wealthfront Brokerage LLC ("Wealthfront Brokerage"), Member FINRA/SIPC. Wealthfront Brokerage is not a bank. The Annual Percentage Yield ("APY") on cash deposits as of 11/7/25, is representative, requires no minimum, and may change at any time. The APY reflects the weighted average of deposit balances at participating Program Banks, which are not allocated equally. Wealthfront Brokerage sweeps cash balances to Program Banks, where they earn the variable APY. Sources HERE.

In this heartfelt episode, we explore why grandparent-grandchild relationships matter, not just emotionally, but based on decades of research. Join us for this episode and learn how grandparents support children's development, ease the parenting journey, and build lifelong bonds through simple, intentional acts of love, presence, and consistency. This episode might prepare you for grandparenting in your future or take you on a walk down memory lane with your own grandparents. Either way, we hope you'll be blessed and encouraged by it.Show Notes:1. Harvard Graduate School of Education – “The Supporting Role of Grandparents”https://www.gse.harvard.edu/ideas/21st-century-learning-lab/supporting-role-grandparents2. American Academy of Pediatrics – Grandparents and Child Developmenthttps://www.healthychildren.org/English/family-life/family-dynamics/Pages/Grandparents-and-Childrens-Development.aspx3. AARP – The Value of Grandparent-Grandchild Relationshipshttps://www.aarp.org/home-family/friends-family/info-2020/value-of-grandparent-relationships.html4. Pew Research Center – Grandparenting in the 21st Centuryhttps://www.pewresearch.org/social-trends/2015/05/21/raising-kids-and-helping-grandkids/5. Journal of Family Issues – Emotional Closeness Between Grandparents and Grandchildrenhttps://journals.sagepub.com/doi/10.1177/0192513X166768576. The Gerontologist – Benefits of Intergenerational Bonds for Children & Older Adultshttps://academic.oup.com/gerontologist/article/58/3/472/2632080

Today, we're sharing a special live recording of The Disagreement at the Harvard Graduate School of Education*. Our topic: Parents' Rights and K-12 Curriculum. This is our first live recording in a university class, and we are incredibly appreciative of Professor Jim Peyser and his students for having us.This episode was sparked by the judgement in the recent Supreme Court case, Mahmoud v. Taylor (24-297), which ruled in favor of allowing parents to “opt-out” children from lessons that did not align with their religious beliefs. It was a highly controversial ruling and has the potential to reshape U.S. public education on both national and local levels.*A Note: The Harvard Graduate School of Education recently launched the Dialogue Across Differences initiative, which fosters conversations on a wide range of topics from diverse perspectives. Please note that the views and opinions expressed by our guests today are solely their own and do not necessarily reflect those of HGSE or Harvard University.The Questions:To what extent should parents be allowed to opt their children out of K-12 school curriculum and courses?In a pluralistic society, how should decisions about what should—and should not—be part of school curriculum be made and by whom?To what extent is exposing children to views that differ from their religious, cultural, or ideological beliefs an essential component of, or threat to, public education?The GuestsJennifer Berkshire is a writer and co-host of a biweekly podcast on education, policy, and politics, Have You Heard? She teaches a course on the politics of public education at Yale University and, through the Boston College Prison Education Program, is an instructor in a Massachusetts prison. Jennifer is the author of The Education Wars, which examines the impact of the culture wars on the foundation of public education.Naomi Schaefer Riley is a journalist and senior fellow at the American Enterprise Institute. She is the author of several books across a variety of topics, including No Way to Treat a Child: How the Foster Care System, Family Courts, and Racial Activists Are Wrecking Young Lives, and Be the Parent, Please. A lot of Naomi's work focuses on child welfare, child protective services, foster care, and adoption.  Questions or comments about this episode? Email us at podcast@thedisagreement.com or find us on X and Instagram @thedisagreementhq. Subscribe to our newsletter: https://thedisagreement.substack.com/

When Your Team's Anxiety Is Actually the AnswerSeason 2 continues looking sideways — exploring frameworks that stretch Adaptive Leadership into new terrain.In this episode, Michael Koehler sits down with Dr. Candice Crawford-Zakian, a psychoanalytic psychologist and lecturer at the Harvard Graduate School of Education. Candice's work focuses on systems psychodynamics — a field that helps us see the hidden life of groups.The conversation explores what lies beneath the surface of organizational life: the unconscious patterns, projections, and anxieties that shape what happens in teams and organizations long before anyone names them.What's fascinating is that this work sits in the background of Adaptive Leadership itself. Systems psychodynamics was one of the practices that informed Ron Heifetz's early teaching — and it remains a place where many practitioners go to sharpen their ability to consult with groups in real time.This episode feels like stepping behind the curtain of Adaptive Leadership — into the terrain where authority, anxiety, and imagination meet.What You'll Explore in This Episode:What systems psychodynamics is — and why it mattersHow this field helps us understand the hidden, unconscious social elements in groups that are highly impactful but intangible. The dynamics that shape whether work actually gets done.When anxiety is data, not disruptionWhy the distress in a group — the tension, reactivity, and discomfort — isn't something to manage away, but vital information about what the group actually needs. Learning to read anxiety as a signal rather than a problem to solve.Group relations conferencesA unique learning experience where the content is the live experience of the group itself. No talks, no papers — just studying what emerges in real time as people navigate authority, roles, and group dynamics.Consulting without memory, intent, or desireA practice from Wilfred Bion about meeting groups with spaciousness and openness — not inserting your agenda or expectations, but listening for what the group actually needs in the moment.The intersection with Adaptive LeadershipHow systems psychodynamics deepens the practice of reading the "heat map" — understanding what the anxiety in a group is actually about, which tells you what the group needs. Anxiety isn't random noise; it's a compass pointing toward the adaptive challenge.Why this work matters nowThe origins of systems psychodynamics in studying authoritarian regimes and the Holocaust — and why these insights are resources for navigating the rise of authoritarianism today.The role of the consultant as instrumentHow practitioners open themselves as channels through which hidden, unconscious dynamics can surface and be named. When the group triggers you publicly, that's not about you — it's telling you how high the distress is in the system.Quotes from This Episode:"We're carrying all this stuff, and my stuff dances with your stuff dances with the third person, and it creates this whole thing in and of itself."— Dr. Candice Crawford-Zakian"These unseen forces are born from our individual histories, assumptions, and feelings, which merge to create a powerful collective dynamic that is highly impactful, but difficult to see."— Dr. Candice Crawford-Zakian"Everything is data. So if this group has found a way to trigger me in a way that actually makes me publicly reactive, that tells me that's how high the distress is. It is not about me."— Dr. Candice Crawford-Zakian"To lead effectively, we must learn to see these hidden dynamics not as personal attacks, but as vital data...

Teenagers today are more "connected" than ever—and also more alone than ever. In this episode, I break down what researchers are calling a teenage loneliness epidemic and how it's quietly shaping our kids' emotional, social, and spiritual health. Large global studies show that about 1 in 9 adolescents worldwide report feeling lonely "most of the time" or "always." Long-term data also shows that by 2018, high loneliness levels in adolescents had nearly doubled compared to 2012. In the U.S., young people hold some of the highest loneliness rates of any age group, with one national report showing 61% of young adults experiencing "serious loneliness." We'll also get into the conversation around a "male loneliness epidemic." Some recent findings show men ages 15–34 report higher day-to-day loneliness than women the same age, even though overall, large-scale research suggests gender differences in loneliness are actually quite small. So what does that mean for your son—or your daughter? In this episode, I talk about: What's really driving the rise in teen loneliness (and why it's not as simple as "social media = bad"). How our parental habits—pace, expectations, emotional modeling—can unintentionally deepen the problem or help solve it. Practical, realistic ways to create connection with teens who seem withdrawn, prickly, or hard to reach. How boys and girls experience loneliness differently, and what each needs from the adults in their lives. How to offer yourself compassion as you learn new ways of showing up for your teen. This isn't about guilt. It's about naming what's real, supporting families with compassion, and giving you tools that bring connection back into the relationship. I'd love to chat with you about how this is playing out in your home. Book a free call HERE References 1. World Health Organization (WHO). (2021). Adolescent mental health: Global prevalence of loneliness in 13–17 year olds. https://www.who.int/publications 2. López Steinmetz, L. C., et al. (2021). Loneliness among adolescents across 37 countries: Trends from 2000–2018. Journal of Adolescent Health, 69(6), 993–1002. https://doi.org/10.1016/j.jadohealth.2021.08.009 3. Harvard Graduate School of Education: Making Caring Common Project. (2021). Loneliness in America: How the pandemic has deepened an epidemic of loneliness and what we can do about it. https://mcc.gse.harvard.edu 4. Cigna. (2020). U.S. Loneliness Index: Gen Z and young adults experience the highest loneliness levels. https://www.cigna.com 5. Gallup. (2023). Men report higher rates of daily loneliness than women in many age groups. https://news.gallup.com 6. Maes, M., Van den Noortgate, W., & Goossens, L. (2016). Gender differences in loneliness across the lifespan: A meta-analysis. European Journal of Personality, 30(1), 70–85. https://doi.org/10.1002/per.2034

Episode SummaryLandscape Architect Nina Chase, sits down with Jef Szi for a terrific exploration of her work imagining and designing public spaces. Nina's easy and honest expertise deepens our view on what fosters Social Cohesion. She helps surface the amazing, often understated, network of relationships connected to an everyday discipline shaping our lives. With an abundance of talent and inspiration, Nina teaches us the important role architects of public spaces play in our history and our future. With her unique understanding of cities and communities across Middle-America, she exemplifies the powerful capacity landscape architecture has to subtly re-imagine and redefine the common spaces that anchor us.What we ultimately find in Nina's work are the seeds for better-connected communities, healthier and more well-adjusted humans, and a closer connection with the natural world—especially the crucial role of trees. In It's Not For You, we find a refreshing power in good-hearted folks like Nina, and her colleagues, who are endeavoring to shape what comes next, designing with clear-eyed care for the web of life and a sensible commitment to the needs of future generations. We find a sober reminder, our role is to plan and plant for a future that will carry on beyond our us. *****About Nina Chase:Nina Chase is a landscape architect and Founding Principal of Merritt Chase. Her work focuses on creating meaningful, public spaces across Middle America. Born and raised in West Virginia, Nina graduated from West Virginia University and Harvard's Graduate School of Design. She spent her early career in Boston designing and planning notable public parks and open spaces. Today, Nina leads Merritt Chase's urban work, planning and designing public parks, plazas, waterfronts, and cultural districts. Nina is dedicated to the design community through teaching, writing, and advocacy. She frequently lectures and serves as a design critic nationally and internationally. Nina is formerly an adjunct faculty member at Carnegie Mellon's School of Architecture and an emeritus board member of the Landscape Architecture Foundation. Nina is currently the Co-Chair of the Harvard Graduate School of Design Alumni Council and a member of the Harvard Alumni Association Board.

“Gavin Newsom is slicker than Barack Obama or Zohran Mamdani. He lies without effort or shame,” Larry Elder warns. “The man is dangerous—and should not be underestimated.” In 2021, the former presidential candidate was infamously labeled “the black face of white supremacy” by the Erika D. Smith of the LA Times, in response to his rejection of the Democrat party, mocking of indoor mask-wearers, and citing crime statistics. “I believe that many policies that have been implemented by the left, often with the best of intentions, have a disproportionately negative effect on Black America,” Elder told Tavis Smiley in a radio interview. Larry Elder – known as the “Sage From South Central” is an American conservative political commentator, talk radio host, and former attorney. He hosts The Larry Elder Show, now on YouTube and the Salem Podcast Network. A former presidential candidate, he is the author of several books including As Goes California: My Mission to Rescue the Golden State and Save the Nation. Follow at https://x.com/larryelder Dr. Todd Rose is the co-founder and CEO of the think tank Populace and a former professor at the Harvard Graduate School of Education, where he founded the Laboratory for the Science of Individuality. He is the author of Collective Illusions and multiple other books. Follow at https://x.com/ltoddrose 「 SUPPORT OUR SPONSORS 」 Find out more about the brands that make this show possible and get special discounts on Dr. Drew's favorite products at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://drdrew.com/sponsors⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠  ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠• FATTY15 – The future of essential fatty acids is here! Strengthen your cells against age-related breakdown with Fatty15. Get 15% off a 90-day Starter Kit Subscription at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://drdrew.com/fatty15⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ • PALEOVALLEY - "Paleovalley has a wide variety of extraordinary products that are both healthful and delicious,” says Dr. Drew. "I am a huge fan of this brand and know you'll love it too!” Get 15% off your first order at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://drdrew.com/paleovalley⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ • VSHREDMD – Formulated by Dr. Drew: The Science of Cellular Health + World-Class Training Programs, Premium Content, and 1-1 Training with Certified V Shred Coaches! More at https://drdrew.com/vshredmd • THE WELLNESS COMPANY - Counteract harmful spike proteins with TWC's Signature Series Spike Support Formula containing nattokinase and selenium. Learn more about TWC's supplements at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twc.health/drew⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ 「 MEDICAL NOTE 」 Portions of this program may examine countervailing views on important medical issues. Always consult your physician before making any decisions about your health. 「 ABOUT THE SHOW 」 Ask Dr. Drew is produced by Kaleb Nation (⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://kalebnation.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠) and Susan Pinsky (⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://twitter.com/firstladyoflov⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠e⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠). This show is for entertainment and/or informational purposes only, and is not a substitute for medical advice, diagnosis, or treatment. Executive Producers • Kaleb Nation - ⁠⁠⁠https://kalebnation.com⁠⁠⁠ • Susan Pinsky - ⁠⁠⁠https://x.com/firstladyoflove⁠⁠⁠ Content Producer & Booking • Emily Barsh - ⁠⁠⁠https://x.com/emilytvproducer⁠⁠⁠ Hosted By • Dr. Drew Pinsky - ⁠⁠⁠https://x.com/drdrew⁠⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoices

Ramsey Merritt, Improving Students' Turn & Talk Experience ROUNDING UP: SEASON 4 | EPISODE 5 Most educators know what a turn and talk is—but are your students excited to do them?  In this episode, we put turn and talks under a microscope. We'll talk with Ramsey Merritt from the Harvard Graduate School of Education about ways to revamp and better scaffold turn and talks to ensure your students are having productive mathematical discussions.  BIOGRAPHY Ramsey Merritt is a lecturer in education at Brandeis University and the director of leadership development for Reading (MA) Public Schools. He has taught and coached at every level of the U.S. school system in both public and independent schools from New York to California. Ramsey also runs an instructional leadership consulting firm, Instructional Success Partners, LLC. Prior to his career in education, he worked in a variety of roles at the New York Times. He is currently completing his doctorate in education leadership at Harvard Graduate School of Education. Ramsey's book, Diving Deeper with Upper Elementary Math, will be released in spring 2026. TRANSCRIPT Mike Wallus: Welcome to the podcast, Ramsey. So great to have you on. Ramsey Merritt: It is my pleasure. Thank you so much for having me. Mike: So turn and talk's been around for a while now, and I guess I'd call it ubiquitous at this point. When I visit classrooms, I see turn and talks happen often with quite mixed results. And I wanted to start with this question: At the broadest level, what's the promise of a turn and talk? When strategically done well, what's it good for? Ramsey: I think at the broadest level, we want students talking about their thinking and we also want them listening to other students' thinking and ideally being open to reflect, ask questions, and maybe even change their minds on their own thinking or add a new strategy to their thinking. That's at the broadest level.  I think if we were to zoom in a little bit, I think turn and talks are great for idea generation. When you are entering a new concept or a new lesson or a new unit, I think they're great for comparing strategies. They're obviously great for building listening skills with the caveat that you put structures in place for them, which I'm sure we'll talk about later. And building critical-thinking and questioning skills as well.  I think I've also seen turn and talks broadly categorized into engagement, and it's interesting when I read that because to me I think about engagement as the teacher's responsibility and what the teacher needs to do no matter what the pedagogical tool is. So no matter whether it's a turn and talk or something else, engagement is what the teacher needs to craft and create a moment. And I think a lot of what we'll probably talk about today is about crafting moments for the turn and talk. In other words, how to engage students in a turn and talk, but not that a turn and talk is automatically engagement. Mike: I love that, and I think the language that you've used around crafting is really important. And it gets to the heart of what I was excited about in this conversation because a turn and talk is a tool, but there is an art and a craft to designing its implementation that really can make or break the tool itself. Ramsey: Yeah. If we look back a little bit as to where turn and talk came from, I sort of tried to dig into the papers on this. And what I found was that it seems as if turn and talks may have been a sort of spinoff of the think-pair-share, which has been around a little bit longer. And what's interesting in looking into this is, I think that turn and talks were originally positioned as a sort of cousin of think-pair-share that can be more spontaneous and more in the moment. And I think what has happened is we've lost the "think" part. So we've run with it, and we've said, "This is great," but we forgot that students still need time to think before they turn and talk. And so what I see a lot is, it gets to be somewhat too spontaneous, and certain students are not prepared to just jump into conversations. And we have to take a step back and sort of think about that. Mike: That really leads into my next question quite well because I have to confess that when I've attended presentations, there are points in time when I've been asked to turn and talk when I can tell you I had not a lot of interest nor a lot of clarity about what I should do. And then there were other points where I couldn't wait to start that conversation. And I think this is the craft and it's also the place where we should probably think about, "What are the pitfalls that can derail or have a turn and talk kind of lose the value that's possible?" How would you talk about that? Ramsey: Yeah, it is funny that we as adults have that reaction when people say, "Turn and talk."  The three big ones that I see the most, and I should sort of say here, I've probably been in 75 to 100 buildings and triple or quadruple that for classrooms. So I've seen a lot of turn and talks, just like you said. And the three big ones for me, I'll start with the one that I see less frequently but still see it enough to cringe and want to tell you about it. And it's what I call the "stall" turn and talk. So it's where teachers will sometimes use it to buy themselves a little time. I have literally heard teachers say something along the lines of, "OK, turn and talk to your neighbor while I go grab something off the printer."  But the two biggest ones I think lead to turn and talk failure are a lack of specificity. And in that same vein too, what are you actually asking them to discuss? So there's a bit of vagueness in the prompting, so that's one of the big ones.  The other big one for me is, and it seems so simple, and I think most elementary teachers are very good at using an engaging voice. They've learned what tone does for students and what signals tone sends to them about, "Is now the time to engage? Should I be excited?" But I so often see the turn and talk launched unenthusiastically, and that leads to an engagement deficit. And that's what you're starting out with if you don't have a good launch: Students are already sort of against you because you haven't made them excited to talk. Mike: I mean those things resonate. And I have to say there are some of them that I cringe because I've been guilty of doing, definitely the first thing when I've been unprepared. But I think these two that you just shared, they really go to this question of how intentionally I am thinking about building that sense of engagement and also digging into the features that make a turn and talk effective and engaging.  So let's talk about the features that make turn and talks effective and engaging for students. I've heard you talk about the importance of picking the right moment for a turn and talk. So what's that mean? Ramsey: So for me, I break it down into three key elements. And one of them, as you say, is the timing. And this might actually be the most important element, and it goes back to the origin story, is: If you ask a question, and say you haven't planned a turn and talk, but you ask a question to a whole group and you see 12 hands shoot up, that is an ideal moment for a turn and talk. You automatically know that students are interested in this topic. So I think that's the sort of origin story, is: Instead of whipping around the room and asking all 12 students—because especially at the elementary level, if students don't get their chance to share, they are very disappointed. So I've also seen these moments drag out far too long. So it's kind of a good way to get everyone's voice heard. Maybe they're not saying it out to the whole group, but they get to have everyone's voice heard. And also you're buying into the engagement that's already there. So that would be the more spontaneous version, but you can plan in your lesson planning to time a turn and talk at a specific moment if you know your students well enough that you know can get them engaged in.  And so that leads to one of the other points is the launch itself. So then you're really thinking about, "OK, I think this could be an interesting moment for students. Let me think a little bit deeper about what the hook is." Almost every teacher knows what a hook is, but they typically think about the hook at the very top of their lesson. And they don't necessarily think about, "How do I hook students in to every part of my lesson?" And maybe it's not a full 1-minute launch, maybe it's not a full hook, but you've got to reengage students, especially now in this day and time, we're seeing students with increasingly smaller attention spans. So it's important to think about how you're launching every single piece of your lesson.  And then the third one, which goes against that origin story that I may or may not even be right about, but it goes against that sort of spontaneous nature of turn and talks, is: I think the best turn and talks are usually planned out in advance.  So for me it's planning, timing, and launching. Those are my elements to success when I'm coaching teachers on doing a turn and talk. Mike: Another question that I wanted to unpack is: Talk about what. The turn and talk is a vehicle, but there's also content, right? So I'm wondering about that. And then I'm also wondering are there prompts or particular types of questions that educators can use that are more interesting and engaging, and they help draw students in and build that engagement experience you were talking about? Ramsey: Yeah, and it's funny you say, "Talk about what" because that's actually feedback that I've given to teachers, when I say, "How did that go for you?" And they go, "Well, it went OK." And I say, "Well, what did you ask them to talk about? Talk about what is important to think about in that planning process." So I hate to throw something big out there, but I would actually argue that at this point, we have seen the turn and talk sort of devolve into something that is stigmatized that often is vague.  So what if instead of calling everything a turn and talk, you had specific types of turn and talks in your classroom. And these would take a little time to routinize; students would have to get used to them. But one idea I had is: What if you just called one "pick a side"? Pick a side, it tells the students right away what they need to do; it's extremely specific. So you're giving them one or two or—well not one, you're giving them two or three strategies, and you're telling them, "You have to pick one of these. And you're going to be explaining to your partner your rationale as to why you think that strategy works best or most efficiently." Or maybe it's an error analysis kind of thing. Maybe you plant one n as wrong, one n as right. And then you still ask them, "Pick a side here. Who do you agree with?" And then you also get a check for understanding because the students around the room who are picking the wrong one, you're picking up data on what they understand about the topic.  Another one you can do is, you could just call it "justify your thinking." Justify your thinking. So that just simply says to them, "I have to explain to the person next to me why I'm thinking the way that I'm thinking about this prompt or this problem."  So that could also be a "help their thinking." So maybe you put up someone's thinking on the board that is half baked, and now their job is to help that person. So that's a sort of deeper knowledge kind of thing too.  And then the last one is we can turn the "What do you notice? What do you wonder?" [activity] into a routine that is very similar to a turn and talk, where both people have an opportunity to share what they're wondering or what they're noticing.  But I think no matter what you call them, no matter how you routinize them, I think it's important to be more specific than "turn and talk." Mike: You use the word routinized. It's making me think a lot about why we find routines to have value, right? Because once you teach a particular routine, kids know what it is to do said routine. They know what it is to show up when you're doing Which one doesn't belong? They know the role that they play. And I think part of what really jumps out is: If you had a series of more granular turn and talk experiences that you were trying to cultivate, kids actually have a sense of what it is to do a turn and talk if you are helping thinking, or if you are agreeing or disagreeing, or whatever the choice might be. Ramsey: That's right. For me, everything, even when I'm working with middle and high school teachers, I say, "The more that you can put structures in place that remove those sort of barriers for thinking, the better off you're going to be." And so we could talk more too about how to differentiate and scaffold turn and talk. Sometimes that gets forgotten as well.  But I think the other piece I would love to point out here is around—you're right, turn and talk is so ubiquitous. And what that means, what I've seen in schools, if I've seen, I'll go into a school and I might watch four different teachers teach the same lesson and the turn and talk will look and feel differently in each room. So the other advantage to being more specific is that if a student—let's say they went to, because even in an elementary school you might go to a specialist, you might go to art class. And that teacher might use a turn and talk. And what happens is they sort of get this general idea around the turn and talk and then they come into your room with whatever the turn and talk was in the last class or however the teacher used it last year. So to me there's also a benefit in personalizing it to your room as well so that you can get rid of some of that stigma if it wasn't going well for the student before, especially if you then go in and scaffold it. Mike: Let's talk a little bit about those scaffolds and maybe dig in a little bit deeper to some of the different kinds of routinized turn and talks. I'm wondering if you wanted to unpack anything in particular that you think would really be important for a teacher to think about as they're trying to take up the ideas that we've been discussing. Ramsey: And one of the simplest ones to implement is the Partner A, Partner B routine. I think maybe many of your listeners will be like, "Yeah, I use that." But one of the pieces that's really important there is that you really hold students accountable to honoring Partner A's time. So when Partner A is speaking, Partner B needs to be trying to make—you know, not everybody can do the eye contact thing, but there are some things that you can recommend and suggest for them. Maybe they have something to take notes on. So this could be having whiteboards at your rug, it could be clipboards, it could be that they have a turn and talk thought-catcher notebook or folder.  And it doesn't matter what it is, but not everyone has the same processing skills. So we think about turn and talk sometimes as spontaneous, but we're forgetting that 12 students raised their hand and they were eager. What about the other 12 or 15? If they didn't raise their hand, it could be that they're shy but they have something on their mind. But it also could be that you just threw out a prompt and they haven't fully processed it yet. We know kids process things at different times and at different speeds. So incorporating in that—maybe it's even a minute up top. Everybody's taking their silent and solo minute to think about this prompt. Then Partner A is going to go. It's about equity and voice across the room. It's about encouraging listening, it's about giving think time. Mike: Well, I want to stop and mark a couple things.  What occurs to me is that in some ways a podcast interview like this is one long turn and talk in the sense that you and I are both listening and talking with one another. And as you were talking, one of the things I realized is I didn't have a piece of paper with me. And what you were saying really connects deeply because even if it's just jotting down a word or two to help me remember that was a salient point or this is something that I want to follow up on, that's really critical. Otherwise, it really can feel like it can evaporate and then you're left not being able to explore something that might've been really important.  I think the other thing that jumps out is the way that this notion of having a notepad or something to jot is actually a way to not necessarily just privilege spoken communication. That if I'm going to process or if I'm going to try to participate, having something like that might actually open up space for a kid whose favorite thing to do isn't to talk and process as they're talking. Does that make sense? Ramsey: Totally. I had a student in a program I was working with this summer who was 13 years old but was selectively mute. And the student teachers who were working in this room wanted to still be able to do a turn and talk. And they had her still partner with people, but she wrote down sentences and she literally held up her whiteboard and then the other student responded to the sentence that she wrote down on her whiteboard. So that's real.  And to your other point about being able to jot down so you can remember—yeah, we have to remember we're talking about six-, seven-, eight-, nine-year olds. We're fully functioning adults and we still need to jot things down. So imagine when your brain is not even fully developed. We can't expect them to remember something from when they haven't been allowed to interrupt the other. And so I think going on now what you're saying is, that then makes me think about the Partner A, Partner B thing could also sort of tamper down the excitement a little bit if you make another student wait. So you also have to think about maybe that time in between, you might need to reengage. That's my own thinking right now, evolving as we're talking. Mike: So in some ways this is a nice segue to something else that you really made me think about. When we were preparing for this interview, much of what I was thinking about is the role of the teacher in finding the moment, as you said, where you can build excitement and build engagement, or thinking about the kind of prompts that have a specificity and how that could impact the substance of what kids are talking about. But what really jumped out from our conversation is that there's also a receptive side of turn and talk, meaning that there are people who are talking, but we also don't want the other person to just be passive. What does it look like to support the listening side of turn and talk? And I would love it if you would talk about the kinds of things you think it's important for educators to think about when they're thinking about that side of turn and talk. Ramsey: I would say don't forget about sentence starters that have to do with listening. So often when we're scaffolding, we're thinking about, "How do I get them to share out? How do I get them to be able to address this prompt?"  But one of the easiest scaffolds that I've heard for listening—and it works very, very well—is, "What I heard you say is, blank." And so then the receptive student knows that a—tells them they have to be listening pretty carefully because they're about to be asked to repeat what the other person said. And this is an age-old elementary school sort of piece of pedagogy, is a call and response situation. But then we want to give them a stem that allows them maybe to ask a question. So it's, "What I heard you say was, blank. What I'm wondering is, blank." So that takes it to the next thinking level. But again, it's about being really specific and very intentional with your students and saying, "When it's Partner B's turn, you must lead with, 'What I heard you say is,' and only then can you get to your thinking or asking questions." Mike: That's huge. I think particularly when you think about the fact that there may be status issues between Partner A and Partner B. If Partner A is seen as or sees themselves as someone who's good at math and that's less true for Partner B, the likelihood of actually listening in a productive way seems like it's in danger at the very least. So I see these as tools that really do, one, build a level of accountability responsibility, but also level the playing field when it comes to things like status between two students. Ramsey: I would agree with that, yeah.  I think, too, we always want to be mixing our groups. I think sometimes you get, when I think about those sort of people or those students who—you can walk into any classroom and you right away can look around the room, if you've seen enough math teaching, you can see the students who have the most confidence in math.  So another piece to sort of leveling that field is making sure that your turn and talks are not always built on skill or high-level conceptual understanding. So that's where it might be helpful to have a more low-floor task, like a What do you notice? What do you wonder? But using the turn and talk routine of that. So it gives people more of a chance to get involved even when they don't have the highest level. It's kind of like the same idea with a Which one doesn't belong? [task] or a typical number talk. But, so you as the teachers have to be thinking about, "OK, yesterday we did one that was comparing two people's strategies, and I know that some of my students didn't quite understand either one of them. So today, in order to rebuild some of that confidence, I might do a version of a turn and talk that is much more open to different kinds of thinking." Mike: You started to go there in this last conversation we had about supporting the receptive side of turn and talk. I did want to ask if we can go a little bit deeper and think about tools like anchor charts. And you already mentioned sentence prompts, but sentence frames. To what extent do you feel like those can be helpful in building the kinds of habits we're talking about, and do you have any thoughts about those or any other resources that you think are important scaffolds? Ramsey: Yeah. I have seen some really, really wonderful teachers bring in such a simple way of activating an anchor chart and that is especially—it's easier to do an inquiry-based learning, but I think you can do it in any kind of classroom—is, when a student presents their thinking early on in a unit, and let's say we're talking about comparing fractions. And they say, "This is how I compared fractions," and you're annotating and you're charting it up for them as the teacher, you can call that strategy, "Maya's strategy." And so now it has a little bit more stickiness for both the students and for you. Now you know that there's a specific mathematical name for that strategy, but the students don't necessarily need to know that. You could put it in parentheses if you want. But I have seen that be really effective, and I've actually heard other students go, "I'm going to use Maya's strategy for this one," and able to then look and reference it.  I think what happens sometimes with the anchor charts is, we still live in a sort of Pinterest world, and some people want those anchor charts to be beautiful, but they're not actually useful because it was drawn up perfectly and it's lovely and it's pretty, but the students don't have a real connection to it. So the other piece to that is the cocreation of the anchor chart. So it's not just naming the student; it's also going through it step by step. Maybe they're leading through it, maybe you're guiding it. Maybe you're asking probing questions. Maybe you throw in a turn and talk in the middle of that sort of exploration. And then students have a connection to that piece of paper. Anchor charts that have been created during your prep period, I guarantee you will have very little effect. So that's how I feel about those. I also love, I call them like mini anchor charts, but they sit on tables. In recent years I've seen more and more, especially in elementary classrooms—and I've encouraged them at the middle school and the high school level—of putting in a little, I don't really know the best way to describe it for listeners, but it sits on the tabletop, and it's almost like a placard holder. And inside of that you put a mini version of an anchor chart that sits at the students' tables. So if you're doing turn and talks at their desks, and they're sitting in desks of four, and that's right there in front of them with some sentence starters or maybe your very specific routines—pick a side!—and then you have the three steps to picking aside underneath. If that's sitting on the table right in front of them, they are much more likely to reference it than if it's on the wall across the room. That gets a little trickier if you're down at the rug if you're doing turn and talks down at the rug, but hey, you can get a slightly bigger one and stick a few down on the rug around them too if you really need to. Mike: I love that. That seems powerful and yet imminently practical. Ramsey: I've seen it work. Mike: Well, this happens to me every time I do a podcast. I have a lovely conversation, and we get close to the end of it, and I find myself asking: For listeners, what recommendations do you have for people who either want to learn more or would like to get started implementing some of the ideas we discussed today? Ramsey: Sure. I mean the biggest one that I tell both new teachers and veterans when you're looking to sort of improve on your practice is to go watch someone else teach. So it's as simple as asking a colleague, "Hey, do you know anybody who does this really well?" In fact, I've led some [professional development trainings] at schools where I've said, "Who in the room is great at this?" And a few people will throw their hands up, and I go, "Great. Instead of me explaining it, I'm going to have you tell us why you're so successful at that." So the easiest one is to go watch someone who has this down.  But for some of the things that I've mentioned, I would think about not biting off too much. So if you are someone who your turn and talks, you readily admit that they're not specific, they're fully routinized, and they don't go well for you, I would not recommend putting in four new routines tomorrow, the A/B partner thing, and making the anchor charts for the tables all at once. What I always say is try one thing and also be transparent with the students. It goes a really long way, even with seven-year-olds, when you say, "Alright guys, we're going to do a new version of the turn and talk today because I've noticed that some of you have not been able to share as much as I would like you to. So we're going to try this, which is for me, I hope it allows both people to share and afterwards you can let me know how that felt." Students really appreciate that gesture, and I think that's really important if you are going to try something new to sort of be transparent about it. Oftentimes when teachers implement something new, it can feel like, not a punishment, but it's almost like a, "Ooh, why is she changing this up on us?" So letting them know also creates a warmer space too, and it shows them that you're learning, you're growing. Mike: I love that, and I think that's a great place to stop.  Ramsey, thank you so much. It has really been a pleasure talking with you. Ramsey: Thank you. Like you said, I could do it all day, so I really appreciate it. I wish everyone out there well, and thanks again. 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  

Erin Pellegrino is a strategist, designer, and registered architect. Through Matter, her design and fabrication studio, she transforms visionary concepts into extraordinary spaces, objects, and experiences.Erin is the co-founder of Out of Architecture, a career resource community and talent services agency, and co-author of ‘Out of Architecture: The Value of Architects Beyond Traditional Practice' (Routledge, 2022). Her commitment to expanding design's impact extends to academia, where she has taught at Harvard, Cornell, The New School, CUNY, and NJIT. At NJIT she co-leads the design/build program focusing on public interest design.Her work has earned global recognition, including an Autodesk BuildSpace Fellowship, AIA New England Design Honor Award, Core77 Design Award in Built Environment, two Architizer A-plus awards, a Paul M. Heffernan International Fellowship, and a nomination for the EU Mies Van der Rohe Award. She holds an M.Arch II from Harvard Graduate School of Design, a B.Arch from Cornell University, and an MBA from the Quantic School of Business and Technology.We talk about: - How Erin built a multidimensional career across architecture, academia, and entrepreneurship. - She reflects on early lessons from working with Tod Williams Billie Tsien and how her in-office experience shaped her decision to question a typical path in architecture and eventually carve her own path.- Erin explains how Out of Architecture blossomed from conversations about burnout and evolved over a series of secret coaching calls to expand into publishing a book, launching a podcast, and creating a global platform for architects seeking greater balance and fulfillment.- We critique the profession's lack of transparency regarding labor and pay and Erin lists a few practices she would change.- In closing, Erin reminds architects that their power lies in their relationships between people, materials, and spaces. >>> Connect with Erin:Out of Architecture.Matter.>>>Connect with Architectette:- Website: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ www.architectette.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ (Learn more)- Instagram:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ @architectette⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ (See more)- Newsletter:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ www.architectette.com/newsletter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ (Behind the Scenes Content)- LinkedIn:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ The Architectette Podcast⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Page and/or⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Caitlin Brady⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠>>>Support Architectette:- Leave us a rating and review!>>>Music by⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ AlexGrohl⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ from ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Pixabay⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.

We have a legend on the program!! She needs no introduction, but here is one anyways… Natasha Jen is an award-winning designer, educator, and partner at Pentagram. Born in Taipei, Taiwan, she joined Pentagram's New York office in 2012. A six-time National Design Award nominee, Natasha's work is recognized for its innovative use of graphic, verbal, digital,  and spatial interventions that challenge conventional notions of media and cultural contexts. Her work is immediately recognizable, encompassing brand identity systems, packaging, exhibition design, digital interfaces, signage and wayfinding systems, print, and architecture.Working at the intersection of technology and culture, Natasha has developed branding for some of the most well-known brands in the consumer and tech spaces. Her clients include a wide range of collaborators—from global technology brands to cultural institutions and start-ups—including Google, Pfizer, Waze, Reddit, Lightmatter, Galaxy Digital, The Asian American Foundation, Harvard Graduate School of Design, the Metropolitan Museum, Fernando Romero Enterprise, Bjarke Ingels Group, and OMA New York.Natasha, unbothered by the outside noise, offers insight into the inner workings of Pentagram. How they decide who gets what project, how they split the profit amongst 24 partners, how they borrow talent from other partners' teams, what they think about the memes about them... and more! It was a delightful and insightful conversation, and we are happy to share it with you!

America's high school seniors are falling behind. The decline in math and reading scores is more than a statistic. It's a warning sign about our future. If the next generation is leaving high school and stepping into adulthood with fewer core educational skills than the generation before, where does that leave them as they try to compete at colleges and universities, and in the workforce? And where does it leave the nation when it comes to our global competitiveness? Martin West, Academic Dean at Harvard Graduate School of Education, joins USA TODAY's The Excerpt to dig into the Nation's Report Card.Have feedback on the show? Please send us an email at podcasts@usatoday.com. Episode transcript available here. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

The conversation about AI in education often starts—and stops—with cheating. But what if that's the least interesting part of the story? In this episode, Tricia Friedman speaks with the team behind the new show: The Homework Machine, MIT's Justin Reich and journalist Jesse Dukes. They unpack how generative AI is reshaping what we mean by integrity, creativity, and student voice. Together they explore how teachers can balance innovation with empathy, and what schools might learn from students already living in the AI age. Chapters 00:00 Introduction to The Homework Machine 02:47 The Importance of Listening to Students 05:45 AI and Academic Integrity: A Deeper Look 08:23 The Role of Relationships in Education 10:59 Challenges in Teacher-Student Relationships 13:46 Navigating AI in Education 16:38 The Need for Empathy in Educational Policy 19:15 The Impact of the Pandemic on Education 22:17 Engaging Skeptics in AI Discussions 24:41 Finding Balance in Educational Priorities 27:45 Creating Safe Spaces for Student Voices 30:27 Looking Ahead: Future of The Homework Machine The Homework Machine is a mini series from TeachLab, a podcast that investigates the art and craft of teaching. Hosted by Justin Reich, MIT Professor and director of the MIT Teaching Systems Lab. https://www.teachlabpodcast.com/ Jesse Dukes is a journalist and comedian who has done (nearly) all the jobs in podcasting and audio including producer, editor, executive producer, reporter, mix engineer, and teacher.  Along with other projects, He's currently working with the Teaching System's Lab at MIT on The Homework Machine, a research and podcasting project about the arrival of generative AI in schools.  He has taught audio storytelling at the Center for Documentary Studies at Duke and Denison University. Justin Reich is an associate professor of digital media in the Comparative Media Studies/Writing department at MIT and the director of the Teaching Systems Lab. He is the author of Failure to Disrupt: Why Technology Alone Can't Transform Education, and the host of the TeachLab Podcast. He earned his doctorate from the Harvard Graduate School of Education and was the Richard L. Menschel HarvardX Research Fellow. He is a past Fellow at the Berkman-Klein Center for Internet and Society. His writings have been published in Science, Proceedings of the National Academy of Sciences, Washington Post, The Atlantic, and other scholarly journals and public venues. He started his career as a high school history teacher, and coach of wrestling and outdoor adventure activities. We are grateful to our sponsors: Poll Everywhere for supporting us this season, learn more: https://www.polleverywhere.com/plans/education?utm_source=referral&utm_medium=shiftingschools&utm_campaign=shiftingschools    

In K-12 education, the urgency of children's needs often eclipses strategic thought, resulting in constant reaction and a "whack-a-mole" approach to problems. We talk with co-authors Elizabeth "Liz" City and Rachel Curtis about their new book, Leading Strategically: Achieving Ambitious Goals in Education, which offers a practical, accessible framework for leaders at all levels—from teachers to superintendents—to shift from constant doing to intentional, effective action. Liz City, a Senior Lecturer at the Harvard Graduate School of Education, and Rachel Curtis, a consultant with deep experience in the Boston Public Schools, draw on their decades of work to move beyond the traditional "strategic plan" that often falls flat. We explore their five-part framework that helps leaders navigate the complex emotional, intellectual, and human-interaction challenges of their daily work. This framework emphasizes that effective leadership is developmental, not something people are simply born with, and provides the tools for all educators to grow their strategic capacity. We dive into the importance of anchoring in purpose, making deliberate choices, and cultivating a culture of learning. We discuss why taking a pause and prioritizing listening are among the most strategic actions a leader can take, especially in the face of challenges like polarization and emerging technologies such as AI. Key Takeaways: The Five Elements of Strategic Leadership: We break down the framework's components: Discern: Getting crystal clear on your purpose, what success looks like, and the root cause of a problem to avoid tackling mere symptoms. Relationships: Cultivating care and humanity between one another while intentionally connecting cross-functional elements of work that are often siloed in school systems. Understand Context and History: Being mindful of what is happening both inside and outside the organization, and acknowledging past initiatives and current capacities before moving forward. Harness Power: Recognizing that power is always flowing and learning to leverage both formal and informal authority in service of the greater good. Think Big, Act Small, Learn Fast: Using purpose as an anchor, breaking strategies into manageable pieces, and building a mechanism for learning from both anticipated and surprising outcomes. Moving Past "Leaders are Born": We encourage a shift in mindset, acknowledging that leadership is a skill that is developmental, and we can all get better at it. Strategy vs. Plan: We distinguish between an actual strategy—a focused choice on what to do—and an overstuffed strategic plan that doesn't actually guide daily work. The Joy of Leadership: Despite the difficulty, K-12 leadership is deeply meaningful and joyful work, a narrative that we must not lose sight of. Why You Should Listen: If you are an educator who feels overwhelmed by the day-to-day demands of your role, this conversation provides an actionable framework to step back, discern root causes, and lead with intentionality. We offer concrete tactics for dealing with uncertainty, building the capacity of your team, and making your work more effective and resilient—all of which are essential in the current K-12 environment. Moreover, we help you understand how to cultivate a powerful learning culture for adults, which directly impacts the success of students. Subscribe and Learn Don't miss a conversation about the future of learning. Subscribe, like, and follow Trending in Education wherever you get your podcasts!

On this episode of Mind the Gap, Tom Sherrington is joined by Meg Lee and Jim Heal, co-founders of Learning Science Partners, to explore how to make evidence-informed practice live and last at scale. Meg and Jim share why learning science should be a lens rather than an initiative, how they build common language across large, complex districts, and the three-phase approach they use to build, deepen, and sustain change. They discuss Maryland's move to embed foundational learning science in statute, practical facilitation moves (from cognitive-load demos to “transparent facilitation”), and the idea of instructional equity - asking “who gets to think?” in every lesson.Dr. Jim Heal is a leading advocate for bridging the worlds of research and practice in education.  His work seeks to develop expertise in evidence-informed instruction and leadership in K-12 schools, school districts, and higher education in the United States and Europe.  Dr. Heal was a high school English teacher and principal for ten years in the UK before moving to the US, where he became Director of Practice at Harvard's Research Schools International initiative. He currently serves as Professor of Evidence-Informed Education Leadership at Academica University of Applied Sciences in Amsterdam, served as a lecturer at the Harvard Graduate School of Education where he earned his doctorate in educational leadership, and is author of How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice and Mental Models: How Understanding the Mind Can Transform the Way You Work and Learn.Meg Lee is a forerunner in implementing evidence-informed practice in schools and districts. A public school educator in a variety of roles from teacher to professional learning specialist to school-based administrator to central executive leader for over 25 years, Meg directed induction and professional learning for a large, innovative public district that implemented evidence-informed practice and worked to ensure every educator understands how learning happens.  She serves as Core Teacher, Learning Science and Advisor, Professional Learning at Academica University of Applied Sciences in Amsterdam, is the author of Mindsets for Parents: Strategies to Encourage Growth Mindsets in Kids (2nd ed.), and has taught education and psychology courses at the graduate level.Find out more about both Jim and Meg's work at https://www.learningsciencepartners.com/Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Emma Turner FCCT is a school improvement advisor, education consultant, trainer and author. She has almost three decades of primary teaching, headship and leadership experience across the sector, working and leading in both MATs and LAs. She works nationally and internationally on school improvement including at single school level and at scale. She has a particular interest in research informed practice in the primary phase, early career development, and CPD design. Follow Emma on X ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.This podcast is sponsored by Teaching WalkThrus and produced in association with Haringey Education Partnership. Find out more at ⁠⁠⁠https://walkthrus.co.uk/⁠⁠⁠ and ⁠⁠⁠https://haringeyeducationpartnership.co.uk/

Gabriela Ngyuen is a Gen Z founder of Appstinence, a student organization of the Harvard Graduate School of Education for people, largely young people, who want to opt out of the attention economy. We talk about social media abstinence and “cell-ibacy” that is being embraced by Gen Zers in this episode. Listen now!  

This episode is a conversation between architect and Atelier Bow-Wow-founding-member Momoyo Kiajima and curator Haris Giannouras. It was recorded right after the opening of the exhibition Suturing Together by Atelier Bow-Wow on 12 September 2025. Their discussion focuses on care work in architecture, books and their forms in designing and understanding the build environment, 1980s Japanese comedy shows, Sutemi Horiguchi, and the importance of love in building someone's home. Atelier Bow-Wow Suturing Together 12.9. – 16.11.2025 The exhibition Suturing Together includes a site-specific intervention covering almost the entire right arch of the Secession's foyer, an extended archive showing the studio's practice spanning over the last 30 years, a thatch-seating made using thatch in collaboration with students from Vienna and a poster with detailed essays and an analytical index of Atelier Bow-Wow's past projects. Exploring material networks, supply chains and ad hoc architecture, the term “Suturing” becomes a stand-in for the studio's synergetic approach: piecing together things that have been torn up, forms, communities, histories and memories. This episode was recorded on 12 September 2025 at the Secession. Atelier Bow-Wow, based in Tokyo, was founded in 1992 by Momoyo Kaijima and Yoshiharu Tsukamoto. Yoichi Tamai was appointed partner in 2015. Atelier Bow-Wow is an acclaimed international practice with an extensive portfolio of work as well as exhibitions and publications. The firm's projects range from residential buildings to public spaces and are characterized by a commitment to sustainability, social impact, and an understanding of human behavior in the built environment. Tsukamoto and Kaijima received the RIBA International Fellowship in 2012 and the Wolf Prize in Architecture in 2022. Atelier Bow-Wow is the 2024– 2026 Rothwell Co-Chair at the University of Sydney. Momoyo Kaijima has been serving as professor of architectural behaviorology at ETH, Zurich, since 2017 and vice president of the NPO Cheer Art, where she became president in 2024. She also taught as a visiting professor at the Department of Architecture at the Harvard Graduate School of Design in 2003 and 2016, as well as at the Royal Danish Academy of Fine Arts in 2011–2012, at Rice University in 2014–2015, at Columbia University in 2017, and at the Yale School of Architecture in 2023. In 2018, she was the curator of Japanese pavilion at the 16th International Architecture Exhibition – La Biennale di Venezia. In 2024, she was appointed to the planning and management committee of TOTO Gallery·Ma and made a member of the Berlin Academy of Arts. Haris Giannouras works with artists to make exhibitions, artworks, publications and events. He is currently a curator at the Secession in Vienna. Before that he worked at MUSEUM MMK FÜR MODERNE KUNST in Frankfurt and Museum Abteiberg in Mönchengladbach. Recent projects include work with Studio for Propositional Cinema, Cana Bilir-Meier, Atelier Bow-Wow, Andrea Büttner, Jamie Crewe, Beatrice Gibson, Onyeka Igwe, Eleanor Ivory Weber, Hiwa K, Ghislaine Leung, Lin & Lam, Duane Linklater, Karī Mugo, Fiona Banner aka The Vanity Press, and the Estate of Suzan Pitt. Secession Podcast: Members is a series of conversations featuring members of the Secession. The Dorotheum is the exclusive sponsor of the Secession Podcast. Programmed by the board of the Secession. Jingle: Hui Ye with an excerpt from Combat of dreams for string quartet and audio feed (2016, Christine Lavant Quartett) by Alexander J. Eberhard Audio Editor: Paul Macheck Executive Producers: Jeanette Pacher & Bettina Spörr

In this episode, Alexi is joined by writer, editor, and dear friend Olivia Kan-Sperling to discuss the aesthetic universe of her brand new novel, Little Pink Book, a lyrical and decadent romantic tragedy set in Shanghai. In unpacking her wide range of influences, we explore shabby chic Orientalism, avant garde florists, Chinese romantasy web novels, baroque bespoke beverages, the emerging field of Wasian studies, the triggering qualities of Clairo's “Pretty Girl” music video, the possibility of Labubu as a literary format, and much more. Links:Image boardLittle Pink Book by Olivia Kan-Sperling from Simon and SchusterOlivia's websiteOlivia on Instagram @dianadiagramAlexi's interview with Olivia in Interview magazineDiane Severin Nguyen: In Her Time (Iris's Version)Empire of Signs by Roland BarthesMolly Tea's domineering CEO romance receipt promo via Dr. Candise LinThe Architecture of Taste by Pierre Hermé - Lecture to the Harvard Graduate School of Design (2013)Julian Castronovo review of Little Pink Book in BOMB magazineShanzhai: Deconstruction in Chinese by Byung-Chul Han This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit www.nymphetalumni.com/subscribe

In this episode of the Celebrate Kids podcast, Dr. Kathy delves into the challenges faced by today's youth, who often grapple with the pressures of hyperproductivity and the quest for perfection. She emphasizes the importance of helping children build their identity in Christ rather than solely focusing on their achievements. The discussion highlights the need for parents to recognize and celebrate their children's qualities, such as loyalty and confidence, and to be mindful of the potential dark places that the pursuit of being the best can lead both teens and parents. With insights from researchers at the Harvard Graduate School of Education, Dr. Kathy explores how we can guide our kids through the complexities of modern life while nurturing their spiritual and emotional well-being. Join us as we learn how to support our children in thriving amidst the pressures of their generation.

The latest Nation's Report Card scores are truly terrible: 12th-grade scores reached historic lows and achievement gaps widened. An alarming number of students are leaving high school without basic math and reading skills. Dr. Martin West, vice-chair of the National Assessment Governing Board (NAGB) and academic dean at the Harvard Graduate School of Education, joins […]

Jason Toth was named senior associate vice president for administration for the University of Toledo in January 2019. He oversees the University's Facilities & Construction and Supply Chain offices.In his role, Toth leads the planning, directing, and monitoring of facilities operations and maintenance for the physical plant of the University. He is also responsible for the coordination and management of capital construction projects, aligning them with the University's Strategic and Campus Master Plans. Additionally, Toth leads the supply chain management division which handles University procurement, Shipping/Receiving/Mail Services/Surplus Property, along with the University of Toledo Medical Center's central distribution and linen services areas.Toth joined the University in 2011 as the Director of Facilities/Civil Engineer. He oversaw the re-engineering of the department's Construction Project Management Team. He applied his expertise to streamline processes and create efficiencies resulting in increased customer satisfaction and a reduction to the University's deferred maintenance liability.In 2012 Toth was promoted to University Chief Engineer, in 2013 to Associate Vice President, and in 2019 to Senior Associate Vice President. Under his leadership the departments for which he provides oversight strive to provide exceptional environments, deliver top end service, and promote the University's mission to improve the human condition.Prior to joining UToledo, Toth spent 13+ in the construction management field working for Bostleman Corporation.Toth received his Bachelor of Science in Civil Engineering from Case Western Reserve University. He is a LEED accredited professional and attended the Harvard Graduate School of Education, Institute for Educational Management.Jason has been happily married to his wife Janell for 27+ years.  They have 5 children – Addison, Broc, Carson, Delaney, and Eli (ABCDE) and two adorable grand children (Julia – 5 and Sadie – 2).  In his free time he enjoys walking, hiking, cycling and has been coaching youth sports for nearly 30yrs.

As AI transforms how knowledge workers operate, the challenge isn't just adopting new tools—it's rethinking how we learn, adapt, and thrive. In this episode of TECHtonic, TSIA's Thomas Lah sits down with Dr. Chris Dede, Senior Research Fellow at the Harvard Graduate School of Education. Together, they explore the profound shifts AI brings to workplace learning, from immersive simulations that measure real-world skills to the importance of adaptive expertise and unlearning outdated mental models. Chris shares insights from decades of research on technology-enabled learning, highlighting why companies rank so low in workforce reskilling, what exemplars are doing differently, and how organizations can avoid “shiny object syndrome” when embracing AI. If you're a leader navigating the future of work, or a professional rethinking your own skills, this conversation offers essential guidance for succeeding in an AI-enabled world.

Dr. Angela Jackson, the founder/CEO of Future Forward Strategies and a lecturer at the Harvard Graduate School of Education, explains the REAL cost of turnover in organizations, and the numbers may surprise you.Hear Dr. Jackson's full interview in her special bonus episode of The Action Catalyst.

One of the best definitions of leadership I've ever encountered came from Professor Robert Kegan at Harvard Graduate School of Education, who said, 'Leadership is the distillation of chaos.' When my guest on today's podcast, Kellee Strople, described how she and her husband create meaningful impact while working with professional groups in often chaotic situations, I knew we had discovered something special. Kellee exemplifies how authentic, values-driven leadership can emerge from any background and make a profound difference in people's lives.

Scott R. Levy, an Adjunct Lecturer at the Harvard Graduate School of Education, joins Paul E. Peterson to discuss Levy's new book, Why School Boards Matter: Reclaiming the Heart of American Education and Democracy.

Alice Sheehan from AllSides joins us to discuss media literacy and the importance of understanding diverse perspectives in our fragmented media landscape. AllSides provides balanced news by showing how left, center, and right-leaning sources cover the same stories, helping readers recognize patterns in media bias while developing critical thinking skills.• AllSides uses a patented technology and multi-partisan team to provide balanced news coverage• Their media bias ratings examine 16 different types of bias using expert panels and blind surveys• Seeking multiple perspectives helps clarify your own thinking by understanding why others disagree• Teachers can use AllSides for current events lessons without appearing partisan• AllSides recently released classroom dialogue guides with Harvard Graduate School of Education• Seeing how different media outlets cover the same story reveals how bias shapes narrative• The X Influencer Bias Chart helps users diversify their social media feeds with different perspectives• Media literacy involves recognizing that bias exists in all sources, not eliminating it• Creating healthy information habits means balancing news consumption with offline activitiesAllSides is hosting a journalism contest for students to create AllSides-style headline roundups, with three winners receiving $500 and potential publication on their site.Media bias ratings: https://www.allsides.com/media-biasX Influencer chart:https://www.allsides.com/media-bias/x-bias-chartClassroom dialogue guides: https://mismatch.org/dialogue-in-the-classroom/ The Arizona Constitution ProjectCheck Out Our Free Lessons on Arizona History and Government!Follow us on:TwitterLinked InInstagramFacebookYouTubeWebsiteInterested in a Master's Degree? Check out the School of Civic and Economic Leadership's Master's in Classical Liberal Education and Leadership

Dr. Angela Jackson, the founder/CEO of Future Forward Strategies and a lecturer at the Harvard Graduate School of Education, reveals the lessons learned from studying Fortune 500 companies, the REAL cost of turnover, why top-down decision making is dead, and the two main takeaways for small business owners.

329: Leading with Transformation (Ora Grodsky)SUMMARYSpecial thanks to Armstrong McGuire for bringing these conversations to life, and for their commitment to strengthening leadership throughout nonprofit organizations. Learn more at ArmstrongMcGuire.com.Why do so many nonprofit leaders feel stuck, even when the problem is clear? In episode #329 of Your Path to Nonprofit Leadership, we explore the deeper mindset shifts and systemic insights necessary for meaningful change with Ora Grodsky, author of Justice, Love, and Organizational Healing and the Principal of Just Works Consulting. She shares how you can move your organization beyond a “transactional fix” to a genuine culture shift, and explains the importance of holding space over having all the answers. Learn how to elevate every voice in the room, and approach problems with fresh eyes and shared power. Whether you're navigating change or planning a board retreat, this episode offers practical tools and inspiration to lead with humility, strategy, and humanity.ABOUT ORAOra Grodsky is a mission-driven consultant with over 25 years of experience working with social justice-oriented organizations, guiding change efforts, leading participatory and productive planning processes, and supporting leaders in the service of justice and love. Ora co-founded the AIDS Care Project - at one time the largest holistic clinic in the US - during the early days of the AIDS epidemic. Through these experiences, Ora developed the question “How can we humans work together to create a just and sustainable world while nourishing and sustaining our own lives and spirits?” This question led her back to graduate school at the Harvard Graduate School of Education and onto the path of organizational development. She is the author of the new book: Justice, Love, and Organizational Healing: A Guide to Transformational Consulting.EPISODE TOPICS & RESOURCESJustice, Love, and Organizational Healing by Ora C. GrodskyDoppelgänger by Naomi KleinWant to chat leadership 24/7?  Go to delphi.ai/pattonmcdowellHave you gotten Patton's book Your Path to Nonprofit Leadership: Seven Keys to Advancing Your Career in the Philanthropic Sector – Now available on AudibleDon't miss our weekly Thursday Leadership Lens for the latest on nonprofit leadership

A study conducted by the Harvard Graduate School of Education discovered that 58% of young adults claim their mental health is being negatively impacted due to a lack of meaning or purpose in life.   Personally, I remember feelings I had in my 20s when I achieved my only goal of becoming a CPA. In that ... The post The Purpose of Youth appeared first on Unconventional Business Network.

Classroom Coverup: Shocking Secrets - How Schools Hide Predator Teachers! Dive into the dark underbelly of America's education system in this eye-opening premiere episode! We expose the chilling practice known as "passing the trash," where school districts let teachers accused of predatory behavior resign quietly without reporting to authorities or flagging their records. Instead of protecting kids, admins prioritize avoiding lawsuits, bad press, and union battles by providing neutral or even glowing references, allowing these educators to hop to new schools and continue harming students. You'll learn how this has been happening for decades, with roots in the 1990s when Education Week first called it out as a growing issue that politicians and the public were starting to notice but not fully addressing. And why is it still rampant in 2025 despite federal laws like the Every Student Succeeds Act (ESSA) mandating prevention of aiding sexual misconduct?  We break down the mechanics step by step: A complaint comes in—maybe creepy comments, excessive physical contact, or favoritism toward certain girls—the district launches an internal investigation that's often superficial and biased toward protecting the institution, finds "no outright abuse" to avoid escalation, and cuts a deal for resignation with a clean slate, sometimes including severance pay to sweeten the exit. Background checks at the next school fail because there's no paper trail, no shared database, and the cycle repeats with devastating consequences. Shocking statistics reveal the massive scale of the problem: About 10% of K-12 students in the U.S. experience some form of sexual misconduct by a school employee by graduation, according to a landmark 2004 study by researcher Charol Shakeshaft, with a more recent Harvard Graduate School of Education report estimating up to 17% of students report being targeted in surveys.  In Texas alone, since 2017, there have been over 2,500 educator sex crime charges, yet around 4,300 administrative separations—meaning quiet exits without charges—that highlight the gap where suspicions go unreported. Nationally, reports of educator sexual violence have spiked in recent years, with thousands of cases documented annually, but experts say that's just the tip of the iceberg because so much is swept under the rug. We explore why it persists—fear of defamation suits if allegations aren't ironclad, administrative laziness where investigating takes too much time and resources, and misaligned incentives to sweep scandals under the rug to protect enrollment numbers or funding streams. Federal law under ESSA requires states to have policies preventing schools from aiding sexual misconduct, including "passing the trash," but a 2022 U.S. Department of Education report found these policies are uneven—only 29 states have solid bans, while others have loopholes or no enforcement at all, leaving places like Ohio often called out as holdouts where weak laws let this continue generation after generation. Recent examples tease what's ahead in the series, like a teacher bouncing between states before committing a double murder on a hiking trail. The human cost is heartbreaking and impossible to ignore: Kids suffer lifelong trauma—depression, trust issues, higher risks of substance abuse or suicide—while families fight for justice in a system that failed them from the start. On X, parents and advocates are furious, with recent posts linking "passing the trash" to cases like that Arkansas teacher, calling it "terrifying" and demanding schools do better because "lives are literally at stake." This episode arms you with the facts to spot the signs, understand the system, and demand change right now. Don't miss it—subscribe now to uncover the truth and join the movement to protect our kids from these hidden dangers!  Hashtags: #ClassroomCoverup #PassingTheTrash #SchoolPredators #HiddenDangers #ProtectOurKids #EducatorAbuse #SchoolScandals #MandatoryReporting #StopTheShuffle #TrueCrimeEducation Want to comment and watch this podcast as a video? Check out our YouTube Channel. https://www.youtube.com/@hiddenkillerspod Instagram https://www.instagram.com/hiddenkillerspod/ Facebook https://www.facebook.com/hiddenkillerspod/ Tik-Tok https://www.tiktok.com/@hiddenkillerspod X Twitter https://x.com/tonybpod Listen Ad-Free On Apple Podcasts Here: https://podcasts.apple.com/us/podcast/true-crime-today-premium-plus-ad-free-advance-episode/id1705422872

Classroom Coverup: Shocking Secrets - How Schools Hide Predator Teachers! Dive into the dark underbelly of America's education system in this eye-opening premiere episode! We expose the chilling practice known as "passing the trash," where school districts let teachers accused of predatory behavior resign quietly without reporting to authorities or flagging their records. Instead of protecting kids, admins prioritize avoiding lawsuits, bad press, and union battles by providing neutral or even glowing references, allowing these educators to hop to new schools and continue harming students. You'll learn how this has been happening for decades, with roots in the 1990s when Education Week first called it out as a growing issue that politicians and the public were starting to notice but not fully addressing. And why is it still rampant in 2025 despite federal laws like the Every Student Succeeds Act (ESSA) mandating prevention of aiding sexual misconduct?  We break down the mechanics step by step: A complaint comes in—maybe creepy comments, excessive physical contact, or favoritism toward certain girls—the district launches an internal investigation that's often superficial and biased toward protecting the institution, finds "no outright abuse" to avoid escalation, and cuts a deal for resignation with a clean slate, sometimes including severance pay to sweeten the exit. Background checks at the next school fail because there's no paper trail, no shared database, and the cycle repeats with devastating consequences. Shocking statistics reveal the massive scale of the problem: About 10% of K-12 students in the U.S. experience some form of sexual misconduct by a school employee by graduation, according to a landmark 2004 study by researcher Charol Shakeshaft, with a more recent Harvard Graduate School of Education report estimating up to 17% of students report being targeted in surveys.  In Texas alone, since 2017, there have been over 2,500 educator sex crime charges, yet around 4,300 administrative separations—meaning quiet exits without charges—that highlight the gap where suspicions go unreported. Nationally, reports of educator sexual violence have spiked in recent years, with thousands of cases documented annually, but experts say that's just the tip of the iceberg because so much is swept under the rug. We explore why it persists—fear of defamation suits if allegations aren't ironclad, administrative laziness where investigating takes too much time and resources, and misaligned incentives to sweep scandals under the rug to protect enrollment numbers or funding streams. Federal law under ESSA requires states to have policies preventing schools from aiding sexual misconduct, including "passing the trash," but a 2022 U.S. Department of Education report found these policies are uneven—only 29 states have solid bans, while others have loopholes or no enforcement at all, leaving places like Ohio often called out as holdouts where weak laws let this continue generation after generation. Recent examples tease what's ahead in the series, like a teacher bouncing between states before committing a double murder on a hiking trail. The human cost is heartbreaking and impossible to ignore: Kids suffer lifelong trauma—depression, trust issues, higher risks of substance abuse or suicide—while families fight for justice in a system that failed them from the start. On X, parents and advocates are furious, with recent posts linking "passing the trash" to cases like that Arkansas teacher, calling it "terrifying" and demanding schools do better because "lives are literally at stake." This episode arms you with the facts to spot the signs, understand the system, and demand change right now. Don't miss it—subscribe now to uncover the truth and join the movement to protect our kids from these hidden dangers!  Hashtags: #ClassroomCoverup #PassingTheTrash #SchoolPredators #HiddenDangers #ProtectOurKids #EducatorAbuse #SchoolScandals #MandatoryReporting #StopTheShuffle #TrueCrimeEducation Want to comment and watch this podcast as a video? Check out our YouTube Channel. https://www.youtube.com/@hiddenkillerspod Instagram https://www.instagram.com/hiddenkillerspod/ Facebook https://www.facebook.com/hiddenkillerspod/ Tik-Tok https://www.tiktok.com/@hiddenkillerspod X Twitter https://x.com/tonybpod Listen Ad-Free On Apple Podcasts Here: https://podcasts.apple.com/us/podcast/true-crime-today-premium-plus-ad-free-advance-episode/id1705422872

What does it mean to be an architect today, and is the traditional path still the most valuable one?To kick off Season 11, we welcome the three hosts of the Most Podern Podcast: Alex Yuen, Minkoo Kang, and Libo Li. They are three friends who, since their architectural education, have forged distinct, non-traditional careers that challenge the conventional definition of practice. The episode delves into their journeys as an architect-developer, an OMA designer turned developer and MIT instructor, and a self-proclaimed "career job changer" now working as a data engineer at Meta.The conversation starts by exploring the complex relationship between title and identity. How do you introduce yourself when your work spans architecture, development, academia, and big tech? This question opens up a candid discussion about the profession's insecurities, the value of an architectural education versus its real-world blind spots (like economics and finance), and the constant struggle to define and advocate for the value architects provide.The hosts debate whether people like them, who have stepped outside the traditional lines, make it harder to define that value, or if they are simply responding to a profession in need of new models. They tackle the "rule books" architects often ignore, the ones written by capitalism and market forces, and question the cultural mindset that often prevents practitioners from adapting."The hypothesis should be - design is not valuable and you should try to disprove that, which is a totally different way of looking at the problem." - Libo LiThis episode is packed with invaluable advice for both aspiring architects and fed-up mid-career professionals. From questioning your professors to getting comfortable with discomfort and learning to code, the hosts share actionable steps for anyone looking to make a change. Finally, they look to the future, discussing the end of the "Starkitect" era, the potential for AI to create single-person powerhouse firms, and why finding a support network is critical to making any leap.Guests:Alex Yuen is a licensed architect, educator, and co-founder of Co, a California-based design and development firm focused on affordable housing. He also teaches urban design at the Harvard Graduate School of Design.Minkoo Kang is an architect-turned-developer and an instructor at MIT's Center for Real Estate. A former designer at OMA, his work now focuses on understanding the financial forces that shape the built environment. He is the co-author of the newly released book, Value of Design.Libo Li is a data engineer at Meta and the author of the newsletter Building Probable, which explores data and the built environment. A self-described "career job changer," his path has taken him from architecture to data engineering, startups, and now big tech, driven by a desire to learn from different industries.Is This Episode for You?This episode is for you if: ✅ You are navigating a non-traditional career with an architecture degree. ✅ You question the traditional definition of architectural value. ✅ You are a student considering a career in architecture and want a realistic perspective. ✅ You are a mid-career professional feeling "fed up" and contemplating a change. ✅ You are curious about how economics, tech, and AI are reshaping the future of practice.What have you done to take action lately? Share your reflections with us on social and join the conversation.

Send us a textDr. Max Klau is a consultant, author, speaker, and Integral Master Coach based in Boston, Massachusetts.  He received his doctorate from the Harvard Graduate School of Education in 2005 with a focus on civic leadership development.  He served as the Chief Program Officer at the New Politics Leadership Academy (NPLA) from 2016-2024.  NPLA is focused on bringing more servant leaders into politics, and Max designed leadership programs that have graduated more than 2,500 servant leaders to date.  Previously, he was the Vice President of Leadership Development at City Year, the education-focused AmeriCorps program.  He is the founder of the Center for Courageous Wholeness and his second book, Developing Servant Leaders at Scale, will be published in August 2025. He lives outside of Boston with his wife and two children.A Few Quotes From This Episode“One of the reasons our world is so divided is because we're divided from ourselves.”“We've hit the limits of how much change we can make without getting serious about owning our shadow.”“If we don't confront the shadow, it controls us from beyond our awareness and shows up in the systems we lead.”“Service turns pain into power when we use the gifts of our struggle to serve others.”Resources Mentioned in This Episode Book: Developing Servant Leaders at Scale by Max Klau Book: Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness by GreenleafBook: Abundance by Ezra Klein & Derek ThompsonBook: The Hero with a Thousand Faces by Joseph CampbellOrganization: Inner Development Goals Podcast: Living Myth with Michael MeadeAbout The International Leadership Association (ILA)The ILA was created in 1999 to bring together professionals interested in studying, practicing, and teaching leadership. Plan for Prague - October 15-18, 2025!About  Scott J. AllenWebsiteWeekly Newsletter: Practical Wisdom for LeadersBlogMy Approach to HostingThe views of my guests do not constitute "truth." Nor do they reflect my personal views in some instances. However, they are views to consider, and I hope they help you clarify your perspective. Nothing can replace ♻️ Please share with others and follow/subscribe to the podcast!⭐️ Please leave a review on Apple, Spotify, or your platform of choice.➡️ Follow me on LinkedIn for more on leadership, communication, and tech.

In this episode of the Celebrate Kids podcast, Dr. Kathy delves into the challenges teens face in today's world, particularly the pressures of hyper-productivity and the quest for perfection. She emphasizes the importance of helping children build their identity in Christ rather than in their achievements. Dr. Kathy draws on research from the Harvard Graduate School of Education, highlighting the unique struggles of this generation as they navigate technology, societal expectations, and the impact of external influences. Tune in to explore how parents can guide their kids through these complexities while fostering resilience and confidence in their relationships.