Podcasts about Northern Virginia Community College

Join County Executive Bryan Hill in conversation with Dr. Anne M. Kress, President of Northern Virginia Community College. Discover how one of the nation's most attended and diverse community colleges provides students with significant advantages in further education and career development. Don't miss this insightful discussion!

Two people were killed and others were injured Monday in a shooting at a private Christian school in Madison, Wisconsin. Police said a student who opened fire, identified as a 15-year-old girl, was also dead. The girl also wounded six others in the shooting at Abundant Life Christian School, including two students who were in critical condition. Police were still unsure of what motivated the shooter. NEW YORK (AP) — The man accused of killing UnitedHealthcare’s CEO is charged with murder as an act of terrorism. Prosecutors disclosed the indictment Tuesday as they worked to bring Luigi Mangione to New York from a Pennsylvania jail.  Russia's security service says that it has detained a suspect in the killing of a senior general in Moscow. The suspect was described as an Uzbek citizen recruited by Ukrainian intelligence services.  SUNNY ISLES BEACH, Fla. (AP) — Almost three dozen high-rise condos and luxury hotels are sinking or settling along South Florida beaches. A new study from the University of Miami says 35 buildings along an almost 12-mile stretch from Miami Beach to Sunny Isles Beach have sunk or settled in a range of 0.8 to 3.1 inches. In other news: After investigating Jan. 6, House GOP sides with Trump and goes after Liz Cheney. Federal Reserve is set to cut key rate but consumers might not feel much benefit anytime soon. Congress unveils funding deal with more than $100 billion in disaster aid. Trump sues Des Moines Register, pollster for 'election interference' after pre-election poll. Trump’s lawyers allege juror misconduct in latest bid to get his hush money conviction dismissed. Jill Biden says she has closed the book on teaching at Northern Virginia Community College. NASA's 2 stuck astronauts face more time in space with return delayed until at least late March. US shows off $1 billion Mexico City embassy after years of delays. US to pay nearly $116M to settle lawsuits over rampant sexual abuse at California women's prison. Tech consultant found guilty of second-degree murder in stabbing death of Cash App founder Bob Lee. Suspect in Gilgo Beach serial killings is charged in the death of a seventh woman. Stock market today Wall Street trims its stellar gains as Nvidia's star dims again. Retail sales rose at healthy pace last month in latest sign of US economy's health. Energy chief Granholm warns against 'unfettered exports' of liquefied natural gas. Company recalls over 541,000 winter tires because they don't have enough snow traction. Tom Cruise gets a top U.S Navy honor for boosting the military with his screen roles. Megan Thee Stallion seeks restraining order, says imprisoned Tory Lanez continues to harass her. The Bucks beat the Thunder to win the NBA Cup, No. 1 Tennessee wins its 11th straight game in college basketball, the Hurricanes shut down the Islanders and the Blackhawks rally past the Capitals, an NFL starting quarterback is benched, a former baseball MVP is traded and more.  Court rules that UK police can seize millions from Andrew Tate in tax dispute. 7 foreign tourists hospitalized in Fiji were not poisoned by alcohol or illicit drugs, officials say. Netanyahu says Israeli troops will occupy a buffer zone inside Syria for the foreseeable future. A couple hundred North Korean troops killed, wounded in battles with Ukrainian forces. —The Associated Press About this program Host Terry Lipshetz is managing editor of the national newsroom for Lee Enterprises. Besides producing the daily Hot off the Wire news podcast, Terry conducts periodic interviews for this Behind the Headlines program, co-hosts the Streamed & Screened movies and television program and is the former producer of Across the Sky, a podcast dedicated to weather and climate. Theme music The News Tonight, used under license from Soundstripe. YouTube clearance: ZR2MOTROGI4XAHRX

AP Washington correspondent Sagar Meghani reports first lady Jill Biden says she's ended her run teaching at a Virginia community college.

In this episode, Adam interviews Kris Osborn, a prominent defense journalist and president of the Center for Military Modernization. They discuss various topics including the U.S. nuclear posture, the implications of low yield weapons, advancements in digital engineering for defense acquisition, infrastructure challenges with the Sentinel and B-21 programs, cybersecurity in modern defense systems, China's military strategy, the ongoing Ukraine conflict, and the future of U.S. defense policy amidst political changes.Kris Osborn is President and Editor in Chief of the Center for Military Modernization, think tank fellow, military technology analyst and former Dept. of the Army civilian working as a writer, information liaison and military expert for the U.S. Army. Osborn is also a former CNN anchor who serves currently as President and Editor-in-Chief of Warrior Maven - a military weapons and emerging technology site for news reports and analysis.In recent years, Osborn also spent time as the Defense Editor of The National Interest and, in addition to leading Warrior Maven, he also currently works as a Professor of English Literature at Northern Virginia Community College.The site - warriormaven.com - began as a start up and now reaches millions with cutting edge weapons, technology and military strategy content. The site regularly features intvs with US military leaders, weapons developers, analysts and military experts.Osborn recently served as Editor-in-Chief of Defense Systems, a military IT/C4ISR/Cyber/Weapons Systems news site. He managed reporters, generated original content and lead the site, often interviewing high level IT/C4ISR/Weapons experts.Prior to this, Osborn served as a Navy & Air Force expert associate editor with Military.com. In this role, Osborn interviewed senior Navy and Air Force leaders, program managers and weapons developers.While an Army civilian just prior to Military.com - Osborn worked as a Highly Qualified Expert (SES level) civilian with the Office of the Assistant Secretary of the Army - Acquisition, Logistics & Technology. Here Osborn analyzed weapons programs, wrote for and briefed 3 and 4-star senior leaders and independently authored original weapons and acquisition content for Army academic journals and publications - such as the Army's Weapons System Handbook. He also worked on speeches for senior leaders and ghost-wrote material as a weapons and military acquisition expert.Osborn also served as the Land War reporter for Defense News, and spent more than a decade as a TV news correspondent, anchor and military specialist. He was an anchor and military specialist at CNN Headline News, CNN Correspondent (at Pentagon for a bit) and Fox News Correspondent. In more recent years, Osborn regularly appeared as an expert military guest on MSNBC and Fox News.

The borders of Jordan have changed over and over in the last century. And each time they shift, Jordanian immigration policy–officially or unofficially–shifts as well. Lillian Frost takes us deep into the history of the region to understand how Jordanian officials have interpreted the same immigration laws differently depending on what's going on in the nations around them. And: In the US, more than 80% of survey respondents say they want to see immigration reduced. Researchers find similar numbers in Europe. Megan Roosevelt explores what drives these anti-immigrant attitudes. Later in the show: Applying for a spousal visa to the U.S. means navigating a whole system of unwritten rules. Gina Longo explores how informal online communities navigate this U.S. immigration system. Plus: When Sophia Sexton first came to the United States as an immigrant from Afghanistan, she recognized the importance of language and communication. Today, she teaches students at Northern Virginia Community College, many of whom are immigrants themselves, how to share their own stories through writing.

In an era dominated by digital media, cultivating media literacy skills is essential to navigate the digital landscape safely and confidently. Joining us to examine the importance or media literacy, the dangers of internet falsehoods, and the unique challenges that older adults face as they navigate web is Dr. Carol Quade, an adjunct professor at Northern Virginia Community College's Annandale Campus, volunteer at the Lifetime Learning Institute of Northern Virginia, and expert in communications and media studies.

Embark on a profound journey through the tapestry of American religious history with Joel Harrison, associate professor of religion, and his sharp students, Jason Armstrong and Christian Oppenhagen. Together, we unravel the complex narratives of civil religion and secularism, with a particular lens on the interplay of race and religion since the colonial era. Our conversation pivots around Joel's innovative teaching methods, as he leverages the January 6th insurrection as a vivid case study in his Religion 100 course at Northern Virginia Community College, engaging students with the pressing relevance of historical events in shaping today's religious and political landscapes.Witness firsthand the transformative power of academic discourse as it escapes the confines of lecture halls and influences the broader world. The Doctrine of Discovery conference epitomizes scholarship's potency in initiating societal reflection and change, a revelation deeply felt by attendees like Jason. The connections forged among participants of various backgrounds underscore the role of academia in facilitating a collective confrontation with our intricate historical legacies. These moments serve as catalysts for personal growth and cultural respect, sparking an appreciation for the diverse tapestry that is our shared human experience.Finally, we navigate the profound relationship between land, heritage, and identity, acknowledging the stark repercussions of European conquest on indigenous communities. Chris shares his enlightening experiences from the conference, inspiring a broader discussion on the primacy of land identity within indigenous culture and the importance of understanding our ancestral ties. Through this revelation, we are reminded of the enduring significance of our roots and the narrative of who we are, ensuring the past is not merely history—but a compass that guides our ongoing quest for understanding and empathy.Support the showView the transcript and show notes at podcast.doctrineofdiscovery.org. Learn more about the Doctrine of Discovery on our site DoctrineofDiscovery.org.

Welcome to Chatter with BNC, Business North Carolina's weekly podcast, serving up interviews with some of the Tar Heel State's most interesting people. Today's episode features an interview with Scott Ralls. Scott Ralls is the fourth president of Wake Technical Community College, North Carolina's largest community college. Wake Tech is recognized for its "laddering" strategies to connect workforce and education opportunities and is ranked as a national leader in online education. From 2015 to 2019, Ralls served as president of Northern Virginia Community College, or NOVA as it is commonly known, the second largest multi-campus community college in the nation. During his NOVA tenure, he developed a unique partnership with Amazon Web Services that catalyzed a Virginia statewide initiative to create seamless cloud computing degrees between community colleges and universities that was named 2019 Education Partnership of the Year by Education Dive.

Welcome to Chatter with BNC, Business North Carolina's weekly podcast, serving up interviews with some of the Tar Heel State's most interesting people. Today's episode features an interview with Scott Ralls. Scott Ralls is the fourth president of Wake Technical Community College, North Carolina's largest community college. Wake Tech is recognized for its "laddering" strategies to connect workforce and education opportunities and is ranked as a national leader in online education. From 2015 to 2019, Ralls served as president of Northern Virginia Community College, or NOVA as it is commonly known, the second largest multi-campus community college in the nation. During his NOVA tenure, he developed a unique partnership with Amazon Web Services that catalyzed a Virginia statewide initiative to create seamless cloud computing degrees between community colleges and universities that was named 2019 Education Partnership of the Year by Education Dive.

Get ready for an episode rife with random references when David Burge, VP for Enrollment Management at George Mason University and winner of the Margaret E. Addis Service to NACAC Award, joins the ALP to discuss ADVANCE, a model transfer partnership between GMU and Northern Virginia Community College. Warning: this episode contains eye-rolling dad jokes. Listener discretion is advised.Rapid DescentWalkout song: Champion by Fall Out BoyBest recent read: "My email."Eager to read next: See aboveFavorite thing to make in the kitchen:  Mail order spice packets have inspired his cuisine, which includes hundreds of NYT recipes, five of which he has made.Taking and keeping notes: emailMemorable bit of advice: "Marketing drives applications; relationships build enrollment."Bucket list: "I would like to live in Europe."Check out RHB Academy at Claremont McKenna. Nov. 17.The ALP is supported by RHB. Music arranged by Ryan Anselment

President Joe Biden and first lady Jill Biden visited a Washington, DC public middle school to welcome students back for the new school year. The Bidens stopped by Eliot-Hine Middle School, located east of the U.S. Capitol, to mark the District of Columbia's first day of school for the 2023-24 year. The event kicks off several back-to-school activities for the first lady, who traveled later to the Midwest to celebrate teachers and to highlight the mental health needs of students. Jill Biden is a longtime teacher. She's the first first lady to continue her career outside the White House. She teaches English and writing at Northern Virginia Community College, which is where she taught during the eight years her husband was President Barack Obama's vice president. Speaking to a 7th-grade math class, the first lady said. “We love our students. And so, so if you're going through tough times or, you know, maybe you're struggling a little bit at math, in math, maybe you're struggling a little bit at home, you know, you can go to your teachers, you can trust your teachers. We are always here for you guys.” The school was built in 1931 and was recently modernized with state-of-the-art facilities. It has about 300 students. According to its website, it is focused on rigorous academic and socio-emotional instruction, and it receives federal funding to help support low-income students. This article was provided by The Associated Press.

In this episode, we invite you to listen in on a Workforce Futures Initiative (WFI) event from February 2023. WFI is a collaboration between the American Enterprise Institute, the Brookings Institution, and the Harvard Kennedy School Malcolm Wiener Center for Social Policy that analyzes the latest research on various aspects of the workforce development system to inform policy at the federal, state, and local levels. In this event, Brent Orrell is joined by leading workforce experts Harry Holzer, Greg Wright, and Rachel Lipson to discuss the Workforce Innovation and Opportunity Act (WIOA), sector-based training programs, community colleges and their connection to the workforce, and labor market data information. Mentioned in the EpisodeWorkforce Futures InitiativeWorkforce Innovation and Opportunity Act (WIOA)Harry HolzerGreg WrightRachel Lipson Year UpPer ScholasProject QuestCHIPS ActTrade Adjustment Assistance for Community College ProgramGood Jobs ChallengeSocial Innovation FundMatt Sigelman, Burning Glass InstituteJulia Lane, NYU Rich Hendra, MDRCASAP program, CUNYAnne Kress, Northern Virginia Community College

We are joined by two fantastic guests this week on the Faculty Factory podcast for a conversation on nonviolent communication. Drs. Cheri Lemieux Spiegel (Professor of English) and Paul Fitzgerald (Professor of Biology) together run the Annandale Center for Contemplative Practice (ACCP) at Northern Virginia Community College. The ACCP supports faculty, staff, and students alike, our mission is to foster a mindful and non-violent approach in their personal and professional journeys. Learn More This Faculty Factory Podcast Episode: https://facultyfactory.org/nonviolent  The Annandale Center for Contemplative Practice (ACCP): https://www.nvcc.edu/annandale/accp.html This Most Unbelievable Life: https://www.thismostunbelievablelife.com/ 

On this episode, Dana meets with Amanda Zubricki. Amanda is a clinical dental hygienist who operates the non-profit "That Deaf RDH Foundation." She graduated from Northern Virginia Community College in 2017. Her foundation provides scholarships to deaf and hard-of-hearing dental hygiene students. Amanda discusses how she applied to dental hygiene school three times. She actually ended up appealing her third rejection letter to dental hygiene school which helped her finally get accepted! Amanda overcame rejection, feelings of self doubt, and failure to succeed in her goal of earning her RDH license! She is an inspiration to anyone applying to dental hygiene school.The full transcript of this podcast can be found here.Amanda's Foundation: thatdeafrdh.orgAmanda's Insta: that.deaf.rdhHave a question? Email me at dhbasics@pm.meInsta: @dentalhygienebasicsFB: Dental hygiene basics Hosted on Acast. See acast.com/privacy for more information.

In this week's episode of the TechTank Podcast, co-host Nicol Turner Lee will be joined by Monica Anderson, director of internet and technology research at the Pew Research Center, Camisha Covington Parker, Dean at Northern Virginia Community College, and Girl Scout leader for Chloe Lee and Camdyn Parker, both high school students, who will share what policymakers and parents should consider when addressing the increasing use and impacts of social media on teens. Together, the guests will delve into a thought-provoking conversation around what policymakers, parents, and communities can do to ensure protections around teens and social media use, and the blind spots of current debates. Hosted on Acast. See acast.com/privacy for more information.

In this episode of Partnering Leadership, Mahan Tavakoli speaks with Dr. Anne Kress, President of Northern Virginia Community College (NOVA), the third-largest multi-campus community college in the United States and the largest educational institution in the Commonwealth of Virginia. In the conversation, Anne Kress shares the origin of her passion for community college education and its impact on people's lives. Next, Anne Kress talked about the importance of bridging the gaps in the community by providing opportunities for more people to access education and onramps to rewarding careers. Anne Kress finally shared thoughts on partnerships to help develop the future workforce, meet business needs, and support a thriving community. Some highlights:-Anne Kress on the impact of her father's certificate from the Milwaukee Institute of Technology-The Paper Ceiling and why it's essential to break it!-Benefits of hiring based on skillsets rather than four-year degree-Anne Kress on leading NOVA through the pandemic -The role of community colleges in higher education and workforce development-Anne Kress on NOVA's comprehensive support for learners-The impact of artificial intelligence (AI) on the future of education-How NOVA is shifting its curriculum to keep pace with changes in the economy and the needs of employers -Innovative partnerships to support students and meet business as well as community needs-The importance of ensuring access to affordable, high-quality education and workforce trainingMentioned:Partnering Leadership conversation with Dan Turchin on AI and The Future of Work Partnering Leadership conversation with Tom Taulli on AI Essentials for Leaders Connect with Anne Kress:Northern Virginia Community College NOVA Presidents Office Anne Kress on LinkedIn Connect with Mahan Tavakoli: Mahan Tavakoli Website Mahan Tavakoli on LinkedIn Partnering Leadership Website

How is one Virginia University creating new pathways of access to a four-year degree?  In this episode, we interview Sally Lorentson, Assistant Vice President for University Life at George Mason University. We learn about the ADVANCE program – an innovative partnership between Northern Virginia Community College and George Mason University aimed at creating a streamlined and student centered transfer experience. We explore the critical role community colleges play as a gateway to a 4-year degree, using dialogue and participation to bring together disparate perspectives while creating allies, and dismantling antiquated systems to rebuild them in a more inclusive, student experience centered way.  Check out the Aspen Institute and the National Institute for the Study of Transfer Students to learn more about advancements in the transfer student experience.   Have a question, comment, or a recommendation for a perfect guest? Please email us at TransformationHorizon@gmail.com.  #ODHorizonStories

Join historian Terry Alford for a fascinating lecture about his newest book, In the Houses of Their Dead: The Lincolns, the Booths, and the Spirits. Two families, one at the nation's political summit and one at its theatrical, were bound together in the Civil War period by their fascination with spiritualism. Abraham and Mary Lincoln turned to the seance table when their son Willie Lincoln died in 1862. Edwin Booth and his brother John Wilkes were similarly attracted to the otherworld by the death of Edwin's wife Mary Devlin in 1863. Although there were many mediums in the country, the number of distinguished intermediaries to the other side was limited, and the two families shared several of the most gifted ones. No medium was more controversial than Charles J. Colchester, who astounded the Lincolns with his powers while being an intimate friend of John Wilkes Booth at the same time. Colchester repeatedly warned Lincoln to be careful. Would the president, who received many such warnings over the years, finally listen to the one that mattered? Terry L. Alford is Professor of History Emeritus at Northern Virginia Community College. He is the author of several books, including Prince among Slaves: The True Story of an African Prince Sold into Slavery in the American South, which was made into a PBS documentary in 2007; Fortune's Fool: The Life of John Wilkes Booth, a National Book Critics Circle Award Finalist; and In the Houses of Their Dead: The Lincolns, the Booths, and the Spirits. The content and opinions expressed in these presentations are solely those of the speaker and not necessarily of the Virginia Museum of History & Culture.

Interview with NVCC President Anne M. Kress --- Send in a voice message: https://anchor.fm/innovationalliance/message

Today's show rundown: Mark kicks us off today - he starts with a little story about this car trip he took this past weekend. Essentially he was disconnecting himself from emails, phone calls, and the Media for 3 days. Taking himself back to being 18-19 years old, driving his Camaro, listening to old music. What an interesting weekend to turn the news / media off. Chuck has been paying attention to the main stream media and how they do not talk about anything that is really going on, Biden, the border, anything that matters. They don't even hide the facts, that they are hiding the facts. We meet Steven Mosley, Mark gives us a quick breakdown of his background. Steven wants to be a game show host, and he talks about loving Chuck on Lingo. Steven says they need more Educators with like beliefs, get in the game. The Left loves saying that it is either Pro Choice or Pro Life. Chuck says it is Pro Death or Pro Life, and now days you can't even use the term Pro-Life. Steven talks about the Racist Boy Chop Shop AKA Planned Parenthood. He talks about going back and looking at Margret Singer, the founder. Her thought was to get black people to kill themselves with abortion. She was pre-Nazi, purpose driven killer. There is a disproportionate amount of Planned Parenthood facilities in Black Communities. They focus on Blacks and Spanish neighborhoods. For Years the Left has legislated through the Supreme Courts, and it is killing them that they can't do it anymore. But now that the Left disagrees, they are calling them an illegitimate group. People need to catch on to the word game the Left plays. The message is that they have Black women's health at the fore front. But then ask yourself, why is Black Lives Matter not protesting Planned ParentHood? The number one killer of African Americans IS Abortion, if their lives matter, they need to go after abortion. https://podcasts.apple.com/us/podcast/facts-opinions-rants-with-steven-d-mosley/id1521302438 Project 21 member Steven Mosley is a Christian, conservative college educator. Steven hosts the Facts, Opinions and Rants podcast, in which he focuses on the integration of faith and public policy on a range of issues from the impact of COVID-19 on the church to Critical Race Theory. School choice is growing in popularity among black and Hispanic Americans in part due to advocates like Steven, who made school choice a centerpiece of his campaign when he ran for the Fairfax County School Board in Northern Virginia in 2019. Steven believes that parents, not zip codes, should determine where and how their students are educated. Steven has also served on local northern Virginia political campaigns as a prayer leader and campaign manager. As a decade-long college educator and administrator at Northern Virginia Community College and Liberty University, Steven knows firsthand that mentorship programs and restorative practices can have a positive impact on student success and bridging the achievement gap, particularly for black males. As a husband and the product of a two-parent home. Steven advocates for the “Success Sequence” as the best poverty-breaking tool known to man. Steven is an ordained Baptist reverend. His mission in life as a Christian speaker is to make disciples who live and think like Jesus and who impact people and policy for the glory of God.

Andrew Gordon, chief executive officer and founder of Diversity Abroad, leads the conversation on the importance of providing equitable access to global education.   CASA: Hello, and welcome to CFR's Higher Education Webinar. I am Maria Casa, director of the National Program and Outreach at CFR. Thank you all for joining us. Today's discussion is on the record, and the video and transcript will be made available on our website, CFR.org/academic if you would like to share them with your colleagues after today. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Andrew Gordon with us to discuss the importance of providing equitable access to global education. Mr. Gordon is the founder and chief executive officer of Diversity Abroad, an organization focusing on topics pertaining to access, diversity, inclusion, and equity in international education. He works with higher education institutions, nonprofit and for profit organizations, and government agencies for developing strategies for increasing access to international education for diverse, first-generation, and high financial needs students. Mr. Gordon is a member of NAFSA: Association of International Educators, the Association of International Education Administrators, the European Association for International Education, the National Association of Black Accountants, and the Association of Latino Professionals in Finance and Accounting. He is an alum of INROADS and the Association for the International Exchange of Students in Economics and Commerce. Welcome, Andrew. Thank you very much for speaking with us today. GORDON: It's great to be here. Thank you. CASA: Can you begin by giving us an overview of what equitable access to global education means and its importance in higher education? GORDON: Yeah. Absolutely. First, just want to say thank you, Maria, for the invitation to speak and to CFR Academic for hosting this session, particularly, this important topic. As I delve into my remarks, I'll give a little bit of background as to the—where my remarks are going to come from. As Maria mentioned, I founded an organization, Diversity Abroad, that centers diversity, equity, inclusion in global education. And over the last sixteen years had an opportunity to work with higher-education institutions, everything from community colleges to liberal arts, R-1s to Ivy Leagues, on this question of what does equitable access to global learning and global education mean. And we get this question often and, usually, when I get this question sitting in meetings with academic professionals, I, in some ways, put the question back and I say, well, what's the benefit of global education and global learning. Why do our campuses invest in infrastructure for global education and global learning, whether that's sending students abroad, supporting international students, ensuring that global themes are embedded into the curriculum? We often hear in the field of international education the term campus internationalization. Why are we investing in that in the first place? Well, when we think about global education and global learning and the students that engage in it, one of the organizations that many on the call may be familiar with, AAC&U, puts global learning and global education as a high impact practice, the kind of opportunities that help our students excel academically, grow interpersonally, and also be positioned that much better to thrive professionally once they leave school. And so taking a step back and thinking of the benefits of global education, we talk about students who engage in global learning opportunities. Many times this helps open their—broaden their perspective of the world as a whole. If they're participating in a physical—or education abroad program, many times it helps them in building resilience, a deeper sense of self, having more empathy for those who are, if you will, “different” than they are, embracing difference, something I think we can all appreciate we need that much more so in our society. So when we think—and we could probably, Maria, spend the entire time that we have talking about the benefits of global education and global learning. But the thing is that we know that—those of us who work in higher education know that and in many ways we are the gatekeepers to the kind of experiences inside the classroom, outside the classroom, that we say will fall under the umbrella of global learning. So if we know the benefits of these opportunities, we know how it can impact our students, then it is—well, the onus is on us to ensure that all of our students have equitable access to the benefits of global learning. We can't, on one side, say these are all the benefits of these phenomenal opportunities and so on and so forth, and then on the other side be OK with only certain students having access to global learning opportunities because, essentially, what we're saying is, well, this is a great thing that we have but only certain students are able to. And when we think about what—I would say, for many folks, when we talk about global learning, I would say one of the first things we often go to is study abroad. Study abroad is a phenomenal, phenomenal experience, and we'll talk about other forms in a moment. When we think about that particular opportunity that, I would say, is very high profile on many campuses, students graduating from high school going into university, the percentage is that eightieth, ninetieth percentile of students who are interested in study abroad. We know that is one of the global—one of the experiences that would fall under global education. We also know that, traditionally, study abroad has not reached a vast—too many of our students, we'll say, particularly our students of color, those who are first generation, those who are coming from lower socioeconomic backgrounds. And so I think, in many ways, we'll get students who we say are—the growing population of students on our campuses are also those that study abroad has not supported, and even when campuses have been more successful in getting students to study abroad they haven't necessarily been as—we haven't necessarily been as successful in supporting the success of our students while they're there. So, when we think back to study abroad, if you will, being an aspect of global learning, which is a high-impact practice, you know, high-impact practice is only a high-impact practice if it's properly administered. So we send students but we're not prepared to really support our students in a very holistic way, in an inclusive way. Great, we've sent them but we're not really giving them equitable access to the benefits of a global education. And, likewise, global education exists in different parts of the campus as well. Think about what happens in our classrooms. In the curriculum we have a variety of different area—academic areas of focus. Frankly, how we support our incoming international students—our international students—every student is not going to study abroad, but our campuses are globally diverse environments where our students from all backgrounds exist and our international students and how they acclimate to U.S. culture, how we prepare them to engage with students from a variety of different backgrounds, Americans from a variety of different backgrounds. That's also part of the global learning that happens. And so when we take a step back and just, again, think about why is it that we invest in global education and global learning, it's because we know the benefits of it. We are 5 percent of the world's population, and I think if anything in the last two years, sort of two and a half, three years, we—it is very clear and currently as well is very clear how incredibly interconnected we are as a globe, even as their call—you hear the pundits and otherwise say, like, oh, well, globalization is dead, and so on and so forth. It was, like, regardless of what those conversations are, we know that as a world we are all reliant on each other, and the world that the students, particularly the younger students, if you will—younger age college students—are going to inherit is going to be that much more interconnected. And so for us, as a country, the United States, to be able to take on the challenges and the opportunities that the twenty-first century puts before us and to be successful in taking on the—both challenges and opportunities that has to be a global approach because we're not on this globe by ourselves, and for our future leaders to be prepared to do that it's incredibly important for them to appreciate the importance of global learning and global education, have equitable access to a variety of those opportunities. And, frankly, we are shooting ourselves in the foot if we only allow our—maybe we say not intentionally but structurally the situation is such that only a certain population of students has access, real access, to these kind of learning opportunities. And so, I think, as higher education institutions we have to ask ourselves, what does that mean, yes, for the International Education Office, but also what does that mean for our academics in the classroom? What does that mean for our senior administrators who are deciding where to invest funds and otherwise of an institution? What does it mean for our chief diversity officers, for our VP of student affairs, and otherwise, who also were tasked with ensuring equitable access to a variety of opportunities that are available on campus? And so, when we think about these questions at Diversity Abroad, I think being in association and being able to work with the three hundred-plus institutions that we do on these topics, we really do look at it holistically. What does that mean—global education, equitable access, and education abroad? Global learning at home, what happens in and outside the classroom domestically? Support for our international students? But also how are we also ensuring that the professionals—faculty, staff, and otherwise who are engaged in global educational opportunities or experiences in and outside the classroom—that those faculty members and those staff are reflective of the rich diversity that our students embody? CASA: Thank you. Thank you for that introduction. Now let's open it up to questions. As a reminder, please click the raise hand icon on your screen to request to ask a question. On an iPad or Tablet, click the more button to access the raise hand feature. When you are called upon, accept the unmute prompt and please state your name and affiliation, followed by your question. You may also submit a written question via the Q&A icon or vote for other questions you would like to hear answered in your Zoom window at any time. We do have a raised hand from Basilio Monteiro, associate dean and associate professor of mass communication at St. John's University. Basilio? (No response.) You could accept the unmute prompt. Q: Thank you very much, Mr. Gordon, for your introductory remarks. You know, this internationalization of education—oftentimes what happens is I find that students go and stay within the one small bubble instead of mixing up with other students from the country where they go to. That interaction is not there, and oftentimes, it's not even promoted to go. They will go—they go as tourists. They don't go as learners to learn, and that seems to be the kind of trend, so I find. And I talk to the students. They'll say, OK, oh, I went here. I went there. I saw this and I saw that, and that's it. So that is—what is your overall national experience at this point on this particular context? GORDON: Yeah. Thank you for that comment, and you're right. I think that as the field of international education we have not been as intentional as we could be in ensuring that once we've put in the investment dollars, human capital, and otherwise that helps get students overseas that we're really creating kind of an environment where our students are going to have the kind of experiences that they come back and they really have been able to develop deeper empathy, embracing difference, and so on and so forth. We think about it here in the U.S., right. The students at our campus, a lot of them are having a good time but they're still learning. They're still having very, in some cases—I hate to overuse the word transformative, but experiences that are shaping who they are becoming as people. That doesn't have to change when our students go abroad, and so whether we're talking about programs that are led directly by faculty, I'm thinking about how are we intentionally finding opportunities for our students to engage in the host community; what are opportunities of reciprocity when they're in country in a certain location so that our students don't just have a stamp on their passport but they'd have the kind of experience that is changing how they view themselves, how they view the world, and, frankly, how they view both the challenges and the opportunities that lie before all of us. What is incumbent on, I think, institutions as well as the organizations, institutions that work with a lot of third party organizations to help facilitate study abroad, it's incumbent on those organizations as well to say, we know our students want to have a good time. They're going to have a good time. That's excellent. We want that. But we also—the core reason why our students are engaging in these opportunities needs to be academic, self-development, and otherwise. The fun is going to happen, but that other piece needs to be there because if it's not then, frankly, we become glorified travel agents, taking students from point A to point B. I don't think if you asked anyone in international education what their role is that we would say that's what our role is because it's not. But we need to be intentional about ensuring that the kind of outcomes that we want, that we say our students can gain—we've built the structure to be able to—for our students to be able to achieve those outcomes. Thank you for that question. CASA: Our next question comes from Beverly Lindsay from the University of California system. Q: Thanks to both of you for your introductory comments, Maria and Andrew, for your statement. As a former member of NAFSA and a number of other professional organizations, I actually have several questions, but I will limit them. One is, as you know, throughout higher education, particularly in comprehensive research universities, there is an emphasis on the African diaspora, the Latino diaspora. So many of the undergraduate students tend to go to those countries that are African, the Caribbean, or South America, for example. How do we encourage students, regardless of demographic background, to go anywhere in the world because they would get more experience? For example, when I was the international dean at Hampton we set up a program where the undergraduates could go and do internships at the British parliament, which was really innovative. The second question I would ask you is to what extent do you involve graduate students through your organization? Now, I realize that they're often focused on their thesis or, in rare cases, we don't think of study abroad. We think of research opportunities for our doctoral students. But to what extent do you involve students from different levels? Because I know in community colleges there is considerable emphasis now in terms of having the Los Angeles Community College system, the Dade County students in the community colleges, go abroad. So, as I said, I had many but I'll just focus on those right now. But thank you for your forthcoming answer. GORDON: Yeah. Thank you for that, Beverly. I think when it comes to destination, where our students go, again, unfortunately, I think, that our field has an opportunity to go in a different direction as far as a narrative about certain places. I think, unfortunately, in the U.S., when we think of Africa, when we think of the Global South as a whole, it's often positioned through the lens of deficit of the people, of the governments, health care systems, and so on and so forth. And, without question, there's work to be done. But there's a lot that's happening of innovation in—I mean, Africa, the continent, I mean, obviously, the different countries. Same thing in Latin America. But if we position these locations as you go here to help, you go here almost in a savior type mentality, whereas if we position locations like Europe and Australia and otherwise, like, well, you go here, this is where you're going to learn, this is where you go on internships and this is where you're going to prepare yourself professionally, really, seems like amplifying this narrative of parts of the world are important for learning, growth, innovation. Other parts of the world are more focused on philanthropy, giving, and so on and so forth. And I think that puts us, frankly, as a nation in peril. There was a recent survey that came out—I want to say it was in the last couple weeks—and it—they surveyed youth in Africa. I can't remember which countries. But it asked—the question was who has a more positive impact on your country, China or the U.S., or maybe it was a variety of countries. But China eked out ahead the U.S. So the continent with the youngest population in the world, and we know what that means for the future, of future work and otherwise, views of different countries having a positive impact. We don't see a lot of study abroad programs on the African continent, for example, or Latin America that are focused on innovation and technology. I can—I can go on and on. And so I think we have to take a step back as a field of international education—I think, higher education as a whole—and push back against narratives of how certain regions of the world, certain countries, are viewed so that our students are encouraged to want to engage anywhere in the world as they're looking to deepen their understanding, grow interpersonally, be that much better positioned for their post-degree careers, and so on and so forth. So that—I think that onus is on us as institutions, as organizations, to increase that perspective. But I also think that that also has an aspect to deal with incoming international students as well. With the incoming international students how are we helping them have opportunity to tell more their story about the countries they come from, the contributions their countries make to the U.S., to other parts of the world, and so on and so forth. As to the other question as far as how we engage with graduate students, we were—I would say primarily graduate students who are working in higher education programs, international education programs, that are interested specifically in this work will engage with Diversity Abroad in a variety of ways, either participating in one of the communities of practice that we have, coming to our annual conference, Global Inclusion, in a kind of variety of different ways from that perspective. As far as specifically looking at mobility-based programs for graduate students, that's not our focus at this time. CASA: Our next question comes from Hemchand Gossai, associate dean of humanities and social sciences at Northern Virginia Community College. Q: Maria and Andrew, thank you very much for your comments and also for providing this opportunity. My institution is very large with a multi-campus sort of setting with seventy-five thousand students. It's almost ubiquitous among institutions of higher education, particularly in their admissions process, to extol the importance of how many countries are represented at the college or university, and that's a great thing. We have that as well, and we have a large contingent of international students. One of the things that has struck me and that you have sort of alluded to, Andrew, has to do with the role of our international students as they arrive on our campuses, and I'm wondering if you can reflect a little bit about how best our large contingent of international students might not only be integrated but might actually interact and shape our local community of first-generation students, of students of color, and so on. If you would, I'd appreciate it. Thanks. GORDON: Yeah. Excellent, excellent question. Let me start off by saying, for us, when we think of international students—well, not when we think of international students—but the process of the experience that our international students have operationally, if you will, in many ways it's the flip of our students going abroad. We had a question earlier about how do we better ensure our domestic students are integrating once they're in country. We're just flipping that and saying that for our international students. So what we're saying is that we want the same for both. We don't want our international students to be seen as, hey, this is a revenue source. You're here on campus. Now we're done. No. We want them to be successful, and our international students embody the same identities that our domestic students do. They're students of color. They're first-gen, disabilities, come from different religious backgrounds, LGBTQI. They embody all these same identities that we're trying to support with our domestic students and we want to do the same thing for international students. So and thinking of what that means is really asking the question is what does holistic support look like for our international students. Too often, our international students once they get on campus, they're seen as that international student. I mean, simply, that's their passport. That's where you're actually born. They need the same support, and then some additional at times, as our domestic students. Are we asking them, what contributions do you want in the classroom? Are we appreciating that our international students are coming from a different perspective during certain discussions and are we giving them space to be able to share those perspectives and honor the fact that it comes from a different perspective but that's still important? Because that's part of global learning that our domestic students benefit from as well when you have those rich discussions in the classroom, when you have a variety of different perspectives that are being shared, and we think about being able to hear that, analyze what's being said, and develop your own sense of, OK, this is my thought on this topic or otherwise. But when we just have a conversation, for example, in the classroom that's focused on domestic, even though we have a wide or very diverse population of students that—of international students in our classroom we're really missing an opportunity to both engage with the international students, help them have a deeper sense of belonging on our campus and, frankly, for our domestic students and all students to be to be able to learn that much more so. The other part of the question I mentioned, and kind of tying back to what I mentioned a second ago of how our international students embody so much of that—so many of the identities of our domestic students, you know, when we have programs for first-generation college students are we just thinking about our domestic first-generation college students? Our international students can be the same way. When we think about our disability services, when we think about programs that are maybe related to race in ways, are we thinking intentionally about that? Yes, an African American and an international student from Africa who's from Africa and who's Black and has grown up in Africa their entire life very well are—some shared experiences, but very different. Are we thinking about opportunities for learning and growth from that way? So as I would say it's the intentionality in the programming and the intentionality in thinking of what is our role in—and, obviously, helping our students be successful, but particularly from an equitable access to global education, we have all the ingredients to the salad, if you will. What's our role in making sure that this comes together and this works in a way that serves our students, our domestic, our international students—frankly, serves the institution. And so there's broader goals that we have in higher education around learning but also preparing a generation of citizens that are thoughtful not just about home but thoughtful about the relationship between home and abroad and how our world is broadly interconnected and reliant on each other. CASA: Thank you. Our next question comes from Mojúbàolú Olufúnké Okome, associate professor in the department of political science in Brooklyn College. Q: Good evening. I'm calling from Nigeria now. And I'm a professor, not associate. I was wondering if there is a two-way stream in terms of the way in which international education is conceived of thinking about students coming from foreign countries as exchange students, and I'm particularly interested in this from an African perspective. It's unbelievably difficult for many African students to come to the U.S. as exchange students. They face formidable visa barriers, and for many of them that are from socioeconomic backgrounds where they are not flush with money it is actually an impossibility. So, I mean, is there any kind of thinking about how skewed the pool is that the educational institutions in the U.S. is joined from, given all the constraints that are put in the way of students from the Global South, especially Africa— GORDON: Yeah. Q: —who want to just come to the U.S. just like our students go to those places? GORDON: Yeah. Yeah. No. Wonderful, wonderful question, and I'd kind of bifurcate my answers. I think with respect to visas, I think that's a question—offices handle that at State and I think there has to be a broader question of are we creating enough opportunities for students or making it easy enough for students or talented students that want to come take advantage of the rich diversity and the academic opportunities, some professional opportunities that exist in the U.S. Are we making it easy enough for those students to come to our shores? And I think that's a question that—State has to continue to be evaluated from that aspect. I'm not by any means an expert with visas, so I'm going to—I'm going to stay in my lane to an extent. But I think, broadly speaking, is we do—I think as a nation have welcomed and want to continue to welcome talented folks from all over the world to be able to come. And then I think the second part of the question, what's the role of institutions, I think similar to our—to domestic students, we know who our students are. We know what the challenges they have and being able to access opportunities that we have. And so we say—going back to what I mentioned earlier, we say we know what these—we know the benefits of these kind of opportunities. We're the gatekeepers to that. We know who our students are, and we know the challenges they have and this includes international students that are interested in coming, be it exchange or otherwise. How do we in higher education create more opportunities for talented students to be able to take advantage of these opportunities that we're very clear the benefits to them? And so from an exchange standpoint, looking and saying are we building exchanges—do we have the infrastructure, are we investing in the infrastructure so that we can have more exchanges with the Global South? Because many times exchanges, while not always cost neutral, is usually much more cost neutral than a paid study abroad or otherwise. So are we creating those kind of opportunities? Again, realizing that that benefits the student—the international student, the domestic student. It benefits our campus community and our broader community as a whole when our international students are out and engaging with the broader community around the universities and otherwise. So are we investing in that? And then when it comes to fully matriculated students, whether at the undergraduate, graduate, or doctorate level, are we doing enough? Is there more we should be doing to ensure that if funding is a challenge that the funding is—funding schemes that are available to better create opportunities for students to be able to come, and then also like we've mentioned in the last question is our campus infrastructure—our campus set up in such that our international students feel like they belong, the campus is thinking about them, and this is a place where they want to, frankly, stay and contribute their knowledge or insights, their experience, and otherwise, which, again, benefits them, benefits the campus, and benefits the community and the nation as a whole. Q: Next we have a comment from Pamela Waldron-Moore, a professor at Xavier University of Louisiana. You have touched on this topic but you might want to go a little deeper. She writes, as a professor at Xavier University of Louisiana, I know that this is a helpful conversation. One area of global education that does not seem to have had much exposure is the opportunity for national institutions to provide exchange opportunities that allow low-income students to appreciate diverse education. For example, students can learn much from institutions located in naturally global environments—New York, DC, California, et cetera. Many U.S. institutions are teeming with international students who are happy to interact with a wider body of learners. GORDON: Yeah. I'll just comment on that briefly, and I know Xavier does great work with our national exchange as well as with international. But your point is right on. When we think of the globally diverse cities that exist in the U.S., they're learning labs. I'm from the Bay Area. I like going to San Francisco. I go to places in Oakland and otherwise. These are learning opportunities. I think when you think of the flow of migration to certain areas within the country, there's so much to learn there for our domestic students as well as for our international students. And so when we think of global learning holistically, as much as—I started Diversity Abroad based on study abroad. I'm a fan of study abroad, absolutely. But I think when we think about global learning, we have to get—mobility from the standpoint of getting on a plane, crossing an ocean, and using your passport is not the only way. And when we think about the institutions, where our institutions exist, what does the community look like? How globally diverse is our local community? Are there opportunities for us, thinking of co-curricular activities, to better engage with our local communities as well, because part of the broader goal that we talked about, the benefits of global learning, those benefits can be gained—different benefits, different places, in different ways, but can be gained locally but also can be gained abroad. So, an excellent point. CASA: Again, as a reminder, please click the raise hand icon on your screen if you would like to ask a question, or write it in via the Q&A icon. Andrew, can you talk a little bit about the specific activities that Diversity Abroad engages in as an organization? GORDON: Yeah. Absolutely. Happy to. So Diversity Abroad founded in 2006. We're a member-based consortium, around three hundred and fifty colleges and universities. As I mentioned, it ranges from small liberal arts to community colleges, Ivies to R-1s, and, really, we—our focus is looking at diversity, equity, and inclusion within internationalization and global education. And so what does that mean? We look at four key areas of our work. It's education abroad, international students, global learning at home, and then career and organizational advancement, and we—the actual practices of the work that we do focuses heavy on learning and development. So everything from our annual conference, Global Inclusion, to our DEI certificate for folks who are engaged in global education or are interested in global education, as well as a leadership certificate for student leaders who want to embed DEI, global, into their leadership. We publish a set of good practices called the Global Equity Inclusion Guidelines, it's a set of policy practices for embedding DEI into a campus's global education operation, and then there's a ton of thought leadership that we do, collaboration with organizations. We have a phenomenal team that is always working to continue to push this conversation forward, and maybe more than moving the conversation forward, to push forward resources, learning opportunities, and otherwise to ensure that, frankly, as a field a decade from now we're not having this same conversation but that we've made some real tangible progress in going forward. So, much harder to execute on a daily and weekly basis than to kind of go over in a couple of seconds. But I'm really proud of the work that we're doing and always interested in collaborating with professionals and institutions that share—frankly, share our vision of equitable access to global educational opportunities. CASA: Great. Our next question comes from Krishna Garza-Baker from the University of Texas at San Antonio. She's assistant director of experiential learning. Q: Hello, Maria and Andrew. Thank you so much for this conversation. I'm actually a current member of Diversity Abroad and absolutely love all their resources. I'm there on a daily basis. So I would like to reflect back to the idea on promoting the benefits of global learning. As much as I promote the benefits of global programs to my students—I work specifically with business students at the Alvarez College of Business—what are some ways in which you have seen or experienced navigating the topic of the financial investment into educational experience and what are some other barriers to global learning that you have seen for domestic students? GORDON: Krishna, thank you for that comment and happy to have you as part of the Diversity Abroad community. So finance is interesting. Without question, finances can be a barrier to students engaging in global educational opportunities, particularly mobility-based ones. What's interesting, though, is that at times when you ask a student, are you interested in studying abroad, for example? They say, no, I can't afford it. And I was, like, well, do you know how much it costs? Well, I'm not actually sure. Are you sure how your financial aid works and how your financial aid can support? It was, like, no, I'm not actually sure. So you have students sometimes that see study abroad and there's an interest, but for a variety of other reasons, maybe they're becoming a little bit more hesitant, and finance is an easy one to go to say, oh, I can't afford it. And so I think it's important for, one, us to understand, from a financial standpoint, A, is the students—can they really not afford it? How are we addressing that? Or is this a question of, I'm interested and I'm on the fence and so on and so forth and I'm just kind of saying financial. I think for the aspect of students not being able to afford it, as an institution, again, we have to go back and say what's the value of global educational opportunities. We know that students who are statistically—we're saying that students who study abroad graduate sooner, graduate with higher GPAs as well. So that is hitting part of a broader goal that we have of higher education about persistence and completion. And so as an institution are we investing in the kind of activities like global education opportunities that are supporting the broader goals that we have as an institution around persistence and completion, and that is something that's strategically at institutions that—are questions we have to ask ourselves. We say, you know, yes, global, you know, the importance of all these opportunities to study abroad and so on and so forth. Are we investing in it in a way that any of our students that are interested finance is not going to be the barrier that pushes them back? Now, I think, on the other aspect of it with respect to finance and being able to talk with students and their families, students and their families who are from lower socioeconomic backgrounds. They're on campus, and they're on campus, in a way, because they've seen being a student at your campus as an investment, something that is valuable enough to either, personal finances—going out and fundraising in a variety of different ways because they see the value in that. The question, I think, that we have as—in higher education and particularly in international education are we positioning global education as this is an investment? And this goes back to a comment that was made a little bit earlier about, hey, you know what, we're sending these students abroad. They're not really engaging with the populations. It's kind of like it's just vacation. OK. Well, if I'm a serious student and I'm concerned about finances, and I have to make choices about what I invest in, if study abroad is positioned as, you know, go have fun abroad I'll say, well, listen, I'll go on vacation at another point in my life. I'm focused on getting in school, doing the kind of things that's going to position me to be able to thrive, support family, and otherwise. So in education abroad and study abroad, the onus is on us to make sure that the way we're talking about these opportunities, the way that opportunities are actually taking place, is such that a student that has to make that decision looks at study abroad or other global opportunities and says, you know what, this is where I want to invest my time, my resources, and otherwise because this is something that's going to help me continue to grow with the broader goals that I have. CASA: Our next question comes from Maggie Mahoney, director of global engagement at the University of Houston. Q: Good afternoon, Maria and Andrew. Nice to talk with you. Hello from Houston, Texas. Andrew, my question is about our teams, because we want to bring the best of our teams to our students. We know that burnout is an ongoing issue. We've had the pandemic. We've had the murder of George Floyd that kind of shifted things even more for the bigger focus of DEI and that has become exhausting, not to mention in Texas we face our own Texas state issues and now inflation changing. So there's a lot of stress on our teams, and in institutions of higher ed we should have offices that mirror the diversity of our students. But we don't always have that. Do you have any recommendations for our diverse staff team members and their self care in the face of this burnout and too often being turned to in the support of DEI efforts whenever we should all be doing the work? And do you have any recommendations for team leaders on how to continue doing our work while supporting our diverse team members, as we know they're overwhelmed? GORDON: Yeah. Thank you for that comment. And that's—I think a very important point is that we can't ignore—when we think of—we think of some of the organizations that we've looked AT and say, hey, these are great companies or great organizations that I'll support. The folks who are at the table many times come from incredibly diverse backgrounds, and in international education if we want the work that we do to have the kind of impact, we want to make sure that we're drawing the best and brightest, most diverse folks that say, hey, higher education, international education, specifically, this is a place where I want to go work. Our faculty members who may potentially be leading programs abroad, there's a lot that our faculty members can be doing over the summer when we say, you know what, I want to lead a study abroad program because this is—not only the impact this could have on students, but I know I'm going to be supported by the international office and otherwise as I'm going abroad. So what I would say is a couple of things. One is from a team leader perspective, and I think what you pointed out being something that is really a very salient topic. You know, DEI work cannot fall on folks of color or folks who we look at and say, OK, well, you represent XYZ identity so, yes, diversity worked for you. All that does, as stated, is it leads to burnout and it doesn't lead to us moving the needle. So, organizationally, are the practices or the policies in place. So, operationally, DEI is just embedded into what we do and regardless of what your role is, the DEI tasks that are there, is there for you to do. So regardless of what your background is, whatever the DEI tasks are connected to your role, those are there for you to be able to do. And so that'd be one aspect of it, really looking operationally from that perspective. But then another question is asking ourselves whether it's at the department level within an office, like a global education office or whatever it may be, are we building a climate of belonging. Are we building a climate where our staff that come from historically marginalized backgrounds feel like, hey, we can come—we can come here. We can be ourselves. When we're having challenges we're being supported and otherwise because, again, then we're able to be able to do the work that's needed to increase participation in global educational opportunities, being able to work with the faculty members to think through how do we better embed global themes into the curriculum, being able to support our international students. Which is saying none of this happens automatically. It is run by people, on people power, and we've got to take care of our people. If we don't take care of our people, all the other things that we want to do, ultimately, we won't be as successful as we'd like. CASA: We have a question now from Professor Waldron-Moore from Xavier. She says—she asks, how can we generate interest in study abroad from the classroom? Shouldn't we address seriously ways to motivate students to learn more about diversity in order to raise their awareness about higher education? We need to get the excitement about other countries and people going before we grow an interest in study abroad or a study exchange. GORDON: Yeah. So that's—I would say it's not an either/or but I would say they very much work in tandem. So the more—and to the point, the more that we—the more that global themes are presented to our students, the more interest that will start to generate with our students. If you have a population of students that from the time they set foot on campus they know they're going to study abroad and so and so forth, that's great. We want those students. But you have another population of students who maybe that's not the case, and so how are we embedding global themes into the curriculum regardless of what our fields may be? What are—are we finding opportunities to embed global themes into the curriculum so that, one, we're helping to promote the idea of there's a lot to learn outside of the shores of the U.S. as well, but, two, for our students—and every student's not going to study abroad. For our students who aren't going abroad are we finding opportunities to ensure that they still have access to global learning themes within the classroom. And so they very much play off each other, and I will say that now much more so for the students who, ultimately, decide not to participate in a study abroad or a formal study abroad program it's an opportunity for them to still get access to global learning opportunities. But I will say—one other thing I want to bring up and I started bringing this up in my earlier comments, I think when we're thinking about global education and diversity, equity, and inclusion, definitely thinking of it through, say, two lenses. One is the lens of what we've primarily been talking about of how are we supporting our historically marginalized students, supporting our staff and our faculty, our people, as they're engaged in global education, and that many times, again, are folks in historically marginalized populations. But when we think about learning global DEI competencies, all of our students need to access that. DEI is not just populations to support or competencies to be learned—to learn. So inside the classroom, when they're participating in study abroad or otherwise, are we thinking through how we position our students to learn the kind of competencies that can position them to be better citizens, to be better—that much more thriving in their professional careers and otherwise. And, again, that takes place—many times that takes place in the classroom. CASA: Our next question is also written and comes from Wendy Kuran, associate vice president for development and alumni engagement at Duke Kunshan University. Actually, she has two questions. The first is, following up on the earlier question and Andrew's great answer, is the career and self-development value proposition of study abroad clear to diverse students? Is there credible, accessible research about the value? What could we, at universities, including students, do to help make that case in new ways more effectively? And the second shorter question, do you ever work in secondary education intercultural exchange programs and, if not, are those in your ecosystems? Are there those in your ecosystems who do? GORDON: Yeah. So I'll start with the second question first. We work with some secondary institutions and organizations that support secondary students at that level. I would not say that that has been the traditional group of professionals or organizations or institutions that have come to us. But we are seeing some growing traction there. So I'm always interested in connecting with folks who have interest with that. With respect to career, I would say there are definitely institutions who have been at the forefront of centering the connection between global education and career, and I think as the field of global education that's work that's improving. But there's still work to do, I think, particularly for being able to make the case for students who, for a variety of reasons may be hesitant about study abroad. What we find in engaging with students, yes, research is important. Using more factoids are important. Firsthand experiences being important of students who embody similar identities and otherwise that can say, I had this kind of experience. I went from point A to point B to point Z. I know when I've had an opportunity to go to campuses and speak and otherwise telling a little bit about my own personal trajectory from doing accounting consulting to becoming an entrepreneur and otherwise and how study abroad impacted that, that's one of the things that attract students is really wanting to understand, OK, you look like me. You had a similar experience. How did you do that? So which is to say particularly with that—the part of your question asking about historically marginalized student populations, are we telling the stories of success? Are we telling the stories of how our students from historically marginalized backgrounds have been able to leverage global opportunities to advance in their career? For them to be able to say very concretely, I had this experience and then I'm working in this job and this is how this experience helped me and so on so forth. Again, that is intentional work, yes, by our global education offices but also, frankly, in collaboration with our career centers, our offices that are doing career development on campus. How are we working with them to be able to bring them back to connect with the students, the alum, and otherwise to be able to tell those stories, which, again, is part of the broader ecosystem of what does engagement look like to be able to increase participation and the success of students who are interested in study abroad? CASA: Have you been able to develop dedicated assessment and evaluation tools for success or gauging the success or the results of study abroad programs? GORDON: So we, ourselves, have not. There are some tools out there and some studies that are out there. Gosh, I'm trying to think of his name right now at the University of Georgia. There was a study in the early kind of 2000s called the Glossary Study. It was just recently built—they built upon that with a new study that showed the connection between academic success. I wouldn't say that for me, I'm familiar with a survey or research that goes as deep on the career success aspect of it. But I know there are some resources out there that talk deeper about the connection between career development and—study abroad and career development. CASA: And do you have thoughts on how global education and study abroad contribute to U.S. foreign policy creation and international relations? GORDON: Yeah. Well, in part, I mean, I think there's an aspect of just civics that's connected to every time you get on a plane, you travel, and you flash that green—I always say green—that blue passport, why is that so easy? Because even being able to understand the ability that you have to travel to the vast majority of the world without having a visa, without—and, frankly, other countries aren't able to do that. So almost, certainly, encourage deeper appreciation for the privilege that we have as U.S. citizens, being able to travel as freely as we do for most of the world, but also being able to engage, I think, for students of—U.S. students to be able to engage in other populations, hear their perspective. You know, sometimes there's perspectives that are critical to the U.S. Sometimes there are perspectives that are wildly in love with the U.S., and that's great. It's important to hear all of that, to hear how you're perceived, and then you bring that back home with you. Now you're thinking about your role as a citizen, what that does to you to be able to understand positionality of the U.S. and the rest of the world and what role that you personally want to take with that. And so I—and I guess I say for myself having a deeper appreciation for the, frankly, benefits of being a U.S. citizen by traveling and having had the opportunity to travel as much as I do and interact with folks all over the world. And so I think for all of our populations I think the populations that maybe haven't been as civically engaged or as deeply civically engaged it creates that many more opportunities to have that appreciation for. CASA: Yes. GORDON: And then, frankly, just people-to-people. I would just say—this is the last thing I'll say. It's funny, I mean—I mean, people-to-people exchanges, what they say it's hard to hate someone you know. (Laughs.) I mean, it's true. I mean, and I think that it's easy to turn on the news and hear XYZ about any number of people and locations in the world. I think when you sit down you break bread and you have coffee, whatever it may be, with folks from other parts of the world it does develop, I think, a deeper appreciation, really helping push us down that road of embracing difference and, I think, developing a deeper empathy, which we could all use more of that. CASA: Great. Well, we've come to the end of our time and, Andrew, thank you so much for sharing your insights with us, and to all of you for your questions and comments. You can follow Diversity Abroad on Twitter at @DiversityAbroad. You will be receiving an invitation to our next Higher Education webinar under separate cover. In the meantime, I encourage you to follow at @CFR_Academic on Twitter and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. I hope you're all having a great summer, and thank you again for joining us today. We look forward to your continued participation in the Higher Education Webinar Series. (END)

The stars will shine, but role players have made big contributions lately. Bobby and Amy give praise for the Nats' unsung heroes. Plus, Nats news and notes, including Stephen Strasburg's season debut. Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

By designating Aaron Sanchez for assignment, the Nats opened a rotation spot. Bobby and Amy discuss who can fill it to make Wednesday's start. Plus, Amy chats with starting candidate Evan Lee with Double-A Harrisburg (31:07). Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

With the offense struggling, Davey Martinez has shaken up his lineup. Can the new order produce more runs? Bobby and Amy discuss. Plus, a lot of notes on Stephen Strasburg, Joe Ross, Carter Kieboom, Ryan Zimmerman and more! Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

The Nationals' offensive production has been inconsistent over the last two series. Bobby and Amy discuss who stood out through the past week. Plus, more good news on Stephen Strasburg and Joe Ross. Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

Sumera Rashid is a dental director at Northern Virginia Community College, VA. She is also a mom of 2 boys. Join us as Sumera discusses motherhood, raising boys, work/life balance, marriage and parenting tips and career tips as well as mental health.

There have been some surprising storylines surrounding the Nationals' first month of play. Bobby and Amy discuss what has been unexpected to start the season. Plus, Amy chats with pitching prospects Cole Henry and Evan Lee of Double-A Harrisburg (40:37). Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

Luis García is raking at Rochester while Alcides Escobar and Lucius Fox flounder with the Nats. Baseball America's Kyle Glaser joins Bobby Blanco and Amy Jennings to discuss when we'll see García in the majors. Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

Patrick Corbin is 0-3 with an 11.20 ERA over his first four starts this season. With $83 million owed over the next three seasons, Bobby and Amy discuss what the Nats can do with the veteran lefty. Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

Monday's rainout gave the Nats' pitching staff a needed break. But now a predicament looms this weekend. Bobby and Amy on how the Nationals will fill a spot start and how much help the bullpen can provide. Presented by Northern Virginia Community College. We make college better. Learn more at BoldlyNOVA.com.

With Ukrainian sovereignty and democracy under attack, Americans have been wondering: Should our government be doing more than placing economic sanctions on Russia? Should I, as U.S. military veteran, travel to Ukraine and offer to fight in their army? What would official U.S. military involvement mean for the politics of Europe and in our age of nuclear weapons? While the situation in Ukraine is new and novel, Americans' desire to assist other nations seeking to create or preserve their democracies and republics is not new.  Maureen Connors Santelli, an Associate Professor of History at Northern Virginia Community College and author of The Greek Fire: American-Ottoman Fervor in the Age of Revolutions, joins us to investigate the Greek Revolution and early Americans' reactions to it. Show Notes: https://www.benfranklinsworld.com/327 Join Ben Franklin's World! Subscribe and help us bring history right to your ears! Sponsor Links Omohundro Institute Colonial Williamsburg Foundation The Ben Franklin's World Shop Complementary Episodes Episode 017: François Furstenburg, When the United States Spoke French Episode 052: Ronald A. Johnson, Early United States-Haitian Diplomacy Episode 124: James Alexander Dun, Making the Haitian Revolution in Early America Episode 314: Colin Calloway, Native Americans in Early American Cities Episode 323: Michael Witgen, American Expansion and the Political Economy of Plunder Listen! Apple Podcasts Spotify Google Podcasts Amazon Music Ben Franklin's World iOS App Ben Franklin's World Android App Helpful Links Join the Ben Franklin's World Facebook Group Ben Franklin's World Twitter: @BFWorldPodcast Ben Franklin's World Facebook Page Sign-up for the Franklin Gazette Newsletter

We welcome YOU back to America's leading higher education podcast, The EdUp Experience! It's YOUR time to #EdUp NOTE: apologies for the inconsistent audio levels - YOU might have to play around with the volume on this one. In this episode, YOUR guests are Shauna Davis, Strategy Director for Community College Participation & Mary Laphen, Strategy Officer for Community College Participation at the Lumina Foundation, YOUR host is Dr. Joe Sallustio, & YOUR sponsor is Commencement: The Beginning of a New Era In Higher Education, coming fall 2022. Listen in to learn all about Lumina's Million Dollar Community College Challenge! Prior to joining Lumina, Shauna Davis' previous roles included serving as executive director of programs at Achieving the Dream; executive director of the Student Success Center & Office of Professional Development for the Virginia Community College System; director of student services at the Extended Learning Institute (now NOVA Online) for Northern Virginia Community College; & assistant vice-president for Workforce Development for the Community College Workforce Alliance. Mary Laphen joined Lumina from the Tennessee Higher Education Commission where she has worked the last 6 years in positions of progressive responsibility, most recently as the Navigate Reconnect Director. In this role, Mary led a team to support the Tennessee Reconnect statewide initiative, which provides high-touch, wrap-around support to & through college to adult Tennesseans. Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - Elvin Freytes & Dr. Joe Sallustio ● Learn more about what others are saying about their EdUp experience ● Join YOUR EdUp community at The EdUp Experience! ● YOU can follow us on Facebook | Instagram | LinkedIn | Twitter | YouTube Thank YOU for listening! We make education YOUR business! --- Send in a voice message: https://anchor.fm/edup/message

Chef David Ivey-Soto shares his concept of "Training for Performance".  This approach is about training, teaching and empowering staff to learn new skills, earn more money and create value for themselves and the business.David Ivey-Soto MBA, CEC®, CCA® has diverse national and international foodservice experience providing him with the insight and experience to share his expertise.  David Ivey-Soto earned an AOS from the Culinary Institute of America in 1990, was on the Dean's List, served as the Student Council President, and worked as Sommelier de Vin. He was selected as a Fellow of the Culinary Institute of America with the distinct privilege of teaching alongside several of his former instructors.  His experience includes teaching at the Culinary Institute of America, Fairfax County Public Schools Adult Education, Northern Virginia Community College, University of Maryland Eastern Shore, Shady Grove campus, and ATI Career Institute (now Stratford University) –where he developed and refined the curricula for several courses. He was Director of the Culinary Arts Program at Ana G. Méndez University System and part of full-time faculty teaching MBA classes.Chef David is National Treasurer of the American Culinary Federation and is teaching online for NorthWest Arkansas CommunityCollege, Prince George's Community College, Howard Community College, and Monroe College and doing education consulting.David is academically bilingual in English and Spanish.He has been a consultant to many operations and organizations focusing on efficiency, productivity, operations, cost control, and overallbusiness analysis. He has served on several advisory councils and boards for educational programs and business and industry.He assisted Chef Richard Grausman in establishing the Careers through Culinary Arts Program (C-CAP) in the Washington, DC areaas the Program Coordinator, working with inner city public school students introducing them to careers in the foodservice industry.During his time coordinating the program more than $1 million in scholarships were awarded to students.Passionate about mentoring the future, Chef David is a judge and advisor for national student organizations including ProStart andSkillsUSA and for military organizations such as Military Culinary Competition and Commander, Navy Installations Command (CNIC)competitions.Chef David has been featured in National Culinary Review, ESPN The Magazine, Freekick, The Daily News of the Virgin Islands,Newsweek, The Washington Post, among other publications and have been featured on WRC-TV NBC 4, Washington, DC.David has served as National Secretary of the American Culinary Federation, earned Certified Executive Chef in 2000 andsubsequently earned Certified Culinary Administrator. He graduated with an MBA from the College of William & Mary in 2005. David is apast competitor in culinary competitions — having earned a variety of awards for his skills.Chef David lives in Alexandria, VA with his wife, Lisa Ivey.

Reginald is the Founder of Thriving Life Coaching, their motto is "Every student needs a little TLC!" TLC is an academic readiness and life coaching service for middle school, high school, and college students to maximize their full potential. The coaching helps students utilize time management, organization, and study skills to do their best work. Ryder has 30 years of experience in working with secondary and post-secondary organizations as well as students from orientation to graduation via Zoom in California, North Carolina, Pennsylvania, Maryland, and Virginia. He is a professor at Northern Virginia Community College teaching College Student Success and authored a book Passing the Baton A Guide and Memoir of College Success. Website: reginaldryder.com Instagram: @rryder4tlc Linkedin: Reginald Ryder, M. Ed.

Today's guest is Dr. Richmond Hill, the Associate Vice President for Student Support Services at Northern Virginia Community College. Dr. Hill's career in education spans more than 21 years, with experience in K-12 and higher education. He joins the LPDcast family to talk about the essence of service leadership, the importance of community building, and our ability to persevere through education and live a fulfilling life. Dr. Hill is a service leader and is dedicated to uplifting Black and Brown communities through mentorship, connection, and motivation. He is the founder, mentor, and program leader for MAN UP, a minority male initiative that supports Black and Brown men attain their academic goals at Northern Virginia Community College. I encourage you to read Dr. Hill's publications titled Teachers as Change Makers in Bullying Prevention, published in 2020 and The Community College Experience of Black Male Achievers: Participation in Black Male Initiatives, also published in 2020. His wealth of knowledge and wisdom are a result of his dedication to excellence, and he is the ideal person to be the Associate Vice President for Student Support Services at Northern Virginia Community College. Become a supporter today and receive exclusive LPDcast merch! Be sure follow me on Instagram, Twitter, and Facebook @lpdcast, and you can email me at lpdcast@gmail.com. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/lpdcast/support

Angela Terry is a tenured graphic designer, assistant professor at Northern Virginia Community College, and George Mason University grad student earning her MFA. She joined Liz and Marie this week to share her tips and tricks on creating designs that are not only beautiful but functional for your audience, too! Learn more about MetroStar: https://mss.fyi/3pZfNkL Check out Angela's work: http://www.angelaterrydesign.com/ Follow MetroStar's socials: +Instagram: https://mss.fyi/3GK7qjA +Twitter: https://mss.fyi/3dSUVGd +LinkedIn: https://mss.fyi/3DSJ9Gs

For further information go to: www.jenniferjhammond.com Jill Tracy Jacobs Biden is an American educator and the current first lady of the United States as the wife of President Joe Biden. She was previously the second lady of the United States from 2009 to 2017. Since 2009, Biden has been a professor of English at Northern Virginia Community College

In this episode of Life After the Military, Master Gunnery Sergeant (Retired) Vonzell Mattocks describes his Big 3 E's: Education, Entrepreneurship, and Employment. Vonzell had a varied post-military career that included owning and managing an Express Employment Professional franchise; managing the execution of a Department of Labor hospitality industry grant for the Prince George's Community College; and held several positions in support of active-duty military, veterans, and their families for the Northern Virginia Community College system. Vonzell most recently worked as the Executive Director of the Veterans Employment Initiative which is an integral part of the Northern Virginia Technology Council Foundation. Learn more as Vonzell describes opportunities for veterans to get free certification and training with Syracuse University's Institute for Veterans and Military Families Program and the Veteran Employment Through Technology Education Courses at Intellectual Point. See the links below. LinkedIn: https://www.linkedin.com/in/vonzell-mattocks-77985414/Northern Virginia Technology Council: https://www.nvtc.org/Syracuse University Institute for Veterans and Military Families: https://ivmf.syracuse.edu/Veteran Employment Through Technology Education Courses at Intellectual Point: https://info.intellectualpoint.com/en-us/en-us/veteran-programs?hsLang=en-usShow Notes:0:00 Lee opens the podcast00:26 Lee introduces Vonzell01:48 Vonzell describes how his military service shaped him06:35 Vonzell describes some of the positions he held after he retired from the Marine Corps10:08 Vonzell talks about his transition and focuses on The BIG 3 E's: Education, Entrepreneurship, and Employment15:34 Vonzell shares more about why he chose to pursue his entrepreneurial spirit as a franchise owner early in his transition from the military19:53 Lee and Vonzell discuss the existence of the team bond in the military and the lack of leadership and team bond in the private sector27:21 Vonzell talks about how he managed a Department of Labor hospitality industry grant valued at over $2.4 million for the Prince George's Community College33:00 Vonzell describes his work with the Northern Virginia Community College System41:30 Vonzell challenges veterans to envision where they see themselves in 1-3 years whether pursuing employment or educational opportunities47:00 Vonzell provides great perspective about his role as Executive Director of the Northern Virginia Technology Council Veterans Employment Initiative53:18 Vonzell reinforces that the Northern Virginia Technology Council Veterans Employment Initiative helps veterans worldwide find employment56:04 Vonzell describes the value of the Vetworking Events that he hosts1:00:32 Vonzell provides advice to veterans as they prepare for the Vetworking events1:04:43 Lee gives Vonzell his book title1:05:33 Vonzell transparently describes his challenges with mental fitness and what he does to strengthen it1:15:40 Lee closes out the episode

This Fresh Take interview featured Jim Dyke, Sr. Advisor, State Government Relations, McGuireWoods Consulting LLC. JB and Jim discussed the business community's role in influencing and driving inclusive growth and opportunities to partner with state and local governments to drive meaningful change.Hosted by JB Holston.  Produced by Jenna Klym, Justin Matheson-Turner, Christian Rodriguez, and Nina Sharma. Edited by Christian Rodriguez. About our guest:Jim Dyke is a partner in the law firm of McGuireWoods LLP.  His broad practice covers corporate, legislative, education, governmental relations, and municipal law. He previously served as Virginia's Secretary of Education under former Virginia Gov. L. Douglas Wilder, and as Domestic Policy Advisor to former Vice President Walter Mondale.He is an active leader in the Northern Virginia business community, having served as chairman of the Fairfax County Chamber of Commerce; chairman of the Northern Virginia Business Roundtable; President of the Northern Virginia Community College Educational Foundation; and chairman of the Emerging Business Forum, an organization focused on enhancing minority and women entrepreneurs' businesses.He was elected Chairman of the Greater Washington Board of Trade for 2010. The Board of Trade is the largest regional business organization in the Washington, D.C., area, advocating for the business community in Virginia, the District of Columbia and Maryland.  During his term, he was Co-Chair of the Joint WMATA Governance Review Task Force.He has served or is serving on various commissions and committees, including the State Council of Higher Education in Virginia (SCHEV), the Commission to Restructure Virginia's Tax Structure, the Board of Directors of the Maryland Chamber of Commerce, the Governor's Commission on Economic Development and Job Creation (VA), the Governor's Independent Bipartisan Advisory Commission on Redistricting (VA), and as chairman of the Board of Trustees of the University of the District of Columbia.  He is a frequent speaker on educational, political, and legal issues.Jim graduated with honors from Howard University (including first in his Army ROTC class) and the Howard University School of Law and has earned honorary degrees from the University of Richmond, Virginia State University, St. Paul's College, Randolph Macon College, Marymount University and Northern Virginia Community College. He served as law clerk to the Honorable Spottswood W. Robinson III of the U.S. Court of Appeals for the District of Columbia.

Bethany Keener – The Truman Charities Podcast: A Community of Caring with Jamie Truman Episode 24 Bethany Keener Bethany Keener became the executive director of Spirit Club Foundation in September 2020. She has nearly two decades of experience in nonprofit communications and development, including nine years working in organizations that support adults who have intellectual/developmental disabilities. Prior to her role at Spirit Club Foundation, Bethany worked as the communications director for an Arlington, Virginia, nonprofit focused on affordable housing.   Bethany holds a bachelor's degree from Goshen College, a Master of Nonprofit Administration from the University of Notre Dame, and an associate degree in graphic design from Northern Virginia Community College. She lives in Silver Spring with her husband and two sons. To stay active, she enjoys dancing, hiking, playing Frisbee, and kayaking. Listen to this uplifting Truman Charities episode with Bethany Keener about her Spirit Club Foundation and helping those with disabilities.  Here is what to expect on this week's show: What the Spirit Club Foundation's mission is and what drew Bethany to become its Executive Director.  The type of fitness programs Spirit Club Foundation offers and what the experience is like for one of their participants.  Their upcoming Fitness Festival on October 3rd and how you can get involved Connect with Bethany: Guest Contact Info: Website- https://www.spiritclubfoundation.org/ LinkedIn- https://www.linkedin.com/in/bethany-keener-0981b528/ Learn more about your ad choices. Visit megaphone.fm/adchoices

In Episode 111 of The Win-Win Effect™ Show, Chris Ross sits down with critically acclaimed spoken word poet and author, Kim B Miller. GUEST ➥ http://www.kimbmiller.com Her latest powerful poetry book is called: "My Poetry is The Beauty You Overlook," following "How to Love Your Kids: More Than You Hate That Man." landed her some much-deserved recognition with being published in African Voices magazine, a Portuguese haiku anthology, a DC newspaper, an interfaith anthology, and several magazines and books.  She has performed online internationally and nationally in person at The National Black Theater in New York, Northern Virginia Community College, Atlas Performing Arts Center, The Black Box Theater in DC, and many other venues.  She has written several spoken wordbooks; Christ Gave Me This Pen, so I Have to Write the Truth and Poetically Inking: Just Me, My Pen and the Mic. In addition, she wrote a limited-edition Journey called: Hope on Purpose, 26 Weeks of Clarity.  This spoken word poet loves writing and performing and expressing her heart expressed in words: opinionated, blunt, thought-provoking, and real. Kim is the Poet Laureate for Prince William County. In addition, she is the first African American Poet Laureate for PWC, VA. She is one of the healing authors who wrote The Ultimate Guide to Self-Healing Volume 2. Kim B Miller is an award-winning spoken word poet. She is the 2019 Southern Fried Poetry Haiku Champion, and the 2018 Black Poetry Café Put Your Money Where Your Mouth Is Slam champion. Kim's a motivational speaker that cultivates growth. Kim is also a facilitator that creates and develops her training material into interactive workshops that are fun and informative. For example, she facilitated a haiku class in Denver, Colorado (National Poetry Slam event). She also facilitated a workshop: the University of California, Berkeley 36th Empowering Womxn of Color Conference. In addition, she has been the featured poet/speaker/facilitator at events in several states: NY, MD, DC, VA, SC, PA, CA, CO, and NC. Connect with and JOIN FREE COMMUNITY Community Content About CHRIS ROSS® Booking The WIN-WIN Effect WINJECT TV Already have an account? Log In First Name * Last Name * Password * Confirm Password *

Todd Zipper, President of Wiley Education Services, welcomes Dr. Scott Ralls, President of Wake Technical Community College. Todd and Scott discuss the importance of apprenticeships and how they benefit both students and employers. Topics Discussed: • The reason community colleges are America's opportunity colleges • The ways the Biden Administration could impact funding for community colleges • Why apprenticeships are considered the gold standard of workplace learning • How the WakeWorks Apprenticeship Program provides individuals with on-the-job training while also working towards a college degree • How education impacts economic mobility Guest Bio Dr. Scott Ralls became the fourth President of Wake Technical Community College in April 2019. Before coming to Wake Tech, he served as President of Northern Virginia Community College from 2015-2019, President of the NC Community College System from 2008-2015, and President of Craven Community College in New Bern from 2002-2008. He has also worked for the NC Department of Commerce, the U.S. Department of Commerce, and the U.S. Department of Labor. He is the recipient of numerous awards, including the Distinguished Public Service Award from the North Carolina Chamber, and the Order of the Long Leaf Pine, North Carolina's highest civilian honor. Dr. Ralls earned his bachelor's degree at UNC-Chapel Hill and master's and doctorate degrees in Industrial and Organization Psychology from the University of Maryland.

Bob Kettler and John Coe Bio Bob Kettler always had a vision for creating value in Real Estate. He began his career in the early 1970s by renovating apartments, retail stores, and building homes. Although his story began in renovations and home building, he later found passion in developing communities and began laying the foundation of KETTLER, a Real Estate Development Company. While KETTLER was growing, so too, was Bob’s footprint. He and his wife Charlotte are philanthropic contributors within the community. Currently, Bob serves on the board of the Trust for the National Mall, The Kennedy Center, and Wesley Seminary. He served on the boards for George Mason University, Northern Virginia Community College, the Northern Virginia Building Industry Association, and the National Methodist Church. Additionally, Mr. Kettler served as a Trustee at St. Patrick's Episcopal Day School in Washington, D.C., and The Potomac School in McLean, VA. With over 40 years in operations, KETTLER maintains a reputation as a leading developer in the industry and is one of D.C.’s Largest Private Real Estate Companies. Bob is a known trailblazer, thought leader, and frequent speaker. He placed five consecutive years on the Washington Business Journal's Power 100 list in the last decade and received notable honors like BIA’s Monument Lifetime Achievement Award and the NAHB Developer of the Year award. Bob continues to oversee KETTLER as Founder and Chief Executive Officer. He and his wife have four children and nine grandchildren and live in the Metro Washington, D.C. Area. Show Notes Current Role Typically the strategic thinker for the company but not the operations guy- “Management By Exception” (5:40)Most projects come from Acquisitions team (6:45) Origin Story His Father, Milton Kettler, was the oldest of three Kettler Brothers, which was the company that was founded in the early 1950s (7:31)His Dad was a real estate brokerClarence and Charlie Kettler, his uncles built gas stations around the regionForlinesFrank Ewing– Sage man who helped Kettler Brothers financially.Kettler Brothers was the largest homebuilder in Maryland (9:45)Montgomery VillageFather thought that the land development business should be separate from homebuildingFather passed away when he was young (59 yrs. old) in 1982 (10:45)Each of the brothers had their own roles in the company (12:00)Uncle Clarence was an “artist” with his home building (12:15)Wound down in the late 1980s

Tiffanie Rosier is the owner of the Award Winning Photo Booth Company AllStar Photobooth. She is a motivated, determined and inspirational community leader and also plans STEM/CTE Career Exploration Events for NOVA SySTEMic at Northern Virginia Community College.Tiffanie holds the Global Career Development Facilitator, MBTI and Virginia Community College Career Coach Certifications. She earned a Bachelor of Arts from James Madison University with an emphasis on Public Relations and a Master of Arts in Education in Higher Education from Western Kentucky University. She has presented programs, events and training sessions on a variety of topics at the local, state and national levels in education and in the event professional's arena.In her spare time Tiffanie enjoys doing Voiceover work, volunteering on the Board of Governors with the International Live Events Association along with the JMU SCOM and Women for Madison Councils.

John Reid is the Editor of the PW Perspective, an anti-racist news publication in Prince William County. Prior to launching this publication in Nov. 2019, he has worked in a variety of local publications from his days as a sports editor at Northern Virginia Community College in Woodbridge to television production for the local broadcast show "Teens Called to the Nations,". In addition, he is an author, producer and media consultant. He has covered such events from the Million Man March to presidential campaigns. He has been involved in youth ministry for more than twenty years. His passion is for using the platform of media to provide opportunities and be a voice in the community. John Reid's Recommendation List: https://kit.co/BecomingDisciplined/john-reid-s-recommendation-list Becoming Disciplined Information: Website: http://becomingdisciplined.com Patreon: https://www.patreon.com/becomingdisciplined Twitter: https://twitter.com/@path2discipline YouTube:https://www.youtube.com/channel/UCTWHSvpla2FwobDKDCYg3Uw Instagram:https://www.instagram.com/becomingdisciplinedonthegram Facebook: https://www.facebook.com/Becoming-Disciplined-44621123926571

Recorded on February 26th 2021 Campus Vote Project Democracy Fellows Ahmad Mitchell of the Community College of Philadelphia, Jashaun Hyde of Virginia State University, Kayla Michelle of Northern Virginia Community College, and Raymond Barber of University of Detroit Mercy join together for a conversation about building and defending Black student solidarity, combating ingrained vestiges of white supremacy in American culture and educational spaces, and the role historically Black colleges and universities play in promoting Black excellence, among other topics. Recommended Literature/Film on Race: Color of Law - Richard Rothstein 13th - Ava DuVernay Another Brooklyn - Jaqueline Woodson Racial Contract - Charles W. Mills White Like Me - Tim Wise The Case for Reparations - Ta-Nehisi Coates If you're a student and want to join the Student Voting Network, you can join us here: bit.ly/svnslack If you want to find more resources about student voting in your state, check out Campus Vote Project's nationwide database for voting information: https://www.campusvoteproject.org/ Produced by Raymond W. Barber, Kayla Michelle, Jashaun "Raymond W. Barber" Hyde, Erika Neal, Ahmad Mitchell, and Benjamin Nixon Edited by Benjamin Nixon Intro and Outro Song: Modern Jazz Samba by Kevin MacLeod Link: https://incompetech.filmmusic.io/song/4063-modern-jazz-samba License: https://filmmusic.io/standard-license Middle Song: Track: Lost Sky - Vision [NCS Release] Music provided by NoCopyrightSounds. Watch: https://youtu.be/7RU1l8GtGOc Free Download / Stream: http://ncs.io/VisionID

Donald Trump's election has forced the United States to reckon with not only the political power of the presidency, but also how he and his supporters have used the office to advance their shared vision of America: one that is avowedly nationalist and unrepentantly rooted in nativism and white supremacy. It might be easy to attribute this dark vision, and the presidency's immense power to reflect and reinforce it, to the singular character of one particular president—but to do so, this book tells us, would be to ignore the critical role the American public played in making the president “the man of the people” in the nation's earliest decades.Beginning with the public debate over whether to ratify the Constitution in 1787 and concluding with Andrew Jackson's own contentious presidency, Nathaniel C. Green traces the origins of our conception of the president as the ultimate American: the exemplar of our collective national values, morals, and “character.” The public divisiveness over the presidency in these earliest years, he contends, forged the office into an incomparable symbol of an emerging American nationalism that cast white Americans as dissenters—lovers of liberty who were willing to mobilize against tyranny in all its forms, from foreign governments to black “enemies” and Indian “savages*#8221;—even as it fomented partisan division that belied the promise of unity the presidency symbolized. With testimony from private letters, diaries, newspapers, and bills, Green documents the shaping of the disturbingly nationalistic vision that has given the presidency its symbolic power.This argument is about a different time than our own. And yet it shows how this time, so often revered as a mythic “founding era” from which America has precipitously declined, was in fact the birthplace of the president-centered nationalism that still defines the contours of politics to this day. The lessons of The Man of the People contextualize the political turmoil surrounding the presidency today. Never in modern US history have those lessons been more badly needed.-Nathaniel C. Green is a professor of history at Northern Virginia Community College.

In this episode of La Verdad Duele Podcast, our guest Tanya Donangmaye, a current U.S Foreign Service Officer, a graduate of Columbia University (Master's), George Mason University (Bachelor's) and nova community college. Tanya is a Fulbright Grantee and Charles B Rangel Fellow. She shares with the fans her tips on success, building self-confidence, and overcoming challenges. She also shares her journey from Northern Virginia Community College to George Mason University and to obtaining her Master's degree from Columbia University. Listen as she discusses her journey from the Fulbright Program to being a Rangel Fellow. Resources: @NVCC @GMU @Fulbright @Rangel Our Social Media (IG): @laverdadduelepod Mailing List: LVD Podcast Listserv

As the country debates re-opening the economy, the workforce field is preparing to handle the millions of Americans who will need to get back to work.This episode of The Future Works features Dr. Anne Kress, President of Northern Virginia Community College, Plino Ayala, President and CEO of Per Scholas and Michael Gritton, Executive Director of Kentuckiana Works to hear what they learned during past downturns and how they are preparing to be the next line of response.

Many colleges moved to pass/fail grading amid the pandemic. While that change was designed to help students, it can cause disruptions as community college students transfer to four-year institutions, or as students seek admission to graduate or medical school. The episode features Lilah Burke, a reporter at Inside Higher Ed, who has written about this issue. And to describe how college leaders can help students avoid disruptions from the "Asterisk Semester," we spoke with Anne Kress, president of Northern Virginia Community College, and Marie Lynn Miranda, incoming provost of the University of Notre Dame.