Podcasts about ontario institute

FreshEd will return next week with new episodes! -- We are starting a FreshEd community and want you to join for as little as $10/month. If you want to join our growing community, please head over to FreshEdpodcast.com/support -- Today we try to reimagine education in emergencies. With me are Ritesh Shah and Francine Menashy. They have recently co-edited a special Forum for the journal Compare which put practitioners and scholars in conversation about the “colonial imperialist, racialized, and capitalist logics” that underpin the field of education in emergencies, known as EiE. Ritesh Shah is a senior lecturer in the faculty of education and social work at the University of Auckland and Francine Menashy is an associate professor at the Ontario Institute for Studies in Education at the University of Toronto. Their new Compare Forum is entitled “Reimagining education in emergencies: a conversation between practitioners and scholars.” freshedpodcast.com/380-shah-menashy/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Toronto-based KnowMeQ Founder and CEO Matt Foran knows how AI can address two emerging and linked issues in Higher Education. KnowMeQ is the leading AI enabled, web-based workforce diagnostic & up-skilling assessment tool that identifies real skill gaps to make predictive decisions to improve your company's workforce skill, performance and agility. KnowMeQ is an Adaptability Quotient (AQ) indicator tool. AQ is regarded as the most important measure for success in today and tomorrow's world of work. It provides the ability for employees and companies to adapt and thrive in rapidly changing environments. Matt holds a Masters of Education from the University of Toronto's Ontario Institute for Studies in Education in Adult Education with a specialization in Workplace Learning and Social Change. He is a published researcher and in 2010, founded the world's first fully online adult literacy program for Deaf and Hard of Hearing adults. Stay Connected with #CanadasEntrepreneur! Join our growing community of entrepreneurs across Canada! Don't miss out on inspiring interviews, expert insights, and the latest business trends from the people shaping the future of our economy.

Dr. John Mighton is an award-winning mathematician, playwright, and best-selling author internationally recognized for his ground-breaking work building children's confidence, skills, and success in math. He founded the Canadian charity JUMP Math (Junior Undiscovered Math Prodigies) in 2002 with an equity-driven mission to empower every child to achieve their potential through accessible math education. JUMP Math's K-8 resources currently support thousands of educators and students in North America and other countries to teach, learn, and love math. Dr. Mighton holds a master's degree in philosophy from McMaster University and a PhD in Mathematics from the University of Toronto, where he frequently teaches at the Ontario Institute for Studies in Education. A recipient of the Order of Canada, Dr. Mighton has published three books on math education, given hundreds of talks on the subject, including a TEDx Talk and keynote at the Aspen Brain Forum, and has received many awards and honorary doctorates in recognition of his work. His latest book, All Things Being Equal: Why Math is the Key to a Better World, offers a compelling argument for why accessible math education can and must be available to everyone. In a twist of fate in his early career, Dr. Mighton played Matt Damon's math tutor in the 1997 movie, Good Will Hunting ---- Stay Connected with #CanadasEntrepreneur! Join our growing community of entrepreneurs across Canada! Don't miss out on inspiring interviews, expert insights, and the latest business trends from the people shaping the future of our economy.

In a 2-hour election special, we dig into the problems facing elementary and high schools in the first hour, with Wilfrid Laurier University Prof. Kelly Gallagher-Mackay and Alison Osborne, head of the Ontario Principals Council . In the second hour, the pressures on Ontario colleges and universities, with the University of Toronto's Elizabeth Buckner, an Associate Professor at the Ontario Institute for Studies in Education, and Jeff Brown, an OPSEU steward at George Brown College. 

There is a crisis facing Canada's post-secondary education sector that no one is talking about.Now that the federal government has slashed the number of international student permits available in Canada, colleges and universities from coast to coast are facing huge budget shortfalls.  Several of Canada's best schools are cutting programs and laying off staff just to stay afloat.  These institutions have no choice but to take drastic measures, or risk going bankrupt.Host David Smith speaks with Elizabeth Buckner, Associate Professor of Higher Education at the Ontario Institute for Studies in Education at the University of Toronto, about what's at stake if things don't change. We love feedback at The Big Story, as well as suggestions for future episodes. You can find us:Through email at hello@thebigstorypodcast.ca Or @thebigstoryfpn on Twitter

As the climate crisis intensifies, the need for comprehensive climate education in schools has never been more urgent. However, in Canada, climate awareness and sustainability are not consistently integrated into the national curriculum. Where climate change is addressed, it is often confined to science classrooms, leaving gaps in students' understanding of the social, ethical, and policy dimensions of the crisis. A truly modernized education system must embed environmental responsibility across subjects, ensuring that students grow up not only informed but also empowered to take meaningful action. Without institutional support, educators often struggle to incorporate sustainability into their lessons, leading to patchy, inconsistent learning experiences for students. Beyond the classroom, children's media plays a crucial role in shaping young minds, as storytelling has the power to foster a sense of connection to the natural world, making environmental responsibility feel both urgent and personal. By examining the intersection of education, policy, and storytelling, this conversation highlights what is needed to ensure that the next generation is prepared to confront the climate crisis head-on. This episode of Beyond the Headlines will explore how education policy and media can work together to create a generation of environmentally literate citizens, featuring insights from this week's special guests. A dedicated teacher, educator, researcher, and artist, Dr. Hilary Inwood leads the Sustainability & Climate Action Network at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Her work centers on the critical role of education in addressing the climate crisis. Through her graduate courses on environmental and sustainability education, and her coordination of large-scale collaborations between OISE and the Toronto District School Board, Dr. Inwood is pioneering initiatives that empower teachers and embed transformative climate change education into the fabric of our schools. Mary Bredin is an award-winning television producer, media executive, and lifelong climate activist with over 25 years of experience in animation and children's media. With an international background that spans roles at Canal+, Disney Channels Worldwide, and Viasat, Mary has been at the forefront of developing engaging, climate-conscious children's programming. Her impressive portfolio includes an Emmy nomination for Justin Time, executive production for the Netflix hit True and the Rainbow Kingdom, and co-creation of Disney Junior's Pikwik Pack. Currently a consultant at Green Tiger Club Ltd., Mary brings a unique blend of creative vision and business acumen to the challenge of using media as a tool for environmental education. Produced by: Julia Brahy

NOTE: This podcast was recording in November, 2024. Today, Clark and Matt are joined once again by our dear friend, Nidhi Sachdeva.  We talk about Desirable Difficulties, originally coined by Robert Bjork and further explored with him and his wife, Elizabeth Bjork. A great overview paper can be found here: https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_RBjork_2011.pdf Of course, we talk about the five strategies to foster desirable difficulties: Spaced Learning/ Distributed Practice Retrieval Practice/ The Testing Effect Interleaving Contextual Interference Reduced Feedback We even take a brief detour on whether note taking is effective. And of course, the answer is nuanced... see more here, from Paul Kirschner: https://3starlearningexperiences.wordpress.com/2023/05/09/longhand-notetaking-is-worth-using/ Clark references Mihaly Robert Csikszentmihalyi's Flow... and frankly, the wiki page on it is pretty darn good. https://en.wikipedia.org/wiki/Flow_(psychology)#:~:text=Flow%20state%20theory%20suggests%20that,key%20determinant%20of%20learning%20success. He also mentions Lev Vygotsky's Zone of Proximal Development. https://en.wikipedia.org/wiki/Zone_of_proximal_development Matt references Thiagi's jolt called THE DAYS OF THE WEEK. Here is a video of the short activity: https://ldaccelerator.com/days-of-the-week-jolt Clark references MAKE IT STICK, by Brown, Roediger, and McDaniel: https://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/B0DG1195CM, as well as their colleague, Pooja Argawal, and her book, POWER TEACHING: https://www.amazon.com/Powerful-Teaching-Unleash-Science-Learning/dp/111952184X/ref=as_li_ss_tl?keywords=powerful+teaching&qid=1572929667&smid=ATVPDKIKX0DER&sr=8-3&linkCode=sl1&tag=retrievalprac-20&linkId=a877fbf2e13704463c6402641571742c&language=en_US We do mention the LDA Learning Science Conference 2024... and how Nidhi will be there presenting about Desirable Difficulties... However, the conference is now past. But, Nidhi will be at the upcoming LDA The Evidence-Informed Practitioner Conference in April, 2025 and repeating her work in the 2025 Learning Science Conference. ________________________________________________ More about Nidhi… Nidhi Sachdeva is an evidence-informed learning designer, post-secondary educator, researcher, and educational technology specialist. She is interested in designing and integrating evidence-informed instructional practices using various educational technology tools, including GenAI. Recently, she has been researching this through microlearning and cognitive science. Nidhi is the co-author of a newsletter called The Science of Learning, which aims to reduce gaps between educational research and instructional practice. She also chaired the ResearchEd Toronto conference 2024, ' Discovering the Science of Learning.'  With almost 20 years of experience developing and facilitating learning content for both face-to-face and online courses within formal higher education, Nidhi is extremely passionate about integrating the Science of Learning into her pedagogical practice. She is currently teaching in the Teacher Education program at the Ontario Institute for Studies in Education (OISE).  

We are starting a FreshEd community and want you to join for as little as $10/month. Thanks to our newest member, Diana Corson. Your contribution will allow us to continue creating FreshEd. If you want to join our growing community, please head over to FreshEdpodcast.com/support -- Today we try to reimagine education in emergencies. With me are Ritesh Shah and Francine Menashy. They have recently co-edited a special Forum for the journal Compare which put practitioners and scholars in conversation about the “colonial imperialist, racialized, and capitalist logics” that underpin the field of education in emergencies, known as EiE. Ritesh Shah is a senior lecturer in the faculty of education and social work at the University of Auckland and Francine Menashy is an associate professor at the Ontario Institute for Studies in Education at the University of Toronto. Their new Compare Forum is entitled “Reimagining education in emergencies: a conversation between practitioners and scholars.” https://freshedpodcast.com/380-shah-menashy/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com

Book a free 1:1 to strategize your teaching business goals.  Escaping precarity in ELT? Join our free support group here.   ELT is full of disasters, including the destruction of the communicative approach. Dr. Enrica Piccardo tells us why.  Dr. Piccardo is a Professor of Applied Linguistics and Language Education at the Ontario Institute for Studies in Education, University of Toronto. Her research spans language teaching approaches/curricula, multi/plurilingualism, creativity and complexity in language education. She recently published The Action-oriented Approach. A Dynamic Vision of Language Education 2019) Bristol: Multilingual Matters, co-authored with Brian North. In this episode, Dr. Piccardo discusses:  leveraging the messiness of learning how Headway destroyed the communicative approach multiple disasters in ELT: the separation of languages, the native speaker model, organizing curriculum around grammar, and others how we're still teaching in a grammatical way because it's easier what mediation is, its role in learning, and its 3 types updating the CEFR to include mediation  the link between mediation and plurilingualism the action-oriented approach and its benefits why teachers need to delegate learning For more from Dr. Enrica Piccardo: 1. Check out her new book here.  2. Her University of Toronto profile Thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you. If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com  Ways we can help you right now: 1. Book a free 1:1 chat to strategize your teaching business.  2. 5in30: Get 5 clients in the next 30 days 3. Just starting your business? Get free guidance in our support group.  4. Download our free guides for teacherpreneurs. 

You can contact Women Talking About Learning through our website, womentalkingaboutlearning.com We're on Twitter @WTAL_Podcast You can buy us a coffee to support Women Talking About Learning via Ko-Fi. Or you can email us via hello@llarn.com   Episode Links: Indra Nooyi | My Life in Full: Work, Family, and Our Future | Talks at Google Care responsibilities and women's leadership Women Leaders Are Saving Lives—What Can We Learn From Their Approach to Leadership? Everybody is a Genius. But If You Judge a Fish by Its Ability to Climb a Tree, It Will Live Its Whole Life Believing that It is Stupid Four reasons to avoid 'learning styles' – and one alternative climbthattree Cracking the Code: How Psychological Safety Fuels High-Performing Teams WHERE BRILLIANT IDEAS INSPIRE LEADERSHIP Why Leaders Need To Welcome Mistakes Leading With Humanity: Six Traits For Successful Leadership Leading With Humanity: It Means More Than Just Being Nice lflcltc_Redacted The five Leadership for Learning (LfL) principles  ROLE MODELS IN LEADERSHIP: WHY THEY'RE IMPORTANT AND HOW TO BE ONE Girls Who Code Meet the team working to close the gender gap in tech The Key to Inclusive Leadership Emotional intelligence What Is Psychological Safety? This week's guests are Vikki Louise Yaffe, CEO & Founder of Time Hackers, is a Certified Professional Coach, host of the top 1% Hack Your Time Podcast, downloaded over 700,000 times, and creator of theTime Hackers Program. Vikki specialises in helping busy overachievers unlearn time rules and drop their time management to-do's so they can get more done in less time. https://podcasts.apple.com/gb/podcast/hack-your-time/id1455953384 www.timehackers.xyz https://www.linkedin.com/in/vikkiyaffe/   Anita Guru, founder of The Mind Coach, is an experienced mindset coach, Psycho-educator and motivational speaker with nearly two decades of learning, leadership and organisational development experience at organisations such as Deloitte, Centrica and Coca Cola. She has always had an interest in the human mind and behaviour and has a background in Occupational Psychology, currently training to be a psychotherapist. Committed to shattering stigma, due to personal experiences, Anita actively raises awareness on issues linked to mental health and women's health. She has featured in Vogue magazine, The Mail on Sunday, The Telegraph, The Times, and on BBC Radio London. She serves as a Trustee for the mental health charity, My Black Dog and is a published poet. LinkedIn - https://uk.linkedin.com/in/anitaguru Website - https://www.anitagurumindcoach.com/   Nidhi Sachdeva is a leading Science of Learning researcher and advocate in Canada. She wears many hats (evidence-informed learning designer, post-secondary educator, and edtech specialist) and teaches in the teacher education program at the Ontario Institute for Studies in Education at the University of Toronto. Dr. Sachdeva coauthors the Science of Learning newsletter and is the current Chair of researchED Toronto. Links: https://www.linkedin.com/in/nidhi-sachdeva-toronto/ https://scienceoflearning.substack.com/  

The past few decades have witnessed significant strides in how cancer is detected, diagnosed and treated, leading to a noticeable decrease in mortality rates in many countries.These improvements are largely due to new discoveries about why and how cancer develops, generating new ways of treating cancer to help people live longer, healthier lives.From immunotherapy and AI to cancer vaccines - Cary Adams, CEO of UICC speaks with Dr Laszlo Radvanyi, President and Scientific Director of the Ontario Institute for Cancer Research, an internationally renowned research institute located in Toronto, Canada, who is at the forefront of some of the most ground-breaking work in cancer research. Hosted on Acast. See acast.com/privacy for more information.

THE ZOOMER SQUAD: CARP CALLS ON BC GOVERNMENT FOR FREE RSV, SHINGLES VACCINES FOR ZOOMERS Libby Znaimer is joined by Anthony Quinn, Chief Community Officer of CARP, Rudy Buttignol, President of CARP and John Wright, Executive Vice President of Maru Public Opinion. It's Monday - time for our Zoomer Squad and CARP is getting some traction on its campaign demanding government coverage for vaccines crucial to the health of older Canadians - like the RSV vaccine. The need to pay for those and for so much else is driving Zoomers back to work out of necessity rather than desire. And former Bank of Canada Governor Stephen Poloz is looking into how the CPP and other pension funds can invest more here in Canada. Is that a good or bad idea? NEW GUIDELINES FOR BREAST CANCER SCREENING Libby Znaimer is now joined by Dr. Martin Yaffe, Senior Scientist at Sunnybrook Research Institute and Co-Director, Imaging Research Program at the Ontario Institute for Cancer Research as well as Siobhan Grennan, who was part of the Working Group for these updated guidelines for Breast Cancer Screening from the Canadian Task Force on Preventive Health. What is the right age to start screening women of average risk for breast cancer? That question has become the subject of controversy. In the US, the age was lowered from 50 to 40 and the CCS and quite a number of specialists recommended that we do the same here. However, the Canadian Task Force on Preventative Health Care, a group created by the federal government, has not lowered the recommended guideline. It cites the possible harms from both false positives and false negatives, among other reasons. And the current guideline to stop screening is 74. Given that women are living longer, is that just ageist? UOFT PROFESSOR SAYS DEMANDS FOR A UNIVERSITY DIVESTMENT OF ISRAELI COMPANIES IS IMPOSSIBLE AND IMMORAL Libby Znaimer is now joined by Rami Elitzur , a professor at the Rotman School of Management who is also a serving member on the University of Toronto Governing Council. One of the key demands by the anti-Israel encampment on the UofT campus is for the university to divest from Israeli companies. But as Professor Elitzur explains, so many of the important technologies we rely on in our daily lives, including in high-tech and healthcare, have ties to Israeli companies.

Joeita speaks to Devon Healey, assistant professor of disability studies at the Ontario Institute for Studies in Education (OISE) at the University of Toronto, about her research into the dramatization and perception of blindness in theatre.  Healey is also an award-winning actor, co-founder of Peripheral Theater and the author of “Dramatizing Blindness: Disability Studies as Critical Creative Narrative,” which came out in 2021.Highlights:“What is Blindness?” - Opening Remarks (00:00)Perceptions of Blindness (01:10)Introducing Devon Healy; Actor, Assistant Professor of Disability Studies & Author of “Dramatizing Blindness” (02:05)The Many Conceptions of Blindness (02:56)Interrogating Sightedness (06:23)Simulating Sighted Behaviour (09:28)“Blind” Performers & the Sighted Blindness Consultant (12:35)Relationship Between Theatre & Blindness (16:08)Academics & Dramatizing Blindness (17:29)Rainbow on Mars (18:56)Immersive Descriptive Audio (20:07)Radio Plays & the National Ballet (22:34)Kaleidoscopic Feelings of Blindness (26:22)More from Devon Healey (31:20)Show Close (32:02)Guest Bio  Devon Healey is an Assistant Professor of Disability Studies at the Ontario Institute for Studies in Education at the University of Toronto. All of her work is grounded in her experience as a blind woman guided by a desire to show how blindness specifically and disability more broadly can be understood as offering an alternate form of perception and is thus, a valuable and creative way of experiencing and knowing the world. She is the author of, Dramatizing Blindness: Disability Studies as Critical Creative Narrative (Palgrave Macmillan, 2021). Devon is an award-winning actor and the co-founder of, Peripheral Theatre. In 2020 she was awarded a commission by Outside the March (Dora award-winning Toronto theatre company) to both write and perform in, Rainbow on Mars, a sensory reclamation of blindness. Prof. Healey teaches courses in critical disability studies.Follow Devon Healey on X (Twitter) -@devonkhealey About The PulseOn The Pulse, host Joeita Gupta brings us closer to issues impacting the disability community across Canada.Joeita Gupta has nurtured a life-long dream to work in radio! She's blind, moved to Toronto in 2004 and got her start in radio at CKLN, 88.1 FM in Toronto. A former co-host of AMI-audio's Live from Studio 5, Joeita also works full-time at a nonprofit in Toronto, specializing in housing/tenant rights. Find Joeita on X / Twitter: https://twitter.com/JoeitaGupta The Pulse airs weekly on AMI-audio. For more information, visit https://www.ami.ca/ThePulse/ About AMIAMI is a not-for-profit media company that entertains, informs and empowers Canadians who are blind or partially sighted. Operating three broadcast services, AMI-tv and AMI-audio in English and AMI-télé in French, AMI's vision is to establish and support a voice for Canadians with disabilities, representing their interests, concerns and values through inclusion, representation, accessible media, reflection, representation and portrayal. Learn more at AMI.caConnect on Twitter @AccessibleMediaOn Instagram @accessiblemediaincOn Facebook at @AccessibleMediaIncOn TikTok @accessiblemediaincEmail feedback@ami.ca

It is unclear how many undocumented immigrants live in Canada. Estimates range from 20,000 up to 500,000. Many of these are youth who were brought to Canada as young children and had no choice in the matter. Youth with precarious status or no status struggle to access public services like health care and education. Who are these undocumented youth, and does our country do enough to protect them? We ask: Sarah Pole, Childhood Arrivals Support & Advocacy (CASA) Program, Director at Justice for Children and Youth Legal Clinic; Akil Augustine, producer and host at MLSE and the Toronto Raptors, formerly undocumented; Arlo Kempf associate professor at Ontario Institute for Studies in Education at the University of Toronto; and Stefan Enrique Joseph Kallikaden Youth and Access to Education Coordinator at FCJ Refugee Centre.See omnystudio.com/listener for privacy information.

Emily Dobrich (she/her) is a Ph.D. Candidate in the Adult Education and Community Development program at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Her research interests include embodied learning, transformative education, social justice, relationality, decolonizing methodologies, and women and gender studies. Emily's doctoral research explores how embodied learning practices and pedagogies support situated solidarity building and self-determination for decolonization, community building, and collective action. To contact Emily:Email: emily.dobrich@mail.utoronto.ca LinkedIn: linkedin.com/in/emily-dobrich Instagram: @emily.dobrich Facebook: https://www.facebook.com/emily.dobrich.1/ Georgia and Emily discuss:Embodiment and embodied learning in martial artsHow to cultivate self-determination aka choice in martial arts The role of community in self-determination in martial artsGender performance in martial artsBarriers for women in martial artsTo get involved with the Conscious Combat Club:- Donate: https://conscious-combat-club.raiselysite.com/ - Visit our site https://www.consciouscombat.club/- Join the waitlist for Melbourne classes https://www.consciouscombat.club/naarm- Join our online kickboxing classes https://www.consciouscombat.club/online- Become a conscious combat coach https://www.consciouscombat.club/coaching- Join our mailing list "Mat Chat' https://www.consciouscombat.club/mat-chat- Join our facebook group https://www.facebook.com/groups/640626287248147 SUPPORT LINKS: Some listeners might find parts of this conversation distressing. Please take care, link in your support networks, or refer to one of these organizations if you need: Eating disorder support: https://www.eatingdisorders.org.au/ Mental health support: https://www.beyondblue.org.au/get-support Domestic, family and sexual violence counselling, information and support https://www.1800respect.org.au/ Sexism in sport https://www.respectvictoria.vic.gov.au/ DirectLine (Alcohol & Drug Support) – 1800 888 236 (24/7) http://www.directline.org.au/ QLife (Queer-Specific Peer Support) – 1800 184 527 (3pm – midnight) - https://qlife.org.au/ Lifeline (Crisis Support & Suicide Prevention) – 13 11 14 (24/7) http://www.lifeline.org.au/gethelp Thank you so much to Nari for the beautiful song "Shape Me" heard at the beginning and end of this episode. Nari wrote this song about Shape Your Life, a boxing program for self-identified female survivors of violence in Canada. She wrote this song using the words and experiences shared by participants with Cathy Van Ingen. You can find out more about Shape Your Life in my interview with Cathy in Episode 8. You can hear more of Nari's work by going to her Instagram: @narithesaga

Michael Fullan, the internationally known authority on educational leadership and proponent of whole system reform, joins us for this episode. No doubt, many of you listeners have been influenced by Michael's work over the years. The former Dean of the Ontario Institute for Studies in Education and Professor Emeritus of the University of Toronto, he is co-leader of the New Pedagogies for Deep Learning global initiative, served as Premier Dalton's Special Policy Adviser in Ontario from 2003-2013, and received the Order of Canada (OC) in December 2012.Michael is the author of numerous books, including the focus of today's episode: The Principal 2.0: Three Keys to Maximizing Impact (Jossey-Bass).We discuss:The Principal 2.0 (2023) is 90% new material from The Principal (2014). We cover the events that caused Michael to undertake such a significant revisitation.The disruptions of the past few years are forcing change in schools – which can turn out for better or worse depending on the evolving role of the principal. What forces have traditionally boxed principals into a narrower role?Spirit WorkGlobal evidence for these principlesSystemness in Action Connected Autonomy The Drivers – system change from the bottom upReasons for optimism about the futureFind The Principal 2.0 here: https://bit.ly/3TYJZx4 About today's guestMichael Fullan is an internationally known authority on educational leadership. Professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto, Fullan is Global Co-Director of New Pedagogies for Deep Learning. He is an adviser and consultant on major education reform initiatives around the world. His previous books include Change Leader, The Six Secrets of Change, and Leading in a Culture of Change. Learn more: https://michaelfullan.ca/About the hostRoss Romano is a co-founder of the Be Podcast Network and CEO of September Strategies, a coaching and consulting firm that helps organizations and high-performing leaders in the K-12 education industry communicate their vision and make strategic decisions that lead to long-term success. Connect on Twitter @RossBRomano or https://www.linkedin.com/in/rossromano I also host Sideline Sessions, a podcast for coaches and parents of student-athletes. The show features conversations with coaches and performance experts in the NFL, NBA, NCAA, Olympics, and more. Listen here: https://bit.ly/3Rp0QGt We're thrilled to be sponsored by IXL and MyFlexLearning. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year. 

Professor Emeritus Jim Cummins, Ph.D., joins Susan Lambert from the University of Toronto's Ontario Institute for Studies in Education for an engaging conversation that explores the dynamics of language development and bilingual education, as well as the importance of a supportive learning environment for multilingual/English learners. Cummins shares stories from his extensive experience and research in the field, highlighting the cognitive benefits of bilingualism, the importance of literacy engagement, and the role of translanguaging in educational settings. He also illuminates the challenges and opportunities in fostering multilingual capabilities and underscores the value of embracing students' linguistic diversity in schools.Show notes:Listen to episode 1, Language is always an asset, with Kajal Patel BelowRead: Translanguaging in Bilingual Education by Ofelia García and Angel M.Y. LinWebsite: Language Friendly SchoolQuotes:“Virtually all the research highlights the importance of being in a communicative, interactive context if you want to pick up a language." —Jim Cummins, Ph.D.“There are differences between the linguistic demands of schooling and the kind of language that we use in everyday conversational context outside of school." —Jim Cummins, Ph.D.“All of these processes are amplified when there's a community of peers or people that we can discuss these ideas with, we can get feedback, we can explore ideas collectively." —Jim Cummins, Ph.D.Episode timestamps*02:00 Introduction: Who is Jim Cummins03:00 Personal Language Journey10:00 Global Perspectives on Language Education18:00 Conversion to academic language spectrum20:00 The process of learning a second language25:00 Language awareness37:00 Translanguaging and Language Policy43:00 Benefits of being multilingual and fostering a supportive environment49:00 Joint statement*Timestamps are approximate, rounded to nearest minute

This episode features Renee Linklater. A PhD who hails from the Rainy River First Nations in Northwestern Ontario. She earned her doctoral degree from the Department of Adult Education and Counselling Psychology at the Ontario Institute for Studies in Education of the University of Toronto. With two decades of experience, Renee has extensively collaborated with Aboriginal healing agencies and First Nation communities. Her roles have ranged from frontline work to program evaluation, curriculum development, and education/training in both health and education sectors. Presently, Renee serves as the Acting Director of Aboriginal Engagement and Outreach at the Provincial System Support Program, based at the Center for Addiction and Mental Health (CAMH) in Toronto. Renee's Book: Decolonizing Trauma Work: Indigenous Stories and Strategies http://amshealthcare.ca/

According to new research, trusting your children encourages them to tell the truth. Ontario Today breaks down the study with researcher Kang Lee. Lee is a professor at the Ontario Institute for Studies in Education at the University of Toronto

New research from the U.S., Canada and China has found children cheat less if you show them trust. Kang Lee, a developmental psychologist and a professor at the University of Toronto's Ontario Institute for Studies in Education, explains how to Matt Galloway.

Dark with Excessive Bright is a truly immersive accessible dance production which premiered at the Royal Opera House in London during February 2024 as part of the Festival of New Choreography by Robert Binet with immersive descriptive audio by Devon Healey.  Robert is Choreographic Associate at the National Ballet of Canada and was the first choreographic apprentice at the Royal Ballet in London. Devon is a Theatre Artist and an Assistant Professor of Disability Studies at the Ontario Institute for Studies in Education, University of Toronto. RNIB Connect Radio's Toby Davey caught up with Devon and Robert all the way from Canada to find out how their collaboration on Dark with Excessive Bright came about, how Devon worked on the immersive descriptive audio making the piece accessible to everyone, the feedback they have had from blind and partially sighted people during the time the piece was on at the Royal Opera House and their next collaboration which may come back to London in 2025. You will find out more about Dark with Excessive Bright from the following pages of the Royal Opera House website when the piece was performed back in February 2024 - https://www.roh.org.uk/tickets-and-events/dark-with-excessive-bright-details (Image shows RNIB logo. 'RNIB' written in black capital letters over a white background and underlined with a bold pink line, with the words 'See differently' underneath)

Hello everyone! In January and February we will be replaying a few of our favorite episodes from 2023 as we prepare to launch season 7 in March! We hope you enjoy! — — — — Hello! Happy Wednesday! Today, we are delighted to share an interview with apologist Tim Barnett. Time shares a bit about his faith journey and tells how a question about his faith pushed him to better understand the Christian faith and why he believes. He shares about the ministry he does in partnership with Stand to Reason and how Red Pen Logic with Mr. B got started. Tim shares some advice for those who have doubts about Jesus or Christianity, why he thinks Christianity is the best explanation for reality, and how our feelings do not determine verity. He also talks about whether there is evidence for the stories in the Bible and why he continues the work he does despite the backlash. We hope you enjoy this episode!   About Tim Barnett Tim Barnett has worked as a speaker for Stand to Reason since 2015. He is a dynamic speaker who provides a perfect blend of expertise and humor in each talk. Using easy-to-follow and visually engaging presentations, Tim trains Christians to think clearly about what they believe and why they believe it. Tim has worked as a professional teacher since 2008, employed in both the private and public sector. He has earned a Bachelor of Science in Physics from York University, a Bachelor of Education from the University of Ontario Institute of Technology, and a Master of Arts in Philosophy from Southern Evangelical Seminary. Tim serves as an adjunct Bible and Science teacher at Innova Academy, a classical Christian school, and serves on the pastoral staff at Cedarview Community Church. ----- We would love to thank our Patrons for all their amazing support! To learn more about supporting Finding Something REAL via Patreon, click here! To learn more about Faithful Counseling and if it is a good fit for you, you can click here! FSR: Ljuca's Intro FSR: Ljuca and J. Warner Wallace FSR: Ljuca and Dr. Keith Oglesby FSR: Greg Koukl - Oct 2021 FSR: Jon Noyes - March 2023 FSR: Robbie Lashua - April 2023 Stand to Reason Reality Apologetics Student Conference Norm Geisler  Sean McDowell Frank Turek Francis Shaeffer  Miracles - Craig Keener The Case for Miracles - Lee Strobel There is a God? - Anthony Flew A Fortunate Universe - Geraint F. Lewis Is Atheism Dead? - Eric Metaxas 1 Corinthians 15   

In this thought-provoking episode of "The Rational Egoist," host Michael Liebowitz engages in a compelling dialogue with Professor Kang Lee, a distinguished scholar from the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education. Professor Lee, renowned for his extensive research in developmental psychology, delves into the intricate dynamics of parental lying and its profound implications on child development.Throughout the conversation, Michael and Professor Lee explore the complex ethical and psychological landscapes shaped by parental dishonesty. They examine how seemingly benign untruths, often perceived as protective or nurturing, can inadvertently sow seeds of distrust and shape a child's perception of honesty and morality. This episode not only sheds light on the unintended consequences of these common parental practices but also challenges listeners to reflect on the essence of truth-telling in nurturing environments. The discussion also ventures into the broader societal impacts, questioning how these early experiences with dishonesty influence a child's future interactions and moral compass. Professor Lee brings a wealth of knowledge, sharing insights from his groundbreaking research and real-life examples, making this a must-listen for parents, educators, and anyone interested in the ethical development of the younger generation. Join us on "The Rational Egoist" for an enlightening journey into the heart of one of parenting's most understated challenges. Michael Leibowitz is a renowned philosopher, political activist, and the esteemed host of the Rational Egoist podcast. Inspired by the philosophical teachings of Ayn Rand, Leibowitz passionately champions the principles of reason, rational self-interest, and individualism, seeking to empower others through his compelling work. His life's narrative exemplifies the transformative power of Ayn Rand's writings. Having faced challenging circumstances that led to a 25-year prison sentence, Leibowitz emerged from adversity by embracing the tenets of rational self-interest and moral philosophy put forth by Ayn Rand. This profound transformation propelled him to become an influential figure in the libertarian and Objectivist communities, motivating others to adopt reason, individualism, and self-interest in their own lives.Beyond his impactful podcasting endeavors, Leibowitz fearlessly engages in lively political debates, advocating for the protection of individual rights and freedoms through compelling YouTube videos and insightful interviews. His unwavering commitment to these ideals has garnered him a dedicated following of like-minded individuals.Leibowitz is a versatile author, co-authoring the thought-provoking book titled “Down the Rabbit Hole: How the Culture of Correction Encourages Crime.” This groundbreaking work delves into societal attitudes surrounding punishment and rehabilitation, shedding light on how misguided approaches have contributed to the rise of crime and recidivism. Additionally, he has authored the book “View from a Cage: From Convict to Crusader for Liberty,” offering an intimate portrayal of his personal journey while exploring the philosophies that influenced his transformation.As you embark on your intellectual journey, join Michael Leibowitz as he advocates for reason, individualism, and the pursuit of self-interest, inspiring others to embrace a philosophy that empowers and uplifts the human spirit. For a deeper exploration of his ideas and insights, don't miss the opportunity to read “Down the Rabbit Hole: How the Culture of Correction Encourages Crime,” co-authored by Michael Leibowitz. And also, delve into his book “View from a Cage: From Convict to Crusader for Liberty.” Both books are available for purchase using the following links:“Down the Rabbit Hole”: https://www.amazon.com.au/Down-Rabbit-Hole-Corrections-Encourages/dp/197448064X“View from a Cage”: https://books2read.com/u/4jN6xj

Across social media and TV advertisements, drugs like Ozempic and Wegovy have risen in recent years and are quickly associated with weight loss and celebrity lifestyles. Yet semaglutide drugs (which includes Ozempic and Wegovy) are intended originally as a drug for use by adults with type 2 diabetes, to manage blood sugar levels along with diet and exercise. With the shifts towards weight loss, Ozempic has become a powerful representation of our relationships with food, and the stories of how its used and experienced by type 2 diabetics are not always at the forefront. My guest today, Emily Wright, is here to share her personal experiences with Ozempic and the challenges she faced with severe complications from it, including gastroparesis. Emily Wright is a powerful educator, advocate, and public speaker. She is a member of two speaker's bureaus and a regular guest lecturer at University of Toronto, Ryerson University, George Brown College, and elementary and secondary schools across the GTA. With a special ability to speak to people of all age levels, Emily uses her personal voice and story to confront stigma and create awareness across a spectrum of important social issues, including mental health and addition, homelessness, and bullying. Emily Wright has a Master's degree in Teaching from the Ontario Institute of Studies in Education. She currently works as a curriculum consultant, speaker, and teacher for a Toronto, Ontario School Board. Emily today uses her personal story to speak to the nuances of using Ozempic, managing type 2 diabetes, and how relationships with food and body can be profoundly impacted by Ozempic. Learn More About Emily: Website: https://emilywright.ca/ Toronto Life Story: https://torontolife.com/city/gone-girl-emily-wright/

The idea for today's episode started with local Toronto kids, who were reporting experiencing sexist, homophobic and racist attitudes in the classroom, especially  from the boys. The research shows they are not alone; the rise in far right ideologies globally has deeply affected school-age students. Many experts point to Andrew Tate, the far-right social media influencer as one of the culprits.  Teachers say he has a big presence in the classroom. On top of that, there's been an exponential rise in antisemitism and Islamophobia in Canada that have also impacted the classroom. Why are boys especially attracted to  these hateful ideologies? As we near December 6, the National Day of Remembrance and Action on Violence Against Women, Vinita speaks to two experts who have been thinking a lot about this question. Teresa Fowler is an assistant professor in the faculty of Education at Concordia University of Edmonton whose research focuses on critical white masculinities. Lance McCready is an associate professor in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education at the University of Toronto.  His research explores education, health and the wellbeing of Black men, boys and queer youth, especially in urban communities and schools. 

Lying is something all humans do. We find it in every culture around the world. It's in the world of work, in our relationships and online. It's all pervasive and hard to escape. Our question this week is from listener Anthony from Cambodia. He asked us to find out why we lie, and wants to know how conscious we are of the lies that we tell? CrowdScience's Caroline Steel is in the hot seat, on a journey where she will attempt to untangle the complex story behind lying. It's a subject scientists and psychologists have been studying for a long time. It's also something writers, philosophers and theologists have been interpreting for thousands of years. But we're only now really starting to get to grips with how it works as a human behaviour. There are lies in our folklore, lies in the media and also lies in everyday conversation. It's something we've all had to learn to navigate at some point in our lives. In this episode the CrowdScience team unravels the mysteries surrounding the behaviour and the art of lying. Our journey will take us to meet the world's ‘second best liar', an award she picked up at West Virginia's Liar Contest. We'll also meet a comedian who's proud of the down-to-earth plain honesty of Dutch people. An academic who has studied thousands of children's brains will explain when we first start learning to lie. And we'll hear about new research using magnetic resonance imaging, commonly known as MRI scans, which is helping to show how the more we actually lie, the less our brain reacts telling us not to. Caroline looks at how lying changes from culture to culture. Do we really all lie? And do we lie in the same way? The surprising and intriguing answer is found in how early it develops in us as a human behaviour. And how it's hard-wired into our DNA. Contributors: Prof Kang Lee, Professor in Applied Psychology and Human Development at Ontario Institute for Studies in Education, University of Toronto Prof Tali Sharot, Professor of Cognitive Neuroscience at University College London Ian Leslie, journalist and author of ‘Born Liars' Ariana Kincaid, Champion Liar at West Virginia Liars Contest Derek Scott Mitchell, actor and comedian | @letsdoubledutch on Instagram Readings by Kitty O'Sullivan Presenter: Caroline Steel Producer: Robbie Wojciechowski Editor: Richard Collings Production Co-ordinator: Jonathan Harris Studio Managers: Emma Harth, Donald MacDonald, Andrew Garratt (Photo: Young Businessman Interviews for new job. Credit: Andrew Rich/ Getty Images)

RECOVERING POLITICIANS PANEL: TRUDEAU'S CARBON TAX FLOP 12:00-12:30 Marissa Lennox  is joined by George Smitherman, a Former Ontario Liberal MPP for Toronto Centre who also served as a health minister and deputy Premier, Janet Ecker Former Ontario PC MPP and finance minister and Cheri DiNovo,Former Ontario NDP MPP and recipient of the Order of Canada. Eight years of pushing fossil fuel taxes for climate action, but now, a seismic shift: the Prime Minister announced a suspension of the carbon tax for home heating oil for three years. This handed opposition leader Pierre Poilievre a prime moment to grill him in yesterday's Question Period. The move gives a leg up to one region, namely Atlantic Canada, where 40% of households rely on heating oil. Compare that to Ontario, where only 2% do. Predictably, other provinces like Ontario and Saskatchewan are now voicing their desire for similar exemptions for other fuels like propane and natural gas. Premier Moe said yesterday that if a deal isn't reached to exempt all forms of home heating from the carbon tax before winter hits, "Sask Energy will stop collecting and submitting the carbon tax on natural gas." So how does this play out? If exemptions aren't given, will provinces go rogue? And is this the start of the end for Trudeau's carbon tax? PROVINCE TO REDUCE MAMMOGRAM SCREENINGS FOR WOMEN 40+ 12:30-12:45 Marissa Lennox  is joined by Dr. David Jacobs, President of Ontario Association of Radiologists as well as Dr. Martin Yaffe, Breast Cancer researcher at Sunnybrook Research Institute, and The Ontario Institute for Cancer Research and a Professor at University of Toronto. The Ontario government is reducing the requirement of breast screening mammograms for women from age 50 to age 40 with the aim of contributing to earlier detection. The move will be implemented starting next Fall. According to Ontario's Minister of Health this will make it so that an additional 130,000 mammograms are completed in the province on an annual basis. WHY AN ONTARIO MUNICIPALITY IS CALLING ON OTTAWA TO DO ITS PART TO ADDRESS AUTO THEFT 12:45-1 PM Marissa Lennox  is joined by Jeff Knoll, Oakville Councillor for Ward 5 and chair of the Halton Police Board as well as Bryan Gast, VP, Investigative Services  of Équité Association. The Town of Oakville is calling on Ottawa to crack down on auto theft both locally and at the national level. On Oct 23rd, City Council unanimously voted in favour of endorsing a motion by Ontario's Big City Mayors to call on the feds to put more funding into the CBSA (Canada Border Services Agency) for inspections of shipping containers at Canadian ports since that is where organized crime ships out stolen cars to the world. They also want to see Ottawa implement a law that would require auto manufacturers to have anti-theft technologies in all new models of vehicles. The Insurance Bureau of Canada explained that auto theft claims for the region of Halton shot up by 200 per cent between 2018 and 2022. Earlier this month, The Port of Montreal received $150 million in funding from Ottawa to expand a container terminal project. But is there enough funding for additional inspections of those shipping containers?

Enrollment managers are often forced to confront difficult student situations and make tough decisions regarding how to enforce or apply a policy (or not). How do we make fair and defensible decisions when students ask to be the exception to the rule? In this episode, The NAGAP Report co-host Lauren McGowan interviews Josie LaLonde, Director of Student Experience at the Ontario Institute for Studies in Education at University of Toronto, and Nicola Woods, Director of Academic Services and Registrar for the Rotman School of Management at University of Toronto, as they share their guiding framework for making difficult decisions. Their “Four P's” framework is an easy-to-remember tool to employ when you find yourself feeling unsure of where to start. This will help all enrollment professionals to reexamine the way they think about making decisions and how they connect to our institutional mission and personal values. About the guests:Josie LalondeJosie Lalonde is the Director, Student Experience in the Registrar's Office and Student Experience (ROSE) at the Ontario Institute for Studies in Education (OISE), University of Toronto, and is a senior higher education professional with over 25 years of experience in university leadership and administration. Josie joined OISE in January 2023 and is proud to be part of the largest and highest-ranked School of Education in Canada, with a diverse community of innovators, collaborators and leaders that have been advancing education, human development and professional practice globally for over a century. In her current role, Josie directs the activities of three broad areas: records and registration, financial aid and awards, and student experience, including career advising, wellness counselling, and academic communications and writing support. Previously, Josie helped develop and implement systems solutions as a Business Analyst in the University of Toronto's central IT department, and led the student academic services team as the Director of Student Academic Services in the School of Graduate Studies.Josie completed her Bachelor of Arts degree in Sociology and Psychology at the University of Toronto while raising her family. She is driven by a commitment to make the University a warm and welcoming community for all our graduate students, supporting the success of students, regardless of their background or life circumstances. You can contact Josie at josie.lalonde@utoronto.ca.Nicola WoodsNicola Woods has over 25 years of senior higher education leadership experience and is currently the Director, Academic Services and Registrar in the Rotman School of Management at the University of Toronto in Toronto, Ontario, Canada. As Registrar, Nicola is responsible for all aspects of student records, grades, course evaluations, enrolment, exams and convocation for more than 1400 professional masters students in graduate business programs.Additionally, Nicola led the recruitment and admissions operation in the University's largest undergraduate faculty – Arts & Science. In this capacity she created innovative admission strategies to attract and admit highly qualified students from across the globe and spent many years giving high-level recruitment presentations in key markets in Asia, South Asia and across North America.You can contact Nicola at Nicola.Woods@Rotman.Utoronto.Ca. This episode of The NAGAP Report was hosted, produced, and edited by Lauren McGowan.Learn more about NAGAP, the Association for Graduate Enrollment Management, at www.nagap.org. 

Michael Fullan, Order of Canada, is the former Dean of the Ontario Institute for Studies in Education, and Professor Emeritus of the University of Toronto. He is co-leader of the New Pedagogies for Deep Learning global initiative (www.deeplearning.global). Fullan served as Premier Dalton's Special Policy Adviser in Ontario from 2003-2013. He received the Order of Canada (OC) in December 2012 and holds five honorary doctorates from universities around the world. Michael Fullan's latest books are: Spirit Work and the Science of Collaboration (with Mark Edwards, 2022), The Principal 2.0 (2023), and The Drivers (with Joanne Quinn, 2023).www.michaelfullan.caTwitterLinkedInWe'd love to hear from our listeners!Connect with Dr. Renae Bryant:TwitterInstagramLinkedInConnect with Lynette White:ConnectEDTwitterInstagramLinkedInLynette White

On this episode of the psychology Talk Podcast, our guest Dr. Brent Willock takes us on an unprecedented rollercoaster as he discusses his latest book, "The Wrongful Conviction of Oscar Pistorius."Brent Willock earned his doctorate in clinical psychology from the University of Michigan. After several years on staff in the Department of Psychiatry at the University of Michigan Medical Center, he relocated to Toronto to become Chief Psychologist at the university-affiliated C.M. Hincks Treatment Center. He was Adjunct Faculty, York University, Associate Faculty Member, School of Graduate Studies, University of Toronto, and taught at the Ontario Institute for Studies in Education.Prepare to be captivated by a narrative that unravels the complexities of the human mind, law, and justice. With Dr. Willock's expert, psychological analysis, we navigate the intricacies of this gripping story that challenges our understanding of guilt, innocence, sleep, and the capacity of the human mind for dissociation. Dr. Willock explores the Pistorius case through the eyes of neuroscience and psychology. He also provides case law example from the Parks case in Canada from the 1980s, a similar murder trial. This episode, laike his book, is likely to be controversial, but also extremely informative regarding the issues at hand in the Pistorius case, and gives credence to an alternative perspective.Dr. Willock also covers somnambulism and how it plays out over the lifespan, parasomnias, and sleep terrors. This discussion may lead you to question cultural assumptions about waking life and the idea that we are a singularity and in control of our fullness of selves.The Psychology Talk Podcast is a unique conversation about psychology around the globe. Your host Dr. Scott Hoye discusses psychology and mental health trends with practitioners and experts to keep you informed about issues and trends in the industry. Dr. Hoye is a clinical psychologist and the director of Chicago Psychology Services, in Chicago, IL., USA.https://psych-talk.comhttps://www.instagram.com/psychtalkpodcast/https://www.facebook.com/psychtalkpodcasthttps://chicagopsychservices.comThis show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/3571902/advertisement

In this episode, we are joined by Gina Alexandris. Gina is the Founder and Chief Enthusiasm Officer of her own Coaching and Consulting Company. She is an ever-evolving career champion of current and emerging professionals, and creator of innovative and inspiring programs, especially for those who are underserved. Gina is a life-long learner and in addition to her law degree from Osgoode Hall, she also holds a Masters of Education degree in Adult Education from the Ontario Institute for Studies in Education at the University of Toronto, and a Certificate of Completion for the Art and Practice of Leadership Development Program at the Harvard Kennedy School. Gina is also a Certified Professional Co-Active Coach, having completed the Coaching program from the Co-Active Training Institute and holds an Associate Certified Coach credential from the International Coaching Federation.  Throughout her career, Gina has consistently built programs from the ground up. She talks us through how many of these programs came to be and have evolved, including Toronto Metropolitan University's Law Practice Program. Further, Gina shares an important perspective about why she consciously does not use the word “alternative” to describe different career paths in the legal profession and beyond. Gina also tells us about her most recent project, the Career Conversations Book Club, and what drove her to create this free resource for leadership development.  Work with Gina through her coaching practice Learn from Gina on LinkedIn Follow Gina on Instagram Register for the Career Conversations Book Club  Follow us on Instagram @offthetrackspodcast, check out our website offthetrackspodcast.com, or connect with us by emailing podcast.offthetracks@gmail.com. Thanks for taking some time to step off the tracks with us! – Erin & Piper –  Did you know there are free and confidential mental health supports available to law students, paralegals, and lawyers in every province and territory? Click here to learn more and access services.

Today we are talking with Arturo Fernandez about his career path and current role. He received his undergraduate degree from The Autonomous University of Aguascalientes in Mexico in Computer Engineering and received his master's degree in computer science from the University of Ontario Institute of Technology. Previously, he worked as an iOS senior software engineer for dictionary.com and is now a Senior Software Engineer at Pandora.We discuss: 0:32: What made him interested in computer science 6:56: How he got his current role 9:53: The interview process for software development 11:05: An overview of his role as a Software Engineer 13:59: What the training process was like 15:45: The team structure of projects 17:30: How social the role is 18:36: What a typical day is like 20:54: Opportunities for professional development

Hello! Happy Wednesday! Today, we are delighted to share an interview with apologist Tim Barnett. Time shares a bit about his faith journey and tells how a question about his faith pushed him to better understand the Christian faith and why he believes. He shares about the ministry he does in partnership with Stand to Reason and how Red Pen Logic with Mr. B got started. Tim shares some advice for those who have doubts about Jesus or Christianity, why he thinks Christianity is the best explanation for reality, and how our feelings do not determine verity. He also talks about whether there is evidence for the stories in the Bible and why he continues the work he does despite the backlash. We hope you enjoy this episode! About Tim BarnettTim Barnett has worked as a speaker for Stand to Reason since 2015. He is a dynamic speaker who provides a perfect blend of expertise and humor in each talk. Using easy-to-follow and visually engaging presentations, Tim trains Christians to think clearly about what they believe and why they believe it. Tim has worked as a professional teacher since 2008, employed in both the private and public sector. He has earned a Bachelor of Science in Physics from York University, a Bachelor of Education from the University of Ontario Institute of Technology, and a Master of Arts in Philosophy from Southern Evangelical Seminary. Tim serves as an adjunct Bible and Science teacher at Innova Academy, a classical Christian school, and serves on the pastoral staff at Cedarview Community Church.___________________We would love to thank our Patrons for all their amazing support! To learn more about supporting Finding Something REAL via Patreon, click here!To learn more about Faithful Counseling and if it is a good fit for you, you can click here!FSR: Ljuca's Intro FSR: Ljuca and J. Warner WallaceFSR: Ljuca and Dr. Keith OglesbyFSR: Greg Koukl - Oct 2021FSR: Jon Noyes - March 2023FSR: Robbie Lashua - April 2023Stand to ReasonReality Apologetics Student ConferenceNorm Geisler Sean McDowellFrank TurekFrancis Shaeffer Miracles - Craig KeenerThe Case for Miracles - Lee StrobelThere is a God? - Anthony FlewA Fortunate Universe - Geraint F. LewisIs Atheism Dead? - Eric Metaxas1 Corinthians 15

Parents should be very concerned about their children when it comes to smartphones. Host, Alex Pierson speaks with Todd Cunningham, clinical and school psychologist and Program Chair of the School and Clinical Child Psychology Program at the Ontario Institute for studies in education at the University of Toronto, about a study revealing Smartphone exposure impacting mental health in adulthood; especially in girls. Learn more about your ad choices. Visit megaphone.fm/adchoices

My friends I am so thrilled to be welcoming back to the Girls 4 Greatness podcast two time former guest, Rachel Weinstock. Rachel first appeared in episode #27, Embracing The Power Of Play.  She also was a guest in episode #120, Empowering The Mental Health Of Our Children, a Real Life. Real Talk. Episode.  Today I have the honor of having a conversation with Rachel all about her newly released book, Be Who You Needed. Rachel's book is designed to be a guide for caring adults who want to help young people transform their emotional well-being, their self-confidence and their happiness.  Rachel and I not only discuss what led her to write her book, but we also discuss who she wrote this  book for as well as what she has learned about herself through the process of writing it. Rachel is a Teacher, Transformational Coach, and Speaker for youth who are struggling with being bullied, their self-esteem, and their anxiety.  Rachel holds a degree in Visual Arts and Education, and she was awarded the James W. Fair Leadership Award from the Ontario Institute for Studies in Education. Rachel's passion and mission to create a world where every child feels happy, confident, and safe shines through in our conversation. Rachel's approach to working with young people is deeply impactful because of her lived experience of being bullied as a child and a teenager.  Whether you are in direct contact with youth or not, I believe so much of what Rachel shares can be applied to our lives as a whole. Rachel sets the stage for all of us to consider how we can show up differently in the world, embracing more kindness and compassion towards anyone and everyone we encounter. Please be sure to head to https://www.bewhoyouneededbook.com/ to check out Rachel's book, Be Who You Needed. You can also find Rachel's book on Amazon as well. You can find and follow Rachel on Instagram under @rachelweinstock_ and on Facebook under @RachelWeinstock. Also be sure to join Rachel's private Facebook group for parents by heading to www.bit.ly/30HrQas.

This week's The World of Higher Education podcast features the work of Dr. Elizabeth Buckner from the Ontario Institute of Studies in Education at the University of Toronto. Dr. Buckner is the author of Degrees of Dignity: Arab Higher Education in the Global Era, published by the U of T Press in 2022.Download PDF transcript

Dr. Diane Kashin is a registered early childhood educator in the province of Ontario. She received a Bachelor of Honors Degree from York University, an Early Childhood Education Diploma from Seneca College and a Master of Education and Doctorate Degree from the Ontario Institute for Studies in Education. Diane has taught early childhood education at both the degree and the diploma level. Since retiring from teaching, Diane has been working as a consultant, and workshop/webinar presenter. She is the co-author of three ECE textbooks and just finished writing a book for Redleaf Press on professional friendships in ECE titled Cultivating a Culture of Friendship in Early Childhood Education. Diane writes a blog to support professional learning in early childhood education: Technology Rich Inquiry Based Research and loves to engage in continuous professional learning face to face and through social media platforms like Facebook, Instagram, and Twitter. She is the past president of the Association for Early Childhood Educators of Ontario and the current coordinator of the York Region Nature Collaborative.- Follow Kashin, Diane on Twitter : https://twitter.com/DianeKashin1- Contact Kashin, Diane on Facebook : https://www.facebook.com/Tecribresearch/?ref=bookmarks- See Kashin, Diane's website : https://tecribresearch.wordpress.com/- Contact Kashin, Diane on LinkedIn : https://www.linkedin.com/in/diane-kashin-a6090151/

Part 3 of our 6-Part series on Teaching in the Anthropocene. Hosted by Neil Wilson. This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth's decreasing habitability. Maria Vamvalis is currently a doctoral candidate in the Curriculum and Pedagogy program in the department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education. Her research focuses on climate justice education that nurtures meaning, purpose and hope in learners. She has been an educator in the public school system in Ontario and has worked for many years as a facilitator of teacher professional learning and as a curriculum consultant. She has participated in diverse educational projects and has been deeply committed to reflexive practices within education. She is currently an instructor in the Master of Teaching program at OISE, University of Toronto.

  Stephen Downes is a prominent speaker and writer in the field of educational technology and learning, known for his work on open educational resources, digital learning, and the development of the MOOC (massive open online course). He's currently a researcher at the Ontario Institute for Studies in Education at the University of Toronto. Downes sees three current technologies as being critical for the development of online education; metaverse, blockchain and AI. But rather than making airy pronouncements in clickbait blog posts about this techno-troika, he has thought hard about how they operate together, creating a possible future for online education. But in this new distributed, learner-driven world, will we still need universities?   0:00 - Intro 3:53 - The MOOCs of today 8:04 - Physical state of the brain 13:28 - The Metaverse 32:32 - Blockchain 38:57 - Artificial Intelligence 56:02 - What the university looks like in the future? YouTube talks by Stephen mentioned in the discussion. https://youtu.be/iGi4DDCuzRw https://youtu.be/zCojHtC1aCw Follow Stephen LinkedIn: https://www.linkedin.com/in/stdownes Website (Personal): https://www.downes.ca/ Blog: http://halfanhour.blogspot.com/ Website (personal): http://leftish.media/ Email: stephen@downes.ca Contact John Helmer Twitter: @johnhelmer LinkedIn: https://www.linkedin.com/in/johnhelmer/ Website: https://learninghackpodcast.com/ Patreon: https://www.patreon.com/LearningHack Download the white paper from Learning Pool written by John Helmer – The Spacing Effect: Harnessing the Power of Spaced Practice for Learning That Sticks https://learningpool.com/spacing-effect-harnessing-power-of-spaced-practice/  

In this episode of AUHSD Future Talks, Superintendent Matsuda interviews Michael Fullan. Mr. Fullan is the Global Leadership Director of New Pedagogies for Deep Learning (NPDL) and a worldwide authority on educational reform with a mandate of helping to achieve the moral purpose of all children learning.A former Dean of the Ontario Institute for Studies in Education (OISE) of the University of Toronto, Mr. Fullan advises policymakers and local leaders around the world to provide leadership in education. He received the Order of Canada in December 2012 and holds honorary doctorates from several universities in North America and abroad.During the talk, Mr. Fullan discusses his most recent article regarding change in education, well-being and learning, the 6Cs, learning loss, quiet quitting, education policy, moving the needle, reform, and his advice for young people.

Jim Cummins is a Professor Emeritus at the Ontario Institute for Studies in Education of the University of Toronto. His research focuses on literacy development in educational contexts characterized by linguistic and socioeconomic diversity. In numerous articles and books, he has explored the nature of language proficiency and its relationship to literacy development, with particular emphasis on the intersections of societal power relations, teacher-student identity negotiation, and literacy attainment. His most recent book Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (Multilingual Matters) was published in fall 2021. He is the recipient of the International Reading Association's 1979 Albert J. Harris award and has received honorary doctorates from five universities in North America and Europe in recognition of his contributions to issues of educational equity and multilingual education.   Ontario  Human  Rights  Commission Right  to  ReadReport: Sincere, Passionate, Flawed https://jtl.uwindsor.ca/index.php/jtl/article/view/7279/5402   Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research https://journals.sagepub.com/doi/epub/10.3102/0013189X07313156

In this episode, you'll hear a slightly different episode style as the tables are turned as Ali Melia interviews  Kyle Pearce as a means to gather more research data for her Master of Teaching work at the Ontario Institute for Studies in Education (OISE). Ali digs into questions for MathletePearce around how teachers in Ontario can effectively foster a growth mindset while assessing students in mathematics.  Let the table turning begin as Ali grabs the mic, tosses Jon to the curb and digs into some really important topics by asking Kyle for his perspectives on all things mindset, assessment and mathematics instruction!You'll Learn: The experiences Kyle has engaged in to push is practice from delivering the mathematics curriculum in a teacher-centric manner to a more student-centric manner;Why a growth mindset is essential in helping students to develop a productive disposition towards mathematics;What it means to truly learn mathematics and what approaches we see in many classrooms are actually not helping students to learn mathematics; How developing a growth mindset and implementing that learning in a mathematics classroom affects the assessment and evaluation process; and,How to know whether you are “walking the walk” of a growth mindset in math class or simply “talking the talk”. Resources: Assessment For Growth [Course - Module 1 has Open Access]NORCAN Project - Tecumseh Vista Academy Video SummaryMake Math Moments Problem Based Lessons & UnitsDistrict Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now. Grab the free Make Math Moments 3-Part Framework Guidebook to extend your learning from this podcast! Grab the book here --> https://makemthathmoments.com/framework/

Jim Cummins is a Professor Emeritus at the Ontario Institute for Studies in Education of the University of Toronto.  Dr. Cummins stresses the crucial role of literacy engagement in developing reading comprehension. Explicit phonics instruction plays an important role in developing students' decoding skills but, to be optimally effective, it needs to be embedded in a comprehensive approach that immerses students in a rich literacy environment.    Ontario  Human  Rights  Commission Right  to  ReadReport: Sincere, Passionate, Flawed https://jtl.uwindsor.ca/index.php/jtl/article/view/7279/5402   Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research https://journals.sagepub.com/doi/epub/10.3102/0013189X07313156  

In this episode, I speak with Jack Miller. Jack is Professor of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education (OISE) at University of Toronto. Jack's work is focused on holistic education, curriculum and spirituality. He is an author of over 20 books including and his most recent book is Taoism, Teaching and Learning: A Nature Based Approach to Education. In 2009, Jack was one of 24 educators invited to Bhutan for the orientation of Bhutan's educational system towards the goal of Gross National Happiness. We discuss:

Deputy Editor Dr. Salma Jabbour, Vice Chair of Clinical Research and Faculty Development and Clinical Chief in the Department of Radiation Oncology at the Rutgers Cancer Institute of New Jersey, hosts Dr. Matthias Guckenberger, Chairman and Professor of the Department of Radiation Oncology at the University Hospital Zurich and University of Zurich, discussing a new article from his European team, "Completeness of reporting oligometastatic disease characteristics in the literature and influence on oligometastatic disease classification using the ESTRO/EORTC nomenclature," and Dr. David Palma, Clinician Scientist II at the Ontario Institute for Cancer Research, Radiation Oncologist at the London Health Sciences Center, and Associate Professor at Western University, who was the supervising author on the 5-year update of the SABR-COMET trial, " Stereotactic Radiation for the Comprehensive Treatment of Oligometastases (SABR-COMET) – Extended Long-Term Outcomes."

In this episode we speak with Dr. Traci L. Scheepstra about supporting teachers both on a professional level and an emotional one. Traci is an award-winning teacher educator with teaching experience at three top tier Canadian universities in education and dance. She is also an educational researcher, teacher mentor, and elementary arts specialist. She received her Ph.D. from the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT) in Curriculum, Teaching, and Learning. Her doctoral research focused on school-related gender-based violence in elementary contexts. She also completed her Master of Arts in Dance, and an Honours Bachelor of Arts in Fine Arts Studies and Dance at York University. With a career that spans three decades, Traci has taught in a variety of educational settings with learners of all ages. Her work focuses on curriculum, pedagogy (pedagojy) and research in the fields of holistic curriculum, experiential learning, arts-based education, Indigenous knowledge, and mental health and wellness. Learning Points: 1. What is an holistic curriculum? 2. How is the changing landscape of education impacting our teachers? 3. How can a mentor be of value for a teacher? SOCIAL MEDIA HANDLES Website: https://www.embodiedlearnings.com/ Instagram: https://www.instagram.com/embodiedlearnings/ Facebook: https://www.facebook.com/EmbodiedLearnings/

In this episode, I chat with Rabia Khokar, an elementary teacher in Toronto and an education and equity consultant at Rabia Teaches. She is also a PhD student at the Ontario Institute of Studies in Education. Her research interests include equitable education, curriculum, and children's literature. Rabia is passionate about ensuring schools are inclusive spaces where all students with their multiple and intersectional identities are reflected, represented, included and seen through an asset based lens. She is the recepient of the Elementary Teacher's Federation of Ontario's 2021 Anti-Racist and Equity Activism Award and the 2022 Professional Learning and Curriculum Development Award. Rabia enjoys sharing her teaching and learning on her twitter platform @Rabia_Khokhar1 and her website www.rabiakhokhar.com. During our conversation, we talk about the contrast between lived experiences and expected realities. Oftentimes we, especially marginalized populations, are forced to comply with preconceived notions of who we are and can face harsh backlash when we push back against those prejudices. Singular stories do not always capture the entirety of our existence and yet they continue to persist because of their presence within so much of the media that is consumed. What if, instead of relying on these portrayals of those who are different from us, we spent time building affinity across differences? What if we developed spaces not only to amplify our voices but those of others who are sharing similar experiences? Ready to hear more from this powerful educator and influencer? Let's go. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thecounternarrative/support

In this episode, the QR SIG's Graduate Student Committee hosts a conversation with Dr. Cassie Brownell, Dr. Stephanie Shelton, and Dr. Sandra Guzman Foster about how to successfully navigate graduate school, dissertation reading and writing, and the job market. Below is a transcript of the conversation. Carlson Coogler  0:11  Yeah, so everybody, welcome. Thank you so much for coming to our first but hopefully not our last invited speaker about this hosted by the graduate student committee of the qualitative research SIG of AERA, my name is Carlson and I'm the chair of this wonderful group of people who make up the graduate student committee. And so first and foremost, I want to acknowledge them and around a virtual applause. Thanks for all their hard work. This would not have happened without them as what our groups are initiatives not happened without them. So thank you so much to Amir, Deleasa, Jen, Kristen, Ashley, and Mariia for the incredible job y'all have done with all of this and running and supporting our three initiatives, the reading group, the writing group, and the dissertation slash add group while being yourselves graduate students and therefore very busy. Second, I want to welcome our attendees and encourage you to participate in our initiatives. And so if you are not already on our listserv, you can send us an email and that qrsiggrads@gmail.com. And then we can put that in the chat, but also that's on the flyer. So if you if you're interested in joining the reading the writing of the dissertation group finding out more about, then we encourage you to join our listserv for that. So, and groups will be meeting soon. So if you have you're not missing anything if you haven't gotten started yet. Third, and of course, very importantly, I want to thank our speakers. We are so grateful for your time and energy and are eager to  [...]. Thanks so much. So first is Dr. Cassie Brownell. She is an assistant professor of curriculum teaching and learning in the Ontario Institute for Studies and education at the University of Toronto. Her research takes up issues of educational justice and equity in early childhood. Drawing on critical socio cultural theory, Cassie examines children's socio political development through school based studies as well as community based research. She has received funding from the National Academy of Education slash the Central Research Foundation, Canada's Social Sciences and Human Humanities Research Council, the International literacies Association and the National Council of Teachers of education. Samples of her research can be found in the pages of anthropology and education quarterly theory into practice, Teachers College record and research in the teaching of English. Dr. Sandra L. Guzman boster earned her PhD in educational leadership and policy studies at Arizona State University, where she was also at Gates Millennium Scholar and a Spencer interdisciplinary fellow. Prior to joining the University of the Incarnate Word Dr. Guzman Foster work as an educational consultant, where she worked on several projects such as leading research and evaluation teams and fieldwork, developing course curriculum for online programs, and serving as a research subject matter expert, Dr. Guzman foster brings experienced an online hybrid pedagogy, curriculum development, teacher education, program evaluation, educational research and social justice education. Additionally, Dr. Guzman Foster has taught at the K 12 level community college level at the university level in Texas, Arizona and Colorado. A first generation college graduate Dr. Stephanie Ann Shelton is Associate Professor of qualitative research and program chair of the educational research program and the College of Education at the University of Alabama and affiliate faculty member in the Department of gender and race studies and the Gifted Education Program, research interests are often interview and focus group base and include examining intersections of gender identities, gender expressions, sexualities, race and class and educational context. publications have appeared in qualitative inquiry, the International Journal of qualitative studies and education, qualitative research journal GLP, a journal of lesbian and gay studies, the International Journal of Transgender Health, The Journal of lesbian studies, and teaching and teacher education. She has published four books, including feminism and intersectionality in academia, women's narratives and experiences in higher education 2018, which was reprinted in 2020, and the just published Encyclopedia of queer studies and education. She was the 2020, recipient of the American Educational Research Association, Early Career Award and measurement and research methodology, and the 2021, recipient of the NCTE LGBTQ plus leadership and advocacy at work. So without further ado, I will pass this over to Dr. Brownell. Dr. Brownel  4:19  Thanks so much for having us. It's super exciting to be here with you all. And especially for this first event with such phenomenal co speakers here with me. I tend to speak a little fast, especially when I get excited. So I'm going to turn on the captions here for folks as well. So as mentioned, my name is Cassie Brownell, I'm an assistant professor just in my fourth year having just completed my interim tenure review this past year, and I have put together a bit of a slideshow to organize my thoughts and share with you all and so the link is available for you here. Just the tinyurl.com QR dash reading that you're also welcome to find me on Twitter either now or later. And I've framed this around motivation and procrastination, the lessons and overwhelm and academic reading. And I'm going to hopefully share some tips and tricks, but a little bit of my own journey with you as well. So to get us started just an overview of what I'll be talking about today, and I'm gonna begin with a portrait of a reader to be myself. And then moving forward talking about building your stack borrowing some language from NCTE, which I know Dr. Shelton will appreciate thinking about reading practice and reading as practice. And then thinking beyond overwhelm, which I think is a common thing when we're thinking about reading, at least for someone like me. So to begin, I wanted to insert a little comment here about this is really a portrait of a reluctant reader. So it felt like this image of this woman on her phone with her computer, that maybe with a text that she's turned her back to a really represents me a lot of days. And this is my reaction to how I felt to being asked to participate today was saying, what you asked me, I wouldn't say I particularly like reading. And then thinking, whenever I'm reading, I feel like I have to read a sentence, a paragraph, a page over and over again. And that's true, both as someone who is trying to often grasp ideas, theories, or in different sorts of ways remember the things that I'm reading. But it's also true in that I am someone who was recently diagnosed with ADHD. And so that sort of executive dysfunction and working memory is something that I've really been working through. And so I have a sigh here as well, in that having recently been diagnosed and started on some medications. Reading for me is something that is really quite different. And it's given me a new energy as I've moved forward with reading. So I'm coming to you today as someone who's practice reading a bit more recently in a new way, where I'm not having to reread sentences, pages and paragraphs over and over or reread articles over and over. But as someone who also has have had a lot of difficulty in reading at different times. So in thinking about those sorts of experiences, I wanted to start by talking a bit about myself as a reader, and both in graduate school and now as a faculty member. And so I have four big ideas here. The first is talking about building your stamina. And this is something that I borrow from my time when I was a first grade teacher. And we used to use this kind of program where we would talk about how you needed to build a young learners ability to sit and to read for longer periods of time. So we would start with just two minutes, two minutes of reading, and build up to having a little first grader who then is able to sit and read for 20 minutes. And this is something that I see as being really common and necessary for us in the world of academia, and learning to sit and read for long periods of time, or to pick up our reading and be interrupted by family members. But to come back to it in the same sort of way. And so in the same ways that we might build our stamina for working out, we need to do that too, for reading as well as for writing. The second sort of thing that I came into graduate school thinking about, and thanks to the wisdom of colleagues at Michigan State University who were farther along than I was in the program, as well as the wisdom of some of our faculty members who taught our initial pro seminars was to really not be afraid to divide and conquer our readings. So with a group of colleagues who are in my cohort, my first year at graduate school, we would take our readings for our Pro Seminar and each of us would really hone in on one particular reading, and then we would come together and we would share about those readings, having skimmed the other ones or maybe had more time to read some of them more closely than others. But it provided us a space to try out some of the ideas and you might want to talk about in class, to work through some of the questions you might have had in reading the different texts. But it also helped us to know that we didn't have to read every single word, which is something that I will come back to you throughout this sort of short presentation. Another thing that I think is really important that I definitely cried the first time my friend when Watanabe, who was a Michigan State student, and a bit more senior to me asked was, don't you the parts of an article, and I definitely didn't. So learning to deconstruct an article and identify that the parts that often exist, especially with an empirical work in qualitative research would be things like the abstract and the introduction and knowing how important those are to read really closely to give you a sense of what that pieces may be about, and then taking time to look at those different headings. And so those might be things related to the literature, review, the theoretical framework, the methods, the findings, and then moving forward to the discussion and conclusion. But knowing which parts of those you might want to hone in on to bolster your reading of that particular text or your understanding or to even just begin to understand if this is a piece that you really want to spend time thinking. So learning how to deconstruct an article is something that I talk about with my graduate students, as well as my undergraduate students in the various courses that I'm teaching. And if you're someone who's coming into graduate school or has been in graduate school and doesn't yet know how to recite those parts of an article don't feel bad I was I mentioned I definitely cried when she asked me because I felt frustrated that I didn't yet the fourth thing I have is that we have these reading rabbit holes that we can go down into and I think that reading rabbit holes can be really helpful. So for myself, I read everything by him Haas Dyson, he you and Karen Rowland really early on in my graduate school career as they're folks who are really engaged with ideas of qualitative research with critical lenses in thinking about children's play writing and literaciesAnd those are things I was really interested in. At the same time, I also went down other reading rabbit holes where I was then able to identify things that really weren't in my area were one of the things that I wanted to spend my focus and my time on. So I think that rabbit holes are great in terms of we can really come to know a researcher or an area very well, and know how those fit for us. But we can also use those opportunities to really think about the ways in which they maybe don't fit for us. And maybe we need to think differently about them in terms of thinking about myself now as a faculty member. And with some help from Carlson and Ashley, who are on the call and providing some additional prompts for how to go about this talk. One of the things that I think is really interesting is to think about how my reading has shifted. So as someone who is working often on multiple projects, my reading at this point is very much project driven. So I'm doing a lot of work right now in child radio, working with some middle grades, kids who are engaging in radio production themselves. And so really reading a ton about radio about podcasting about how that happens often at secondary and post secondary levels. But there's less about that for children. But that also means I'm reading in digital literacies. That means I'm reading in thinking about community based literacies. At other times, too, I'm also working on other projects that still relate to my dissertation. So I'm reading things about immigration, and I'm reading things related to the various methods that I use across these different projects. And so in many ways, I come to those readings with particular ideas about what it is I want to get out of them. So I do a lot of project based reading at this point that is a bit different than maybe in graduate school when I was reading both for coursework, as well as for my dissertations. I also read a lot in terms of maybe some of my stuff, if I'm stuck in my methods, I might go back to a really foundational text. That's also true for framing any theoretical framing that maybe I want to read additional empirical articles that have made use of that framing to see the ways in which they have applied it so that I can start to think about that for myself a little bit differently. I also do a lot of review based reading. And I say that both is someone who reviews for journals. So I'm an editor of curriculum inquiry and do a lot of reading for them, as well as people reviewing for various journals in qualitative research or in literacies in early childhood. And that's a great opportunity for me to keep up with what's new in the field. And at the same time, I'm to also engage in review of students work, my colleagues work as they're working to submit things as well. The last sort of thing I have here is inspiration seeking reading, which I think is something that I talked a lot about with my colleague John Wargo is thinking about, sometimes we just need to read something beautiful to help us get through the stuck points or think through our projects, and make sense of the words and work that we want to put forward ourselves. And so that's definitely something that I have been thinking a lot about, and try to incorporate into my everyday life if that's a book on Audible, or if that's like some poetry or some other short reading, or novels as well. So the next kind of thing I want to talk about is building our stack. So I've told you a bit about myself and my reading practices and how they've evolved. But thinking about how do we start to build our own stack. So I'm stealing a little bit from that old wedding adage of something old, something new, something borrowed, and something blue. But I'm putting Google in talking about things that are old, it's important for us to know like these foundational scholars and texts, and I put foundational in text because we know that there's a lot of inequities that have persisted in under representation of women, Junior Scholars, people of color, queer people, and so on. And so we need to be critical of foundational texts that of course, we do need to know them to some, in some respect, even if we're critiquing them, in terms of something new I BrowZine. So browsing on impress a text online BrowZine is a tool that you can do that you can connect it to your library and see articles that are actually not yet available, even on journal websites, but maybe they'll be published there. So that's a great way to pay attention to new articles, as well as following scholars on Twitter or following hashtags on Twitter following hashtags like a cite black women, just to help to bring yourself into conversation with newer pieces and different sorts of ways borrowed reading scholars and texts that are outside of your area. I think that's outside of your area of your little niche that is your dissertation work, but also maybe your specific field. And so I'm someone that is strongly in education, but I often borrow from writing Rhetoric and Composition scholars, I borrow from sound scholars who are involved in like ethnomusicology, or an anthropology in different sorts of ways. And those sorts of things have helped to make me think differently about my methods, but also about some of the work that I'm engaged in Googled, of course, we can set up our keywords, search things with keywords on Google Scholar, we can also set up different daily alerts reading his practice, I have here this image of this woman with headphones on but with music with books with the plant, so thinking about what it is that you need to be successful. How does this change based on what kind of reading you're doing when you're reading something theoretical? Is that different than reading something empirical? How, where do you need to be? What kinds of settings do you need to set up for yourself to find success in these sorts of moments? And I also think it's important that we have a plan for reading and a plan for how we're going to connect and recall the information. So that includes creating long and short term reading goals with wiggle room, but also developing a personally meaningful kind of system for collatingTax. So I just put up a made up little thing here in terms of planning, I think it's useful to create like a long term plan for your vaults semester or for the summer for your reading, as well as for your writing. And that might mean you're reading for coursework at the same time that you're doing things for your dissertation. But maybe you're incorporating reading in other ways in terms of listening to podcasts, watching lectures, or also reading those fun, beautiful books. As I mentioned, things like the library book on Audible is really great. At the same time, there's a ton of resources available for how you can connect this work and ways in which you can recall it to scholars here that offer a ton of different insights, our role, patto, Cecco, Vega, and just Calarco, whose book I have here, and it's really great. They talk about things using citation management systems using color coding, but I think the primary thing we want to think about as we're reading is what you're reading, how does it push you forward in terms of helping you with your argument, or maybe helping you to understand how your argument would be countered? And what can you do to help you in that way, for me, I'm not someone who uses a management system and that citation management system, but I have a notebook where I take all of my notes, and I organize things often related to projects. So you don't have to feel bad if you're not someone who color codes, or someone who doesn't use a citation management system. There's lots of ways in but there's tons of resources. I mean, it's really about finding out what works for you. So a few recommendations to close out and help us move beyond overwhelm. And some of these are borrowed from Jeff Calarco, and others. But the first is to read like a researcher. So when we're approaching our texts that we're reading, it's important that we bring our questions that maybe we have for a specific thing I want to know about radio for in particular, but perceiving those questions or like new answers, so coming with a research question to the piece that you're reading, the next thing is just to take the first step. So sometimes it's really hard for me to just get initiated on a task. So sometimes it's helpful to just read the first chapter or just the abstract, or maybe to read a book review before you actually read a book to get a better feel for it, and to make yourself more comfortable with it. The next thing is to make decisions, you have to decide where to focus your efforts. In times, we're not going to be able to read every word, I haven't read every word of every book behind me. Instead, I read really strategically in terms of reading it for chapter to find out what chapters I want to read or skimming articles and different sorts of ways to focus specifically on the frame at work, or specifically on the methods or specifically on the findings. It's also important for you to track what you read. As I mentioned, I jot notes in a notebook. Some people write annotated bibliographies, others write direct quotes that they might want to incorporate into a document. And then they use that later. A few other things we want to think about this guy right here has lots of distractions, it is important that we limit our distractions that we have around us. So pausing notifications, using things like Do Not Disturb on your phone or on your computer, finding time away from others, maybe taking a writing retreat, sitting somewhere new visiting a cafe, instead of staying just in your home, maybe partaking in a favorite treat, like treating yourself to coffee as a means to sit down and write. Another idea is to consider reading as writing, I really see these as recursive process practices. So we really need to treat them like that when we're spending time reading, we know it's going to push us forward in our writing. And when we're writing, we're always building from those things that we've read. And those are things that we shouldn't forget. The last thing is just to remember that you really need to evolve your practice. So you and your reading practice are not static. As I mentioned at the beginning, I've had a lot of things that have shifted my practices, interbreeding and the different experiences I've had, and the things that I've learned from others have really pushed me forward in these sorts of ways. So I encourage you to think about that for yourself as well. So I'll close there, I'm just offered that if you have any questions, comments, compliments, or suggestions, you can feel free to reach out to me on Twitter. And I'm very excited to hear from our other panelists today. Thank you. Carlson Coogler  18:29  Great. Thank you so much. That was wonderful. We're going to now move to Dr. Grayson Foster, who will be talking about writing. Dr. Guzman Foster  18:39   Thank you, Dr. Brownell, that was awesome. All right. So what I'm going to do today is I'm going to just share some tips, tricks and tips on how to get through with your how to really cope with your writing your dissertation. So the first thing and I do take note that institutions are different in what they do. But I really want to emphasize the importance of choosing a topic that you're passionate about, I believe, and I've seen with students who don't choose a topic that they're passionate about never finishing their abd they don't move on. But if it's something that you're passionate about, you're more likely to actually follow through with it and actually finish I hear different stories across the country about how students choose their topics. The one thing I want to encourage you to do is to not let anyone choose it for you. Again, this is your baby, your project. You choose what you're passionate about time. When you're writing your dissertation, you must be realistic. A lot of times the very first thing I ask my students when I meet with them is what is your timeline, and life happens. So you need to make sure you make room for those kinds of things. Also, reach out to your family to know what it's about to occur. You're doing your dissertation research. And writing goes along with that you're collecting data. And if you have a full time job or you're working talk to your employer to say this is about to happen in case any major projects are coming along so that we can manage your time better. I find that once students don't schedule a time to do their writing, they fall further behind, and then it takes them a little bit longer to actually finish. And not only that, they become discouraged and never pick up again. And so be realistic. And a little bit, I'm gonna talk about what you need to do as far as writing is concerned. But that time piece is so important, right every day as if it's an appointment, put it in your calendar. Also, if you're like, an age myself, but I didn't have a cell, I was doing my dissertation research. So what I would do without carry a little notebook in my purse, and wherever I was, whether I was in the waiting office, and my doctor, if I was waiting for someone that I was picking up, I would write anything that would come into my mind, I actually put that also on my nightstand because believe it or not, you dream about your dissertation, at least I did. And some of my students actually share that they do the same thing. So I put a notebook on my nightstand because I wake up with these thoughts about something an aha moment or some kind of something that I realized happen with data analysis. And I would write it down because believe it or not, I wouldn't remember the next day because of course, it happened while I was sleeping. But when I would pick up my notebook and see what I wrote, It makes total sense. And so that was one way also that I actually kept track of my thoughts. Because again, you're constantly thinking about your dissertation and you want to finish, you want to make sure it's great writing. But if you don't write every day, you're going to lose that passion and that motivation. And I think that students need to understand that it's important that you write every day, because if you go too long without writing, you may not want to pick up again, this is the one I really want to talk about, you need to silence your inner critic, all of us have that inner critic. And the idea is that you are at the point where you are because you worked hard, you are at the point that you are because you are a scholar, you are at the point where you are. So get rid of that inner critic that tells you Oh, you're never gonna finish or this is too much what am I get myself into silence that inner critic, it is so important that you do that. I know that's very hard to do, because I've been there myself. However, once I saw as my my inner critic being started to flow better, I started to find more motivation, more energy to actually finish my writing. Because you can't get discouraged when you read, you know, you receive comments from your committee or chair about revise and rewrite, know that it's not a personal attack on you. It's to help strengthen your writing, to help strengthen your study to make sure that you are able to demonstrate that you can actually do this. And you can, you wouldn't be at this point, if you couldn't. So make sure that you actually silence that inner critic chunking, which is a term I use sometimes when I was a K 12 teacher when you do things in different small parts. So I would do my chapter for small parts, I do my analysis and small parts, my conclusions, my findings, even the proposal piece, the first few chapters in small parts, and then put everything together at the very end. That worked for me may not work for you. But I highly recommend that you don't try to finish everything in one sitting. But basically try to do small parts every day. And that's where that little writing piece comes in work on one section one day work in another section another day. And the very end, you'll find that it's easier to put everything together because you've actually put the pieces and written the pieces. Now it's a matter of you putting together like a puzzle. And so working in small parts to me is one way to make sure that you don't get burned out that you don't get demotivated, it gives you fresh eyes every time you come back to another park the next day or the next week, and vice versa. This is something that I think is really hard for students to understand is that you're striving for progress, not perfection. Remember, this is your first time for many of you to actually do a research project or dissertation. And that doesn't mean that it can't be perfect. But I think many of us are perfectionist, and we tend to work towards that. But if you do that you're gonna burn yourself out. So it's about making progress, right and with your, hopefully with your charities, your advocate, that progress will be able to, you'll feel that progress, you'll see that progress. And at the very end, you'll see how much tremendous progress you've made. So remember that it's not about being perfect. It's about making progress for that final stage where you actually complete your dissertation and defend your dissertation. And that run is beautiful writing that you've actually completed on your own. Now, when I say on your own, that means you're writing it on your own, but you don't have to do this alone. I think too many times people and our students think they need to do this by themselves. No, you don't reach out to your peers, reach out to your chair, reach out to your committee members. You don't have to do this alone. It's okay to ask for feedback. It's okay to ask questions. It's okay to ask for help. Again, isolation, I think is really not a really good habit to have when you're writing, especially when you're writing your dissertation. Reach out to your peers. I know many of my students actually have partners that they're working with. And that seems to work really well because they keep each other motivated. They pump each other up. They give each other accolades. They also give each other constructive feedback, right because that feedback is very important, especially when it comes from your peers because I believe that our peers it's funny because I think that many times, peer teaching and peer alert learning is so much more stronger than myself doing it because I like to think of it as they're talking in student language versus faculty language. That makes sense. But I believe that our peers really are helpful. And again, reach out to your committee members, because that's what they're there are there, that's when they are there for. One thing I need to really explain is that you need to practice self compassion as well. This is not easy. Dissertation. Work takes time. dissertation writing takes time, you go through many different phases, you go through many different revisions, revisions, so it's easy to get discouraged. But when you do reach a point where you've made progress, reward yourself, do something nice for yourself, go get a pedicure, I don't know, go get a manicure, read a book that's not an academic book, go see a movie, hang out with your friend, call your mom, do something that is nice for yourself, because that's a reward that you've actually made progress and you deserve it. You can't continue to work. And if you don't ever do that, if you don't take care of yourself. And what will happen is you'll end up being frustrated, stressed, and you may actually hate your dissertation, which we hope that doesn't occur. One of the things that many people do, and I'm guilty of this as well is not for many While You Write tend to always want to go back and you make either color code and you run yourself, you have to go back and do proper citation. To save time, I would highly recommend that you actually do proper citation while you're writing so that way when you do defend your dissertation, and it's ready to go, and if you hire an editor, they'll have less work to do. And it'll be much more quicker to get your dissertation to come to the university so it can get published. Because what happens is sometimes, this is the last part they asked you to format, they asked you to do all the formatting correctly. And I don't know if everybody's APA but we do APA and then that takes time. And some people don't actually do it and believe it or not, they don't finish. And to me, that just seems like a just a lost cause. So if you can try to cite as you write because I think and format as you write because it does help save time at the end. Sometimes we think that this is going to be the best work that we're gonna ever do in a whole entire life. It's not our dissertation is not always our best work. It is a time where you can prove and demonstrate that you can actually do a research project. All of us who are overachievers, myself included perfectionist, myself included, have a hard time with this sometimes, but just know it is going to be great work, but it's not going to be your best. And that's okay. That's okay. Because guess what, as you're moving forward, and you finally get past this step more is to come more work is to come and more best work, several best works will come after your dissertation. You'll kill yourself with stress thinking that this has to be your best work. And then finally, I want to remind you guys and ladies, that you are scholars, you will not be here right now, if you are not a scholar, every student who enters my classroom are scholars don't let anyone ever take that away from you, you are a scholar, and you're going to do this reading, you're going to finish this reading. So remember a topic that you're passionate about. Write every day, do small parts, making appointments you're writing every day, keep a notebook or your phone or your nightstand so you can record anything. And then also don't do this alone. Reach out to others, whether it's your peers, or your chair or your committee members. Those are the tips that I have for you to actually finish your dissertation. If you find yourself demotivated, just not sure that you want to move forward. That's what your peers are there for. And that's what your chairs there for. Because guess what I know myself as a chair, I'm the biggest cheerleader for my students, and I advocate for them. But I'm also there for them. And space is life happens. Whatever happens, life happens to get them back on track. So those are my tips and tricks. I hope that you enjoy them. And let me know if you have any questions and reach out to me. Carlson Coogler  28:44  Great, thank you so much. Really wonderful, Doc. Now we're now going to move to Dr. Shelton, who will be talking about the dissertation and job search process.Dr. Shelton  28:55  As Carlson mentioned as part of my introduction, that I'm a first generation student. And so I want to bring that back up just because I want to emphasize that neither part of what I'm about to talk about was there's nothing intuitive about it. I always felt like maybe I was an idiot, or I was behind or whatever, because I didn't get certain things. And I would just I want to emphasize that whether you're first generation or not, there's nothing intuitive about the distribution or the job search. And if you don't know things that's natural and normal, and you need to not be embarrassed about finding out and so I'm going to talk about the two together first, Dr. Guzman Foster's presentation leads really nicely and it's an I think so for both the dissertation and the job talk. I do the job search. I do want to emphasize that you have options. I think a lot of times and academia there are defaults, and a lot of times because students don't know and are hesitant to ask, they don't know that there are choices and I'm gonna talk more about what that means in just a bit but you're in not stuck with a particular format or particular type of job trajectory. The other thing is for both a dissertation and for job searches to be really intentional and realistic for the intentionality, I'm really emphatic with my students, they need to make sure that there's not a lot of wasted motion doctoral programs can be very exhausting. And to waste a lot of motion is not a good use of your time, your energy, your resources, or your capacity. And then the trajectory as well. Like it's really important. I'll talk more about that too. But it's really important to be really honest with yourself about what you need to feel happy to feel like you've been successful and to be able to take care of yourself, and others you might be responsible for. And then the other thing for both the dissertation and the job search is finding faculty who support you. And I know that a number of you have those people, but some of you don't. And it's really important that you have access to faculty who are committed to help him make sure that you're okay that you're supported, that if you ask questions that you worry are dumb, they're going to be there to help provide information and feedback and support so that you realize like number one, I'm not dumb. But number two, here's the next step. Or here's what you need to understand. I remember very vividly sitting with my advisor, and I was Peters Samgorinsky, at the University of Georgia. And I was like, Peter, I don't know what the hell I'm doing. And he's like, Yeah, nobody does. And that was simultaneously horrifying and comforting. But it took a lot to say to him, I didn't know what I was doing. And so I just want to really emphasize that there are choices, there are options, there are ways to make this process, both processes, dissertation and job search work well, for you. There's other parts of it, you don't have a lot of control over but these are things that you do have control over. And so I'm gonna I'm going to emphasize theseFor dissertations. I'm going to talk through each of these. And then if there's more information that you want in any particular one, when we get to the q&a Certainly asked. So the first thing about dissertations is that there's more than two formats, a lot of institutions like it's either the five chapter dissertation or nothing. And then other institutions think that they're really progressive, because they have the five chapter dissertation and the three article option. Those are both great options. So those are certainly formats that have served many people well. But there's a lot of other ways to approach dissertations too. And you need to really think about if the five chapter dissertation has done a great deal of sense for you, if the three chapter or the three article, dissertation doesn't seem to be a good alignment, there's other options. And what's really important is that a lot of institutions, especially us based public institutions, previous dissertations that have been successfully defended are often public domain. And which means that you can access those for free. And there's been a range of dissertations that have for example, made like national news and so on a student at Georgia whose dissertation was a fashion show, but was a PhD in literacy, a student at Clemson whose whose dissertation was a rap album, we've had students here at Alabama who have done dissertations that involve, for example, like soundscapes and an art gallery walkthroughs as part of their research methodology, PhD, and in each moment, it was really appropriate for that particular student that they do their dissertation in an unconventional way. And so I really just I want to emphasize, if your faculty members seem I don't know how to do that, I don't know what that looks like. It's okay to provide them resources. But it's also okay to reach out to various communities. There's a lot of online communities on various social media platforms, for example, but to understand that the five chapter dissertation and the three article dissertation are not the only ways that one can dissertate Sometimes other approaches just make better sense for you.The other thing is, when you're getting ready to do your dissertation, you need to really think about what is the plan post dissertation because one of the ways that you are intentional about the format of your dissertation is being intentional about what your dissertation supposed to accomplish for you. I will say that when I was a doc student, I elected to do the three articles dissertation, I could, I think I would have had the support to have done whatever I ultimately elected to do, so long as I was able to make it make sense. But I decided I wanted to do the three article because I wanted to have articles ready to send out because my intention was to get a research methodology job, which nearly always as is that a research intensive institution. So I knew that publication was going to be really important for my future success. But what that means is my dissertation format aligned with my goals and my trajectory for myself. And so you need to really think about like how what I'm going to do in my dissertation going to help me with post dissertation, because if you're just thinking about the dissertation as I gotta get it done, whatever. I've seen, a lot of people have to do a lot of just really tedious and exhausting work to try to then rip the scenes out of the dissertation to make it be something that is more useful for them. Had they just chosen a different format that was more aligned with their goals. Everything would have been better correlated. Another thing is and this is gonna sound really silly to some of you, but I'm being really sincere about it. Does your dissertation feel good to you? Does it feel good for you? Because this is a pretty big commitment. In nearly all cases, there's a lot of data collection, there's a lot of data analysis in most cases, and there's a lot of writing. And if you're miserable for the entirety of the time that you're working on your dissertation, that's not a great place to be. That's not a healthy place to be. And I also want to really emphasize it's not a normal place to be, I feel like academia does this really phenomenal job of normalizing stress, normalizing exhaustion, normalizing anxiety, and it doesn't have to be that way. Your dissertation should be something where ideally you feel empowered, you feel excited, and that's not going to necessarily be the case all the time. Because we all get tired, we all get frustrated, but the dissertation overall should feel good. And if it doesn't, what what are the issues that are getting in the way of it feeling right? If you're going like a good fit, I feel like it's something that's helping you to feel successful and whatever those issues are, like, are they resolvable? Are they like, are they resolvable by virtue of maybe renegotiating some aspects of the situation format? Are they resolvable? Maybe I'm pulling in like a new faculty member to be a committee member to help support other aspects that the other committee members aren't not are not super aware of? or understand. If they're not resolvable? Why are they not resolvable? And to what degree can you live with those because I do recognize that some doctoral students don't have a lot of say in control. But I do think that it's really important as much as possible. And this goes back to the points earlier about taking care of yourself, making sure that your dissertation is not something that is just you just feel like it's beating you down.Related to that, be realistic, and be kind to yourself, I have seen students have this attitude of, I'm going to do all these things. I'm going to get all this done, and I'm going to write my dissertation over spring break. I'm not going to say it's not possible, I am going to say that it's not necessarily realistic. I mean, it's certainly not being kind to yourself. And so when faculty members tell you things like maybe you should revisit your timeframe, maybe you should revisit the plan that you have, a lot of times they're not doing that to undermine you. They're not doing that to try to throw obstacles in your way. Sometimes it's because they're trying to help you do yourself a favor. And so be realistic, how long, for example, it takes for you to write a course paper, a dissertation is a different level of that. And so whatever that course paper timetable is, you need to multiply that several times over and think about how can I make sure that what I'm doing again, feels good. Another thing I'm going to add, it always really frustrated me when I was a doc student, when people would treat the dissertation like it was some sort of like mythological beast that had to be endured and slayed. Everybody that gets a doctoral degree generally knows that dissertation is coming at the end. And so don't treat it like it's some kind of dragon that you have to pass through the cave and avoid the gaping jaws of the beast. It's an expected part of the journey. And if you work to be intentional, it can be really enjoyable. In many moments. I will say as a side note that for my dissertation, when I started writing it, collecting the data was great, I got to interact with participants that were really wonderful and amazing. analyzing the data was a lot of work. But it also was great, because I felt like I was really learning things. But when I started writing it, I had a whole new perspective and a whole new appreciation for just how amazing my participants were. And it really made me sad that some of my peers just it just felt like they were just surviving and enduring their dissertation. And it didn't need to be that way. And sometimes faculty feed into that, because a lot of times faculty unfortunately participate. And this idea that academia needs to be a you need to be exhausted, you need to be stressed out, you need to be busy. And so try to surround yourself with people that support you approaching this process in healthy, sustainable and positive ways. You've got to do it. So do it in a way that makes sense and is sensible, and is kind your committee, their job should be earlier, the previous speaker talked about, I'm a student's best cheerleader, your committee should be there to make you better, and one of their jobs and making you better. And this was referenced, I think in both of the previous talks, but definitely the writing one. They're going to provide you feedback. And I think sometimes that feels like it's just criticism, like I did everything wrong and didn't do everything right. But their job, they're allocating a lot of energy and time and expertise, and trying to give you constructive feedback to make you better. No committee should just give you a blank check and be like, Oh, this is great. You just do whatever you want to do. It's great. And I've seen that happen. I've seen students construct committees because they knew that this was the path of least resistance. That's not a great use of your time. It's not a great use of your knowledge. It's not a great use of your doctoral journey, to just basically be given this free pathway to completion that's not honoring the process that you've engaged and it's not honoring at the end you putting Doctor in front of your name. Conversely, however, faculty shouldn't create these obstacle courses they shouldn't constantly be obstructionist. In terms of you moving forward, and so making sure that you have you select your committee in nearly all cases, making sure that when you choose those people, you're choosing people that are they're prepared to, in fact, be your cheerleaders to tell it to give you potentially hard feedback, but also being prepared to help guide you through what to do with that feedback. And the last thing, and this is gonna sound really silly. But do you make sure your committee members can actually work together, there's a lot of personalities in academia, I'm sure you have all found that to be the case. And there are sometimes instances where faculty members are just paradigmatically, opposed like that, just their understanding of how data gets analyzed how findings get written up, they're just they're completely, they're completely incongruent. And that's not necessarily useful for you. And so make sure when you're building this committee of cheerleaders and support system, that they're also willing and able to support one another, it makes your experience so much easier. And these are things that by and large, I think you have control over there's a lot of aspects that dissertation you don't necessarily have a lot of control over. But these are things that to some degree to differing degrees, depending on where you are, you do have some say in most of these aspects of it.For the for the job market, the job market could just about be a full time job. I was stunned when I went on the job market, just how much time being on the job market took, it was shocking to me, frankly. And most of the time, when you're on the job market, you're also like deserting, you're getting ready to defend etc. And so it's a lot. And so I think it's useful for you to be prepared for the fact that you're going to have to carve some space and energy and time out to apply for jobs. So relative to you applying for jobs. First and foremost, there's more out there than just research intensive and teaching intensive jobs. The university that I went to was a research intensive institution and the department that I graduated from was a very publish or perish culture. And the effect of that was that as doctoral students, we were basically raised, if you will, to understand that the purpose of a PhD was solely to seek tenure track research intensive jobs, ultimately. And finally, that's what I decided that I wanted for a range of reasons. But at the beginning, I didn't feel like I had any choice. And it wasn't until I was probably in year three or four that I realized hold out like, this isn't what I have to do. Because that expectation was so normalized that it felt like it was the only choice. There are a range of different kinds of positions out there. I have friends, I have a friend who sought out positions specifically at small liberal arts colleges, because she wanted that connectedness. She wanted that really small student body. She wanted the connectedness between faculty, she wanted to feel like the institution was really knitted into the community where it was situated, she is thriving there. Because she was really thoughtful about what she needed to be happy and successful post PhD. Another friend knew that she loved teaching she wanted to teach, that's what she wanted to do. So that's what she looked for. In job posts, she wanted to be a faculty member, there are other people that I came from a K 12 classroom too. And I renew my teaching certificate before I graduated as a just in case. But there were a number of people that elected that they wanted to go back into a k two o'clock classroom, that was their choice. And they again, love it. They're delighted there. And there was really a culture in the department that sought to make them feel like they had failed somehow, by pursuing the very trajectory that they had, that they were after. And so just be really aware of the fact that you have choices, you have options, whatever the default, whatever the assumption is at your university, in your department in your program, you actually you have some choices, and you don't have to default to those just because other if you're going to the doctor for your name, other people shouldn't get to tell you what to do with your life.The other thing is be really honest with yourself about what's sustainable for success. And I'm going to give you an example of this. I had a friend, I have a friend, I don't know why I'm using past tense. I have a friend when we were doctoral students, again, it was very publisher perish culture. So we're all publishing our little hearts out not knowing what we're doing, frankly. And it made her miserable. She hated to have to publish, but then she because of the culture, and that department saw research intensive jobs. And so then she landed in a tenure track job where she was expected to publish extensively. And she's been miserable. And I frankly worry about her regularly because I wonder what would it have been like? Had you felt like you had choices? What would it have been like had you better aligned, where you landed as a faculty member with what gave you joy, what you felt like you were really good at versus what you felt like you had to do and so be really honest, if you really enjoy the research, that's great. Know that about yourself if you find teaching tedious and annoying. Know that about yourself. If teaching is what gives you joy. That's where you find yourself putting energy and time know that about yourself. If you know that you don't want to have a part in higher education know that about yourself.I do want to be really honest and say there are fewer tenure track jobs every year and more more universities and colleges post clinical positions and research based positions, the University of Alabama has started to have more and more assistant research professor positions, for example. And that's not scary. It's just real. Because, again, this is an opportunity for you to be really honest with yourself. There's I have a couple of colleagues here, who are assistant research professors, and will eventually move into being Associate Research professors. That was their jam, they want to do research, they want to pursue grants, they want to pursue fellowships, they didn't want to allocate a ton of time to teaching and teaching, preparation, and so on. So that shift in the market was really useful for them. And so know that about yourself, but also just have a realistic notion of what the market looks like, this year has looked really good relative to quality and your track jobs, frankly, last year, not good at all. Who knows, I went to the job market two years, the first year was really awful. It was the great recession. And there were two jobs that whole year. And both of them really wanted like advanced people. And as a doc student, I was not that person next year was there are also non academic jobs that you can keep in mind you can be aware of there are tons of government agencies or tons of nonprofits that are very interested in PhDs and interested in the skill sets a PhD earnings earners have and so be aware of the fact that you don't have to go into academia, nor do you have to go into some facet of education. For example, this is a qualitative research SIG sponsored event. And so a lot of you presumably are interested in research, there's lots of places to value those skill sets. And frankly, some of them pay better than higher education, I would also recommend that if you are early in your doctoral journey, I know that initially, we would have a listserv, and there would be all kinds of like job posts that would be sent out and I'd be like, I'm in my first year delete, I realized after the fact, it really is useful to look at them just to have a notion of what people are asking for, to have a notion of what jobs are out there. Because it was really like, once I started to pay attention to them, I realized, like, you can look at a job post to be like, Oh, that's so cool, I want that or I don't want that job at all ever. And that tells you something about yourself. And it tells you something about what you need to do relative to your pathway to make yourself competitive for some of those jobs. And related to that, when you're looking at the job posts. If you're close to the finish line, use your research or skills that have gotten you to the point where you're at the finish line and like really examine them really look at what they're asking for. And so to that effect, applying for jobs, I only have one more slide for this one. When you're applying for jobs, there is always a required section, or a mandatory section pay attention to that because that is not suggested. Typically, those required elements are actually required, by law, required by accreditation standards, whatever. But if you look at that job posting, there's required thing that you don't meet, you're almost certainly not going to be competitive for that job. We had an assistant professor of qualitative research job here at the university. One of the required aspects was, whoever replied have at least 18 hours in qualitative research methodology coursework, and we weeded out probably 60% of the applicants because they didn't meet that requirement. And that wasn't something we had any control over that was required. And so pay attention to what they say is required because you actually do need to be able to check those things off. Research the institution find out what it's like what what is an institution? What are they about? What are their missions? Were their visions? They aligned with yours? Does this seem like a play? Like, are you excited? You're gonna have to probably live in this place. Is it exciting to live in this place? Or does it make you potentially miserable? Research them use the skills that have gotten you through your doctoral journey research them? Look at who they've recently hired and or who they recently tenure? Are the lots of people leaving and people seem really happy and successful? Are people staying for long periods of time? What are the people who recently got hired? What are their meters look like beforehand? People who recently got tenure, what are their views look like? It gives you a notion of what does it mean to be successful in this place relative to getting hired and then being able to stay?When you are when you're like applying for this job I'm applying for this job is the jam. It's awesome. Write a letter for that job generic cover letters for job for academic jobs, you're not going to work, it's going to get you tossed out. You need to pay attention to what the job post says and incorporates some of that language and acknowledged some aspects of what they're asking for in that cover letter. If you want to actually move into potentially having an interview to get an interview. There's really standard interview questions that are pretty typical for most academic jobs, things like why do you want to work here at this institution? What about the what about this job excites you? If they're research intensive, they're gonna ask you questions about your research trajectory, with their teaching intensive, they're gonna ask you questions about like your teaching experience, and so on. A lot of the job interview questions that are fairly that you would expect are actually pretty typical, especially at the preliminary interview stage. And so prepare for those do you get a campus visit even if it's virtual these days? Practice before you go especially like your either your job talk and or teaching demonstration depending on what they're asking of you and do it in front of other people get feedback from them. My first research job talk practice was awful. But it was really useful to hear myself say it and know that I sucked because then I could get feedback and make it better. And then essentially, because it's cliche, but you're interviewing them to, I interviewed for and had a campus visits were an institution that it was very clear to me like I was gonna be super miserable in that space, and that you need to be aware of those things when you need to decide like, am I going to be okay with being miserable here for whatever amount of time? Or is this just not a place for me. And then the other thing is, there's aspects of the job search and the job hiring process in academia that you have no control over. And a lot of times, it's not personal, it's hard not to take it personally. But when they didn't want me, they didn't hire me, whatever. But sometimes they need a very specific skill, they need a very specific complimentary person to like another person that's there. It's not actually about you, and you don't have any control over that you can't like change the very nature of who you are and your scholarship to accommodate this institution. You wouldn't want to do that anyway. And so sometimes, if you don't get an interview, if you don't get a campus visit, if you don't get the job, it's not actually anything that you did. It's just that you weren't the right fit. And it's hard to hear that, but it's true. I've seen it on both sides as both the job candidate and as someone who's been a search committee chair and search committee member, and as somebody who's helped to negotiate hiring, and then actually, that was my last slide. I thought I had another one. So that those are mine. That's my overview. And as the others had said, I'm very happy to take questions and be as honest as I can possibly be.Carlson Coogler  51:08  Great. Thank you so much, Dr. Shelton. Okay, so we are going to move to the question and answer portion. And please, if everyone will, please put your questions in the chat as a reminder, then the committee members will be pulling those and we will ask them to our participants. And also I am going to go ahead and put in the chat, we have a quick little first our email if you want to get in contact with us, if you don't want to to our listservs. And also a quick little forums, you can give us some feedback on this event. And you know, what topics you might want to hear about in the future, that sort of thing. So if you would please fill that out after at the end of this meeting? That will be awesome. Okay, our first question. And again, it's panel so anyone can answer. What do you wish you spent more time on as a person professionally, and as a junior academic, like professionally, while you are pursuing your PhD, Dr. Shelton  51:55  I think I wish that I had spent more time taking courses and other disciplines, it's really easy to put yourself into a silo as a doctoral student, because it's very, it's very much a degree of like, milestones seven inches wide. That's how it's designed to work. But like looking back, I realized, like, there were moments when I could have taken a class like in a different department or in a different college. And I really, I think that I don't think it would have changed my trajectory in terms of where I landed. But I think it potentially would have offered me new ways of thinking, new ways of considering research and so on. And so that's one thing that I do regret as a doc student that I wish I had done. Dr. Brownel  52:31  I think that one of the things that I heard maybe later in my doctoral career that I wish I would have known in years like one and two more so I guess, but I think learning how to cautiously say no, and no thank you to things while also keeping doors open. And I think that's true, both in terms of opportunities to be on panels or to engage in like lots of different activities. But I think learning how to say no, early on is a useful thing, especially as I think my co panelists mentioned, like you're working towards this goal of your dissertation is not the end of your career, but like hopefully a launch pad for the rest of your career. And so making sure that you do get an array of like experiences, but making sure that those experiences are things that you're really committed to, and that will really push your work, your thinking, your connections, your network and your well being in useful ways. Because sometimes you get a little stretch and overwhelmed because we feel like we have to do everything in graduate school. Dr. Shelton  53:30  I'm going to add another thing real quick, if that's okay, if you will allow me the lot like the other thing that I wish I had known early on, was it no one knows what they're doing. I feel like I like the entirety of my first year of my doctoral experience. I felt like other people knew what was happening. Other people knew what was going on. Like, they knew all this terminology. They knew all these theorists, they're using all these big words. And as I progressed through my doctoral degree, I realized like, they didn't know anything, they didn't they had vocabulary to throw around to make it sound like they knew stuff. But like they didn't know anything, either. And, and so like, just recognizing that like the whole imposter syndrome, people that people talk about, it's real, but like, You're not an idiot. I think that's I think what I wish I had realized I wasn't dumb. I wasn't behind. I just wasn't participating in this facade, and this fronting that people would like often do.Dr. Brownel  54:19  I'm gonna jump back in again, I'm really sorry, Carlson, because I'm gonna throw this out because similar to Stephanie, I feel those sorts of ways. But I think that this book is really great. Just Clark, this book, which is a field guide to grad school, which talks about like the hidden curriculum of graduate school, because there's a lot of that that's true both for Professor Orient, but especially in graduate sc

Do you consider yourself a lifelong learner? I feel like a lot of us get into teaching because we love to learn, and our guest on this episode is no exception.    Celeste Kirsh is researching how teachers can learn new genres of writing. In this episode, she's sharing some of her findings so far that could shake up the way we learn as writing teachers and how that relates to teaching middle school writing.    Celeste understands the common obstacles that teachers face when it comes to teaching writing, and she believes in researching and finding better solutions. This episode is a great place for you to get inspired to learn more about your own teaching methods and new ways that you could approach teaching writing. If assessment is something that holds you back from trying new things in your writing classroom, she's got you covered there too.     Celeste Kirsh is a PhD student at The Ontario Institute for Studies in Education at the University of Toronto where she is studying critical literacies and writing instruction. She is a mother, a wife, a former middle school teacher, a runner, and a lover of words and hugs.   The way you teach writing is important. Tune in to find out how you could take your middle school writing classroom to the next level.    Resources Mentioned: Listen to The Teaching Tomorrow Podcast: https://cohort21.com/teachingtomorrow/  Follow Celeste on Instagram: https://www.instagram.com/teaching_tomorrow/  Follow Celeste on Twitter: https://twitter.com/teach_tomorrow    I would love to connect on Facebook or Instagram! Show notes available at www.madlylearning.com/218

Marycarmen Lara Villanueva, es una mujer que se ha enfrentado a ser madre migrante, racializada y estudiante en un contexto neoliberal; experimenta estas condiciones a la par de ejercer su maestría en Educación y Justicia Social por la Universidad de Toronto siendo Coordinadora del Centro de Estudios Antirracistas del Ontario Institute for Studies in Education de la University of Toronto. Ella nos deja ver la diversidad de las maternidades de una manera cruda, pero a la vez delicada y cómo se ve afectada por el ideal de la buena madre: blanca y ocupada solo de sus hijos. ¡Escúchala!