Podcasts about Peabody College

My guest today on the Online for Authors podcast is Rick Glaze, author of the book Eight Pieces of Eight. Rick published the kayaking adventure, The Purple River in 2021, Spanish Pieces of Eight, a sailing adventure/mystery, and Jackass a Short Story Collection in 2022. He was a Columnist at San Francisco's Nob Hill Gazette, attended the Stanford University Creative Writing Program, and is a graduate of Peabody College, Vanderbilt University, and MTSU.   He is an award-winning songwriter with two CDs, a Pandora radio station, credits on Country Music Television (CMT), BBC Radio, as well as radio airplay. Rick has rafted the Grand Canyon, the Salmon and Rogue Rivers as well as sailed throughout the Caribbean Sea.   In my book review, I stated Eight Pieces of Eight is a contemporary adventure full of mysticism, romance, and strong family ties. And let's not forget the treasure!   If you've ever wanted to go on a treasure hunt, then this book, the second in his series, is not to be missed. We soon find ourselves on a quest for lost Spanish treasure with Bev, her odd brother, her obsessed cousin, and a new-found boyfriend in a rural area filled with caves near Nashville Tennessee. Bev has inherited a sixth sense like her mother, and this sixth sense allows her to understand a mystical map that glows and changes offering clues to find a missing chest full of gold. But the map gains control of the owners, causing them to forsake all else for the possible treasure. Will the same thing happen to Bev when she comes into possession of the ancient map?   The twists and turns were fun and kept me guessing. And I learned quite a lot about Tennessee caves. The character development wasn't quite as deep as I would have liked and sometimes the dialogue seemed rushed, but even with these issues, I enjoyed the book and now want to know more. Luckily, the book ends in such a way that I believe I will get my wish!   Subscribe to Online for Authors to learn about more great books! https://www.youtube.com/@onlineforauthors?sub_confirmation=1   Join the Novels N Latte Book Club community to discuss this and other books with like-minded readers: https://www.facebook.com/groups/3576519880426290   You can follow Author Rick Glaze: Website: http://www.Rickglaze.com FB: @rickglazebooks X: @RicksbooksRick Tik Tok: @Rickglazeauthor IG: @rick.glaze   Purchase Eight Pieces of Eight on Amazon: Paperback: https://amzn.to/42j5XgS Ebook: https://amzn.to/41BZNch   Teri M Brown, Author and Podcast Host: https://www.terimbrown.com FB: @TeriMBrownAuthor IG: @terimbrown_author X: @terimbrown1   Want to be a guest on Online for Authors? Send Teri M Brown a message on PodMatch, here: https://www.podmatch.com/member/onlineforauthors   #rickglaze #eightpiecesofeight #mystery #contemporaryadventure #terimbrownauthor #authorpodcast #onlineforauthors #characterdriven #researchjunkie #awardwinningauthor #podcasthost #podcast #readerpodcast #bookpodcast #writerpodcast #author #books #goodreads #bookclub #fiction #writer #bookreview *As an Amazon Associate I earn from qualifying purchases.

This week, Scottie is joined by Certified Health and Life Coach, Amazon best-selling author, and CIJ Clarity Catalyst Trainer Marie Smith. With over 14 years of experience in the health and wellness industry, she is passionate about helping individuals and corporate teams create lives that feel energized, balanced, and intentional. Through her coaching practice, Golden Hour Coaching, Marie integrates her Master's in Education from Vanderbilt's Peabody College and her extensive background in personal training and fitness to offer 1:1 and group coaching, corporate wellness programs, and retreat opportunities. Her holistic approach empowers clients to find clarity, confidence in their intuition, and a path to feeling whole, healthy, and authentically themselves. As a devoted wife and mother of five, Marie's coaching is enriched by her personal experiences and a deep understanding of life's complexities. Outside of her professional work, she finds joy in hiking—having conquered the Grand Canyon rim to rim multiple times—biking, cooking, doing word puzzles, reading, and listening to audiobooks or podcasts. She also loves hosting backyard gatherings with family and friends. With her diverse expertise and vibrant approach to life, Marie inspires and guides others every step of the way toward fulfillment and vitality. Website: www.goldenhourcoaching.com Instagram: https://www.instagram.com/mygoldenhourcoaching/ Facebook: https://www.facebook.com/mygoldenhourcoaching LinkedIn: https://www.linkedin.com/in/mariesmith-goldenhourcoaching/ Book a Clarity Reading with me and get the answers you've been waiting for. → https://scottiedurrett.com/soul-reading-landing-page Join the MOMPLEX Crew! – Don't do this journey alone. Get my best insights, soul-support, and energy-shifting tools straight to your inbox every week. Subscribe here → https://scottiedurrett.com/ Let's Connect! – Hang with me over on IG @scottiedurrett and let's talk all things mom-life, soul shifts, and living YOUR version of success. DM me your biggest takeaway from today's episode! More Episodes: Don't stop here! Binge more MOMPLEX wisdom → https://scottiedurrett.com/podcast Loved this episode? Please leave a review and let me know! Your feedback helps more moms find this podcast and start living on purpose. Scottie Durrett's Website MomPlex Podcast Learn more about your ad choices. Visit megaphone.fm/adchoices

  How do your aptitudes intersect with your Enneagram type? Aptitudes are about your innate abilities. Understanding your personal aptitudes can enhance your personal and professional relationships as it allows you to "pinpoint really specific things you can celebrate, lean into, and have confidence about," explains Betsy Wills. Betsy Wills and Alex Ellison, co-authors of the insightful new book, Your Hidden Genius: The Science-Backed Strategy to Uncovering and Harnessing Your Innate Talents, join me to share their unique experiences with the Enneagram, their journey in writing their new book, and how they've made a once-expensive aptitude assessment accessible to everyone. In this episode, you'll learn: The strengths and challenges of a One-Three working relationship How aptitudes and personality types intersect Practical advice for career wellness and personal fulfillment The significance of uncovering your innate talents Don't miss out on this engaging conversation! Tune in now and take the first step towards uncovering your hidden genius.     ==================================================== ABOUT OUR GUESTS Alex Ellison is the founder of Throughline Guidance, a college and career counseling practice. Her work as a consultant has allowed her to work with individuals and organizations around the world. She writes and lectures extensively on the subject of careers and college readiness and has been a featured speaker at SXSWedu, NYU's Stern School of Business, Northwestern University's Alumni Association, the Kuala Lumpur International Youth Discourse, and TedX. Alex holds a degree in German and business from Northwestern University and a master's in public policy from the University of Nevada. She lives in Santa Cruz, California. LinkedIn and Substack | www.yourhiddengenius.com Betsy Wills is the co-founder of YouScience, a national online psychometric-assessment service. She is a regular guest lecturer at Vanderbilt University and at New York University Stern School of Business and has been a featured speaker for TedX Women. She is also the Director of Marketing and Branding at Diversified Trust, a wealth management firm. She serves on the Advisory Board of the Peggy Guggenheim Museum in Venice and the Music City Center Authority in Nashville. Betsy is a graduate of Vanderbilt University and holds a Master's of Education in Human Resource Development from Peabody College. She lives in Nashville. LinkedIn and Instagram | www.yourhiddengenius.com   MORE RESOURCES Typology Institute Enneagram Assessment Typology Institute Online Courses Ian Morgan Cron website The Fix: How the Twelve Steps Offer a Surprising Path of Transformation for the Well-Adjusted, Down-and-Out, and Everyone In Between YouTube | Instagram | Facebook | TikTok  

On this Live Greatly podcast episode, Kristel Bauer sits down with Betsy Wills (cofounder of YouScience) and certified career coach Alex Ellison to discuss their new book, YOUR HIDDEN GENIUS: The Science-Backed Strategy to Uncovering and Harnessing Your Innate Talents (Harvest; 1/21/2025).  Kristel, Betsy and Alex discuss aptitudes and how understanding them can support you in your personal and professional life. Tune in now! Key Takeaways From This Episode: A look into aptitudes, what they are and how they can help you in your personal and professional life Discovering your natural talents How aptitudes are the seeds of your skills A look into the book, YOUR HIDDEN GENIUS: The Science-Backed Strategy to Uncovering and Harnessing Your Innate Talents (Harvest; 1/21/2025). What is an idea rate and how can it impact your abilities What is a spatial aptitude How understanding your aptitudes can support meaningful change  ABOUT THE AUTHORS: Betsy Wills is the cofounder of YouScience, a national online psychometric-assessment service. She is a regular guest lecturer at Vanderbilt University and at New York University Stern School of Business and has been a featured speaker for TedX Women. She is also the Director of Marketing and Branding at Diversified Trust, a wealth management firm. She serves on the Advisory Board of the Peggy Guggenheim Museum in Venice and the Music City Center Authority in Nashville, Tennessee. Betsy is a graduate of Vanderbilt University and holds a Master's of Education in Human Resource Development from Peabody College. She lives in Nashville. Alex Ellison is the founder of Throughline Guidance, a college and career counseling practice. Her work as a consultant has allowed her to work with individuals and organizations around the world. She writes and lectures extensively on the subject of careers and college readiness and has been a featured speaker at SXSWedu, NYU's Stern School of Business, Northwestern University's Alumni Association, the Kuala Lumpur International Youth Discourse, and TedX. Alex holds a degree in German and business from Northwestern University and a master's in public policy from the University of Nevada. She lives in Santa Cruz, California. Connect with Betsy: LinkedIn: https://www.linkedin.com/in/betsywills/  You Science: https://www.youscience.com/about-us/  Connect with Alex: Website: https://www.alexellison.com/ Buy the book, YOUR HIDDEN GENIUS: The Science-Backed Strategy to Uncovering and Harnessing Your Innate Talents (Harvest; 1/21/2025): https://www.yourhiddengenius.com/   About the Host of the Live Greatly podcast, Kristel Bauer: Kristel Bauer is a corporate wellness and performance expert, keynote speaker and TEDx speaker supporting organizations and individuals on their journeys for more happiness and success. She is the author of Work-Life Tango: Finding Happiness, Harmony, and Peak Performance Wherever You Work (John Murray Business November 19, 2024). With Kristel's healthcare background, she provides data driven actionable strategies to leverage happiness and high-power habits to drive growth mindsets, peak performance, profitability, well-being and a culture of excellence. Kristel's keynotes provide insights to “Live Greatly” while promoting leadership development and team building.   Kristel is the creator and host of her global top self-improvement podcast, Live Greatly. She is a contributing writer for Entrepreneur, and she is an influencer in the business and wellness space having been recognized as a Top 10 Social Media Influencer of 2021 in Forbes. As an Integrative Medicine Fellow & Physician Assistant having practiced clinically in Integrative Psychiatry, Kristel has a unique perspective into attaining a mindset for more happiness and success. Kristel has presented to groups from the American Gas Association, Bank of America, bp, Commercial Metals Company, General Mills, Northwestern University, Santander Bank and many more. Kristel has been featured in Forbes, Forest & Bluff Magazine, Authority Magazine & Podcast Magazine and she has appeared on ABC 7 Chicago, WGN Daytime Chicago, Fox 4's WDAF-TV's Great Day KC, and Ticker News. Kristel lives in the Fort Lauderdale, Florida area and she can be booked for speaking engagements worldwide. To Book Kristel as a speaker for your next event, click here. Website: www.livegreatly.co  Follow Kristel Bauer on: Instagram: @livegreatly_co  LinkedIn: Kristel Bauer Twitter: @livegreatly_co Facebook: @livegreatly.co Youtube: Live Greatly, Kristel Bauer To Watch Kristel Bauer's TEDx talk of Redefining Work/Life Balance in a COVID-19 World click here. Click HERE to check out Kristel's corporate wellness and leadership blog Click HERE to check out Kristel's Travel and Wellness Blog Disclaimer: The contents of this podcast are intended for informational and educational purposes only. Always seek the guidance of your physician for any recommendations specific to you or for any questions regarding your specific health, your sleep patterns changes to diet and exercise, or any medical conditions.  Always consult your physician before starting any supplements or new lifestyle programs. All information, views and statements shared on the Live Greatly podcast are purely the opinions of the authors, and are not medical advice or treatment recommendations.  They have not been evaluated by the food and drug administration.  Opinions of guests are their own and Kristel Bauer & this podcast does not endorse or accept responsibility for statements made by guests.  Neither Kristel Bauer nor this podcast takes responsibility for possible health consequences of a person or persons following the information in this educational content.  Always consult your physician for recommendations specific to you.

Show SummaryOn today's episode, we're featuring a conversation with Special Operations Spouse KaLea Lehman. She is the Executive Director of The Military Special Operations Family Collaborative, a nonprofit public health initiative to enable the success of America's special operations warriors and families through collaborative health and well-being research and programs. Provide FeedbackAs a dedicated member of the audience, we would like to hear from you about the show. Please take a few minutes to share your thoughts about the show in this short feedback survey. By doing so, you will be entered to receive a signed copy of one of our host's three books on military and veteran mental health.  About Today's GuestsKaLea Lehman is the Executive Director of The Military Special Operations Family Collaborative, a nonprofit public health initiative to enable the success of America's special operations warriors and families through collaborative health and well-being research and programs.She has a broad range of experience working in healthcare advocacy, communications, and education. KaLea completed her undergraduate education at The George Washington University in 2007 and earned her Master of Education in 2018 from Vanderbilt University's Peabody College.Her work and interests are policy research, analysis, and development. Her research interests include organizational behavior in matrix and high reliability organizations and their intersection with well-being. KaLea and her husband have been part of the Special Operations community for over 10 years and have four beautiful children. In their free time, they enjoy running adventures and traveling to new places.  Links Mentioned in this Episode MSOFC Web SiteThe Warrior's Table BookMSOFC on FacebookMSOFC on InstagramMSOFC on XPsychArmor Resource of the WeekThis week's Resource of the Week is a podcast episode that was previously recorded with Dr. Maguen on the Head Space and Timing Podcast. In this hour-long discussion, Dr. Maguen shares more thoughts on the development, assessment, and treatment of Moral Injury You can see find the resource here:   https://learn.psycharmor.org/courses/invisible-wounds-at-home-understanding-invisible-wounds Episode Partner: Are you an organization that engages with or supports the military affiliated community? Would you like to partner with an engaged and dynamic audience of like-minded professionals? Reach out to Inquire about Partnership Opportunities Contact Us and Join Us on Social Media Email PsychArmorPsychArmor on TwitterPsychArmor on FacebookPsychArmor on YouTubePsychArmor on LinkedInPsychArmor on InstagramTheme MusicOur theme music Don't Kill the Messenger was written and performed by Navy Veteran Jerry Maniscalco, in cooperation with Operation Encore, a non profit committed to supporting singer/songwriter and musicians across the military and Veteran communities.Producer and Host Duane France is a retired Army Noncommissioned Officer, combat veteran, and clinical mental health counselor for service members, veterans, and their families.  You can find more about the work that he is doing at www.veteranmentalhealth.com  

We often get questions about whether teachers or other folks who interact with our kids can have blocked care. Or what about siblings? Also, can you have blocked care towards a spouse? Since we weren't the first ones to name blocked care, we went to the source. We are thrilled to bring you this conversation with Dr. Jonathan Baylin, author of Brain-Based Parenting and other works, and Jessica Sinarski of BraveBrains. Besides digging deeper in the science of caregiving, we also talk about the differences between primary and secondary blocked care and blocked compassion. Dr. Baylin received his doctorate in clinical psychology from Peabody College of Vanderbilt University in 1981. While continuing his clinical practice, he has immersed himself in the study of neurobiology and in teaching mental health practitioners about the brain. Dr. Baylin has delivered keynote sessions at international conferences and has also given numerous workshops both internationally and regionally within the USA. Jessica Sinarski is a licensed mental health counselor, educator, and award-winning author. She is also the founder of the resource and training platform BraveBrains. Jessica makes tough topics easier, empowering the healers and the cycle breakers among us. She lives in Pennsylvania with her husband and three busy boys. Click here to download a transcript for this episode. Relevant Links Brain-Based Parenting: The Neuroscience of Caregiving for Healthy Attachment* by Baylin and Hughes Connect with Jessica on Instagram BraveBrains FREE Blocked Care Assessment *this is an affiliate link

Troy F. Kemp Sr. is a passionate, award-winning educator, Hall of Fame coach, speaker, and transformational leader. Mr. Kemp was raised as one of 6 children, in a single parent, migrant worker's home in Riverhead, NY. The former collegiate football player's education includes earning a bachelor's degree in mathematics from Colgate University and a master's degree in independent school leadership from Vanderbilt's Peabody College. Troy's career includes spending 24 years on the faculty at McCallie, an all-boys school in Chattanooga, Tennessee. At McCallie, Mr. Kemp served as a teacher, dorm parent and administrator, while coaching his teams to a state championship in football and eight titles in lacrosse. After a year of serving as associate headmaster at McCallie, Troy became the founding executive director of the National Center for the Development of Boys (NCDB). The NCDB was established to improve the lives of boys by providing resources and programs for parents, teachers, mentors and organizations committed to helping with their learning and development as they journey to manhood. In 2019, Troy joined the staff of the Ron Clark Academy (RCA), in South Atlanta. At RCA, Troy serves as the Director of Strategic Initiatives and Partnerships and an educator trainer during its professional development events. At RCA, Mr. Kemp continues to provide inspirational keynotes, seminars and professional development for individuals and organizations around the world. To date, his in-person and virtual speaking events have reached over 50,000 parents, educators, coaches, counselors, mentors, members of law enforcement and professional sports organizations in over 40 states and 5 countries.@tfkempsr !  #troykemp #ronclarkacademy #atlanta #colgate #coach #teacher  #educator #speaker #motivator  Social Media https://www.wroteby.me/chipbaker

Are you implementing up-to-date research findings in your school or classroom?  Season 1 of All For Literacy frequently touched on the issue of connecting educators with new and established research and how to best apply evidence-based findings in the classroom. To kick off Season 2, two influential education researchers join host Dr. Liz Brooke for an enlightening discussion about current research and how findings translate into everyday classroom practices.  Tune into this episode to hear from Dr. Sharon Vaughn and Dr. Jeanne Wanzek. Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University.  The discussion deeply explores the guests' areas of research on adolescent and upper-grade literacy, improving interventions with additional components, weaving literacy throughout the entire school day, and Tier 1 instruction.  Educators will gain evidence-based strategies to implement day to day to strengthen literacy levels across subjects and grade levels. Join Lexia® for an all-new season of All For Literacy, and subscribe to never miss an episode.    Episode Breakdown (04:06) – Wanzek's professional journey (06:37) – Vaughn's professional journey  (12:38) – Wanzek's and Vaughn's relationship as mentor and mentee (17:34) – Takeaways from The Nation's Report Card results (21:07) – How to strengthen interventions through strategic integration (24:28) – How to weave literacy instruction through the whole class schedule (30:06) – The differences in the science of reading across grade levels (35:48) – The importance of customization in literacy instruction (44:00) – Research-based look at Tier 1 instruction (48:34) – Advice for teachers and hope for the future   Dr. Sharon Vaughn Dr. Sharon Vaughn is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. She's currently the principal or co-principal investigator on several research grants for the Institution for Education Sciences, National Institute for Child Health and Human Development, and the U.S. Department of Education that explore effective interventions for students with reading difficulties and English Language Learners.    Dr. Jeanne Wanzek Dr. Jeanne Wanzek is a professor and Currey-Ingram Endowed Chair in the department of special education at Peabody College of Vanderbilt University. Her research focuses on effective reading instruction and intervention for students with reading difficulties and disabilities. Before receiving her doctorate, Wanzek worked as a special educator and an elementary teacher.    Mentioned in this Episode Liz Brooke, X @LizCBrooke The Meadows Center for Preventing Educational Risk Department of Special Education at Peabody College of Vanderbilt University The Nation's Report Card Christy Austin Rachel Donegan

Welcome to Chapter 54!My guest is debut novelist, Emily Habeck, author of Shark Heart: A Love Story. Emily has a BFA in Theater from Southern Methodist University's Meadows School of the Arts as well as master's degrees from Vanderbilt Divinity School and Vanderbilt's Peabody College. Since it's release in August, Shark Heart has been named a USA Today Bestseller, a Book of the Month selection, a New York Times book review editor's choice, and was the #1 Indie Next pick for August 2023. She is from Ardmore, Oklahoma and currently lives in Cambridge, Massachusetts. Connect with Emily: website | Instagram | TwitterPurchase Shark Heart: A Love Story from Bookshop.orgBooks mentioned on the show:You Could Make This Place Beautiful - Maggie SmithSmile - Sarah RuhlBluets - Maggie NelsonFellowship Point - Alice Elliot DarkConnect with J: website | Twitter | Instagram | FacebookShop the Bookcast on Bookshop.orgMusic by JuliusH

Have you ever taken the time to really listen to teachers talk about their work, about their joys and frustrations, and about how they grow as they work together?   This episode is an opportunity to do just that.   Bailey teachers talk about their experience and offer wisdom for all of us as they do so.   00:00  Introduction to the Second Season Dr. Barbara Stengel 01:25 Introduction to Professional Development? The Bailey Experience Stengel 03:55 Bailey's Team Structure as the Engine of Professional Development  Stengel, Keisha Harding, Bailey Teacher Leader now a STEM Consultant; Emily Prendergrass, Associate Professor of the Practice of Teaching Reading, Peabody College 14:20 TLUS as a Vehicle for Learning Together to be Prepared, Not Scared Stengel, Harding, Pendergrass  24:05 More Relational Capacity: The Synergistic Role of Residents  Stengel, Lindsey Nelson, Dean of Academics; Kenan Kerr, resident, 8 year teacher, now curriculum consultant;  Julia Konrad, resident, 5 year teacher, now Head of Education Research in NYC Independent Budget Office 40:05 Job-Embedded Teachers:  The Answer to Shortages?  Stengel, Nelson, Kerr, Konrad 47:58 Why Aren't These Teachers Still in the Classroom? Stengel, Nelson, Kerr, Konrad 54:28 What Does Teacher Learning Look Like in the Good School?  And How Can We Fund THAT? Stengel 57:15 Next Time:  “Parents Rights”:  Politically Volatile but Educationally Important?  Not So Much Stengel   Many thanks to the guests who agreed to inform our thinking for this episode!   These include Emily Pendergrass, Keisha, Harding, Lindsey Nelson, Julia Konrad, and Kenan Kerr.  As usual, there are references to a variety of social, educational and historical news and commentary. You can pursue our sources and find out more about these issues at our website:   www.chasingbaileypod.com. 

My guest today is Dr. H. Richard Milner, author of the recent Reading Research Quarterly article titled “Disrupting Racism and Whiteness in Researching a Science of Reading” and the new book The Race Card. We talk about the importance of drawing from a wide range of types of research in designing our literacy classrooms, the multiple literacies we should be developing in young people, and what effective leadership looks like in this time. ****Read a full transcript of this episode and learn more about the show hereFollow Dr. H. Richard Milner on Twitter @MilnerHRichThe Race Card: Leading the Fight for Truth in America's Schools****More about this episode's guest:H. Richard Milner IV is currently, the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner spent five years as Helen Faison Endowed Chair of Urban Education, Professor of Education, and by courtesy Professor of Sociology, Professor of Social Work, and Professor of Africana Studies as well as Director of the Center for Urban Education at the University of Pittsburgh.  Professor Milner began his career at Vanderbilt University where, in 2008, he became the first Black person to earn promotion and tenure in the entire College of Education's history. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education.  In particular, Professor Milner's research examines practices and policies that support teacher effectiveness in urban schools.    Professor Milner's work has appeared in numerous journals, and he has published seven books. His book, published in 2010 by Harvard Education Press, is: Start where you are but don't stay there: Understanding diversity, opportunity gaps, and teaching in today's classrooms, which represents years of research and development effort. The book is widely read in teacher education programs and school districts across the United States of America.  This book has been recognized with two major awards: (1) the 2012 American Association of Colleges for Teacher Education Outstanding Book Award, and (2) a 2011 American Educational Studies Association Critics' Choice Book Award. He is also author of The Race Card  in 2023 by Corwin Press.. In 2017, Professor Milner became the founding Series Editor of the Harvard Education Press Series on Race and Education.In 2006, Professor Milner received an Early Career Award from the American Educational Research Association.  Over the last five years, Professor Milner has appeared on the top 200 Edu-Scholar Public Presence Ranking, published by Education Week.Currently, he is Editor-in-chief of Urban Education and co-editor of the Handbook of Urban Education, published with Routledge Press in 2014. In the fall of 2015, the Dean of the Harvard Graduate School of Education assigned his book, Rac(e)ing to Class, to all incoming graduate students and invited alumni across the world to read the book. He was then invited to deliver a prestigious Askwith Lecture at Harvard University, where he discussed research and findings from his book.Special thanks to Alex Van Rose for audio editing this episode. Support this showSupport the show

Today's guests are Drs. Laura Steacy and Don Compton, researchers who explore and write about the skill Set for Variability. You'll hear them talk about this new area of research which offers an explanation for how students self-correct pronunciations of words when reading, and may have interesting implications for how we learn to remember spellings of irregular words. After my interview, I'm joined by my colleagues Macie Kerbs and Lainie Powell for a discussion about takeaways for the classroom.Learn more about Jennifer Serravallo and read a transcript of this episode.Twitter @LMSteacyTwitter @Don_ComptonThe Self Teaching HypothesisSet for VariabilityMore about this episode's guests:Dr. Laura Steacy is an assistant professor of SpEd and research faculty at the Florida Center for Reading Research. Her research interests include early reading development, early predictors of reading achievement, and interventions for students who have or are at-risk for reading disabilities. Prior to her doctoral studies, she was a classroom teacher with experience teaching grades K-6. Up to this point, her research interests have focused on three broad strands relating to identification and intervention for struggling readers: (1) modeling the stability of early reading subtypes of children at-risk for reading difficulties, (2) child- and item- factors that predict individual differences in word reading skills, and (3) future directions for interventions for children with and at-risk for reading difficulties. These strands serve her overarching goal of identifying and serving students with the highest needs in the area of reading.Dr. Compton is Professor of Psychology at Florida State University/Florida Center for Reading Research. He was formerly Professor and Chair of Special Education and a John F. Kennedy Center Investigator at Peabody College, Vanderbilt University. He earned a Ph.D. from Northwestern University's School of Communication Sciences and Disorders, with a specialization in learning disabilities. While working on his Ph.D., and for several years after its completion, he was employed as a learning disabilities resource teacher in Skokie, Illinois. Compton then worked for four years as an assistant professor in the department of Curriculum and Instruction at the University of Arkansas, Fayetteville. He then accepted a NICHD post-doctoral research fellowship at the Institute for Behavior Genetics, University of Colorado. From there he accepted a position at Vanderbilt University that he held until the spring of 2015 when he transitioned to FCRR. He has over 75 peer-review publications and is on the editorial boards of the Journal of Educational Psychology, Journal of Learning Disabilities, Scientific Studies of Reading, and Exceptional Children. Compton is the past President of the Society for the Scientific Study of Reading and currently serves as associate-editor of Scientific Study of Reading.Special thanks to Alex Van Rose for audio editing this episode.Support this show: https://www.buymeacoffee.com/TotheClassroomSupport the show

Carrie Grimes is the Director of the M.Ed. in Independent School Leadership at Vanderbilt University's Peabody College of Education and Human Development. Carrie is a Professor in the Department of Leadership, Policy and Organizations, and teaches across master's and doctoral programs at Peabody College. In addition to her teaching and scholarship, Carrie facilitates workshops and learning sessions for independent schools and associations on topics such as leadership, storytelling, strategic fundraising, and organizational flourishing. Carrie has over 20 years of professional experience in independent school leadership in New York, California, and Maryland. Carrie's scholarly interests include emotionally intelligent leadership, program design, institutional advancement, and social identity and community building within school settings.

September 16, 2023Chasing BaileyBonus Back-to-School Commentary:  Let Teachers Teach! In this bonus back-to-school episode of Chasing Bailey, we listen as our commentator, Dr. Barbara Stengel, reads “An experienced educator's plea: Let teachers teach!”  This is a short essay Barb was asked to write for the Lancaster Newpapers Sunday edition as school was beginning in August.   The theme of the piece evokes several Chasing Bailey themes (as will be obvious to regular listeners). 00:00  Introduction:  How this Essay Came to Be  Barbara Stengel 2:00    The text read by Dr. Stengel11:30   Concluding remarks and invitation to join Season 2 of Chasing Bailey  The newspaper commentary shared here was published on August 20, 2023 can be found at https://lancasteronline.com/opinion/columnists/an-experienced-educator-s-plea-let-teachers-teach-column/article_0484396c-3d59-11ee-87d7-afaf29023e3e.html  Our Host is Barb Stengel, an emerita professor of educational practice at Vanderbilt University's Peabody College, and also emerita professor at Millersville University. She is an educator, a self-described fan of the Bailey experiment, and an advocate for public schooling but a strong critic of how public schooling has strayed from educational intentions.Between 2012 and 2016, Barb spent one day a week at Bailey, coordinating the school's collaboration with Peabody, and serving as an informal cheerleader while also learning from this remarkable effort. She knew early on it was a story worth telling. So she spent a year interviewing dozens of staff, students, parents, and district administrators who were eager to talk about their experiences. Barb is now retired from Vanderbilt University but she continues to find ways to highlight the work of educators and to criticize (constructively) the figures and forces that get in educators' way.   Chasing Bailey is hosted and narrated by Dr. Barbara Stengel, Vanderbilt University. This episode was edited and co-produced by Samuel Deacon and Brenna Fallon with support by Ruby Mundok.   The executive producer is Dr. Lowery Woodall, Millersville University of Pennsylvania. We have incorporated the following musical tracks:  Rhythm and Blues Shuffle by JuliusH,  Baritone Guitar Blues by Caffeine Creek Band, Blues Garage – Northern Hills by AntipodeanWriter, and Walking with Billie by Michael Korbin.  You can find these tunes on Pixabay.com. New episodes will drop on the first day of the month.  You can find us on Spotify, Apple Podcasts, Amazon, and Stitcher, and nearlyl anywhere else you find your podcasts. If you appreciate what you hear, please subscribe to Chasing Bailey, leave us a review, share with your friends by word of mouth, and post on social media.   Follow us onInstagram:       https://www.instagram.com/chasing_bailey/    Twitter:           https://twitter.com/chasing_baileyTiktok:            https://www.tiktok.com/@chasing_baileyFacebook:       https://www.facebook.com/Chasing-Bailey-107279178665337/ More information will be available at www.chasingbaileypod.com/home. We look forward to your comments and questions at Chasingbaileypod@gmail.com.   

 It's been a minute since our last episode … sorry to keep you waiting to hear just why Bailey on Greenwood Avenue was shut down, but I couldn't explain how Bailey closed without the help of Principal Christian Sawyer and Dr. Alan Coverstone who was the Director of the iZone in MNPS and the administrator who got the ball rolling for the Bailey transformation – and those two guys are tough to pin down.   Once we got to talking, I was fascinated by the way Christian and Alan reflected on their experience with Bailey, taking responsibility, not blaming anybody else, but still speaking forthrightly about systemic blind spots, racism, and the political ecology of the district and the state that made it extremely difficult to set a course and stick with it.  As we've said from the very beginning, this is both object lesson and cautionary tale.This is the final episode of Season 1.   In the second season, slated to drop as school reopens in September, we'll be thinking about lessons learned.  We won't leave Bailey behind, but we'll be bringing other schools and other educators into dialogue with the Bailey team and the Bailey experience.  Look for us then as we think more about what teaming looks like in elementary or secondary schools, as we consider the ups and downs of teacher residencies, as we explore how committed educators are able to focus on what's possible despite systemic constraints, and more from families and students.  If you have an idea you'd like to have us explore or some ways you and your colleagues have found to focus on the relations and responsibility that have to be at the center of our educational efforts, please drop a note to chasingbaileypod@gmail.com.   We would love to hear from you!   :00       Introduction,  Barbara Stengel04:00   Bailey and the iZone: Dr. Alan Coverstone, Director of the iZone08:23   Expectations and developments in the first year: Coverstone; Dr. Christian Sawyer, Executive Principal11:00   Hiring teachers of color: Coverstone, Sawyer            14:00   Changes in the second year, teaming and teachers of color:  Coverstone, Sawyer, Stengel19:20   “The Plan” throws a wrench into the Bailey progress:  Stengel, Sawyer, Coverstone21:45   The decision is made to close Bailey and the Bailey experiment unwinds:  Stengel, Sawyer, Coverstone27:55   Commentary on the importance and effectiveness of relational pedagogy:  Stengel28:50   After Bailey closed:  Stengel29:30   But why?                        Administrative failure to understand what was happening                        Fix-it mindset vs. relational perspective                        Short-termism                        Systemic pushback                        Racism                        Leader's naivete64:20   Wrap-up and lead in Chasing Bailey, Season 2.  Barbara Stengel, Christian Sawyer In this eighth episode, there are references to a variety of social, educational and historical news and commentary. You can find sources to find out more about these at our website:  www.chasingbaileypod.com.Chasing Bailey is a podcast about a group of teachers, leaders, and others who dedicated themselves to changing the fortunes of a failing middle school in Nashville TN from 2012 to 2016. They succeeded, but their achievement was bittersweet. In 2016, the district closed that school. Still, those who were there knew they had stumbled onto something special, some important educational truths that might help all of us find our way out of the morass that COVID 19 has left us in. Our Host is Barb Stengel, a retired professor of educational practice at Vanderbilt University's Peabody College. She is a self-described fan of the Bailey experiment.Between 2012 and 2016, Barb spent one day a week at Bailey, coordinating the school's collaboration with Peabody, and serving as an informal cheerleader while also learning from this remarkable effort. She knew early on it was a story worth telling. So over the past year, Barb has spent time with dozens of staff, students, parents, and district administrators who were eager to talk about their experiences.  This episode was edited and co-produced by Brenna Fallon.   The executive producer is Dr. Lowery Woodall, Millersville University of Pennsylvania. Our theme music is Midnight Blues by lemonmusicstudio.  Occasional music for this episode includes Blues Vibes by Michael Kobrin.  (Music available on Pixabay.) This is the final episode of the first season of Chasing Bailey.  New episodes will be released as the 2023 school year begins.   We plan on two episodes a month. You can find the entire first season on Spotify, Apple Podcasts, Amazon, and Stitcher, and nearly anywhere else you find your podcasts. If you appreciate what you hear, please subscribe to Chasing Bailey, leave us a review, share with your friends by word of mouth, and post on social media.   Follow us onInstagram:       https://www.instagram.com/chasing_bailey/    Twitter:           https://twitter.com/chasing_baileyTiktok:            https://www.tiktok.com/@chasing_baileyFacebook:       https://www.facebook.com/Chasing-Bailey-107279178665337/ More information is available at www.chasingbaileypod.com/home. We look forward to your comments and questions at Chasingbaileypod@gmail.com.

Dr. Ebony McGee - a professor of diversity and STEM education at Vanderbilt University's Peabody College - joins Tavis to explore the intricate connections between imposter syndrome and the uphill battles experienced by marginalized individuals in the world of STEM (Science, technology, engineering, and mathematics).

In this session, Julie and Ginger invite Dr. Jon Baylin into the studio.   Dr. Baylin received his doctorate in clinical psychology from Peabody College of Vanderbilt University in 1981 and he has been working in the mental health field for 35 years.   He has immersed himself in the study of neuroscience and in teaching mental health practitioners about the brain. Dr. Baylin delivers keynote addresses nationally and internationally. He collaborates with Dr. Daniel Hughes and their first book, Brain Based Parenting, was released in 2012. In 2016, their second book, The Neurobiology of Attachment-Focused Therapy was released. Today, Julie, Ginger and Dr. Baylin are talking about the “Power of the Pause”.  Dr. Baylin says a child's brain, especially one that has experience childhood trauma, is all about getting a very quick reaction to things, but sometimes that fast reaction is not the best. By teaching the children the power of the pause, we can help them gain self-control and feel empowerment.  The pause helps all of us move beyond only using our amygdala and using the higher portion of our brain.   Dr. Baylin says, “We can upshift our brains by pausing.” Listen in to learn more about this concept and how it truly is based in relationship. To order Dr. Baylin and Dr. Hughes' books, visit ATN's Bookshop at https://bookshop.org/shop/AttachmentTraumaNetwork.

Today's educators need the training to support trauma-informed practices in the classroom. The Emory & Henry College's Creating Trauma-Informed Resilient Schools course provides targeted and convenient professional development to offer tools to create resilient school communities. A new online trauma-informed care in the classroom course is offered by Emory & Henry College's Department of Education. The course was filmed with a live audience and is offered in eight modules. Module 1: Basics of Trauma, ACEs, and Keys to Using a Trauma-Informed Approach Module 2: Trauma-Informed Care: Prioritizing Self-Care and Workplace Wellness Module 3: Addressing Trauma and Race in the Classroom Module 4: Strategies for Creating Trauma-Informed Classrooms Module 5: Building Resilience and Promoting Protective Factors Module 6: A Roadmap for Creating Trauma-Informed Resilient-Focused Schools Module 7: Building a Trauma-Informed Resource Library Module 8: Lessons Learned from Smyth County in Their Journey Dr. Frederick: Dr. Frederick is originally from Fort Walton Beach, Florida, and earned her Bachelor of Science in Secondary Education Social Studies from Auburn University in Auburn, Alabama. She began her teaching career in an urban school division in Austin, Texas, and taught middle school history for three years before moving to Virginia. In 2005 Dr. Frederick earned her Master's in Education in School Administration from Peabody College at Vanderbilt University. During this time she also began teaching middle school social studies in Washington County, VA. In 2014, she moved into school administration as a middle school assistant principal. Dr. Frederick earned her Doctorate of Education from East Tennessee State University in 2019 in Educational Leadership, Policy, and Analysis. In 2018, Dr. Frederick joined the Education Department faculty and teaches Human Growth and Development, Assessing for Learning, Pracitcum in Education, and Student Teaching Seminar. Dr. Frederick also serves as the Neff Center's Director for Teacher Education, Education Department Chair, and CAEP Lead. Dr. Frederick currently lives in Abingdon, Virginia with her husband and their two sons. Becky Haas: Becky Haas is an international advocate and trainer on using a trauma-informed approach, the Adverse Childhood Experiences (ACEs) study, and Positive Childhood Experiences (PCEs) study. She is a pioneer in creating trauma-informed communities. Guest speakers include educators effectively using trauma-informed practices in their school systems.

As humans, we all want to feel a real sense of connection. This is especially true among adolescents. Teenagers want to feel known and supported, which is why creating communities for them to thrive is essential for their development. According to our guest this week, when teenagers are connected with a strong community full of healthy relationships, they can succeed not only in their recovery journey but in life as they venture on into adulthood. Andy Finch is a Professor of Practice at Vanderbilt University's Peabody College and is a core faculty member in the Human Development Counseling program. Dr. Finch co-founded the Association of Recovery Schools, and he has been a lead researcher on two national studies of recovery high schools and helped write their standards for accreditation. Dr. Finch helped start Community High School in Nashville, one of the early recovery high schools, where he worked as a counselor and administrator for nine years. Dr. Finch also helped found Vanderbilt's collegiate recovery program. Dr. Finch's most recent project includes a recovery high school history to be published by Oxford University Press. Be sure to tune in as Jamie, Andrew, and Andy discuss the importance of creating communities of support for teens (especially in recovery) and the overwhelmingly positive data found in sober high schools vs. traditional high schools. They also chat about how adults can model positive behavior and why teens may benefit from attending a smaller high school that's focused on their overall health and well-being.  Topics Discussed: How peer groups play a crucial role in adolescent lives How adults model positive behavior by taking accountability for their actions Why daily check-ins matter for teens individually & the culture of the school Keeping mental health at the forefront of teens' needs Resources:  Article: Recovery High Schools: Effect of Schools Supporting Recovery from Substance Use Disorders https://www.tandfonline.com/doi/full/10.1080/00952990.2017.1354378 Book: Salvaging a Teenage Wasteland: Origins of the Recovery High School Movement (2023, New York: Oxford University Press) Connect with Dr. Andy Finch: LinkedIn: https://www.linkedin.com/in/andyjfinch/   Connect with Archway Academy: Facebook: https://www.facebook.com/archwayacademyhtx/  Instagram: https://www.instagram.com/archwayacademy/  YouTube: https://www.youtube.com/channel/UCVBgxwG5CC6qBcJ3U6KcK5Q  Contact Archway Academy: If you or a student you know needs help, visit the website, or call the number below to schedule a tour. We are here to help.  Address: 6221 Main Street Houston, TX 77030 Call: 713.328.0780  Email: sasha.coles@archwayacademy.org Website: https://www.archwayacademy.org  About Archway Academy: "Where Education Meets Recovery."  Archway is the largest recovery high school in the nation, located in the sunny heart of Houston, Texas. We meet the individual educational needs of teens recovering from Substance Use Disorder with care, compassion, respect, and rigor. **The views and opinions expressed by our guests are those of the individual and do not necessarily reflect those of Archway Academy. Any content provided by our student co-host(s) or guests is their opinion and is not intended to reflect the philosophy and policies of Archway Academy itself. Nor is it intended to malign any recovery method, religion, ethnic group, club, organization, company, individual, or anyone or anything. --- Send in a voice message: https://podcasters.spotify.com/pod/show/archway-academy/message

What does it mean to be a truly diverse organization? In this episode of our college tour, I get to chat with Dr. Corbette Doyle from Vanderbilt University on this very topic. We talk aboutWhat it means to be a diverse organizationRecommendations for small businessesWhat's happening at Vanderbilt with LeadershipDr. Corbette Doyle is a Senior Lecturer of Leadership and Organizational Performance at Peabody College, Vanderbilt University. Her particular areas of expertise are Diversity, Equity, Inclusion and Belonging in the Workplace; Women's Leadership; Strategy; Evidenced-based Management; Strategic Workforce Planning & Analytics; and Talent Development. Prior to joining Vanderbilt's faculty in 2008, Corbette was the Chair of the Health Care Industry practice at Aon plc. and reported to the CEO as the global Chief Diversity Officer (CDO).She serves on the boards, advisory boards and leadership councils of: StreetSolid Industries, Nissan America's Executive Diversity Council, Bridge My Return, Havarti Risk Services, and Women Business Collaborative. She previously served on the Boards of Martin Methodist College, Definity Health, Sterling Life Insurance, Evolve Women's Foundation, the Professional Liability Underwriting Association, the CPCU Board of Governors, ASHRM, and was the president of the Owen Alumni Board.Dr. Doyle earned her doctorate in Organizational Leadership at Northeastern University, graduated first in her EMBA class at the Owen School at Vanderbilt, and graduated Magna Cum Laude from SUNY Oswego in Economics (Major) and Math (minor).Support the showThanks for listening! If you enjoyed this episode, please support us on Patreon. For more leadership tools, check out the free workbooks at KylaCofer.com/freestuff. Book Kyla to speak at your event here, or to connect further, reach out to Kyla on LinkedIn and Instagram.All transcripts are created with Descript, an amazing transcript creation and editing tool. Check it out for yourself!Leadership School Production:Produced by Kyla CoferEdited by Neel Panji @ PodLeaF ProductionsAssistant Production Alaina Hulette

Dale Farran, Professor Emerita at Vanderbilt University's Peabody College, joins the show to discuss her groundbreaking longitudinal study into the efficacy of PreK in Tennessee, and what the results tell us about what preschool should be.https://www.npr.org/2022/02/10/1079406041/researcher-says-rethink-prek-preschool-prekindergarten

Today, we're joined by Dr. Carrie Grimes, Assistant Professor and Director of the Independent School Leadership Graduate Program at Vanderbilt University's Peabody College. At Peabody, Carrie serves as a faculty member across different graduate programs in the department of Leadership Policy and Organization in addition to her role as Program Director of the Independent School leadership master's degree program. Carrie is here to share with us the exciting research and changes at Peabody that have led to an increase in women joining the Independent School Leadership Graduate Program. These intentional changes are a reimagining of not only the training of our leaders but also leadership itself.  

FreshEd is on break! While we are away, we'll re-play some of our favourite episodes. Two quick notes: First, please consider donating to FreshEd to keep us open access and ad-free. https://paypal.me/FreshEdPodcast Second, applications are open for Season 3 of FreshEd Flux. Apply now! https://freshedpodcast.com/flux/apply/ -- The World Bank hasn't always made loans to education. Post-World War II, the Bank focused mainly on infrastructure. Even when it did start lending to education in the 1960s, it used the idea of manpower planning, the process of estimating the number of people with specific skills required for completing a project. Only in the 1970s did the World Bank begin to think of education in terms of rates of return: the cost-benefit calculation that uses expected future earning from one's educational attainment. The introduction of rates of return inside the World Bank was no easy process. The internal fights by larger-than-life personalities were the stuff legends are made from. Yet, these disputes often go unnoticed, hidden behind glossy reports and confidence. Today Stephen Heyneman takes us back in time when he introduced rates of return to the World Bank. He discusses how he used them to his advantage and how he ultimately lost his job because of them. Stephen Heyneman is Professor Emeritus of international education policy at Peabody College, Vanderbilt University. He served the World Bank for 22 years between 1976 and 1998. Citation: Heyneman, Stephen, interview with Will Brehm, FreshEd, 155, podcast audio, May 20, 2019. https://www.freshedpodcast.com/heyneman/ -- Get in touch! Twitter: @FreshEdpodcast Facebook: FreshEd Email: info@freshedpodcast.com Support FreshEd: www.freshedpodcast.com/donate

In this series, Michael is exploring community power — what it is, how it's linked to better outcomes, such as health, and what its limitations are. The series is in collaboration with Pritpal S Tamber, a researcher and consultant on the link between community power and health, and a Non-Executive Director of Ratio. In this episode, Michael talks to Paul W. Speer, a Professor in the Department of Human and Organizational Development at Peabody College in Vanderbilt University. Paul shares his insights through a series of anecdotes. To learn more about Paul's work, consider the following: Paul is worried about our ability to form relationships; he explains why in this 2018 article describing three interrelated trends threatening developing social relationships Although he does not mention it in the episode, Paul is clear-eyed about what kind of change matters. He calls it ‘restructuring', which is described in this 1988 article by Edward Seidman, a Professor of Applied Psychology at NYU Paul and colleagues have studied ISAIAH, a multi-racial, nonpartisan coalition of faith communities fighting for racial and economic justice in Minnesota. It's considered to be at the leading edge of how community power can pursue equity. See Paul's study here The epilogue between Michael and Pritpal reflects their views, not necessarily Paul's. Subscribe to Ratio's Newsletter here and find out more about Pritpal S Tamber's work here. Get in touch with us any time by sending an email to hello@ratio.org.uk. Ratio Talks is produced with the help of sound designer Nik Paget-Tomlinson and creative director Richard De Angelis. The show's theme song is by Luca Picardi.

We welcome YOU back to America's leading higher education podcast, The EdUp Experience! It's YOUR time to #EdUp In this episode, YOUR guest is Dr. Cynthia Osborne, Founder & Executive Director of the National Prenatal-to-3 Policy Impact Center & Professor of Early Childhood Education and Policy in the Department of Leadership, Policy, & Organizations at the Peabody College of Vanderbilt University YOUR host is Elvin Freytes & YOUR sponsor is Commencement: The Beginning of a New Era In Higher Education! Why should Higher Ed focus on prenatal education? Why is the business sector investing more in this space & what can Higher Ed leaders do to get involved? What does Cynthia see as the future of Higher Ed? Listen in to #EdUp! Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - Elvin Freytes & Dr. Joe Sallustio ● Join YOUR EdUp community at The EdUp Experience! We make education YOUR business! --- Send in a voice message: https://anchor.fm/edup/message

October 31, 2022Chasing BaileyEpisode 6: Allyship at its Best? Black Teachers Lead the Way  Have we unintentionally reinforced a stereotype about Black and white teachers in the last two episodes?  In a majority Black school, do the Black teachers carry the social-emotional weight (and expertise), while the white teachers are the instructional and academic experts?  That's definitely not the story we wanted to tell about Bailey, so in this episode, we address the issue head on, inviting teachers and teacher leaders to talk about how Black and white learned to work together by working together over time and by facing “difficult conversations” about race head on.   We take up the difference between “transactional allyship” at the beginning that morphed into “allyship in action” as trust and understanding developed.   We look at the sometimes invisible labor that Black educators are asked to take up (and what it costs) and the phenomenon of epistemic injustice that Black educators experience all too often.  00:00  Introduction: Allyship across Color Lines, Barbara Stengel03:20   The Danger in Narratives of Erasure Global Literacy Team Leader Whitney Bradley, Stengel07:18   The Costs of Allyship Exceptional Education Team Leader LaKeisha Harding, Math Team Leader Kelly Aldridge Boyd11:57   Invisible Labor  Stengel, Karen Dorris Wolfson, Bradley, Harding19:14   Acknowledging the Critical Role of Black Educators  Stengel, ELA Teacher Charlsie Wigley, STEM Coordinator Julie Hasfjord25:20   But Missing What It Cost Them?   Stengel, Math Teacher Madison Knowe 27:01   Epistemic Injustice  Stengel, Aldridge, Bradley 31:34   From Transactional Allyship to Allyship in Action  Stengel, Bradley, Aldridge37:58   How Leadership Shapes Allyship  Harding, Aldridge, Stengel, Wigley 42:02   The Sawyer-Jasper Model  Stengel, Bradley45:40   Not Afraid to Talk About Race  Stengel, Aldridge, Resident Alex Casarez, Knowe52:40   Allyship at its Best  Stengel, Science Team Leader Sarah Prawel56:57   Next Time:  What Success Looked Like in the Lives of Scholars   In this sixth episode, there are references to a variety of social, educational and historical news and commentary. You can find sources to find out more about these at our website:  www.chasingbaileypod.com.  Chasing Bailey is a podcast about a group of teachers, leaders, and others who dedicated themselves to changing the fortunes of a failing middle school in Nashville TN from 2012 to 2016. They succeeded, but their achievement was bittersweet. In 2016, the district closed that school. Still, those who were there knew they had stumbled onto something special, some important educational truths that might help all of us find our way out of the morass that COVID 19 has left us in.  Our Host is Barb Stengel, a retired professor of educational practice at Vanderbilt University's Peabody College. She is a self-described fan of the Bailey experiment.Between 2012 and 2016, Barb spent one day a week at Bailey, coordinating the school's collaboration with Peabody, and serving as an informal cheerleader while also learning from this remarkable effort. She knew early on it was a story worth telling. So over the past year, Barb has spent time with dozens of staff, students, parents, and district administrators who were eager to talk about their experiences.  Chasing Bailey is hosted and narrated by Dr. Barbara Stengel, Vanderbilt University. This episode was edited and co-produced by Brenna Fallon.   The executive producer is Dr. Lowery Woodall, Millersville University of Pennsylvania. Our theme music is Midnight Blues by lemonmusicstudio.  Occasional music for this episode includes Soul Food by Chris Haugen and Good Friends by Caffeine Creek Band. New episodes will drop on the last day of the month.  You can find us on Spotify, Apple Podcasts, Amazon, and Stitcher, and nearly anywhere else you find your podcasts. If you appreciate what you hear, please subscribe to Chasing Bailey, leave us a review, share with your friends by word of mouth, and post on social media.   Follow us onInstagram:       https://www.instagram.com/chasing_bailey/    Twitter:           https://twitter.com/chasing_baileyTiktok:            https://www.tiktok.com/@chasing_baileyFacebook:       https://www.facebook.com/Chasing-Bailey-107279178665337/ More information will be available at www.chasingbaileypod.com/home. We look forward to your comments and questions at Chasingbaileypod@gmail.com.

In this episode, Prince Taylor, Deputy Director, VA Center for Development & Civic Engagement at the US Department of Veterans Affairs shares how their organization moved a friendly visitor program online and adapted it for remote volunteers.   The Compassionate Contact Corps is a virtual social prescription program where trained volunteers are matched with Veterans that are experiencing loneliness or are socially isolated. The volunteer typically calls the veteran weekly for 15-60 minutes to provide socialization and companionship via phone or video calls. In our chat. Prince shares how the program came about through the enthusiastic advocacy of his local coordinators and how they structured the program for success.  The early data on this pilot program shows that these calls improve the mental health and well-being of veterans, who are referred by their providers to the program. We also discuss how staff prepare volunteers to be successful in the program without overextending themself or transgressing professional boundaries and where they find volunteers to help. For more information, visit VA Center for Development and Civic Engagement Home For more on how to partner or participate, visit Compassionate Contact Corps - VA Center for Development and Civic Engagement For More: For more on how volunteer-involving organizations serve veterans using remote volunteers, check out Time + Talent Podcast Episode 305: How Remote Volunteering Gave this Organization an Edge! Guest Bio: Mr. Prince Taylor has served as Deputy Director for VA Voluntary Service since October 2018.  Formerly he was the HR Manager for VA's Office of Operations, Security, and Preparedness where he managed all human resource activities, advised political and career senior executives.  While serving on the VA's Veterans Month Committee, he started the Department's TEDxVeteransAffairs program.   He was selected by the VA's Corporate Executive Development Board for the Partnership in Public Service's Excellence in Government Fellowship, which he completed in 2016 and served as a co-coach in 2018 and 2019.  Currently he serves on several advisory boards and committees, including the National VA Voluntary Service Advisory Board and the National Technical Career Field Advisory Board.  He has completed VA's Transformational Coaching (Apprentice) program and began a doctoral program at Vanderbilt University's Peabody College in August 2020 in Leadership in Learning Organizations.   Prince served 12 years in the U.S. Navy, serving as a deck seaman, gunner's mate, yeoman, and intelligence specialist (he couldn't seem to keep a job).  He served in numerous locations around the country and overseas.  He has received an M.Ed. in Workforce Education and a Bachelors in Paralegal Studies and Political Science from Southern Illinois University - Carbondale.  Today, he will give an overview of a new national program he leads called the Compassionate Contact Corps. You can reach Prince on LinkedIn - https://www.linkedIn.com/in/prince-taylor  

September 30, 2022Chasing BaileyEpisode 5: To Fail Safely:  Teachers' Creativity as the Lifeblood of Learning In this fifth episode of Chasing Bailey, we consider the question of curriculum.  What was the curriculum that powered academic success at Bailey and how did it come to be?  The short answer is that teachers created the curriculum on the fly by focusing laser-like on their students' needs and prior understanding, freed up to do that by a principal who saw brilliance in the teachers and the scholars.  Turns out he was right …  00:00  Introduction:  Teachers' Creativity as the Lifeblood of Learning02:06   What about Curriculum? Barbara Stengel04:06   Failing Safely: STEM at Bailey  Stengel, Teacher/Resident Madison Knowe, Teacher Chrissy Philo, STEM Coordinator Julie Hasfjord, Principal Christian Sawyer11:36   What Was the Curriculum at Bailey?  Stengel, Philo, Knowe, Hasfjord, Sawyer, Laufman25:23   Bound by Testing??  Stengel, Sawyer, Knowe, Philo, Hasfjord, ELA Resident Kenan Kerr31:32   Global Literacy   Stengel, Sawyer, Philo, Kerr 36:35   Voice and Choice as a Path to Rigor  Knowe, Hasfjord, Philo, Sawyer 39:16   Voice, Choice, and STEM Electives  Hasfjord, Sawyer, Philo, Knowe43:29   Accepting Their Own Brilliance Stengel, Math Resident Sam Fout45:25   A Focus on Acceleration: Algebra for All  Stengel, Knowe, Sawyer, Math Leader Kelly Aldridge53: 41  Teachers Really Were the Lifeblood of the Curriculum  Stengel54:54   Next Time:  Hearing from the Bailey Scholars   In this fifth episode, there are references to a variety of social, educational and historical news and commentary. You can find sources to find out more about these at our website:  www.chasingbaileypod.com. Our Host is Barb Stengel, a retired professor of educational practice at Vanderbilt University's Peabody College. She is a self-described fan of the Bailey experiment.Between 2012 and 2016, Barb spent one day a week at Bailey, coordinating the school's collaboration with Peabody, and serving as an informal cheerleader while also learning from this remarkable effort. She knew early on it was a story worth telling. So over the past year, Barb has spent time with dozens of staff, students, parents, and district administrators who were eager to talk about their experiences.   Chasing Bailey is hosted and narrated by Dr. Barbara Stengel, Vanderbilt University. This episode was edited and co-produced by Brenna Fallon.   The executive producer is Dr. Lowery Woodall, Millersville University of Pennsylvania. Our theme music is Midnight Blues by lemonmusicstudio.  Occasional music for this episode includes Blues Vibes by Michael Kobrin.  New episodes will drop on the last day of the month.  You can find us on Spotify, Apple Podcasts, Amazon, and Stitcher, and nearlyl anywhere else you find your podcasts. If you appreciate what you hear, please subscribe to Chasing Bailey, leave us a review, share with your friends by word of mouth, and post on social media.   Follow us onInstagram:       https://www.instagram.com/chasing_bailey/    Twitter:           https://twitter.com/chasing_baileyTiktok:            https://www.tiktok.com/@chasing_baileyFacebook:       https://www.facebook.com/Chasing-Bailey-107279178665337/ More information will be available at www.chasingbaileypod.com/home. We look forward to your comments and questions at Chasingbaileypod@gmail.com.

As recently as a decade ago, the concept of “value” rarely found its way into discussions about federal and state policymaking about higher education. Now it's unusual to hear a meaningful conversation that doesn't raise the issue. This week's episode of The Key, the second in a three-part series on the value of higher education, examines how politicians and policy makers are responding to growing public doubt about the value of colleges and credentials by defining and trying to measure whether individual institutions and academic programs are benefiting consumers.  Guests include Clare McCann, who until last month was a key member of the Biden administration's higher education policy team, and is now higher education fellow at Arnold Ventures; Will Doyle, a professor of higher education at Vanderbilt University's Peabody College, who studies the government's role in higher education; and Ernest Ezeugo, a federal policy strategy officer at Lumina Foundation who previously worked at Young Invincibles and the State Higher Education Executive Officers association. They discuss how the concept of value is factoring into state and federal policy, what's driving that trend, and whether an overdependence on economic outcomes can lead to unintended consequences. Hosted by Inside Higher Ed Editor Doug Lederman Episode sponsored by Bill & Melinda Gates Foundation

August 31, 2022Chasing BaileyEpisode 4: Love and Limits: Re-making Culture for/and Learning at Bailey In this fourth episode of Chasing Bailey, we turn to the critical issue of culture for learning and growth.  We think about the transformation that supported the Bailey shift from “persistently dangerous” and academically unmoored in 2011 to solidly “Satisfactory” on the district's School Assessment Measure in 2015.  That movement was spearheaded by Chief of Culture Claire Jasper who, with her “Culture Team,” steered the change based on “Love and Limits.”  00:00  Introduction:  Love and Limits: Re-making Culture for/and Learning at Bailey04:25   What “Love and Limits” Looks Like  Chief of Culture Dr. Claire Jasper, Narrator Barbara Stengel22:10   The Socio-political and Educational History of Bailey Middle School  Stengel, Teacher Leader Whitney Bradley Weathers, Principal Christian Sawyer27:20   Critical, Pragmatic, Idealistic, Progressive Vision  Sawyer29:50   The Culture Team and How it Operated  Dean Yolanda Porter, Social Worker Keith Ekhator, Communities in Schools Coordinator Kevin Haggard, Stengel36:43   Love and Limits but not ‘Muscle':  How to Circumvent the School to Prison Pipeline through Trauma-Informed and Restorative Practices  Porter, Haggard, Ekhator, Stengel, Resident Kenan Kerr, Resident Laura Laufman, Science Teacher Cassie Beasley44:01   An Intentional Culture of Respect, Shared Beliefs, and Laughter Counselor April Roberts, Dean Art Taylor, Haggard, Stengel49:15   Resistance?? Math Teacher Leader Karen Dorris Wolfson, Math Teacher Kristin Petrony, Stengel54:25   Next Episode: Sparking Responsibility and Re-imaging Curriculum, Stengel  In this fourth episode, there are references to a variety of social, educational and historical news and commentary. You can find sources to find out more about these at our website:  www.chasingbaileypod.com. Our Host is Barb Stengel, a retired professor of educational practice at Vanderbilt University's Peabody College. She is a self-described fan of the Bailey experiment.Between 2012 and 2016, Barb spent one day a week at Bailey, coordinating the school's collaboration with Peabody, and serving as an informal cheerleader while also learning from this remarkable effort. She knew early on it was a story worth telling. So over the past year, Barb has spent time with dozens of staff, students, parents, and district administrators who were eager to talk about their experiences.   Chasing Bailey is hosted and narrated by Dr. Barbara Stengel, Vanderbilt University. This episode was edited and co-produced by Brenna Fallon.   The executive producer is Dr. Lowery Woodall, Millersville University of Pennsylvania. Our theme music is Midnight Blues by lemonmusicstudio.  Occasional music for this episode includes Good Friends by Caffeine Creek Band and Soul Food by Chris Haugen.  New episodes will drop on the last day of the month.  You can find us on Spotify, Apple Podcasts, Amazon, and Stitcher, and nearly anywhere else you find your podcasts. If you appreciate what you hear, please subscribe to Chasing Bailey, leave us a review, share with your friends by word of mouth, and post on social media.   Follow us onInstagram:       https://www.instagram.com/chasing_bailey/    Twitter:           https://twitter.com/chasing_baileyTiktok:            https://www.tiktok.com/@chasing_baileyFacebook:       https://www.facebook.com/Chasing-Bailey-107279178665337/ More information will be available at www.chasingbaileypod.com/home. We look forward to your comments and questions at Chasingbaileypod@gmail.com.

Today's guests are people who are near and dear to Matt's heart. Jeff and Laura Sandefer, the founders and creators of Acton Academy, are the people who started it all. What started as something they wanted to build for their own children has grown into an alternative education program with locations across the world. After being awarded the highly competitive Walter Wattles Fellowship at Lloyd's of London, Laura worked in the aviation insurance industry in New York City. Deciding to follow her calling into the world of education, Laura returned to Nashville and earned her Master of Education at Peabody College. This led her to her work at the Oklahoma Arts Institute, creating fine arts education programs for teachers and talented high school students. Laura married Jeff Sandefer and is the happy mother of Sam and Charlie and step-mother to Taite. It is the inspiration of these children that led Laura and Jeff to co-found Acton Academy. As an entrepreneur, Jeff founded his first company at age 16 and went on to found or co-found seven successful businesses. As a Socratic teacher at the University of Texas, Jeff's students five times voted him the school's Outstanding Teacher and Businessweek named him one of the top Entrepreneurship professors in America. Jeff went on to co-found the Acton School of Business, an MBA program perennially ranked by the Princeton Review among the best in the nation. In 2012 The Economist honored him as one of the top fifteen Business School professors in the world. Jeff is a graduate of the Harvard Business School, where he served for over twenty years on the school's governing committees. He was a longtime director of the Philanthropy Roundtable and National Review magazine and one of the youngest members ever elected to the Texas Business Hall of Fame. Now, hear their take on the Essential 11 Questions. More places you can find Jeff & Laura: Instagram - @laurasandefer, @actonacademy Website - https://www.actonacademy.org/austin Book - Courage to Grow

July 31, 2022 Chasing Bailey Episode 3: Locating Leadership at the Heart of Teaching and Learning  The third episode of Chasing Bailey looks at how teacher leadership multiplies the point and power of teams in schools.  Four teacher leaders – Kelly Aldridge Boyd , LeKeisha Harding, Whitney Bradley Weathers, and Lindsey Nelson -- describe their experience and outline how they grew into their roles. Host Barb Stengel links the work of these teacher leaders to the actions of the school principal, Christian Sawyer, highlighting how his willingness to let go was as important as his efforts to guide and support.  In the end, we are left to wonder what love's got to do with it.    00:00  Introduction:  Locating Leadership at the Heart of Teaching and Learning 04:37 The Roles and Responsibilities of Teacher Leaders at Bailey, Kelly Aldridge Boyd,  LeKeisha Harding, Whitney Bradley Weathers, and Lindsey Nelson with Narrator Barb Stengel 11:05 How Much Time Were Teachers Leaders Teaching Kids?  Aldridge Boyd, Harding, Bradley Weathers, and Nelson with Stengel 21:36 What Difference(s) Did Teacher Leaders Make for Scholars and Colleagues?  Aldridge Boyd, Harding, Bradley Weathers, and Nelson with Stengel 30:54 How Were Teachers Leaders Recruited, Encouraged, and Developed?  Aldridge Boyd, Harding, Bradley Weathers, and Nelson with Stengel 45:30 Bailey as a Crucible for Leadership Aldridge Boyd, Harding, Bradley Weathers, and Nelson with Stengel 52:19 Principal Sawyer as the “Source” for Teacher Leadership?  Janita Sanders, Conley Flynn, Sarah Prawel, Laura Lauffman, Greta Knudsen 59:35 Love and Learning at Bailey Student Jasmine Summers   At the core of this episode is a 90-minute interview with the four teacher leaders named above. Nearly half of the interview found its way into this episode.  However, the interview was so lively and rich that we are making the entire audio file available for those who want to follow up on the insights of these four educators.  Extended conversations about how race figured in their work and about how we might be reconstructing schools post-pandemic can be found toward the end of the interview.   To listen to the entire discussion, go to www.chasingbaileypod.com.    Our Host is Barb Stengel, a retired professor of educational practice at Vanderbilt University's Peabody College. She is a self-described fan of the Bailey experiment. Between 2012 and 2016, Barb spent one day a week at Bailey, coordinating the school's collaboration with Peabody, and serving as an informal cheerleader while also learning from this remarkable effort. She knew early on it was a story worth telling. So over the past year, Barb has spent time with dozens of staff, students, parents, and district administrators who were eager to talk about their experiences.    Chasing Bailey is hosted and narrated by Dr. Barbara Stengel, Vanderbilt University.  This episode was edited and co-produced by Brenna Fallon.   The executive producer is Dr. Lowery Woodall, Millersville University of Pennsylvania.  Our theme music is Midnight Blues by lemonmusicstudio.  Occasional music includes SundayBlues by Francis McDonald.   New episodes will drop on the last day of the month.  You can find us on Spotify, Apple Podcasts, Amazon, and Stitcher, and nearly anywhere else you find your podcasts.  If you appreciate what you hear, please subscribe to Chasing Bailey, leave us a review, share with your friends by word of mouth, and post on social media.   Follow us on Instagram: https://www.instagram.com/chasing_bailey/     Twitter: https://twitter.com/chasing_bailey Tiktok: https://www.tiktok.com/@chasing_bailey Facebook: https://www.facebook.com/Chasing-Bailey-107279178665337/  More information will be available at www.chasingbaileypod.com/home. We look forward to your comments and questions at Chasingbaileypod@gmail.com. 

In this episode, Judith Brauer with NISTS, interviews Tiara Freeman and Tsionah Novick. They discuss their experience with undergraduate research as transfer students as well as the findings from their research project, “Developing Community Interventions within Predominately White Institutions (PWI) Advising Departments for Black, Indigenous, People of Color (BIPOC) Transfer Students.” Tiara Freeman | LinkedIn | InstagramTiara is a graduate of Portland State where she earned her B.S. in psychology with a concentration in neuroscience. She is a student co-investigator for a community psychology action research project that assessed how academic advising practices can act as important touch points for establishing BIPOC transfer students' sense of belonging while transitioning to a new university. Tiara is also a volunteer researcher within the Daily Affect, Drinking and Interpersonal Context Health Lab where she is interested in how environmental features may contribute to drinking and other health-related outcomes. She also volunteers for the NW Noggin Neuroscience Outreach Program. Her personal research interests include the restorative benefits of nature, burnout and technology, as well as intervention work designed to treat substance abuse. Tsionah Novick | LinkedIn | InstagramTsionah is a Portland Community College transfer student who completed her B.S. in Psychology and Social Science with a certificate in Community Psychology at Portland State University. Tsionah is also a first-generation and returning student. In addition to being a co-investigator for the Student Partners for Anti-Racist Advising, Tsionah is a Research Assistant in the Stigma, Resilience, Inequality, Identity, & Diversity (StRIID) Lab at PSU. Tsionah was recently admitted to the Community Development and Action M.Ed. program at Vanderbilt's Peabody College where she will be attending in 2023. Tsionah's research interests include the intersections of gender, religion, and wellness using qualitative research methods.Resources MentionedTiara and Tsionah's NISTS conference presentation “Developing Community Interventions within Predominately White Institutions (PWI) Advising Departments for Black, Indigenous, People of Color (BIPOC) Transfer Students”Student Partners for Anti-Racist Advising (SPARA) WebsiteAdvisor Checklist for BIPOC Transfer Student Support #NISTS #TransferPride #TransferSuccess #TransferResearch #TransferAdvocacy  #TransferChampion #TNTalks #TransferNationKeep talking with Transfer NationIG: @WeAreTransferNationTikTok: @TransferNationTwitter: @TransferPrideFB Group: Transfer NationEmail: WeAreTransferNation@gmail.comTalk soon!Show CreditsHost | Judith BrauerGuest | Tiara Freeman, Tsionah NovickProducers | Sam Kaplan, Brandon RodríguezSound Editing | Abraham Urias

Ingrid Cockhren is the CEO of PACEs Connection, a social network that connects organizations, systems, and communities that implement trauma-informed policies and practices, as well as positive and adverse childhood experience (PACEs) science.  Ingrid dedicated her career to educating the public about the connection between adversity and poor health outcomes, including depression, anxiety, criminal behavior, and incarceration.   Ingrid entered academia with the question, “Why do so many African American children end up in our juvenile justice system?” Considering Black parenting styles, scientific colonialism, toxic stress, and intergenerational trauma, she makes the connection between adverse childhood experiences and the implications of historical trauma.  She also shares how her own adverse experience as a survivor of childhood sexual abuse and her work with primarily black incarcerated youth brought her to complex and historical trauma.  About Ingrid Cockhren:  Ingrid Cockhren is an adjunct professor specializing in Black psychology, developmental psychology, abnormal psychology, and personality theory at Tennessee State University. She holds a B.S. in psychology from Tennessee State University and an M.Ed. in child studies from Vanderbilt University's Peabody College, specializing in minority and impoverished children. Cockhren's research focuses on African American parenting styles, positive and adverse childhood experiences, historical trauma, intergenerational trauma, brain development, developmental psychology, and epigenetics.  Learn More:www.pacesconnection.com www.acestoohigh.com To read the full show notes and discover more resources visit https://www.narmtraining.com/podcast *** NARM Training Institute https://www.NARMtraining.com View upcoming trainings: https://narmtraining.com/schedule Join the Inner Circle: https://narmtraining.com/online-learning/inner-circle *** The NARM Training Institute provides tools for transforming complex trauma through: in-person and online trainings for mental health care professionals; in-person and online workshops on complex trauma and how it interplays with areas like addiction, parenting, and cultural trauma; an online self-paced learning program, the NARM Inner Circle; and other trauma-informed learning resources.   We want to connect with you! Facebook @NARMtraining YouTube Instagram @thenarmtraininginstitute

This second episode of Chasing Bailey explores the first of several characteristics that marked the practice of education at Bailey: that is, teaming. Content teachers, special educators, teacher leaders, paraprofessionals, and residents learning to teach collaborated on both grade level and content-focused teams to encourage the growth and development of every scholar. Host Barb Stengel documents the difficulties in learning to team well and the remarkable successes that resulted from persistence and commitment. She focuses not only on the structure of the teams, but also on the infrastructure that teaming made possible: 1) a relentless focus on students' growth, 2) a consistent care for teachers and all staff, 3) the space for both collaboration and autonomy, and 4) an expansive understanding of inclusion. In the end, teaming at Bailey included educators and scholars in a shared focus on learning for all. There are post-pandemic lessons in this for all of us. 00:00 Introduction: Teaching is a Team Sport 03:52 The Power of the Teacher Team. Principal Christian Sawyer 05:45 Getting going with Teaming in the 7th and 8thGrade, Team Lead Kelly Latham, Counselor April Roberts, and Resident Amanda West 13:40 Teaming in the 5th and 6thGrades. Team Lead Jennifer Hurst, Exceptional Educator/Dean Art Taylor, Kristin Petrony and Laura Laufman 21:40 Teaming and Collaboration Resident Alex Casarez 23:55 Shared and Sharp Focus on Scholars. Exceptional Educator Janita Sanders, Resident Kenan Kerr, TFA Corps Member Susan Benear, Student Zee Jennings, and ELA Teacher Leader Whitney Bradley Weathers 32:36 Team Structure and Teacher Supports. West, ELA Teacher Charlsie Wigley, Science Teacher Cherifa McDowell 37:30 Teams, Collaboration and Autonomy. Casarez, Math Lead Karen Dorris Wolfson 40:58 An Expansive Understanding of Inclusion. Hurst, Taylor, Petrony, Exceptional Educator Keisha Harding 46:38 The Scholars Were ON the Team! Host Barb Stengel 47:09 Teaming May Not Be for Everyone. Latham and Beasley 50:35 Logistical Gains, Social Justice Gains. Sawyer 51:22 Building Capacity Toward Teacher Leadership. Wigley Our Host is Barb Stengel, a retired professor of educational practice at Vanderbilt University's Peabody College. She is a self-described fan of the Bailey experiment. Between 2012 and 2016, Barb spent one day a week at Bailey, coordinating the school's collaboration with Peabody, and serving as an informal cheerleader while also learning from this remarkable effort. She knew early on it was a story worth telling. So over the past year, Barb has spent time with dozens of staff, students, parents, and district administrators who were eager to talk about their experiences. Chasing Bailey is hosted and narrated by Dr. Barbara Stengel, Vanderbilt University. This episode was edited and co-produced by Brenna Fallon. The executive producer is Dr. Lowery Woodall, Millersville University of Pennsylvania. For full Show Notes visit: https://www.chasingbaileypod.com/episodes/episode-two 

We are delighted today to be joined by Dr. Dale Farran and to discuss the results from a recent study of hers and colleagues, which has followed for over a decade 2,990 low-income children in Tennessee who applied to free, public prekindergarten programs. Some of the children were admitted by lottery, and the others were not, creating a “real world” randomized, controlled trial, which is the gold standard in science to show causality. Recent results show that children enrolled in the public pre-k were scoring lower than their peers in the control group on state tests of Math, English and Science in sixth grade. Furthermore, at sixth grade, they were more likely to have experienced an expulsion or suspension than their peers not enrolled in a public pre-k. But as we discuss there is much nuance and complexity to this research that must be considered when considering the results and how they can inform policy and practice. Dr. Dale Farran is an Emerita Professor at Peabody College at Vanderbilt University. Dr. Farran has been involved in research and intervention for high-risk children and youth for all of her professional career. She has conducted research at the Frank Porter Graham Child Development Center in Chapel Hill, N.C., and the Kamehameha Schools Early Education Project in Hawaii. Dr. Farran is the editor of two books dealing with risk and poverty, the author of more than 90 journal articles and book chapters, and a regular presenter at national conferences. Her recent research emphasis is on evaluating the effectiveness of alternative preschool curricula for preparing children from low-income families to transition successfully to school and longitudinal follow up for long term effects. Currently she is directing an evaluation of the State of Tennessee's prekindergarten program. Most recently, she has been involved in identifying early childhood classroom practices most facilitative of children's outcomes, including coaching tools to improve practice. You can learn more about Dr. Farran  and her work at: https://peabody.vanderbilt.edu/bio/dale-farran To learn more about the Parenting Understood email series on Pre-School please be sure to visit and join our mailing list at: https://parentingunderstood.com/

Join us for the latest episode of The Hamilton Review Podcast! In this conversation, Dr. Bob has a very important conversation with Dr. Dale Farran, a professor at Vanderbilt University that has led a very important study on the only randomized control trial of statewide prekindergarten, longitudinal evaluations of pre-k curricula, and developing measures and strategies to improve programs for young children from poor families. "Children need a stable, childcare staff that's well trained and understand children's needs, that know how to create interesting things for children to do." This is a critical conversation for parents and educators - a must listen episode that will change how you view early childhood education. Don't miss this episode friends and we thank you for listening! Dale Farran, PhD, Emerita Professor, Peabody College at Vanderbilt University, has been involved in research and intervention for high-risk children and youth all of her professional career including as a researcher on the Abecedarian Project for 10 years, most recently leading the only randomized control trial of statewide prekindergarten, longitudinal evaluations of pre-k curricula, and developing measures and strategies to improve programs for young children from poor families. How to contact Dr. Dale Farran: dale.farran@vanderbilt.edu How to contact Dr. Bob: Dr. Bob on YouTube: https://www.youtube.com/channel/UChztMVtPCLJkiXvv7H5tpDQ Dr. Bob on Instagram: https://www.instagram.com/drroberthamilton/ Dr. Bob on Facebook: https://www.facebook.com/bob.hamilton.1656

Every role I've ever had has led back to empowering women - so I was thrilled to interview Samantha Nelson. Samantha's passion is women's empowerment and organizational cultural branding. Currently, she is a doctoral student at Vanderbilt University's Peabody College studying leadership and learning in organizations which complements a Master's degree in Educational Leadership specializing in organizational systems change. Samantha holds a Diplomate and Instructorship in Biocognitive Science as well as a Diplomate in Biocognitive Organizational Science with a specialty in mission and vision development. With experience in curriculum design, she ensures a human-centered approach to personal development and vocational empowerment. Samantha's an incredible woman whose passion is women's empowerment and organizational cultural branding. She's crazy educated and continues to study leadership and change, and was just a joy to speak to. We covered topics like: the state of the education system raising daughters women in leadership ... and so much more. You can connect with Samantha through LinkedIn | Instagram I learnt so much from this conversation, and enjoyed it so much. I hope you do as well.

More and more women are taking on leadership roles in rural healthcare, and Samantha Louise is here to guide them on their journey! Having grown up in rural Minnesota, Samantha knew that there were others just like her in rural areas around the world who wanted to be and cultivate, leaders. Today, Samantha does just that! Founder of Samantha Louise Inc., Samantha guides women of all ages on their natural-born leadership journey. “Women don't have to be so hard. They don't have to get so jaded and so tough. They can own the essence of womanhood and still be compassionate, still be powerful in that, still be a great leader.” ~Samantha Louise Samantha's passion is women's empowerment and organizational cultural branding. Currently, she is a doctoral student at Vanderbilt University's Peabody College studying leadership and learning in organizations which complements her Master's degree in Educational Leadership specializing in organizational systems change. She holds a Diplomate and Instructorship in Biocognitive Science as well as a Diplomate in Biocognitive Organizational Science with a specialty in mission and vision development to inform experiential employee training, workplace wellbeing, and business innovation. With experience in curriculum design, Samantha ensures a humanistic approach to each framework she develops for personal and career development and vocational empowerment.

Nicole Borghi and Beverly Zeiemt interview Samantha Louise Nelson Samantha is a voice of truth, honor and freedom. An unwavering, vibrant source of hope, courage and change that will empower our future young women leaders to discover a new way to lead, influence and thrive using the powers of biological science, epigenetics, whole body wellness and the power of story to transform their world. Her mission is to help young women design personal ecosystems through biocognition that rewrite society's unwritten rules and cultural expectations so they can become natural born leaders. Her passion is women's empowerment and organizational cultural branding. Currently, she is a doctoral student at Vanderbilt University's Peabody College studying leadership and learning in organizations which complements her Master's degree in Educational Leadership specializing in organizational systems change. She holds a Diplomate and Instructorship in Biocognitive Science as well as a Diplomate in Biocognitive Organizational Science with a specialty in mission and vision development to inform experiential employee training, workplace wellbeing, and business innovation. With experience in curriculum design, she ensures a humanistic approach to each framework she developed for personal and career development and vocational empowerment. Contact Samantha Website: https://www.samanthalouise.co/ LinkedIn: @samanthalouise32/ Instagram: @samanthalouise.co Facebook: https://www.facebook.com/profile.php?id=100077404090329 Hit the LIKE & Smash the SUBSCRIBE!!! Find us Facebook @wisdomspeakspodcast Rumble @360Media Odysee @360wisdomspeaks When you visit our sponsors it helps us create more content. Sponsors: 360 Media Advertisement https://calendly.com/nborghi/360advertise Frequency-https://www.healy.shop/en/partner/?partnername=sabotagesmasher --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/360wisdomspeaks/support

Today I am excited to have Samantha Louise Coaching on the show. Samantha's passion is women's empowerment and organizational cultural branding. Currently, she is a doctoral student at Vanderbilt University's Peabody College studying leadership and learning in organizations which complements her Master's degree in Educational Leadership specializing in organizational systems change. She holds a Diplomate and Instructorship in Biocognitive Science as well as a Diplomate in Biocognitive Organizational Science with a specialty in mission and vision development to inform experiential employee training, workplace wellbeing, and business innovation. With experience in curriculum design, she ensures a humanistic approach to each framework she develops for personal and career development and vocational empowerment. --- Support this podcast: https://anchor.fm/thefitfarmingfoodmom/support

Here are the things to expect in the episode:What is the purpose of ethnography?What does an organizational ethnographer do?How do you get employees to align with the company's mission and vision?How do you identify imposition or hegemony in an organization?How can "othering" lead to a severe problem?What is a cultural fit, and why is it important?And much more!About Samantha:Samantha's passion is women's empowerment and organizational cultural branding. Currently, she owns her own business and is a doctoral student at Vanderbilt University's Peabody College studying leadership and learning in organizations which complements her Master's degree in Educational Leadership specializing in organizational systems change. holds a Diplomate and Instructorship in Biocognitive Science as well as a Diplomate in Biocognitive Organizational Science with a specialty in mission and vision development to inform experiential employee training, workplace wellbeing, and business innovation. With experience in curriculum design, she ensures a humanistic approach to each framework she develops for personal empowerment and career development.Connect with Samantha Louise Nelson!Website: https://www.samanthalouise.co/LinkedIn: https://www.linkedin.com/in/samanthalouise32/Instagram: https://www.instagram.com/samanthalouise.co/Facebook: https://www.facebook.com/profile.php?id=100077404090329Youtube: https://www.youtube.com/channel/UCoYaE-UUIvcXCpl9En_M8eQConnect with Kamie Lehmann!Website: https://www.kamielehmann.com/Facebook: https://www.facebook.com/kamie.lehmann.1LinkedIn: https://www.linkedin.com/in/kamie-lehmann-04683473

What kind of epiphany does someone experience before becoming a teacher? How does an optician, from adjusting frames ends up adjusting brains? Why it's important to have a balanced literacy classroom? The answers to these profound questions we attempt to find today with Sophia Tsinakis, Literacy Coordinator at ACS Athens. A native of Houston, Texas, Ms. Tsinakis holds a Bachelor of Science in Psychology - with a minor in Art Therapy - from Lesley University in Cambridge Massachusetts. She has earned a Master's in Elementary Education and a K-12 English Language Learners endorsement at Peabody College of Vanderbilt University. While teaching in Nashville, Tenessee, she was a finalist for the Teacher of the Year, recognized as a Literacy Leader by the District Director of Literacy, was interviewed and observed by the National Public Radio program, Mind/Shift, and one of her guided reading lessons was filmed by the district as an example of exemplary reading instruction. Sophia Tsinakis arrived at ACS Athens in 2018 and transitioned in her capacity as Literacy Coordinator in 2020, through which she facilitates the development of an ongoing collaborative literacy learning culture that aligns reading & writing curriculums. With Ms. Tsinakis, today we discuss: The vision of Literacy in the Elementary School of the late Steve Medeiros Growing into innovation through professional development Building a balanced literacy classroom Being a mentor, collaborator and coach at the same time Life in the digital realm and how it affects learning The emerging trends in literacy: Teaching Poetry and Use of Graphic Novels Reading critically and making sense of online content Sustainable development goals and Literacy Balance in a teacher's personal life and how that affects teaching

Jason Grissom, a professor of public policy and education at Vanderbilt University's Peabody College, talks about his research into the inequities of gifted and talented programs. Plus, Elizabeth Dwoskin of The Washington Post and Sheera Frenkel of The New York Times dive into what the Facebook Papers reveal about the company and how the social media platform works.

Laralee Ferrell Harkleroad partners with organizations seeking to grow and transform their culture, with an emphasis on branding, communications, and marketing. She currently serves enrollmentFUEL as a professional consultant and manager & curriculum strategist for their REV: Fuel Training Series. Dr. Harkleroad also enjoys working with tomorrow's leaders in the classroom by serving as an adjunct professor and guest lecturer. Previously, as the Director of Marketing and Quality Enhancement Plan (QEP) Co-Director for Tusculum University, the first University in the state of Tennessee, she built the institution's first Marketing department, establishing processes and policies, creating brand awareness, and building relationships across the organization to help achieve challenging goals. Joining TU in 2014, her role covered a wide range of responsibilities including strategic planning and developing integrated marketing campaigns in support of student recruitment and retention, as well as alumni engagement and fundraising support. Dr. Harkleroad recently spearheaded the University's transition from College to University and its efforts to unify and realign the institution's brand. Dr. Harkleroad led the team responsible for all aspects and execution of the institution's brand strategy including communication flows, social media management, and the phased redesign of the University's website using only existing internal resources. Dr. Harkleroad continues to serve as an adjunct professor for the University's College of Business and College of Civic & Liberal Arts. A career change in 2012 led Dr. Harkleroad to discover her passion for higher education. Prior to 2012, she spent eight years managing the marketing and recruiting efforts for the TriCities, TN/VA office of Baker Donelson Law Firm. She obtained an EdD in leadership and learning in organizations from Vanderbilt University's Peabody College, an MBA with a concentration in human resources from King University, and a Bachelor's in business administration with a concentration in legal studies from East Tennessee State University. What you'll learn about in this episode: How Laralee found her way to #HigherEd marketing and discovered that it was her true "calling" How Tusculum University is actually the second institution Laralee has worked at during a transition from college to university What steps Laralee and her team took to ease the transition and reframe their marketing around the university transition How changing lamppost banners to feature Tusculum University was the single biggest community impact that excited people for the transition What tools and resources Laralee's team used that made the biggest difference throughout the process How a clear, aspirational mission statement helped unify everyone and served as a focal point to get all parties involved on the same page Why Tusculum University chose the "pioneer" as their mascot, and how it reflects the many ways the institution has served as a pioneer in Tennessee How the outbreak of the global pandemic shaped the direction of some of the rebrand marketing How all the hard work, strategic thinking, careful planning and implementation paid off in a hugely successful transition and rebrand Resources: LinkedIn: www.linkedin.com/in/laralee-harkleroad/ Facebook: www.facebook.com/laralee.f.harkleroad Instagram: www.instagram.com/laraleeharkleroad/ Twitter: @lfharkleroad

Join us as the Eyes of Autism team interviews our friend and role model, Erin Fawcett! Erin is an Intervention Specialist with a plethora of experiences. She attended the Peabody College of Education at Vanderbilt, and then received her Master's Degree in Special Education. Over the past 30+ years, Erin has worked in a university lab classroom, psychiatric hospital, and has been a reading specialist, third grade teacher, and is now a school Intervention Specialist. Eyes of Autism is so excited to have this incredible woman on the show!

Abstract: Instructional design sits at a unique point within ethics and compliance programs, combining stakeholder expectations with the learner experience to create education that impacts how we think and act. In this episode of the Principled Podcast, LRN Senior Advisory Learning Solutions Manager Damien DeBarra talks with LRN Learning Director Alexis King about the role of the instructional designer as listener, facilitator, and change-maker. The two explore how instructional design can help organizations look inward to understand potential risks to their culture, and how learning can fill those gaps. Listen in as Damien and Alexis discuss building accountability into E&C programs and the voices needed to be part of that effort.   Featured guest:  Alexis King has built corporate ethics and compliance programs that ignite tangible culture change for more than 15 years. As a Learning Director at LRN, she collaborates with clients to create effective learning solutions for their unique needs and designs online, blended, and facilitated education experiences that emphasize learner engagement. Before joining LRN, Alexis spent more than 10 years as a Learning Manager at Interactive Services. Prior to that, she worked as a Senior Instructional Designer and Task Lead at C2 Technologies. Alexis holds an M.Ed. from the Peabody College of Education and Human & Development at Vanderbilt University. Her BS is also from Vanderbilt University.  Featured Host: Damien DeBarra brings more than 20 years' experience to the instructional design and strategic workforce planning spaces.  As a Senior Advisory Learning Solutions Manager at LRN, he focuses on creating training solutions that ensure business buy-in and connect hiring practices to day-one learning roll-outs. In the last few years, Damien has helped organizations such as United Airlines, Sun Life Financial, SITEL, Astellas, MFS Investments, and SAP create 90-day action plans for their solutions and develop supporting communication strategies. He has worked with over 200 clients in areas ranging from retail to pharmaceuticals, call centers to nuclear plant manufacturing. Prior to LRN, Damien spent more than nine years as the Learning Solutions Director and Head of Instructional Design at Interactive Services. He has also worked as an instructional designer at NCALT, Electric Paper, and Epic. Damien received his BA from Maynooth University.

Eno Richardson is an assistant principal and the founder of Eno Richardson Consulting (ERC). She is passionate about education and believes that all children deserve excellent schooling. She is most fervent about reading and the ability for books to transform the minds and the lives of children. Eno believes that reading is the great equalizer. Eno possesses a core belief that a school environment which cultivates independent readers and builds a love of reading is a school where students will excel beyond measure. Despite a student's race, background ethnic, or socioeconomic status, the ability to read a diverse selection of books unlocks growth and provides unimaginable opportunities. Eno has served in schools for 10 years as a classroom teacher and currently as an assistant principal. She has experience teaching a range of scholars in both middle and high school. She has invested her years in urban schools working diligently to ensure students get the excellent education that they deserve. As the founder of Eno Richardson Consulting, Eno works with school districts and school leaders to assess the efficacy of their current reading programs, create robust reading initiatives, lead collaborative professional development, build investment strategies and track scholar progress in order to build a culture of independent reading that propels academic gains while fostering a student love of reading. Eno graduated from Vanderbilt University with a Bachelor of Science in Child Development and Medicine, Health and Society and a minor in Spanish. She is a graduate of Nashville Teaching Fellows under The New Teacher Project. She obtained her Masters of Education from Vanderbilt's Peabody College of Education with a focus on Teaching and Learning in Urban Schools. Eno holds a specialty in English Language Learners and is a graduate of the Relay National Principals Academy Fellowship.

Click Here for your Free Accommodations Cheat Sheet!We are taught in our credential programs the difference from an accommodation and a modification, but what next?  Were you ever taught HOW to actually accommodate lesson plans and homework assignments?  We are not talking about just checking box on the IEP to add additional time for testing or completion assignments, but we are talking about how to scaffold assignments so that students with IEP's can have access to the material, and find success in completing their work. Well if you haven't, you definitely want to listen to this episode.   My special guest Erika Hsu, a high school special education teacher, and graduate from  from Peabody College of Education at Vanderbilt University with a degree in Special Education, discusses how to accommodate your students' assignments so that they can be successful in school in even the most rigorous courses!

Élan Academy is a free public college preparatory charter school, Élan Academy Charter School currently educates prek4 through sixth-grade students. We will grow one grade level at a time to eventually educate pre-kindergarten through grade eight students in New Orleans, LA.OUR MISSIONThrough a classical curriculum, high-quality instruction, and leadership development, Élan Academy Charter School ensures that all students have the foundation necessary to thrive in secondary school, succeed in college, and access lives of opportunity.OUR MODELWe maximize individualization and propel early technology literacy through rich and frequent blended learning. We stand firm on three concepts - grammar, logic, rhetoric - and three components – structured learning, Great Books, spoken language. Our 21st-century approach to learning, joined with a classical curriculum, provides an innovative and powerful option for preparing students with the foundation necessary for lives of opportunity.Melanie Askew is a dedicated educator who has spent the last several years working and leading in education. Beginning as a research assistant in the Department of Special Education at Vanderbilt's Peabody College, Dr. Askew confronted the large disparities across special education and gifted education for students of color. With the drive to close those gaps for all children, she has worked as a founding teacher, instructional coach, curriculum content specialist, adjunct professor, and educational consultant. Dr. Askew has a Bachelor of Science in Human and Organizational Development, a Master of Education in Organizational Leadership, and a  doctorate in Leadership and Learning in Organizations,  all from Vanderbilt University's Peabody College.She is a graduate of the inaugural cohort of the New Orleans Stand for Children Education Leadership Institute (ELI). She is a graduate of the Urban League of Greater New Orleans' Urban Leaders for Equity and Diversity (ULEAD) 2016 Cohort. With a committed founding team, she is humbled and driven towards the opportunity to open an excellent K-8 school that provides a quality option rooted in the voices of the community of New Orleans.

This is the quote that really stood out from my conversation with Dr. Jeanie Forray.  I love the notion of 'serendipitous transitions.' "My lived experience has been one of serendipitous transitions. And what I mean by that is that I can look back at moments in my life and say, 'Oh, that was a transition point. And they always led to an opportunity that I could not have foreseen if I had been thinking about what do I want to do next."Jeanie M. Forray is Professor of Management in the College of Business at Western New England University and Adjunct Professor of Leadership, Policy, and Organizations in the Ed.D. program of Peabody College at Vanderbilt University. Dr. Forray served as President of the Western New England University Faculty Senate from 2019-2021, chair of the Management Department from 2007-2015, founded and served as director of the Sophomore Experience Abroad Program from 2010-2014, and co-chaired the university-wide President’s Task Force on Internationalization from 2007-2008.  Dr. Forray received her Ph.D. from the University of Massachusetts, Amherst in organization studies (OB/OT). She is a Fellow of the Eastern Academy of Management and a Fellow and past President of the Management and Organizational Behavior Teaching Society. She has received the Erskine Teaching Fellowship from the University of Canterbury, New Zealand three times, where she conducted teaching workshops for doctoral students and collaborated with university faculty on new pedagogical approaches for active learning classrooms.Dr. Forray is the founding co-editor of Management Teaching Review, the founding editor of Organization Management Journal, and serves currently as co-editor of Journal of Management Education.Learn More About Jeanie's ProjectsDr. Jeanie Forray at Google ScholarSeneca ConsortiumQuotes From This Episode"We don’t always think about what leaving looks like.""I have found through my own lived experience that letting go is as important to the act of leadership or having made a contribution than maybe the contribution itself.""I’ve always liked the term of 'reinventing' because it makes those transitions...exciting. It’s a little scary, too.""If you don’t institutionalize things, they don’t stick. And institutionalizing is a different aspect of leadership than innovating. So if you do have time, you can innovate and institutionalize.""We say that leaders are mentors, but sometimes we have to learn how to step back. Our children grow up, our colleagues grow more mature, organizations shift and change. If we leave the leadership position...then we need to pay a little more attention to what that looks like."Resources Mentioned in This EpisodePod Save AmericaThe Queen's GambitSchitt's CreekThe ExpanseAbout The International Leadership Association (ILA)The ILA was created in 1999 to bring together professionals with a keen interest in the study, practice, and teaching of leadership. Today, ILA is the largest worldwide community committed to leadership scholarship, development, and practice. Connect with Your Host, Scott AllenScott's other Podcast - The Captovation Podcast

In this special Women's History month edition of Entrepreneurial Appetite's Black Book Discussions, we celebrate Black women with a conversation between Ebony O. McGee, Ph.D. author of Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation, and ReAnna Roby, Ph.D., Postdoctoral Scholar at Vanderbilt University’s Peabody College in the Department of Teaching and Learning.About the Book:  Black, Brown, Bruised: How Racialized STEM Education Stifles InnovationDrawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural and institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive.About the author:As an associate professor of diversity and STEM education at Vanderbilt University's Peabody College, Dr. McGee investigates what it means to be racially marginalized while minoritized in the context of learning and achieving in STEM higher education and in the STEM professions. In particular, she studies the racialized experiences and racial stereotypes that adversely affect the education and career trajectories of underrepresented groups of color. This involves exploring the social, material, and health costs of academic achievement and problematizing traditional forms of success in higher education, with an unapologetic focus on Black folk in these places and spaces.https://peabody.vanderbilt.edu/bio/ebonyo-mcgeeAbout the Facilitator:Dr. ReAnna S. Roby is a Postdoctoral Scholar at Vanderbilt University’s Peabody College in the Department of Teaching and Learning. Currently, she works with the NSF-funded Fisk-Vanderbilt Bridge Program Regional Center of Excellence in Broadening Participation. As a first-generation scholar, Roby’s background as a Black Southern woman in science greatly informs her service, research, and teaching—praxis. Roby’s scholarship employs Critical Race Feminism, Curriculum Theory, and Critical Qualitative methodologies to explore the ways in which the narratives of Black women and girls in science (formally and informally) could be used to reconceptualize scienceAbout the entrepreneur:Dr. Amber Johnson founded The Kidult Life after becoming the first Black woman to earn a Ph.D. in Computer Science from Purdue University. Dr. Amber pioneered a path that has had an impact far greater than she could have imagined. Despite being in an environment that was not created for her, she faced and overcame challenges with curiosity and by simply being herself. Thus, she created The Kidult Life to encourage others to be themselves no matter the space they’re inhttps://www.thekidultlife.com/

Transcripts can be found via our website, humanrestorationproject.org.In today's conversation, we are joined by Dr. Ilana Horn. Dr. Horn is a professor of mathematics education at Vanderbilt University's Peabody College, who focuses on serving disenfranchised youth through authentic mathematics. She leads the Teacher Learning Laboratory, which focuses on sense-making of schools, how teachers and students interact. Further, she is the author of Strength in Numbers: Collaborative Learning in Secondary Mathematics and Motivated: Designing Math Classrooms Where Students Want to Join In.In our conversation, Dr. Horn and I discuss how teachers can wrap up the 2020-2021 school year through reflection. How can we build a better system after seeing the inequities, problems, and challenges that this school year has highlighted? And, how do we build a classroom in spite of a system that often demotivates and disenfranchises educators?GUESTSDr. Ilana Horn, professor of mathematics education at Vanderbilt University's Peabody College, director of Teacher Learning Laboratory, and author of Strength in Numbers: Collaborative Learning in Secondary Mathematics and Motivated: Designing Math Classrooms Where Students Want to Join In. RESOURCESTeacher Learning LaboratoryStrength in Numbers: Collaborative Learning in Secondary MathematicsMotivated: Designing Math Classrooms Where Students Want to Join InFURTHER LISTENINGTeachLab - Dr. Ilana Horn82: Build a New Future: Teaching Action and Coalition Building w/ Dr. Kevin Gannon See acast.com/privacy for privacy and opt-out information.

On this episode of the RAISE podcast, Brent catches up with Amanda Trabue, Vice President of Philanthropy and Alumni Engagement at Western Kentucky University. Amanda reflects on how the persistence, grit, and thick skin she built as a student caller in the Phonathon program at WKU launched her into an uber-successful advancement career. Amanda also shares some really useful insights including her roadmap for the first 100 days on any new job; how to survive an all-hats, super busy, entry level annual giving role while also completing your MBA; and tips for empowering your team to test new things and take risks by letting them know you've got their backs. Amanda has launched and led a new Donor Experience Officer program at WKU, and it's reversing downward trends in engagement, donor count, and cash flow for the first time in years. Tune in to learn from Amanda about how she's having the most fun she's ever had in career by trying out a new way to RAISE.About AmandaAmanda L. Trabue returned to the Hill in June 2019 as the Vice President for Philanthropy & Alumni Engagement.Most recently, she served as the Associate Dean for Development and Alumni Relations for Peabody College of Education and Human Development at Vanderbilt University. In this role, she closely collaborated with the Dean to execute a strategic vision of philanthropy and engagement from alumni, parents, and friends of the institution. She was also charged with managing a staff of professional colleagues raising major and annual support, devising effective communications, overseeing annual donor events, and coordinating prospect development for the team. She spent five years as Director of Development for Peabody College prior to this role.She also previously served as a Regional Director of Development at Washington University in St. Louis. During this time, she oversaw the alumni and development efforts in four metropolitan cities while securing financial resources for all undergraduate, graduate, and professional programs of the university. She was also responsible for overseeing two regional volunteer boards and planning strategic philanthropic events in assigned cities.Amanda's career in higher education began at Western Kentucky University where she was a student caller and manager for four years in the Phonathon program. After graduation, she started as a Coordinator, then Assistant Director of Alumni Relations and Annual Giving, responsible for the Phonathon program, faculty/staff campaign, senior class challenge, alumni chapters, and reunion programming. Before departing WKU, Amanda spent three years as the Director of Development for the Gordon Ford College of Business.A two-time WKU alumna, Amanda received a Bachelor of Science in Marketing in 2002 and a Master of Business Administration in 2004.

In this episode, Dr. Stephany Santos from the School of Engineering at the University of Connecticut along with Dr. Nicole Joseph and Dr. Luis Leyva from Peabody College at Vanderbilt University share how learning how to do anti-racism work from an intersectionality approach requires “life-long work” that includes what Dr. Joseph calls “the prework.” Our guests dive deep into antiracist teaching and learning within S.T.E.M. fields. They all discuss the necessary self-interrogation that is needed before getting into antiracist actions in the classroom. It's a powerful conversation and lots of wisdom dropping. Get ready! 

Get the book, Black, Brown, Bruised: How Racialized STEM Education Stifles InnovationVisit the BlackEngineeringPHD websiteAbout the AuthorDr. Ebony Omotola McGee is associate professor of diversity and STEM education at Peabody College of Vanderbilt University.

AAI for Good, a global summit hosted by XPRIZE and ITU, about machine translation and cognitive code switching. Today’s episode explores the concept of Cosmo-uBuntu, an approach to technological innovation that addresses issues of global justice and helps us better understand personhood in AI praxis. Hosted by S. Ama Wray, an associate professor at UC Irvine and co-founder of AI for Africa, with guests Vukosi Marivate, Jose Cossa and Jackie Berry, highlight the cultural and individual differences in direct interaction with different technology interfaces based on the cultural reading practices of non-Western and African peoples, with thoughts on how these works can reverse the trend toward exclusively Anglophone digital futures in Africana worlds while conducting proactive restoration of African epistemologies.Dr. S. Ama Wray, is a self-described Performance Architect and is an Associate Professor of Dance at the University of California, Irvine. Through dance methods she innovates across disciplinary lines, collaborating widely with practitioners from music, new media, health, visual art and theater. She is one of the co-Founders of AI 4 Afrika, inspired by AI for Good, and also the Africana Institute for Creativity Recognition and Elevation. In 2018 she received the 2018 Emerging Scholar Award from the African Diaspora SIG of the Comparative International Education Society. Her research into improvisation through the lens of West African performance, specifically Ewe, is burgeoning into a new interdisciplinary field, an integrative study of the optimization of human performance. The outcomes include Embodiology® an inclusive movement and mind method, optimizing creativity, empathy and wellbeing. As a consequence of COVID-19 she has created online wellness practice - Embodying Resilience - to maintain vitality and create community. Her creative praxis as relates to digital domains began in the U.K as recipient of the 2003 National Endowment for Science Technology and the Arts Fellowship, producing the prize-winning Texterritory. Integrating a cellphone performance platform it transforms audiences into co-creators in live performance settings. As founding Artistic Director of JazzXchange Wray continues to elevate jazz music in the concert dance setting, collaborating with artists including: Wynton Marsalis, Bobby McFerrin, Nicole Mitchell, Gary Crosby, OBE, Zoe Rahman and Julian Joseph, OBE. Her academic writing on Embodiology® and also Jazz Dance have been published by Oxford Books, Routledge and Florida University Press.Dr. Vukosi Marivate is the ABSA UP Chair of Data Science at the University of Pretoria. Vukosi works on developing Machine Learning/Artificial Intelligence methods to extract insights from data. A large part of his work over the last few years has been in the intersection of Machine Learning and Natural Language Processing. Vukosi is interested in Data Science for Social Impact, using local challenges as a springboard for research. In this area, Vukosi has worked on projects in science, energy, public safety and utilities. Vukosi is a founder of the Deep Learning Indaba, the largest Machine Learning/Artificial Intelligence workshop on the African continent, aiming to strengthen African Machine Learning.José Cossa, Ph.D., is a Mozambican scholar, writer/author, researcher, poet, blogger, “Twitterer”, podcaster, entrepreneur, and an Associate Professor in the College of Education at Pennsylvania State University. Most recently, Cossa served as a Visiting Associate Professor in the Graduate School of Education at the American University in Cairo and a Senior Lecturer at Vanderbilt University’s Peabody College. Cossa holds a Ph.D. in Cultural and Educational Policy Studies with a depth area in Comparative and International Education from Loyola University Chicago. He is the author of the book Power, Politics, and Higher Education: International Regimes, Local Governments, and Educational Autonomy, the recipient of the 2012 Joyce Cain Award for Distinguished Research on People of African Descent, awarded by the Comparative and International Education Society (CIES), and a member of the MacArthur Foundation 100&Change Panel of Judges for two consecutive competitions (Inaugural Challenge and 2019/2020). Cossa’s research focus is on power dynamics in negotiation over educational policy; unveiling issues inherent in the promise of modernity and working towards decolonizing, de-bordering, de-peripheralizing, and de-centering the world; higher education policy and administration; system transfer; international development; and, global and social justice. In addition, Cossa is currently engaging in a new (exterior to modernity) theorizing, i.e., Cosmo-uBuntu, to offer alternative theoretical grounding to research, analysis, and practice.Dr. Jackie Berry is a Cognitive Scientist studying visual perception, human-computer interaction, and expertise. Dr. Berry was a Fulbright U.S. Scholar at the American University in Cairo for the 2019-2020 academic year where she served as a teacher and researcher. Her work focused on TetLag which is the brief performance dip caused by switching to a different, but familiar, computer interface. Jackie holds a Bachelor of Science in Psychology, a Master of Science in Human Factors Psychology, a Master of Business Administration, and a Doctorate in Cognitive Psychology. She was the first person at Rensselaer Polytechnic Institute to collect online research data and the first African-American to graduate with a Doctorate in Cognitive Psychology from the State University of New York at the University in Albany. Her major research projects include developing a new model of geometric feature detection for English letter recognition, studying task switching in older adults, and investigating attentional capture during visual search. During her Fulbright U.S. Scholar award year Dr. Berry investigated whether Arabic-English biliterates might be better able to switch between different interfaces and configurations for the same task because they must regularly alternate between different orientations of text in reading, writing, and technology use in their daily lives. She wishes to continue this research with other “bidirectional biliterates” such as biliterate speakers of Hebrew and Chinese.Links:xprize.org/blog See acast.com/privacy for privacy and opt-out information.

Welcome to Coffee Talk with the Dyslexia Initiative. Grab your coffee and join us for a conversation. We are so excited to have you join us! On this week's episode of Dyslexia Coffee Talk Dr. Louisa Moats joins us. http://www.louisamoats.com/ Host: Ashley Roberts & Enid Webb Louisa Moats, Ed.D., has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. She began her professional career as a neuropsychology technician and teacher of students with learning disabilities. She earned her Master's degree at Peabody College of Vanderbilt and her doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats spent four years as site director of the NICHD Early Interventions Project in Washington, DC. This longitudinal, large-scale project was conducted through the University of Texas, Houston under the direction of Barbara Foorman. It investigated the causes and remedies for reading failure in high-poverty urban schools. Dr. Moats spent the previous fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages who experienced learning problems in reading and language. In addition to LETRS (Language Essentials for Teachers of Reading and Spelling), Dr. Moats' books include Speech to Print: Language Essentials for Teachers (Brookes Publishing); Spelling: Development, Disability, and Instruction (York Press); Straight Talk About Reading (with Susan Hall, Contemporary Books), and Basic Facts About Dyslexia (with Karen Dakin, International Dyslexia Association). She is well known for authoring the American Federation of Teachers' “Teaching Reading is Rocket Science.” Dr. Moats is Consultant Advisor to Sopris West Educational Services for Literacy Research and Professional Development. She is focusing on the improvement of teacher preparation and professional development. She is Vice President of the International Dyslexia Association.

What is the origin of climate change denial and why are conspiracy theories that deny its existence still so potent and popular? This is the second episode of a two-part series on misinformation and conspiracy theory, hosted by Hugh Riminton, created by journalists Olivia Rosenman and Antony Loewenstein. What's the role of big business and media in propagating doubt? Why do some people question science, and how can we reach them? As the debate drags, action on climate change continues to be delayed.Featuring:Kevin Rudd (26th Prime Minister of Australia)Ketan Joshi (science writer)Naomi Oreskes (Professor of the History of Science at Harvard University)Tim Graham (Digital Media Researcher at Queensland University of Technology)David Downie (Tasmanian farmer)Lisa Fazio (Assistant Professor of Psychology and Human Development at Peabody College in Nashville, Tennessee)‘The Conspiracy Virus' is written, produced and narrated by Antony Loewenstein and Olivia RosenmanThe host is Hugh Riminton.Post-production by Stuart BucklandThis podcast is supported by the Judith Neilson Institute for Journalism and Ideas. See acast.com/privacy for privacy and opt-out information.

- In this episode of American Muse we will hear the first symphony by Roy Harris, titled for the year it was written 1933. We will discuss the odd man Harris was, his nomadic nature, and an interesting story about he, his wife, and her name... stay tuned for that. (Play opening 10 seconds)###Composer- Roy Harris, or LeRoy as is his full first name, born in Oklahoma, but quickly moved to southern California. Studied with Arthur Farwell at UC Berkeley. Had his first orchestral piece premiered at Eastman by Howard Hanson (that's about the best promotion you could ask for right out of the gate!). Then met a guy named Aaron Copland who suggested he go to Paris and study with another composer named Nadia Boulanger. It's hard to go wrong after starting a career with names like that on your resume. Oh, but let's add one more shall we?? After returning to the US, Harris eventually meets Serge Koussevitzky, another career maker at the time, who then premiered and recorded Harris' _Symphony 1933_ , and THAT became the first commercially recorded American symphony.- Another thing to know about this man is that he could NOT sit still for very long. In chronological order, he taught at Juilliard, Westminster, Cornell, Stanford, Colorado College, University of Utah, Peabody College for Teachers in Nashville, Pennsylvania College for Women, Southern Illinois University, Indiana University, the Inter-American University in Puerto Rico, UCLA, and finally Cal State University, Los Angeles. And that's just the university positions!- Harris had a massive composition portfolio, and while he covered most of the bases—vocal, chamber, ballet, concertos, etc.—his main focus was clearly on the symphonic form. Harris numbered 13 symphonies (although, out of superstition, he numbered the last 14 to avoid the number 13), plus the _Three Symphonic Essays_, _American Portrait_, _Our Heritage_ (which he apparently only finished one movement for), a Symphony for High School Orchestra, _American Symphony_ for jazz band, Choral Symphony for chorus and orchestra, and the _Walt Whitman Symphony_ for solo baritone, chorus and orchestra. Oh! Also a _Symphony for Voices_, an entirely a cappella work. So, I'd say, he was hooked on the symphony.- Now, though there is STILL time left for this to happen to me… I have never had the honor of being properly called a genius (uh, by anyone other than my mother…). Roy Harris, on the other hand, did have this dubious fortune. Paraphrasing a famous quote of Robert Schumann praising the talents of an up and coming Frédéric Chopin, one Arthur Farwell said of Roy Harris, quote “Gentlemen, a genius—but keep your hats on!” Later, the equally great Walter Piston would counter by complimenting Harris for quote “surviving the trying experience of having been hailed as a genius.” It would seem that Roy Harris had a strong effect on critics and contemporaries alike. One possible reason the label of genius did not effect Harris negatively was his ability to stay so presently in the moment, maintaining an intense focus on the matter at hand. Certainly an aspect that reveals itself in his compositions, and a characteristic that makes for long days and short years.- Ok, one strange story I need to tell you is about he and his second wife. In 1936, Harris married Beula Duffey. Duffey was already on her way to a spectacular career as a pianist, having been hailed as a prodigy in Canada, and then as the youngest faculty member at Juilliard. The interesting part is that Harris convinced her to changer her FIRST name to Johana, after the great Johan Sebastian Bach! From what I could find, this was welcomed and uncontentious. It seems to have been a business and career decision as much as anything else. I just can't quite imagine starting that conversation: “Darling, I love you, I love everything about you… it's just, your name… I don't like it, and no one else will either. Instead, let's name you after a VERY dead male composer. What do you say??”- It turns out that at first Harris only numbered the symphonies that used the traditional symphonic orchestra. But, then he wrote the _Abraham Lincoln Symphony_ for piano, percussion, and brass, and numbered it the 10th, so that tradition ended.- Harris' approach to the various aspects of symphonic composition is articulated nicely by a biographer of his, Dan Stehman. He says quote “Formal procedures… he employs in the symphonies are virtually the same as in his miscellaneous orchestral and band works, and his chamber compositions, for that matter. Acquaintance with all of Harris' works in the genre reveals that his most consistent view appears to have been of the symphony as a work of greater seriousness, emotional variety, intensity of expression, and length than was the norm for him. Though… the elements which went into their creation were formed and treated quite similarly to those employed in other works, the materials of the symphonies are sometimes greater in number, richer in complexity, and accorded a more elaborate development. with especially prominent use of the various types of motivic working out… Occasionally ideas recur in a thematic sense within a symphony… thus providing more of a sense of large scale unity than one finds… in the miscellaneous pieces. … [T]he quality of the ideas in the symphonies, particularly the long melodies, is sometimes more distinctive than that found elsewhere in Harris's oevre.- So, Symphony 1933, Symphony No. 1, pieced together from bits he had already composed. Yet it isn't necessary to know that to enjoy the work. The initiation of this piece came about, as I mentioned earlier, via Aaron Copland introducing Harris to Koussevitzky, who was at the time not only the music director of the Boston Symphony Orchestra, he premiered works by so many American composers he was basically a career maker. According to Harris' memory, Koussevitzky said “Copland told me you are the American Mussorgsky. You must write for me a big symphony from the West. I will play.” Excuse my Russian accent, but that's a pretty cool endorsement from someone that, at the time, was likely destined to make your career, right?- Now to the symphony itself. These excerpts were performed by the Louisville Orchestra under the direction of Jorge Mester.- Symphony 1933 is in 3 movements: Allegro, Andante, and Maestoso; nothing special there. What Harris does from the very beginning is establish a rhythmic theme, one that is both inherently contrasting, alternating triplets against 8ths, but is presented as triumphant and at times aggressive. At the very opening the timpani presents the rhythm and the winds furiously wind through the melodic material that will be developed, followed by a brass variation. (Play opening 45 seconds)- The middle section of this movement shows characteristic melodic writing by Harris, using a soaring string line supported by regularly interjected rhythmic motives reminiscent of the opening energy beneath.- In the final section, where the opening material returns, Harris shows his ability to play with layers and space. In this excerpt string and timpani punctuate a heavy rhythmic figure, the woodwinds play a sustained, menacing melodic line in unison, and the brass begin a fugal conversation over the top. The effect is powerful!- In the second movement, Harris' lush melodic writing is fully featured. Another aspect is the harmonic writing, that is in some ways key to the uniquely American sound that is starting develop. Here, Harris uses a tightly dense harmonic accompaniment that moves rhythmically in sync with the moldy, and has many surprising chromatic twists as it moves along.- The last movement, while not overwhelming in energy, is constantly building interest and tension. In fact, Harris does this with a motive based only on 3 notes! Throughout out the movement he morphs those 3 notes in so many fashions you likely would not notice without it being pointed out, and that's the point! - Here is the very opening with the 3 note motive- Another version with a considerable amount of variation and energy this time, and more and more rhythmic complexity as it goes along- In a moment of calmness, Harris varies the motive in a much more horizontal, lyrical fashion.- Finally, Harris falls into repetitive mode to build up some energy.- This piece is easy to listen to and take in. It is not very long, but packs quite a mental punch. Though it was his first symphony, Harris does show compositional growth and maturity here. It is more than worth your time to listen to and enjoy. I can almost guarantee you've rarely heard another piece like it.Music:Symphony No. 1 '1933'By: Roy HarrisPerformed By: The Louisville Orchestra, Jorge MesterSupport this podcast at — https://redcircle.com/american-muse-podcast/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

This week I talk with Hasina Mohyuddin, Assistant Dean of Diversity and Inclusion at Vanderbilt University's Peabody College in Nashville, Tn. We discuss how to put plan into practice and why doing so is essential in ensuring real inclusion, not only on a college campus, but in life. We discuss the United States Immigration and Customs Enforcement (ICE) and it's interference in international students' advancement at Peabody College. Take a load off and listen to this episode or watch it on YouTube. You won't regret it. Get TruTalks in audio on Apple Podcasts, Google Podcasts, Soundcloud and Spotify, too. Favorite for more on Anchor.fm/UrbanThreads615 or follow/subscribe everywhere else. To support this podcast, CashApp $urbanthreads615 or hit the "Support" button on Anchor.fm/UrbanThreads615 #diversity #inclusion #blacklivesmatter #ice --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/trutalkspodcast/support

John speaks with Dr. Jennifer Nelson, who is a post-doctoral fellow at Vanderbilt University. At Vanderbilt's Peabody College, she studies schools as organizations. On this episode, she joins John to talk about her 2019 research in which she studied how organizational minorities form and use social ties at school. You can check out Dr. Nelson's work http://jennifernelson.org/ (here).

Today's guests are people who are near and dear to Matt's heart. Jeff and Laura Sandefer, the founders and creators of Acton Academy, are the people who started it all. What started as something they wanted to build for their own children has grown into an alternative education program with locations across the world. After being awarded the highly competitive Walter Wattles Fellowship at Lloyd’s of London, Laura worked in the aviation insurance industry in New York City. Deciding to follow her calling into the world of education, Laura returned to Nashville and earned her Master of Education at Peabody College. This led her to her work at the Oklahoma Arts Institute, creating fine arts education programs for teachers and talented high school students. Laura married Jeff Sandefer and is the happy mother of Sam and Charlie and step-mother to Taite. It is the inspiration of these children that led Laura and Jeff to co-found Acton Academy. As an entrepreneur, Jeff founded his first company at age 16 and went on to found or co-found seven successful businesses. As a Socratic teacher at the University of Texas, Jeff’s students five times voted him the school’s Outstanding Teacher and Businessweek named him one of the top Entrepreneurship professors in America. Jeff went on to co-found the Acton School of Business, an MBA program perennially ranked by the Princeton Review among the best in the nation. In 2012 The Economist honored him as one of the top fifteen Business School professors in the world. Jeff is a graduate of the Harvard Business School, where he served for over twenty years on the school’s governing committees. He was a longtime director of the Philanthropy Roundtable and National Review magazine and one of the youngest members ever elected to the Texas Business Hall of Fame. Now, hear their take on the Essential 11 Questions. More places you can find Jeff & Laura: Instagram - @laurasandefer, @actonacademy Website - https://www.actonacademy.org/austin Book - Courage to Grow

Rich Milner, Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University joins Justin Reich to talk about his personal teaching history, and share stories of education research in schools. He presents his five mindsets of becoming a more equitable educator, and discusses the common reluctance to bring race into the classroom. “ if you're going to do work that is emancipatory, if you're going to engage work that is transformative, if you're going to engage work that meets the needs of every young person with whom you work. Then you've got to consider race. “Rich’s Teaching HistoryDeficit MindsetColorblindnessMyth of MeritocracyContext Neutral MindsetsUnderstanding Cultural Conflicts About Our Guest: Dr. Rich MilnerRich Milner is the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner began his career at Vanderbilt University where he was appointed Lois Autrey Betts Associate Professor of Education and Associate Professor of Education in the Departments of Teaching and Learning and, by courtesy, Associate Professor of Leadership, Policy and Organizations as well as founding director of the graduate program, Learning, Diversity and Urban Studies at Peabody College of Vanderbilt University. At Vanderbilt, in 2008, he became the first Black person to earn promotion and tenure in the entire College of Education’s history. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education. In particular, Professor Milner’s research examines practices and policies that support teacher effectiveness in urban schools. Additional Resources for Teachers and other Listeners:Read Rich Milner’s new book: “Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms (Second Edition).Check out our course: Becoming a More Equitable Educator: Mindsets and Practices on MIT’s Open Learning LibraryExplore our  Reading and Resources for Equity Teaching PracticesTranscripthttps://teachlabpodcast.simplecast.com/episodes/rich-milner-reboot/transcript Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

In this episode of The Wired Educator Podcast, I had the pleasure and honor to interview Dr. Louisa Moats. She pioneered the science of reading and is the leading authority on the planet on how to teach students to read. It was not only my honor and pleasure to interview her, I was able to connect Louisa with three of our educators, Stephanie Kieffer, Amy Quillen, Morgan Siefke, and our primary principal, Kendra VanDoren, to learn about Louisa's work and how we can improve literacy at our district. Our teachers got to ask Louisa questions! Our teachers and principal are part of the interview. Amazing. Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. After a first job as a neuropsychology technician, she became a teacher of students with learning and reading difficulties, earning her Master's degree at Peabody College of Vanderbilt. Later, after realizing how little she understood about teaching reading, she earned a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats spent the next fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages and walks of life who experienced reading, writing, and language difficulties. At that time, she trained psychology interns in the Dartmouth Medical School Department of Psychiatry. Dr. Moats spent one year as resident expert for the California Reading Initiative; four years as site director of the NICHD Early Interventions Project in Washington, DC; and ten years as research advisor and consultant with Sopris Learning, obtaining two Small Business Innovation Research grants from the NICHD. Dr. Moats is most well known for her research and writing about the need for improvements in teacher education. Her more recent publications have focused on helping teachers understand the language basis for reading and writing. They include LETRS Professional Development (Voyager Sopris), LANGUAGE! Live blended literacy intervention (Voyager Sopris), and Speech to Print: Language Essentials for Teachers (Brookes Publishing), as well as a series of articles and books for the International Dyslexia Association. Mentioned in the end roll:  LaVonna Roth  from episode 149, Ignite Your Shine, would like to invite you to join her on a webinar where she will be sharing the Top 5 Mistakes to Avoid as a New Consultant! Two are scheduled for this Wednesday, noon and 8 PM Eastern. If you cannot attend Live, register here and a replay will be sent your way. Of course, Live is WAY more fun for all involved! Join her on any of the webinars to learn more! She's super excited to share her mistakes and successes with you. Are you in? Register here and see you soon! Sign-up for Kelly's newsletter here. Kelly Croy is an author, speaker, and educator. If you'd like to learn more about Kelly or invite him to your school or conference to speak please send him an email. • Listen to Kelly's other podcast, The Future Focused Podcast and subscribe. • Subscribe to The Wired Educator Podcast with over 150 episodes of interviews and professional development. • Visit Kelly's website at www.KellyCroy.com. • Looking for a dynamic speaker for your school's opening day? • Consider Kelly Croy at www.KellyCroy.com • Order Kelly's book, Along Came a Leader for a school book study or your personal library. • Follow Kelly Croy on Facebook.  • Follow Kelly Croy on Twitter.  •  Follow Kelly Croy on Instagram 

Rich Milner, Educator, Scholar and Author of the book “Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms", joins Justin Reich in a powerful conversation on how to help educators work for equity for all students. Rich encourages teachers, "If you're going to engage work that is transformative, if you're going to engage work that meets the needs of every young person with whom you work, then you've got to consider race".Rich’s Teaching HistoryOpportunity Gaps and Opportunity Centered TeachingDeficit MindsetColorblindnessMyth of MeritocracyContext Neutral MindsetsUnderstanding Cultural Conflicts About Our Guest: Dr. Rich MilnerRich Milner is the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner began his career at Vanderbilt University where he was appointed Lois Autrey Betts Associate Professor of Education and Associate Professor of Education in the Departments of Teaching and Learning and, by courtesy, Associate Professor of Leadership, Policy and Organizations as well as founding director of the graduate program, Learning, Diversity and Urban Studies at Peabody College of Vanderbilt University. At Vanderbilt, in 2008, he became the first Black person to earn promotion and tenure in the entire College of Education’s history. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education. In particular, Professor Milner’s research examines practices and policies that support teacher effectiveness in urban schools. Additional Resources for Teachers and other Listeners Read Rich Milner’s book, recently released in an updated second edition. “Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms" (Second Edition). Available by Harvard Education Press, on Amazon and at your local bookseller. Learn more about Rich Milner’s work at Peabody College at Vanderbilt University. Transcripthttps://teachlabpodcast.simplecast.com/episodes/rich-milner/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

Dr. Liz Self, Assistant Professor of the Practice at Vanderbilt University’s Peabody College of Education and Human Development joins Justin Reich on TeachLab. They discuss Liz’s early teaching experiences, racial equity in the classroom, and Liz’s current work where she uses clinical simulations to help teachers practice for challenging situations in teaching.Liz’s early teaching experiencesSimulations for pre-service teachersRecognizing the actual problemLarge reflection processVariety of simulation scenariosHow students of different backgrounds react to these scenariosWhat’s the next step? About Our Guest: Liz SelfDr. Liz Self is Assistant Professor of the Practice at Vanderbilt University’s Peabody College of Education and Human Development. Her current research focuses on designing and using clinical simulations, to prepare preservice teachers for culturally responsive teaching. These instructional tools help teachers recognize their assumptions, biases, and prejudices within the context of systems of oppression. Additional Resources for Teachers and other Listenershttps://my.vanderbilt.edu/elizabethself/about-me/ - Learn more about Liz Self’s workhttps://www.amazon.com/Pushout-Criminalization-Black-Girls-Schools/dp/1620970945 - Check out Monique Morris’ book mentioned in the episode Transcripthttps://teachlabpodcast.simplecast.com/episodes/liz-self/transcript Join our next course on edX!Becoming a More Equitable Educator: Mindsets and Practices Produced by Aimee Corrigan and Garrett BeazleyEdited by Kate EllisRecorded by Garrett BeazleyMixed by Corey SchreppelFilmed by Denez McAdoo Follow Us On:FacebookTwitterYouTube

We chat with Beth Hennington (Associate Professor of Psychology and Counseling, Lubbock Christian University)—who was just nominated for Yellowdig's 2019 Instructor of the Year Award—about her recent experiences with Yellowdig. Topics include balancing instructor guidance with open-ended conversation, dealing with sensitive topics, navigating the challenges of social media, and accommodating students with disabilities. This episode has a companion case study. ABOUT THE INTERVIEWEE: Beth Hennington earned her M.Ed. and Ed.D. in Special Education at Texas Tech University before earning her M.A. in Community Counseling at Wayland Baptist University. She is a Certified Educational Diagnostician, having previously directed the Educational Diagnostician Program at West Texas A&M University (WTAMU). She has also consulted with Wiley Global Education, developed curricula for WTAMU’s Learning Disabilities Center, and worked with non-profit organizations that provide family counseling and protective services. ABOUT THE INTERVIEWERS: Brian Verdine is the Head of Client Success at Yellowdig. He received his Ph.D. in Psychology from Vanderbilt University’s Peabody College of Education and Human Development, where he taught undergraduate courses in cognitive and developmental psychology. He went on to a postdoctoral position in the Education department at the University of Delaware where he later became, and continues to be, an Affiliated Assistant Professor. His academic research and his now primary career in educational technology has focused on understanding and improving learning outside of classrooms, in less formal learning situations. At Yellowdig he manages all aspects of Customer Success with a strong focus on how implementation in classes influences instructor and student outcomes. Samuel Kampa is a Client Success Analyst at Yellowdig. He received his Ph.D. in Philosophy from Fordham University, where he taught seven courses and nearly 200 undergraduate students. He brings to Yellowdig that teaching experience, an enduring interest in pedagogy, and data science training that has helped expand Yellowdig’s data analysis capabilities and improve instructor training materials. --- Send in a voice message: https://anchor.fm/yellowdig/message

Audiobooks give you a special opportunity to help your child improve their reading comprehension and fluency skills — and to learn another language! Find out how to use audiobooks in the most effective ways to advance reading and language skills, raise a happy reader and/or bilingual child, and help your child succeed in school in beyond. In this episode, we chat with Justine Bruyère, PhD, a lecturer in the reading education program at Vanderbilt University’s Peabody College in Nashville, TN. We just launched Malty’s NEW language learning audiobooks! Get 15% off your order at www.MaltyTheBlueTiger.com by using the code PODCAST at checkout today. These innovative digital audiobooks continue Malty’s adventures and teach kids new Spanish words along the way — and even come with free printable read-alongs of the story. Best of all: No subscription fees! Visit www.MaltyTheBlueTiger.com to claim your 15% off now.

Co-Founder, Acton Academy. Laura lived on both US coasts and in between as a child, then settled into Vanderbilt University for her undergraduate studies in the College of Arts and Sciences.     After being awarded the highly competitive Walter Wattles Fellowship at Lloyd’s of London, Laura worked in the aviation insurance industry in New York City. Deciding to follow her calling into the world of education, Laura returned to Nashville and earned her Master of Education at Peabody College. This led her to her work at the Oklahoma Arts Institute, creating fine arts education programs for teachers and talented high school students.     Laura married Jeff Sandefer and is the happy mother of Sam and Charlie and step-mother to Taite. It is the inspiration of these children that led Laura and Jeff to co-found Acton Academy and the Acton Children's Business Fair. Now, ten years later, there are over 200 Acton Academy locations around the world and over 400 Children's Business Fairs. Her book, "Courage to Grow - How Acton Academy Turns Learning Upside Down" documents her personal journey through disrupting the traditional model of school.       In this episode, Karen and Laura discuss Laura’s Heroine’s Journey:   Laura’s Call to Adventure   Ordinary Live-Comfort Zone   We started our journey to reinvent school.  Transformational Leaps  Selling is not icky; it is selling is serving and telling stories and matching people with something that can change their lives.  Embrace Full Life   The power of having a growth mindset – knowing you can learn anything, even through struggle, for in struggle is learning.  Return with Treasures   Curiosity and the acceptance of suffering.  How does Laura FLIP TIME to LOVE LIFE?         "Accepting feedback is one of the most powerful and essential things for personal growth."- Laura Sandefer         *Flip Time/Love Life - Listener Giveaway*   Go here to receive your FREE Curiosity Quiz and sign up for the monthly newsletter to inspire your own Hero’s Journey!     Connect with Laura Sandefer:       Twitter: @LauraSandefer  Facebook: Acton Academy  Website: ActonAcademy.org & ActonAcademyParents.com  Book: Courage to Grow: How Acton Academy Turns Learning Upside Down  LinkedIn: Laura Sandefer  Instagram: @actonacademyatx     About the Podcast      Join host Karen Briscoe for Flip Time Friday each first Friday to learn how you can love the life you have as you create and co-create the life of your dreams. Tune in to hear Heroine’s and Hero’s Journeys that will inspire you on your Call to Adventure. Karen shares the transformational leaps and treasures along her Call to Adventure from her book Flip Time / Love Life - A Heroine’s Journey:  A 5 Minute Success Story.          Here’s to your Call to Adventure!         Connect with Karen Briscoe:      Facebook:Flip Time / Love Life  Instagram: 5 Minute Success  Twitter:@5MinuteSuccess   Website:5MinuteSuccess.com   Email:Karen@5MinuteSuccess.com      Subscribe to 5 Minute Success Podcast      Learn more about Karen’s books:   Flip Time / Love Life ~ Real Estate Success in 5 Minutes a Day  Commit to Get Leads Success in 5 Minutes a Day - 66 Day Challenge     Karen also recommends Moira Lethbridge's book "Savvy Woman in 5 Minutes a Day"      Spread the love and share the secrets of 5 Minute Success with your friends and colleagues!      Audio production by Turnkey Podcast Productions. You're the expert. Your podcast will prove it.   

We chat with McKinzie Sutter (Distance Education Specialist, Department of Agronomy and Horticulture, University of Nebraska-Lincoln) about her recent experiences with Yellowdig. Topics include using Yellowdig as a help forum, implementing the Muddiest Point technique in Yellowdig, using Accolades and @Mentions creatively, and facilitating conversations without dominating them. This episode has a companion case study. ABOUT THE INTERVIEWEE: McKinzie Sutter earned her M.S. in Natural Resources her B.S. in Fisheries and Wildlife at the University of Nebraska–Lincoln. She worked as a Field and Laboratory Technician for the USDA-ARS before assuming her current role as Distance Education Specialist for the Department of Agronomy and Horticulture. She continues to teach in her area of expertise and is particularly passionate about creating student-centered learning in online spaces. ABOUT THE INTERVIEWERS: Brian Verdine is the Head of Customer Success at Yellowdig. He received his Ph.D. in Psychology from Vanderbilt University’s Peabody College of Education and Human Development, where he taught undergraduate courses in cognitive and developmental psychology. He went on to a postdoctoral position in the Education department at the University of Delaware where he later became, and continues to be, an Affiliated Assistant Professor. His academic research and his now primary career in educational technology has focused on understanding and improving learning outside of classrooms, in less formal learning situations. At Yellowdig he manages all aspects of Customer Success with a strong focus on how implementation in classes influences instructor and student outcomes. Samuel Kampa is a Customer Success Analyst at Yellowdig. He received his Ph.D. in Philosophy from Fordham University, where he taught seven courses and nearly 200 undergraduate students. He brings to Yellowdig that teaching experience, an enduring interest in pedagogy, and data science training that has helped expand Yellowdig’s data analysis capabilities and improve instructor training materials. --- Send in a voice message: https://anchor.fm/yellowdig/message

We chat with Ben Leffel (Instructor, Department of Sociology, University of California, Irvine) about his recent experiences with Yellowdig. Topics include instructor participation, time-saving strategies, how to manage large online communities, and how to emulate "lecture hall discussions" in Yellowdig. This episode has a companion case study. ABOUT THE INTERVIEWEE: Ben Leffel is a Ph.D. Candidate in the Department of Sociology at the University of California, Irvine. His dissertation research centers on global climate change policy. He has published 4 peer-reviewed articles and 14 op-eds and commentaries on climate change mitigation, U.S.-China relations, and city diplomacy, among other topics. ABOUT THE INTERVIEWERS: Brian Verdine is the Head of Customer Success at Yellowdig. He received his Ph.D. in Psychology from Vanderbilt University’s Peabody College of Education and Human Development, where he taught undergraduate courses in cognitive and developmental psychology. He went on to a postdoctoral position in the Education department at the University of Delaware where he later became, and continues to be, an Affiliated Assistant Professor. His academic research and his now primary career in educational technology has focused on understanding and improving learning outside of classrooms, in less formal learning situations. At Yellowdig he manages all aspects of Customer Success with a strong focus on how implementation in classes influences instructor and student outcomes. Samuel Kampa is a Customer Success Analyst at Yellowdig. He received his Ph.D. in Philosophy from Fordham University, where he taught seven courses and nearly 200 undergraduate students. He brings to Yellowdig that teaching experience, an enduring interest in pedagogy, and data science training that has helped expand Yellowdig’s data analysis capabilities and improve instructor training materials. AUDIO CREDIT: Joseph McDade (https://josephmcdade.com/music) --- Send in a voice message: https://anchor.fm/yellowdig/message

We chat with Nick Duran (Assistant Professor, School of Social and Behavioral Sciences, Arizona State University) about his recent experiences with Yellowdig. Topics include community formation, conversation quality, network structures, the impact of instructor interventions, and Yellowdig grades as participation grades. This episode has a companion case study. ABOUT THE INTERVIEWEE: Nicholas Duran earned his Ph.D. in Cognitive Psychology at the University of Memphis and served as a postdoc at the University of California Merced. He is the Director of ASU’s DynamiCog Lab, an interdisciplinary lab dedicated to applying cognitive research to real-world settings. Professor Duran works on coordination, deception, bias, and perspective-taking, among other topics. ABOUT THE INTERVIEWERS: Brian Verdine is the Head of Customer Success at Yellowdig. He received his Ph.D. in Psychology from Vanderbilt University’s Peabody College of Education and Human Development, where he taught undergraduate courses in cognitive and developmental psychology. He went on to a postdoctoral position in the Education department at the University of Delaware where he later became, and continues to be, an Affiliated Assistant Professor. His academic research and his now primary career in educational technology has focused on understanding and improving learning outside of classrooms, in less formal learning situations. At Yellowdig he manages all aspects of Customer Success with a strong focus on how implementation in classes influences instructor and student outcomes. Samuel Kampa is a Customer Success Analyst at Yellowdig. He received his Ph.D. in Philosophy from Fordham University, where he taught seven courses and nearly 200 undergraduate students. He brings to Yellowdig that teaching experience, an enduring interest in pedagogy, and data science training that has helped expand Yellowdig’s data analysis capabilities and improve instructor training materials. --- Send in a voice message: https://anchor.fm/yellowdig/message

How do you teach a child to read? Not a generic child, but a specific child with specific challenges. Belle Raim and Becky Marder are students in the reading education Master’s program at Vanderbilt University’s Peabody College of Education and Human Development. As part of the program, each of them spent an academic year working with a student whose literacy behaviors were seen as a puzzle to their classroom teacher. In the fall they assessed their students to determine literacy strengths and areas for improvement, and in the spring they implemented a targeted instructional plan with the classroom teacher. And at the end of this “Puzzle Child Project,” they were asked by their instructor, Justine Bruyère, to reflect on the entire process in an audio project for Justine’s course, “Literacy for Diverse and Special Needs Learners.” On this episode of VandyVox, we’re sharing an excerpt from Belle and Becky’s “Puzzle Child Podcast.” The two students produced the audio by developing questions they wanted to address, then answering those questions and discussing their puzzle children on tape. 

     Madeline Whitaker Good and Katherine Whitaker are the authors of Your First Year: How to Survive and Thrive as a New Teacher (2016, Taylor & Francis;  A Routledge Eye on Education Book) The book is co-written with their father Todd Whitaker. Your First Year focuses on the skills and mindsets needed to be successful during your first year in school. Madeline and Katherine wrote the book while they were in their first year of teaching. Madeline Whitaker Good is currently a middle school math teacher in Springfield, Missouri. Prior to moving to middle school, Madeline was an elementary school teacher in two different school districts. She graduated from the Peabody College of Education at Vanderbilt University with a Bachelor of Science Degree in Elementary Education and Child Studies. She received the Dorothy J. Skeel Award for Outstanding Professional Promise in Elementary Education. She completed her Master of Education Degree in Educational Leadership and Policy Analysis from the University of Missouri at Columbia as well as her elementary and secondary principal certification. Katherine Whitaker is currently a high school math teacher in Kansas City, Missouri, She received her Bachelor of Science Degree in Secondary Mathematics Education from the University of Missouri. Her first three years in the classroom were spent at the middle school level teaching math, algebra, and reading. She has taught Algebra A, Algebra I, and Algebra II Honors at the high school level. Katherine graduated with her Master of Science in Educational Leadership K-12 from Northwest Missouri State University. Together they also co-authored the best selling book Classroom Management from the Ground Up (2019) with their father Todd Whitaker. Thanks for listening.  Enjoy. By the way, please share and don't forget to subscribe.   Connect with Madeline and Katherine and order a copy of "Your First Year": Madeline Whitaker Good Twitter Mwhitakergood    Katherine Whitaker Twitter MissWhitaker294   Your First Year: How to Survive and Thrive as a New Teacher (2016, Taylor & Francis); Eye on Education - Routledge https://www.routledge.com/Your-First-Year-How-to-Survive-and-Thrive-as-a-New-Teacher-1st-Edition/Whitaker-Whitaker-Good-Whitaker/p/book/9781138126152 www.routledge.com/9781138126152 www.routledge.com/eyeoneducation Amazon     Length - 52:48

The World Bank hasn’t always made loans to education. Post-World War II, the Bank focused mainly on infrastructure. Even when it did start lending to education in the 1960s, it used the idea of manpower planning, the process of estimating the number of people with specific skills required for completing a project. Only in the 1970s did the World Bank begin to think of education in terms of rates of return: the cost-benefit calculation that uses expected future earning from one’s educational attainment. The introduction of rates of return inside the World Bank was no easy process. The internal fights by larger-than-life personalities were the stuff legends are made from. Yet, these disputes often go unnoticed, hidden behind glossy reports and confidence. Today Stephen Heyneman takes us back in time when he introduced rates of return to the World Bank. He discusses how he used them to his advantage and how he ultimately lost his job because of them. Stephen Heyneman is Professor Emeritus of international education policy at Peabody College, Vanderbilt University. He served the World Bank for 22 years between 1976 and 1998.

How can we help principals improve the ways they support teachers toward student achievement? In this episode, we discuss the findings of the Principal Supervisor Initiative and its relevant insights. Follow: @ASCD @eklundteache @WallaceFdn @bamradionetwork Abbie Eklund, Principal and ASCD Emerging Leader introduces Jody Spiro, Director of Education Leadership of The Wallace Foundation, and Ellen Goldring, the Chair of the Department of Leadership, Policy and Organizations, Peabody College, Vanderbilt University. She is leading the evaluation of the implementation of the Wallace Foundation’s Principal Supervisor Initiative, a district reform initiative that aims to revise the role of principal supervisors in urban districts.

High schools throughout the U.S. are expanding opportunities for students to earn college credit before graduation. And while many studies have examined the connections between advanced placement credit and college achievement, few have identified exactly what students are doing with those credits at the post-secondary level. Peabody College, Vanderbilt University researcher Brent Evans recently led a national study to find out. He joins CPRE Research Specialist Robert Nathenson to discuss his findings and their potential implications for school districts, states, colleges, and policymakers. Guest hosted by Peter Horn, of the Point of Learning podcast.

Tamara Fyke is a creative entrepreneur with a passion for kids, families, and urban communities, and is the creator, author, and brand manager for Love In A Big World. In her early days, Tamara worked as a substitute teacher in Metro Nashville Public Schools. She transitioned to leading community programs as well as in-school support services, program development, and research. Tamara received her master’s degree in education from Vanderbilt University’s Peabody College of Education and Human Development and worked at Vanderbilt’s Center for Safe & Supportive Schools providing professional development, coaching, and consulting for principals and teachers for issues related to safety and climate.   Tamara is editor of Building People: Social-Emotional Learning for Kids, Schools & Communities, a book published by Abingdon Press that brings 12 wide-ranging perspectives on SEL to educators, parents, and leaders.   Tamara’s specialties and focus areas within education include racial equality; educational technology; entrepreneurship; digital literacy; educational video games; research; school climate; curriculum design; applied developmental science; arts education; urban education; service learning; literature education; the development of caring learning communities; the professional development of educators; and learning in out of school contexts.   Tamara lives in Nashville, Tennessee, and is the proud mother of three adopted children.   Tamara Fyke Show Highlights: Love in a Big World’s SEL Curriculum Relationships with self and others Ownership and power facing challenging circumstances Risk and resiliency research Stop being a control freak Give yourself time to become who you need to be Do I let my people know that I care?   “I wish schools were more like a home rather than an institution” -Tamara Fyke   Tamara Fyke Resources:   The Matrix Coach Snoop     Tamara Fyke Contact Info Website Twitter (@LoveInABigWorld) Facebook Insta LinkedIn Email Show Some Love BECOME A PATRON OF THE SHOW FOR AS LITTLE AS $1/MONTH DID YOU LIKE THE SHOW?  iTunes SUBSCRIBE HERE! LEAVE A 5-STAR RATING AND REVIEW   Join my hybrid group coaching & leadership development community Text BETTERMASTERMIND to 33444 Grab your FREE 15 Phrases of Effective School Leaders Text PHRASES to 33444 or click the link above. Website :: Facebook :: Insta :: Twitter :: LinkedIn   SHOW SPONSORS: ORGANIZED BINDER Organized Binder is an evidence-based RTI2 Tier 1 universal level solution Focuses on improving executive functioning and non-cognitive skills Is in direct alignment with the Universal Design for Learning (UDL) framework Is an integral component for ensuring Least Restrictive Environments (LRE)   You can learn more and improve your student’s success at https://organizedbinder.com/   The Conrad Challenge The Conrad Challenge promotes collaborative, student-centered, real world-relevant learning that fosters innovation and entrepreneurship, unleashing students’ potential to create future-defining solutions and a sustainable society for generations to come. The Conrad Challenge invites teams of 2-5 students between the ages of 13-18 to innovate new products and services that address global issues in one of six categories: Aerospace & Aviation; Cyber-Technology & Security; Energy & Environment; Health & Nutrition; Smoke-Free World; Transforming Education with Technology.     The registration process is open from August 24 to October 19, 2018 at www.conradchallenge.org.   Copyright © 2018 Better Leaders Better Schools

While the common perception is that lawyers make a ton of money, most are still haunted by the student debt left behind by their legal education. In this report from On The Road at ABA Midyear Meeting 2018, host Laurence Colletti talks to Kyle McEntee, Rachel Van Cleave, and CJ Ryan about the rising cost of law school including what’s driving the price to rise and what makes this a complicated issue to change. They also discuss other relevant issues such as reviewing the tenure process, declining bar passage rates, and the lack of legal jobs for successful graduates. Kyle McEntee is a co-founder of Law School Transparency and a licensed North Carolina attorney. Rachel Van Cleave is the former dean and professor of law at Golden Gate University, School of Law. Christopher J. (CJ) Ryan, Jr. is a Ph.D. student who studies Policy and Legal Issues in Higher Education at Peabody College of Vanderbilt University.

Greg Schermbeck is the founder and principal consultant of SchermCo, an education advising and implementation firm.  In October of 2015, he completed the Marshall Memorial Fellowship with the German Marshall Fund.  He previously served as Nashville Prep’s (part of RePublic Schools) Founding Dean of Students, Science Department Chair and Director of Innovation.  Greg began his career as a Teach For America Corps Member teaching High School Science at West Charlotte High School.  He earned his B.A. from the College of Wooster and M.Ed. from Peabody College at Vanderbilt University. Website: SchermCo.co Twitter: @SchermCo Facebook: SchermCo Instagram: SchermCo LinkedIn: Greg Schermbeck Websites mentioned: OST Program Locator Produced by Shoop Media for Kay-Twelve.com If you are interested in being on the show or know someone who would be a great guest, please connect with Kevin Stoller

In this episode we talk with Elizabeth Self, a teacher educator at Vanderbilt University in the Peabody College of Education and Human Development. Stacey Johnson, Assistant Director for Educational Technology at the Center for Teaching, talked with Liz about her clinical simulation project, in which preservice teachers role-play with actors the kinds of interactions they might have one day as teachers with students, parents, and colleagues. Liz shares why these simulations are such powerful learning experiences for her students, and the specific ways that technology, particularly video technology, enhances those learning experiences. Links • Elizabeth Self’s faculty page, https://my.vanderbilt.edu/elizabethself/ • @elizabethself on Twitter, https://twitter.com/elizabethaself • “For Preservice Teachers, Lessons on Cultural Sensitivity,” an Education Week story profiling Elizabeth Self’s project, http://www.edweek.org/ew/articles/2016/02/17/for-preservice-teachers-lessons-on-cultural-sensitivity.html

In this episode of Leading Lines, Vanderbilt’s Associate Provost for Digital Learning John Sloop interviews three colleagues from Vanderbilt’s Peabody College of Education and Human Development. This fall, Peabody is launching two online graduate programs, a Masters of Education in Human Development Counseling, and a Doctor of Education in Leadership and Learning in Organizations. John talks with three Peabody faculty members involved in the new programs about moving into online education in 2017. Our guests are Andrew Van Schaack, Principal Senior Lecture in Human & Organizational Development and Associate Dean for Online Programs; Catherine Loss, Assistant Professor of the Practice and Associate Department Chair in Leadership, Policy, and Organization; and Paul Speer, Professor and Chair of Human and Organizational Development. You can read more about Peabody’s new online degree programs by visiting https://peabodyonline.vanderbilt.edu/. Note that this is our last episode of Season 2. We’ll be back in the fall with more interviews exploring the future of educational technology.