Podcasts about Spencer Foundation

covid-19 court designing phillips communications director office space krone spencer foundation

Play Episode Listen Later May 24, 2023 57:52

Let's face it, most of us will never work the way we did before COVID. The office is different, and how we learn, share, and connect are different. So what are we going to do about it? Emily Krone Phillips, the Communications Director at the Spencer Foundation, working with her colleague Francis Court of the design firm Wondersphere, decided to revolutionize the Spencer Foundation's office space to adapt to the post-COVID work world. Join us for a really fun and lively discussion about space, communications, and work in the Aftertimes as Eric interviews Emily and Francis about how they took your standard-issue foundation office and redesigned it into a hub for collaboration, learning, and community engagement. For all of you out there trying to figure out how we're going to work together in this crazy new environment (so, basically, everybody), don't miss this episode. It may just change how you think about the "office".

Designing the Office Space for the Aftertimes - Emily Krone Phillips of the Spencer Foundation and Francis Court of Wondersphere

covid-19 court designing phillips communications director office space krone spencer foundation

Play Episode Listen Later May 24, 2023 57:52

Let's face it, most of us will never work the way we did before COVID. The office is different, and how we learn, share, and connect are different. So what are we going to do about it? Emily Krone Phillips, the Communications Director at the Spencer Foundation, working with her colleague Francis Court of the design firm Wondersphere, decided to revolutionize the Spencer Foundation's office space to adapt to the post-COVID work world. Join us for a really fun and lively discussion about space, communications, and work in the Aftertimes as Eric interviews Emily and Francis about how they took your standard-issue foundation office and redesigned it into a hub for collaboration, learning, and community engagement. For all of you out there trying to figure out how we're going to work together in this crazy new environment (so, basically, everybody), don't miss this episode. It may just change how you think about the "office".

KSU professors research Asian American history; ‘Cop City' protester shot at least 57 times, according to an autopsy report

Closer Look with Rose Scott

Play Episode Listen Later Apr 20, 2023 52:53

Two Kennesaw State University professors recently received a Spencer Foundation grant for a research project to incorporate Asian American history in Georgia school curriculum. Dr. Sohyun An, a professor of social studies education, and Dr. Theresa Alviar -Martin, an associate professor of curriculum and instruction, talk with Rose about their research and the need for diverse and complex stories of Asian American history to be taught in K-12 classrooms in Georgia.Former U.S. Attorney Michael Moore discusses an autopsy report from the DeKalb County Medical Examiner's office reveals that Tortuguita,” whose full name is Esteban Páez Terán, did not have gunpowder residue on their hands and was shot at least 57 times by officers in January near the proposed site for the Atlanta Public Safety Training Center. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Celebrating #SpencerDay and Funding the Future of Risk Management

RIMScast

Play Episode Listen Later Feb 27, 2023 28:17

Welcome to RIMScast. Your host is Justin Smulison, Business Content Manager at RIMS, the Risk and Insurance Management Society. Guest 1: Pat Saporito Founder & Principal Consultant, Saporito & Associates, LLC “Leveraging Data and Analytics for Continuous Risk Management” is a course that is available in three parts — Part 1's next session is on March 9th. The in-person pre-conference workshop on April 29th and 30th in Atlanta Georgia will be “Data Analytics & Artificial Intelligence in Risk Management.” RISKWORLD attendees save 30% on this course. The instructor for the virtual and in-person workshops is my friend Pat Saporito, Founder & Principal Consultant of Saporito & Associates, LLC. I've worked with her before and she's one of our favorites here at RIMS. I wanted you to hear about what she has in store for you. Guest 2: Megan Miller Megan Miller is the Executive Director of the Spencer Educational Foundation. Megan is here to talk to us about #SpencerDay. Guests 3 and 4: Anne Bowen and Jamal Evans Anne and Jamal are 2022 Spencer Educational Foundation Scholarship Recipients. Be sure to tune in for today's informative conversations! Key Takeaways: [:01] About the RIMS Membership. [:14] Registration for RISKWORLD 2023 is now open! [:26] About RIMScast. [:39] About today's episode, #SpencerDay, and today's guests. [:53] All about upcoming RIMS webinars, workshops, events, and more! [1:35] About RISKWORLD 2023. [1:48] About recent episodes with RISKWORLD speakers. [2:09] About data analytics courses that RIMS hosts virtually and will also host in person in Atlanta, Georgia ahead of RISKWORLD. The virtual course is “Leveraging Data and Analytics for Continuous Risk Management,” in three parts, with Part 1 on March 9th. [2:35] The in-person course is a pre-conference workshop on April 29th and 30th in Atlanta Georgia, “Data Analytics and Artificial Intelligence in Risk Management.” RISKWORLD attendees save 30% on this course. [2:48] The instructor for the virtual and in-person courses is Pat Saporito, Founder & Principal Consultant, Saporito & Associates, LLC. [3:04] Justin welcomes Pat Saporito to RIMScast! [3:11] About the virtual workshop Pat Saporito leads for RIMS in three modules or parts. [3:22] The first part of the virtual workshop, “Leveraging Data,” is about the foundation of data and analytics and how to leverage the data for risk management. [4:01] The second part of the virtual workshop, “Managing Data,” is about bringing data sources together and using the characteristics of the data by asking better analytical questions and using data scientists. [4:58] The last part of the virtual workshop, “Optimizing Risk Management with AI,” is about algorithms that go beyond the usual. The course includes demos and how to build a framework for the attendees' use cases, and make incremental improvements. [5:48] The practical tools attendees of each course receive from Pat. [6:02] Justin is looking forward to Pat hosting the three combined modules under the title “Data Analytics and Artificial Intelligence in Risk Management,” in person in Atlanta, an all-day course over two days, April 29th and 30th. [6:43] Pat will cover in person everything from the three modules of the virtual course, a little more concisely. She will also ask participants to bring a case study or risk management challenge to work on to make it practical for them. [8:02] Pat describes her teaching style as very practical with some added humor. The in-person group discussion is also invaluable. [8:37] Justin's second guest, Spencer Educational Foundation Executive Director, Megan Miller is here to tell about #SpencerDay. Justin welcomes Megan to RIMScast. [9:18] Spencer Day brought back their gala in 2022, after being on pandemic hiatus, and honored Neeti Bhalla Johnson. The year was also a high-water mark for fundraising. [9:53] The Spencer Educational Foundation is excited about what it will be able to do in 2023. [10:07] Neeti Bhalla Johnson's Spencer gala award speech was recorded and posted on the SpencerEd.org website. That was very helpful for Justin to watch, preparing to have her on RIMScast. [10:33] Several scholars at the gala came up to Megan to say how great it was to have a woman speaker that looked like them. They don't see that a lot with high honors and big awards. [11:10] Spencer Educational Foundation has been around for over 43 years and is known for its scholarships. Spencer Day raises awareness of the foundation. The foundation is grateful for the corporate support received over the decades. [11:56] The Spencer Educational Foundation needs more individual support. The Foundation is asking for individuals to donate $23.00 for 2023 as a show of support. Spread the word today with #SpencerDay. On other days use #SpencerScholars and #FundingTheirFuture. [12:45] Hashtags help the foundation to keep track of mentions on different social media platforms. [13:25] The Spencer Foundation is holding a Pickleball Tournament on the Saturday preceding the RISKWORLD conference. They are looking for players and sponsors now. On Sunday there is the 2023 Spencer Gallagher Golf Tournament at the Smoke Rise Country Club. [14:27] The Spencer RIMS Risk Management Challenge will be held with students from China, India, Canada, and the U.S. on Monday afternoon. On Monday evening, there is the Spencer Reception. On Tuesday morning May 2nd, there is the 5K Fun Run. [15:27] The 2023 Funding Their Future Gala will be on September 14th, in New York City. There is a new venue to be revealed. The honoree will be announced in the coming months. Save the date! There will also be a couple of student speakers. [16:30] The Spencer Foundation will award about $650,000 in 2023 scholarships (over 100 awards) and about $1 million in other 2023 programs, including course development funding to schools for risk management and insurance courses and programs. [17:10] The focus has been on minority-serving institutions, such as HBCUs and Hispanic-serving institutions, to diversify the pipeline of talent. [17:58] Justin introduces his next guests, two recipients of Spencer scholarships at the Funding Their Future Gala of 2022, Anne Bowen and Jamal Evans, who are on the show to talk about the role Spencer has played in this early part of their risk careers. [18:16] Justin welcomes Anne Bowen and Jamal Evans to RIMScast. The last time Anne and Jamal met, they were nervously walking onstage as scholarship award recipients. Anne and Jamal speak of the honor they received and how it felt in front of so many risk and insurance industry executives. [19:34] Anne looks back at the impact Spencer has had on her education, internship, and career, on other students, and professionals. [20:22] Jamal seconds that. For Jamal, the big thing was the financial support while going through undergraduate school. Jamal is a two-time Spencer Scholar, first as a junior, which allowed him to focus on his education and not be bogged down with concern. That yielded successes for Jamal. [20:48] Jamal also has participated in the Mentorship Program and has been helped by the industry professionals he connected with through Spencer. [21:19] Anne offers her advice to students applying now for a Spencer Scholarship. Take that leap of faith, really put yourself out there, and share your story. Every person has a unique story about how they got into this industry. Be your true self. [22:01] Jamal says just go for it. There are always “nerves” when applying and doing the essay requirement. Spencer is there to support future insurance professionals and they're passionate about those who are trying to educate themselves in the insurance industry. [22:24] Take the leap of faith. Be diligent with your essay; be passionate and authentic. It's a great organization with much more opportunities than the financial incentive. [22:49] Jamal thanks all of the Spencer staff, from the people who process the applications to the people who manage the event. Tandeka Nomvete is one individual who stands out. She encouraged him at the Spencer Educational Gala before he spoke and she continues to show him support and direct him to resources and opportunities. [24:00] Anne expresses her #AttitudeOfGratitude to Tandeka Nomvete, for taking them under her wing at the Gala. Anne thanks Megan Miller for helping Indiana State University where Anne got her undergraduate degree and is studying for her master's degree. Anne also thanks her advisor on campus, Ms. Rebecca Ray. [25:31] Justin thanks Anne Bowen and Jamal Evans for joining us on RIMScast. Justin thanks all of his guests. Remember to participate in Spencer Day by visiting SpencerEd.org and the Spencer Day link in this episode's show notes. On social, follow #SpencerDay. Justin appreciates your support. [25:53] You can sponsor a RIMScast episode! Justin shares examples of episode sponsors. See links to sponsored episodes below. RIMScast has a global audience comprised of risk and insurance professionals, legal professionals, students, business leaders, C-Suite executives, and more! Contact PD@rims.org for more information. [26:35] More RIMS offerings: Transitional Membership available to members separated from their place of employment, valid for up to two years or until you secure your next full-time position. — Register for the RIMS CRMP, the only risk management-based competency credential. — Check out the searchable RIMS Content Page. [27:31] Subscribe to the monthly Risk Management Magazine and Risk Management Monitor, the official RIMS blog. [27:45] To contact Justin, email Content@rims.org. Justin thanks you for your continued support and engagement on social media. Stay safe and healthy and we'll see you next week! Mentioned in this Episode: Spencer Day is Feb 27. Visit SpencerEd.org/spencer-day to show your support. Share this episode on social media with #SpencerScholars #ICM2023 InsuranceCareersMonth RISKWORLD 2023 — April 30‒May 3 in Atlanta, Georgia! Public registration is open! Riskworld: In-Person Workshops April 29‒30 | “RISKWORLD Pre-Conference Workshop Data Analytics & Artificial Intelligence in Risk Management”Save 30% on pre-conference workshops when you register to attend RISKWORLD! RIMS Diversity Equity & Inclusion page New NAAIA Report Focuses on Next Steps for DEI in the Insurance Industry — coverage from Risk Management Monitor Contribute to Risk Management Magazine Upcoming Webinars: “Deadly Weapons and Sexual Abuse Risk” | Sponsored by Beazley | Feb. 28, 2023 “Property Valuations Amid Record Inflation” | Sponsored by TÜV SÜD | March 2, 2023 “The Evolution of ESG” | Sponsored by Zurich | March 9, 2023 “Cyber Solutions: Parametric Protection of the Digital Supply Chain” | Sponsored by Parametrix | March 30, 2023 See the full calendar of RIMS Virtual Workshops Related RIMScast Episodes: “Spencer Educational Foundation 2022 Honoree Neeti Bhalla Johnson on Access to Education, DEI & ESG” “Spencer Educational Foundation Executive Director Megan Miller (2022)” “Riskworld Keynote Johnny C. Taylor, Jr., SHRM President, and CEO” “Innovation and Improvisation with RISKWORLD Keynote Josh Linkner (2023)” “Diversity as a Successful Business Division with Rodney Johnson” “A Fond Farewell to Mary Roth” Sponsored RIMScast Episodes: “Using M&A Insurance: The How and Why” | Sponsored by Prudent Insurance Brokers Ltd. (NEW!) “Zurich's Construction Sustainability Outlook for 2023” “Aon's 2022 Atlantic Hurricane Season Overview” “ESG Through the Risk Lens” | Sponsored by Riskonnect “A Look at the Cyber Insurance Market” | Sponsored by AXA XL “How to Reduce Lithium-Ion Battery Fire Risks” | Sponsored by TÜV SÜD “Managing Global Geopolitical Risk in 2022 and Beyond” | Sponsored by AXA XL “Keeping Subcontractors Safe Through Partner Elevation” | Sponsored by Highwire “ESG: A Responsibility and a Growing Megatrend” | Sponsored by Prudent Insurance Brokers Ltd. “Prioritizing People: Focusing on Your Team to Deliver Exceptional Quality and Service to Your Clients” | Sponsored by Gallagher Bassett “Bermuda Opportunities in 2022 with BDA Chair Stephen Weinstein” | Sponsored by Bermuda Business Development Agency “SyncR: A Tool to Enhance Your Risk Quality & Insurance Strategy” | Sponsored by Prudent Insurance Brokers Ltd. “RIMScast: Navigating the Risk Landscape in 2022” | Sponsored by AXA XL “RIMScast: Prioritizing People: Expertise and Innovation” | Sponsored by Gallagher Bassett “RIMScast: Risk Findings for the Industrial & Manufacturing Industry” | Sponsored by Aon “RIMScast: Establishing the Right Assurance to Request From Business Partners” | Sponsored by HITRUST “RIMScast: Aon's 2021 Retail Industry Overview” | Sponsored by Aon “RIMScast: A Legacy of Resilience” | Sponsored by J.B. Boda Group “The Golden Era of Insurance” | Sponsored by The Hartford “Insurance Investigation Trends Happening Now” | Sponsored by Travelers “What Could a CRO Do for Your Business?” | Sponsored by Riskonnect “Hard Reality: A Look at Rising Rates in Property & Excess Casualty” | Sponsored by AXA XL “Property Valuation Deep Dive” | Sponsored by TÜV SÜD “Property Loss Control Engineering” | Sponsored by Prudent Insurance Brokers RIMS Events, Education, and Services: RIIMS.org/Events RIMS Risk Maturity Model® RIMS Events App Apple | Google Play NEW FOR MEMBERS! RIMS Mobile App RIMS Buyers Guide Dan Kugler Risk Manager on Campus Grant Sponsor RIMScast: Contact sales@rims.org or pd@rims.org for more information. RIMS Publications, Content, and Links: RIMS Membership — Whether you are a new member or need to transition, be a part of the global risk management community! RIMS Virtual Workshops Upcoming RIMS — Virtual Workshops On-Demand Webinars RIMS Advisory Services — Ask a Peer Risk Management Magazine Risk Management Monitor RIMS Risk Leaders Series RIMS-Certified Risk Management Professional (RIMS-CRMP) RIMS-CRMP Stories — New interview featuring LA RIMS President Scott Ritto! Spencer Educational Foundation RIMS DEI Council RIMS Path to the Boardroom Want to Learn More? Keep up with the podcast on RIMS.org and listen on iTunes. Have a question or suggestion? Email: Content@rims.org. Join the Conversation! Follow @RIMSorg on Facebook, Twitter, and LinkedIn. Follow up with Our Guests: Pat Saporito Founder & Principal Consultant, Saporito & Associates, LLC Megan MillerExecutive Director, Spencer Educational Foundation Anne Bowen Jamal Evans Tweetables (For Social Media Use): “I'm going to ask participants to bring a case study. … So if they're looking to improve safety, or they're looking to improve some other area of risk management, I'd like them to bring that challenge with them … for their data safari.” — Pat Saporito “We're really just trying, in very natural ways, to represent the diverse talent that's out there in the industry.” — Megan Miller “Spencer has formed a community to help every student and pull them along in this pipeline. It's just a very special feeling when you reflect back on that. Only a year out into my career, I can see the impact Spender has on every student.” — Anne Bowen “I participate in the Mentorship Program. The mentorship opportunities and connecting me with industry professionals through Spencer have been a great experience for me and very helpful throughout my academic career.” — Jamal Evans

On Financing Transformations in Education - An Inquiry

Future Learning Design Podcast

Play Episode Listen Later Dec 12, 2022 83:19

This week's episode is a special selection of conversations with some amazing educators and entrepreneurs who are creating vital educational spaces that tackle social, spatial and environmental injustice, build individual and community well-being and livelihoods, and develop personal agency. All three of them are achieving this, in part, by radically rethinking approaches to the way that education has historically been funded and seeking out alternative innovative approaches that create leverage points for educational systems change with very exciting potential. Dr. Akira Drake Rodriguez writes about race, cities, and space in the US. She is currently an Assistant Professor at the University of Pennsylvania's Weitzman School of Design. Akira's book, Diverging Space for Deviants: The Politics of Atlanta's Public Housing (University of Georgia Press 2021), examines the dialectic between black feminist politics and public housing policy in Atlanta from 1936 to 2010. She was recently awarded a grant from the Spencer Foundation to study critical participatory planning strategies in school facilities planning in Philadelphia. Akira was the convener and lead author on Transforming Public Education: A green new deal for K–12 public schools, an initiative of the Climate + Community Project, sponsored by The McHarg Center and Socio-Spatial Climate Collaborative. Ana Aguirre is a co-founder and worker owner at TAZEBAEZ S.Coop where she leads the cooperative development area. She is the Vice President for the International Cooperative Alliance Youth network in Europe, where she also serves in the youth executive committee. Among many other projects, she currently co-leads the course on Platform Cooperatives NOW! with The New School (NYC) and Mondragon. Ana studied at Mondragon Team Academy in the first class of the Leadership Entrepreneurship and Innovation (LEINN) degree. Lucy Stephens is the founder, Co-Headteacher and Charity Director of The New School in south London, UK. With experience gained from a background in teaching, degrees in social psychology, nutritional therapy and herbal medicine, time spent working at the Prince's Trust with marginalised young people, and having two of her own children, Lucy has focused her attention on what an alternative democratic model of education could look like. She founded The New School to put research into practice, to challenge the current paradigm, and to address the many deeply entrenched problems in education and society.

university trust europe uk education design philadelphia vice president pennsylvania assistant professor coop financing new school inquiry akira transformations georgia press mondragon spencer foundation

A Conversation with Sarah McCarthey

Classroom Caffeine

Play Episode Listen Later Dec 6, 2022 40:19

Dr. Sarah J. McCarthey is known for her work in the areas of writing and writing instruction within the context of education policy and global education. Sarah's work has been funded by the National Writing Project, the U.S. Department of Education Institute of Education Sciences, the National Academy of Education and Spencer Foundation, and the University of Illinois at Urbana-Champaign. She has won multiple awards for her teaching and research throughout her career, including the Career Teaching Award, Distinguished Senior Scholar, and the Graduate Teaching and Mentoring Award from the University of Illinois at Urbana-Champaign. Sarah has served as co-editor of Research in the Teaching of English alongside former Classroom Caffeine guest Mark Dressman. Dr. McCarthey is currently the Sheila M. Miller Professor and Department Head of Curriculum and Instruction at University of Illinois at Champaign Urbana. To cite this episode: Persohn, L. (Host). (2022, Dec. 6). A conversation with Sarah McCarthey. (Season 3, No. 13) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/7DA4-4529-AB30-2445-16A5-6

university english conversations education research teaching illinois curriculum national academy doi urbana champaign department head champaign urbana education institute education sciences spencer foundation national writing project mentoring award graduate teaching

On Metrics and Virtuous Cycles of Learning - A Conversation with Dr. Theo Dawson

Future Learning Design Podcast

Play Episode Listen Later Nov 13, 2022 65:20

Dr. Theo Dawson is the founder and CEO of Lectica, Inc. Since the early 1990s, Dawson's research has focused on developing and building an alternative assessment infrastructure and the technologies to support it. She received her Ph.D from the University of California at Berkeley's Graduate School of Education. Her award-winning dissertation presented a new approach to measuring learning and describing learning pathways. She is the author of numerous articles, book chapters and papers on issues related to human development in journals such as Cognitive Development, Mind, Brain, and Education, The European Journal of Developmental Psychology, Genetic, Social, and General Psychology Monographs, The Journal of Applied Measurement, and Developmental Review, has contributed chapters to several edited books, has made many presentations at professional conferences and events. Dr. Dawson has run several successful organizations, including Lectica, Inc., and its predecessor, the Developmental Testing Service, LLC. She has secured more than $1.5 million in grants from funding agencies like the Spencer Foundation, the NSF, and IES, and has held appointments at the University of California at Berkeley, Hampshire College, the Medical Center at Louisiana State University, and the Graduate School of Education at Harvard University. Dr. Dawson has also acted as a consultant to institutions like the U.S. Federal Government, Harvard University, the University of Texas at Arlington, JFK University, the University of Ireland, the University of Cyprus, and a variety of businesses and schools, both in the US and abroad. Social Links Twitter: @theodawson LinkedIn: @theo-dawson

20) "Social Justice in the Math Classroom" (Dr. Kari Kokka)

Radical Math Talk

Play Episode Listen Later Oct 27, 2022 66:18

In this episode, I had the pleasure of having Dr. Kari Kokka on the podcast to talk about her personal math journey, and the intersection of social justice and the study of mathematics. To learn more about Kari's journey, you can visit her website at karikokka.com or follow her on Instagram and Twitter (@karikokka). BIO: Dr. Kari Kokka (she/her) is an Assistant Professor of Mathematics Education in the Department of Teaching and Learning at the University of Nevada, Las Vegas. She studies Social Justice Mathematics, mathematics teacher activism, and critical consciousness development of mathematics teachers. Her current research projects are funded by the National Science Foundation and Spencer Foundation. Prior to her position at the University of Nevada, Las Vegas she was an Assistant Professor of Mathematics Education at the University of Pittsburgh where she was awarded the Dean's Distinguished Research Award (2022), the Dean's Distinguished Teaching Award (2021), and the Iris Marion Marion Award for Social Justice (2019). She began her career in education as a mathematics teacher and diving coach at Berkeley High School (1999) and was a mathematics teacher activist and mathematics instructional coach at Vanguard High School (2001-2011), a Title I public school in New York City, where she used Complex Instruction and Performance Assessment. She is co-founder of the Creating Balance in an Unjust World Conference on STEAMM Education and Social Justice (co-founded in 2007), former co-chair of the Critical Educators for Social Justice SIG, and has been part of the Radical STEMM Educators of the Bay Area, People's Education Movement, and the New York Collective of Radical Educators. Dr. Kokka completed her Ed.D. at the Harvard Graduate School of Education (2017), principal certification with the NYC Leadership Academy (2011), and M.A. in Education (2001) and B.S. in Mechanical Engineering at Stanford University (1999). She is a proud product of East San Jose, CA K-12 public schools. You can learn more about her work at www.karikokka.com, and you can follow her on Twitter @karikokka. She can be reached at kari.kokka@unlv.edu.

A Conversation with Barbara Comber

Classroom Caffeine

Play Episode Listen Later Jul 19, 2022 46:41 Transcription Available

Dr. Barbara Comber is known for her work in the areas of creative teaching pedagogy, critical literacy, poverty, and social justice. In particular, she studies the kinds of teaching practices that make a difference to young people's literacy learning trajectories and what gets in the way. Barbara has collaborated on and conducted a number of competitively funded research projects concerned with literacy development, teaching and socioeconomic disadvantage. Her work has appeared in Theory into Practice, Linguistics and Education, Journal of Adolescent and Adult Literacy, The Reading Teacher, Curriculum & Inquiry, Literacy Research: Theory, Method, and Practice, Language Arts, Teaching Education, Critical Studies in Education, International Journal of Educational Research, Discourse, International Journal of Innovation in Education, Australian Geographer, Australian Educational Research, Australian Journal of Language and Literacy, and many other journals. Her books include Literacy, Place, and Pedagogies of Possibility. She has co-edited a number of books including the International Handbook of Research in Children's Literacy, Learning and Culture, Literacies in Place: Teaching environmental communications, Negotiating Critical Literacies in Classrooms, and Turn-around pedagogies: Literacy interventions for at-risk students. She has also authored or co-authored over 100 book chapters. Her work has been funded by the Australian Research Council, the Spencer Foundation, Myer Foundation, and Education Departments in Australia. Barbara has developed or contributed to language and literacy teacher education materials in a number of Australian states, the US and Canada. In 2015, she was elected member to the Reading Hall of Fame and in 2022, Barbara was awarded a Medal of the Order of Australia for her services to education. Dr. Comber is an Adjunct Research Professor in the Centre for Research in Educational and Social Inclusion, Education Futures at the University of South Australia.To cite this episode:Persohn, L. (Host). (2022, Jul 19). A conversation with Barbara Comber. (Season 3, No. 4) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests.DOI: 10.5240/17EC-F6B8-B7BC-9B04-1FE7-N

Faculty and Social Media (Ethics in Higher Ed #3)

music university social media illinois ethics new hampshire physics faculty higher ed urbana champaign ketsa media ethics rebecca taylor spencer foundation

Play Episode Listen Later Jun 28, 2022 36:35

This is the first episode in a miniseries co-produced by Rebecca M. Taylor and Ashley Floyd Kuntz. Rebecca and Ashley are the editors of Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry. This episode is about faculty using social media, hosted by Jacob Fay (Open Mind) and featuring the voices of Chanda Prescod-Weinstein (University of New Hampshire), TJ Stewart (Iowa State University), and Harry Brighouse (UW-Madison). Links: Teaching Guides Transcript This episode was produced by Rebecca Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is Physics by Ketsa. Used under a creative commons license. This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.

HBCUs Present and Future (Ethics in Higher Ed #2)

Office Hours with Allen, Noguera, Howard, and Harper

Play Episode Listen Later Jun 21, 2022 48:17

This is the second episode in a miniseries co-produced by Rebecca M. Taylor and Ashley Floyd Kuntz. Rebecca and Ashley are the editors of Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry. This episode is about the ethical dilemmas that HBCUs face, featuring the voices of host John Torrey (Buffalo State) and guests Joyce E. King (Georgia State University), Felecia Commodore (Old Dominion University), and Corey Reed (Butler University). Links: Teaching Guides Transcript This episode was produced by Rebecca Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is "Test Case" by Ketsa, used under a creative commons license. This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.

music university illinois ethics hbcus higher ed urbana champaign ketsa test case rebecca taylor spencer foundation future ethics

Na'ilah Nasir Drops by the Office

Play Episode Listen Later Jun 17, 2022 39:56

In this episode, Na'ilah Nasir, President of the Spencer Foundation, joins Office Hours to discuss her career in academia and relevant topics across the educational landscape.

president office drops office hours spencer foundation

"Divisive Concepts" (Ethics in Higher Ed #1)

music university pennsylvania illinois ethics concepts divisive higher ed urbana champaign ketsa rebecca taylor spencer foundation

Play Episode Listen Later Jun 14, 2022 37:25

This is the first episode in a miniseries co-produced by Rebecca M. Taylor and Ashley Floyd Kuntz. Rebecca and Ashley are the editors of Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry. This episode is about "divisive concepts" and features Sigal Ben-Porath (University of Pennsylvania) and Laura Dinehart (Florida International University). Links: Teaching Guides Transcript This episode was produced by Rebecca Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is No-Wing by Ketsa. Used under a creative commons license. This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.

What is the right way to go? (Ethics in Higher Ed series trailer)

music university illinois ethics physics right way hbcus higher ed urbana champaign way to go series trailer ketsa spencer foundation

Play Episode Listen Later Jun 7, 2022 2:10

Introducing a miniseries about ethical issues in higher ed. Co-produced by Rebecca M. Taylor (University of Illinois at Urbana-Champaign) and Ashley Floyd Kuntz (Florida International University), this series is based on their new book, Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry. In this series, we cover "divisive concepts," HBCUs, and faculty use of social media. We also made teaching guides for each episode, based on chapters of the book. Links: Teaching Guides: coming soon Transcript: This episode was produced by Rebecca M. Taylor, Ashley Floyd Kuntz, Jessica Harless, and Carrie Welsh. Music is Physics by Ketsa. Used under a creative commons license. This episode was made possible (in part) by a grant from the Spencer Foundation (#202000229) and support from the Campus Research Board at the University of Illinois at Urbana-Champaign. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation or the University of Illinois.

S1E25 Michael S. Neiberg - US Army War College

Military Historians are People, Too! A Podcast with Brian & Bill

Play Episode Listen Later May 10, 2022 71:57

Today's guest is the affable and beardless Michael S. Neiberg. Mike holds the Chair of War Studies in the Department of National Security and Strategy at the United States Army War College in Carlisle, PA. Before moving to the Army War College full time, he served there as the Harold K. Johnson Visiting Professor. From 2005 to 2011, Mike was Professor of History and the Co-Director of the Center for the Study of War and Society at the University of Southern Mississippi. He spent the first seven years of his career in the Department of History at the United States Air Force Academy. A native of Pittsburgh, Mike attended “that school up north,” the University of Michigan, as an undergrad, and he completed his MA and PhD in History at Carnegie Mellon. Mike is a prolific scholar. He has authored more than a dozen books, including When France Fell: The Vichy Crisis and the Fate of the Anglo-American Alliance (Harvard 2021), The Treaty of Versailles: A Concise History (Oxford, 2018), The Path to War: How the First World War Created Modern America (Oxford, 2017), Potsdam: The End of World War II and the Remaking of Europe (Basic Books, 2015) which won the Harry Truman Prize, The Blood of Free Men: The Liberation of Paris, 1944 (Basic Books, 2012) which won the Madigan Award, Dance of the Furies: Europe and the Outbreak of War in 1914 (Harvard, 2011), The Second Battle of the Marne (Indiana University Press, 2008) which won the Tomlinson Prize for best English-language book on World War I, and Fighting the Great War: A Global History (Harvard University Press, 2005) which won the Choice Outstanding Academic Title Award in 2006. In addition, Mike has published numerous articles and essays in edited volumes and he has presented his work all over the world. Mike's work has been supported by the Harry Frank Guggenheim Foundation, the Harry Truman Presidential Library, The Spencer Foundation, among many others. He is a frequent speaker at museums and universities across the United States and beyond, and he appears frequently on television (C-SPAN), radio. And - wait for it! - podcasts! Mike is a writing machine and he is always on the go. We are happy that he was able to be with us. You can follow Mike on Twitter at @MichaelNeiberg. Join us for a chat about teaching, choosing a research topic, uses of history, and Pittsburgh toilets (yes, you read correctly)! Rec. 02/25/2022

Ep71: Dr. Abbie Goldberg

Pulled By The Root - Amplifying Adoption Issues

Play Episode Play 32 sec Highlight Listen Later Apr 21, 2022 51:14

In this episode I am joined by my co-author Alysa Zalma M.D.(Psychiatrist) as well as Dr. Abbie Goldberg. Abbie E. Goldberg is a Professor in the Department of Psychology at Clark University in Worcester, Massachusetts, where she also currently serves as the Director of Women's & Gender Studies, and is the current holder of the Jan and Larry Landry Endowed Chair (2020-2023). She graduated summa cum laude from Wesleyan University with a BA in psychology, and received an MA in psychology and a Ph.D. in clinical psychology from the University of Massachusetts Amherst. Dr. Goldberg is an internationally recognized scholar, speaker, and consultant, who is regularly interviewed by media outlets including the New York Times, The Atlantic, the Boston Globe, and New York Magazine. Her research examines diverse families, including LGBTQ-parent families and adoptive-parent families, as well as the experiences of marginalized groups such as trans youth. A central theme of her research is the decentering of any “normal” or “typical” family, sexuality, or gender, to allow room for diverse families, sexualities, and genders.Dr. Goldberg is the author of over 140 peer-reviewed articles, over 25 book chapters, and four books: LGBTQ Family Building: A Guide for Prospective Parents (APA; 2022), Open Adoption & Diverse Families (Oxford; 2020), Gay Dads (NYU Press; 2012), Lesbian and Gay Parents and their Children (APA; 2010). She is the co-editor of four books: LGBTQ-Parent Families: Innovations in Research and Implications for Practice (Springer; 2013, 2020), LGBTQ Divorce and Relationship Dissolution (Oxford, 2019), the SAGE Trans Encyclopedia (SAGE; 2021), and the SAGE Encyclopedia of LGBTQ Studies (SAGE; 2016). Her research has been cited in numerous amicus briefs filed in cases related to marriage equality, gay adoption, trans civil rights, and other topics (e.g., Obergefell v. Hodges, 2015; Fulton v. City of Philadelphia, 2021). She currently serves as a Deputy Editor of the Journal of Marriage and Family, and serves as an editorial board member on seven journals. She has received research funding from the American Psychological Association, the Alfred P. Sloan Foundation, the Williams Institute, the Society for the Psychological Study of Social Issues, the National Institutes of Health, and the Spencer Foundation, among other sources. She teaches courses on diversity in contemporary families, research methods with diverse families, human sexuality, the psychology of sexual orientation, gender and crime, and ethics in clinical psychology. We discussed the impact of her research, how to best serve children of adoption as well as problems within the system. It was an incredible experience to share time with these dynamic compassionate women.

Great Work in the Name of Equity with Dr. Gess LeBlanc | UYGW14

Unleashing YOUR Great Work

Play Episode Listen Later Apr 12, 2022 44:10 Transcription Available

What happens when you feel unseen, unheard, and left out of most of the decisions about your education? Well, if you are Dr. Gess LeBlanc you spend your career raising up the voices of marginalized, diverse students.Gess's book “Who's in my classroom” is a guide for educators (and all people) to understand the experiences of students of diverse racial and ethnic backgrounds, sexual orientations, primary languages, and learning abilities. With stories written by the students themselves (through a collaboration with Youth Communication), Gess's work is absolutely Great Work.Join us as we discuss:Why Gess's commitment and approach to Great Work deepened and changed when he became a father and husband.How he is able to his Great Work while maintaining a happy and healthy home life and marriageWhy his work has always sought to find silenced voices and bring those perspectives back into the conversation.About the Guest: Gess LeBlanc, Ph.D. is Associate Professor and former Chair of the Department of Educational Foundations and Counseling Programs within Hunter College's School of Education and is a co-founder of Hunter College's Urban Center for Assessment, Research, and Evaluation (UCARE). For over 20 years, he has worked in the fields of teacher and leadership preparation. A developmental psychologist, Dr. LeBlanc's research investigates the impact of developmentally and culturally responsive teaching on school climate. This research has been published in both psychological and educational journals and has garnered awards from the Spencer Foundation and the American Psychological Association. Dr. LeBlanc is a sought after speaker on the topic of developmentally and culturally responsive teaching and is the author of Who's In My Classroom?: Building Developmentally and Culturally Responsive School Communities published by John Wiley & Sons.As an expert in the field of child and adolescent development, he has served as an educational consultant to various school districts, state agencies, and non-profit organizations including the New York State Department of Education, the New York City Department of Education, the Highland Falls-Fort Montgomery Central School District, the Lakeland Central School District, the Valley Central School District, the Highland Central School District, the Dutchess County Board of Cooperative Educational Services, the Orange-Ulster Board of Cooperative Educational Services, the Schomburg Center for Research in Black Studies, the Boys Club of America, Harlem Center for Education, Inc., Prep for Prep, City Year, Inc., Roundabout Theatre Company, and the Arthur Miller Foundation.In addition to being recognized for his research, Dr. LeBlanc has been recognized for his teaching and service in the field of teacher and leadership education. He is a past recipient of Hunter College's Presidential Award for Excellence in Teaching, the Hunter College School of Education's Harold Ladas Award for Excellence in Teaching, and was awarded the 2013 Distinguished Service Award from the Association for Equality and Excellence in Education, Inc. Dr. LeBlanc currently serves on the Board of Directors of the Roundabout Theatre Company, City Year New York, Inc. and the Harlem Center for Education, Inc.https://www.amazon.com/Whos-Classroom-Developmentally-Culturally-Communities/dp/1119824133About the Host:Dr. Amanda Crowell is a cognitive psychologist, speaker, author and coach changing our perspective on the world of work. It IS possible to do Great Work-- launch a successful business, make a scientific discovery, raise a tight-knit family, or manage a global remote team-- without sacrificing your health, happiness and...

A Round of Golf with My Father – William Damon

The Retirement Wisdom Podcast

Play Episode Listen Later Mar 7, 2022 38:23

It's wise to look back before you go forward. William Damon, one of the world's leading developmental psychologists, shares insights from an unexpected life review sparked by information on the father he never knew. His new book A Round of Golf with My Father: The New Psychology of Exploring Your Past to Make Peace with Your Present illustrates how a life review can shape your future and sense of purpose. William Damon joins us from California. __________________________ Bio William Damon is the director of the Stanford Center on Adolescence, a professor of education at Stanford University, and a senior fellow at the Hoover Institution,. Damon's research explores how people develop integrity and purpose in their work, family, and civic life. Damon's current work focuses on vocational, civic and entrepreneurial purpose among the young and on purpose in families and schools. He examines how young Americans can be educated to become devoted citizens and successful entrepreneurs. Damon's work has been used in professional training programs in fields such as journalism, law, and business and in character and civic education programs in grades K–12. Damon's recent books include Failing Liberty 101; The Path to Purpose: How Young People Find Their Calling in Life (2008) and Taking Philanthropy Seriously (2006); Damon's earlier books include Bringing in a New Era in Character Education (Hoover Press, 2002); Greater Expectations: Overcoming the Culture of Indulgence in Our Homes and Schools (1995); and The Moral Child (1992). Damon is editor in chief of The Handbook of Child Psychology, fifth and sixth editions (1998 and 2006). He is an elected member of the American Academy of Arts and Sciences, the National Academy of Education and a fellow of the American Educational Research Association. Damon has received awards and grants from the Carnegie Corporation of New York, the Andrew Mellon Foundation, the John Templeton Foundation, the William and Flora Hewlett Foundation, the John D. and Catherine T. MacArthur Foundation, the Spencer Foundation, the Thrive Foundation for Youth, and the Pew Charitable Trusts. Before coming to Stanford in 1997, Damon was University Professor and director of the Center on the Study of Human Development at Brown University. From 1973 to 1989, Damon served in several academic and administrative positions at Clark University. In 1988, he was Distinguished Visiting Professor at the University of Puerto Rico, and in 1994–95 he was a fellow at the Center for Advanced Study in the Behavioral Sciences. Damon received his bachelor's degree from Harvard College and his PhD in developmental psychology from the University of California, Berkeley. He is married and has three children. __________________________ For More on William Damon A Round of Golf with My Father: The New Psychology of Exploring Your Past to Make Peace with Your Present __________________________ Podcast Episodes You May Like Retire Happy – Dr. Catherine Sanderson The Second Curve of Life – Arthur C. Brooks The Future You – Brian David Johnson Are You Ready for The New Long Life? – Andrew Scott ___________________________ Wise Quotes On Purpose versus Meaning "...purpose is more than meaning. It goes beyond meaning. You have a goal, you have something you're trying to accomplish. It's a commitment to do something that makes a difference in the world. And even more than that, there's a bit of a beyond the self aspect to purpose, almost like a transcendent quality. If I have a purpose in life, it's something I'm dedicated to that I care about so much, because I think it will leave something to the world at large, the world beyond the self. And so the word meaning signifies all kinds of interesting things that you can do. You go to a movie - that's meaningful. You can read a poem - that's meaningful. All those things are great, nothing wrong with them. But purpose goes beyond that.

19. Get Human Again: Make Easy Personal Contacts with Clients with Katie Coleman

Agents Growth Academy

Play Episode Listen Later Feb 1, 2022 45:23

Today, we meet a good friend and fellow hometown dweller of Jim on The Agent's Growth Academy Show. Guest Katie Coleman is a genuine and inspiring human being who focuses on humanity. Among additional achievements, Katie is a financial planner with 15 dedicated years to the industry. She's trained over 600 financial advisors over the country and earned several awards, one of which is in Forbes. Katie will talk with our host, Jim Schubert, about the absolute necessity of making real and lasting connections with your clients and employees alike by not being afraid to be vulnerable. Listen in and get inspired to slow down, pay attention, and make a real impact.3 Key TakeawaysHow you can pay it forward by doing rightWhy you need to get comfortable asking difficult questionsSimple things you can do (even in the mail) to make a better connectionAbout KatieKatie Coleman, CFP®, is a Financial Advisor and President of Coleman Financial Group, a private wealth advisory practice of Ameriprise Financial Services, LLC. She has been in the financial services industry for 15 years and is passionate about helping people achieve their financial and life goals. Katie is originally from Atlanta, Georgia and graduated from the University of Georgia, Terry College of Business with a bachelor's degree in Business Management. She moved to New York in 2007 and that same year, joined Siena Wealth Advisory Group. In 2012, Katie became a partner at the firm and together, with her business partner, trained over 600 financial advisors across the country. She was named as one of Long Island Business News' 40 under 40, which honors outstanding members of the business community on Long Island, in January 2014. Katie was a finalist of the 2015 Athena International Young Professional Leadership Award. She has been quoted as a financial expert in publications such as the Wall Street Journal, NY Post and the Long Island Business News and appeared on CNBC's “On the Money”. In 2018, she was recognized on the Forbes America's Top Next Generation Wealth Advisors List and identified as one of the Ameriprise Working Mother Top Advisor Moms.Katie holds her Series 7, 66 and the New York State Life and Health Licenses, and is a CFP®, Certified Financial Planner practitioner.Katie sits on the board of the Spencer Foundation, an organization that focuses on helping children and their families battle cancer and chronic illnesses. She is also an active member of the Ameriprise WE Network – a group of like-minded and driven female colleagues who mentor and support one another to reach their fullest potential. Most recently, Katie presented at the Ameriprise 2020 Cross Territory Women's Summit. She continues to actively participate in local and national organizations such as the Accountants Resource Group (ARG), Ameriprise Annuity Coalition and Long Island Wonder Women.In September 2018, Katie started her own wealth advisory practice, Coleman Financial Group. Coleman Financial Group is passionate about protecting you and your families from the unexpected. Katie and her team work to educate and empower others so that they can make sound financial decisions to best achieve their personal goals and dreams.Katie enjoys spending time with family, reading, and traveling. She currently resides in Oakdale, NY with her husband Bob, their two daughters, Charleston and Sailor and their yellow lab, Mahi. Katie is actively involved with her local parish, St. Mary's and participants in many of the community programs with her family. Katie spent Spring 2021 coaching her youngest daughter, Sailor, in her youth soccer league.ResourcesWebsite: ameripriseadvisors.comFacebook: @KatieColeman and @Coleman Financia

The Civically Engaged Districts Project - Part 1, with Prof. Beth Rubin (Rutgers University) and District Administrators (New Brunswick Public Schools)

Education for Sustainable Democracy

Play Episode Listen Later Dec 7, 2021 51:47

Many civic education programs focus on generating civically engaging classroom experiences, and these are very important. But what structures and systems exist at the school district level to support youth civic engagement? How can districts foster a "civic ecosystem" that encourages youth voice and activism - and leverages these assets to enhance the district's culture?Professor Beth Rubin of Rutgers University has been working closely with administrators and teachers in New Brunswick Public Schools on the Civically Engaged Districts Project. This project, supported by the Spencer Foundation, aims to foster youth civic inquiry about authentic local challenges and to engage administrators, teachers, and students in addressing these challenges. This episode features Dr. Rubin and three district leaders from New Brunswick Public Schools who have worked on the Project, including Dr. Aubrey Johnson (Superintendent), Dr. Marnie McKoy (former Human Resources Director), and Dr. Lennox Small (Humanities Curriculum Supervisor).Part 2 of this series will feature students and teachers who have been involved in the project. Please check it out!Resources Related to the Civically Engaged Districts Project:Civically Engaged Districts Projects WebsiteYouth Participatory Action Research Hub (curricular resources)Youth Engaged in Leadership and Learning (YELL) Curriculum GuideRelated Articles by Beth Rubin:Towards a Civically Relevant Civics Education (in TRSE)Confronting the Urban Civic Opportunity Gap (in JTE)Navigating Y-PAR in the Classroom (Curriculum Inquiry)ESD Podcast Resources:Education for Sustainable Democracy SiteBrett Levy's Open Access Research ArticlesPrior ESD Episodes on Y-PAR:Students Addressing Public Issues through Action Civics, with Scott Warren (Generation Citizen)Youth Exploring Issues & Taking Action, with Jill Bass (Mikva Challenge) Support the show (https://www.patreon.com/esdpodcast)

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Rob Reich on How to Control Technology

Keen On Democracy

Play Episode Listen Later Sep 8, 2021 41:55

In this episode of “Keen On”, Andrew is joined by Rob Reich, the author of “System Error: Where Big Tech Went Wrong and How We Can Reboot”, to expose how big tech's relentless focus on optimization is driving a future that reinforces discrimination, erodes privacy, displaces workers, and pollutes the information we get. Rob Reich is professor of political science and, by courtesy, professor of philosophy and at the Graduate School of Education, at Stanford University. He is the director of the Center for Ethics in Society and co-director of the Center on Philanthropy and Civil Society (publisher of the Stanford Social Innovation Review), and associate director of the Institute for Human-Centered Artificial Intelligence. His scholarship in political theory engages with the work of social scientists and engineers. His next book is Digital Technology and Democratic Theory (edited with Helene Landemore and Lucy Bernholz, University of Chicago Press). He is the author of Just Giving: Why Philanthropy is Failing Democracy and How It Can Do Better (Princeton University Press, 2018) and Philanthropy in Democratic Societies: History, Institutions, Values (edited with Chiara Cordelli and Lucy Bernholz, University of Chicago Press, 2016). He is also the author of several books on education: Bridging Liberalism and Multiculturalism in American Education (University of Chicago Press, 2002) and Education, Justice, and Democracy (edited with Danielle Allen, University of Chicago Press, 2013). Reich is the recipient of multiple teaching awards, including the Walter J. Gores award, Stanford's highest honor for teaching. He was a sixth grade teacher at Rusk Elementary School in Houston, Texas before attending graduate school. He is a board member of the magazine Boston Review, of Giving Tuesday, and at the Spencer Foundation. Visit our website: https://lithub.com/story-type/keen-on/ Email Andrew: a.keen@me.com Watch the show live on Twitter: https://twitter.com/ajkeen Watch the show live on LinkedIn: https://www.linkedin.com/in/ankeen/ Watch the show live on Facebook: https://www.facebook.com/lithub Watch the show on YouTube: https://www.youtube.com/c/LiteraryHub/videos Subscribe to Andrew's newsletter: https://andrew2ec.substack.com/ Learn more about your ad choices. Visit megaphone.fm/adchoices

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E136: When North Carolina Schools Offer Free Meals - Academic Success Follows

The Leading Voices in Food

Play Episode Listen Later Aug 18, 2021 9:48

For youngsters in school, nutritional meals really do lead the higher grades and better performance across the board. Today we'll explore a policy called the Community Eligibility Provision or CEP that allows schools in low-income areas to offer free meals to all students. We have two guests today. Marianne Hedrick Weant, Programs Manager at the North Carolina Alliance for Health and Dr. Sarah Crittenden Fuller, Research Associate Professor at The University of North Carolina and a proud Duke alum from our own program. She's also the coauthor of a new policy brief on this topic, entitled Meals Matter, The Community Eligibility Provision and Students' Success in North Carolina. Can you help our listeners understand why school meals are so important to students and how universal free meals are so different than the traditional way these programs are structured? Sarah: There's a large body of research that shows how important proper nutrition is for children's cognitive development, as well as their health and development. Kids who aren't getting proper nutrition. They aren't able to concentrate in school and to perform the way that they would if they were receiving proper nutrition. School meals have historically provided nutrition and increased food security for low income students. As adults sometimes we tend to have the perception that school meals are low in nutritional quality, but that's not really true. Recent research suggests that school meals provide better nutrition for students than the alternatives that they might be bringing from home or eating otherwise. The traditional structure of the National School Lunch Program and the School Breakfast Program requires many eligible families to apply to receive these free meals, even if they are eligible based on their income. And so that can create a barrier to participation either because families simply don't know that they need to apply, don't know how to do so or have some concerns about signing up for this benefit. In addition, because receiving free meals is tied to income, it can be stigmatizing for students. Kids can be pretty savvy, especially when you think about the middle and high school level. And they can recognize that receiving a free meal is a marker of family income, and that can result in students not really wanting to walk up there and get those meals. So the Community Eligibility Provision allows high poverty schools to opt in to providing universal free meals for all students within their school, rather than collecting this individual eligibility. Instead school meals just become available for everybody, which is great in several ways. It reduces the administrative burden from schools who are having to still collect these applications, have a cash register in the cafeteria where they check off students and make sure that they're eligible for free meals or collect money if aren't eligible. In addition to removing that administrative burden, this has the potential to change the culture around school meals. Thanks and Marianne I'd appreciate your thoughts. Marianne: School meals ended up being such a weird part of the day as they are right now. And that's because there's really no other part of the school day where you expect some kids to not pay anything at all and you expect other kids to pay a certain amount. And then a third group of kids to pay a different amount. It's a really really strange point in the school day that can cause cultural issues at a school and create groups of kids that have and groups of kids that have not. But it doesn't have to be that way. And CEP is a real opportunity for a lot of schools to change that. So what are the effects of universal free meals for students? Sarah: First off, one of the questions I think a lot of people have as well, do more students actually eat meals when there are universal free meals? Because in theory, the students who would benefit most, the low-income students already had access to free meals. But what we do see is that when schools switched to universal free meals through the Community Eligibility Provision, there is a big increase in the number of meals served. In North Carolina in that first year that school started implementing the Community Eligibility Provision, the increase was equivalent to every student within the school eating 20 additional breakfast and 20 additional lunches, which is a pretty big impact. And now of course we know it's not evenly distributed across the school, but this means many students are either eating meals more days or students who weren't eating school meals at all are now eating school meals. And so that's a pretty notable change. Research also shows that providing universal free meals through CEP can have impacts on educational outcomes. So some studies show improved attendance for students and schools that are offering free meals. This makes some sense if you think about the incentive students have to come to school so that they can pick up that free breakfast. In many studies and including some work I've done myself increases in academic performance on test scores related to school meals and reductions in suspensions, particularly among older students, a brand new study even shows that students at schools with Community Eligibility Provision report improves school culture, they report feeling safer at school and particularly feeling safer within the cafeteria. So all of these things are really big benefits that extend beyond just making sure students have food security that also impacts everything about their school day. In the state of North Carolina, you see that the schools that are participating in the Community Eligibility Provision compared to schools with similar rates of low-income students have a higher report card grades. Broadly we're seeing, it looks like these schools are performing better academically and that's really great news. I remember in the early days when people were considering universal free meals, there was a special concern around breakfast that some kids may be eating at home and then coming in and having another breakfast meal and that it might be contributing to the childhood obesity problem. Sarah: So the evidence I've seen looking at obesity and the Community Eligibility Provision suggests that that's not what's happening. When you think about kids, particularly young kids, eating a second breakfast may be fairly normal for that age range. I think the assumption that if students are eating twice, that that is leading to obesity, isn't always a great assumption. You've raised good points that it's overall nutrition that counts, not necessarily the number of meals. So I'd like to get both of you to weigh in. What do you think the future will look like for universal school meals? Sarah: So the pandemic has created a big change here where nationwide schools have been able to offer universal free meals, whether they were in school or out of school for at least some portion of the time they've been providing school meals to students who aren't actually physically in the school building. For the moment, the US Department of Agriculture has extended some of those waivers to allow schools to continue offering universal free meals through the 2021-22 school year. So that's going to last this second pandemic school year, we're approaching here. After that, the future's uncertain. That's an important problem that we have now, a year to think about it is well what does the future look like? The data that I'm talking about with regard to the Community Eligibility Provision is really only for those first three, four years of implementation. It's great that we're seeing positive results already, but we really don't know what it looks like once this has been in place for long enough to really create that culture shift that you would hope to see, particularly at the high school level. Even if you remove the cash register and you change the mechanisms for receiving school meals, particularly at the high school level, it's going to be a lag while students are still thinking about these meals in the same way. And so some of those reductions in stigma and increase in uptake of school meals may take a while. And so we don't really know yet the full potential of universal school meals. Hopefully, as we're moving forward here and coming out of this pandemic and thinking about, well, are we going back to a system that requires some students to pay for meals and others to not, this is something that states and the nation need to be thinking about. And Marianne what are your thoughts on the future? Marianne: I think it's interesting because we're in kind of a really critical moment for school meals, where we have another year of universal meals for our pandemic school year, but we're also right up on child nutrition reauthorization at the federal level. And so it's an opportunity to eliminate this weird point in the day and make universal meals available to all schools and all school systems this year. Will they do it? I don't know. I feel like we're seeing more energy around this than we have in the past. And I think it's hard to imagine going back to it and telling kids in a year, that they'll be paying for school meals when they didn't this past year. And if it's not that at the federal level, there's of course an opportunity for it to be done at the state level. We just saw California pass universal meals there, and then it always can be done just by making sure that every school system and every school that's eligible for CEP participate. Bios: Sarah Crittenden Fuller holds a Ph.D. in public policy from the Sanford School of Public Policy at Duke University. She currently serves as Principal Investigator for the multi-year evaluation of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) North Carolina intervention. Fuller is also leading projects examining the impacts of natural disasters on educational outcomes nationwide and the impacts of remote learning due to COVID-19 on schools in North Carolina. Other areas of ongoing research include high school reform models, the impacts of school nutrition on academic outcomes, and the influence of hurricanes in North Carolina on childhood outcomes. Fuller's work leverages large administrative datasets and quasi-experimental designs to estimate the causal effects of particular policies or events on student outcomes. She uses primarily quantitative methods to address research questions surrounding schools and students focusing on questions that have the potential to inform policy decisions. Fuller has received grant funding from the Spencer Foundation, the National Science Foundation, the Robert Wood Johnson Foundation, the Russell Sage Foundation, and the W.T. Grant Foundation. She has recent publications in Economics of Education Review, AASA Journal of Scholarship and Practice, AERA Open, and Urban Education. Marianne Hedrick Weant is the programs manager at the North Carolina Alliance for Health (NCAH). Prior to joining the staff of NCAH in 2018, Weant spent nine years with the North Carolina PTA. Weant completed a BA in anthropology and history at George Mason University and an MA in anthropology and development at the George Washington University before receiving an MSPH from the University of North Carolina at Charlotte. Weant lives in Cary with her husband, six kids, five chickens, and dog, and her children attend Wake County schools.

Prepared

RB's 300 Sec Podcast

Play Episode Listen Later Jul 23, 2021 13:44

Lori Patton Davis, Ph.D.is one of the most highly respected, accomplished, and influential scholars in the field of higher education. She is a tenured full professor of Higher Education and Student Affairs at The Ohio State University and Chair of the Department of Educational Studies. Patton Davis is also past president of the Association for the Study of Higher Education. She is best known for her important cross-cutting work on African Americans in higher education, critical race theory, diversity initiatives on college campuses, girls and women of color in educational and social contexts, and college student development and graduate preparation. She is the author of numerous peer-reviewed journal articles, book chapters, and other academic publications appearing in highly-regarded venues such as The Journal of Higher Education, Teachers College Record, Journal of College Student Development, Urban Education, and International Journal of Qualitative Studies in Education (QSE). Her research has been cited in multiple publications and funded by grants from the Spencer Foundation, Lumina Foundation, American Psychological Foundation, and an array of other entities. She has served on seven editorial boards for journals in education and was previously associate editor of QSE. She was the American Educational Research Association (AERA) Division J Equity and Inclusion Officer for six years. The American College Personnel Association (ACPA) members elected her to a two-year term as the inaugural Director of Equity and Inclusion on the Association's national governing board. She has received many national awards for her scholarly contributions and was recently recognized in the Edu-Scholar Rankings among the top 200 educators in the US. She is a frequently sought-after expert on a wide range of education topics. The Chronicle of Higher Education, Inside Higher Ed, Huffington Post, Diverse Issues in Higher Education, and dozens of other media outlets have quoted her and featured her research. She has also advised university presidents and other senior administrators, philanthropic foundation executives, culture center directors, and educators in urban K-12 schools.

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Play it Safe or Take a Risk?: Tradeoffs & Decisions in Teaching Controversial Issues, with Judy Pace (University of San Francisco)

Education for Sustainable Democracy

Play Episode Listen Later Jun 22, 2021 25:22

When teaching controversial issues, should teachers play it safe or take some risks? How much risk is too much? How do political and historical contexts affect how educators explore controversial issues in their classrooms? Should students be expected to share their perspectives on controversial issues? In Part 2 of Brett's interview with Judy Pace, Judy explains what her research taught her about how contextual factors affect educators' instruction about controversial issues. She also discusses the challenges involved in building classroom community and how to make teaching controversial issues more widespread. Judy's research and this podcast episode were supported by the Spencer Foundation, a non-profit organization that supports educational research.Links to Judy Pace's WorkJudy Pace's Website at USFJudy's Book - Hard Questions: Learning to Teach Controversial IssuesLinks to Other Related ResourcesEducation for Sustainable Democracy Website Education for Sustainable Democracy Facebook PageBrett Levy et al.'s Article & Framework for Guiding Classroom DiscussionsRelated ESD EpisodesJudy Pace Interview, Part 1: Learning to Teach Controversial IssuesProf. Diana Hess on Teaching Controversial IssuesProf. Wayne Journell on Modeling Political ToleranceSupport the show (https://www.patreon.com/esdpodcast)

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Race, Absenteeism, and Juvenile Court Involvement

Research Minutes

Play Episode Listen Later Jun 3, 2021 24:28

School absenteeism policies may be a key driver of racial disparities in students' juvenile court involvement, according to a new study. The study, coauthored by the University of Tennessee's Clea McNeely, examined absenteeism policies in nearly 100 districts across the U.S., finding that students of color may be significantly more likely to be declared truant than their white classmates. The study, supported the Spencer Foundation, also examined the relationship between truancy and juvenile court involvement in three districts, finding that absenteeism policies may play a significant role in disparate outcomes between white students and students of color. McNeely joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss those findings, and some important implications for policymakers, school leaders and other stakeholders across the country.

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Students Talk Security | Domestic Politics and the Russia-Ukraine Conflict

Notre Dame International Security Center

Play Episode Listen Later May 5, 2021 24:21

An Interview with Associate Professor Karrie J. Koesel by Andrew DelVecchio Summary: In this episode of Students Talk Security, Professor Karrie Koesel discusses the role that Russian domestic politics play in the ongoing Russia-Ukraine conflict. Professor Koesel uses her experience with contemporary Russian politics to explain how President Putin is constrained and catalyzed by popular opinion and NATO's best avenue for de-escalating the conflict. Biography: Karrie J. Koesel is Associate Professor of Political Science at the University of Notre Dame where she specializes in the study of contemporary Chinese and Russian politics, authoritarianism, and the politics of religion. She is the author of Religion & Authoritarianism: Cooperation, Conflict and the Consequences (Cambridge University Press, 2014) and co-editor of Citizens and the State in Authoritarian Regimes (Oxford University Press, 2020). Her research has been featured in World Politics, Perspectives on Politics, The China Quarterly, Post-Soviet Affairs, Economics and Politics, Demokratizatsiya, and the Review of Religion and Chinese Society and has been funded by the John Templeton Foundation, the Spencer Foundation, the Social Science Research Council (SSRC), the Fulbright program, the International Research & Exchanges Board (IREX), and IDCAR. Professor Koesel is a Public Intellectual Fellow for the National Committee on US-China Relations.

Dr. Niobe Way

Mind Wide Open

Play Episode Listen Later Apr 13, 2021 27:40

Niobe Way, Ed. D., is Professor of Developmental Psychology and the founder of the Project for the Advancement of Our Common Humanity at New York University (PACH). She is also past President of the Society for Research on Adolescence (SRA) and co-director of the Center for Research on Culture, Development, and Education at NYU. Her work focuses on the intersections of culture, context, and human development, with a particular focus on social and emotional development and how cultural ideologies influence developmental trajectories. The Listening Project, her current project with Joseph Nelson, Hirokazu Yoshikawa, David Kirkland, and Alisha Ali, aims to foster curiosity and connection in and outside of middle school classrooms across New York City. In addition, she created and teaches a core course for undergraduates at NYU called The Science of Human Connection. The course describes her theoretical and empirical framework developed over three decades and discussed in her latest co-edited book The Crisis of Connection: Its Roots, Consequences, and Solution (NYU Press). Dr. Way has also authored nearly a hundred journal articles and books, including Deep Secrets: Boys' Friendships and the Crisis of Connection (Harvard University Press) and Everyday Courage: The Lives and Stories of Urban Teenagers (NYU Press). Her research has been funded by the National Institute of Mental Health and numerous foundations including The National Science Foundation, The William T. Grant Foundation, The Einhorn Family Charitable Trust Foundation, and The Spencer Foundation. She is a contributor to Huffington Post, Psychology Today, and her research is regularly featured in mainstream media outlets (e.g., New York Times, NPR, Today Show, NBC). Examples include Two Cheers for Feminism!and Guys, We Have A Problem: How American Masculinity Creates Lonely Men.

E19 - Tips on navigating the tenure track with a young family with Lindsey Bullinger

The Hidden Curriculum

Play Episode Listen Later Mar 9, 2021 49:50

In this episode we talk with Lindsey Bullinger about her experience dealing with raising a child, while having a partner that works a lot!. Lindsey is n Assistant Professor in the School of Public Policy at Georgia Tech. Her research examines how public policies affect children and families' health and well-being, especially low-income families. Lindsey has started to work on how the pandemic has affected domestic violence. She has a paper forthcoming at the American Journal of Health Economics (link here). She also wrote a piece for the Ashecon Newsletter talking about measuring domestic violence and child maltreatment (link here). Her work has been published in American Journal of Health Economics, Journal of Health Economics, Journal of Policy Analysis & Management, Review of Economics of the Household, Contemporary Economic Policy, ANNALS of the American Academy of Political and Social Science, Housing Policy Debate, Children and Youth Services Review, Health Services Research, American Journal of Public Health, JAMA Pediatrics, and Maternal and Child Health Journal. It has been funded by the U.S. Department of Health and Human Services, the Doris Duke Charitable Foundation, the Horowitz Foundation for Social Policy, the Spencer Foundation, and Pew Charitable Trusts. She earned my Ph.D. from Indiana University in April 2018. Sebastian Tello-Trillo is an Assistant Professor of Public Policy and Economics at the Frank Batten School of Leadership and Public Policy in the University of Virginia. Alex Hollingsworth is an Assistant Professor of Economics at the O'Neill School of Public and Environmental Affairs in Indiana University. Lindsey's recommendation is to take "work walks". This means, having your schedule "zoom-meetings" as a phone conversation in which you can walk and talk at the same time. Two birds, one-stone! Alex's recommendation of the week is the book "Statistical Rethinking", is a book that helps introduce Bayesian statistics from an intuitive way! In addition to the book, the author Richard McElreath has recorded lectures on Bayesian statistic that pair will with the book. Sebastian's recommendation of the week is the application Castro. This is an app to consume podcasts. The main feature that makes it different from others is that you can set it up as an inbox, where you decide which episodes you want to listen or not. Is a great tool when you follow several podcasts, but you don't really want to listen to all episodes. --- Send in a voice message: https://anchor.fm/hidden-curriculum/message

Identity and the Web with Deen Freelon

Untangling the Web

Play Episode Listen Later Feb 19, 2021 29:11

Our guest for this episode is Deen Freelon, an associate professor in the School of Media and Journalism at the University of North Carolina in Chapel Hill. His research ranges from political expression through digital media to data science to computational methods. He has also served as principal investigator on grants from the Knight Foundation, the Spencer Foundation and the US Institute of Peace. Not only does Deen make intellectual contributions to the fields of web science, communication studies, and more, but he also focuses on engaging and helping the general public with his insights. In this conversation, Deen tells us why it is so important to incorporate identity into web science research, and how that has influenced his own work. That includes his recent article on Black-presenting trolls and why disaggregating ideology from race was crucial to his insights. Deen also discusses the difference between disinformation and misinformation, as well as why there needs to be more research into left-leaning disinformation. And he describes what tools he's created to help other researchers as well as the general public -- coming up are developments to his "filter map" project. To hear about about all this and more, listen to the episode! Click here for this episode's transcript, and click here for this episode's show notes.

university black peace school media identity north carolina journalism chapel hill deen knight foundation us institute spencer foundation freelon

Digital Technology and Democratic Theory

Data & Society

Play Episode Listen Later Feb 3, 2021 74:41

Data & Society and Stanford PACS host a special book launch: One of the most far-reaching transformations in our era is the wave of digital technologies rolling over—and upending—nearly every aspect of life. Work and leisure, family and friendship, community and citizenship have all been modified by now-ubiquitous digital tools and platforms. Digital Technology and Democratic Theory looks closely at one significant facet of our rapidly evolving digital lives: how technology is radically changing our lives as citizens and participants in democratic governments.To understand these transformations, this book brings together contributions by scholars from multiple disciplines to wrestle with the question of how digital technologies shape, reshape, and affect fundamental questions about democracy and democratic theory. As expectations have whiplashed—from Twitter optimism in the wake of the Arab Spring to Facebook pessimism in the wake of the 2016 US election—the time is ripe for a more sober and long-term assessment. How should we take stock of digital technologies and their promise and peril for reshaping democratic societies and institutions? To answer, this volume broaches the most pressing technological changes and issues facing democracy as a philosophy and an institution.Speaker BiosRobyn Caplan | @robyncaplanRobyn Caplan is a Researcher at Data & Society, and a PhD Candidate at Rutgers University (ABD, advisor Philip M. Napoli) in the School of Communication and Information Studies. She conducts research on issues related to platform governance and content standards. Her most recent work investigates the extent to which organizational dynamics at major platform companies impacts the development and enforcement of policy geared towards limiting disinformation and hate speech, and the impact of regulation, industry coordination, and advocacy can play in changing platform policies.Her work has been published in journals such as First Monday, Big Data & Society, and Feminist Media Studies. She has had editorials featured in The New York Times, and her work has been featured by NBC News THINK and Al Jazeera. She has conducted research on a variety of issues regarding data-centric technological development in society, including government data policies, media manipulation, and the use of data in policing.Lucy Bernholz | @p2173Lucy Bernholz is a Senior Research Scholar at Stanford University's Center on Philanthropy and Civil Society and Director of the Digital Civil Society Lab. She has been a Visiting Scholar at The David and Lucile Packard Foundation, and a Fellow at the Rockefeller Foundation's Bellagio Center, the Hybrid Reality Institute, and the New America Foundation. She is the author of numerous articles and books, including the annual Blueprint Series on Philanthropy and the Social Economy, the 2010 publication Disrupting Philanthropy, and her 2004 book Creating Philanthropic Capital Markets: The Deliberate Evolution. She is a co-editor of Philanthropy in Democratic Societies (2016, Chicago University Press) and of the forthcoming volume Digital Technology and Democratic Theory. She writes extensively on philanthropy, technology, and policy on her award winning blog, philanthropy2173.com.She studied history and has a B.A. from Yale University, where she played field hockey and captained the lacrosse team, and an M.A. and Ph.D. from Stanford University.Rob Reich | @robreichRob Reich is professor of political science and, by courtesy, professor of philosophy at the Graduate School of Education, at Stanford University. He is the director of the Center for Ethics in Society and co-director of the Center on Philanthropy and Civil Society (publisher of the Stanford Social Innovation Review), both at Stanford University. He is the author most recently of Just Giving: Why Philanthropy is Failing Democracy and How It Can Do Better (Princeton University Press, 2018) and Philanthropy in Democratic Societies: History, Institutions, Values (edited with Chiara Cordelli and Lucy Bernholz, University of Chicago Press, 2016). He is also the author of several books on education: Bridging Liberalism and Multiculturalism in American Education (University of Chicago Press, 2002) and Education, Justice, and Democracy (edited with Danielle Allen, University of Chicago Press, 2013). His current work focuses on ethics, public policy, and technology, and he serves as associate director of the Human-Centered Artificial Intelligence initiative at Stanford. Rob is the recipient of multiple teaching awards, including the Walter J. Gores award, Stanford's highest honor for teaching. Reich was a sixth grade teacher at Rusk Elementary School in Houston, Texas before attending graduate school. He is a board member of the magazine Boston Review, of Giving Tuesday, and at the Spencer Foundation. More details at his personal webpage: http://robreich.stanford.eduSeeta Peña GangadharanDr Seeta Peña Gangadharan is Associate Professor in the Department of Media and Communications at the London School of Economics and Political Science. Her work focuses on inclusion, exclusion, and marginalization, as well as questions around democracy, social justice, and technological governance. She currently co-leads two projects: Our Data Bodies, which examines the impact of data collection and data-driven technologies on members of marginalized communities in the United States, and Justice, Equity, and Technology, which explores the impacts of data-driven technologies and infrastructures on European civil society. She is also a visiting scholar in the School of Media Studies at The New School, Affiliated Fellow of Yale Law School's Information Society Project, and Affiliate Fellow of Data & Society Research Institute.Before joining the Department in 2015, Seeta was Senior Research Fellow at New America's Open Technology Institute, addressing policies and practices related to digital inclusion, privacy, and “big data.” Before OTI, she was a Postdoctoral Associate in Law and MacArthur Fellow at Yale Law School's Information Society Project. She received her PhD from Stanford University and holds an MSc from the Department of Media and Communications at the London School of Economics and Political Science.Seeta's research has been supported by grants from Digital Trust Foundation, Institute of Museum and Library Services, Ford Foundation, Open Society Foundations, Stanford University's Center on Philanthropy and Civil Society, and U.S. Department of Commerce's Broadband Technology Opportunities Program.Archon Fung | @ArfungArchon Fung is the Winthrop Laflin McCormack Professor of Citizenship and Self-Government at the Harvard Kennedy School. His research explores policies, practices, and institutional designs that deepen the quality of democratic governance. He focuses upon public participation, deliberation, and transparency. He co-directs the Transparency Policy Project and leads democratic governance programs of the Ash Center for Democratic Governance and Innovation at the Kennedy School. His books include Full Disclosure: The Perils and Promise of Transparency (Cambridge University Press, with Mary Graham and David Weil) and Empowered Participation: Reinventing Urban Democracy (Princeton University Press). He has authored five books, four edited collections, and over fifty articles appearing in professional journals. He received two S.B.s — in philosophy and physics — and his Ph.D. in political science from MIT.

united states director university texas school education technology media work law new york times phd society european innovation mit institute economics values equity museum ethics stanford commerce associate professor fellow democracy researchers stanford university political science yale university platforms philanthropy citizenship msc reich new school london school institutions napoli graduate schools al jazeera giving tuesday senior research fellow harvard kennedy school arab spring yale law school phd candidate media studies new america digital technologies kennedy school civil society multiculturalism chicago press visiting scholar ford foundation rockefeller foundation open society foundations macarthur fellow boston review library services information studies self government new america foundation danielle allen senior research scholar stanford social innovation review democratic society postdoctoral associate gores democratic governance ash center social economy david weil spencer foundation information society project seeta democratic theory feminist media studies mary graham data society failing democracy open technology institute just giving why philanthropy philip m napoli transparency policy project

Ep. 137: David Yeager - The Growth Mindset

Full PreFrontal

Play Episode Listen Later Jan 22, 2021 48:58 Transcription Available

“The only thing that could impede me was me“ are the words spoken by Amada Gorman, the first ever Youth Poet Laureate. Amanda for many years suffered from a speech impediment and an auditory processing disorder that made it difficult to communicate intelligibly what her beautiful mind was so eloquently able to construct. Amanda's personal discovery that I am more than my garbled speech encapsulates the growth mindset which comes into play when hardship looms over and seeing the possibility for a better self or better future turns bleak.On this episode, David Yeager, Ph.D., an Associate Professor of Developmental Psychology at the University of Texas at Austin, addresses how a growth mindset injects doubt into that fixed mindset worldview and how a cultivated growth mindset can go on to unravel personal gifts that not only bring joy to oneself but are an abundant benefit to the world.About David YeagerDavid Yeager is an experimental development psychologist in the department of psychology at the University of Texas at Austin. In his academic research, he examines the causes of and solutions to adolescent health problems, such as bullying, depression, academic achievement, cheating, trust, or healthy eating. He often focuses on adolescent transitions—the transition to middle school, the transition to high school, or the transition to college—as a place where there is great opportunity (and risk) for young people's trajectories. Yeager was the subject of a major New York Times Magazine article (“Who Gets to Graduate?”) by education speaker Paul Tough, in which he was named “one of the world's leading experts on the psychology of education.” He has co-authored work on grit and grit-testing with Angela Duckworth, and on growth mindset with Carol Dweck. He chaired and co-hosted a national summit on mindset interventions at the White House Office for Science and Technology Policy, which led to the launch and co-chairing of the “Mindset Scholars Network,” an interdisciplinary research network housed at the Center for Advanced Study in the Behavioral Sciences (CASBS), where he was a fellow. His work has appeared in The New York Times, The Atlantic, Scientific American, The Wall Street Journal, The Guardian, and more.He is a William T. Grant Foundation scholar, a Faculty Research Associate at the UT Population Research Center, and was formerly a Fellow at the Carnegie Foundation for the Advancement of Teaching . His research has earned awards from the Spencer Foundation, the Society for the Psychological Study of Social Issues, the Society for Research on Child Development, the American Educational Research Association, the APA Science Directorate, and the International Society for Research on Aggression. He is a member of the Human Capital and Economic Opportunity Global Working Group and the New Paths to Purpose network at the University of Chicago.About Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Examining Animal Rights in Industrial America with Ernest Freeberg

Story in the Public Square

Play Episode Listen Later Jan 19, 2021 28:36

The end of the 19th Century in America, is often associated with the rise of profound social movements like the temperance movement; the women’s suffrage movement, and—more darkly—even the eugenics movement. Ernest Freeberg tells the story of the birth of the animal rights movement. Freeberg is a Distinguished Professor of Humanities at the University of Tennessee and is the award-winning author of “A Traitor to His Species: Henry Bergh and the Birth of the Animal Rights Movement,” which examines ASPCA founder Henry Bergh’s campaign to grant rights to animals in industrial America. He is a Distinguished Lecturer for the Organization of American Historians, has served on the editorial board of the “History of Education Quarterly,” and has produced several public radio documentaries. His research has been supported by grants from the American Council of Learned Societies, the Huntington Library, the Winterthur Museum, Newberry Library, the Gilder Lehrman Institute of American History, the Spencer Foundation, Emory University’s Center for Humanistic Inquiry, and others. Freeberg has served as Chief Reader and test development committee member for the College Board’s Advanced Placement U.S. History exam. He is the author of “The Education of Laura Bridgman,” which won the Dunning Prize from the American Historical Association, “Democracy’s Prisoner,” a Los Angeles Times Book Prize finalist in biography, and winner of both the David Langum Award for Legal History and the Eli Oboler Award from the American Library Association’s Intellectual Freedom Roundtable, and “Age of Edison: Electric Light and the Invention of Modern America,” was named a Choice Outstanding Academic Title for 2014 by the American Library Association. See omnystudio.com/listener for privacy information.

Professor Mary Helen Immordino-Yang on "The Neuroscience of Social and Emotional Learning"

Neuroscience Meets Social and Emotional Learning

Play Episode Listen Later Dec 17, 2020 45:27

Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, episode #100—this episode is a very special one, that comes full circle for all of the listeners who have ever wondered, “what exactly is the neuroscience of social and emotional learning?”You can watch the interview on YouTube here. Today, this question will be solved with Dr. Mary Helen Immordino-Yang, who is a Professor of Education, Psychology and Neuroscience at the University of Southern California and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE)[i]. She studies the psychological and neurobiological development of emotion and self-awareness, and connections to social, cognitive and moral development in educational settings. What I find to be powerful about Dr. Mary Helen is that although she is a former public junior-high-school science teacher, who went on to earn her doctorate at Harvard University and has received numerous awards for her work and research, she is able to set us straight when it comes to understanding how the emotions we have with others, and our social interactions can change our brain, and literally shape who we are, with powerful findings that she can prove with FMRI scans.Welcome Mary Helen, it’s beyond incredible to finally have this opportunity to speak with you, after studying your work when I first started on this mission to learn and understand the basics of neuroscience back in 2015 when an educator urged me to take this path to integrate neuroscience into the programs I had developed for the school market. I’m sure I first saw you speaking somewhere with Dr. Daniel Siegel, who we had on with episode #28[ii] on “Mindsight: The Basis of Social and Emotional Intelligence” then when I saw you come on his PEPP MWE UP Community Chats this past July[iii], I immediately reached out to speak with you when I saw that your life’s work provides the evidence for the powerful connection with neuroscience and social and emotional learning.Thank you so much for being here today. Dr. Daniel Siegel said this, and I have to repeat it, because your research truly has shown incredible pioneering and achievement when it comes to showing through your social-emotion experiments, how what we think, feel and the emotions that we have—can physically change the structure of our brains. I am so grateful to have you here today and after writing your questions, I decided that it made perfect sense to have your interview as the 100th episode, to show the impact that we can have when we connect neuroscience to social and emotional learning.Q1: You said it really well on Dan’s event, and I have put this link in the show notes so you don’t have to repeat what you said there, but can you share how you started to look at the connection with the social and emotional brain. You mention that in 2001/2002 there wasn’t much out there on culture and the brain, and then when you looked at emotion, it was just some basic stuff about the amygdala lighting up with certain emotions, and the social brain was still in its infancy. Where did this idea begin to work with Antonio Damasio[iv] measuring brain activity and connecting our relationships and emotions to our future results?My thoughts: When I was urged by a school administrator to write another book that included the most current brain research to the programs I was offering schools in Arizona through a Character Education Grant, I began to look for those who were out in the world, teaching educational neuroscience. I found Judy Willis, and Dan Siegel, David Sousa who was showing how the brain learns to read, and some others, but wanted to find those who saw how neuroscience connected to social and emotional learning (the name of the podcast) because I saw how these social skills were changing the results of students, I just wasn’t measuring their brains in FMRI scanners. Your work really is bringing the research to re-think the next generation’s educational experience.Q2: I watched one of your earlier presentations from 2012 called “We Feel, Therefore We Learn”[v] where you talk about some of your early social-emotion experiments. Can you share in a nutshell how our brain changes when we feel inspired or compassionate towards another human being? I found this fascinating! My thoughts: It’s interesting to me because I worked with high school students with Character Ed Grant and one of the activities was to write out who they wanted to be in 10 years, create a vision for themselves. They found this activity really difficult and as I started to study and read more about the teenage brain, I thought that their prefrontal cortex is not fully developed yet, so this planning activity might take them some time. Out of a class of 30 students, maybe 5 could quickly write out their path of where they are now, and where they wanted to go. After some time, they all had a plan created, but I wonder what you are seeing with your work with students in the classrooms that you are measuring now. Is this something they could easily tell you?Q3: We all want our children (if we are parents) or students (if we are educators) to be successful, and you have some research that shows how a child reacts to an unfair situation can predict certain things about their brain. Can you explain concrete talk vs abstract talk, and how they are associated with a specific developmental trajectory of the brain?My Thoughts: We’ve all heard of the marshmallow experiment[vi], and how delaying gratification predicted future success in children. When I heard this, of course I did the experiment with my children and am always working on this skill with them. Do you think that these findings would make a case for integrating this thinking into classroom work for improved function of the brain?WE WILL ADDRESS THESE QUESTIONS IN EPISODE #101 since we ran out of time here. Q4: You talk about how the brain networks rework at different stages in our life, like in adolescence with hormonal shifts that coincide with puberty, and relationships as well as how our brains change as we transition to parenting. Can you explain how our brains were designed to support us at these different life stages?My thoughts: It’s interesting when life is just happening and then you have an experience with a life-changing moment, as a parent, where you seem to gear down and get a bit more serious. I would like to understand what’s happening on the brain level to make this occur.Q5: What is your vision for the research you are doing? What changes do you think are possible to help our future generations think more deeply, more abstract, and reach higher levels of capability?My thoughts: The Pandemic disrupted at a time when change was past due, for many years. How can school admin/parents/teachers take your research and make improvements to what wasn’t working before? What about educational publishers? How can your work be integrated into mainstream curriculum? (I see brain-boost boxes being added in the margins of teacher manuals with tips for how this activity is impacting the brain).Mary-Helen, I want to thank you very much for taking the time to speak with me today. I find your work fascinating, and really am grateful to have found you all those years ago. Thank you for pioneering the way in this field, and for sharing your work so graciously. I will continue to follow your work, and see the vision you are creating for a better world for student learning.BIODr. Mary Helen Immorindo-Yang is a Professor of Education, Psychology and Neuroscience at the University of Southern California. A former public junior-high-school science teacher, she earned her doctorate at Harvard University. She holds an NSF CAREER award and is serving on the NAS committee writing How People Learn II. In 2015-2016 she was chosen as one of 30 scholars to participate in the AERA’s Knowledge Forum initiative. She has received numerous national awards, is the inaugural recipient of the International Mind, Brain and Education Society (IMBES) award for Transforming Education through Neuroscience and was elected 2016-2018 IMBES president.A former urban public junior high-school science teacher, she earned her doctorate at Harvard University in 2005 in human development and psychology and completed her postdoctoral training in social-affective neuroscience with Antonio Damasio in 2008. Since then she has received numerous awards for her research and for her impact on education and society, among them an Honor Coin from the U.S. Army, a Commendation from the County of Los Angeles, a Cozzarelli Prize from the Proceedings of the U.S. National Academy of Sciences editorial board, and early career achievement awards from the AERA, the AAAS, the APS, the International Mind, Brain and Education Society (IMBES), and the Federation of Associations in Behavioral and Brain Sciences Foundation (FABBS). Immordino-Yang is a Spencer Foundation mid-career fellow.Dr.Mary Helen is currently the Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE) is to bring educational innovation and developmental affective neuroscience into partnership, and to use what is learned to guide the transformation of schools, policy, and the student and teacher experience for a healthier and more equitable society.RESOURCES:Jul 24, 2017 Nova Episode featuring Mary Helen Immordino Yang on PBS on “School of the Future.” https://rossier.usc.edu/improving-learningBuilding Meaning Builds Teens’ Brains by Mary Helen Immordino-Yang and Douglas R Knecht

LE 167: The Dangers of the Word Gap Theory with Dr. Stephanie Abraham

Leading Equity

Play Episode Listen Later Nov 23, 2020 27:02

About Stephanie Abraham, Ph.D. Dr. Stephanie Abraham is an Associate Professor of Language and Literacy Education at Rowan University in New Jersey. Her research and pedagogical interests focus on the documentation of the rich language and literacy practices of racialized, emergent bilinguals, as well as helping their teachers develop high quality, critical pedagogies. She is the principal investigator of the Spencer Foundation-funded project, Translanguaging as Resistance and Restoration in a Community-Based Writing Center. Her scholarship has been published in Radical Teacher, the Journal of Education Policy, and Teaching and Teacher Education. Most recently, she has published a critical discourse analysis of the word gap discourse in Equity and Excellence in Education, showing how racial erasure works to make the word gap discourse appear as a humanizing solution to poverty in the United States. Show Highlights The Word Gap Does a parent’s level of education impact the Word Gap? What is the Word Gap really about? The Wordometer What should we be focusing on? A message to future researchers of the Word Gap Connect with Stephanie stephanielynnabraham@gmail.com What Counting Words Has Really Taught Us: The Word Gap, A Dangerous, but Useful Discourse Connect with me on Twitter @sheldoneakins Inquire about the Leading Equity Center’s “Annihilating Racial Injustice in Schools” training

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Freedom Center Talks: Randall Curren – “Children of the Broken Heartlands: Rural Isolation and the Geography of Opportunity.”

Freedom Center Today

Play Episode Listen Later Sep 29, 2020 28:03

Randall Curren is Professor and Chair of Philosophy and Professor of Education (secondary) at the University of Rochester (New York), and an Honorary Senior Research Fellow at the Jubilee Centre for Character and Virtues (JCCV) at the University of Birmingham (England). He was the Ginny and Robert Loughlin Founders’ Circle Member at the Institute for Advanced Study in Princeton, New Jersey for 2012-2013, and held concurrent research professorships at the Jubilee Centre and the Royal Institute of Philosophy (London) in 2013-2015. Professor Curren is the author of 130 publications, including most recently Living Well Now and in the Future: Why Sustainability Matters, with geologist Ellen Metzger (MIT Press, 2017), Why Character Education? (Wiley-Blackwell, 2017), Patriotic Education in a Global Age, with historian Charles Dorn (University of Chicago Press, 2018), and a series of papers on populism, civic friendship, and the rural-urban opportunity gap. He is editor of the Blackwell Companion to Philosophy of Education, co-editor of the History and Philosophy of Education Series for the University of Chicago Press, and a past editor of the journal Theory and Research in Education. His work in philosophy of education, social and political philosophy, Ancient Greek philosophy, ethics, moral psychology, and psychometrics, has been supported by grants and fellowships from the National Endowment for the Humanities, National Science Foundation, Andrew Mellon Foundation, Spencer Foundation, and Templeton Foundation.

Lurie College Faculty Awarded $50k Grant

SJSU Lurie College of Education

Play Episode Listen Later Sep 24, 2020 6:36

Congratulations to Child and Adolescent Development faculty Ellen Middaugh, who earned a $50,000 grant from the Spencer Foundation! Through this grant, she is able to kick off her research study "Civic Media Literacy in a Networked Society: Supporting Mindful Circulation" which will develop a deeper understanding of how youth interact with media online, not only when it comes to fact-checking but also when it comes to interpreting media, sharing media, and beyond. Listen to the interview with Dr. Middaugh. Connect with Lurie College at https://linktr.ee/sjsulurie to receive more news about academic and student life! Audio recorded and edited by Brian Cheung Dooley.

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Charlton McIlwain, WashingTECH’s Incoming Board Chair, Fireside (Ep. 242)

WashingTECH Tech Policy Podcast with Joe Miller

Play Episode Listen Later Sep 21, 2020 19:55

Bio Charlton McIlwain (@cmcilwain) is Vice Provost or Faculty Engagement and Development; Professor of Media, Culture and Communication at New York University. His recent work focuses on the intersections of race, digital media, and racial justice activism. He recently wrote Racial Formation, Inequality & the Political Economy of Web Traffic, in the journal Information, Communication & Society, and he co-authored, with Deen Freelon and Meredith Clark, the recent report Beyond the Hashtags: Ferguson, #BlackLivesMatter, and the Online Struggle for Offline Justice, published by the Center for Media & Social Impact, and supported by the Spencer Foundation. Today, Tuesday October 1st, 2019, his new book entitled Black Software: The Internet & Racial Justice, From the AfroNet to Black Lives Matter releases via Oxford University Press and available wherever you buy books. Resources McIlwain, Charlton. Black Software: The Internet & Racial Justice, from the AfroNet to Black Lives Matter (Oxford University Press, 2019)

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Elevating Despair - Suicide Prevention, Grief and Healing with Barbara Rubel & Dr. Baranowsky

Bear Psychology podcast

Play Episode Listen Later Aug 27, 2020 61:39

Every year on September 10th, individuals and organizations in over 50 countries connect and work together to prevent suicide, by supporting those who are struggling and to help those who are grieving. This year we will address this topic with Barbara Rubel the author of the fictional novel "But I Didn't Say Goodbye – Helping Families after a Suicide". In her reader-friendly and well researched book, she addresses the loss of her father through suicide in a meaningful and thought provoking read, and discusses WHAT she learned in the process of grieving and healing. Barbara will share her unique approach to suicide prevention and post-vention, on how can develop personal resiliency and reclaim hope after loss in this month's "Bear Psychology radio show" on Realityradio101.com program. Whether you know someone who has attempted or completed suicide, or felt so much despair that you have considered it yourself ... we want to open up the dialogue today about this important topic. Let's start by clarifying that whatever is going on in your life today, the pain of the moment can elevate us to open up and and there are many people and sources of information that can provide relief. We will begin the conversation with two numbers and resource links so we have a safe reference point right from the start: In Canada: https://suicideprevention.ca/WSPD 1.833.456.4566 In the U.S.: https://suicidepreventionlifeline.org/ 1-800-273-8255 We will discuss: The WHY of suicide Reflect on feelings of anger, guilt and grief Barbara's own experience of losing her father to suicide and how she was able to reconstruct meaning into her life after such a sudden loss Learn about her unique Dual Process Model and 4 Tasks of Grief and apply them to the impact of suicide loss Does the current COVID-19 Pandemic complicate grief from suicide of someone in your life? Barbara will reflect from the lens of her own tragic loss and personal experience. What do you do when your father dies by suicide while you are in the hospital awaiting the birth of your triplets? What do you do when you can't attend your father's funeral because physician orders include complete bed rest? What do you do when you realize that you experienced a devastating loss and that you are not alone in that experience? You write a book and dedicate your life to helping others affected by suicide. Barbara Rubel's fictional characters in "But I Didn't Say Goodbye" are a compilation of what individuals may experience throughout their lifetime as a suicide loss survivor. "But I Didn't Say Goodbye: Helping Families After a Suicide" tells the story, from the perspective of an eleven-year-old boy Alex and his family, as they are rocked by suicide and reeling from the aftermath. Through Alex's eyes, the reader sees the transformation of feelings after going through death by suicide. New to the book's 3rd edition, each chapter ends with Alex reflecting 10 years later on his experience, introducing family members and friends in his recollections. Barbara Rubel has combined our modern academic theories of grieving, and the research that supports those theories, and then translated them into a readable story for anyone bereaved by suicide. The revised edition is an evidence-informed and contemporary treatment of a devastating form of loss that uses the artful device of a hypothetical case study to render it in human terms. Through the story, the reader understands what losing someone to suicide might be like for a family, how to make meaning of the loss, and ways to experience personal growth. This self-help book was revised to provide guidance and education for clinicians and families to help suicide loss survivors. Links & Resources: But I Didn't Say Goodbye: Helping Families After a Suicide (3ed.) (2020), NJ: Griefwork Center, Inc. https://amzn.to/2FwS6JI Loss, Grief, and Bereavement: Helping Individuals Cope (4ed) (2019), MA: Western Schools https://suicidepreventionlifeline.org/help-yourself/ https://suicideprevention.ca/Need-Help https://www.helpguide.org/articles/suicide-prevention/suicide-prevention.htm https://www.ted.com/talks/jeremy_forbes_how_to_start_a_conversation_about_suicide? https://www.ted.com/search?q=suicide++ Suicide Postvention Resources listed in the new and updated edition of But I Didn’t Say Goodbye: Helping Families After a Suicide (3rd ed.) by Barbara Rubel After a Suicide: A Toolkit for Schools (2nd): https://afsp.org/our-work/education/after-a-suicide-a-toolkit-for-schools/ After a Suicide: A Postvention Primer for Providers: tripod.com/After_a_Suicide.pdf After a Suicide: Religious Services: https://theactionalliance.org/faith-hope-life/after-suicide-recommendations-religious-services-and-other-public-memorial-observances A Guide for Medical Examiners and Coroners: Best Practices for Talking with Families About Suicide https://docs.wixstatic.com/ugd/a0415f_3160611bae3f4be69c8e86b1ec7ed4ce.pdf Alex Blackwood Foundation for Hope (Camp Alex): com Alliance of Hope for Suicide Loss Survivors: org American Academy of Bereavement: com American Association of Suicidology (AAS): org AAS-Helping Survivors of Suicide: What Can You Do? https://www.preventionlane.org/wp-content/uploads/2016/10/Hepling-Survivors-of-Suicide_What-Can-You-Do.pdf American Foundation for Suicide Prevention (AFSP): org AFSP-Children, Teens and Suicide Loss: https://afsp.org/wp-content/flipbooks/childrenteenssuicideloss/?page=1 AFSP-Healing Conversations: Personal Support for Survivors of Suicide Loss: org/find-support/ive-lost-someone/healing-conversations/ Association for Death Education and Counseling (ADEC): The Thanatology Association: org Befrienders Worldwide: org/ Best Practices for Talking About Suicide for Medical Examiners and Coroners: https://www.mecrecs.org/ Beyond Blue: https://www.beyondblue.org.au/the-facts/suicide-prevention/understanding-suicide-and-grief/supporting-a-loved-one-after-they-have-lost-someone-to-suicide Breaking the Silence in the Workplace: http://www.sprc.org/sites/default/files/migrate/library/Breaking%20the%20Silence%20Final.pdf California Institute for Behavioral Health Solutions: After Rural Suicide: A Guide for Coordinated Community Postvention Response: https://www.cibhs.org/sites/main/files/file-attachments/after_rural_suicide_guide_2016rev.pdf Camp Kita: Children’s Bereavement Camp for Suicide Loss Survivors: https://campkita.com/ Carson J. Spencer Foundation: org The Catholic Charities: Loving Outreach to Survivors of Suicide: https://www.catholiccharities.net/GetHelp/OurServices/Counseling/Loss.aspx The Center for Complicated Grief: https://complicatedgrief.columbia.edu/professionals/complicated-grief professionals/overview/ Center for Grief and Loss: org/ Center for Suicide Awareness: https://www.centerforsuicideawareness.org/ Centering Corporation: org/ Clinicians as Survivors: After a Suicide Loss:/pages.iu.edu/~jmcintos/basicinfo.htm Comfort Zone Camp: https://www.comfortzonecamp.org/ Compassion Books: compassionbooks.com Compassionate Friends: Surviving Your Child’s Suicide: https://www.compassionatefriends.org/surviving-childs-suicide/ Cope Foundation: org/ Davenee Foundation: org/ Digital Memorial Quilts: org/find-support/ive-lost-someone/digital-memory-quilt/create-a-new-quilt-square/ The Dougy Center: National Center for Grieving Children and Families: org/ Emma’s Place of Staten Island: emmasplacesi.com/ Find a Suicide Loss Survivors Support Group: org/find-support/ive-lost-someone/find-a-support-group/ Friends for Survival: Offering Help After a Suicide Death: org/ The Gift of Second: http://thegiftofsecond.com/ The Glendon Association: org/ Griefwork Center, Inc. Suicide Postvention Speaker Services griefworkcenter.com Heartbeat: https://www.heartbeatsurvivorsaftersuicide.org/ Help at Hand: A Guide for Funeral Directors: http://www.sprc.org/sites/default/files/migrate/library/funeraldirectors.pdf Hope Squad: com/postvention/ How to Talk to Kids About Suicide: https://drrobynsilverman.com/how-to-talk-to-kids-about-suicide-with-dr-dan-reidenberg/ International Association for Suicide Prevention (IASP): info/postvention.php International Society for Traumatic Stress Studies: org The Jason Foundation: jasonfoundation.com The JED Foundation: org/ The Joseph T. Quinlan Bereavement Center: org Kara: kara-grief.org/support-for/adults/ Lifesavers Blog-AFSP: https://afsp.org/lifesaver-blog/ LOSS Team: com/ A Manager’s Guide to Suicide Postvention in the Workplace: org/Portals/14/docs/Survivors/Loss%20Survivors/Managers-Guidebook-To-Suicide-Postvention.pdf Mental Health America: net/ Moyer Foundation (Camp Erin): moyerfoundation.org National Action Alliance for Suicide Prevention: Recommended Standard Care for People with Suicide Risk: Making Health Care Suicide Safe: org/sites/actionallianceforsuicideprevention.org/files/Action%20Alliance%20Recommended%20Standard%20Care%20FINAL.pdf National Alliance for Grieving Children: org/ National Alliance on Mental Illness: org/ National Child Traumatic Stress Network (NCTSN): nctsn.org/what-is-child-trauma/trauma-types/traumatic-grief NASPA Student Affairs Administrators in Higher Education, Postvention: A guide for response to suicide on college campuses https://www.naspa.org/focus-areas/mental-health/postvention-a-guide-for-response-to-suicide-on-college-campuses National Organization for Victim Assistance: org National Center for Victims of Crime: org/ National Suicide Prevention Lifeline, 24/7, Free and Confidential Support: 1-800-273-TALK (8255); for Hard of Hearing 1-800-799-4889; en Español 1-888-628-9454 org/ National Suicide Prevention Lifeline: Lifeline Online Postvention Manual http://www.sprc.org/sites/default/files/migrate/library/LifelineOnlinePostventionManual.pdf Open to Hope: com/ Our Side of Suicide: http://www.oursideofsuicide.com/ Parents of Suicides/Friends & Families of Suicides: pos-ffos.com/ Pastoral Postvention: https://theactionalliance.org/sites/default/files/fhl_competencies_v8_interactive.pdf Posttraumatic Growth Research Group: uncc.edu/ The Public Health Approach to Prevention org/sites/sprc.org/files/library/phasp.pdf QPR Institute for Suicide Prevention: qprinstitute.com/ Reach Out.com: reachout.com/loss-and-grief/supporting-a-friend-after-someone-dies-from-suicide/ Riverside Trauma Center: http://traumacenter.wpengine.com/wp-content/uploads/2015/03/Postventionguidelines.pdf SAFE-T Pocket Guides for Clinicians: samhsa.gov/product/Suicide-Assessment-Five-Step-Evaluation-and-Triage-SAFE-T-Pocket-Card-for-Clinicians/SMA09-4432 The Samaritans: https://www.samaritans.org/ NYC: org/MA: samaritanshope.org/ Sibling Survivors of Suicide Loss: com/ Substance Abuse and Mental Health Services Administration: samhsa.gov/ Suicide Attempt Survivors Task Force of the National Action Alliance for Suicide Prevention: org/sites/actionallianceforsuicideprevention.org/files/The-Way-Forward-Final-2014-07-01.pdf Suicide Awareness Voices of Education (SAVE): org Suicide: Finding Hope: com/ Suicide Grief Support Forum: com/ Suicide Prevention Resource Center (SPRC): org SPRC Toolkit for Schools http://www.sprc.org/resources-programs/after-suicide-toolkit-schools Suicide Safe:org/sites/actionallianceforsuicideprevention.org/files/Action%20Alliance%20Recommended%20Standard%20Care%20FINAL.pdf Suicide Safety Plan: com Support After a Suicide: org.au/ Surviving After a Suicide Loss Blog: https://survivingafterasuicide.com/blog/ Tragedy Assistance Program for Survivors (TAPS): https://www.taps.org/suicidepostvention Trauma Institute & Child Trauma Institute: com/ Trevor Project (LGBTQ): org/ United Suicide Survivors International: https://unitesurvivors.org/ Violent Death Bereavement Society: org/html/director.html Yellow Ribbon: org/ Zero Suicide in Health and Behavioral Health Care Toolkit: zerosuicide.sprc.org/toolkit

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Ep. 114: Mary Helen Immordino-Yang – Emotions in Learning Matters

Full PreFrontal

Play Episode Listen Later Jun 23, 2020 45:58 Transcription Available

Do emotions mess up clear headed thinking? For centuries, culture and science has dismissed the value of emotions when it came to thinking about intelligence, learning, and critical thinking. This may have led to classrooms with a certain level of sterility and emotional reciprocity. Instead however, by focusing on how students feel, what emotional connections they make during their learning experiences, and how they translate that experience into a personal narrative is proving to be at the heart of transformative personal growth. On this episode Professor of Education, Psychology and Neuroscience at the University of Southern California, and founding director of the USC Center for Affective Neuroscience, Dr. Mary Helen Immordino-Yang, discusses what creates a tapestry of rewarding and engaging learning experiences for all kinds of learners. Through her work she suggests, “learning is dynamic, social and context-dependent because emotions are, and emotions form a critical piece of how, what, when and why people think, remember and learn.” About Mary Helen Immordino-YangMary Helen Immordino-Yang is a Professor of Education, Psychology and Neuroscience at the University of Southern California, and the founding director of the USC Center for Affective Neuroscience, Development, Learning and Education. She studies the psychological and neurobiological development of emotion and self-awareness, and connections to social, cognitive and moral development in educational settings. She uses cross-cultural, interdisciplinary studies of narratives and feelings to uncover experience-dependent neural mechanisms contributing to identity, intrinsic motivation, deep learning, and generative, creative and abstract thought. Her work has a special focus on adolescents from low-SES communities, and she involves youths from these communities as junior scientists in her work.She has received numerous awards for her research and for her impact on education and society, among them an Honor Coin from the U.S. Army, a Commendation from the County of Los Angeles, a Cozzarelli Prize from the Proceedings of the U.S. National Academy of Sciences editorial board, and early career achievement awards from the American Educational Research Association (AERA), the American Association for the Advancement of Science (AAAS), the Association of Psychological Science (APS), the International Mind, Brain and Education Society (IMBES), and the Federation of Associations in Behavioral and Brain Sciences Foundation (FABBS).Immordino-Yang was a Spencer Foundation mid-career fellow. She served on the U.S. National Academy of Sciences committee writing How People Learn II: Learners, Contexts and Cultures https://www.nap.edu/read/24783/, and on the Aspen Institute's National Commission on Social, Emotional and Academic Development, writing: https://www.aspeninstitute.org/publications/the-brain-basis-for-integrated-social-emotional-and-academic-development/Website:http://candle.usc.edu/Books & Articles:Emotions, Learning and the Brain: Exploring the Educational Implications of Affective NeuroscienceThe Brain Basis for Integrated Social, Emotional, and Academic DevelopmentSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

College Access Issues with Mara Tieken

Rural Matters

Play Episode Listen Later May 4, 2020 36:21

Michelle chats with Mara Tieken, associate professor of education at Bates College in Lewiston, Maine, whose research focuses on racial and educational equity in rural schools and communities. Her landmark book, Why Rural Schools Matters, examines how rural schools define and sustain their surrounding communities. Tieken, a former host of Rural Matters, is working on two studies, one supported by the Spencer Foundation, which explores the college experiences of rural, first-generation students, and the other, supported by the Reed Foundation, studies the effects of school closures on rural, black communities in the Arkansas Delta. Tieken discuss key aspects of her research on college access for rural students, noting that as student spent more time on campuses, they became more aware of wealthier students, and how that led to them feeling more isolated and believing that their college was elitist and out of touch with their home communities; and they began to doubt that our education system was a meritocracy. There are several inequities in this area, Tieken notes, including less familiarity with four-year colleges, financial barriers, and access to social mobility. Since schools are closed during the pandemic, Tieken notes, face-to-face contact with high school counselors on college access and campus visitations are often not an option for students. Tieken hopes the COVD-19 pandemic will provide the impetus to narrow these inequities, but she and Michelle agree that this requires a real commitment from stakeholders. This episode is sponsored by NREA, www.NREA.org

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Opening an Art Space Just in Time for Quarantine

Bottleracks & Fountains

Play Episode Listen Later Mar 29, 2020 31:25

We’re back! Welcome to Season 2. Our last episode aired in May of last year, since then a lot has happened.You might recall our debating over organizational structures, whether or not to go nonprofit, what to do about the lack of money for the arts as a whole, the systemic problems and the essential need as artists to take care of each other and throw the parties we want to go to.The art world, along with everyone else, is now in a different kind of crisis because of the novel coronavirus (COVID-19). What is an appropriate way to proceed for a small arts organization like us? As ever, we are using ourselves as a case study to discuss these looming conundrums of an ever-evolving situation.Since you last heard from us we applied for and received a sizable seed grant from the W.L.S. Spencer Foundation to open a brick and mortar art space in downtown Eugene, which we named ANTI-AESTHETIC. We had our first show Dec 14th-Feb 15th, with plans for extensive programming moving forward, as well as an artist member fundraiser sale and exhibition. That is now on hold while we figure out what we can bring online, and what is better postponed indefinitely (scary words for all of us in this industry). Oh, and we have artist members!So we opened a space and very soon closed it. It’s been a rollercoaster. In this episode, we talk a little bit about our structure and our priorities: pay everyone according to W.A.G.E. (wageforwork.com) standards, artist members don’t pay fees, support artists first of all. We’re trying out a work group system where members can help out based on their own interests as an alternative way to approach value and exchange. Perhaps now more than ever, we need community. That’s why we want to maintain mutual artist support by doing things like happy hour on Zoom. As we stand at this edge of the unknown, we are asking ourselves whether it is ethical to push forward with online programming when people’s lives are at risk, many have lost their jobs, kids are stuck at home, and so on? On the other hand, can this unprecedented situation prompt us to do things differently, and to change our world now that we don’t have the illusion of stability? Is a different future possible?What art forms are going to come out of this period, are we entering another Dada moment? How will art making be impacted following social distancing measures, not to mention the loss of lives not only due to the virus itself but inadequate responses by governments around the world? We have more questions than answers, that’s for sure.Stay tuned. Links:http://wageforwork.comhttp://patreon.com/bofopodcast

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Na'ilah Suad Nasir: Race, Identity & Equity in Education

The 180

Play Episode Listen Later Jan 7, 2020 32:48

Race in America is a daily part of nearly every aspect of our lives including, of course, education. And that intersection where race, identity, equity and education all meet – that's where Na'ilah Suad Nasir has dedicated her research, action, and career. Nasir's work centers on what she calls the "racialized and cultural nature of learning and schooling" – in other words, how to consider identity and racial inequality with the goal to advance equitable access to high-quality education. And how, as a result, school districts might rethink a “standardized” approach. Some background: Nasir is President of the Spencer Foundation, the Chicago-based funder of education research. Previously, Nasir was a faculty member at the University of California, Berkeley and served as the university's second Vice Chancellor for Equity and Inclusion. She is the author of numerous publications, including “Racialized Identities: Race and Achievement for African-American Youth” and co-editor of “We Dare Say Love: Supporting Achievement in the Educational Life of Black Boys.” We discussed her philosophy – as well as the practical steps educators – from K-12 and beyond – can apply from the science of learning and development to change the way kids learn. For more information, go to www.turnaroundusa.org/podcast/

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47. Why Grade Inflation Is Harmful

Tests and the Rest: College Admissions Industry Podcast

Play Episode Listen Later Dec 3, 2019 28:22

Grade inflation often seems like a trivial offense, a somewhat victimless crime. However, evidence suggests the exact opposite, that the practice undermines students, corrodes institutions, and perpetuates privilege. Amy and Mike invited researcher and professor Seth Gershenson Ph.D to enumerate the many reasons why grade inflation is harmful. What are five things you will learn in this episode? What are the three different types of grade inflation and how do they manifest? How does grade inflation hurt students? How does grade inflation hurt institutions? How does grade inflation impede equity? What policies might address or improve this situation? MEET OUR GUEST Seth Gershenson is Associate Professor of Public Policy in the School of Public Affairs (SPA) at American University. He is also Research Fellow at the Institute of Labor Economics (IZA), Senior Technical Advisor to Institute for Education Policy at Johns Hopkins, and Coordinator of SPA’s Analytics and Management Institute. Professor Gershenson works broadly in the economics of education and education policy, with specific interests in teacher labor markets, summer learning loss, student absences, community-wide shocks, teacher expectations and implicit bias, and the causes and consequences of the underrepresentation of teachers of color. Seth’s research has been funded by the Spencer Foundation, the American Educational Research Association, W.E. Upjohn Institute, Association for Institutional Research, and Google; published in leading education-policy academic journals; and featured in media outlets such as USA Today, The New York Times, Chicago Tribune, NPR, The Washington Post, Huffington Post, Vox, NBC News, and The Atlantic. Professor Gershenson received his Ph.D. in Economics from Michigan State University in 2011. You can learn more about Professor Gershenson’s research here. Find Seth at http://www.sethgershenson.com LINKS Grade Inflation in High Schools (2005–2016) The Reality of Grade Inflation High School Grades: Higher and Higher ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Ep. 203: The Internet and Racial Justice with Charlton McIlwain

WashingTECH Tech Policy Podcast with Joe Miller

Play Episode Listen Later Oct 1, 2019 19:33

Bio Charlton McIlwain (@cmcilwain) is Vice Provost or Faculty Engagement and Development; Professor of Media, Culture and Communication at New York University. His recent work focuses on the intersections of race, digital media, and racial justice activism. He recently wrote Racial Formation, Inequality & the Political Economy of Web Traffic, in the journal Information, Communication & Society, and he co-authored, with Deen Freelon and Meredith Clark, the recent report Beyond the Hashtags: Ferguson, #BlackLivesMatter, and the Online Struggle for Offline Justice, published by the Center for Media & Social Impact, and supported by the Spencer Foundation. Today, Tuesday October 1st, 2019, his new book entitled Black Software: The Internet & Racial Justice, From the AfroNet to Black Lives Matter, releases via Oxford University Press and available wherever you buy books. Resources McIlwain, Charlton. Black Software: The Internet & Racial Justice, from the AFRONET to Black Lives Matter (Oxford University Press, 2019) News Roundup EFF uncovers secret F.B.I. subpoenas for personal info from multiple companies The New York Times reports that the Electronic Frontier Foundation shared with it scores of documents uncovered in a Freedom of Information Act request that reveal the extent to which federal law enforcement officials issue subpoenas to companies in an effort to uncover personal data about individuals the Justice Department suspects of being a threat to National Security. The Justice Department has issued the so-called National Security Letters (NSLs) to companies as diverse as Equifax, Verizon, Google, and Microsoft seeking things like user names, IP addresses, locations, and records of purchases made by their customers. Elizabeth Warren proposes more tech expertise on the Hill Senator Elizabeth Warren is pushing for more tech expertise on the Hill, saying that it would help resist tech companies’ growing lobbying influence in Washington. Warren says tech companies’ strategy has been to purport that they understand tech issues better than congressional staffers. So she’s advocating for the reestablishment of the Office of Technology Assessment (OTA), which Newt Gingrich dismantled in 1995. For about two decades, the OTA was tasked with helping to keep Congressional staffers abreast of tech issues. NAACP slams Comcast over Byron Allen lawsuit The NAACP slammed Comcast for asking the Supreme Court to curtail section 1981 of the Civil Rights Act of 1866, which outlaws discrimination in contracting. Comcast and Trump’s Department of Justice are asking the Supreme Court to water down the statute by requiring plaintiffs to prove that race was the only motivating factor for why a defendant didn’t award a contract, as opposed being one of several factors. Comcast is requesting the more conservative reading of the statute in the context of a $20 billion lawsuit Byron Allen brought against it and Charter for opting out of carrying Allen’s cable channels. The Department of Justice filed an amicus brief on Comcast’s behalf. Allen is arguing that race does not need to be the only motivating factor in a contract discrimination lawsuit and that Comcast and the Trump administration are conspiring to eviscerate this landmark civil rights law, which was passed in the wake of the Civil War—the first one. EEOC says companies’ Facebook ads discriminated against women and older workers The Equal Employment Opportunity Commission found that seven (7) companies including Capital One, Edward Jones, Nebraska Furniture Mart, Enterprise Holdings, Renewal by Andersen, Drive Time Auto, and Sandhills Publishing discriminated against women and older workers by targeting ads based on age and gender. The Commission found that while targeting based on ages an gender may be appropriate in some cases, it’s not appropriate for housing, real estate, financial services, and job opportunities. FTC sues Match The Federal Trade Commission is suing dating platform Match Group, owner of Match, Tinder, OKCupid, Hinge, PlentyofFish and other dating apps, for fraud, TechCrunch reports. The lawsuit targets Match.com specifically saying the platform is overrun by bots and spammers that Match encourages and profits from. DoorDash hack exposes data of 4.9 million people Online delivery service DoorDash is one of the latest targets of a hack. This time, the hack exposed the data of 4.9 million people. Even though the hack happened in May, DoorDash didn’t discover it until September. GAO urges FCC to take measures to help Tribal areas access spectrum Finally, the Government Accountability Office wants the FCC to take more active measures to address a shortage of spectrum on Tribal lands. The report indicates that Tribal lands, especially those in rural areas, lag behind the rest of the country when it comes to broadband access. It says that wireless can help close the divide. GAO says the FCC needs to do more to assess the extent to which Tribal organizations participate in spectrum auctions and to which unused spectrum across tribal lands could be used to deliver broadband access.

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Freshman Year: The Make or Break Year

Schooled: The Podcast

Play Episode Listen Later Aug 26, 2019 32:58

Episode 9: Freshman, rookie, newbie. How can schools help students make the difficult transition to 9th grade, often leaving behind the smaller, more protected environments of middle school to navigate the larger high schools with different teachers and different classmates. In this episode, we hear from Emily Krone Phillips, author of The Make or Break Year: Solving the Dropout Crisis One 9th Grader at a Time. Phillips worked as the Communications Director for the Chicago Coalition on School Research. She currently works as the Communications Director for the Spencer Foundation. We’ll also hear from local 8th and 9th grade students who share their hopes, fears, and advice for handling this difficult transition.

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Dr. Lisa Dawley (@lisadawley) - How To Become A Changemaker

The Dr. Will Show Podcast

Play Episode Listen Later Aug 4, 2019 36:09

With over 20 years of experience in educational technology, Dr. Lisa Dawley provides leadership in the award-winning research, design and entrepreneurship of innovative learning technologies and organizations. Dr. Dawley is Executive Director of the Jacobs Institute for Innovation in Education at the University of San Diego. Formerly, she served as a professor of Educational Innovation, Technology and Entrepreneurship at UNC Chapel Hill School of Education, where founded ImagineLab, a UNC initiative to support teen innovation. She is former CEO and Founder of GoGo Labs, a gamified educational technology spin-out from Boise State University, where she served as professor and chair of the Dept. of Educational Technology. Dr. Dawley co-created the Rezzly (fka 3D GameLab) quest-based learning platform, Teen GameLab, and EDTECH Island, a training simulation supporting international teacher education. Dr. Dawley was primary investigator for Planet Stewards, a DML Badges for Lifelong Learning awardee in cooperation with NOAA, Mozilla and HASTAC. Dr. Dawley was co-author of the Going Virtual! research series studying professional development for K-12 online teachers. She received a Top 20 Bestselling Books Award for her text, The Tools for Successful Online Teaching. She was an invited research fellow at Stanford's Center for Advanced Study in the Behavioral Sciences summer Institute, and recipient of grants from the Spencer Foundation and HASTAC. Dawley is a former board member of iNACOL. Don't forget to get your copy of The Edupreneur on Vimeo OnDemand: https://vimeo.com/ondemand/edupreneur

EP.03: The Brain Basis of Reading

Pacific Education Pulse

Play Episode Listen Later May 15, 2019 36:53

This PEP Talk episode features Dr. Joanna Christodoulou, who shares her research findings on the brain basis of reading. Dr. Christodoulou is the Director of the Brain, Education, and Mind (BEAM) Lab of the MGH Institute of Health Professions, where she integrates roles as developmental cognitive neuroscientist, clinician, and Associate Professor. She talks about her program of research, conducted at MIT in the Gabrieli Lab and at MGH Institute of Health Professions, which focuses on brain and behavior correlates of development, difficulties, and intervention effects for reading. Some of the topics she covers include the neural routes of reading, differences in neural activity associated with varying language systems, and instructional strategies that have demonstrated increased activation in specific brain regions. Dr. Christodoulou's award-winning research has been supported by organizations including the Spencer Foundation; the Fulbright Foundation; the Mind, Brain, and Behavior Initiative at Harvard; and the National Institutes of Health.

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Na'ilah Suad Nasir of the Spencer Foundation Shakes Up the Academy

president education academy equity inclusion bears stanford berkeley uc berkeley shakes african american studies vice chancellor education department suad spencer foundation african american studies department

Play Episode Listen Later May 8, 2019 32:43

Na’ilah Suad Nasir once wanted to be a first-grade teacher, and she ended up as President of the Spencer Foundation – the country’s largest foundation dedicated solely to education research. Along the way, she served on the faculty in the Education Department at Stanford, she was chair of the African American Studies Department at UC Berkeley (go Bears!), and she went on to be Vice Chancellor for Equity and Inclusion there. She still holds a faculty appointment in Education and African American Studies at Berkeley. Na’ilah has been shaking up the academy for years, and as President of the Spencer Foundation, she is helping to make sure that education research serves the students who would benefit most. With humor and candor and a true sense of delight, Na’ilah talks with Eric about her career path, how she’s using communications to advance the work of the Spencer Foundation, and how she’s trying to change the traditional structures in the academic world.

Na'ilah Suad Nasir of the Spencer Foundation Shakes Up the Academy

president education academy equity inclusion bears stanford berkeley uc berkeley shakes african american studies vice chancellor education department suad spencer foundation african american studies department

Play Episode Listen Later May 8, 2019 32:43

Na’ilah Suad Nasir once wanted to be a first-grade teacher, and she ended up as President of the Spencer Foundation – the country’s largest foundation dedicated solely to education research. Along the way, she served on the faculty in the Education Department at Stanford, she was chair of the African American Studies Department at UC Berkeley (go Bears!), and she went on to be Vice Chancellor for Equity and Inclusion there. She still holds a faculty appointment in Education and African American Studies at Berkeley. Na’ilah has been shaking up the academy for years, and as President of the Spencer Foundation, she is helping to make sure that education research serves the students who would benefit most. With humor and candor and a true sense of delight, Na’ilah talks with Eric about her career path, how she’s using communications to advance the work of the Spencer Foundation, and how she’s trying to change the traditional structures in the academic world.

MFL#048 SUICIDE | DR. SALLY SPENCER THOMAS

Men's Family Law Podcast

Play Episode Listen Later Mar 16, 2019 31:35

In America we are losing 20-25 veterans a day to suicide. On top of that are the non-vets who are treating their depression with drugs and alcohol and overdose, or die in some other substance abuse related way. Today we hear from Dr. Sally Spencer Thomas from the Carson J. Spencer Foundation who will share about their program MANTHERAPY and how it's working on the frontlines of suicide prevention.

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The (Non)Americans: Tracking and Analyzing Russian Influence Operations on Twitter

MIT Comparative Media Studies/Writing

Play Episode Listen Later Mar 1, 2018 79:25

In late 2017, Twitter and Facebook revealed that agents backed by the Russian government had infiltrated American political conversations for years. Posing as concerned citizens from across the ideological spectrum, these agents surreptitiously spread propaganda disguised as home-grown political chatter. Two challenges, one theoretical and the other methodological, confront researchers interested in studying this campaign of information warfare. First, the fields of communication and political science offer little theoretical guidance about how to study such tactics, which are known as influence operations in military studies and dezinformatsiya in Russian and Slavic studies. Second, Twitter and Facebook removed all such propagandistic content from public view upon confirming their existence, which makes obtaining the data difficult (but not impossible). In this talk, the University of North Carolina’s Deen Freelon explains how he and his collaborators are addressing these challenges and present key preliminary findings from their ongoing project focused on this campaign. Deen Freelon is an associate professor in the School of Media and Journalism. His research covers two major areas of scholarship: 1) political expression through digital media and 2) data science and computational methods for analyzing large digital datasets. He has authored or co-authored more than 30 journal articles, book chapters and public reports, in addition to co-editing one scholarly book. He has served as principal investigator on grants from the Knight Foundation, the Spencer Foundation and the U.S. Institute of Peace. He has written research-grade software to calculate intercoder reliability for content analysis (ReCal), analyze large-scale network data from social media (TSM), and collect data from Facebook (fb_scrape_public). He formerly taught at American University in Washington, D.C.

Business owners and suicide: there is hope! | Sally Spencer-Thomas | BCP-105

Blue Collar Proud Show

Play Episode Listen Later Dec 20, 2017 68:05

Business owners and suicide: there is hope! Today on the BCP Show we talk with Sally Spencer-Thomas. Owning a business can sometimes feel like the world is crushing in on you. But even in the worst moments, you have options. If you're feeling isolated and overwhelmed, this may be one of the most important episodes you'll ever hear. The countdown to Christmas is on! Still need gift ideas? Head to the BCP Store in the BCP Show app for great gifts or grab our book on Amazon! From the Front Lines Tim Reed|086 Reach out to Tim on Instagram @firesidetim Check-In with Reality The Difference Between Open-Minded and Closed-Minded People Sally Spencer-Thomas Carson J. Spencer Foundation mantherapy.org Head to sallyspencerthomas.com to continue the conversation with Sally or to have her speak in front of your team.

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Chloe Gibbs - How Out-of-School Time is Shaping Children's Educational Trajectories

The Podcast @ DC

Play Episode Listen Later Nov 5, 2017 12:52

Elementary school students in the U.S. spend less than 25 percent of their waking hours in school over the course of a year. Coupled with the large influence of outside-of-school factors in shaping children's educational trajectories, researchers and policymakers alike are exploring and testing innovative interventions that leverage time, settings, and connections beyond the traditional school day to improve educational outcomes. Dr. Gibbs and The Lab's Sam Quinney discuss findings from the latest research on engaging and informing parents, extending the school day, and coordinating across different social-service systems, and discuss new ideas on the forefront of expanding our education policy tools with a particular focus on early childhood. About our guest: Chloe Gibbs is an assistant professor of economics at the University of Notre Dame where she is also a faculty affiliate of the Wilson Sheehan Lab for Economic Opportunities and the Institute for Educational Initiatives. Professor Gibbs is interested in measuring the effects, both intended and unintended, of policies and programs targeted at disadvantaged children and families. Her recent research includes analyzing the impact of full-day kindergarten participation on cognitive and non-cognitive outcomes, exploring the “fade out” of early childhood intervention effects, and investigating the intergenerational transmission of Head Start effects. Her research has been cited by Education Week, TIME, The Washington Post, and the President's Council of Economic Advisors, and her work is currently supported by funding from the National Academy of Education, Spencer Foundation, Russell Sage Foundation, and the W.E. Upjohn Institute for Employment Research. She completed her Ph.D. at the University of Chicago's Harris School of Public Policy.

Female Sexual Desire with Dr. Deborah Tolman

Sexology

Play Episode Listen Later Jul 24, 2017 44:15

Welcome to episode 29 of the Sexology Podcast, my guest today is Deborah Tolman who speaks to me about her research on adolescent sexuality, the double standards that exist between boys and girls around sexuality and recommendations for parents to help their teenage girls through these challenges. Deborah L. Tolman is a developmental psychologist and the co-founder of SPARK: Sexualization Protest: Action, Resistance, Knowledge. She is the author of Dilemmas of Desire: Teenage Girls Talk about Sexuality, which was awarded the 2003 Distinguished Book Award from the Association for Women in Psychology. Deborah received her Ed.D from Harvard University in 1992. She is also the former director of the Center for Research on Gender and Sexuality, and professor of human sexuality studies at San Francisco State University. Before relocating to San Francisco, she was a senior research scientist and the director of the Gender and Sexuality Project at the Center for Research on Women at Wellesley College. Deborah is currently a professor of social welfare and psychology at the Hunter College School of Social Work and the Graduate Center of CUNY. Her research on adolescent sexuality, gender development, gender equity and research methods has been funded by grants from the National Institute of Child Health and Human Development, the Department of Health and Human Services, the Ford Foundation, and the Spencer Foundation. In October 2010, Deborah co-founded SPARK (Sexualization Protest: Action, Resistance, Knowledge), an intergenerational "girl-fueled" movement building organization (with Lyn Mikel Brown) dedicated to challenging the sexualization of girls by engaging girls to be activists and working with partner organizations around the country. SPARK links academia to activism and demonstrates an alternative to the divisive "wave metaphor" regarding feminism. In this episode, you will hear: Details on her research on adolescent sexuality The importance of differentiating teens and young adults in the research How the results and language terminology differ between teens and young adults The pressures teen girls and young women face around slut shaming The double standards that exist between boys and girls around sexuality How young women and teens are pressuring themselves to achieve “the perfect image” The negative connotations that exist when trying to open up feelings around sexuality The implications eating disorders can have on self-image and sexuality Recommendations for parents to help their teenage girls through these challenges Resources http://sexgenlab.org https://www.facebook.com/sexgenlab http://www.sparkmovement.org

Technology and Higher Education with Michael McPherson

UC Berkeley (Audio)

Play Episode Listen Later Jun 19, 2017 72:48

Michael McPherson, President of the Spencer Foundation, looks at technological advances and what that might mean for higher education. Series: "Center for Studies in Higher Education" [Education] [Show ID: 32344]

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Technology and Higher Education with Michael McPherson

UC Berkeley (Video)

Play Episode Listen Later Jun 19, 2017 72:48

Michael McPherson, President of the Spencer Foundation, looks at technological advances and what that might mean for higher education. Series: "Center for Studies in Higher Education" [Education] [Show ID: 32344]

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FreshEd #33 - Francine Menashy

FreshEd

Play Episode Listen Later Jun 19, 2016 33:47

The Global Partnership for Education is a powerful multi-stakeholder organization in educational development. It funnels millions of dollars to develop education systems in dozens of low-income countries. Yet the board of directors of the organization strategically avoids some of the most important and controversial topics in education today. My guest today, Francine Menashy, has researched the Global Partnership for Education and the ways in which its board of directors avoids the topic of low-fee private schools, which is a heavily debated idea in both education policy and research. Francine Menashy is an Assistant Professor in the Department of Leadership in Education at the University of Massachusetts Boston. She researches aid to education and non-state sector engagement, including the policies of international organizations, companies, and philanthropies. Her research discussed in today’s show was funded through a fellowship with the National Academy of Education and the Spencer Foundation.

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024: How to talk to policy makers about racism and the internet with Charlton McIlwain

WashingTECH Tech Policy Podcast with Joe Miller

Play Episode Listen Later Feb 2, 2016 46:33

Charlton McIlwain (@cmcilwain) - As a researcher, writer and teacher, Dr. McIlwain's primary interests focus broadly on issues of race and media, particularly within the social and political arena. His previous work centered on how political candidates construct, mobilize, benefit or suffer damage from race-based appeals. In 2011 Dr. McIlwain co-authored the book Race Appeal: How Candidates Invoke Race in U.S. Political Campaigns (Temple University Press). In 2012, the book won the prestigious Ralph Bunche Award, given by the American Political Science Association for the best book addressing ethnic pluralism. The same year, the American Library Association recognized the book as one of the Best of the Best books among academic publishers. In addition to authoring/coauthoring four additional books and close to thirty scholarly journal articles and chapter in edited volumes, and regularly providing expert commentary for local, state, national and international media, Dr. McIlwain continues to pursue research about racial appeals through collaborative work focused on analyses of individuals' real-time perceptions of race-based appeals in political advertising, as well as a variety of cognitive/physiological responses to racialized communication. You can stay informed about his ongoing work in that area at the RaceProject. Dr. McIlwain's recent interests, however, have turned to the intersections of race and digital media, principally as they relate to three primary questions: to what degree can/has the internet and other forms of digital media use lead to increased political participation, voice and influence for people of color?; in what ways might internet use provide greater access to social, professional and economic mobility for people of color?; and in what tangible ways do forms of racial discrimination, disparate treatment and denial of opportunity take place in online environments? He is currently working on a number of projects in this area, including: An article titled, Racial Formation Online: Representation, Inequality & the Political Economy of the Web. A book project titled Digital Movement: Black Politics, Organizing & Activism on the Web, which traces the roots and charts the development of racial justice networks online since the 1990s. A related project analyzing the Black Lives Matter movement on Twitter. The project is in collaboration with lead investigator Deen Freelon, and Meredith Clark, and is funded by the Spencer Foundation. Dr. McIlwain is also working on the following with other collaborators: A book project titled, Good Feelings: The Story of Race & Barbecue in America with Kathleen McElroy. A final book project with Stephen Maynard Caliendo titled Nigger 2.0: The Turbulent Transformation of a Still Troublesome Word. In addition to these projects, Robin R. Means Coleman and I edit the Routledge Transformations in Race & Media book series for Routledge. In this Episode we Discussed The history of race and racism on the Internet in the context of the civil rights and the post-civil rights eras How algorithms can both intentionally and unintentionally create real-world discriminatory harm Why scholars should continue to study race and racism at the intersection of technology and the Internet. Resources The Project on Race in Political Communication Obfuscation: A User's Guide for Privacy and Protest by Fin Brunton and Hellen Nissenbaum (MIT Press, 2015)

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Expectations, Race & Class: The Importance of Teacher-Student Demographic Match

The Perkins Platform

Play Episode Listen Later Dec 16, 2015 31:00

Our December 2015 show features Dr. Seth Gershenson's research on how student-teacher demographic match effects teacher expectations. Seth Gershenson is an Assistant Professor of Public Policy in American University's School of Public Affairs and a Research Fellow at the Institute for the Study of Labor (IZA Bonn). His primary research interests are in the economics of education, specifically issues relating to teacher labor markets, parents' and students' time use, summer learning loss, the development of character skills, and the role of expectations in the education production function. Dr. Gershenson's research has been supported by the W.E. Upjohn Institute, the Spencer Foundation, and the American Educational Research Association and has been published in peer-reviewed journals such as the Economics of Education Review, American Educational Research Journal, Educational Evaluation and Policy Analysis, Education Finance and Policy, and Educational Researcher. More information about his research is available on his website: http://www.sethgershenson.com/. Join us at 2pm on December 16 for a powerful discussion on some groundbreaking research.

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Chat w/ Ibram Kendi on black lives matter

Circle Of Insight- Foreign Affairs

Play Episode Listen Later Aug 24, 2015 24:10

Dr. Carlos chats with Ibram X. Kendi. He is an assistant professor of African American history at the University of Florida. He authored the award-winning book, The Black Campus Movement: Black Students and the Racial Reconstitution of Higher Education, 19651972. He has received research fellowships, grants, and visiting appointments from a variety of universities, foundations, professional associations, and libraries, including the American Historical Association, Library of Congress, National Academy of Education, Spencer Foundation, Lyndon B. Johnson Library & Museum, Rutgers Center for Historical Analysis, Brown University, Princeton University, Duke University, University of Chicago, and UCLA. Before entering academia, he worked as a journalist. His writings appeared in The Virginian-Pilot, The Atlanta Journal-Constitution, Philadelphia Weekly, and the Orlando Sentinel, among other publications. As a professor, he has contributed pieces to a number of publications, including Diverse: Issues in Higher Education, The Chronicle of Higher Education, and The Root.com. He lives in Florida.

Men & Mental Health (mantherapy.org)

Play Episode Listen Later Aug 13, 2015 39:49

Ep.2015:31 (reformatted encore episode 13 PLUS a new news feature with Reporter Kimberly Leonard, US News & World Report on her Aug. 12 article WOULD MENTAL HEALTH LAWS THREATEN PRIVACY & PATIENTS' RIGHTS) Host James Curtis discusses Men & Mental Health featuring Denver, Colorado's mantherapy.org. GUESTS: Joe Conrad, CEO & Founder of the ad agency CACTUS (creators of mantherapy.org); Sally Spencer-Thomas, PsyD, CEO & Founder of the CARSON J. SPENCER Foundation; Jarrod Hindman, Colorado Office of Suicide Prevention.

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Men, MACHO & Mental Health Ext.Interview

Play Episode Listen Later Apr 2, 2015 45:33

Ep.2015:13.3 Jarrod Hindman & Sally Spencer-Thomas, Extended Interview. Host James Curtis discusses Men & Mental Health featuring Denver, Colorado's mantherapy.org. GUESTS: Paul Puri, MD, Psychiatrist & UCLA School of Medicine; Joe Conrad, CEO & Founder of the ad agency CACTUS (creators of mantherapy.org); Sally Spencer-Thomas, PsyD, CEO & Founder of the CARSON J. SPENCER Foundation; Jarrod Hindman, Colorado Office of Suicide Prevention.

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Men, MACHO & Mental Health-JOE CONRAD

Play Episode Listen Later Apr 2, 2015 13:11

Ep.2015:13.2 Joe Conrad, CACTUS CEO, Extended Interview. Host James Curtis discusses Men & Mental Health featuring Denver, Colorado's mantherapy.org. GUESTS: Paul Puri, MD, Psychiatrist & UCLA School of Medicine; Joe Conrad, CEO & Founder of the ad agency CACTUS (creators of mantherapy.org); Sally Spencer-Thomas, PsyD, CEO & Founder of the CARSON J. SPENCER Foundation; Jarrod Hindman, Colorado Office of Suicide Prevention.

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Men, MACHO & Mental Health-Paul Puri

Play Episode Listen Later Apr 2, 2015 11:00

Ep.2015:13.1 Paul Puri, MD, Extended Interview. Host James Curtis discusses Men & Mental Health featuring Denver, Colorado's mantherapy.org. GUESTS: Paul Puri, MD, Psychiatrist & UCLA School of Medicine; Joe Conrad, CEO & Founder of the ad agency CACTUS (creators of mantherapy.org); Sally Spencer-Thomas, PsyD, CEO & Founder of the CARSON J. SPENCER Foundation; Jarrod Hindman, Colorado Office of Suicide Prevention.

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Men, MACHO & Mental Health!