Podcasts about student conduct

This week, groups representing more than 1,600 colleges and universities pledged reforms to fight campus antisemitism—a major breakthrough in the effort to end anti-Jewish hatred and create campuses where Jewish students feel safe. In collaboration with American Jewish Committee (AJC), the groups urged the Trump administration to continue making the eradication of antisemitism a priority, but without endangering the research grants, academic freedom and institutional autonomy of America's colleges and universities. Here to discuss this collaboration are Sara Coodin, Director of Academic Affairs for AJC, and Ted Mitchell, president of the American Council on Education. ___ Resources: Listen – AJC Podcasts: The Forgotten Exodus: Untold stories of Jews who left or were driven from Arab nations and Iran People of the Pod:  Latest Episodes: Why TikTok is the Place to Talk about Antisemitism: With Holocaust Survivor Tova Friedman Related Episodes: Higher Education in Turmoil: Balancing Academic Freedom and the Fight Against Antisemitism Follow People of the Pod on your favorite podcast app, and learn more at AJC.org/PeopleofthePod You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. Transcript of the Interview:  Manya Brachear Pashman   This week, groups representing more than 1,600 colleges and universities pledged reforms to fight campus antisemitism -- a major breakthrough in the effort to end anti-Jewish hatred and create campuses where Jewish students feel safe. In collaboration with American Jewish Committee, the groups urged the Trump administration to continue making the eradication of antisemitism a priority, but without endangering the research grants, academic freedom and institutional autonomy of America's colleges and universities. Here to discuss this collaboration  is Sara Coodin, Director of Academic Affairs for AJC and Ted Mitchell, president of the American Council on Education. Ted, Sara, welcome to People of the Pod. Ted Mitchell   Thanks, Manya, good to be here.  Manya Brachear Pashman   So Ted, if you could please give our listeners an overview of who signed on to this. Who are the six organizations, and do they encompass all of the higher ed institutions in the country? Ted Mitchell   We represent everybody. And so it's everybody, from the Community College Association to the land grant universities, to AAU, the big research universities, the state colleges and universities, and then ACE is an umbrella organization for everybody. So we've got built in suspenders, and we've got every institution in America on the side of eliminating antisemitism. Manya Brachear Pashman   And then, I guess, the next question is, why? I mean, why was it necessary for American Council on Education and these other associations to join this effort? Ted Mitchell   Well, a couple, a couple of things. I mean, first of all, we have partnered. AJC and Ace have partnered for a number of years to identify and try to address issues of antisemitism. So feel like we've been in partnership for some time on these issues. And unfortunately, the need has continued to grow. I think that last spring was a real wake up call to a lot of our institutions, that they might have been comfortable believing that there was no antisemitism on their campus, but boy, they got up. They got a notice in the mail. So I think that we have, as a group, all six of us, we have worked with our institutions since last spring to create opportunities for institutions to do better. And so we had long conversations over the spring and summer about changes in disciplinary policy, everything from masks to how to make sure that every group that was seeking to have a voice make a protest was operating under the same rules, make sure that everybody understood those rules. And frankly, I think we've made we've made great progress over the course of the summer. There are still things that we can do better. There are always things we can do better. But I think the call for this letter was the conflation by the Trump administration of antisemitism and efforts to eradicate antisemitism with all of the other activities that go on on a university campus that are not really related to antisemitism. And case in point is the administration's willingness to hold research funds hostage to institutional changes and behaviors that have never been stipulated. So we're in this interesting spot where we want to do better. We're working on doing better, and the administration is saying, well, just do more. We can't tell you when you'll get there. Not only is that sort of fruitless, we also think it's illegal. Manya Brachear Pashman   So Sara, I know AJC published an action plan for university administrators last year, and that not only includes concrete steps to address antiSemitic incidents when they happen immediately, but also ways to cultivate a healthier culture. Does AJC expect the member schools of these six associations to draw from that action plan? Sara Coodin   so we hope so. You know, we don't, we don't have the power to mandate that any university in particular, much less a range of universities representing all of higher ed the entire spectrum adopt our specific action plan, but our action plan is really, I think, quite thoughtful, and covers a lot of territory. So we're thinking about all of the citizens of campus. We're thinking about administrators. We're thinking too about how administrators can create frameworks so that students can get the education that they're meant to receive on site, and for which they, you know, attend university in the first place, we're thinking too about the role of faculty, and specifically at this crucial moment, because so much attention has been paid to the experience of students and to what happens when you create clear expectations and convey. Them to students through codes of conduct and other kinds of regulatory initiatives. We're thinking very seriously about what it would mean for administrators to convey those expectations to their faculty as well, and we think that there are lanes through which they can do this that have been under scrutinized and underutilized, and usually that falls into the bucket of professionalization.  What do you do with faculty who are showing up fresh out of grad school on your campus? How do you as an institutional leader or a provost, convey the expectations that you have about the rights and responsibilities of being a teacher, a research supervisor, someone who might be supervising student activities and clubs like the student newspaper. How do you convey your institutional expectations and your expectations of these folks who are in positions of leadership for a generation or more? So it's it's an area that we think is really ripe for conversation and for folks to be convening in meaningful discussions about what the next steps consist of Ted Mitchell   Anya, if I can, if I can interject, I really applaud the framework. I think is a great place for us to start. And I know that one of the things that was important and beginning to get support from my members and other people's members was the convening that we that we held a while ago in Washington that drew 85 college presidents together, and that was a solutions focused meeting. And I think it really suggests to me that there is quite an opening for us to work together on creating a framework that could be adopted either formally or informally by many institutions. As you say, none of us can mandate what's going to happen. That's also true for the government, frankly. But I think the more and the sooner we can build a common common consensus around this, the better. And to your point about faculty responsibilities. We hear a lot about academic freedom. We hear a lot about faculty rights. We often forget that there is a responsibility for faculty to be the adults in the room and to expand the dialog and raise the level of discussion, and we need, we need to promote that. You Manya Brachear Pashman   know, I'm curious, are there any examples of institutions that have made a change have drawn from that action plan, and it created positive results. Sara, Sara Coodin   so I think we're seeing the effects of time, place and manner restrictions, and we first saw those being articulated through the task force at Columbia. And we know Columbia is not, not exactly an ideal institution right now for for a lot of different reasons, but that's not to disparage the efforts of the folks who sat on that antisemitism Task Force who came up with very specific and extremely thoughtful recommendations for their school. And I pride myself on having worked with a team that took those ideas and made sure that other schools were aware of them, so that they weren't trying to reinvent the wheel. And I think that's often the function that we've served, and particularly in the last year, because schools can and do operate in silos, whether they're geographical silos or silos within their own particular brand of school, big research institutions, Ivy League institutions, sometimes they're in conversation, but it can be very useful to serve, for us to serve as a convening function. We're not also not reinventing the wheel necessarily, but we're working in partnership to try to bring a solutions focused kind of perspective to this, because we think there are solutions in view? Obviously, leadership plays a key role in any institutional context. Are people emboldened enough to actually feel like they can convey those solutions to their communities and stand by them? And that's something that we have seen happen. I wish it were pervasive. I wish it were happening in every case. It's not, but there are certainly institutions that have taken the lead on this, whether quietly or very loudly, and I think it's important to bring our solutions to the attention of other institutions as well. Dan, I'm curious, can Manya Brachear Pashman   you shed light on the conversations that have unfolded since October 7, 2023 I mean, as students were setting up encampments and staging sit ins. Was there hand wringing, or was it considered, well, at least at first, typical college activism part of university life, Ted Mitchell   I think it started off as I certainly would never say ho hum. It started off with a sense that there has been a horrific event in the world. And of course, our campuses are going to be places where students need to respond to that and reflect on it. So I think in the early days, there was a sense that this was a right thing for campuses to be engaged in. I think the surprise came in the following weeks. 90s when the pro Palestinian, anti Israel and antiSemitic counter protests began to happen and and that was something that we really didn't expect, certainly not in the volume and intensity that took place. And I think I've said this from from the beginning, I think that we were taken by surprise and on our back foot, and so I can't, I don't know a college president who would say, stand up and say we did everything right after October 7. And you could see this in, you know, presidents making a statement on a Tuesday that they had to either retract or revise on a Thursday, and then by Monday, everything was up in the air. Again, I think that there was a lack of a sense of what the framework is looking for. There's a there was a lack of a sense of, here's where we stand as an institution. Here's what's permissible, here's what's not permissible, and we're going to be even handed in the way we deal with students who are protesting and expressing expressing their beliefs. We need them to be able to express their beliefs, but under no circumstances can those expressions be violent. Under no circumstances can they discriminate against other groups or prevent other groups from access to the education that they came for. Manya Brachear Pashman   Is some of what you're saying informed by 2020, hindsight, or is it informed by education? In other words, have you? Have you yourself and have have college presidents learned as as this year has progressed, Ted Mitchell   Well, this goes to Sara's really good point. I think that there have been two kinds of learning that have taken place. One is sort of informal communication back and forth between Presidents who sort of recognize themselves in other circumstances. And I think that that's been very powerful. We for a while, in the spring, had informal Friday discussion discussions where any president who wanted to come and talk would come and talk, and they were avidly taking notes and trying to learn from each other in real time. I think the second kind of learning was after students went home, and there really was a broad agreement that institutions needed to tackle their policies. We ran into presidents in the spring who had not read their student conduct policies, and from from there to people who had very elaborate Student Conduct policies but weren't actually following them very well, or had a lot of exceptions, or, you know, just crazy stuff.  So summer was an incredible time of calculated learning, where people were sharing drafts of things. Sara was deeply involved in, in making sure that institutions were learning from each other, and that Sara and her colleagues were pulling these together in the framework, in the framework that we have, you know it's still happening. I talk often with with presidents, and they're still exchanging notes and tactics about things that are going on, going on this fall, but they're doing so from a position of much more stability, Manya Brachear Pashman   Having taken that breath over the summer and prepared. Ted Mitchell   Having taken that breath, having sort of been through the fire, having taken that breath and having really regrouped. And one of the things that has been most essential in that regrouping is to make sure that all parties on campus understand what the rules and regulations are. From faculty to staff to Student Affairs personnel, to make sure that when a campus takes an action that it's understood to be the appropriate response to whatever the event might have been. Sara Coodin   And just to add to that point, about how, many institutions were caught flat footed. And I won't attest to whether I experienced this first personally, but thinking back to the history, the days of, you know when, when protests were either about apartheid in South Africa or it, it seemed like there was a very clear position and a clear kind of moral line there when it came to protests. So that's one example where it seems like there was a right side to be on.  And I think that that is much, obviously we look at the protests from last year as being far more out of line with with any sense of a moral right, they were in some cases host to horrific antisemitism and directly responsible for making Jewish students feel unsafe on campus. So the other example of protest, which is before my time, were the Vietnam protests on college campuses. Were really directed against the government. And last year and two years ago, we saw protests where one group of student was effectively protesting against another student group, another student population. And that is something that university administrators haven't seen before. If they were caught flat footed, it's because this was a novel set of circumstances and a really challenging one, because if you have students being activists about a geopolitical event, the focus is somewhere out there, not a population that has to live and learn on your campus. And so we're seeing the kind of directed impact of those protests on a particular group of students that feel like they no longer have a home on campus or on particular campuses, and that is a uniquely challenging set of circumstances.  Of course, we would have loved it if everyone had a playbook that worked, that could have really caught this stuff from the get go and had a very clear plan for how to deal with it, but that simply wasn't the case. And I think there are good reasons to understand why that was the case. Those codes of conduct hadn't been updated, in some cases, in 70 years.  Ted Mitchell   Your insight is really powerful, that this was one group of students against another group of students, and that's very different. But taking it back, not historically, but just sociologically, one of the things that we also learned is that this generation of students comes to our campuses with almost zero muscle and no muscle memory of how to deal with difference. And so this generation of students is growing up in the most segregated neighborhoods since the Civil Rights Act. They're growing up in the most segregated schools since Brown. And they are parts of these social media ecosystems that are self consciously siloing. And so they come to our campuses and they confront an issue that is as divisive as this one was last spring, and they really don't know how to deal with it. So that's the other learning that we've taken. Is that we need to get very serious about civic education, about how to have conversations between left and right, Jewish students and non-Jewish students, Muslim students and others, and white and black. And we need to get better at that, which, again, comes into the where's the faculty in this? And if they're not a part of that kind of engagement, especially if they take sides, then we've really lost a lot of our power to create a kind of contentious but productive democratic citizenship.  Sara Coodin   What we have been privy to, and in the conversations that we've had with, I think leading university presidents and chancellors who really have have done the right thing, I think in the last year, they're, they're affirming a lot of what you're saying, Ted, about this inability to engage in in civil discourse. And in some ways, it's an admissions problem. It's admitting students who are, you know, they're writing to an audience that is looking for world-changing activism. And when you do that, you're going to get a lot of really inflamed activists on your campus.  I think the faculty piece is more complicated. I think that speaks to a couple of generations' worth of lack of framing, of what academic freedom even is, and a kind of entry into the conversation through all kinds of back channels, that the most powerful thing you can be as a teacher is a world changer. And that means gravitating towards the extremes. It doesn't mean cultivating civil discourse, because that's boring. Why would you want to do that? That's, that's not the way to make a splash. It's disappointing to see that kind of ethos take hold. But I think there are ways in which it can be more actively discouraged. Whether it's through admissions, through looking to hire on the basis of different criteria when you're looking for faculty. And it's also a K-12 problem, and we affirm that, and that's something our Center for Educational Advocacy looks at very seriously in the work that we do in the K-12 space.  How do we work with instructors and heads of school in that space to better prepare students who arrive on a college campus, knowing how to engage in civil discourse, knowing how to disagree in a way that doesn't have to result in everyone holding hands at the end and singing Kumbaya. But it shouldn't produce the culture that we saw last year. It shouldn't. It's incredibly damaging. And I think we've seen how ineffective that model is and how turbulent it is.  Ted Mitchell   It's interesting that you raise the admissions question, because I think that, Manya, to your question about what have people done? A lot of this gets really granular, like, what essay questions do you ask? And a lot of them are, what have you done to advance something you believe in?  And I was talking with a president who came in right before the springtime, who changed the essay question to be a question about bridging. Tell the committee of a time when you helped, you know, bridge an issue, a group, whatever. And I think that the attention on antisemitism in particular is really that is driving us to think about those micro-elements of our processes that actually foster, in some ways, this kind of segregation and combat that we saw in such grotesque detail last spring. Sara Coodin   Yeah, it's interesting. I know you work with faith-based colleges as well, and that notion of service, which is not part of the infrastructure for most schools, seems like a productive part of, maybe, a future conversation about a different model for being in the world.  Ted Mitchell   I think that that's right, and I love all of our members, but the faith based institution, because this has always been front and center for so many of them, who will you be in the world as a question to ask every single student, who are you in the world, to ask every faculty member that those are natural questions in many of our many of our faith based institutions. And I really admire them. Admire them for it.  Manya Brachear Pashman   And of course, that's the purpose of going to a college or university, is to figure that out, right? Who you are going to be in this world.  I want to ask both of you, what is the next step? Will there be an effort to reverse some of the measures that have been taken by the federal government to get universities to comply, or is this more about proactive measures? Sara Coodin   I mean, I can say, for our part, we have no leverage over the federal government. We're not in a position to tell them to do anything. We can appeal to them to be more measured, as we have, and we've appealed to them to be part of a larger conversation about what's going on right now and we make those efforts routinely. I think the path forward is for universities to really think carefully about who their partners are in this work.  And that's, I think part of the effect of this statement is that we are, we, AJC, are there to work towards constructive solutions, and that has always been our basic mission in terms of our advocacy, but we now have it in a very public form. And we're not there to simply hold accountable. I mean, we all hold one another accountable perpetually. We are actually there to do the work and to engage in constructive solution seeking. And I think we're at a moment now where we've seen enough, we've kind of seen enough of this film, that we can come up with some better solutions going forward. It's not catching us kind of flat footed in the same way, because we've had some time to reflect.  And I think that's where the future of this leads to. It leads to constructive solutions. It leads to coming up with really effective strategies to migrate knowledge and approaches, and tailor them to the specifics of campuses that you know are very unique, are very distinctive, and are broad in this country. As you know, Ted, this is a country with so many types of educational institutions, so many. Ted Mitchell   So the statement is important from a number of different perspectives. One is that it's great that we have come together to ask the federal government to separate the important issue of antisemitism from the other interventions that the federal government is attempting. But the other really important thing that we want the letter to signal is our helping institutions develop the right way to combat antisemitism and, more importantly, prevent it, and through its work on antisemitism, really develop this kind of more inclusive civic culture on our campuses. Manya Brachear Pashman   You know, AJC does a state of antisemitism in America report every year, and the most recent report found that roughly a third of current American Jewish college students or graduates had experienced antisemitism personally at least once in the past year, and about little over 20% reported being excluded from a group because they were Jewish. And I'm curious if university administrators pay attention to these kinds of statistics, or maybe, did they pay attention before October 7, and are they paying attention? Now, Ted Mitchell   I think, with some embarrassment, I'll say that before October 7, antisemitism was a back burner issue, and in many cases, was seen as yesterday's problem or even a historical problem. History has that nasty way of never quite going away. And you know, we see it again here. You know I remember. Was it three years ago that we co hosted a symposium in New York on antisemitism on campus, and it was it was striking. It was well attended, and people really heard a lot. But the the most striking thing that we all heard was testimony from Jewish students, not only about the frequency of antiSemitic activity, but their exclusion from what we used to be able to call dei initiatives, and that somehow whatever was happening to Jewish students wasn't the same thing. And I went away heart's sake about that. And I think that we, you know, we let two years pass without doing much about it. And we were we were called, we were called to account for that. So I think that now that, now that antisemitism has the attention of colleges and universities, we can't squander it. But instead, we really need to move forward and say, what is it that institutions need? Can I take one more second so about about data and statistics? What's When? When I when I read that report? The first thing that I noted was that those numbers are almost precisely the same numbers that women on American colleges have experienced assault, sexual assault, 30% of women on college campuses have felt that they were assaulted in one way or another verbal and 20% feel like they were physically endangered. And so it's not a good thing, but it speaks to the scope of the problem. And in our little world, there really was a lot of attention placed on safety and security for female students, prevention sexual assault prevention, identification of the places where sexual assault was more prevalent, fraternities, alcohol as a as a fixture of that and I hope that we're going to have the same data driven conversations about antisemitism that we did about women's women's safety issues on our on our campuses. Manya Brachear Pashman   That is such an interesting observation.  Sara Coodin   Just to latch on to that point, about data and about how, how. I mean, we too, were surprised by some of the returns this year. We knew it had been a tough year, but we didn't exactly know what students were going to report. We asked specific questions about specific aspects of their experience. But I think you know, one of the things that stands out about the data, for me is, is the framing that we had for students when we asked about their experiences, we asked about their subjective experience, something that's occasionally used to discount our data. Hey, you're asking about people's feelings, but actually, we want to know about the experience, the subjective experience. This is a key component of what the college experience actually amounts to for students going through it.  And of course, we want a solid record of the number of incidents that students are exposed to, whether it's violence or, you know, whether it's coming through the form of words. There's a range of different options, but I think when you look at things like numbers of Jews on college campuses, you get a particular story about the presence of a fractionally tiny minority at elite institutions. Particularly, the numbers are fairly good, although they've dropped in the last number of years. But I think that that doesn't tell the full story. And I think you need that subjective aspect to find out how Jewish students are feeling in those roles in those institutions. And I kind of want to use this just as an opportunity to double down on the importance of that, the feeling that student have about their experience in college, which is an experience they've worked terribly hard to arrive at, and that they tend to take extraordinarily seriously once they've arrived it is It is unthinkable to allow that experience to continue to be shaped by antisemitism. It's flatly unacceptable. Manya Brachear Pashman   Well, Sara Ted, thank you so much to you both for elaborating and explaining what this means, and I wish you both luck in carrying out the mission. Ted Mitchell   Thank you so much. Sara Coodin Thank you. Manya Brachear Pashman  If you missed last week's special episode, be sure to tune in for my conversation with Holocaust Survivor Tova Friedman and Lisa Marlowe, director of the Holocaust Awareness Museum and Education Center outside Philadelphia – a conversation that was recorded live at the Weizmann National Museum of American Jewish History in Philadelphia. Be sure to listen.  

As we continue to celebrate amazing women for Women's History Month, we invite back Dr. LaToya René Robertson, Associate Director of Community Values and Student Conduct at Denison University in Granville, Ohio. Dr. Robertson is working on the second edition to her popular book, “The College Cheat Sheet”. She shares how she helps students navigate conflicts on campus, while helping them manage personal accountability. Dr. Robertson is also a Management Consultant, who facilitates a Music Business Essentials course. Find out how to create, protect and monetize your creativity as you consider a career pursuit in entrepreneurship.⁠ ⁠ Dr. Robertson completed both her Doctorate of Philosophy and MA in Educational Leadership & Policy Studies at the University of Massachusetts Dartmouth. She received her Bachelor of Arts in Music Business at Methodist University in Fayetteville, North Carolina. As an author, implicit bias researcher, businesswoman, and educator, Dr. Robertson's background is filled with unique and seemingly unrelated experiences; however, each experience perfectly feeds into her ability to effectively educate and consult. She has spoken at a TEDx Conference, the NASPA Multicultural Institute, contributed to virtual panels regarding equity, and the Hawai'i International Conference of Education. Her work with universities and private companies has helped to close gaps in inefficient operations, increased retention, and create solutions that engaged with all stakeholders. To learn more about her work, connect with her on IG @iamlatoyarene, @thecollegecheatsheet or visit her on LinkedIn.

Can we discourage substance abuse but still have fun? In her 20s, Jo Weatherford was a drug-and alcohol-addicted Playboy model, partying with celebrities in Hollywood. After an arrest and failed suicide attempt, she knew it was time to get clean. She went back to school to get her master's degree in Human Development, and spent the next 12 years teaching courses on addiction at the University of Nevada and overseeing drug and alcohol prevention education and intervention for the Office of Student Conduct. She's now a renowned TEDx speaker, addressing the root causes of addiction through non-traditional approaches to recovery. She's been sober for 12 years and is proof that radical change is always possible. On episode 523 of the Fraternity Foodie Podcast, we find out what Jo's childhood was like, what life was like as a Playboy model hanging out with celebrities, how she was able to turn away from drug and alcohol addiction to rewrite her story, how colleges can create a culture that discourages substance abuse while still allowing students to socialize and have fun, how mental health intersects with substance abuse and what should students watch out for in themselves or their friends, advice for those trying to support a friend who have a substance abuse problem, how you can manage stress without turning to alcohol or drugs, and what gives her hope about the way Gen Z is approaching substance use. Enjoy!

Description:In this powerful episode of The Begin Again Podcast, host Gary Menkes speaks with Jo Weatherford, a former Playboy model turned professor, TEDx speaker, and addiction expert. Jo shares her personal journey from Hollywood's party scene to rock bottom, struggling with drug and alcohol addiction. After a life-altering arrest and failed suicide attempt, she made the courageous decision to turn her life around.Jo discusses how she embraced recovery through non-traditional approaches, including inner child work, therapy, and aversion therapy, leading to 12 years of sobriety. She earned a master's degree in Human Development and spent over a decade teaching addiction courses at the University of Nevada, guiding others toward healing. Now, as a mindset coach, she helps high performers tackle addiction, intimacy, and personal growth.Throughout this conversation, Jo and Gary explore the importance of self-love, resilience, and overcoming shame and guilt. Jo shares her insights on trauma recovery, the challenges of working in the recovery field, and her passion for helping others reclaim their lives.About Jo Weatherford:Jo Weatherford is a living example of joy in recovery. In her 20s, Jo was a drug- and alcohol-addicted model, partying with Hollywood celebrities. After an arrest and a failed suicide attempt, she realized it was time to change. Determined to rebuild her life, Jo earned a master's degree in Human Development and spent 12 years teaching addiction courses at the University of Nevada, while also leading prevention and intervention efforts for the Office of Student Conduct.Today, Jo is a TEDx speaker, mindset coach, and addiction expert, focusing on non-traditional approaches to recovery. With 12 years of sobriety, Jo continues to inspire others, showing that radical transformation is possible through self-love, resilience, and connection.Follow Jo on Instagram: https://www.instagram.com/jo.weatherford/Explore her work: https://recoveryremix.com/Watch her TEDx talk: https://www.youtube.com/watch?v=OJY4GkpRc7U► Visit our website here: TheBeginAgainPodcast.com ★ Let's connect: Twitter - https://twitter.com/BeginAgainPdcst Instagram - https://www.instagram.com/thebeginagainpodcast/ TikTok - https://www.tiktok.com/@user8619235129226 Facebook Page: https://www.facebook.com/TheBeginAgainPodcast/ Facebook Group: http://www.facebook.com/groups/thebeginagainpodcast/

Are you exhausted from having to repeat instructions because your students are unsure of what to do? Their confusion can lead to disruptive behaviors. How can you prevent that from happening? Today we'll discuss how you can create a classroom of harmony!    Join the Waitlist for the “Behavior Masterclass” that will help you achieve better student outcomes!              https://behavior-strategies-4-class.ck.page/f218c28745 Reduce stress and enhance your students' habit of gratitude by journaling!                         GET YOUR STUDENT BEHAVIOR JOURNAL TODAY!                                             https://a.co/d/iFwFezb                          If you found today's episode valuable, please take time to subscribe and leave me a review in Apple Podcast, Google Podcast, Spotify, IHeart, or wherever you're listening. Your voice matters and will help others!   Is there a behavior topic you would like to hear or hear more of? We can chat through any of these ways….   Website: Behavior Strategies 4 Class    Book a FREE Strategy Call Today:  https://calendly.com/4behavior    Let's Connect! - diane@behaviorstrategies4class.com,    Get Your Sanity Game Plan - https://behavior-strategies-4-class.ck.page/8f14339fff   Five Day Student Challenge - https://behavior-strategies-4-class.ck.page/3b8bf7c389   Join my Facebook Group! - Behavior Strategies 4 Class (193) Diane Bachman - YouTube (25) Diane Bachman | LinkedIn               Diane Bachman - Behavior Coach (@behaviorstrategies4class) • Instagram photos and videos

Academic Integrity in the age of Generative AI. Dr. Ramón Alvarado, Assistant Professor of Philosophy and Data Science Initiative Data Ethics Coordinator, and Dianne Tanjuaquio, Associate Dean of Students and Director of Student Conduct and Community Standards, join the show to share the fascinating and complex ways UO faculty and administration blend ethics and technology to navigate the powerful tools – and potential pitfalls – of generative artificial intelligence and student learning experiences.

Jo Weatherford went from Playboy model to professor. She is now 12 years sober and helps others break free from addiction. A renowned addiction expert, TEDx Speaker with over 3 million views on YouTube, and mindset coach who addresses the root cause of addiction, Jo will light up your stage and ignite your audience into action. Jo is a living example of joy in recovery. In her 20s, Jo Weatherford was a drug-and alcohol-addicted model, partying with celebrities in Hollywood. After an arrest and failed suicide attempt, she knew it was time to get clean. She went back to school to get her master's degree in human development, and spent the next 12 years teaching courses on addiction at the University of Nevada and overseeing drug and alcohol prevention education and intervention for the Office of Student Conduct. She's now a renowned TedX speaker, addressing the root causes of addiction through non-traditional approaches to recovery. She's has been sober for 12 years and is proof that radical change is always possible. VISIT: www.JOWEATHERFORD.com I'm Michael Molthan host of The M2 The Rock Show one of the fastest growing Self-Improvement, Mental Health podcast/show. I'm so grateful you found us. I started this show/podcast in 2017 to invite you into conversations that are designed to help make you happier, healthier and more healed. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we've never seen before. Welcome to the world of self-improvement, recovery, transformation, and personal growth with M2 The Rock, also known as Michael Molthan. As a prominent and captivating figure in the realm of self-improvement, M2 The Rock brings a unique blend of wisdom and authenticity. What sets Michael Molthan - M2 The Rock's story apart is the realization that there wasn't just one rock bottom; there were many. And from those challenging moments, he emerged stronger and more determined than ever. Today, he leverages his personal experiences and magnetic, relatable personality to inspire others to embark on their own transformative journeys. Michael Molthan - M2 The Rock is proof that even in the darkest of times, one can find a path to fulfillment and purpose, using rock bottom as a steppingstone rather than an endpoint. Michael Molthan's mission is to raise the meaning of “Rock Bottom” for everyone by rebuilding the “Spirit, Mind, and Body”. When this is “Out of Order” our life is full of chaos and confusion. Michael Molthan doesn't shy away from talking about his painful past of trauma, drug, alcohol, and work addiction. On his talk show called, M2 The ROCK, he shares how he went from building luxury homes to being homeless. Michael Molthan finally hit rock bottom. Drugs. Alcohol, and crime. And absolute chaos. He accumulated 27 mugshots in four years and was about to enter a place he swore he would never go: prison. Addiction was Michael's temporary solution to heal from a dark childhood trauma secret. Little did he know that being imprisoned and reading and writing for inmates that could not set him free. Michael is the host of M2 THE ROCK, a popular podcast and show that dives into the topics of trauma, process addiction, alcoholism, drug addiction, parental education/intervention, addiction education, codependency, enabling, 12-Step Programs, religious trauma, sexual abuse, physical abuse, mental abuse, self-sabotaging, and spirituality. Michael's main message is simple and profound: “That We Are All Addicts”. To book Michael Molthan please email m2@m2therock.comBecome a supporter of this podcast: https://www.spreaker.com/podcast/m2-the-rock-michael-molthan--3443849/support.

The Henrico School Board approved several changes to the division's Code of Student Conduct at a meeting June 6, which outline more specific and stricter consequences for students breaking cell phone policies. While previous consequences for cell phone violations allowed teachers and administrators to choose whether or not to confiscate the device, new changes will require devices to be confiscated after a certain number of violations for both elementary and secondary students. For elementary students, Henrico Schools' cell phone policy – which requires students to have cell phones “out of visible sight, silenced, or in airplane mode during scheduled class...Article LinkSupport the Show.

Henrico School Board to consider several changes to Code of Student Conduct today; Henrico Education Foundation raises $400,000; dogs and cats up for adoption from Henrico Animal Shelter.Support the show

Henrico School Board members will review a number of proposed changes to the Henrico Schools Code of Student Conduct at an April 18 meeting, including one that would clarify when a student's actions would be considered self-defense. The proposed change would add a clause allowing students to claim self defense as long as they were “without fault in provoking or bringing on the fight or incident, have reasonably feared, under the circumstances as they existed at the time, that there was an imminent risk of physical harm, and have used no more force than was reasonably necessary to prevent the...Article LinkSupport the show

In this episode of "Student Affairs Voices From the Field," Dr. Jill Creighton welcomes Dr. Eric Stoller, the VP of Marketing and Digital Content at territorium, for a conversation about the evolving landscape of higher education and the role of technology in student affairs. They discuss various trends in higher education technology and how it impacts both academic and student affairs divisions. Dr. Stoller traces his journey from his early experiences as a marketing specialist at the University of Illinois, Chicago, to becoming a respected thought leader in the higher education technology space. He emphasizes how technology has become an integral part of the entire higher education experience, noting the importance of CRM tools, mobile apps, and the shift toward hybrid and remote learning during the pandemic. The conversation delves into the changing value of higher education credentials and the importance of measuring and verifying outcomes related to critical thinking, skills development, and employability. Dr. Stoller discusses the growing focus on micro-credentials, badges, and the idea of a learner's "digital wallet" to showcase skills and experiences. They also touch upon the need for interoperability in higher education technology and how data and analytics will play a more significant role in student affairs, helping institutions understand student needs and provide better support. The episode concludes with a discussion of the evolving role of student affairs in helping students navigate diverse pathways to success, emphasizing the need for personalized support and pathways for learners, regardless of whether they complete a degree. This episode sheds light on the transformative impact of technology on higher education and how student affairs professionals can adapt to these changes to better serve students in an evolving landscape. Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues! Transcript Dr. Jill Creighton [00:00:02]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season nine on transitions in Student Affairs. This podcast is brought to you by NASPA. And I'm Dr. Jill Creighton. She her hers your essay, Voices from the Field host today on SA Voices, I'm pleased to bring you a conversation with Eric Stoller. Eric is the VP of Digital at territorium with over 20 years experience in higher education and education technology. As a Strategist writer and thought leader, he founded and led a global higher education consultancy from 2010 to 2019 and created the Student Affairs and Technology blog for Inside Higher Ed. Dr. Jill Creighton [00:00:46]: Previous Ed Tech roles include leadership positions at list. Ed tech element 451 and Gecko engage. Earlier in his career, he was an academic advisor at Oregon State University and a marketing specialist at the University of Illinois, Chicago. Eric. Earned an associate's degree, a BA in Communications and an EDM. In College student Services Administration. Eric, welcome to SA Voices. Dr. Eric Stoller [00:01:07]: Thanks so much for having me, Jill. Great to be here. Dr. Jill Creighton [00:01:09]: It's really great to see you. For our listeners, Eric and I met, I'm going to say 2005 maybe. Dr. Eric Stoller [00:01:16]: I think dinosaurs were just still roaming the earth. Yeah, it would have been 2004. Five Oregon State University in Corvallis, Oregon. Dr. Jill Creighton [00:01:25]: I think we were just escaping the trends of dial up internet and smartphones weren't smart yet in that time. So Eric and I actually worked together in the Office of Student Conduct when we were graduate students. So it's really lovely to see old friends and see careers blossom. And I'm really looking forward to talking about your transition today because I think you have a really unique one for someone who received their master's in Higher Ed. So would love to start with if you could tell us about your current position. And we always like to begin with a good come up story. How did you get to your current seat? Dr. Eric Stoller [00:01:57]: A good come up story, I love that. Well, so my current role is Vice President of Marketing and Digital Content at territorium, which is a global ed tech company that is all about bridging education to employability. And we'll probably get into that later on in the show. And it gets highly technical and I can't wait to dive into that. In terms of how I got into this seat, it is a long, winding story that started on a gravel road in Iowa, and I'm not going to bore your listeners with the full, you know, I went to community college, went to university. I thought I was kind of done with higher education. And then I actually started working at the University of Illinois at Chicago way back in the day in marketing and just loved the work. I was located within Student Services, and that's when I sort of first learned about what student affairs was even all about. Dr. Eric Stoller [00:02:42]: And was, as I am today, still very much into technology back then. And even I remember calling up Kevin Krueger, who's now the executive director for NASPA or the president of NASA. I'm not sure the exact titles nowadays, but Kevin and I had a conversation when I was very new to the field, and I said to him, why is the information Technology knowledge community, as it was known then, why is it gone? Because they had just gotten rid of it. And his first thought or question know, who are you? And I said, yeah, I'm just new professional, kind of bothering this leader of this association, or at the time, I think he was the associate director. Anyway, I went out to Oregon State, as you referenced, and I got my master's degree in higher education. Worked in a variety of different areas from enrollment management, financial aid, registrars, kind of a stint at Student conduct, was an academic advisor. And then during that time when I was an academic advisor, I started writing for Inside Higher Ed. I started the Student Affairs and Technology blog and just loved that experience as a writer for Inside Higher Ed. Dr. Eric Stoller [00:03:41]: And it was also at that time when I started getting invitations to go out and do some freelance work and consult for institutions and speak at events. So I stopped working full time for Oregon State and I became a consultant for nine years in the US, the UK and beyond, various global events and working with institutions all over the place. And the focus was all around digital engagement. This was when sort of social media was kind of coming into its own still and really focusing on how student affairs divisions could just transform what they were doing with all things digital. Because the origin story of student affairs is one that it was all about face to face, one on one experiences with students. And technology was seen because my Grad program, it was what, 2004, when I started, and technology was seen as this kind of gets in the way of that student experience. You fast forward to today, almost 20 years later, and the idea that technology would be separate from the student experience is something that people would never think about. It's really connected deeply. Dr. Eric Stoller [00:04:40]: And so I had this nine year experience as a freelancer, and then I started working for a higher ed chatbot company that was based in the UK and Scotland and did that for a little while, went back to Freelancing, and then I worked for a higher ed CRM company. You're getting kind of a theme here in terms of my Ed tech experience, right? Sort of chat bot to CRM. And then we moved to the Netherlands in 2022 from the US. And so I was doing Freelancing again, and a connection of my wife, professional connection, started talking to me about this potential marketing role at territorium, and they were launching their kind of US presence. territorium as a company has its origins in Monterrey, Mexico, and we're all over Latin America in terms of providing testing and a learning experience platform as well as our comprehensive learner record. But we hadn't really had as much of a presence in the US. And so we launched this US team back in December of last year that's for listeners on the call. I can't even do the math now. Dr. Eric Stoller [00:05:42]: Right? 2022. And so been with territorium since then and leading on all things marketing and digital combination of leading, strategy, producing, execution, go to market, a lot of things that are not part of our Master's degree program that Jill and I went through, but connected to both my undergraduate experience as a PR and marketing major. And then of course, my deep connections and network into higher education have kind of got me to this place. Dr. Jill Creighton [00:06:10]: So I'm going to just do a quick backup to a terms definition. You mentioned CRM, which might not be a term that's familiar to those in Higher Ed. Can you define that for us? Dr. Eric Stoller [00:06:18]: Of course. So this is where things really get interesting because as you know, every institution in the US kind of does things differently. If they're a college, they're a university, they're a community college. The structures, the systems, some institutions have divisions of student affairs, some have smaller sort of scale depending on their organization. But the one thing they all have in common is they all recruit students, they have admissions and they have recruitment. And whether they use a higher ed specific CRM, which is back in the day, it would have been a Customer Relationship Management tool, which is effectively how you keep track of who you're trying to recruit and communicate with them and engage them on a level from maybe they're a junior in high school or if they're an adult. Learner how you're connecting with those folks through a variety of communication vehicles like email, SMS or maybe a chat bot. How it's all interconnected. Dr. Eric Stoller [00:07:10]: So there's the Gargantuan CRMs out there like Salesforce or I happen to be working for Element 451, which is a much smaller shop, but they have quite a few clients as well. That's the CRM. I think the interesting thing about being in Higher Ed is I always say that you live in an acronym soup because you've got all the associations for higher education, all the different tools and platforms. You've got the SIS, the Student Information System. I mentioned the Comprehensive Learner Record, which is shortened down to Clr, which is a record of skills and experiences and credentials for learners. That goes far beyond the transcript because it goes inside the classroom and outside the classroom. So that's the clr. And so, yeah, if we need to, we can have a glossary of Terms attached to this podcast. Dr. Eric Stoller [00:07:53]: In terms of all the acronyms that I might mention, I think for Higher Ed pros, most of these things you're already familiar with, you just didn't know. That's what it was called in corporate land, but things you're quite familiar with. I think the one that we've been using lately is Slate in terms of our CRM for prospective students. It's quite a popular rising one right now. So you do know these things. You just maybe got a new term to associate with it. Dr. Eric Stoller [00:08:15]: I think if you work in enrollment management, if you're in the admissions side, you're in these tools on a daily basis. I think it's one of those things if you're in student conduct or academic advising or every sort of functional area has its set of digital tools that it uses on a day to day basis. But when I was at Oregon State as an academic advisor, I was in banner every single day. And so that was the tool of choice. That's from Elusion. In terms of providers, I'll try not to too much name dropping, but I think that in terms of the Edtech universe, there's so many different providers because so many different functional areas require just different tools to help with the work that they're doing. Dr. Jill Creighton [00:08:53]: One of the reasons I was really looking forward to our conversation is because you can talk about transitions in the digital space. A lot of the conversations we've had this seasons are personal transitions in career, which you've certainly had. But I think one of the things you've always had your finger on the pulse of in higher Ed is how digital kind of arenas, the digital vertical for higher education has really changed and reshaped the way that we do the work in our campus based positions. So I'm wondering if you can talk to us a little bit about that process and what you've seen in terms of trends and bed tech field is really new 2030 years in terms of its boom. So any trends that you're seeing in terms of how educators are using these tools really well, yeah. Dr. Eric Stoller [00:09:34]: I mean, I think it's always good, like you said, to kind of look back where things were. When I was writing for Inside Higher Ed, I remember going to EDUCAUSE a couple of different times. The annual Educause Conference, which is kind of a giant ed tech convention. And most of the providers back then, those events, they were very much focused on the academic experience side of things. There weren't a lot of providers that were doing things that would even slightly sort of go into the student affairs areas. And now you fast forward to today and Edtech providers are in kind of every single space within institutions. As we've already referenced, the CRM tools have become extremely important because with the approaching enrollment cliff for that traditionally aged population, which is kind of a loaded phrase anyway in terms of what is traditional, but that sort of 18 to 22 year old, that population of university, that's a decline. There's just not as many young people that will be going into higher education. Dr. Eric Stoller [00:10:33]: And so the CRM becomes a tool that is even more important as you communicate, as you hone your message, as you try to showcase the value of your institution, of the degrees that students will receive and earn and other systems as well. I mean, it used to be the digital experience was much more based on the staff or administrators who were at their desk with a big screen and students would come to their office and they would sort of navigate a system on behalf of the student. And then mobile apps kind of really entered in in a meaningful way. And no longer are students sort of tethered to an individual and their desk and their office, but they can look things up on their phone and they can access a variety of services. They can ask questions to 24/7 chat bots. They can look at their course schedule. They can look at various activities and events on campus. Now, of course, when you said this, you referenced the question. Dr. Eric Stoller [00:11:29]: You kind of framed it as on campus. I think what the pandemic did was it showcased the need to serve and support students who weren't necessarily going to be on campus, or at least accelerated. Maybe more of a hybridized environment where students were on campus for a portion of the time, but they were also on their computers at home because it used to be that all your lectures were in a big auditorium. And then the idea of the sort of the flip classroom came into play. Professors were recording their lectures and students could listen to a lecture at home and so that the discussion would actually happen when you went to the classroom. And then with the Pandemic, it sort of said, okay, everything's going to be remote for certain people. And it was interesting because you start thinking about how did student affairs serve learners, who historically student affairs would have been saying, okay, in res life, there's no such thing as remote. Students are actually physically located on campus. Dr. Eric Stoller [00:12:27]: But then say, what about the other side of our institution that was serving adult learners or online only learners or people that were coming in for micro credentials, they were never going to set foot on campus. They maybe came once a year, if that. And so technology has really embedded itself throughout the entire higher education experience because the higher education experience has changed. It's such a blended, multimodal thing where students are learning through their phones, they are communicating like we are right now through zoom or other media like this because you don't have to be bound to a certain geography. You could be in Iowa and studying an institution in Oregon, or you could be in Berlin and studying at an institution in South Carolina. So the variety pack now and I think that's where I think back to our higher education master's program. And the fundamentals that we were taught were still very much constrained to a sort of model that was still constrained in some ways. It's like know, we were on a basketball court, for example, and we knew where the boundary lines were for everything, and we knew, like, okay, here's the two baskets, and we know how things work. Dr. Eric Stoller [00:13:39]: But then all of a, you know, I live in Europe now imagine if that basketball court was transported to a football pitch, which is enormous in size and different boundaries and different scope and scale. And I think that's where higher education finds itself. It's having to, as a sort of nebulous thing, now recruit students that in the past might not have been recruited because, like I said, that enrollment decline for a certain demographic, and so all these technologies are really coming into their own. For instance, the territorium, one of the things that we've been really talking about a lot is this idea that why do people go to college? Why do people pay the bill? Why do the people get into debt? Most of us were not financially wealthy enough to just pay for school right away. You have to get a loan. You pay your student loan off over the course of a lifetime or however long it takes. And what's the value of higher education? Right? Yes. It's the experience. Dr. Eric Stoller [00:14:30]: It's about giving back to your community. It's about access. But by and large, most people go to university because they want to improve their overall employability or their chances for a career that will perhaps lead to financial stability because that's why they're doing it. And higher ed, I think, for the longest time, hasn't really talked about that. We shy away from that. We shy away from the fact that people are going to get their BA in English, for instance, and they're going to get in $50,000 worth of debt. But they're doing it because they love writing, they love the work, they love the art. But at the same time, is there a connection to employment at the end of that journey, or are universities just leaving students in debt? And so I think that's where you may have heard people talk a lot about the skills based economy. Dr. Eric Stoller [00:15:16]: And I went to community college for my first two years. I got my Associate of Arts. My brother, he went to the same community college. He got a two year technical degree. That's what he has, a technical degree. And he has done really well for himself career wise. And I think one of the things, when people hear the word skills based economy, they think, well, that's more technical or community college workforce based. But universities are really getting into that space now when it comes to micro credentials and badging and trying to sort out the sense of, okay, it's not just about a pretty campus. Dr. Eric Stoller [00:15:48]: It's not just about a winning football team. It is about what's the direct correlation to you get this degree or you get this credential and it's going to have a direct impact on your success? Because right now I think there's something like 39 million Americans have some college but no degree, and yet that accompanies that with a ton of debt, right? So there's a lot of issues there. And so how do you take folks who have maybe some college but no degree and let them showcase the sort of skills that they have, even though they don't have the diploma, because they might have a transcript that shows that they've taken five classes, but at the same time, how do they show that to employers? Because employers look, traditionally, employers wanted to see the diploma or that you've earned your 40 year degree or you've earned your Master's or whatnot. And so I think that part of the things that higher ed has had in the past is, okay, we've kind of built this foundation of these are our core technologies. But I think there's this transition to, okay, what are some of those core technologies that might need to change, might need to evolve? Because if you're a registrar, for example, you need something more than just a transcript because you're no longer just awarding ABCDF, you are awarding micro credentials. You're giving badges away to students. Faculty members are sort of looking at, okay, my students are learning these skills during the course of this particular class, and now we're going to award them badges that never would have happened 510 years ago. And now you've got employers saying, hey, we are going to hire students based on these skills that they have that are verified by the institution. Dr. Jill Creighton [00:17:15]: Those are really important points because what we're seeing is a transformation of the value of higher education that's not just US. Based, that's globally. Because when we look at what a degree means, I believe it means something extremely different to those of us working in the academy, to those folks that are outside of the academy looking to employ people who need individuals who can demonstrate critical thinking, problem solving skills, technical knowledge, all of those things. And that's part of what the degree is designed to do. But I would believe that, especially at a liberal arts institution like mine, we're teaching ways to think, not just facts and figures and things like that. And you need both. So the question is, how are we transitioning not only our offerings at the university as a whole from a credentialing perspective, but how are we also doing that in student affairs? And how can technology support those transitions for what the work needs to look like? So I'm wondering if you have any thoughts on that. Dr. Eric Stoller [00:18:12]: Yeah, well, I think part of it has to do with the fact that because you mentioned critical thinking, critical thinking is a huge part of the experience of higher education and a lot of student affairs programs the underpinnings of those programs definitely includes critical thinking, equity conversations, cultural diversity conversations. And I think that all those aspects, they just weren't measured in the past. Right, so what did you actually learn throughout your experience that wasn't in the classroom? NASPA, for as long as I can remember, has always talked about learning reconsidered. Right. That learning happens throughout the experience of a student, regardless of where they are on campus, off campus, in a class, outside of the class. And so I think that is part of the work that student affairs is going to have to do going forward, because there's a lot of scrutiny right now, obviously, on institutional budgets and outcomes. And the two big R's, of course, are recruitment and retention. And student affairs plays a big part in both of those areas. Dr. Eric Stoller [00:19:08]: And so I think that the student affairs side of things in terms of transforming kind of what was done to what is being done and what will continue to be done, is going to be verifying and measuring those outcomes so that there's a tangible way to sort of I mentioned badges earlier. How many student affairs divisions are awarding badges to students? You think a lot of times about badges is maybe coming from the academic affairs side of the house. I think that look at Career Services shops, look at the evolution of Career Services because like career centers, they have probably one of the most important roles at institutions. And yet for the longest time, not so much now, but for a long time it was, okay, I'm a junior or a senior, I'll go and talk to career services kind of at the end of my institutional experience before I graduate. And now you see Career Services, they're front loading their engagement with students. So they're at orientation, they're there at first year experience courses, and they're also working alongside employers to connect students to this idea that this is just a step in your journey and we're going to try to help you along. And so I think we're going to see a lot more student affairs divisions awarding badges and getting into the LMS, getting into the badge systems, either coming directly out of a clr or it comes from another provider. I think that's the other thing with this is Ed Tech providers have been very insular in the past. Dr. Eric Stoller [00:20:28]: Like, we've got a platform and it only works with our platform. And so student data is kind of stuck in this database that's very proprietary and an organization called Oneed Tech, unless you're really deeply involved in sort of the Ed Tech space, you might not be aware of them. But one of the big facets of their work is interoperability sort of this idea that all these digital assets that students have are like Lego and that you can kind of plug and play them independently of a certain system. So, for example, if you have a digital wallet, that has all of your badges and has your skills, your credentials, all that stuff in there, you can take it to another institution. Kind of how students transfer from community college maybe to a university, but usually that's with a traditional transcript. But the overall vision will be learners will have this wallet of all of their verified skills and experiences and credentials that they carry with them in an interoperable plug and play type way. And so the sort of sovereignty of learners becomes a much bigger part of the conversation because there's a lot of data that has been part of this as well. And in student affairs, we don't really talk about data. Dr. Eric Stoller [00:21:36]: We don't talk about sort of the technical piece because we've been so much about the soft skills, the one to one. If you want to be a dean of students, you're not necessarily getting into a huge portion of the data unless maybe it's connected to retention or some other issue on campus directly. But the Ed tech space, there's so much data that is coming out of that. And so the thing I think will be interesting to see with student affairs throughout every functional area will be the various dashboards and analytics and outcomes coalescing into a space where you can sort of see, okay, where are students at? What do they need? What kind of support do they need? How is that going to influence things that we're doing programmatically as well as for the next as a student goes to another institution for the kind of a handoff, so to speak, because it won't just be your data is stuck at some institution. It's going with you. It's actually traveling along with you, and it might be enabled in some sort of bitcoin wallet that's kind of independent from an institution that's kind of a buzword. But at the same time, that's kind of the ultimate goal, I think, for a lot of companies that are thinking more about the openness of all this. I mean, when you think about the space that I'm currently in and how we interface into higher Ed, it's not just know, NASPA and Acro are playing a big part in this. Dr. Eric Stoller [00:22:53]: Acro is the Admissions and Registrars Association. They're kind of the home of registrars professionally and technically. Usually that's where the transcript resides. The Lumina Foundation, the big organizations focused on learning and outcomes over the years to even Walmart, because Walmart, I think they're the largest employer in the US. And one of the largest globally. They employ a huge number of people. And so they're thinking about the pathways from higher ed into different careers. I think the pathways piece is one I also want to introduce to this conversation, because it's important to give learners pathways even if they don't graduate, so that people aren't just left with debt and a handful of credits. Dr. Eric Stoller [00:23:31]: What is it they're actually going to be able to get, even if they don't finish. Because as you know, Jill, sometimes success for one person is just a couple semesters of college and that is like a hugely successful outcome for them. Whereas for a lot of other people, maybe it's graduation, maybe it's master's degree, maybe it's a certificate. Success is very much an individualized thing. Dr. Jill Creighton [00:23:51]: Still, it's time to take a quick break and toss it over to producer Chris to learn what's going on in the NASPA world. Dr. Christopher Lewis [00:23:57]: Jill's, so excited to be back again in the NASPA world. A ton of things happening in NASPA. So many of us have been hearing a ton about artificial intelligence. We are starting to explore it or delve deeper into it on our own college campuses. And in the most recent Leadership Exchange magazine, which you all have access to as a member of NASPA, the editors and authors of that magazine did delve deeply into artificial intelligence in the Metaverse and really asked a broader question of whether our profession, whether student affairs is ready for this. It was a fascinating article and definitely a fascinating magazine. To delve much deeper into this topic. I highly encourage you to go to the NASPA website and you can go under publications to the Leadership Exchange magazine and log in and be able to read that for yourself. Dr. Christopher Lewis [00:25:03]: If you want to check out all the different professional development opportunities, and I know I share a lot of them with you on a regular basis, but if you go under the Events and Online Learning tab, you're going to find everything that is happening within NASPA and around NASPA, all the different professional development opportunities that are available. And this is a great way for you to be able to find things that connect with your professional growth and professional learning that you want. And it will open up opportunities for you to be able to see different ways in which you can grow and learn in your own professional journey. So lots of things happening in NASPA, lots of ways to stay connected with NASPA. Start at the NASPA website, naspa.org, and go and check it out for yourself. Every week we're going to be sharing some amazing things that are happening within the association. So we are going to be able to try and keep you up to date on everything that's happening and allow for you to be able to get involved in different ways. Because the association is as strong as its members and for all of us, we have to find our place within the association, whether it be getting involved with a knowledge community, giving back within one of the centers or the divisions of the association. Dr. Christopher Lewis [00:26:24]: And as you're doing that, it's important to be able to identify for yourself where do you fit, where do you want to give back each week? We're hoping that we will share some things that might encourage you, might allow for you to be able to get some ideas. That will provide you with an opportunity to be able to say, hey, I see myself in that knowledge community. I see myself doing something like that, or encourage you in other ways that allow for you to be able to think beyond what's available right now, to offer other things to the association, to bring your gifts, your talents to the association and to all of the members within the association. Because through doing that, all of us are stronger and the association is better. Tune in again next week as we find out more about what is happening in NASPA. Dr. Jill Creighton [00:27:19]: A wonderful NASPA World segment as always, Chris, we really appreciate you keeping us updated. What's going on in and around NASPA? Eric, we are now at our lightning round. I have 90 seconds for you to answer seven questions. You ready to roll? Dr. Eric Stoller [00:27:31]: That's like one of those if a train leaves Chicago heading 5 miles an hour kind of questions. I'm ready to go, Jill. Let's go. Dr. Jill Creighton [00:27:36]: All right, question number one. If you were a conference keynote speaker, what would your entrance music be? Dr. Eric Stoller [00:27:42]: Well, I've been a conference keynote speaker for many different events, so I always like to go with the Glitch mob. They were always pretty good. Dr. Jill Creighton [00:27:49]: Number two, when you were five years old, what did you want to be when you grew up? Dr. Eric Stoller [00:27:52]: When I was five years old, I was a little kid in Iowa on a gravel road. I think I wanted to be probably an NBA player because then I would have pavement. Dr. Jill Creighton [00:28:01]: Number three, your most influential professional mentor. Dr. Eric Stoller [00:28:04]: Gosh, there have been so many. I'd say one of the most influential professional mentors I've ever had. Just one. So Kevin Krueger, when we were doing our pre show talk, he's been an instrumental part of my career over the years, and I always appreciated his leadership at NASPA. Dr. Jill Creighton [00:28:20]: Number four, your essential higher education. Read. Dr. Eric Stoller [00:28:23]: I would be remiss if I did not say Insidehired.com. I Know that Scott Jassic is retiring as Editor co Editor Of Inside Higher Ed. It's still, in my view, one of the best sites out there for comprehensive coverage of what's going on in higher ed. Dr. Jill Creighton [00:28:37]: Number five, the best TV show you binged during the pandemic. Dr. Eric Stoller [00:28:40]: Oh, gosh, that was years ago now. The best show? Well, my second son was born during the pandemic, and I watched ridiculous amounts of things late, late at night. I would say some sort of Scandinaro thing on Netflix, because that was kind of what I was into at the time. Dr. Jill Creighton [00:28:56]: Pandemic's been over for years for you. It's only been over for eight months. Where I'm at. Number six, the podcast you spent the most hours listening to in the last year. Dr. Eric Stoller [00:29:04]: I would say anything from the Enrollify Podcast network. I like the work that they've done. I feel like their shows are really put together nicely, and there's always interesting topics in terms of higher ed innovation and technology. Dr. Jill Creighton [00:29:17]: And finally, number seven, any shout outs you'd like to give, personal or professional? Dr. Eric Stoller [00:29:20]: First of all, I'd just like to say thank you to Jill for asking me to come on the show. I think that it's always nice to reconnect with folks from Oregon State. So I'll just give you a big shout out because it's been a blast to follow your career sort of vicariously through social networks and social media know you've been just a huge leader around the globe. I mean, you've been everywhere, it seems. So I'm going to give Jill a shout out because I don't think she probably gets enough on these things. Dr. Jill Creighton [00:29:45]: Thank you. Appreciate it. Eric, it's been such a joy to catch up with you. I've also followed your career just on social. This is the strength of weak ties. I'll cite Granavetter here as a scholar that I read a lot in my public administration doctorate program. But the Strength of Weak Ties, we haven't spoken maybe ten years probably, but it's so lovely to understand and see how we're both contributing, knowing we started off as babies in grad school. And it's very nice to see what success looks like and means for various people from that time in our lives. Dr. Jill Creighton [00:30:15]: And if folks would like to reach you after the show, how can they find you? Dr. Eric Stoller [00:30:17]: Territorium.com? Or you can always just Google Eric Stoller. Something will come up, most likely. My email is Eric@territorium.com. Dr. Jill Creighton [00:30:25]: Eric with a C. Exactly. Dr. Eric Stoller [00:30:27]: E-R-I-C. Dr. Jill Creighton [00:30:28]: Thank you so much for sharing your voice with us. Dr. Eric Stoller [00:30:30]: Thanks so much, Jill. It's been great. Dr. Jill Creighton [00:30:32]: This has been an episode of SA Voices from the Field brought to you by NASPA. This show is always made possible because of you, our listeners. We are so grateful that you continue to listen to us season after season. If you'd like to reach the show, you can always email us at savoices@naspa.org or find me on LinkedIn. By searching for Dr. Jill L. Craighton. We welcome your feedback and topic and especially your guest suggestions. Dr. Jill Creighton [00:30:58]: We'd love it if you take a moment to tell a colleague about the show. And please like, rate and review us on Apple Podcasts, Spotify or wherever you're listening now. It really does help other student affairs professionals find the show and helps us become more visible in the larger podcasting community. This episode was produced and hosted by Dr. Jill L. Creighton Seth Me produced and audio engineered by Dr. Chris Lewis. Guest coordination by Lu Yongru. Dr. Jill Creighton [00:31:23]: Special thanks to Duke Kunshan University and the University of Michigan, Flint for your support as we create this project. Catch you next time.

Guest: Vusi Joseph Sithole -lawyer

LEXINGTON, Ky. (September 21, 2023) – With a new semester underway, the University of Kentucky is empowering the campus community to learn more about their rights and responsibilities. Students, faculty and staff are encouraged to take a moment and review the recently updated Code of Student Conduct, which outlines the expectations and standards that uphold the UK community — both on and off campus. The Office of Student Conduct is responsible for ensuring students alleged of policy violations are afforded a fair process — in which they can share their side and are made aware of decisions regarding their disciplinary standard.  The code is an important tool in protecting student rights, including due process, and affirming student responsibilities. It upholds the standards of conduct and institutional values expected of UK students and promotes a safe, healthy and inclusive community. Every five years, the university conducts a standard review of this code as required by Administrative Regulation 4:10. A committee – comprised of the Office for Student Success, legal counsel and student and faculty representatives – convened last June for this purpose. On this episode of ‘Behind the Blue', Libby Hogan, UK's director of Student Conduct talks with Dean of Students Trisha Clement-Montgomery about the importance of the code, why changes were necessary, and the efforts the Office of Student Conduct makes to help students understand and navigate their rights within the campus community. "Behind the Blue" is available on iTunes, Google Play, Stitcher and Spotify. Become a subscriber to receive new episodes of “Behind the Blue” each week. UK's latest medical breakthroughs, research, artists and writers will be featured, along with the most important news impacting the university. For questions or comments about this or any other episode of "Behind the Blue," email BehindTheBlue@uky.edu or tweet your question with #BehindTheBlue. Transcripts for this or other episodes of Behind the Blue can be downloaded from the show's blog page. To discover what's wildly possible at the University of Kentucky, click here.

In today's second hour, Dom leads off the Dom Giordano Program by welcoming Dr. Daniel McGarry, Superintendent of Upper Darby Schools, after the school official sent out a letter to parents about how the school plans to handle conduct in the schools after many students have been caught walking the hallways after cutting the class and getting violent with other students. In the letter sent to parents, Dr. McGarry writes, ‘Our staffs are worn out trying to provide our students the best they have to offer,' explaining the negative implications of Coronavirus and a spike in crime outside school walls on the mental health of students. McGarry explains what he hopes to accomplish in sending the letter, and explains the importance of offering an environment that fosters the best education for students possible. Then, Dom takes some calls for listeners offering their opinion on the situation unfolding in Upper Darby, including a parent with a student in a district Middle School. Then, Dom tells of an article in the Philadelphia Inquirer that dissects the first year under Philadelphia Councilman Isaiah Thomas's Driving Equity Law, which limits the offenses that police can use to pull over drivers in an effort to supplant a racial disparity of traffic stops. Finally, Dom welcomes in media critic Neal Zoren to hear what's worth watching over the upcoming weekend. First, Dom tells that his wife Roe has been watching a lot of network television, telling how she loves both procedural dramas and canned comedies, with Zoren suggesting Will Trent, a new ABC drama that features an investigator who can talk to the dead. Also, Zoren tells a couple other programs on network broadcast television that he suggests, telling why he also still does enjoy The Conners without Roseanne Barr. Also, Zoren tells what he expects from an upcoming special by comedian Chris Rock, previews the new Bob Odenkirk series Lucky Hank which comes out later this month. (Photo by Getty Images)

Today on The Law and Education Podcast, we sit down with the Director of Title IX Services at ICS, Betsy Smith to talk about why visibility for the Title IX Coordinator is so essential. Betsy brings a unique skill set to the ICS team, having served as an assistant district attorney and student affairs professional. Recently, she worked for five years as the Director of Student Conduct and Deputy Title IX Coordinator at a large state institution where she oversaw more than 2,000 Title IX and other campus investigations a year. The content of this episode comes from a recent ICS Community Partner meeting, where Betsy presented some of the work she is doing to ensure that the campus and the community at large are up to date about what her office does to encourage reporting, educate about Title IX, and the resources that her office provides. Betsy brings a wealth of passion and innovation to this conversation and some valuable on-the-ground experience too. Tune in to learn about the relationship between visibility, reporting, and prevention, as well as how to leverage social media, the importance of practicing your “elevator speech,” and more!   Key Points From This Episode: What it means to be a Community Partner at ICS and what's new in 2023. Why it's important for the Title IX Coordinator to be visible, starting with increased reporting. The correlation between reporting, data, understanding, and prevention. How to increase visibility by acting like a business. Why Betsy recommends leveraging social media to encourage reporting. The importance of having a Title IX “elevator speech” and leading with support. Tips for making yourself known to the community as a Title IX Coordinator. What Betsy calls Team 9 and the branding component of making that team visible. The value of presenting as vulnerable and approachable on social media. How you can access the free ICS website checklist resource. Using the concept of a billboard to help you think about visibility and presence on campus. How to ensure that your personality shines through in the data to drive prevention. Advice for developing the infrastructure to be able to handle increased reporting. The role that directed training and education play in fueling prevention.   Links Mentioned in Today's Episode: Betsy Smith on LinkedIn Title IX at The University of Southern Mississippi (USM) USM Title IX Office on Twitter USM Title IX Office on Instagram ICS Lawyer Higher Ed Community Access K-12 Community Access Higher Ed Virtual Certified IX Training K-12 Virtual Certified Title IX Training ICS Blog Courtney Bullard on Twitter  Courtney Bullard Email

In this episode, Rachel and Matt discuss an approach to student conduct that seeks to support student success from a holistic perspective. Tune in as they break down the philosophy, language, and workflow you can use to transform a student's journey. Watch or listen to past episodes and sign up for weekly Zoom invites here: https://pharosresources.com/cap-gown-mission-first/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/pharosresources/message

Good morning everyone! It is Tuesday and we're here with another great interview. Today's guest is Richie Heredia, Student Conduct & Education Coordinator of Waubonsee Community College's TRIUMPH program. Get ready for a great show. Here is today's news: - The 15th Annual Health Fair is taking place on Saturday, June 11th from 9 am to noon. Hosted by the Aurora African American Health Coalition and in partnership with Blue Cross and Blue Shield of Illinois, this great event will take place at the Prisco Center (150 W. Illinois Ave.). This event is free and open to the public: there will be giveaways, speakers, vendors and health screenings at no cost! This will be a great community event for the entire family! - June 3rd will be a fun day of community, sing-alongs and coffee! Artists Levi & Zoe will be performing from 6 to 8:30 pm at Java Plus on Waterford and this event is open to the public. Come out and enjoy a great show in a wonderful community space. - Last but not least the Aurora Regional Hispanic Chamber of Commerce has their Young Professionals Networking event taking place Friday, May 27th from 6 to 10 pm. The cost is $35 per person and will take place at Bureau Gravity located at 56 S. LaSalle street. To register click this link: https://www.eventbrite.com/e/aurora-regional-hispanic-chamber-of-commerce-young-professionals-networking-tickets-339995083447 We hope you all enjoyed today's show. We look forward to watching the TRIUMPH program grow and we're excited to help them as friends. Have a blessed day today and get ready for another episode of Buenos Días Aurora tomorrow! Subscribe to the show on YouTube by clicking this link: https://www.youtube.com/c/GoodMorningAuroraPodcast The second largest city's first daily news podcast is here. Tune in everyday to our FB Live from 8 am to 9 am. Make sure to like and subscribe to stay updated on all things Aurora. Twitter: goodmorningaur1 Instagram: goodmorningaurorail Spotify: https://open.spotify.com/show/6dVweK5Zc4uPVQQ0Fp1vEP... Apple: https://podcasts.apple.com/.../good-morning.../id1513229463 Anchor: https://anchor.fm/goodmorningaurora #positivevibes #positiveenergy #downtownaurora #kanecountyil #bataviail #genevail #stcharlesil #saintcharlesil #elginil #northaurorail #auroraillinois #auroramedia #auroranews #goodmorning #goodmorningaurora #comedy #news #dailynews #subscribe #youtube #podcast #spotify #positiveenergy #morningnews #morningshow #tuesday #WCC #waubonseecommunitycollege #TRIUMPH --- Send in a voice message: https://anchor.fm/goodmorningaurora/message Support this podcast: https://anchor.fm/goodmorningaurora/support

On this episode of The Score, we're speaking with Jennifer Wright with the University of Central Florida, where she facilitates workshops and seminars on ethical decision making and is Program Manager of Student Conduct and Academic Integrity in the Office of Student Rights and Responsibilities. She has been working on academic integrity issues and initiatives at UCF for nearly 12 years, including the simple but effective “Take the Zero” campaign. Jennifer Wright (05:50): I have a workshop also that I do that is called Bs and Cs Get Degrees. And again, it's not easy for students of today to go ahead and get a C, take a zero. It's interesting how they have the ways of looking at that zero on a 10-point quiz and manifesting it to, "I can't be a doctor. I can't become a lawyer. My parents won't be proud of me. I'm going to let my siblings down." Zero out of 10 will move a student to go, "It's all over." I'm trying to get that concept across to them that it is okay. Jennifer Wright (08:20): But I can tell you because there is not a week that goes by that I don't meet with a student and I don't have somebody who is literally crying about what has happened, and that release they do a lot with me. Yeah, they do admit to it. They get it. There' s no other way because they were there when it happened. They can't blame it on anybody else. Jennifer Wright (15:11): Because professors for a final grade are looking at student behavior over a 14-week period over a semester. We're looking at one act that has occurred on a day. We're determining the egregiousness of that act. And with that, we look at, what was the intent, what was the impact that it had, how many were involved, were other students brought into this, did other students benefit from a student committing academic misconduct. Jennifer Wright (15:46): With the Course Hero and with Quizlet, with Chegg and all of that, other students end up participating as well in that. We look at a lot of things with it to determine what the outcome will be in violation. We have six levels of violations, and they range from a warning to probation to deferred suspension, suspension, dismissal, and expulsion. Kathryn Baron (16:24): You talked about intent. I kind of think of it as, what, premeditated cheating versus spur of the moment cheating. Jennifer Wright (16:32): I look at it and say, "Was there enough of an opportunity or a moment where the student could have stopped what they were doing?" For example, if there was a student who paid another person to do their work for them, there's contacting somebody, getting it set up, changing usernames and IDs, giving them access, having a lot of conversations, that could have stopped at any moment. That person could have said, "Wait a minute here, what am I doing?" And could have stopped. Jennifer Wright (17:08): Continued it, that's where it rises a little bit higher. A student who puts a cheat sheet together the night before, puts it in their pocket, walks with it to class, they could have just said, "I'm not going to take it out. Nobody would be the wiser," but then you chose to take it out. We know what was going to happen there. Those kind of run to a higher level. I also engage with forgery as well of whether it's a medical document or forgery of an email to try to get out of taking an exam or getting an extension on an assignment. Jennifer Wright (17:51): We've had that before. Forgery, you knew what you were doing. You know it's not your name that you're signing. Those kinds of things rise to a higher level of it. Jennifer Wright (18:45): Those of us in academic integrity lands, we really have a very, I do, and I know many of my colleagues do, have a very visceral reaction to Chegg and to other websites who their sole mission is to convince students that their sites are safe, good, and helpful, and nothing could happen. Nothing could happen if you use us. That's not true. Jennifer Wright (25:07): I would say I think [students] are impressed [with what we do around academic integrity]. I think they are glad, because I do know and have heard from students that have said... It really, really bothers me when I see a student with a cheat sheet and nothing is done about it, or it really bothers me when somebody in my group will go ahead and text me and say, "I know you already took the exam. What were some of the questions?" Jennifer Wright (30:34): I think one of the things that has really helped is we have dedicated somebody, myself, to just academic integrity. We have 20 rules of conduct at UCF. I specialize in one of them. That's all I do is just the one. I don't work with students who are coming in for alcohol or drugs or something else, anything that's going on in the residential halls or anything like that. I don't handle any of those cases. Jennifer Wright (31:14): I'm specifically academic integrity, so that helps. I think that has been a great win. I've been able to focus great partner in that, in not having to go, "Oh, today I'm working with somebody who cheated on an exam, and then I'm working with somebody who had marijuana in the residential hall, and then I'm working with somebody with a fake ID," and all of that. It's really been helpful to specialize in it. That's what my role is. Jennifer Wright (36:03): Their questions are... And again, I understand, but I also correct, where they'll say, "I don't want to be the one to upend a student's life and career." I always say back to them, "I understand that. You had nothing to do with it. This was the student's choice to do what they did. You could have been standing behind them in their residential hall, over their shoulder and saying, 'Don't do it. Don't do it.' If the student wants to do it bad enough, they're going to do it. You don't have anything to do with this." Jennifer Wright (36:50): There are some things we can't unsee. We really can't unsee somebody on a video taking notes out from underneath their shirt and then trying to hide it and use it during a final exam. I can't unsee what I'm looking at. Kathryn Baron (37:22): So, you've seen that? Jennifer Wright (37:23): Yeah. Oh yeah. Many times. Many times. Kathryn Baron (37:47): What's the worst thing you've had, just for fun? Jennifer Wright (37:50): … We've had one case of a student who had another student go in and pretend to be them and take an exam for them. The other one would be the student who paid another individual to complete their coursework for them. You'll sit there and go just, "When I think I have seen it all, something else will come up." And I'll go, "This is a new one. Okay, let's see how this plays out." Jennifer Wright (38:46): Students will say, and I understand, they'll say, "Trust me, Ms. Wright. I'm never going to do this again." I am never really concerned about them actually doing the exact same act again. What I say to them is, "Good. I'm glad to hear that. But what I want to address with you is there was a moment in time where something got the better of you, and it just happened to manifest itself into looking up an answer on the internet to finish a quiz. There's going to be other times where something is going to get the better of you, whether that's in your career, in relationships, whatever it happens to be. But how are you going to handle the integrity piece?" I kind of take the academic part out, and then I focus on the integrity piece. "How will you react if a supervisor comes to you and you were just hired right out of graduating from UCF and they say to you, 'We got a big report coming up. I know you're responsible for these numbers here in our report. Make them dance for me. Make it happen. We have to look really good to our stakeholders. Whatever you got to do. Don't worry about it. I got your back. I'll take care of you, but please make those numbers look good for our meeting.'" Well, that's not right. How are you going to handle that? That's where I hope in just starting some awareness on these topics that students will not only take it when they're doing their academic work, but also take it for life. That's for sure. Jennifer Wright (44:56): I would say my greatest piece of advice [for schools] is if you can designate a person, a team, a department that just focuses on academic integrity, I think that is one of the best things you can do, because then you're having people specialize in what is happening. You're having people day in, and day out be around students that this has happened to and hear from faculty of what their frustrations are in this area.

Dr. David Schweitzer got his BS in Labor Studies and Employment Relations from Penn State University, MS in Organizational Management from Misericordia University, and his PhD in Human Development from Marywood University. David actually had no idea what he wanted to do after college, and eventually found his way into student affairs, and volunteered to do a PhD while **working full time**! After graduating, he's stayed in student affairs as Director of Student Conduct at Lycoming College. Now that he's finally done pulling 80 hour weeks, Dave gets to spend more time running, chopping wood (really), and hanging out with his dog Summer! Join us in this month's episode to hear David's story and find out what his favorite Penn State Creamery ice cream flavor is!

During this walk, Travis tells us why it's our responsibility to take risks and invest in our people. Before we start, I want to read a note from September 23, 2015. Mr. Overton - Thanks for connecting with me. I wanted to introduce myself and also add that I will be applying to higher education and student affairs programs to enroll in Fall 2016. One of my career interests is in Student Conduct, specifically Title IX compliance and I noticed your title at Coastal. Originally from Cincinnati, I went to CCU my freshman year before transferring to USC. If possible, I would love to find time to pick your brain about higher education administration and your current role as VP. I am confident that I will learn a lot from you. Thanks again! Look forward to hearing from you. This was the Facebook message I sent our guest when I was an undergraduate student eager to break into higher education as a profession. Almost 7 years later, I can honestly say that I not only learned a lot from this guest but continue to be inspired each and every day by how he chooses to lead with love, courage, and authenticity. Vice President. Alpha man. Mentor. Sponsor. Advisor. Dog dad. So without further ado, y'all help me welcome Mr. Travis Overton. --- Support this podcast: https://anchor.fm/walkwithtfb/support

In this conversation, I speak with Stephanie M. H. Moore, a Lecturer of Business Law and Ethics at Indiana University's Kelley School of Business, whose areas of interest and expertise include business ethics, conflict resolution, critical thinking, advocacy, contracts, and legal writing. A Registered Domestic Relations Mediator, Stephanie graduated first in her class from Indiana University's Robert H. McKinney School of Law, and she also holds degrees in English and Telecommunications from Indiana University. Prior to joining the Kelley School, Stephanie served for four years as a Federal Law Clerk for the Honorable Monroe G. McKay, United States Court of Appeals for the Tenth Circuit. Professor Moore also worked in advertising, sales, marketing, and at Indiana University's Office of Student Conduct, and she has served on the board of several local nonprofits and as an Indiana University Title IX Hearing Panel Officer. Stephanie has taught Advanced Legal Writing for Indiana University's Maurer School of Law and frequently serves as a case competition judge, panelist, and facilitator. This episode is sponsored by Pleo, whose event, "Forward", I will be hosting on 9th December 2021. Join me and grab your free ticket here: www.pleo.io/en/forward Recorded on 20th January 2021.

Join us for this week's episode, as Dr. Alexandra E. Hughes is back for Season 5, and talks about "Yik Yak" as well as information read from the Conduct & Community book. "The book was edited by JoCynda Hudson (University of Florida), Alan Acosta (Florida State University), and Ryan C. Holmes (University of Miami) and was designed to serve as a practical resource for higher education professionals while filling a significant gap in the literature about student conduct in the on-campus residential setting." Want to purchase the book? https://www.theasca.org/store_product.asp?prodid=90 Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes

Join Michael Nitti, Superintendent of the Ewing Schools, and Marc Zitomer education attorney with the firm Schenck, Price, Smith & King, LLP, as they look at the role and responsibility of schools in addressing off-campus student behavior in the wake of the Supreme Court's decision in the case of Mahanoy Area School District v. B.L. (18:23)

Join us for this week's episode, as we speak with Sarah McDowell Shupp, Director of Student Conduct, on the sacred work of student conduct and the history of our field that we have to remember in every case that we adjudicate. Want to connect with Sarah? Sarah McDowell Shupp (she/her) e-mail her at: smshupp@ship.edu Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes

Join us this week as Dr. Alexandra E. Hughes interviews Travis Overton, 2021 Ghering Academy Chair, and Pam Malyk, 2021 Gehring Academy Assistant Chair, about the 2021 Gehring Academy. Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes

Dr. Valerie Glassman alumna of East Carolina University joins the podcast today to discuss her research on the judicialization of student conduct administration.   In her research, Dr. Glassman applied concepts developed for physician's experiences with malpractice to student conduct practitioners.  

Join us for a very special episode! Christine Simone, Deputy Director of ASCA, interviews Dr. Alexandra E. Hughes, Education Specialist of ASCA, about her new role. Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes

The University of Otago wants the ability to fine students who have let the rubbish at their flats get out of control. It is among a raft of changes proposed to the university's Code of Student Conduct. As Timothy Brown reports, the student community isn't happy and, led by the Otago University Students' Association, it's pushing back.

The University of Otago wants the ability to fine students who have let the rubbish at their flats get out of control. It is among a raft of changes proposed to the university's Code of Student Conduct. As Timothy Brown reports, the student community isn't happy and, led by the Otago University Students' Association, it's pushing back.

This edWeb podcast is hosted by AASA, The School Superintendents Association.The webinar recording can be accessed here. Kansas City Public Schools (KCPS) has had an intentional and concentrated focus on equity over the last five years. Please listen to Superintendent Dr. Mark Bedell as he speaks about structural racism and its lasting impact on the Kansas City community. Highlighting the impact of redlining, which was birthed in Kansas City and eventually replicated across the country, this recorded conversation also covers the juggernaut of uneven economic development that perpetuates systemic racist practices financially. Listen to Dr. Bedell and learn what KCPS has done through an equity policy, an equity funding model, the creation of an office of equity and innovations division, the elimination of oppressively written language in the Code of Student Conduct and the unpacking of policies to align with the equity policy. Dr. Bedell shares ways school districts can direct school system resources and programs so every student has the opportunity to reach his or her greatest potential. This edWeb podcast is of particular value to school superintendents, K-12 school and district leaders, and aspiring leaders.AASA, The Superintendents Association AASA advocates for equity for all students and develops and supports school system leaders.

Today we have with us Tyler Manning! He serves as the Assistant Director for Fraternity and Sorority Life at Southern Illinois University Edwardsville, where he has the privilege & opportunity to work with 20 fraternities and sororities and 4 governing councils. Tyler serves as a volunteer for the Association of Fraternity/Sorority Advisors, Association of Fraternal Leadership and Values, and Sigma Pi Fraternity. Tyler is a 2016 graduate of Ball State University's Master of Arts in Student Affairs Administration in Higher Education program, where he also earned a Certificate in University and College Teaching; He is also a 2014 graduate of Saginaw Valley State University, where he earned a Bachelor of Arts degree in Political Science and Criminal Justice. In episode #140​ of the Fraternity Foodie Podcast, we find out why Tyler chose Saginaw Valley State University for his undergraduate experience, how his Sigma Pi membership shapes who he is today, how the FSL community at Ball State differs from Saginaw Valley, advice to chapters and councils around the country as we look towards the fall recruitment/intake process, how you ensure that the student conduct process is fair for students, what needs to change about our educational programming approach in order to end hazing, and his favorite food in Edwardsville. Enjoy! Video link: https://www.youtube.com/watch?v=BwMdf5Oq2nM https://www.youtube.com/watch?v=BwMdf5Oq2nM

Amanda Torres Ogisi serves as an Associate Director in the Office of Academic Integrity at the University of Maryland College Park.  Amanda received her bachelor’s degree in Spanish Language & Literature from the University of South Carolina Columbia and her Master of Science in Higher Education Administration from Florida International University.   Connect with her on LinkedIn.

Welcome back to another episode! Join us this week, as we share one of the featured sessions from the 2021 ASCA Conference Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes(YES, I changed my twitter handle)

We are thrilled to introduce Success is Subjective, a new podcast hosted by Joanna Lilley, brought to you currently by Lilley Consulting.  Much like Lilley Consulting, Success is Subjective is dedicated to all things related to emerging adulthood stories and therapeutic resources for young adults.  Music to your ears! This podcast is a work in progress.  I will experiment with different formats, concepts, and interviewees until after working out the kinks we produce consistent high-quality interviews, advice, and entertainment that you have come to associate with Joanna Lilley.  For this reason, your feedback is greatly appreciated.  Please send your comments to joanna@lilleyconsulting.com. In this episode I interview Aubrey Sutton of Building Bridges in Thompson Falls, MT.  Contact information: asutton@buildingbridgesinc.netor (406) 370-7412 In this episode, topics discussed include:Not an if, but when and where, college was the post-high school option. What happens when you get in trouble with Student Conduct before the semester even starts! When homesickness becomes something more For a successful high school student, what the first failures in college really meansSometimes saying “stick it out for the rest of the semester” may be moot point With transferring to different schools, often credits don't transfer.  Knowing that life isn't linear will help get through retaking courses! How earning college credits from multiple colleges means nothing, as long as you get a degree from somewhere! Follow us on Lilley Consulting on Instagram, Facebook, and www.lilleyconsulting.com. Sponsored by: www.ParentTrainers.com

As the Coordinator Sr. for Res Life Student Assistance and Student Conduct at Northern Arizona University, Robert Alberts is going to tell you all about the three C's on college campuses right now: Conduct, Care, and COVID-19. On episode # 127 of the Fraternity Foodie Podcast, Robert tells us why he chose Illinois State for his undergraduate experience, how his various experiences as an undergraduate shaped and directed his future career, what he's working on now at Northern Arizona University, his volunteer roles as a chapter counselor and District Chief with Beta Theta Pi Fraternity, Delta Gamma's Alcohol Skills Training, what a chapter needs to think about with their crisis management plan, the future of The Midwest Bisexual, Lesbian, Gay, Transgender and Ally College Conference, what a diversity and equity plan look like for a chapter, and his favorite food in Flagstaff, Arizona. Link: https://www.youtube.com/watch?v=CLbTGpKnn1k https://www.youtube.com/watch?v=CLbTGpKnn1k

Division of Student Affairs Staff Writer and host Matt Lupica & co-host Dean of Students Talea Drummer-Ferrell talks with Interim Chief University Physician Dr. Lisa Dannemiller and Assistant Dean of Students and Director of Student Conduct Todd Kamenash. Original Release Date: July 2020

Welcome back to another episode! Join us this week, as Dr. E reminds us about making the decision to recognize the humanity of the other person in the conduct process. Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes(YES, I changed my twitter handle)

Join us this week, as we have our special guest, Sydney Scheiner on the show to talk about age and relatability in the conduct process. Want to talk to Sydney? e-mail her at: sydney.scheiner@villanova.edu Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes(YES, I changed my twitter handle)

Join us this week, as Dr. E. Hughes talks about critically examining witness statements by sharing a personal story. Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes(YES, I changed my twitter handle)

Melissa Scott (she/her/hers) serves as the Assistant Dean of Students at Eastern Virginia Medical School in Norfolk, Virginia. She has worked extensively in student conduct roles at various institutions including Christopher Newport University, Kean University, and East Carolina University. Learn more about Melissa on her LinkedIn profile.

On this episode of the podcast, join us as we talk to Stephanie M. Wright, on showing up authentically when meeting with your students. Want to Connect with Stephanie M. Wright? Linktr.ee/smwservices Link to the YouTube Channel to see the season 1 episodes of “Maybe I’m Rambling”. Season 2 premiers on 12/15 at 7:30 pm EST. Folks can watch the Facebook Live (facebook.com/stephanie.wright.1922 ) or listen at cookupradio.com Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter or IG at: @dr_ehughes(YES, I changed my twitter handle)

This week, I talk with Ian Wolf, the Coordinator of Student Conduct and a case manager for the Behavioral Intervention Team at Bergen County College in New Jersey. We talk about behavior as a means of communication and how we often look at behavior as good or bad, appropriate or inappropriate. Sometimes we forget that behavior is a function of our feelings and environments and if we take a deeper dive into that behavior we may find the need for support instead of discipline or punishment. We also talk about the struggles of many college students to get the support they need through traditional systems and what other, less traditional options may be available. We touch on the need for teachers to get support in the midst of trying to provide so much to their students as well. To contact Ian for more information, email him at Ianwolf1992@gmail.com. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

This week in the diner I'm kickin' it with my friend, language enthusiast, and DEI speaker - Christina Parle. She hails from Kansas City, so you know we spent the opener expressing our love of BBQ. From there we jumped into learning about Christina's Diversity, Equity, and Inclusion work she does with organizations, and she takes the time to explain the language foundation that is necessary before diving into larger concepts within DEI. We then talked a lot about identity development, growing up biracial, and an early appreciation for language and the balance between intent and impact. Then we rounded things out with a conversation about accountability. This conversation was so dope and filled with so many nuggets of wisdom and insight.   About the Guest:  Christina Parle is a speaker, consultant, and instructional designer in the area of diversity, equity, and inclusion (DEI). Christina believes she has a social responsibility to educate others and create space for dialogue related to foundational DEI concepts. Much of her work is rooted in unlearning, conflict resolution, and effective communication skills. Christina's particular interest is on language and its impacts on humans. Christina designs and facilitates DEI curriculum for students, volunteers, and staff. Christina is a Kansas City, Missouri native. She currently serves as the Director of Chapter Services and Conduct for Zeta Beta Tau Fraternity, Inc. (ZBT). Prior to her work at ZBT, Christina served as the Assistant Director of Student Conduct and Community Standards at the University of Kansas (KU). Christina earned her bachelor’s in criminal justice and political science at the University of Central Missouri where she was initiated into the Delta Eta chapter of Sigma Kappa Sorority. Christina then attended Penn State where she earned her master’s in higher education with an emphasis in student affairs.   Connect with Christina and learn more: Instagram: https://www.instagram.com/christinaparle Twitter: https://www.twitter.com/ christinaparle LinkedIN: https://www.linkedin.com/in/christina-parle-b724a81b7/ (https://www.linkedin.com/in/christina-parle-b724a81b7/) About the Host: Friends! Here's a somewhat stuffy bio of me:   I am an author, professional speaker, coach, host, and entrepreneur. My first book, Leading Imperfectly: The value of being authentic for leaders, professionals, and human beings, is available wherever people buy books. I speak internationally to willing and unwilling attendees about authenticity, vulnerability, and leadership. My clients include American Express, General Electric (GE), Accenture, Yale University, The Ohio State University, and many others. As a speaker, I am doing the two things I loves the most: making people think and making people laugh!  I host my own events multiple times a year. They are 2-day events called Living Imperfectly Live (and sometimes they are 1-day virtual events). They are a space where humans from every walk of life can come together to be part of a community on the pursuit of badassery. The goal is to help attendees start living the life we say we want to live. Alas, you're here because of an idea I had a number of years ago and didn't think I was good enough to pull it off. I finally acted on it and alas Diner Talks with James was born! As you can see from what I do in my professional life, Diner Talks is alligned with everything I believe in and teach. If this wasn't dry enough, and you would like to know more info about my speaking, events, or coaching feel free to check out my website: JamesTRobo.com. Let’s Be Friends on Social Media! Instagram: https://www.instagram.com/jamestrobo (https://www.instagram.com/jamestrobo) Facebook: https://www.facebook.com/jamestrobo (https://www.facebook.com/jamestrobo) LinkedIn: https://www.linkedin.com/in/jamesrobilotta/ (https://www.linkedin.com/in/jamesrobilotta/) YouTube:...

Join Us this Episode, as Dr. E talks about Empathy vs Fear-- and how we can have better student conduct meeting outcomes by recognizing that discipline and empathy are not enemies. Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @drellise (YES, I changed my twitter handle)

Join us this week as we talk to Nick Diakos on Greek Life, Learning Language, and Valuing Differences Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @drellise (YES, I changed my twitter handle)

Geoffrey started his early years wanting to be a Pediatrician. The problem? He didn't excel in science only because he didn't realize the full visuals biology presented. It was not for him. A mentor came along and explained there were different ways to be a doctor.Today Geoffrey is following that path. Learn more about his passion for students' succeeding with encouragement, and tough love!Learn more about his program PRIDE - Pupose, Respect, Initiative, Determination and Excellence, and why it was named that.Thank you Geoffrey!You can reach out to Geoffrey at geoff.colbert1@gmail.comMore about Geoffrey:Geoffrey Colbert is the Senior Director of Athletics, Student Conduct and Executive Associate to the VPSS. Geoffrey, a North Carolina native, previously held the position as the Associate Director of Howard PRIDE, the colleges black male leadership program. He brings a wealth of experience working with diverse populations of students that includes his tenure as Program Manager of the Year Up program at Baltimore City Community College, and with the federal TRIO programs, Student Support Services at Radford University and Upward Bound at Virginia Polytechnic Institute and State University. Geoffrey holds a Bachelor in Business Administration from Radford University, a Masters in Higher Education with a concentration in Higher Education Administration, and is in a doctoral program in Community College Leadership at The Morgan State University.#entrepreneurmind #succeeding #entrepreneurspirit #successminded #inspiration #change #education #lifelessons #buzzsprout #podcast #podcasting #Spotify #GooglePodcast #TuneIn #stitcher #ApplePodcast #iHeartRadio #Pandora #PodcastAddict #Podchaser #Deezer #Listennotes #Overcasat #Pocketcast #Castro and #CastPost #iamthatgal #liftyourstory #liftyourstorypodcast #education #educationalsuccess #GeoffreyColbert #students

Join us this week, as we talk to Abdelis Vega on remembering how to best support and be there for students during COVID-19. Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @alexandrasview

Join us for an episode with Dr. Tonya Paulette, Director of Student Accessibility Services, for a conversation on Accessibility, Accountability, and Student Conduct. Want to connect with Dr. Paulette? e-mail: tonya.paulette01@utrgv.edu Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @alexandrasview

In this the finale broadcast, Tom interviews three stalwarts of the NYU Residential Life and Housing Services team, Executive Directors Kate Baier, Neil Hanrahan and former Director of Residence Life (and now Director of Student Conduct & Community Standards, Craig Jolley. But like all good finales their is a twist! The podcast is stolen from the host. What comes next... take a listen. A humbling moment. Thank you NYU for the memories!

On today’s episode Tiffany and Cora have a conversation with Kristi Patrickus, Community Standards Specialist, about what Student Conduct and Community Standards mean at the UO and how the UO’s educational approach to student conduct is meant to be restorative not punitive.

Join us as Dr. Kyle Williams comes on the show to laugh, and decompress about all things student conduct in the first week of school. Want to connect with Dr. Kyle Williams? e-mail: williamskyle@wustl.edu Social Media: Kyle Williams Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Instagram: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @alexandrasview

COVID-19 cases have been on the rise in Isla Vista (141 cases, 1 death), even as infections across the rest of the county are going down. Santa Barbara County Public Health Officer Dr. Henning Ansorg joins KCSB's Grace Aldrich to explain COVID risks for younger people and what concerns him most as a public health officer. Later in the show, find out about about possible disciplinary action for UCSB students who ignore pandemic rules. Joaquin Becerra, director of UCSB's Office of Student Conduct explains how his office is planning for the upcoming school year.

When everything is constantly shifting around us, planning can be challenging. But even with uncertainty, there are some habits and patterns you can control. Hear from Louisiana Tech Faulty Member, Adam Collins, Director of Student Conduct and Academic Integrity, about what he advises all students to plan for in order to be successful this year.

Join us for a short episode this week, for an open letter to you from Alexandra.... that we think you may want to take time out for. Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @alexandrasview

Today on ASCA Viewpoints we have a cross-over special episode with Dr. Jill Creighton, the host of the NASPA SA Voices podcast. In this episode we discuss dismantling systemic racism in Student Affairs and share a little bit more about our own stories! Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @alexandrasview

Ron started a new job as the Assistant Director of Residence Life and Student Conduct at Northwestern in May — in the midst of a pandemic and just before protests against racial violence began across the U.S. Both of these events directly impact Ron’s work both now and in the fall. Despite all the turmoil, he remains collected and more motivated than ever to create an inclusive environment for Northwestern’s students. Ron and Lougan worked together at Belmont, but Lougan was not able to join this interview so Jenna caught up with him to talk about his history as a campus organizer and whether it’s possible to address public health and racial justice at the same time. We also discuss Ron’s work as a tour guide and organizer for Black travelers and where he wants to go once travel resumes. Ron holds a master’s in college student affairs from the University of West Georgia and is currently pursuing an Ed.D. in student affairs leadership at the University of Georgia.

Join us this week, as Alexandra talks to Mikaela Falwell on examining how to ask the right questions of ourselves, our colleagues, and our offices to ensure the ultimate success for our students. Want to talk to Mikaela Falwell? E-mail her! mafalwell@ucdavis.edu Want to e-mail the show? e-mail us: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @alexandrasview

Join us this week, to hear from Alexandra herself on our current climate, race in this country, what we can do to be better educators, and how you can help. People Mentioned: @scottwoodssays Jane Elliot @THEDAILYPOLITIQUE Jot Link if you wish to submit something per Alexandra's call out. https://form.jotform.com/ascatamu/youmatter or e-mail her: ascapodcast@gmail.com Let's Connect! Talk to Us! We Talk Back! Twitter: @ascapodcast Want to chat with Alexandra? Follow her on Twitter at: @alexandrasview

Today on the SA Voices from the Field Podcast we are bringing you up to date information about the changes coming to TITLE IX. On May 14, NASPA provided a free rapid response webinar with experts in the field on TITLE IX.  This discussion shared a panel of experts, representing a diverse range of perspectives from those whose roles will be most directly impacted by the final rule.  In addition, NASPA will offer a new virtual, thirty-four hour personalized Title IX certificate, beginning in late June, in partnership with Peter Lake. The Title IX certificate program is a first-of-its-kind training which includes separate tracks for Title IX Coordinators, Title IX Investigators, and Student Conduct staff. The training will cover the new regulations from the Department of Education, intersections between Title IX, Clery, and VAWA, as well as the relationship between student conduct administrators and Title IX coordinators. Registration details will be available soon.

Dr. Erik Wessel has been involved with student contact for much of his career. He currently is the Director of the Office of Student Conflict Resolution at The University of Michigan. He previously worked in Student Conduct at Ferris State University and Penn State University. I wanted to talk to him about some of the changes to Title IX and about athlete safety and the work he does to protect students.

Join us and our guest, Travis Houston as he talks about his experience in "hiring season" during COVID-19. He gives great advice on how to navigate things like on-campus interviews over the internet, and how to ask tough questions with intention.

SURPRISE! Join us for this very special middle of the month episode with Christine Simone as we talk about ASCA Chats, Soft Pants, and lots of laughs.

This episode features Tony Miller Jr. as he shares his viewpoint on the Pathways Sanctioning Model, and how we can have more creative sanctioning. Also, Alexandra talks a little bit about COVID-19.

This episode features Jessica White and her presentation on Black Bodies and Title IX at the ASCA Annual Conference; and ASCA monthly updates.

This episode features upcoming announcements and deadlines for ASCA from February & March 2020.

Season 3 teaser trailer for the ASCA Viewpoints Podcast! Music by: Garrick Pitts

Beth Devonshire, J.D. and consultant with D. Stafford and Associates shares her viewpoint. We recorded this in February, 2019, so some information may be a little dated. Beth also composes the ASCA Policy Update that comes to your inbox each month.

Opal Bennett has been a curator since 2014 when she joined the Programming team at Montclair Film Festival as Shorts Programmer. Beginning as a volunteer for the first Sundance London Film Festival, she now curates year round. Opal is on the programming teams for Aspen ShortsFest, Athena, Nantucket and Tribeca Film Festivals, and is a Program Consultant for The March on Washington Film Festival. She is also on the selection committee for shorts at Cinema Eye Honors. Opal has served on juries for SxSW, IndieMemphis, NewFest, Leuven ShortsFest, IndieStreet Filmfest, Cleveland and Seattle International Film Festivals among others. She has also participated on selection committees for documentary programming and grants. A Columbia Law grad, Opal holds a Masters in Media Studies from the LSE, and received her B.A. from New York University. Opal served as an RA in Weinstein Hall with NYU Director of Student Conduct, Craig Jolley as her supervisor.

Season 2 teaser trailer for the ASCA Viewpoints Podcast

This week on "A Way with Words": "If you come to a fork in the road . . . take it!" Baseball legend Yogi Berra was famous for such head-scratching observations.. What most people don't realize, though, is that the former Yankees star often wasn't the first person to say them. As Berra himself once quipped, "I really didn't say everything I said." Speaking of Yankees, do you know what a "Yankee dime" is?  Here's a hint: it's wet, made with love, and you can't take it to a bank. "It's all downhill from here, y'all"--which is not always a bad thing. Plus, nice vs. kind, premises vs. premise, a time-travelling word quiz, drunk as Cooter Brown, footing the bill, and some new words for the opposite of avuncular. FULL DETAILS It's such a delight to hear Yankee legend Yogi Berra deliver his Yogisms that it's easy to overlook the fact that he likely didn't make up most of them. Of course, that doesn't make lines like You can observe a lot by watching any less profound. But if you're interested in the accuracy of quotes attributed to him or someone else, start with linguist Garson O'Toole's Quote Investigator. If someone's drunk as Cooter Brown, they're pretty darn intoxicated. The saying comes from the word cooter, meaning box turtle, and alludes to a turtle swimming around in its own drink. Another great Yogism: It's difficult to make predictions, especially about the future. A San Diego, California, listener shares some slang used by her father, who was a Navy fighter pilot. To bang off the cat is to take off from an aircraft carrier. The meatball refers to the landing system that requires lining up with an amber light. And bingo fuel is the exact minimum amount of fuel a jet needs to get back and land on its designated runway. Some of these terms pop up in a 1954 New York Times Magazine article called Jet-Stream of Talk. Quiz Guy John Chaneski has built a time machine for this word game that requires guessing the imaginary early version of nouns like sawhorse and cauliflower. If he gets caught in the machine, though, anything can happen! The idiom two heads are better than one doesn't exist in quite the same form in Spanish, but there is a variation that translates to, "four eyes are better than two." In Hungarian, there's a phrase that's simply, "more eyes can see more." And Turkish has a saying that translates to, "one hand has nothing, two hands have sound." A listener who works with computers asked about the difference between premise and premises, especially when it comes to the idea of on- or off-premises computing. Going back to the 1600's, the term premises has meant a "location" or "site," but along the way, we've allowed it be used with singular and plural verb forms. When cloud computing came along, there was no longer the need to reference multiple sites, but some people still use the plural form. We say we foot the bill when we pay for something simply because when you're totalling up figures on an account ledger, the total comes at the bottom of the sheet—or, the foot. With the idiom it's all downhill from here, the meaning depends on the context. With an optimistic tone, it means that something's heading toward an inevitably good ending, but there are times in business uses where it refers to an unhappy fate. When asked about a popular restaurant, Yogi Berra supposedly replied: Nobody goes there anymore. It's too crowded. Actually, though, that saying has been around since before Berra was born. Gary Provost, author of Make Your Words Work, made a career of offering great writing advice, including: "Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It's like a stuck record. The ear demands some variety." What's the difference between the words kind and nice? It's perhaps best described as the difference between demeanor and. behavior. Being nice refers to how you appear to be, whereas kindness refers to how you act, and what you do for others. A listener from Concord, North Carolina, sent along an example of why learning English as a second language can be so challenging: "Yes, English can be weird. It can be understood through tough, thorough thought though." When it comes to job titles, the prepositions of and for can seem interchangeable and arbitrary, but they mean slightly different things. Of, as in a Dean of Student Conduct, is in charge of a particular area by themselves, whereas a Vice President for Business Affairs would be someone who's been given responsibility for an area that technically falls under someone else's jurisdiction. You know that moment when you get into the car and check your phone before driving off? One listener calls that her media moment. It's common for Southern moms to promise their children a Yankee dime if they complete a chore. The thing is a Yankee dime is a motherly kiss -- much less exciting than an actual dime. It's a phrase that plays on Yankee thrift, and goes back to at least the 1840's. We spoke on the show recently about the term avuncular, meaning like an uncle, and some listeners responded with terms for being like an aunt. Try out auntly—or avauntular, if you're looking to impress and/or alienate someone at the reunion. This episode is hosted by Grant Barrett and Martha Barnette. -- A Way with Words is funded by its listeners: http://waywordradio.org/donate Get your language question answered on the air! Call or write with your questions at any time: Email: words@waywordradio.org Phone: United States and Canada toll-free (877) WAY-WORD/(877) 929-9673 London +44 20 7193 2113 Mexico City +52 55 8421 9771 Donate: http://waywordradio.org/donate Site: http://waywordradio.org/ Podcast: http://waywordradio.org/podcast/ Forums: http://waywordradio.org/discussion/ Newsletter: http://waywordradio.org/newsletter/ Twitter: http://twitter.com/wayword/ Skype: skype://waywordradio Copyright 2016, Wayword LLC.

This week on "A Way with Words": "If you come to a fork in the road . . . take it!" Baseball legend Yogi Berra was famous for such head-scratching observations.. What most people don't realize, though, is that the former Yankees star often wasn't the first person to say them. As Berra himself once quipped, "I really didn't say everything I said." Speaking of Yankees, do you know what a "Yankee dime" is?  Here's a hint: it's wet, made with love, and you can't take it to a bank. "It's all downhill from here, y'all"--which is not always a bad thing. Plus, nice vs. kind, premises vs. premise, a time-travelling word quiz, drunk as Cooter Brown, footing the bill, and some new words for the opposite of avuncular.FULL DETAILSIt's such a delight to hear Yankee legend Yogi Berra deliver his Yogisms that it's easy to overlook the fact that he likely didn't make up most of them. Of course, that doesn't make lines like You can observe a lot by watching any less profound. But if you're interested in the accuracy of quotes attributed to him or someone else, start with linguist Garson O'Toole's Quote Investigator.If someone's drunk as Cooter Brown, they're pretty darn intoxicated. The saying comes from the word cooter, meaning box turtle, and alludes to a turtle swimming around in its own drink.Another great Yogism: It's difficult to make predictions, especially about the future.A San Diego, California, listener shares some slang used by her father, who was a Navy fighter pilot. To bang off the cat is to take off from an aircraft carrier. The meatball refers to the landing system that requires lining up with an amber light. And bingo fuel is the exact minimum amount of fuel a jet needs to get back and land on its designated runway. Some of these terms pop up in a 1954 New York Times Magazine article called Jet-Stream of Talk.Quiz Guy John Chaneski has built a time machine for this word game that requires guessing the imaginary early version of nouns like sawhorse and cauliflower. If he gets caught in the machine, though, anything can happen!The idiom two heads are better than one doesn't exist in quite the same form in Spanish, but there is a variation that translates to, "four eyes are better than two." In Hungarian, there's a phrase that's simply, "more eyes can see more." And Turkish has a saying that translates to, "one hand has nothing, two hands have sound."A listener who works with computers asked about the difference between premise and premises, especially when it comes to the idea of on- or off-premises computing. Going back to the 1600's, the term premises has meant a "location" or "site," but along the way, we've allowed it be used with singular and plural verb forms. When cloud computing came along, there was no longer the need to reference multiple sites, but some people still use the plural form. We say we foot the bill when we pay for something simply because when you're totalling up figures on an account ledger, the total comes at the bottom of the sheet—or, the foot.With the idiom it's all downhill from here, the meaning depends on the context. With an optimistic tone, it means that something's heading toward an inevitably good ending, but there are times in business uses where it refers to an unhappy fate.When asked about a popular restaurant, Yogi Berra supposedly replied: Nobody goes there anymore. It's too crowded. Actually, though, that saying has been around since before Berra was born.Gary Provost, author of Make Your Words Work, made a career of offering great writing advice, including: "Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It's like a stuck record. The ear demands some variety."What's the difference between the words kind and nice? It's perhaps best described as the difference between demeanor and. behavior. Being nice refers to how you appear to be, whereas kindness refers to how you act, and what you do for others. A listener from Concord, North Carolina, sent along an example of why learning English as a second language can be so challenging: "Yes, English can be weird. It can be understood through tough, thorough thought though."When it comes to job titles, the prepositions of and for can seem interchangeable and arbitrary, but they mean slightly different things. Of, as in a Dean of Student Conduct, is in charge of a particular area by themselves, whereas a Vice President for Business Affairs would be someone who's been given responsibility for an area that technically falls under someone else's jurisdiction.You know that moment when you get into the car and check your phone before driving off? One listener calls that her media moment.It's common for Southern moms to promise their children a Yankee dime if they complete a chore. The thing is a Yankee dime is a motherly kiss -- much less exciting than an actual dime. It's a phrase that plays on Yankee thrift, and goes back to at least the 1840's.We spoke on the show recently about the term avuncular, meaning like an uncle, and some listeners responded with terms for being like an aunt. Try out auntly—or avauntular, if you're looking to impress and/or alienate someone at the reunion.This episode is hosted by Grant Barrett and Martha Barnette.--A Way with Words is funded by its listeners: http://waywordradio.org/donateGet your language question answered on the air! Call or write with your questions at any time:Email: words@waywordradio.orgPhone: United States and Canada toll-free (877) WAY-WORD/(877) 929-9673London +44 20 7193 2113Mexico City +52 55 8421 9771Donate: http://waywordradio.org/donateSite: http://waywordradio.org/Podcast: http://waywordradio.org/podcast/Forums: http://waywordradio.org/discussion/Newsletter: http://waywordradio.org/newsletter/Twitter: http://twitter.com/wayword/Skype: skype://waywordradio Copyright 2015, Wayword LLC.

Segment A: The Politics of Hip-Hop Virginia Wesleyan professor Dr. Murrell Brooks began researching his current curriculum over two decades ago, but he might not have realized it at the time. In 1980's L.A., Murrell was a founding member of hip-hop group Double Trouble. He's taken those experiences and applied them to his "Politics of Hip-Hop" course. He joins Cathy Lewis to share how he's using the genre's trajectory as the road map for teaching the societal circumstances that have shaped the art form since the 60s. Segment B: Academic Integrity Earlier this month, The University of Virginia's student body approved sweeping changes to the institution's honor system, one of the oldest in America. HearSay host Cathy Lewis discusses the nature of the pending changes with the chair of UVA's Honor Committee and considers the greater implication for academia those changes pose with Old Dominion University's Director of Student Conduct.

Welcome to another Wednesday morning with LIFE WORK BALANCES! Today I sat down with Jenna Antoniewicz, Director of Community Standards and Student Conduct at Susquahana University! Jenna and I know each other through our work at InCheck.org, and she has been a frequent guest on Checking In With Conor, the podcast that I host over […]

Hello Everyone, Welcome to another episode of LIFE WORK BALANCES. Here is our conversation with Glenn Deguzman, who currently holds the position of Assistant Director of Student Conduct and Community Standards at University of California Berkley. Glenn and I spent a good amount of time talking about his various mentoring experiences as a mentor and […]