Podcasts about student success

In this episode of Voices of Student Success, Inside Higher Ed's podcast series exploring what really shapes students' experiences, Nicole Lynn Lewis, founder and chief executive officer of Generation Hope, joins IHE's student success reporter, Joshua Bay. From finding affordable childcare and stable housing to navigating time poverty, financial insecurity and questions of belonging, student parents face barriers that can shape their ability to persist and ultimately earn a degree. They discuss what colleges still misunderstand about student parents and the challenges they navigate both inside and outside the classroom.

In this episode of Mission Admissions, host Jeremy Tiers has a conversation with Dr. Kevin Thomas about the importance of healthy disagreement among higher ed leaders and teams. They explore how fostering constructive conflict can drive growth, improve decision-making, and enhance team collaboration. Guest Name: Dr. Kevin Thomas, Vice President for Enrollment Services and Student Success, the University of Central Arkansas Guest Social: https://www.linkedin.com/in/kevin-thomas-48a0a25a/ Guest Bio: Dr. Kevin Thomas is the Vice President for Enrollment Services and Student Success at the University of Central Arkansas (UCA) where he's been for the past 7 years. Kevin previously served as the Director of Retention and Student Success at Southern Illinois University Edwardsville (SIUE). At UCA, Kevin establishes the collective vision and direction of the offices within Enrollment Services & Student Success, which includes Academic Advising, Admissions, Financial Aid, the Registrar's Office, Online, Transfer, and Returning Student Services, Strategic Enrollment Communication, Student-Athlete Advising, Student Success, and the Veterans Resource Center. - - - -Connect With Our Host:Jeremy Tiershttps://www.linkedin.com/in/jeremytiers/https://twitter.com/CoachTiersAbout The Enrollify Podcast Network:Mission Admissions is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too!Enrollify is made possible by Element451 — The AI Workforce Platform for Higher Ed. Learn more at element451.com. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Dr. Sara Goldrick-Rab unpacks her book, "Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream" (2016). Ten years later, her book is as relevant as it was in 2016, if not more. She connects college affordability to basic needs, humane campus practice, and that small financial shortfalls can derail completion. First of all, connect with Dr. Sara Goldrick-Rab on LinkedIn and check out her website to learn ways she can support you and your institution. During the interview, she discussed the Believe in Students #RealCollege curriculum master class resource, public speaking engagements to energize your campus, and special “office hours” to support college educators as they continue to strengthen their institution's ability to serve better students.Sara's LinkeIn >> https://www.linkedin.com/in/sara-goldrick-rab-b086977/Sara's website >> https://saragoldrickrab.com/#RealCollege Curriculum >> https://realcollege.believeinstudents.org/Key points:• The origin story and research design behind Paying the Price • That money shapes learning, health, relationships, and time in college • How financial aid often gives students some support but not enough • Food insecurity, housing insecurity, and the #RealCollege reality • What created momentum for the #RealCollege Survey and basic needs work • Practical examples from campuses of what worked and what didn't • Lessons from the pandemic and why the current climate feels worse • What higher ed must stop pretending about affordability and funding • Resources Dr. Goldrick-Rab points people to now, including the Believe In Students Real College Curriculum Masterclass, speaking engagements, and office hours for educatorsKey quote:"College students are going through the same things that regular Americans endure every day. And that is to say that college really is about real life. I coined the phrase #RealCollege shortly after putting my book out because I was tired of people pretending that college was this magical moment where you were somehow just put in a bubble and given this glorious little experience that just separated you from everybody else.If regular people are having trouble with dealing with inflation, then college students are having trouble dealing with inflation. If regular people are having trouble with rent, college students are having trouble with rent. If regular people are having trouble juggling not enough time in their day between childcare and transportation and their actual work and school, then that's what's happening in college too. And so it really drove home the point that college students are complicated adults with lives, just like everyone else." - Dr. Sara Goldrick-RabContinuous Learning Institute:A resource hub for higher education professionals to support college student success. Subscribe for updates.Student Success Podcast Homepage:Access show notes, resources, & transcripts

What happens when the future you've spent your entire life chasing disappears overnight?For Russ Cooke, that question became painfully real after a concussion during New York Jets training camp ended the football career he had spent years pursuing. One day he was preparing to play in the National Football League. The next, he was back home pumping gas, wondering how everything had changed so quickly.In this encore episode of HarmonyTALK, host Todd Stephens revisits one of our favorite conversations about resilience, reinvention, and discovering purpose after disappointment.Russ shares the emotional journey of rebuilding his identity after football, the lessons he learned while starting over, and why losing one dream ultimately led him to a far greater calling.Today, as founder of NDUR for Athletes, Russ is helping schools, coaches, parents, and student-athletes redefine what success looks like. Through an innovative 360-degree wellness system, NDUR combines mental wellness, leadership development, mentorship, career readiness, financial literacy, and AI-powered engagement tools to support the whole athlete, not simply athletic performance.As anxiety, depression, and burnout continue to rise among young athletes, Russ believes the conversation surrounding sports must evolve. Championships matter. Character matters more.Throughout the conversation, Russ reflects on perseverance, leadership, identity, and why some of life's greatest opportunities arrive only after our original plans fall apart.

Do you know how to get your student ready for school? Now is the time to organize your plan to get your student ready to learn. Get ready for the new school and visit it early. Save money by shopping way before school starts. Consider getting my book Seven Secrets of How to Study. Your student will learn how to earn A+ grades. My website is http://www.DrJonesbooks.com

Lisa Nordeen-Hamiline University Associate Provst for Student Success joined Vineeta with the straight dope on how students need to open their eyes and ears to gain an advantage.

In this episode, Rebecca Harrington interviews Jason Snart. Jason Snart is a Professor of English at the College of DuPage and chair within the English department, specializing in areas such as creative writing, film, and literature. In the interview, they discuss the wide range of career paths an English degree can support, the transferable skills students develop—such as communication, critical thinking, storytelling, and research—and how these align with employer expectations and the NACE competencies. They also explore the different areas within English studies, the importance of audience awareness, and ways students can gain experience and stand out through involvement and curiosity. After listening to this episode, we hope you have a better understanding of the value and versatility of an English degree in preparing for a variety of careers. Full episode transcript can be found on the episode page. Below is a general timestamp summary.  00:00–02:30 | Introduction & Overview of English Degrees Rebecca Harrington introduces the episode and welcomes Professor Jason Snart, who shares his background and explains the broad scope of English studies. They begin by framing English as a versatile degree that supports many career paths rather than a single, direct profession. 02:30–06:30 | Transferable Skills & Career Readiness The conversation focuses on key skills developed through English programs, including communication, critical thinking, research, and collaboration. These competencies are connected to employer expectations and NACE career readiness standards, emphasizing their relevance across industries. 06:30–11:30 | Areas Within English & Storytelling Skills Snart highlights different disciplines within English—creative writing, literature, film, and professional writing—and how each builds analytical and creative abilities. The importance of storytelling, audience awareness, and adapting communication for different contexts is emphasized. 11:30–15:30 | Experiential Learning & Co-Curricular Opportunities They discuss ways students can build experience outside the classroom, including clubs, events, and campus involvement. Both stress the value of engagement, curiosity, and applying classroom learning to real-world environments. 15:30–19:30 | Career Preparation, Positioning Skills & English as a Complement Advice is shared on how students can market their skills, develop an “elevator pitch,” and use English courses or a minor to enhance other fields of study. The discussion reinforces English as a strong complement to technical degrees. 19:30–23:30 | Long-Term Value, AI, & Final Advice The episode concludes with reflections on the lasting value of communication and critical thinking skills, even as technology evolves. Snart underscores the importance of authentic voice and adaptability, encouraging students to leverage English skills throughout their careers. Resources Discussed: College of DuPage English Programs webpage Listeners in the College of DuPage community can visit our website. All other listeners are encouraged to view the resources of their local community college, WIOA training programs, or other local support centers.Send us YOUR Listener Questions at careerpodcast@cod.edu Follow us on Instagram, Facebook, Twitter, LinkedIn @codcareercenter

Lisa Nordeen-Hamiline University Associate Provst for Student Success joined Vineeta with the straight dope on how students need to open their eyes and ears to gain an advantage.

This week on Marketing Sucks, Amanda and Phil are joined by Dr. Adrienne Shnier, founder and CEO of Apply Yourself Global, for a conversation about scaling a business without losing your integrity. Adrienne shares the story of how AYG grew from helping students with applications at a Starbucks table to becoming a revolutionary company for student success, admissions support, test prep, academic coaching, and career development. Together, they unpack why fear-based marketing, bogus guarantees, and big-box business tactics do not belong in a company built on trust, care, and real outcomes. From staying in your lane and refusing to lower your standards to building strong foundations, listening to your community, and creating offers based on what people actually need, this episode is a reminder that scaling slowly, intentionally, and ethically is not a weakness. It is the whole point. If you have ever felt pressure to market like everyone else, promise more than you can deliver, or rush the growth of your business, this conversation will bring you back to what actually matters.What You'll Learn✔ How Apply Yourself Global started organically from Adrienne helping students at Starbucks✔ Why AYG was built on integrity, student support, and real admissions committee insight✔ What it means to scale a business without relying on fear-based marketing✔ Why bogus guarantees can attract the wrong energy and damage trust✔ How Adrienne stayed in her lane while other companies used pressure, panic, and big-box tactics✔ Why strong foundations matter more than fast growth✔ How building with integrity can feel slow, but creates a more sustainable business✔ Why listening to your community is one of the best ways to create aligned offers✔ How AYG expanded into admissions support, LSAT, MCAT, DAT prep, and academic coaching based on real student needs✔ Why standards do not need to be lowered in order to grow✔ How trust, care, and human connection can become your strongest brand differentiators✔ Why ethical marketing is not just about what you say, but how people feel when they interact with your brandAbout Dr. Adrienne ShnierDr. Adrienne Shnier is the founder and CEO of Apply Yourself Global, a student success and admissions support company helping students from high school through graduate, professional school, and beyond. With more than 15 years of experience on admissions committees, as a professor, lawyer, program director, and academic coach, Adrienne brings a deeply informed, human-first approach to admissions, test prep, academic success, and career development. Through AYG, she and her team support students with integrity, strategy, mindset, and personalized coaching, helping clients build strong applications, stronger confidence, and sustainable success.—

In this episode of CCA On the Air, Alliance Engagement Director Jennifer Torres sits down with Anika Van Eaton and Brendan Williams from uAspire to unpack their December 2025 report, Caution: Prices May Vary. After analyzing 211 financial aid offers from institutions across 34 states, uAspire found that the way colleges communicate cost to students is inconsistent, jargon-filled, and in some cases deeply misleading — with real consequences for enrollment, persistence, and completion. Financial aid communication, it turns out, isn't just a formatting problem; it's a structural barrier standing between students and their degrees. Listeners will hear what the data actually shows and what states, systems, and campus practitioners can do right now to make financial aid offers work better for students.

In this episode of Voices of Student Success, Inside Higher Ed's podcast series exploring what really shapes students' experiences, Terah Crews, chief executive officer of ReUp Education, joins IHE's student success reporter, Joshua Bay. While many students stop out before earning a credential, often they plan to return. Yet reenrolling can prove just as challenging as enrolling in the first place. As colleges look to reenroll adults with some college but no credential, they are rethinking how they support students whose educational journeys aren't linear. They discuss why students stop out, what motivates them to return, the barriers colleges still place in their way and what it will take to build institutions that truly serve today's adult learners.

It's YOUR time to #EdUp with Elliot Felix, Student Success Author, Speaker & ConsultantIn this episode, recorded LIVE from the 2026 AcOps Conference powered by CoursedogYOUR host is Dr. Joe Sallustio⁠⁠⁠⁠⁠⁠Listen in to #EdUpThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠⁠● Join YOUR EdUp community at ⁠The EdUp Experience⁠We make education YOUR business!

☀️ Summer Leadership Recharge: Principal Edition

Rosa Kubala, kindergarten teacher and student leadership advisor at Founders Classical Academy of Las Vegas in Las Vegas, Nevada, joins host Scot Bertram to discuss how parents can help to prepare their child for success before they enter the classroom, the role of parents in education, and the many lessons she has learned in her time as a kindergarten teacher. Learn more: https://k12.hillsdale.edu/See omnystudio.com/listener for privacy information.

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Fluent Fiction - Norwegian: From Fear to Triumph: Sunniva's Robotics Revolution Find the full episode transcript, vocabulary words, and more:fluentfiction.com/no/episode/2026-07-24-22-34-01-no Story Transcript:No: Det var en varm sommerdag i Tech Valley.En: It was a warm summer day in Tech Valley.No: Solen skinte sterkt gjennom de store glassvinduene på Oslo International School.En: The sun shone brightly through the large glass windows at Oslo International School.No: Skolen var kjent for sine avanserte teknologi-programmer.En: The school was known for its advanced technology programs.No: Elever strømmet inn i bygningen, spente og nervøse.En: Students streamed into the building, excited and nervous.No: I klasserommet for avansert robotikk satt Sunniva, Lars, og Ingrid sammen.En: In the classroom for advanced robotics, Sunniva, Lars, and Ingrid sat together.No: De var i siste fase av sitt gruppeprosjekt.En: They were in the final phase of their group project.No: Sunniva følte sommerfugler i magen.En: Sunniva felt butterflies in her stomach.No: Hun var ivrig etter å lykkes, men frykten for å snakke foran folk var stor.En: She was eager to succeed, but the fear of speaking in front of people was huge.No: Lars var den populære i gruppen, alltid i godt humør.En: Lars was the popular one in the group, always in a good mood.No: Men han kunne lett bli distrahert.En: But he could easily get distracted.No: Ingrid var den tekniske eksperten, men ofte stille og tilbaketrukket.En: Ingrid was the technical expert, but often quiet and withdrawn.No: Prosjektet deres var en robot som kunne sortere avfall automatisk.En: Their project was a robot that could sort waste automatically.No: Den var designet for å bidra til en grønnere fremtid, et tema som sto nært hjertet til alle tre.En: It was designed to contribute to a greener future, a theme close to all three of their hearts.No: Men i siste øyeblikk oppsto det tekniske problemer.En: But at the last moment, technical problems arose.No: Motoren fungerte ikke som den skulle.En: The motor wasn't functioning as it should.No: Sunniva så på klokken.En: Sunniva looked at the clock.No: Det var sent, men hun hadde bestemt seg.En: It was late, but she had made up her mind.No: "Vi kan fikse dette," sa hun bestemt.En: "We can fix this," she said determinedly.No: Hun visste at de måtte stole på Ingrids tekniske ferdigheter, mens Lars trengte en oppgave.En: She knew they had to rely on Ingrid's technical skills, while Lars needed a task.No: "Lars, kan du gå gjennom presentasjonen med meg?En: "Lars, can you go through the presentation with me?No: Vi må være klare," sa Sunniva.En: We have to be ready," said Sunniva.No: Lars nikket, mer fokusert nå.En: Lars nodded, more focused now.No: Timen for presentasjonen nærmet seg.En: The time for the presentation approached.No: Panelet med lærere fulgte dem med nysgjerrige blikk.En: The panel of teachers watched them with curious eyes.No: Lars begynte å snakke, stolt av det de hadde oppnådd.En: Lars began to speak, proud of what they had achieved.No: Ingrid viste de kompliserte detaljene i roboten.En: Ingrid showed the complicated details of the robot.No: Så, plutselig, stoppet roboten.En: Then, suddenly, the robot stopped.No: En siste teknisk svikt!En: A final technical failure!No: Sunniva kjente hjertet hamre.En: Sunniva felt her heart pounding.No: Hun visste at dette var øyeblikket hun måtte overvinne frykten sin.En: She knew this was the moment she had to overcome her fear.No: Med stødig stemme begynte hun å forklare konseptet bak prosjektet.En: With a steady voice, she began to explain the concept behind the project.No: Hun forklarte hvordan roboten skulle revolusjonere avfallshåndtering.En: She explained how the robot was intended to revolutionize waste management.No: Hun beskrev løsningene de hadde utviklet underveis.En: She described the solutions they had developed along the way.No: Lærerne lyttet.En: The teachers listened.No: Sunnivas ord var klare og overbevisende.En: Sunniva's words were clear and convincing.No: Da hun avsluttet, hørte hun applaus.En: When she finished, she heard applause.No: Panelet var imponert over hennes dedikasjon og tydelighet.En: The panel was impressed by her dedication and clarity.No: Gruppen fikk ros for innovasjonen, men spesielt Sunniva fikk anerkjennelse for sin taleevne.En: The group received praise for their innovation, but Sunniva especially was recognized for her speaking abilities.No: Hun hadde gjort det umulige mulig.En: She had made the impossible possible.No: Hun hadde ikke bare presentert prosjektet, men også overvunnet sin egen frykt.En: She had not only presented the project but also overcome her own fear.No: Sunniva følte seg sterkere.En: Sunniva felt stronger.No: Hun var ikke lenger nervøs for å snakke foran folk.En: She was no longer nervous about speaking in front of people.No: Hun visste at hun kunne takle hva som helst sammen med Ingrid og Lars.En: She knew she could handle anything together with Ingrid and Lars.No: De hadde vokst sammen som et team, og hun visste at de kunne møte fremtidige utfordringer, sterkere enn noen gang før.En: They had grown together as a team, and she knew they could face future challenges, stronger than ever before.No: Dette var bare begynnelsen på deres spennende reise i teknologiens verden.En: This was just the beginning of their exciting journey in the world of technology. Vocabulary Words:valley: dalshine: skinprogram: programstream: strømmeexcited: spentnervous: nervøsphase: fasebutterflies: sommerfuglerstomach: magemood: humørdistracted: distrahertwithdrawn: tilbaketrukketwaste: avfallautomatically: automatisktheme: temaarise: oppstådeterminedly: bestemttask: oppgavepanel: panelproud: stoltcomplicated: komplisertefailure: sviktpounding: hamreconcept: konseptrevolutionize: revolusjoneremanagement: håndteringsolution: løsningdevelop: utvikleconvincing: overbevisendededication: dedikasjon

This edWeb podcast is sponsored by Renaissance.The edLeader Panel recording can be accessed here.Most K–12 districts have the vision. More than half have a Portrait of a Graduate framework in place. Nearly 60% report alignment between curricula and assessment. And AI adoption is accelerating, helping teachers to streamline workflows.But new research from Tyton Partners reveals a persistent execution gap, with instructional teams struggling to make data actionable and leverage AI tools to truly improve learning outcomes.Join this edWeb podcast to examine where the gaps are largest, what distinguishes districts that turn strategy into results, and what it takes to move from ambition to impact this school year. You explore:Why Portrait of a Graduate frameworks can stall between adoption and use—and what successful school systems do differentlyWhere data-driven instruction most often breaks down, and how to address thisWhy data access alone fails to produce better instructional practiceWhat districts should prioritize to deliver measurable outcomes aligned to their visions of student successThis edWeb podcast is of interest to K-12 superintendents, assistant superintendents, and curriculum directors.RenaissanceAccelerate learning for children and adults of all ability levels and ethnic and social backgrounds.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

What if the future of higher education depends less on old systems and more on curiosity? I speak with John Frost, vice president of marketing and enrollment management at Doane University, about his path from basketball dreams and local news to student recruitment and educational leadership. John shares how storytelling, liberal arts education, strong relationships, and applied learning can turn natural talent into career skills. We also explore AI in education, college costs, financial aid, trade schools, and why higher education is changing rather than fading away. You will find a hopeful look at student success, lifelong learning, and the human support that helps people become unstoppable. Highlights: 04:58 - Why student opportunity matters more than campus image. 12:22 - How one conversation can change a student's future. 16:51 - Why respectful disagreement keeps curiosity alive. 24:55 - How applying knowledge creates real impact. 36:28 - Why AI should support learning, not replace it. 55:12 - How higher education will keep shaping future leaders. About the Guest: How one storyteller–turned–strategist is transforming the way America thinks about college. Meet JOHN FROST, the enrollment innovator on a mission to rebuild faith in higher education. As Vice President of Enrollment Management and Marketing at Doane University, a four-year public university, John is rewriting the playbook on how colleges attract, inspire, and serve the next generation of learners. Before he led campuses, John led with a camera, as a reporter, editor, and photojournalist covering real human stories that shaped communities. That same instinct for truth and connection now drives his work in education, where he helps institutions move beyond numbers and focus on what really matters: student purpose and success. With nearly two decades of experience across Metropolitan Community College, Southern Illinois University Carbondale, and Doane University, John has guided organizations through shifting markets, declining enrollments, and cultural change. His leadership has sparked bold conversations around student engagement, workforce readiness, and the evolving value of a college degree. John's voice bridges two worlds, media and academia, helping audiences understand not just why college is changing, but how it can thrive again. Ways to connect with John**:** - Facebook link: https://www.facebook.com/DoaneUniversity/ - Instagram link: https://www.instagram.com/doaneuniversity/ - LinkedIn link: linkedin.com/school/doane-university/ - X link: https://x.com/DoaneUniversity - YouTube link: https://www.youtube.com/user/DoaneCollegeNE - Website link: https://www.doane.edu/ About the Host: Michael Hingson is a New York Times best-selling author, international lecturer, and Chief Vision Officer for accessiBe. Michael, blind since birth, survived the 9/11 attacks with the help of his guide dog Roselle. This story is the subject of his best-selling book, Thunder Dog. Michael gives over 100 presentations around the world each year speaking to influential groups such as Exxon Mobile, AT&T, Federal Express, Scripps College, Rutgers University, Children's Hospital, and the American Red Cross just to name a few. He is Ambassador for the National Braille Literacy Campaign for the National Federation of the Blind and also serves as Ambassador for the American Humane Association's 2012 Hero Dog Awards. https://michaelhingson.com https://www.facebook.com/michael.hingson.author.speaker/ https://twitter.com/mhingson https://www.youtube.com/user/mhingson https://www.linkedin.com/in/michaelhingson/ Thanks for listening! Thanks so much for listening to our podcast! If you enjoyed this episode and think that others could benefit from listening, please share it using the social media buttons on this page. Do you have some feedback or questions about this episode? Leave a comment in the section below! Subscribe to the podcast If you would like to get automatic updates of new podcast episodes, you can subscribe to the podcast on Apple Podcasts or Stitcher. You can subscribe in your favorite podcast app. You can also support our podcast through our tip jar https://tips.pinecast.com/jar/unstoppable-mindset . Leave us an Apple Podcasts review Ratings and reviews from our listeners are extremely valuable to us and greatly appreciated. They help our podcast rank higher on Apple Podcasts, which exposes our show to more awesome listeners like you. If you have a minute, please leave an honest review on Apple Podcasts. Transcription Notes: Michael Hingson  00:04 What if the biggest thing holding you back isn't what's in front of you, but rather what you believe? Welcome to Unstoppable Mindset, where inclusion, diversity, and the unexpected meet. I'm your host, Michael Hingston, speaker, author, and advocate for inclusion and possibilities. This podcast explores how the beliefs we carry shape the way we live, lead, and connect with others. Each week, I talk with people who challenge assumptions, face adversity head-on, and show what's possible when we choose curiosity over fear. Together, we focus on mindset, resilience, and the small shifts that lead to meaningful change. Let's get started. Well, hello everyone, and welcome to another episode of Unstoppable Mindset. Today we're going to have a lot of fun. Today we're going to talk to John Frost. John is an interesting kind of guy. He's a higher education strategist. He is the vice president of marketing and enrollment management at Doane University in Crete, Nebraska. And before we started, we were just talking about the weather. We're recording this on the 10th of March, and he said he's in the about 60. We're 60-eight, going up to 70-three here, so maybe spring is finally coming. We can hope. I remember once when we were still living in New Jersey. It was May of 2001. We thought the spring was here, and we got a bunch of snow one afternoon or one evening in New Jersey. Yeah. Well, the next morning, so where I I took the dogs out when we lived in New Jersey, we had to I had to actually walk down a hill, and the next morning, some of the snow started to melt, and that night the whole hillside was as slick as glass because the ice there the snow froze, so it was ice. John Frost  02:10 Oh my goodness! Michael Hingson  02:12 And so what I did was not walk down the hill. I went. I put my snow boots on, and I and I made it down once and came back up. I said I'm not doing that anymore. I had a long flex leash, and I put the long leash on each dog separately, and let them go down the hill. And I stayed at the top to make sure that they didn't slide. John Frost  02:30 It sounds, hey, I like that. It sounds like you're a great strategic person because you came up with a game plan to allow them to go down up and down the hill. Michael Hingson  02:39 Yeah, I certainly wasn't going to go down that hill with him anymore because that was too scary. John Frost  02:43 Yeah, that's dangerous. Michael Hingson  02:45 Well, John, welcome to Unstoppable Mindset. We're glad you're John Frost  02:49 here. Hey, I'm happy to be here, and thank you for allowing me to be on your platform and taking time out of your day. And I'm looking forward to the great discussion that we're going to have. Michael Hingson  02:57 Well, and taking the time out of your day, we appreciate that too. So it's it's 2o'clock there. So by the time we're done, it's going to be time for the afternoon coffee break. John Frost  03:06 Hey, hey, good call, great call. Michael Hingson  03:10 Well, tell us kind of about the early chon growing up. Yeah, that's fun to start there. John Frost  03:15 Yeah, that's a great question. So one of the things I always like to share with people is that when I was a young man, I wasn't planning to go to college to work at a college. That wasn't the game plan. If anything, just like a lot of young, especially young boys growing up in North Carolina, we want to grow up and play basketball. And I thought I was going to go to the NBA, and we all know the greatest basketball player of all time is Michael Jordan. He's from North Carolina, so we all dreamed of that dream. But you know, I played sports growing up. I was fortunate enough to to get an athletic scholarship to go to college, and went to college. Didn't really know exactly what I was going to do already. Well, I finished at Wayne State College, and got my bachelor's degree there. But you know, while I was there, I figured out like, okay, I'm not going to the NBA. What I'm going to do, and so somebody, somebody was like, hey, you know, John, you don't mind, you know, connecting with people, having conversations. You don't, you're not, you're not afraid to talk in public. Maybe you should think about going into broadcasting, and so that's what I started to study. And so I was fortunate enough to get a communications degree, and then I was from that point I went and worked in local news for about four years. So I was able to be a reporter and a photojournalist and an editor, and was able to connect with a lot of people and tell a lot of stories, but the unique thing about doing news is that the only opportunity you have with the story is just to share it. Right? You can't really impact it. And so, one of the things that I appreciate about higher education is that when I transitioned to higher education after four years in local news, I realized. I had the ability to impact the story, so it wasn't just about sharing the story of the individuals that I serve. It was about making their stories a little bit better through education, and so I started my career in higher education as a recruiter, worked my way up, worked at you know for profits and private schools and state schools, colleges and universities, and and now I'm fortunate enough to be the vice president at Doan University, and I've been here for about three years. So that's kind of like a little snapshot of my story. Michael Hingson  05:28 How long were you in broadcasting? John Frost  05:30 For about four years. About four years, Michael Hingson  05:33 sir. And then you went to the schools, huh? John Frost  05:35 Yes, sir. Yes, sir. Michael Hingson  05:36 Wow. So you went. So where did you where did you start, and what kind of colleges did you did you go to all over the country, or what? John Frost  05:46 Yeah. So what's funny is when I started my career in higher education, I started out as a recruiter, and I was working for a for-profit institution. And here's a unique thing: the school that I worked at was in a strip mall, so you could go to Sears and look at a lawnmower, and you can go to Verizon and get a phone, and you can go to the Slurpee shop and get you a slushie, and then you come talk to me about about college. And one of the things that taught me about working at a college in a strip mall was you really had to get to understand the students, and it wasn't about all the glitz and glamor that you may think about a traditional college. It was still about the opportunity. It was about the dream, and that's what I learned when I first started out as a recruiter: is being able to help somebody to make their dream into a reality and having those great conversations. Michael Hingson  06:38 How did you learn the art of storytelling? What what is it that that caused that to happen? Because it sounds like it's kind of natural for you, but did you learn it growing up or what? John Frost  06:49 Well, you know what? That's a great question. One of the things I like to share with people is the art of dialog, right? Just discussion, engagement, and growing up as a kid in North Carolina, we didn't have too much, but we always was able to run our mouths. Right, we was always able to talk. We was always able to talk about what we did or what we didn't do because, as you know, back in the day, we didn't have camera phones. We didn't. We didn't have all this technology that captured everything that we did. And so, when you would when you would you know get somebody's attention, you had to hold it. You couldn't just say, "Hey, I played basketball and it was fun. It would be like, "Hey, I played basketball and I did this move, and this guy tried to guard me, and I blocked the shot and I did this. Or even if you went down the street because your mom wanted you to go get a you know a gallon of milk or a carton of eggs, that was the story behind it because you got chased by a dog and and or whatever. So I think the the the art of storytelling is just something that's natural to the human spirit. But then also not just talking about your story, but being able to understand somebody else's and and being able to connect with them because if you talk to people long enough, you'll find a connection. Michael Hingson  08:02 Yeah, did did your parents encourage storytelling, or did they think about that at all? John Frost  08:07 You know, that's a great question. My dad was probably one of the greatest storytellers I ever met. He was, I mean, the stories that he would tell me about how he grew up, the things that he experienced. I mean, even though he may not had a photo, even though he may not have had like video, he can get you to where he was at, and you could and you could see it. I mean, my dad was a was a guy that could tell you a story, and he'll tell you about hey, because he grew up around a bakery, and he would tell you how the bread smelled. So no matter what the story meant, he would always start off well. You know, I grew up by a bakery, and this is what it smelled like. And and and you would get yourself to that point. And so I would say, if I if if my ability to tell the story, I would say I got that from my dad. Michael Hingson  08:54 Yeah. So it it was something that you learned. Now, are there other kids in your family, or just you? John Frost  09:00 No. So I'm fortunate enough to have. I'm the youngest out of four, so I have an older brother. I had an older sister, and I have another older sister. But unfortunately, she passed away probably like 16 years ago. So, yep. But so it's just three of us now. But but yeah, you know, I was the youngest, so I was the one that's always causing trouble. Michael Hingson  09:24 Well, gives you something to do in your free time. Yeah, exactly. Did did the other two also grow up to tell stories and and appreciate John Frost  09:35 it? Yeah, they was they grew up to tell stories. They couldn't tell them as good as I could, though. But no, my brother he he spent 25 years in the military in the Air Force, and was a Persian linguist, and so he has some really cool stories about his travels in the military. He still works for the military right now as a civilian, and my sister. She works in behavior science. She helps with social work and things like that. And my oldest sister, she helped run her own business before she passed away. Michael Hingson  10:10 Now you were in the military for 24 years. John Frost  10:12 No, my my brother. My brother was okay. I wasn't Michael Hingson  10:15 sure. Okay, great. Yeah, my brother. That makes more sense. Time. Yeah, yeah. No, John Frost  10:18 no. He he decided to take that route. I didn't. Michael Hingson  10:20 Cool. Well, but you're going to claim credit for being the best of the three in storytelling. John Frost  10:26 Absolutely. There you go. Michael Hingson  10:29 And and how would they react if they heard us talking about that? John Frost  10:32 It don't matter. They're not on the call, so it's all good. Michael Hingson  10:37 Good point. Can't can't argue with that. So you. you, so you were in broadcasting for four years, and then you went into to different things in higher education. Why did you end up going into higher education? You know, why didn't you continue in broadcasting, or what happened? John Frost  10:57 Well, you know, I love broadcasting. Don't get me wrong, and it was it was. But I always say broadcasting is a is a very unique career path. You always running and gunning, and I worked here in Lincoln, Nebraska. So you know you doing snow stories, you doing Husker football, you doing things about the budget, things about whatever the government the governor is saying, and at some point, I know for me personally, it was a guy that I ran into who who done what I did when I was in news for 30 years, and one of the things that he had shared with me was don't get jaded, don't go to a story and it's just another story. Don't forget the the human approach. Don't forget the people that you're talking about. And he said the mistake that he made was again he did this for 30 years. He said he he got he stayed in the business too long, that it was just another day. It was just a job. And when he shared it with me, that made me have a lot of time for reflection and thinking about okay, so what is it that I really want to do? Even though I love the broadcasting field, it was always on the go, which I loved to do. I said, "Is there something else for me to to do? And I didn't know anything about higher education, you know. To be honest with you, sir, I did not. Other than I went to college, that's about good as it was. I didn't understand the business. Yeah, yeah. I didn't know the business of higher education and things like that. But anyway, you know, I remember back in the day, I just was curious and looking at some different options, and I happened to apply for a recruiter job. And when I went in for the interview, they said, "Hey, you know, your job is to have conversations with people and try to get them enrolled in school. I was like, "Well, that's simple enough. I don't have to be out in the cold, you know, covering snow stories anymore. And I'm from North Carolina, so I don't have to worry about covering Husker football no more. And then, you know, I get to really make an impact. So that's all it was. It was just, you know, I was still a young man. I was still looking to find my way, and I was fortunate to find higher education. Michael Hingson  13:04 So, when you did recruiting, what what's a favorite story and success that you had at recruiting? John Frost  13:10 Oh, thank you! I love when people ask me this question. So, I always share in my colleague Andrew's in the room with me, helping me do this podcast, and he's probably heard this story like 13,000 times, but you know, Michael, the best story that I like to share is the story when I was a first, and I started out as a recruiter, not really knowing what I was doing. But I had a conversation with a young lady. She was a single mom, and she was a single mom, and we went through the whole process of talking about her goals and her dreams and how we can help, but then as we was kind of finishing up, you know, kind of getting towards the end of the process of the conversation, started getting teary-eyed, and so my first thing is like, oh my goodness, what's going on? Why is she getting teary-eyed? Like, what did I say? What did I do wrong? And then you know, I paused there, and she looked at me, and she said, "You know, you're the first person ever tell me that I can accomplish this goal. You're the first person ever tell me I can do this. And right then and there, sir, that's when I realized what the opportunity I had in front of me is that she went on to get her degree and went and get a master's degree, but with whatever was going on in her life, that was a that was a game changer, and I was happy and fortunate enough to be a part of that. And so that's when I realized what I get to do for recruitment, and I never forgot about that. And and when people ask about why we're successful in doing the things that we're doing, I think you never forget that that it's not just a job. It's an honor. It's a privilege to get to change people's lives through education. Michael Hingson  14:47 You know, going back to what your your friend in the the media for 30 years said, I I agree with that. I have been a speaker now for 24 years, and my belief is it's it's. Never about me. It's about what I can do to be involved and enhance what goes on at an event where I'm invited to come and speak. And I I spend time asking the event organizers what kind of messaging do you want? What can I do? How can I best be of of help to you in making this event as successful as possible because I know there are so many speakers who think it's all about them and and it's not it's it certainly isn't for me so I hear what you say about him saying don't ever let yourself get jaded because that I can see how it could happen, but but I've always just believed that's that's not the way to go. You know, we've got a lot of things going on in the media, and in in our country today, and I talk to so many people who say I don't even watch the news anymore because it just upsets me and so on, and and I say, look, one of my basic philosophies is: don't worry about what you can't control. Focus on what you can. That doesn't mean you're not aware of the other stuff going on, but you don't have to let it affect you because you're not going to be in a position to really control it. Actually, you can once every four years, and that's at the ballot box. But John Frost  16:16 yeah, Michael Hingson  16:17 but but the bottom line is, you can you can still watch the news, but you can choose not to let it affect you and drive you crazy, and and I think that's so important. And you know, all of the all of the presidents lately have all done things that were productive, and they've done things that weren't productive. And you know, we can't. I I I love to say I'm an equal opportunity abuser, which is why we don't talk about politics much on the podcast. But you know I remember so much when the when Barack Obama was about to be inaugurated as president, and I was watching the Letterman show one night, and and Letterman was bemoaning the fact that it's going to get boring around here. We're not going to have a president to pick on anymore. We got a good guy coming in, so you know you knew where he stood. But you know we can't we can't tell the jokes. Well, you know that didn't last very long, but that's okay. But we have control over what we let affect us. It doesn't mean that we don't need to be aware, but we can control whether we allow it to affect us and bother us or not. And I think that's part of the whole art of conversation because we're in a world where people don't want to talk to each other. If you don't believe what I believe, then you're wrong, and and that's just not the way to do John Frost  17:39 it. No, I agree 100% and that and that's one of the things I like to tell people about the how important a college campus is. It's one of the few places still on the planet and in our country where you can agree to disagree, and it's okay. It's called class, right? Yeah. And so, and and you can have different conversations. You can you can share different perspective. The one thing about I think sometimes when we leave college that we forget is that we forget the ability to still be curious, right, and still want to learn and still want to understand. It's not about being right; it's about getting it right. And so I think that's one of the most powerful things that happens on a college campus is that you still are somewhat not forced, but you encourage to engage with people from different walks of life for different perspectives and things like that. So, really good point, and I think it just feeds into what we do here on a college campus. Michael Hingson  18:36 Do you find that that's true across colleges that people are still able to to participate in the art of conversation? John Frost  18:44 Yes, one of the things that one of the things that I've been fortunate enough to do, especially in my role, and I've done it at every school that I worked at, is that I like to sit in the classroom. I like to go to the classes to see what's going on, and I'm telling you, and it never fails. I mean, there's a lot of opinions and thoughts about the future and about the current generation and the future generations, but man, their thought patterns, their ability to kind of have different discussions and conversations. I mean, it's 10 times better than it was when I was that age because they do have access to so much information, so they they can construct a really great argument. One of the things that you see in the classroom is them being able to know how to learn how to deal with disagreement, and so that's been taking place. But yeah, I think the art of conversation is still profound, and I think it's still being encouraged in our classrooms by our faculty members. Michael Hingson  19:44 Isn't it great when you're in a classroom or you're either involved or observing a conversation, and someone just comes up with something incredibly-and I don't mean this in a bad way-but unusual or profound that you never thought of, and maybe the other people hadn't thought of. That's the whole issue with thought patterns, and people just come up with unique things that make you go off in different directions. John Frost  20:07 Yes, yes, it's a beautiful thing. Michael Hingson  20:09 Fun, yeah, John Frost  20:10 fun. It's a beautiful thing. That's what I say. It's a beautiful mind, right? I mean, it's it's that's what we should be doing, right? I always say we're not here to to do this on our own. We're here to to do it together in different ways by conversation, by engagement, by agreeing to disagreeing. Sometimes when somebody disagrees with you, it challenges you to think a little different to make sure what you're saying is: Do you really believe that, or you just saying what you think you know, right? And so I think it's a beautiful thing, Michael Hingson  20:40 and I think it's great when professors contribute to that and make you think in different directions, and you don't even need to know what what they actually think about whatever. Although I'm sure that that usually comes out as as time goes by. But still, if they make people think, then that's a good thing. John Frost  20:59 Yes, yes, Michael Hingson  21:01 it's so important to do, and I think it's important that that all of us do that. I know I had an academic advisor who spent lots of time with me. He was the dean of physical sciences, actually. So I'm not quite sure why I got Dr. Rhinos. He was the discoverer of the neutrino, but I did, and and he he and I had a lot of interesting conversations, and I hope I challenged him too. But he certainly challenged me in terms of some of the ways that that I thought about things, and sometimes we agreed, and sometimes we didn't necessarily agree. But what a what a neat guy, and and it's so great to have people that that basically are in their own way philosophers in whatever they do. John Frost  21:47 Absolutely. Speaker 1  21:51 If you enjoy Unstoppable Mindset and would like to help us continue bringing these conversations to you each week, we've created a way for you to support the show, your contribution helps us cover production costs and continue sharing stories, insights, and ideas that inspire people to live with purpose and possibility. If supporting the podcast feels right for you, you'll find the link in the show notes. Thank you for being part of the Unstoppable Mindset Community. Michael Hingson  22:24 So, what did you do after recruiting? How long did you recruit, and what did you do after that? John Frost  22:30 Well, I mean, I was fortunate enough to to always get promoted and move up, but I'm always recruiting. I always tell people I'm always selling because we're always selling the opportunity of education. I don't, whatever role that I may have, if it's a director or if it's a assistant director or vice president, I feel like the most important role that I have is being an educational advocate. At the end of the day, I know a lot of people have their opinions about higher education or about education in general, but the one thing that I always challenge them with is that education is one of the still one of the real resources that still can change people's lives. It's it's still one of those things. People say, "Well, well, why should I do this and why should I do that? Because it works. You're looking at it. If I mean, if it wasn't for higher education, I probably wouldn't be here. I don't know what I would have done, but because of higher education, just like I mentioned at the beginning of our conversation, it provoked me to think differently about my own skill set beyond just athletics. It was about some of those soft skills, and and hey, John, you naturally don't mind conversating with people and and and talking. Like I didn't know you can get paid to talk. You know what I mean? Like I didn't know that was an option. That wasn't on the bingo card. So, but if it wasn't for education and having those conversations, as we as we talked about, I wouldn't have known that that was an option. And so, at the end of the day, I mean, I'm just a country kid from East Winston, North Carolina, who wanted to be a basketball player. Instead, I turned out to be a guy that's an educational advocate that probably did more in this role than I ever would have done by shooting a basketball. Michael Hingson  24:15 Couldn't get Michael Jordan to come and give you a few pointers, huh? John Frost  24:18 Nah, he he didn't have time for me. You know, maybe he can do that to my sons or somebody, but now he ain't have time for me. Michael Hingson  24:24 Well, you know, that's that's okay. You could have always you could have always gone off and tried to get Magic Johnson or Larry Bird. John Frost  24:31 Yeah, that's true. That's true. But I'm a Mike guy. I'm a Mike guy. Michael Hingson  24:34 Yeah, yeah, yeah, and whatever. That's that that works well. So you you've always been promoted. You said you've been at Doane for three years. Where were you before that? John Frost  24:47 Yeah, so I was fortunate enough to work at College of St. Mary, which is the the undergrad program was for all females, and the graduate program was inclusive of everybody. So I worked there for a few years, and then before. There, I was at Southern Illinois University in Carbondale, in Illinois, and that was a great experience as well. And then several other places, like I said, I worked in community colleges, and and then also some private schools throughout the Midwest. And so, been a lot of different places, learned a lot. Every school is different, but they also the same. That's why I tell people because they're the same because they all are trying to do the same things and trying to help people get their educational credentials and opportunities. But they're different in how they go about it. They all have their own character. They all have their features and benefits, and they all have all have their own unique stories. And so, again, it it it ties into our discussion about stories because every person that walks one of those university halls are going to be able to have be part of that overall story of that university. Michael Hingson  26:01 I like one of the things that you said. You learned a lot. You you are always learning, and I think that's so important because the reality is you never know when a new nugget of knowledge will come and be profound and hit you right in the head, and you take it and run with it. But learning a lot is so important. John Frost  26:18 Yes, yes, and and I will piggyback on that is, you know, and something that I try to tell the people I serve and also my kids, you know, information is power. It's power, but information with application allows you to have impact, and so it's great to have the information, but if you're not applying it, then it's not going to be useful, right? Yeah. So even though we all are learners, once you learn something, the question would be, how will you use it moving forward? Michael Hingson  26:49 Yeah, and that's and that's an important part of it. It isn't enough to let it build up inside of you and have all this information if you're not doing something with it. What good John Frost  26:58 is it? Absolutely. Michael Hingson  27:00 And and information and knowledge changes over times. Things that maybe 30 and 40 years ago people studied are so commonplace today because there's so many new things that you know we we evolve. John Frost  27:14 Yes, yes. I always tell people, you know, 40 years ago they used to smoke in airplanes, right? Yeah. At some point, somebody figured out that wasn't a good idea because they got new information. Right. So I agree 100% to what you said. Michael Hingson  27:30 I think one of my best best examples of information is for years the movie Airplane wasn't shown on airplanes, and I flew on a flight once, and then they showed it. I was going, I can't believe it, but they're showing airplane on an airplane. That was great things people do, but but yeah, I hear what you're saying. Yeah, for for years people smoked on airplanes. They had a non-smoking section where I always sat, but still, it's great that there's not smoking. Although they still haven't totally done away with liquor on airplanes, and I've I've seen some people who've gotten pretty exposed to having a number of drinks on an airplane. I was on a flight with one guy. It was a morning flight, actually. We're flying from Ontario to Dallas, and I had gotten upgraded, so I was sitting next to this guy. He ordered a double vodka tonic, and he had nine of them. But by the time we got to Dallas, John Frost  28:26 oh wow! Michael Hingson  28:27 And I'm oh wow, my gosh! I don't know how he got off the plane, but he did. But I'm just, I guess the body adjusts. But I didn't even have one, you know. I'm whatever. Oh John Frost  28:39 my goodness! He must. He must be either either really excited or really nervous, one of the two. Michael Hingson  28:43 I don't know, one of those something, but it was pretty fascinating because he just kept ordering them, and and the other part about it was they kept bringing them. So, wow, yeah, ah, well, the world is a funny place. John Frost  28:58 It is. Michael Hingson  28:58 So tell me a little bit about Doane College, and and I know it's a liberal arts college. So tell me about that. But tell me about Doane. John Frost  29:05 Yeah, Doane University. Doane University. Michael Hingson  29:08 I said college. I'm sorry. John Frost  29:09 No, no worries, no worries. We've been around for 153 years. You don't. You don't Michael Hingson  29:14 sound that old. John Frost  29:15 That's a good one. And we have undergraduate programs. Have about 30-five undergraduate programs. Education was what was built on, was built on again educating the community, educating future leaders, and that's one of the things with our president of the university is that we build leaders. That's one of our mantras that we that we stand on. At the same time, we have opportunities for online, in person, hybrid. So we have a lot of different modalities. We also have graduate programs within business and education, leadership. In addition to that, we have Open Learning Academy. Which that that platform is built for students that may even go to other schools that are looking to take additional courses to get into medical school or some type of additional schooling, but they may not have the the right classes or skills yet, so they take those courses with Open Learning Academy, and we have a lot of non degree seeking opportunities, certifications. So Doane is just is one of those schools that's a leader in building the future. It's a leader in trying to think differently. It's it's a organization that's that's embracing the things that are changing in our society. We don't run from those things. We run we don't run from them. We run to them because we want to be the the leaders in making the world a better place, but also being able to solve problems, be able to have innovation and enhancement to the human experience, and that's what we do. So I can go on and on, but Darwin University is a wonderful place. We have the Crete campus here, which is our main campus, and then we also have class offerings in Lincoln, Nebraska, and also in the Omaha metro area. And then, as I mentioned, online. Michael Hingson  31:12 Where is Crete? John Frost  31:14 Crete is about 40-five minutes away from the state capital of Lincoln, Nebraska. Lincoln. Michael Hingson  31:19 Okay. John Frost  31:20 Yep, and it's about an hour away from the the largest city in Nebraska of Omaha. So that's where it's about at. So it's it's more on the eastern side of the state, but it's a great place to come and and get your education. Michael Hingson  31:35 So it's a liberal arts college. What does that mean exactly? John Frost  31:39 Oh, that's a great question. So the one of the things about the liberal arts is that it's a holistic view of the human experience, right? It's not just hey, I'm learning something just to learn it. It's not just focus on a physical or medical perspective. It's a overall leader, I would say, human experience, so you're not just going to come to school and focus on just your program. You're going to come to school here and get an education in the classroom and outside of the classroom. You're going to study some different things. You're going to do some worldly things. It's going to be hands-on. So the liberal arts is really big because we feel like that's what's missing. I mean, unfortunately, in higher education, sometimes people just want to get the degree and go on with their lives. We want to make sure you understand the degree that you have and how you can utilize it in a multiple of ways beyond just whatever the whatever the program was that you got your degree in. Michael Hingson  32:39 I had the pleasure last September 11th of speaking at the Massachusetts College of Liberal Arts, and I had never actually heard of MCLA, but until they they reached out to me, but it was it was kind of fun and and very enjoyable. And people asked really good, well-rounded questions when we had some Q and A sessions, which I always really appreciate. It's it's good to really get people who are are thinking, and so it was a lot of fun. John Frost  33:06 Awesome, yeah, that sounds great. Michael Hingson  33:08 Yeah, they wanted to do something around September 11th, and we did. So John Frost  33:13 yes, Michael Hingson  33:13 I I can't complain about that at all. It was um a it was a little bit of a challenge to get to, because it was the the nearest airport is Albany, and it was like, well, about an well an hour hour and 20 minutes away. But but we got there, so it worked out. So I I but I enjoy the the whole concept of what liberal arts colleges are about. I think it's important to deal with your degree, but I think it's important to also, as as you say, get a more rounded understanding and learn how to use the degree and learn to use the skills that you get. John Frost  33:48 Absolutely, absolutely. Michael Hingson  33:51 Which I think is so. What sets Doane apart? What makes Doane unique? Maybe from a lot of other places. John Frost  33:58 You know, I get that question a lot of what separates Don, and I think it's it's beholden to the individual that I'm talking to. The one thing about Don is I think that separates us from everybody else. It's not about telling somebody what they can't do. It's about figuring out how they can do it, and that's what Don does with us being a small liberal arts college. We're very hands-on, and I know a lot of colleges say that, but we're about relationships. We're not about being order takers. We're about being dream makers, and that's just as simple as I can make it. If you come to Doane University, you're not just coming just to go through the process and and go through the ups and downs of being a college student. We're trying to make sure that you understand what it is that. Because here's the thing: majority of the students that start sometimes don't know exactly what they want to do. I mean, we have a lot of students that start college and they're undecided, and so what. We like to make sure that we do is build that relationship, understand that particular student, and then come up with a game plan to get them to where they want to be. And I feel like that's what we do. We're not just going to say, "Hey, I'm interested in criminal justice, or "I'm interested in nursing, or "and we just say you go, yeah, go ahead. We have that good luck. God bless. We're going to say, hey, you know what? Tell me more about that. Why are you interested in in nursing? And again, one of the things I used to always use when people say they're interested in nursing, I'll ask these three questions. I ask these three questions. First question: Are you afraid of blood? Right. Michael Hingson  35:35 Good point. John Frost  35:36 Second question: What would you do if I vomited right now? Would you be the person that run, or would you be the person that help? And the last question: How do you feel being on your feet for 12 hours a day? Michael Hingson  35:46 Yeah, John Frost  35:47 right. So by the time I get through those questions, I kind of have a good understanding exactly if they are want to be a nurse or not. But then the follow-up question, which is the most important question, Michael, is tell me why do you want to be a nurse? Well, I want to help people, and so, granted, sometimes just like I mentioned about my story, sometimes you're limited on what your options are. So even though somebody wanted to be a nurse because they want to help people, but they may not be a good fit. However, we can show them, hey, there's a variety of ways that you can help people. It may not be nursing, but here's some other options that we can look into, and that's what separate us. That's what we do. We have a conversation, and we don't rush that conversation. It's just like what we're doing right now. We get to know each other, and we get to help. For by the time they walk across that stage, they're excited about that degree they have in their hand. Michael Hingson  36:37 That's great. I every every year I I just always make it a habit to get a physical, and there usually blood draws as part of it. And it's so fun to go in and when I sit down and they're getting the needle and everything ready to do the blood test, I say, now I just have to ask, what are you going to do if I can't stand the sight of blood? I've had a couple who fall into the trap, and then they finally figure out. Oh, this guy's blind. What's he talking about? Oh gosh. But you know, I guess I'd probably be a good nurse. I can I can answer those three questions. But you know, things things happen, and you know, you got to do what you got to do. Well, absolutely. So right now, higher education, like I think so many things are, is going through some some major changes. We're seeing so many technological advances. So higher education is being challenged to adapt faster because so many things are happening. We haven't even talked about AI, but how is Doane responding to all the the new and sometimes innovative ways of of dealing with education and and helping students progress. John Frost  37:51 Yeah, it's just like I mentioned. We embracing all the new changes. I mean, one of the things that Doan is doing is really embracing AI, looking out, looking at how do you teach the future about AI? How do you utilize it? How do you harness it in a way that it makes it something that it's a resource? It's not a shortcut, and and and use it as a prompt to again, as we talked about earlier, to to create curiosity, and it's just like I mentioned before, you know, yeah. There's conversations about higher education, but as I mentioned, I would put higher education up against any other industry about how it changed society. Like I said, it works; it changes people's lives. You have people that come from all over the world to get a college education, right? Because they know it's something that they need to have to be able to move forward in their life, and also to amplify and enhance their abilities that they have. The one thing that I say about college is that it takes those natural talents and make it into a marketable skill set, and so that's what we're doing with the rhetoric and the conversation about higher education, is it worth it? Should people still do it? The one thing that I've always said is like maybe you may not be the student that starts college right out of high school, but at some point in time, you're going to have to get some additional training. At some point in time you're going to have to go get some additional post-secondary education just to be able to progress in life, because as we all said, you know, with AI, different things with technology, different ways of thoughts, being able to work with different people-that that's what a college does, and and that's what you are investing in. That's probably going to be one of the best investments that you're going to have in your life. Michael Hingson  39:40 Do you find that there are some people who still do, or who just do treat AI as as a shortcut and try to use it to circumvent doing the real work that they need to do? John Frost  39:53 Absolutely, but I think that tells more about that person than AI. Yeah. Right. Michael Hingson  39:57 Oh, I agree. I agree. One of one of. My favorite comments about AI is back in I think it was 2022 around Christmas time. I was at a family gathering and there were a couple people there who were complaining about AI, and then teachers are so frustrated because students just write their papers using AI and you don't know that they're learning anything and. and I I popped up and I said, "You're approaching this all wrong. Let if a student wants to use AI to write their paper, let them write their paper. But what the teacher should do is collect all the papers and then take one period and call each student up to the front of the class, right in front of everybody, and give them a minute to defend their paper. John Frost  40:44 Yes, without the paper, Michael Hingson  40:46 you know either they know it or they don't, and you're going to find out very quickly who really did the work and and who didn't, and people who didn't are going to catch on pretty quickly that that doesn't work. John Frost  40:57 Yes, and isn't it funny that when you think about education, when you think about the philosophers from back in the day, you know you had some philosophers who thought writing was the wrong thing to do, right? Because they they they they would get up and just have these lone soliloquies about what they know and and challenge things. So I think it's funny that with AI allowing us to write, it's going to make us be more verbal and have to articulate our stance and perspectives on things a little bit more. So I think it's fascinating how there's a full circle approach because when you first start thinking about education and those things, it wasn't about writing long solitarys about things. It was about being able to get up and and articulate it, and so I think to your point, I think that's what is going to somewhat force us to do is people be able to get up and to defend what they're sharing with other people. Michael Hingson  41:54 Yeah, and if they're and if they're smart, they'll do it right. Yes, I've I've used AI in writing articles. I'll I'll even ask it several times to write an article about something, and then I read through them. And when I find an idea or something that I think is great, I'll incorporate it into what I write Speaker 2  42:11 to to Michael Hingson  42:12 create the article. Well, I think AI is a great tool as far as it goes, but it is a tool. Yes, and it's never going to be as smart as I am, John Frost  42:21 no, and I don't mean Michael Hingson  42:22 that in an egotistical way. It just isn't. John Frost  42:24 No, and AI can only do what we teach it, right? Michael Hingson  42:27 Right. John Frost  42:27 I mean that's the thing. And and what's fascinating is that if you look at electricity, electricity was criticized when it first came out. You know what is this going to do? When you looked at the news, well, there was that Michael Hingson  42:39 that dumb guy who sent his kite up in the air and finally shocked himself. Yeah, exactly, John Frost  42:43 Benjamin Franklin. Yeah, so I mean, throughout history, every new thing has been challenged, and it has been told that it was the beginning of the end of the world. And but you know, 1000s years later, we're still here. Michael Hingson  42:55 Yeah, but as we all know, the Earth is flat. There is still a flat Earth society out there, and they come up with pretty creative things to try to convince people the world is flat. So there you go. Yes. Ah, well, but you know, I think it's a great tool, and people will find ways to use it and use it effectively, and that's what should happen. What about higher education in general, why is, to some degree, it declining, and how do we deal with that? John Frost  43:26 And that's a great question. I'm not sure when people say that. I'm not sure if higher education is declining. I just think people are, aren't doing the normal trend of just coming to higher education straight out of high school. I think that's where the. I think most people are doing education. They're just doing it a different way. I mean, are people going to trade schools? Yes, but everybody's not going to be able to be a plumber or electrician or anything like that. I think it's not declining. I just think it's changing. To be honest with you, I just think people are looking at it from a different perspective and utilizing it, and and that's what it should do. I mean, it should not stay the same forever. And so that's why I'm fortunate enough to be in this industry because I get to be part of that conversation and process of what it's going to look like for my kids, what it's going to look like for my grandkids. To be honest, if we're doing the same things they did when I was in college, we're doing something wrong. Yeah. And so I think it's changing. I think humans are changing, and I think that's what's so exciting about what's happening in higher education right now. Michael Hingson  44:28 One of the big problems, of course, though, with higher education, and I'm I'm assuming I may be wrong, but more now than somewhat in the past is is the cost. It's getting more and more expensive to do, and I don't know whether that's a relative thing or an absolute percentage-wise. You can prove that it's more expensive, but still, how do you deal with with the people who say it's just so much more expensive to go? John Frost  44:51 Yeah, no, that's a great one. And and I think it depends on what are you looking for, right? I mean, everybody is. Looking to go to X Y Z University. I never Michael Hingson  45:03 go to X Y Z anyway. John Frost  45:05 I mean X Y Z because A B C is probably better. Yeah, exactly. But the the thing is, is understanding what is your. It's just like anything. It's an investment, and if it's an investment, it's what is your financial ability to to work towards that investment, and that again goes back to our conversations with the students that we serve, is them understanding what does it cost to come to Doane University, what does it mean to invest in Doane University, and how does that return looks like once you're done here at Doan University? The one thing that I always would tell people, I can't guarantee anything, but what I can guarantee is that you're going to do a lot better with a degree than without it, because you're going to provide yourself an abundance of options that wouldn't be available if you did not have that degree. In which, because if you have those options, that's going to allow you to be able to create revenue for yourself, that then allows you to have additional options that wouldn't have been that you wouldn't have been to have if you didn't make that initial investment up front by investing in college. But like I said, with ever since I've been in this industry, the one thing that I've always stressed to the people that I serve is, you know, understanding your financial responsibility, understanding scholarships, understanding your ability to get scholarships, understanding financial aid, understanding grants, understanding there's a variety of ways that you can get support to support you to finance college, and so that's the main thing is being able to understand those options and knowing how to move forward with those. Michael Hingson  46:38 Do you think there are some people who are better off not going to a four-year college, or rather, let's just say higher education in general. They're more technical, and they should just do a trade school. Or do you think everyone should get a a full bachelor's degree at least in college? John Frost  46:56 Yeah, and as I mentioned, I think everybody deserves the opportunity for some post-secondary education. Not does everybody need to go to a four-year school or two-year school? No. If you put me in a trade school right now, I probably flunk out. That's just not my skill set, right? Me too. Yeah. So, but I do. That's one of the Michael Hingson  47:14 reasons I never go to X, Y, Z. But yeah, John Frost  47:16 you may be more of an A, B, C. You know, yeah, and so, but that's the see, but that's the that's the uniqueness and the joy that I get in what I get to do, is that I get to help qualify what are some of the best options for the individual that I'm working with and serving, and and being able to tell them, hey, I think this is may maybe a better option, or have you thought about these particular things? Because no, I don't think everybody needs to go to Harvard or everybody needs to come to Doane. But I do think if you do decide to go to Doane, you're going to have a wonderful experience, and you're going to be able to do some really great things. But no, I think at the end of the day, is what's best fit for you, and being able to understand those post-secondary education options. Michael Hingson  48:06 How does college, or how should college, work to help people not only prepare for that first career, but for careers, especially those that perhaps we haven't even thought of yet? And how do you do that? John Frost  48:19 Yeah, I think it comes down to like we talked about the curiosity. What are you naturally good at? I think the one thing that I've seen that I guess I I wouldn't say I've been disappointed, but I've seen a decline, is that I don't I don't see a lot of people who are dreaming or curious about what they're good at. It's almost like they're waiting for somebody to tell them what it is. I don't know if that's an online thing or what have you. But even even when I was a recruiter and I would work with young people, they would say, "Well, I don't know what I want to do. And I always say, "I don't care what it is. Take the top 10 things that you dislike. I don't. It could be basketball. It can be writing. It can be candy. It can be whatever. It can be great shoes, whatever, and take the top 10 things. And we have this thing called Google. I don't know if you heard about it, but and just plug those things in there. Hey, I love candy. Is there a career in candy? I love you know looking at shoes and and understanding shoes. Is there a career? I mean the the the uniqueness of information that we have now than we had 30 years ago is amazing, and so I I think that's what I've I've seen a decline. And the way colleges can help prepare people is to to allow them to be courageous and being curious, and and Michael Hingson  49:44 oh, go ahead. No, John Frost  49:46 and I think that's the thing that we want to do. But go ahead, I'm sorry. Michael Hingson  49:48 Do you think that there's so much access to so many things online? You mentioned Google, but just the whole concept of smartphones and and everything else. Do you think that that's. Sort of helping people do less real dreaming and imagination because they just expect everything to be spelled out right in front of them. John Frost  50:09 And I think it's to the eye of the beholder. You know, smartphones are not good for dumb people, right? So, but I think smartphones for curious people are a powerful thing. I can honestly say, and this is kind of off topic, but I wouldn't consider myself a cook about 1012, years ago. But if it wasn't for the internet, if it wasn't for YouTube, I wouldn't have learned how to smoke meat and do barbecue, right? Yeah. Because that wasn't something I did when I was a kid. It wasn't something I was even thinking about, but because I had a curiosity and I and I love barbecuing and I love smoked meats and I love grilling and things like that, I I learned because of my smartphone how to do all those things, how to prep the meat and how to marinate things and how to be curious about recipes and how to develop flavor profiles and all those things that I did not know about. If it wasn't for the the advent of having a smartphone to just look it up, like, hey, how do you how do you make pulled pork? You know what I mean, and just taking it from there. So I think I think again, smartphones are not good for dumb people. I'm not saying people are dumb, but I think it's powerful for curious people. And as long as you're curious, I think it can be a really great asset for you if you utilize it right. Michael Hingson  51:31 And I think that's absolutely true. I think it all comes down again to curiosity. It's great to have a technology so that you can look things up and and satisfy your curiosity, but what we what we do need to do is to try to work as best we can at encouraging curiosity at all levels and encouraging more people to be curious. And that's where I think the real challenge is because people think you don't have to really be curious because you can look things up, they they don't get John Frost  52:03 it. Yes, no, I agree 100, and that's why I say it depends on the type of person you are, right? I mean, if I mean, I don't spend a lot of time on my phone if I don't have to, but when I am curious about certain things, I can go to it and learn more about it and say, "Oh, this is what I need to do. And but if you was a person that was going to cut a corner or do shortcuts, you was going to figure out a way to do that anyway. It's not the it's not the resources you Michael Hingson  52:29 right, and the the time is going to come when you're going to regret taking those shortcuts because you didn't really imagine very well. And I, I always regarded the internet, dark web notwithstanding, as as a as a treasure trove, yes. Of course, I'm I'm waiting for someone since the Department of Justice and the Attorney General back in I think 2022 said that the internet is a true place of business, and so it falls under the ADA, and all websites have to be accessible. I'm just waiting for somebody to go off and challenge one of the dark web sites. That's probably not accessible. I'm waiting for that to happen. Take that before a judge, you know. But but still, but I I think that the internet and and so many things and ChatGPT and all the other large language model technologies are great because they really give you the ability to exercise curiosity, and I think that's so fun. John Frost  53:32 Yes, sir. Yes, sir. Michael Hingson  53:34 So, what's an example that you can talk about? Let's say from Doane about how industry and the college have collaborated to help in terms of education and showing people what they can really do. John Frost  53:49 You know, that's a good question. It happens every day. It happens every day. It happens every day when the first day of school to the last day of graduation. You're looking at the the ultimate collaborative effort of maybe hundreds of people for that individual to walk across that stage. Even though it's one name on that degree, it might have taken 100 people to get them there, from the advisors, from the faculty members, from the friends that they meet, from the from the from the from the coaches, from all types of different people that that one individual encountered to keep them encouraged, to keep them going. Always tell people, especially being here in Nebraska, when you go to school in Nebraska, one day you're gonna have a class that's at 8o'clock in the morning, and you're gonna wake up, and you're gonna walk out there. You're gonna feel negative 10 degree weather, and you're gonna first thing you're gonna think about is I can go right back in and go lay back down. But it's that encouragement of your friends. It's the encouragement of the folks that that are behind you that's gonna tell you you can make it to class. You can make it to class, and that's all it takes. And so I think the the culmination of all those things is what it is that we do. I mean, when that individual walk across that stage and they see grandma or mama or daddy or whomever screaming their name and yelling and all that, they went to class. They didn't turn back around and go. They lay back down. They stood up, and that's why they walk across that stage. So that's the greatest example I can give you, because that's what Dome does. And like I said, we've been doing it for 153 years. So it's not going to be too many places. It's not going to be too many things where you're not going to see a Dome graduate that's doing great things, not necessarily just for themselves, but for the organizations that they serve and and the people that they serve, and then for the greater good of the world. Michael Hingson  55:42 I don't know. For me, I had classes almost every day at eight in the morning. But the other part about it was, if I had a schedule for whatever reason where I didn't have a class at eight in the morning, I felt funny. I was so used to having classes then. I didn't know what you know. I I I I I did figure out I could go study and I could do things and and did, but still I love those early morning classes. That was me. But yeah, I didn't like those John Frost  56:10 early morning classes. No, I didn't like them. Michael Hingson  56:12 You didn't like them, huh? No, that was when Michael Jordan was looking for you to do basketball stuff. Where were you? But yeah, I I hear you. Well, tell me what's next? What's next for the whole future of higher education? Where is it going, or what do you see happening in the future? John Frost  56:30 We're just going to get better. We're just going to get better. That's all. That's that's that's what's happening. I mean, the unique thing about any college campus is that you you have the future in your hands with the people, the people that's going to be running corporations, the people that's going to be finding cures for certain illnesses or things like that, the people that's going to be teaching the youth, future business people, politicians-they're on our campus and they're going to leave their mark because that's one thing that I've always said. I mean, it's not too many discoveries. It's not too many great things that's happening in our society that's not oriented with a college campus. And so the future is that a college campus is just. It may look different. It may feel different. We may do things a little different. But at the end of the day, it's still going to be part of our future. It's still going to be getting better. It's still going to be helping humanity. I always tell the folks that I serve that I don't care what title you have. The first title, the most important title is being a human, and so that's what the future of higher education is going to look like. It's just going to get better. Like I said, it's going to be different. I mean, you got to think when higher education first started. You know, women couldn't go to school, minorities couldn't go to school, and there were so many different things that you couldn't do. Now look at it. I mean, if you talk to the forefathers or the presidents of some of these universities, if you told them that that you and I would even be doing this, they'd be thinking they would throw you an insane asylum, right? That you'll be able to talk to somebody in California and you're in Nebraska, but this this is what this is what curiosity, this is what higher education provokes, Michael Hingson  58:10 as it should be. It's so cool, and I know it's only going to continue, and it will continue to get better. If people want to reach out to you and pick your brain, or just talk with you about Doan, or just talk with you about education, or whatever. How do they do that? John Frost  58:26 Yeah, of course. Feel free to email me at johnfrost@done.edu. So J J O H N dot frost frost at don d o a n e at.edu and then also follow us on social media. Just put us on any social media platform and put don.edu. You can find us, and then if you want to just connect with us, just look us up on our website doane.edu. That's our website. We'd love to learn more about you. If you're thinking about coming to college or looking more into lea

 A literature teacher could inspire students and help them understand complex ideas. But her own dyslexia got in the way when it came to helping struggling readers. Hear why she got help, even when others thought it was too late.

In This Episode, You'll Learn: The three questions every teen should be able to answer before leaving for college Why anxiety, peer pressure, and loneliness are often symptoms of deeper issues How to start meaningful conversations with your teen—without making them feel interrogated Why identity, belonging, and purpose are essential for long-term success How parents can reconnect with their teen, even if they feel like they've missed opportunities in the past Ways to help high-achieving students avoid burnout while staying motivated Why college readiness is really about preparing students for adulthood Whether your teen is in middle school, high school, or getting ready to head off to college, this conversation will give you practical tools to build a stronger connection and help them develop the confidence and resilience they'll need for the future.

In this episode of Voices of Student Success, Inside Higher Ed's podcast series exploring what really shapes students' experiences, Sara Weissman, senior reporter at IHE, joins student success reporter, Joshua Bay. For generations, colleges were largely designed around the idea of an 18-year-old who enrolled straight out of high school, attended full time and followed a relatively linear path to graduation. But today's students increasingly look different. In this episode, they explore who today's college students really are, how higher education demographics have changed and why institutions are being challenged to rethink the traditional student model.

In This Episode, You'll Learn: • Why meaningful experiences matter more than résumé-building • How students can develop leadership and problem-solving skills before college • What admissions officers value beyond GPA and test scores • Why purpose-driven projects create stronger college essays and interviews • How students gain mentorship from professionals at companies like Google, Bain, McKinsey, Goldman Sachs, and Deloitte • The future-ready skills every student needs in an AI-driven world • What parents can do to help their teen find direction without adding more pressure

This week on Better Buildings for Humans, host Joe Menchefski welcomes Alana Pinckley, Chief Engagement Officer of the American Coalition for Educational Environments (ACE) and host of the Empowered K-12 Podcast, for an insightful conversation about the critical connection between school facilities, student wellbeing, and the future of educational environments. Drawing on her unique journey from information technology into K-12 advocacy, Alana shares how her passion for healthier schools has led her to connect educators, facility leaders, researchers, and industry partners around a common mission: creating learning environments where every student and educator can thrive.The discussion explores everything from indoor air quality, natural daylight, school safety, and trauma-informed design to deferred maintenance, carbon reduction, and the growing importance of designing schools around both human health and long-term sustainability. Alana explains why healthy buildings should never require a tradeoff between environmental performance and student wellbeing, how research can be translated into practical decisions for school districts, and why collaboration across educators, architects, facility managers, and industry partners is essential for meaningful progress.The conversation also examines emerging trends shaping the next generation of schools, including community-centered campuses, biophilic design, neurodiversity, mental wellness, and the evolving role schools play as neighborhood hubs. Along the way, Alana shares the inspiration behind the Empowered K-12 Podcast, reflects on the remarkable stories of resilience she has heard from education leaders across the country, and explains why giving a voice to the people responsible for our learning environments may be one of the most important steps toward building healthier, safer, and more resilient schools for future generations.More About Alana Pinckley Alana Pinckley is the National Growth and PreK–12 Partnerships Officer at the American Coalition for Educational Environments and the creator of EmpoweredK12, a podcast centered around mental health and school safety. She spent years producing conferences for public school districts across the country and comes from a family of educators, which gives her a personal connection to the work. Alana is passionate about building meaningful connections Contact:https://www.linkedin.com/in/alanapinckley/ https://www.linkedin.com/company/empoweredk12pod/ Where To Find Us:https://bbfhpod.advancedglazings.com/www.advancedglazings.comhttps://www.linkedin.com/company/better-buildings-for-humans-podcastwww.linkedin.com/in/advanced-glazings-ltd-848b4625https://twitter.com/bbfhpodhttps://twitter.com/Solera_Daylighthttps://www.instagram.com/bbfhpod/https://www.instagram.com/advancedglazingsltdhttps://www.facebook.com/AdvancedGlazingsltd

David Ivory, Director of the Sound Recording and Music Technology program, talks about the program. He talks about what students learn during their time in the program, and the potential jobs and opportunities available to them after graduation.Recorded and edited by Isabel Schweizer, Nicholas Katits and Baph McIver from the College's Sound Recording and Music Technology Program

How can institutions close the gap between modern consumer tech expectations and reality? How do we connect the digital and physical campus to drive student success? In what was originally an EDUCAUSE webinar, Elliot shares insights on student experience gaps from The Connected College. Then, we talk through these gaps and how to close them with Sarah Williams from University of Utah, Melanie Hardy from Valencia College, Tom Ellett from Quinnipiac University, and Chase Williams from Pathify. The panel shares actionable strategies for mapping journeys, streamlining communication fatigue, sunsetting outdated tools, building communities, and leading the organizational change to make it all happen. Episode Highlights include: [3:00] The Experience Poll - A live audience poll reveals that fragmentation and internal institutional "treasure hunts" are the biggest hurdles students face. [4:45] The Cost of Complexity - Elliot shares data on how institutional spending and administrative growth have historically outpaced enrollment, leading to highly siloed environments. [9:56] Consolidating Front Doors - Sarah Williams discusses decommissioning seven legacy apps to create a single personalized experience at the University of Utah. [17:32] Journey Mapping Success - Tom Ellett outlines how mapping the student journey from enrollment to alumni helps eliminate institutional bureaucracy. [25:32] Harnessing AI - Chase Williams discusses how Pathify is using AI not only to respond to student needs but to streamline integration and implementation for tech teams [36:48] Retiring Legacy Systems - Melanie Hardy explains how Valencia College successfully retired 12 legacy custom web applications using a distributed content model.

In this episode of Take Care Tuesday, Janice Owolabi, school safety and security specialist at Harris County Department of Education, sits down with Dr. Tory Hill, superintendent of Channelview ISD, for an insightful conversation about one of the most important issues facing schools today: public school safety.Listen now and gain valuable insights from a superintendent leading positive change in public education.

In this episode, Pierre Michiels interviews Tim Genc, an Associate Professor of Aviation at the College of DuPage. Tim shares his unique journey into aviation and his experience building the college's aviation program. In the interview, they discuss the wide range of career paths within aviation beyond piloting, common misconceptions about entering the field, the skills and mindset needed for success, and how students can gain exposure through networking, events, and hands-on learning opportunities. They also highlight how the program prepares students for both flying and non-flying roles while emphasizing career readiness and industry connections. After listening to this episode, we hope you have a better understanding of the diverse opportunities and pathways available within the aviation industry. Full episode transcript can be found on the episode page. Below is a general timestamp summary.  00:00 – 03:00 | Introduction & Guest Background Pierre introduces the episode and welcomes Tim, who shares his unconventional path into aviation, transitioning from discovering a passion for flying to a long career in instruction and eventually higher education. 03:00 – 06:00 | Breaking Into Aviation The conversation explores common misconceptions about entering aviation, including the belief that military experience is required, and highlights how the field is becoming more accessible through civilian pathways and education programs.  06:00 – 08:30 | Career Paths in Aviation Tim outlines the wide variety of roles in aviation—beyond pilots—including maintenance, air traffic control, and business roles, while emphasizing the growing global demand for aviation professionals. 08:30 – 12:00 | Skills & Getting Involved They discuss key traits for success, such as discipline, teamwork, and strong study habits, along with actionable ways to explore the field through organizations, events, and networking opportunities.  12:00 – 18:00 | Program Overview & Student Preparation Tim explains how the College of DuPage aviation program prepares students through hands-on learning, exposure to multiple career tracks, and professional skill development including interviewing and networking.  18:00 – 24:00 | Career Readiness & Final Advice The episode concludes with advice on building connections, exploring different pathways, and starting early engagement in aviation, reinforcing the importance of persistence and curiosity in career development. Resources Discussed: College of DuPage Aviation Program Contact Tim Genc: genct@cod.edu Listeners in the College of DuPage community can visit our website. All other listeners are encouraged to view the resources of their local community college, WIOA training programs, or other local support centers.Send us YOUR Listener Questions at careerpodcast@cod.edu Follow us on Instagram, Facebook, Twitter, LinkedIn @codcareercenter

Dr. Tiffany J. Fisher is an award-winning educator, instructional strategist, entrepreneur, author, and thought leader with nearly two decades of experience spanning K–12 education, higher education, school leadership, and educational consulting. She currently serves as a Physical Science Teacher at ACCEL Day & Night Academy and was recently honored as Teacher of the Year for her innovation, instructional excellence, and commitment to student success. As the founder and CEO of 1280 Forward, LLC., Dr. Fisher has built a nationally recognized educational consulting and leadership development brand focused on equity, student achievement, educator empowerment, and community impact. Through her work, she has designed professional development for educators, led culturally responsive leadership initiatives, and created transformative programs such as 1280 Leads, a student leadership and civic engagement cohort dedicated to developing the next generation of changemakers. Dr. Fisher's career includes experience as an assistant principal, associate principal, teacher recruitment and retention specialist, adjunct college instructor, and secondary science educator. Throughout every role, she has remained committed to bridging gaps in education through data- driven instruction, authentic leadership, and relationship-centered practices. Beyond the classroom, Dr. Fisher is the founder and writer behind Chapter 1280, a growing educational commentary and thought leadership platform that explores modern issues in education, leadership, equity, accountability, and school culture. Known for her bold, authentic voice and practical insight, her writing resonates with educators, parents, and leaders across the country. She is also a published author whose work focuses on leadership, resilience, school safety, and educational transformation. Her publications include:  To Protect and Serve: SROs and School Administrators Working Collaboratively for Safer Schools Available on Amazon  We All Got Our $h!t, This is Mine Available on Amazon Dr. Fisher holds a Doctor of Education in Educational Leadership from William Carey University, a Master of Science in Biology from Mississippi College, and a Bachelor of Science in Biology from Tougaloo College. She maintains multiple advanced educator and administrator certifications in Mississippi and Alabama and continues to advocate for innovation, access, and authentic leadership in education and business. Connect with Dr. Fisher and follow her educational commentary and thought leadership on Chapter 1280: Chapter 1280 on Substack ______________________________________________________________________ The Edupreneur: Your Blueprint To Jumpstart And Scale Your Education BusinessYou've spent years in the classroom, leading PD, designing curriculum, and transforming how students learn. Now, it's time to leverage that experience and build something for yourself. The Edupreneur isn't just another book; it's the playbook for educators who want to take their knowledge beyond the school walls and into a thriving business.I wrote this book because I've been where you are. I know what it's like to have the skills, the passion, and the drive but not know where to start. I break it all down: the mindset shifts, the business models, the pricing strategies, and the branding moves that will help you position yourself as a leader in this space.Inside, you'll learn how to:✅ Turn your expertise into income streams, without feeling like a sellout✅ Build a personal brand that commands respect (and top dollar)✅ Market your work in a way that feels natural and impactful✅ Navigate the business side of edupreneurship, from pricing to partnershipsWhether you want to consult, create courses, write books, or launch a podcast, this book will help you get there. Stop waiting for permission. Start building your own table.Grab your copy today and take control of your future.Buy it from EduMatch Publishing https://edumatch-publishing.myshopify.com/collections/new-releases/products/the-edupreneur-by-dr-will

In this episode, we discuss: Aarav's path from a passion for robotics to Cornell Engineering Building a college application around authentic interests instead of trying to impress admissions officers How parents can support their students while encouraging independence The importance of essays, extracurricular activities, leadership, and community service Why starting the college planning process early creates more opportunities and reduces stress How organization and mentorship can simplify the admissions process Lessons Aarav wishes he had known before his senior year Advice from both Aarav and Ritesh for families preparing for college admissions

Wendy Erhardt, English Senior Lecturer, is the recipient of the 2026 Barnes & Noble Part-Time Faculty Teaching Excellence Award. Erhardt talks about the student nominated award and what it means to her, as well as her career in teaching and what it takes to be successful as a student at Montco. Recorded and edited by Isabel Schweizer, Nicholas Katits and Baph McIver from the College's Sound Recording and Music Technology Program

Lisa Davis, founder of two STEM-focused charter schools in Alberta and a former Calgary Board of Education trustee, joins Alberta Edge to discuss the growing challenges facing Canada's education system. Davis argues that declining academic standards, inconsistent grading practices, weak accountability, and a lack of standardized measures across schools and provinces are making it increasingly difficult to assess student performance and prepare young people for future opportunities. She makes the case for standardized testing, evidence-based instruction, and greater accountability in K-12. This podcast is generously supported by Don Archibald. The Hub thanks him for his ongoing support.The Hub is Canada's fastest-growing independent digital news outlet.Subscribe to our YouTube channel to get our latest videos: https://www.youtube.com/@TheHubCanadaSubscribe to The Hub's podcast feed to get our best content when you are on the go:https://tinyurl.com/3a7zpd7e (Apple) https://tinyurl.com/y8akmfn7 (Spotify) Want more Hub? Get a FREE 3-month trial membership on us: https://thehub.ca/free-trial/Follow The Hub on X: https://x.com/thehubcanada?lang=en CREDITS:Falice Chin - Host, Producer, and Editor Hosted on Acast. See acast.com/privacy for more information.

In this week's episode of The Learning Curve, co-hosts Prof. Albert Cheng of Ohio State University and Alisha Searcy of the Center for Strong Public Schools speak with Doug Tuthill, a longtime Florida K-12 education reform leader whose career in teaching and school choice policy spans nearly five decades. Beginning as a classroom teacher in 1977, Mr. Tuthill has been a college professor, newspaper executive, teacher union president, and president of Step Up For Students, the nation's largest education choice organization. He discusses the origins of his commitment to school choice, Florida's gradual rise as the nation's leading choice state, and the lessons other states can learn from its success. He also explores the future of education savings accounts, accountability and academic outcomes, the challenges of expanding high-quality educational options, and how state and federal leaders can use school choice policymaking to improve student achievement and strengthen K–12 education for families across the country.

Welcome back to the podcast! Today's episode is hosted by Tom Campbell, a former admission officer and now a college counselor and content creator here at College Essay Guy. This show often reminds us that beneath the essays, the deadlines, and the color-coded college lists, this whole thing is really about people — and today's guest is exhibit A. Quick disclaimer: this is a feel-good episode. Very "This American Life." If you've ever needed your faith in public education restored, cancel your other plans. In a content landscape where some of the loudest admissions "experts" run on rage-bait and loose credentials, my guest is the opposite. And his name is David Cha. In this episode I finally sit down with David. We get into: David's five-minute life story: how a kid from Koreatown, one youth pastor's quiet act of grace, and a hard left turn away from a communications career set David on the path to public education  What it took to build the AVID program from scratch in 2001, overcoming early skepticism to help first-generation students thrive The evolution of the Bears University Seminar (BUS) and how a team of committed educators scaled a small library workshop into a massive success story Which CEG resources have quietly become game-changers inside BUS — yes, including the 250 copies of College Essay Essentials he bought as gifts for this year's graduates. And his hard-won advice for any public school educator trying to build a college-going culture against very long odds Oh, and at one point David volunteers his own high school SAT score toour dear listeners our dear listeners. I'll let him tell you that one.  David Cha is a veteran educator with 27 years of classroom experience and holds two Masters degrees from Biola and Grand Canyon A recent recipient of the Mayor of Downey's Outstanding Citizen Award, David has built a legacy of impactful college-prep programming at Warren High School. In 2001, he launched the school's AVID program with just 30 students—an initiative that now serves nearly 600 students locally and has expanded districtwide down to the elementary level. David is also the founder of the Bears University Seminar (BUS), a summer essay and application bootcamp established in 2019. What began as a small workshop has grown into a massive success story, recently guiding a cohort of 237 seniors to an incredible 1,373 college acceptances across the UC and CSU systems and beyond. Whether you're an educator, counselor, parent, or student, I think you'll come away reminded that while admissions can feel impossibly complex, changing a student's life often starts with something beautifully simple: one person taking the time to invest in another. Let's get into it.  We hope you enjoy.    Play-by-Play: 3:52 – What is David's background?  4:59 – What inspired David to change his career plans and become a public school teacher? 7:50 – How did David build and fund a brand-new student support program from scratch? 13:30 – How has the program expanded across the school district over the years? 14:41 – Why did the team design their student framework to focus on long-term life fulfillment rather than just getting into college? 16:52 – How can a dedicated mentor completely change the academic trajectory of a struggling student? 20:46 – What words of encouragement does David offer to educators who are feeling overwhelmed or losing faith in their work? 25:25 – How did David turn online writing exercises into a structured summer essay curriculum for his students? 32:20 – What are the college acceptance statistics for the bootcamp students? 34:51 – How does David help his students continue their college application journeys independently after the summer workshop ends? 35:33 – Tom shares his own background story of how he first started working with College Essay Guy  37:26 – How can strong student advocacy help an applicant's unique story stand out during the review process? 38:23 – How can collaborations with local CBOs and college representatives help first-generation students access high-quality resources? 43:16 – What are the biggest cultural and mindset shifts required to help students navigate the college application process more effectively? 44:25 – How can schools guide first-generation families on college and class choices as early as possible? 49:19 – How can counselors help students highlight collaboration and teamwork on their applications? 50:42 – What are the practical logistics and daily structure of David's student bootcamp? 58:03 – How can schools leverage real admissions officers and guest experts to inspire and guide applicants? 1:01:39 – What has David learned over the years from putting together his program?  1:05:56 – Closing thoughts and advice for counselors    Resources: CEG's College Admission Nutrients (aka The Great College Application Test)  Paying for College in Four Steps  College Essay Guy's Values Exercise College Essay Guy's Essence Objects Exercise  College Essay Guy's 21 Details Exercise College Essay Essentials The Matchlighters Scholars Program  College Essay Guy's Supplemental Essay Guides    College Essay Guy's Personal Statement Resources College Essay Guy's College Application Hub

How can career design transform student success when integrated directly with academic courses and advising, starting in the first year? How can higher education institutions shift student mindsets from passive box-checking to true agency and self-discovery where every experience is an experiment or prototype they can reflect on and learn from? How will AI change the “products” of career development like a LinkedIn profile or a project portfolio and what does that mean for students? We talk through these with Christa Acampora the Dean of the College and Graduate School of Arts and Sciences and Julia Lapan the Director of Career Design and Discovery at University of Virginia.  Episode highlights include:  [5:56] Redefining Success Beyond Graduation Statistics - True student success focuses on human formation and life authorship rather than just employment data. [9:36] Scaling Career Design via First-Year Curricula - Integrating self-discovery directly into mandatory first-year courses provides equitable access for all entering students. [14:57] Shifting Mindsets from Box-Checking to Agency - Helping high-achieving students move past rigid, linear plans by framing the future as a series of prototypes. [21:22] Utilizing the Commonplace Book for Self-Reflection - Introducing practical tools that help students track their curiosities, values, and real-world experiments. [25:54] Human Formation in the Generation of AI - Recruiting students into their own learning by focusing on human capabilities that machines cannot replicate.

In this episode of Knowledge for Teachers, host Brendan Lee sits down with Karen Robertson, national CEO of Life Ed Australia, to explore the escalating youth health crisis and the critical role of health literacy. Far from just kicking a ball around, modern preventative health requires a robust, evidence-backed approach. Listeners will discover surprising data from the frontlines of education, including why 81 per cent of children aged two to five are already using the internet. Karen unpacks how to transition from traditional, fear-based warnings to a strength-based curriculum that builds critical thinking. Crucially, you will learn how Life Ed carries the load for time-poor educators, with research revealing that 89 per cent of teachers report significantly improved confidence in embedding wellbeing strategies post-visit. Tune in for a thoughtful discussion packed with practical, research-grounded insights to help your students truly thrive.   You can connect with Karen: Linkedin: @karen-robertson-mtc Website: lifeed.org.au    You can connect with Brendan: Twitter/X: @learnwithmrlee Facebook: @learningwithmrlee Linkedin: @brendan-lee-kft Website:learnwithlee.net Substack: knowledgeforteachers.substack.com/ Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast

What does it actually take to create a campus where students feel supported, seen, and connected? In Part 2, we continue our discussion with Briana Maturi and Trinity Jones from Loyola Marymount University, diving deeper into the emotional side of student affairs, campus culture, and the behind-the-scenes work that shapes the student experience. From late-night student conversations to finals-week decompression zones filled with pancakes, popcorn, and hot chocolate, this episode highlights the small moments that leave lasting impact on students long after graduation. Briana shares what 20 years in higher education has taught her about leadership, mission-driven work, and adapting to changing student needs, while Trinity reflects on transitioning from graduate student to full-time student affairs professional and creating spaces where students truly feel like they belong. Connect with Briana Maturi: https://www.linkedin.com/in/brianamaturi/ Connect with Trinity Jones: https://www.linkedin.com/in/trinity-jones000/ If you need branded solutions for your events, giveaways and employee engagement, check out Club Colors: https://www.clubcolors.com

Researchers and practitioners are shaping the future of education and social policy by putting data and research evidence at the center of their decisions.    In this episode, Leigh Parise talks with John B. King, Jr., chancellor of the State University of New York (SUNY), which is the largest comprehensive system of public higher education in the country. King previously served as the secretary of the U.S. Department of Education under President Obama, led the nonprofit organization EdTrust, and was education commissioner for the state of New York. King also serves on MDRC's Board of Directors.  King and Parise discuss the role of evidence in ensuring student success and the top challenges facing higher education today.

In this episode, Shelley Howard interviews Rob Heller, founder of The Boost Program and author of The Missing Course. Together, they explore why human skills are becoming one of the most important predictors of future success. Rob shares the 26 skills he teaches students, including communication, confidence, empathy, resilience, character, and mindset. He explains how smartphones, social media, and AI are changing the way students interact and why parents and schools must intentionally help teens develop the people skills that technology cannot replace. Topics discussed include: • The 26 human skills every teen needs to thrive • Why soft skills matter more than ever in an AI-driven world • How technology is affecting communication and relationships • The connection between character, confidence, and career success • What parents can do to help teens become future-ready • Why schools should prioritize life skills alongside academics Guest: Rob Heller, Founder of The Boost Program and author of The Missing Course

EALA welcomes Kate Cochran, the Managing Director of the Partnership for Student Success, to discuss the critical intersection of mentoring, transition-planning, and student outcomes. Learn how centering the voices of students with disabilities in mentoring programs creates stronger paths toward post-secondary education and career success. Find out how your school or district can access their new open-source training toolkits to strengthen your student support pipelines. To learn more visit: https://www.partnershipstudentsuccess.org/online-training/ and check out https://eepm.mentoring.org/ for Elements of Effective Practice for Mentoring. Access the full podcast transcript at: tinyurl.com/DeepDive-PSS   

What does it take to ensure every child receives the same high quality education? School districts across the country are working to answer that question—and are seeing major improvements to student outcomes. In this episode, we share the story of Guilford County Schools in North Carolina, one of twelve districts featured in All Systems Go, a landmark research project from The Center for Public Research and Leadership (CPRL) at Columbia University that seeks to uncover how districts are achieving major math and reading gains. To unpack what that research reveals, host Gloria Riviera sits down with Liz Chu, Executive Director of CPRL and Senior Research Scholar and Lecturer in Law at Columbia Law School, and Dr. Whitney Oakley, Superintendent of Guilford County Schools.  This episode is created in partnership with Charles and Lynn Schusterman Family Philanthropies. Learn more about All Systems Go by visiting itsallsystemsgo.com

How can higher education institutions expand the definition – and impact! – of entrepreneurship beyond the startup to maximize student success? What skills and relationships can students build and how can they apply them whether they start a company or a non-profit or work within a larger business as someone who know how to actually get things done, by creating, communicating, and solving problems? How can colleges and companies build mutually beneficial ecosystems make this happen? We talk through these with Antwon Foreman, the entrepreneurship professor and Founder of the social business support-u.org. Episode Highlights include: [3:04] The Social Business Model - Training students to solve real problems for major clients helps rapidly expand their resumes and campus ecosystems. [8:35] Redefining Student Success - Setting a multi-pronged goal of a job offer, graduate school acceptance, and business ownership before senior year accelerates development. [9:59] Broadening Entrepreneurial Frameworks - Shifting the entrepreneurial focus away from tech startups allows institutions to engage diverse academic majors. [16:47] Levering the Gig Economy - Modern students use digital platforms to bypass traditional career paths and protect their financial security. [23:01] Cultivating Corporate Intrapreneurs - Employers navigating an AI-driven economy require highly adaptive professionals who look at corporate roles through an ownership lens.

In this episode of The Crossman Conversation, John Crossman sits down with Erika Donalds, Founder and CEO of the Education Freedom Foundation, to discuss school choice, education freedom, and why every child deserves an academic path that fits their unique needs. Erika shares how her own family's experience shaped her mission to help parents access better educational options, from traditional schools to homeschooling, private schools, hybrid models, and career pathways. The conversation also explores mental health, student belonging, bullying, workforce readiness, and the legacy of Mary McLeod Bethune in expanding opportunity for future generations.

In this episode of Office Hours, Kaison Ward sits down with Texas State history associate professor and African American Studies coordinator Dr. Dwonna Goldstone to discuss her journey from aspiring doctor to historian, the mentors who helped shape her career, and the experiences that led her to African American Studies. Together, they explore the importance of Black history education, building community on campus, the impact of mentorship, and why professors genuinely want to see their students succeed from their first semester through graduation.

Fluent Fiction - Norwegian: Innovation in the Lab: Eirik's Game-Changing Experiment Find the full episode transcript, vocabulary words, and more:fluentfiction.com/no/episode/2026-06-10-22-34-01-no Story Transcript:No: Under de små, høye vinduene i Universitetet i Oslos hemmelige laboratorium falt det en strime av sollys inn.En: Under the small, high windows of the Universitetet i Oslo's secret laboratory, a beam of sunlight fell inside.No: Eirik kjente hjertet slå raskt mens han og sin selvsikre labpartner, Siv, forberedte seg til den siste presentasjonen av årets vitenskapsprosjekt.En: Eirik felt his heart beat quickly as he and his confident lab partner, Siv, prepared for the final presentation of the year's science project.No: Sommeren utenfor var varm, og duften av blomstrende trær fylte luften.En: The summer outside was warm, and the scent of blooming trees filled the air.No: Men Eiriks tanker var fokusert.En: But Eirik's thoughts were focused.No: Han drømte om et stipend slik at han kunne studere videre.En: He dreamed of a scholarship so he could continue his studies.No: Laboratoriet var fylt med moderne utstyr, alt fra mikroskoper til merkelige testutstyr som summet svakt.En: The laboratory was filled with modern equipment, everything from microscopes to strange test devices that hummed softly.No: Eirik betraktet sitt og Sivs prosjekt, en unik type bærekraftig energigenerator.En: Eirik considered his and Siv's project, a unique type of sustainable energy generator.No: Det eneste problemet var at deres prosess manglet en viktig komponent, noe som ville gjøre prosjektet fullkomment.En: The only problem was that their process lacked a crucial component, something that would make the project complete.No: Tiden var knapp.En: Time was short.No: Om få dager var det midtsommer, en tid for feiring, men også den dagen prosjektet skulle presenteres.En: In a few days, it was midsummer, a time for celebration, but also the day the project was to be presented.No: Eirik visste at han måtte ta et valg.En: Eirik knew he had to make a choice.No: "Siv," sa han med et ørlite snev av nervøsitet.En: "Siv," he said with a slight hint of nervousness.No: "Vi må prøve den nye, uprøvde komponenten.En: "We have to try the new, untested component.No: Det kan gå galt, men vi har ikke noe valg hvis vi vil skille oss ut.En: It could go wrong, but we have no choice if we want to stand out."No: "Siv nikket, alltid støttende.En: Siv nodded, always supportive.No: "La oss gjøre det, Eirik.En: "Let's do it, Eirik.No: Jeg tror på deg og ideene dine.En: I believe in you and your ideas."No: "Arbeidet var intenst.En: The work was intense.No: Nettopp da midtsommersolen begynte å legge seg oransjefarget over horisonten, var de klare.En: Just as the midsummer sun began to set orange over the horizon, they were ready.No: Eirik tok en dyp pust.En: Eirik took a deep breath.No: Presentasjonsdagen kom, og rommet var fylt med professorer og medstudenter som var spent på å se hva de hadde utviklet.En: Presentation day arrived, and the room was filled with professors and fellow students eager to see what they had developed.No: Da de begynte demonstrasjonen, så alt ut til å gå etter planen.En: As they began the demonstration, everything seemed to go according to plan.No: Men i det Eirik skulle vise den nye komponenten, skjedde det noe uventet.En: But when Eirik was about to show the new component, something unexpected happened.No: I stedet for å mislykkes, som Eirik hadde fryktet, produserte komponenten en overraskende og interessant effekt som fanget alles oppmerksomhet.En: Instead of failing, as Eirik had feared, the component produced a surprising and interesting effect that captured everyone's attention.No: Rommet var fylt med en følelse av forbauselse.En: The room was filled with a sense of amazement.No: Professorene stirret med store øyne.En: The professors stared with wide eyes.No: En av dem, Professor Jensen, smilte anerkjennende.En: One of them, Professor Jensen, smiled in recognition.No: "Det her er uvanlig, men likevel svært innovativt," sa han.En: "This is unusual, yet highly innovative," he said.No: "Dette kan ha stort potensial.En: "This could have great potential."No: "Eiriks hjerte slo enda hardere, men denne gangen av glede.En: Eirik's heart beat even harder, but this time with joy.No: Presentasjonen endte med rungende applaus.En: The presentation ended with resounding applause.No: Eirik og Siv delte et lettelsens blikk.En: Eirik and Siv shared a glance of relief.No: Professorene meldte senere at Eirik hadde fått stipendet han så sårt ønsket.En: The professors later announced that Eirik had received the scholarship he so desperately wanted.No: Hans mot til å ta risiko hadde betalt seg.En: His courage to take a risk had paid off.No: Etterpå, mens de forlot laboratoriet, var det med en nyvunnet selvtillit.En: Afterward, as they left the laboratory, it was with newfound confidence.No: Solen skinte fortsatt sterkt, og Eirik kunne for en gangs skyld nyte sommerens varme.En: The sun was still shining brightly, and Eirik could, for once, enjoy the warmth of summer.No: Han hadde forandret seg.En: He had changed.No: Nå viste han at han kunne stole på seg selv, selv når veien fremover var uklar.En: Now he knew he could trust himself, even when the path forward was unclear.No: Slik gikk det til at Eirik, med Sivs uvurderlige støtte, fant både suksess og selvtillit under det flakkende lyset av et hemmelig laboratorium midt i hjertet av sommer-Oslo.En: Thus, it was that Eirik, with Siv's invaluable support, found both success and confidence under the flickering light of a secret laboratory in the heart of summer Oslo. Vocabulary Words:beam: strimeconfident: selvsikrescholarship: stipendmodern: moderneequipment: utstyrgenerator: generatorcrucial: viktigcomponent: komponentuntested: uprøvdesupportive: støttendeintense: intenshorizon: horisontendemonstration: demonstrasjonenunexpected: uventeteffect: effektattention: oppmerksomhetamazement: forbauselserecognition: anerkjennendeinnovative: innovativtpotential: potensialresounding: rungendeapplause: applausrelief: lettelsenscourage: motrisk: risikoconfidence: selvtillitflickering: flakkendeheart: hjertetvaluable: uvurderligechange: forandret

In this episode, Dr. OiYan Poon talks with Drs. Courtney Luedke and Erick Montenegro about why higher education needs a cultural shift in how it understands student success. Instead of locating problems within students, the conversation highlights how everyday routines, policies, and decision‑making structures often create hidden barriers that limit students' ability to reach their academic goals. Together, they call on institutional leaders, policymakers, and educators to redirect their problem‑solving energy toward examining—and redesigning—the systems that shape student pathways and determine whether students are positioned to thrive.

Fluent Fiction - Hungarian: Imre's Creative Leap: Overcoming Stage Fright with Art Find the full episode transcript, vocabulary words, and more:fluentfiction.com/hu/episode/2026-06-07-07-38-19-hu Story Transcript:Hu: A nap sugarai melegen simogatták a kis lakónegyed utcáit.En: The sun's rays warmly caressed the streets of the small residential neighborhood.Hu: Nem messze a játszótér zajától, ahol gyerekek kergetőztek nevetve, Imre ült az íróasztalánál.En: Not far from the noise of the playground, where children chased each other laughing, Imre sat at his desk.Hu: Ám az ő fejében a nyár melege helyett inkább a félelem és izgalom kavargott.En: However, instead of the warmth of summer, his mind was swirling with fear and excitement.Hu: Készülődni kellett a tanév végi projektbemutatóra.En: He needed to prepare for the end-of-year project presentation.Hu: Imre sokat várt ettől a projekttől.En: Imre had high expectations for this project.Hu: Tudta, hogy ezzel minden eddigi munkája mérve lesz.En: He knew that all his previous work would be measured by it.Hu: Ő volt a legszorgalmasabb a csoportban, de most különösen érezte a nyomást.En: He was the most diligent in the group, but now he especially felt the pressure.Hu: A feladat egyszerűnek tűnt: mutassa be az év témáját, amely nem más, mint az „Új, kreatív módszerek a tanulásban”.En: The task seemed simple: to present the year's theme, which was "New, Creative Methods in Learning."Hu: De a bemutatótól, a közönség előtti beszédtől tartott.En: However, he was apprehensive about the presentation, speaking in front of an audience.Hu: Zsófia, a barátnője, inkább a művészetek iránt érdeklődött.En: Zsófia, his girlfriend, was more interested in the arts.Hu: Mindig új ötletekkel érkezett, szeszélyes módon változtatva meg mindent.En: She always came with new ideas, whimsically changing everything.Hu: Amikor Imre előadta a projekttervét, Zsófia rögtön elégedetlenkedett.En: When Imre presented his project plan, Zsófia immediately expressed her dissatisfaction.Hu: "Túl száraz, Imre!En: "It's too dry, Imre!"Hu: " – mondta határozottan.En: she said firmly.Hu: "Miért nem festünk táblaképeket is a prezentációhoz?En: "Why don't we paint boards for the presentation too?Hu: Színessé, játékossá tehetjük!En: We can make it colorful and playful!"Hu: "Imre először nem lelkesedett az ötletért.En: At first, Imre wasn't enthusiastic about the idea.Hu: "Ez túl rizikós," gondolta.En: "That's too risky," he thought.Hu: De hamarosan belátta, hogy a Zsófia által javasolt kreativitás még javíthatna is a bemutatón.En: But soon he realized that the creativity suggested by Zsófia could actually improve the presentation.Hu: Gábor, ki velük volt, vállat vont és mosolyogva mondta: "Miért ne?En: Gábor, who was with them, shrugged and said with a smile, "Why not?Hu: Úgyis mindenkinek megvan a maga stílusa.En: Everyone has their own style anyway.Hu: Keverjük hát össze!En: Let's mix it up!"Hu: "A lakónegyedben az idő szinte megállni látszott a bemutató napjáig.En: In the neighborhood, time seemed to stand still until the day of the presentation.Hu: Imre próbálta lenyugtatni a lelkét, közben Zsófiával együtt elkészítették az ecsetképeket.En: Imre tried to calm his nerves while he and Zsófia prepared the brush paintings together.Hu: Gábor mókás előadásmódszerekkel enyhítette a feszültséget, segítve Imrét, hogy magabiztosabbnak érezze magát.En: Gábor's humorous presentation style eased the tension, helping Imre feel more confident.Hu: A nagy nap reggelén az osztályterem megtelt halk izgatottsággal.En: On the morning of the big day, the classroom was filled with quiet excitement.Hu: Az ablakon kívül a fák ágai virágoztak, a levegő friss volt.En: Outside the window, the branches of the trees were blooming, and the air was fresh.Hu: Amikor Imre megkezdte a prezentációját, a kezei remegtek, de Zsófia bátorító mosolya és Gábor vicces megjegyzései segítették, hogy végig vigye a bemutatót.En: When Imre began his presentation, his hands were trembling, but Zsófia's encouraging smile and Gábor's funny remarks helped him get through it.Hu: Ahogy a bemutató végén a tanárok megköszönték munkájukat, Imre szinte fel se fogta, hogy mindez megtörtént.En: As the teachers thanked them for their work at the end of the presentation, Imre could hardly believe it had all happened.Hu: Az osztály tapsolt, és a tanárok kiemelték mennyire remekül sikerült a bemutató: nemcsak részletes volt, hanem kreatív és színes is.En: The class applauded, and the teachers highlighted how wonderfully successful the presentation was: not only was it detailed, but also creative and colorful.Hu: Imre mosolygott.En: Imre smiled.Hu: Megértette, hogy a siker nem csak a részleteken múlik.En: He understood that success wasn't just in the details.Hu: Rájött, hogy a kreativitás és a bátorság, hogy kilépjen a komfortzónájából, vezetett az elismeréshez.En: He realized that creativity and the courage to step out of his comfort zone led to the recognition.Hu: Kitörölhetetlen emlék maradt számára ez a nyár eleji nap.En: This early summer day became an indelible memory for him.Hu: A lakónegyedben a nap lassan lemenni készült, de Imre szívét akkor már a siker fénye ragyogta be.En: In the neighborhood, the sun was slowly setting, but Imre's heart was already illuminated by the light of success. Vocabulary Words:rays: sugaraicaressed: simogattákresidential: lakónegyedswirling: kavargottmeasured: mérvediligent: legszorgalmasabbapprehensive: tartottarts: művészetekwhimsically: szeszélyes módondissatisfaction: elégedetlenkedettfirmly: határozottanrisky: rizikóscreativity: kreativitásshrugged: vállat vonthumorous: mókástension: feszültségettrembling: remegtekencouraging: bátorítóthrough: végighardly: szinteapplauded: tapsoltresentation: bemutatóhighlighted: kiemeltékindelible: kitörölhetetlenmemory: emlékilluminated: ragyogtalaughter: nevetveexpectations: vártcourage: bátorságblossoming: virágoztak

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