Podcasts about student support

Today our guests are Sam Dusek & Jordan Seifert, School Counselors at Meyer Middle School and part of the team that was awarded the 2025 Wisconsin School Counseling Team of the Year. We talk to Sam & Jordan about how their school counseling program is leading the way in proactive, purpose-driven student support. They share how a clear mission focused on academic growth, character development, and student well-being—has helped them build a program where character education is intentionally taught and deeply integrated across campus. Their reminder for all of us: when in doubt, trust that every student can grow and that our intentional efforts matter. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website Sam Dusek and Jordan Seifert are school counselors at Meyer Middle School in River Falls, Wisconsin. This is Sam's 13th year as a school counselor and Jordan's 12th year as a school counselor. They received the Wisconsin School Counseling Team of the year award at the annual Wisconsin School counseling Conference in 2024. Meyer Middle school is a State and National School of Character. Jordan and Sam serve on the Meyer Middle School character education committee.

Today our guest is Cory McCarthy, the Chief of Student Support for Boston Public Schools. We talk with Cory about what it means to take a truly holistic approach to student support. He explains the critical difference between technicaland adaptive progress monitoring—and why getting to the “third why” in conversations with students and staff is a game-changer. Cory also shares how Boston Public Schools opens its doors seven days a week to meet student needs and why relational work is at the heart of their approach. Learn More About CharacterStrong:  Access FREE MTSS Curriculum Samples Request a Quote Today! Learn more about CharacterStrong Implementation Support Visit the CharacterStrong Website

Join Placement Officer, Katherine Bright, with her guests Maia Thorne from Student Support, and student, Anna, to discuss how to make the most of your first few weeks on placement. Transcript available here- https://xerte.bath.ac.uk/play.php?template_id=3565#page1section5

Send us a textMay is Mental Health Awareness Month, but for educators and students, the stress is year-round. In this episode, Dr. Almitra Berry dives deep into the realities of mental health in schools-why it matters, how it intersects with equity, and what you can do right now to support every student.Discover:Why schools are the new front line for mental health supportHow Social-Emotional Learning (SEL) goes beyond buzzwords to transform classroom cultureThe importance of telling authentic stories and representing all students-including LGBTQ+, multilingual learners, and those in foster careFour actionable strategies: expanding access to mental health services, integrating mental health education, organizing awareness events, and collaborating with community partnersGet practical tips, real talk, and inspiration to help your school become a place where every student feels seen, heard, and supported. Because mental health is equity-and silence is not an option.Before we part ways, I want to hear from you. Text me your questions, stories, or topic suggestions. Your experiences and insights fuel our movement for educational equity.This is Dr. Almitra Berry, reminding you that in times of educational crisis, silence is not an option.And remember! Don't worry about things you cannot change, change the things you can no longer accept.Support the showJoin our community. Go to bit.ly/3EPSubs and sign up for our bi-weekly newsletter and exclusive content.

In this episode of Shifting Schools, Jeff Utecht interviews Nicholas Bradford, founder of the National Center for Restorative Justice. They discuss the importance of restorative justice in education, the training and engagement strategies for teachers, and the current trends in school management and student engagement. Nicholas shares insights on the future of restorative justice, emphasizing the need for empathetic approaches in handling student conflicts and the importance of community engagement through conferences and workshops.   Chapters 00:00 Introduction to Restorative Justice in Education 05:35 Trends in School Engagement and Management 11:31 Future of Restorative Justice in Education 17:26 Conferences and Community Engagement Meet our guest: With over 15 years of experience in the field, Nicholas has worked extensively to promote belonging, culture change, and accountability through restorative justice. He is the founder of the National Center for Restorative Justice and the author of A Real-World Guide to Restorative Justice for Schools. His work is informed by a unique blend of personal insight, academic expertise, and a 24-year career in the U.S. Coast Guard Reserve, making him a dynamic and deeply knowledgeable voice in this space. https://www.nationalcenterforrestorativejustice.com/  

How can distance learning meet the vastly different needs of students who are disengaged, displaced, or underserved—and still deliver equity, engagement, and academic excellence?In this episode of Why Distance Learning, Dr. Lori Wiggins, principal of Pasco eSchool, shares how her team runs 12 distinct programs under one virtual roof using a tiered system of support. She walks us through how they combine asynchronous learning, live sessions, adaptive tools, and in-person days to respond to every learner's academic and emotional needs. Lori emphasizes data-informed decisions, social presence, and the importance of building team capacity to identify and address gaps early and effectively.Learn how to design flexible virtual models that start with student need, not system convenience. Discover how to use AI as a teacher tool, build roadmaps for intervention, and sustain a human connection that keeps students showing up—even when the learning isn't easy.Episode Links:

In this episode of Campus Technology Insider Podcast Shorts, host Rhea Kelly discusses the latest findings on generative AI training needs among college students and employers. The podcast also highlights Louisiana State University's new student-run security operations center and National University's launch of "The Nest," a support hub for online and working learners. For more updates on education technology, visit campustechnology.com. 00:00 Introduction to Campus Technology Insider Podcast 00:17 Generative AI in Education: A Growing Demand 00:53 Cybersecurity Education at LSU: Launch of TigerSOC 01:26 National University's New Student Support Hub: The Nest 02:03 Conclusion and Further Resources Source links: Report: 93% of Students Believe Gen AI Training Belongs in Degree Programs Louisiana State University Doubles Down on Larger Student-Run SOC National U Launches Student Support Hub for Non-Traditional Learners Campus Technology Insider Podcast Shorts are curated by humans and narrated by AI.

Join facilitators Christy Berger, Brooke Lawson and special guest Jacob Hauck as they discuss safe technology usage and share strategies for helping support all students with appropriate technology use.

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUpIn this episode, part of our Academic Integrity Series, sponsored by Pangram Labs,YOUR guest is Jake Kasper, Assistant Director, Office of Student Support & Accountability, Student Life & Engagement, Michigan State UniversityYOUR cohost is Bradley Emi, Cofounder & CTO, Pangram LabsYOUR host is Elvin FreytesHow does Kasper define academic integrity & its philosophy at Michigan State University?What process does MSU use to ensure students have due process when academic dishonesty is reported?How does Michigan State University approach AI tools & academic misconduct?What approach does faculty take when academic misconduct is suspected?Why does MSU focus on "restorative justice" rather than punishing students?Topics include:Managing academic integrity for 40,000 undergraduate studentsCreating clear guidelines for appropriate tool use across different collegesProviding due process through formal reporting & intervention coursesUsing preponderance of evidence rather than "beyond reasonable doubt" standardGiving students opportunity to expunge first-time violations from their recordThe future of AI as a tool to enhance human intelligence while maintaining integrityListen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠!We make education YOUR business!

Hey guys hey! Welcome back to Adulting with Autism—your go-to space for navigating life with neurodivergence, one real conversation at a time. In this episode, we're diving deep into the world of college readiness for autistic students. Whether you're a young adult on the spectrum or a parent helping your teen prepare for higher education, you're going to love this one. Our guest is Mindy Thornton, Director of Campus-Based Services at Marshall University, where she leads one of the most comprehensive autism support programs in the country. From academics to independent living to emotional and social development—her team's approach is holistic, inclusive, and neurodivergent-affirming.

In Episode 07 of Campus Conversations, Ayesha, Sophia and Inara dive into the intersection of politics, technology, and activism. They explore the rise of AI and its ethical implications, including its impact on education, the workplace, and environmental sustainability. The discussion also covers tourism and cultural respect, the dangers of misinformation on social media, and the role of government regulation. The episode wraps with a nuanced look at protests and grassroots activism, questioning their effectiveness and boundaries. This engaging conversation reflects the hosts' personal experiences and broader societal issues shaping student perspectives today. Please note that the views and opinions expressed in this episode are those of our students and do not necessarily reflect the views of UCL. Trigger warning - This podcast episode discusses some very sensitive topics that may be triggering for the individual watching. If you feel you need a supportive conversation after watching, please do seek support. If you are a UCL student, you may wish to contact Student Support and Wellbeing Services. Date of episode recording: 2025-02-12T00:00:00Z Duration: 42:28 Language of episode: English Presenter:Ayesha Qamar;Sophia Mencatelli;Inara Vanessa André Guests: No guest Producer: Luther Mayers, Adella Forder-Gore, Devon Kuziw

In episode 06 of Campus Conversations, Keira and Inara engage in a lively and thoughtful discussion covering a wide range of personal and societal topics. They explore the role of religion in their lives and communities, reflect on cultural identity, and unpack perspectives on morality, forgiveness, and justice. The conversation also delves into relationships, family values, and the influence of education and societal expectations on young adults. With moments of humour, honesty, and deep reflection, this episode offers a compelling snapshot of student voices navigating complex issues in today's world. Trigger warning - This podcast episode discusses some very sensitive topics that may be triggering for the individual listening. If you feel you need a supportive conversation after watching, please do seek support. If you are a UCL student, you may wish to contact Student Support and Wellbeing Services. Transcription link: https://www.ucl.ac.uk/teaching-learning/ucl-student-success/students/campus-conversations/episode-06-mixed-topics Date of episode recording: 2025-02-05T00:00:00Z Duration: 42:36 Language of episode: English Presenter:Keira Gazzingan;Inara Vanessa André

In the latest episode of the Getting Smart Podcast, host Victoria Andrews engages in an enlightening conversation with Tiffany Green, the visionary founder of Uprooted Academy. This innovative platform is designed to transform the college application journey for young students by incorporating holistic elements such as financial literacy, wellness, and community engagement. Tiffany shares her personal experiences and insights, revealing how Uprooted Academy is not just about getting students to college but ensuring they thrive through comprehensive support that tackles often-overlooked areas like mental health and family involvement. By employing technology and AI, Uprooted Academy personalizes the college preparation process, making it more accessible and equitable for underrepresented communities. Tiffany discusses the systemic challenges faced by students in navigating the complex college application landscape and how Uprooted Academy addresses these issues through a community-centric approach. The platform's unique features, like the AI assistant Rudy, provide students with tailored guidance, helping them manage stress and build a support network. With a mission to redefine educational equity, Uprooted Academy equips students, families, and educators with the tools and knowledge needed for long-term success. This episode is a must-listen for anyone interested in leveraging technology and community resources to close educational gaps and empower the next generation of learners. Outline (00:00) Introduction to the Getting Smart Podcast (01:28) Tiffany's Personal Journey and Inspiration (05:44) Holistic Approach to Student Support (07:11) The Role of Technology in Uprooted Academy (10:27) Building a Supportive Community (18:13) Challenges and Overcoming Obstacles (26:02) The Importance of Wellness and Co-Regulation (29:34) Empowering Students and Communities (32:08) Conclusion and Final Thoughts Links: Watch the full video here Read the full blog here Uprooted Academy The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma  David Brooks -  December Cover Story: David Brooks on How the Ivy League Broke America

Jose Melendrez, Interim Vice President for Diversity Initiatives at UNLV, discussed his journey from a UNLV political science graduate to his current role, emphasizing his 18-year tenure and contributions to diversity initiatives. He highlighted UNLV's diverse student body, the growth of minority enrollment, and the institution's designations as a Hispanic-Serving Institution and Asian American and Native American Pacific Islander-Serving Institution. Melendrez stressed the importance of creating a welcoming environment, addressing student concerns, and ensuring access to mental health services. He also noted ongoing efforts to maintain DEI programs despite political pressures and the need for continuous communication and support for students.

INTERVIEW: Flat Fest OUSA Student Support by Zac Hoffman on Radio One 91FM Dunedin

The Department of Education's Office for Civil Rights has issued a sweeping directive declaring that race-conscious student programs, financial aid, and support services violate federal civil rights law—giving colleges just 14 days to comply. ACE President Ted Mitchell joins hosts Jon Fansmith, Sarah Spreitzer, and Mushtaq Gunja to discuss the implications for campuses. The episode also covers recent developments, including funding cuts at the National Institutes of Health and Linda McMahon's Senate confirmation hearing for Secretary of Education.  Note: For examples of grants that have been stopped, please send stories and concerns to ACE Government Relations.  Send suggestions, links, and questions to @ACEducation on X or Bluesky or email podcast@acenet.edu. Here are some of the links and references from this week's show: U.S. Department of Education Directs Schools to End Racial Preferences  U.S. Department of Education | Feb. 18, 2025  Senate Questions McMahon on the Future of the Education Department, DEI, and Student Aid in Confirmation Hearing  ACE | Feb. 14, 2025  Trump Taps Biden Critic Nicholas Kent as Under Secretary  Inside Higher Ed | Feb. 11, 2025  Higher Education Association Lawsuit Challenges NIH Action on F&A Reimbursement  ACE | Feb. 10, 2025 Facilities and Administrative (F&A) Costs Explainer Association of American Universities | YouTube  After Sweeping Anti-DEI Guidance, What Should Colleges Do?  Inside Higher Ed | Feb. 18, 2025  Post-SFFA v. Harvard & UNC Decision Resources: Admissions and Beyond ACE | Dec. 10, 2024  Higher Education Leaders Gather in Washington for ACEx2025  ACE | Feb. 14, 2025 

Dr. Damien Sweeney shares his expertise on supporting students through strong relationships, collaboration, and culturally sustaining practices. Drawing from his diverse career in education, counseling, and leadership, Dr. Sweeney discusses the importance of student trust, multi-tiered systems of support, and integrating student voices into decision-making. His insights challenge school counselors to see themselves as leaders who can drive systemic change for the benefit of all students.   Learn More About CharacterStrong:  Access FREE Tier 2 Curriculum Samples Attend our next live product preview Visit the CharacterStrong Website

I worked as a therapist in an NHS adult eating disorder service on and off between house moves, babies and life between 2004 and 2023. Working in the NHS had never been my strategic career plan. At 23 years old, I knew that I wanted to work in eating disorders, but the chaos of my early twenties meant that I was running on ideas and dreams, rather than having any concrete plan. Initially, my decision to train as a therapist came from my own wounded healer abandonment issues and wanting to save others. This wounded place was a helpful starting point and initiation for change. It gave me purpose and hope as I floundered in the choppy waters of life, but feeling reassured by the distant lighthouse shining its beacon out to sea. I began my therapist training aged 25, with vigorous youthful enthusiasm and joy. 4 years later and working in Student Support at my local university, I fell upon a job advert for an eating disorder therapist. It was a new service coming to my city and embedded deeply in a psychological approach to treatment. I decided to apply, even though officially, I was an unsuitable candidate for the role. Miraculously, I was offered the job and the incredible mentors who interviewed me back in 2004, continue to be in my life today. And it opened me up to a whole wealth of experience and learning for the next 19 years.   This episode explores 9 things I learned on this journey.   Harriet's Substack: https://substack.com/@theeatingdisordertherapist   Harriet Frew's current offers: - Online 10 Steps to Intuitive Eating Course https://www.theeatingdisordertherapist.co.uk/online-courses.html Online Breaking Free from Bulimia  https://www.theeatingdisordertherapist.co.uk/bulimia-nervosa-online-course.html Eating Disorders Training for Professionals https://www.theeatingdisordertherapist.co.uk/eating-disorders-training-with-harriet-frew.html Body Image Training for Professionals https://www.theeatingdisordertherapist.co.uk/body-image-training-with-harriet-frew.html    

Pursuing an education is a political act. Working in a registrar's office means providing service. In the currently divisive political climate, with an ever diversifying student (and faculty and staff) population, how can we provide the kind of servant leadership our communities need?Key Takeaways:Being a servant leader is about treating people with respect, putting others' needs ahead of your own, listening, being empathetic, and building community.The coming years are going to be a challenge for higher education and so each of us needs to take care of ourselves, but also look out for and support one another. That includes our staff, faculty, and students. Engaging in positive action outside the office can help maintain a sense of control, a sense of purpose, and a commitment to service. Host:Doug McKennaregistrarpodcast@gmail.com   References and Additional Information:What is Servant Leadership? Recommended Reading List - Compiled from multiple sources, including some AACRAO members!Syllabus for Civil Resistance: How It Works (GOVT 1134 Harvard Kennedy School)Twenty Lessons for Fighting Tyranny | Carnegie Reporter Winter 2022Paradox of tolerance - WikipediaFind Your Members in the U.S. CongressLegal Defense FundPost-Election Resources to Defend Against Trumpism - Stop AAPI HateAmerican Civil Liberties UnionKnow Your Rights: If You Encounter ICE | National Immigrant Justice Center

This week, Aebhric O'Kelly talks with Phill Clark about his journey from a career in product management to becoming involved in medical education at the Masters of Austere Critical Care. He discusses the importance of practical skills in medicine, his role in improving student experiences, and the unique challenges adult learners face. Phil also highlights advancements in digital microscopy and AI, emphasising the collaborative potential of technology in healthcare. He concludes with advice for new medics, stressing the value of hands-on experience and the offerings of CoROM.   Takeaways Phil transitioned from product management to medical education during COVID. He emphasizes the importance of practical skills in medicine. Phil's role involves improving student experiences in the Masters programme. He advocates for a centralised communication system for student inquiries. Phil believes in the value of individualised responses to student needs. CoROM's student body is generally older and more experienced. Lifelong learning is crucial for personal and professional growth. Advancements in AI and digital microscopy can enhance healthcare delivery. Phil stresses the importance of hands-on experience for new medics. He encourages exploring Co-ROM's courses for aspiring medical professionals.   Chapters 00:00 Introduction to Phil Clark 05:10 Phil's Journey to Medical Education 13:28 Improving Student Experience 18:52 The Importance of Individualized Responses 25:27 Lifelong Learning and Experience 38:11 Advice for New Medics

In this conversation, Sher interviews Jose Moreno, founder and CEO of IntelliTear NewLite, about his transition from major tech companies like Microsoft and Netflix to the EdTech space. They discuss the challenges in education technology, the importance of user experience, and how IntelliTear aims to improve student support through AI-driven solutions. Jose shares his personal experiences that fueled his passion for creating impactful educational tools and emphasizes the significance of data-driven decision-making in schools. The conversation also touches on the importance of security, FERPA compliance, and building trust with educators and IT departments. Takeaways: Jose Moreno transitioned from tech giants to EdTech to improve education. IntelliTear focuses on user experience in educational software. AI can personalize student support using the MTSS framework. Listening to educators is crucial for developing effective tools. Data-driven decision-making is still in its infancy in schools. IntelliTear offers a free version for educators to try out. The product aims to simplify data collection for teachers. Security and FERPA compliance are top priorities for IntelliTear. Building trust with IT departments is essential for integration. The future of EdTech is promising with innovative solutions. Learn more and connect with Jose here: https://www.neulight.io/ https://www.linkedin.com/in/jose-neulight/ Keywords:EdTech, IntelliTear, AI in Education, Jose Moreno, K-12, Data-Driven Decision Making, FERPA Compliance, User Experience, Education Technology, Student Support

Has something in this episode resonated with you? Get in touch! Unlock the secrets to achieving literacy goals that truly make a difference. This episode of the Structured Literacy Podcast promises to equip educators with the tools they need to effectively assess and enhance students' phonics growth. We'll share practical strategies for recognizing high achievers and those students who may be "cruising" without sufficient growth, and show you how to make informed adjustments to your teaching practices. Discover the importance of spreading grapheme learning across early school years, and learn how to tackle the challenges of feeling overwhelmed with fresh insights and actionable advice.Navigate the complex world of data with us, as we focus on the power of tier one instruction and the pitfalls of program hopping. We'll discuss the critical importance of honest communication with parents, particularly for students who may be lagging, and offer constructive strategies for fostering continued progress. By examining objective literacy measures like fluency and spelling assessments, we'll highlight how these tools can inform your teaching strategies and help reduce negative classroom behaviors. With a commitment to structured literacy, join us in our mission to support successful literacy practices, and be part of our collaborative journey as we look forward to a new school year.While evidence-informed programs are seen in many schools, this doesn't make adopting evidence-informed practices effortless or stress-free. The Reading Success in the Early Primary Years Teach Along will give you the confidence to make nuanced decisions about early reading instruction, regardless of the program your school uses, and get the best outcome for every student. For more information about today's episode, visit www.jocelynseamereducation.comQuick LinksJocelyn Seamer Education HomepageThe Resource RoomThe Evergreen TeacherShopYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

Your phone chimes with an email from your digital course student at 11pm on Friday night. They are going through Module 2 and are stuck. There is a typo in the worksheet and it doesn't match up with what you are saying in the video. The student says that they want to make it through your online course, but this is creating a roadblock.Immediately you regret picking up your phone to browse funny cat videos as you unwind from the week, and the second feeling is one of dread and worry. You've already shut down your computer for the day, but you don't want a student to get frustrated with you. You are wondering what that issue between the worksheet and video is, because as much as you wrack your brain you can't quite figure out what could have happened. As you start to go through the scenarios in your head, you notice that your heart starts to speed up a little as you wonder if this student will go to the community and complain and get everyone riled up or if they will ask for a refund. We've all had those moments of panic where a student needs support, but we are not available. Whether it is because we are tending to a medical appointment or have shut down for the day. As small business owners, as creators of online courses, what is the right answer here? I can tell you right now, it isn't to jump up at 11pm on a Friday night to figure out what is going on. That is the fastest way to entrepreneur burnout.Show Resources: Check out all podcast episodes and full transcripts (www.digitalcoursecreatorguide.com/podcast)Follow me on Facebook (facebook.com/digitalcoursecreatorguide) and on Instagram (instagram.com/digitalcoursecreatorguide) for daily tips and ideas

In this episode you will hear:   Mark and Susan discuss the history of NACAC and Susan shares what stood out to her at the NACAC conference. Mark interviews David Hawkins of NACAC, about factors 5-15 of the things that matter the most when admission decisions are made.   Rank these from 1 to 30 according to what is most important to you in a college   1.       Area Surrounding the College 2.       Campus Beauty and Feel 3.       Career Outcomes 4.       Class Size 5.       Clubs, Sports and Extracurricular 6.       College Rankings 7.       College Setting (large city, small city, suburban, college town, remote) 8.       Cost/Affordability 9.       Distance from home 10.    Diversity 11.    Experiential learning (Co-ops/Internships, Study-Abroad, Research 12.    Facilities 13.    Financial Resources and Financial Wealth 14.    Food Quality 15.    Fraternities and Sororities 16.    Friendliness 17.    Graduation and Retention Rates 18.    Housing Options 19.    Name Recognition/Prestige 20.    Nature/Green Spaces 21.    Overall Academic Excellence 22.    Political Climate 23.    Religious Affiliation and/or Religious Culture 24.    Residential vs Commuter Students 25.    Safety 26.    School Size- 27.    Sports/ School Spirit 28.    Strength in my major 29.    Student Support 30.    Weather   Mark interviews David Hawkins Part 2-Preview ·         David introduces the next most important factor that colleges rated as considerably important and moderately important after the big four we discussed last week ·         We have a robust conversation about the factor that came in at number 6 in the State of College Admissions Survey ·         David introduces some more factors and where they came in and David and I have a robust conversation about why class rank has dropped so much from their past studies to where it is now ·         David shares where standardized testing comes in and we also talk about why testing ranked so high in the past and why it has fallen so far in the recent State of College Admissions Report ·         David walks through the final factors that show up as important but not in decisive numbers       Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast.   You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day.   To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses.   Check out our new blog. We write timely and insightful articles on college admissions:   Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast:   https://twitter.com/YCBKpodcast   1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript   We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK.   Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast.   If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful!   If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live.   Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:   If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link:     If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/

Brianne Kramer, Ph.D., is an award-winning Associate Professor of Education in the College of Education and Human Development at Southern Utah University where she teaches Social Foundations of Education courses. Additionally, she coordinates the Educational Foundations and Policy major for the Master's of Education and Master's of Interdisciplinary Studies programs. Her research focuses on teacher workforce issues, diversity, equity, and inclusion, educational policy, and teacher activism. She has co-edited the 2022 book Children and Trauma: Critical Perspectives for Meeting the Needs of Diverse Educational Communities, and the 2024 book Activists, Advocates, and Agitators: Justice-Oriented Organizing in the 21st Century. She also currently serves as a series co-editor for The Badass Teachers Association Education Series through Myers Education Press. Dr. Kramer is the current AFT president at SUU.Gretchen Ellefson is an Assistant Professor of Philosophy at SUU. Her research is in philosophy of language and addresses the roles of cooperation and power in communication. She teaches broadly in philosophy, and was the 2023 recipient of the Outstanding Educator Award. Gretchen is currently the SUU AFT Vice President.  These comments made as part of the podcast reflect the views of the episode participants only and should not be construed as official university statements.

Jill Biblow is available for private college advising for both High School students and college students wishing to apply to graduate schools. Jill can be contacted via email: jilljar16@gmail.com

In this episode you will hear:   Mark explains how Canadian universities are different from American universities Rank these from 1 to 30 according to what is most important to you in a college   1.       Area Surrounding the College 2.       Campus Beauty and Feel 3.       Career Outcomes 4.       Class Size 5.       Clubs, Sports and Extracurricular 6.       College Rankings 7.       College Setting (large city, small city, suburban, college town, remote) 8.       Cost/Affordability 9.       Distance from home 10.    Diversity 11.    Experiential learning (Co-ops/Internships, Study-Abroad, Research 12.    Facilities 13.    Financial Resources and Financial Wealth 14.    Food Quality 15.    Fraternities and Sororities 16.    Friendliness 17.    Graduation and Retention Rates 18.    Housing Options 19.    Name Recognition/Prestige 20.    Nature/Green Spaces 21.    Overall Academic Excellence 22.    Political Climate 23.    Religious Affiliation and/or Religious Culture 24.    Residential vs Commuter Students 25.    Safety 26.    School Size- 27.    Sports/ School Spirit 28.    Strength in my major 29.    Student Support 30.    Weather   Mark interviews David Hawkins Part 1-Preview ·         David gives his bio and he shares his current role ·         Mark introduces our topic: What does the research show about how colleges make decisions, we look at Factors in College Admissions ·         David explains the history of the development of the NACAC, State of College Admissions Report ·         David talks about how they gather the admissions data for the report ·         David talks about what the number one factor is in how colleges make decisions, and he breaks the number one category into three categories ·         David explains how the top three categories overwhelmingly test as the things that matter the most to colleges, and David shares the numbers to back this up ·         David shares the factor that comes in at number 4 of factors colleges rate as considerably important and moderately important, and David points out that they just recently started adding this factor in their survey and it has already shot up to number 4       Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast.   You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day.   To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses.   Check out our new blog. We write timely and insightful articles on college admissions:   Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast:   https://twitter.com/YCBKpodcast   1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript   We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK.   Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast.   If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful!   If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live.   Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:   If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link:     If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/

Heather Callison is the Director of Student Outreach & Support Office; housed within the Dean of Students Office of Student Affairs. Her formal academic education includes Psychology and Sports Conditioning & Performance. She is QPR Trainer trained, Safe Zone trained, and is a member of the NABITA & NASPA Communities. Heather has worked on SUU campus in a professional staff setting for five years and is currently a Student Affairs Representative in the Staff Association Board. In her role in the Student Outreach & Support Office she hopes to continue to collaborate with all students, faculty, and staff to meet the needs of students and help them achieve their version of success. Rachel Brindley is the Assistant Director in the Student Outreach & Support office at SUU. She has been a full-time staff member for five year; both in Enrollment Management (Registrar's Office) and Student Affairs. She has her Master of Public Administration with an emphasis in Higher Education from Southern Utah University. Her passion lies in helping students remember why they started their academic journey in the first place and finding the resources and support necessary to help them continue to fulfil their goals and dreams, despite life getting in the way sometimes. Rachel enjoys volunteering as a member of the Iron County Search & Rescue. In her free time, she loves to spend time outdoors with her husband and three kids.  These comments made as part of the podcast reflect the views of the episode participants only and should not be construed as official university statements.

The National College of Ireland has announced that its Autism Friendly status has been renewed by the Autism advocacy group AsIAm. NCI was first accredited as an Autism Friendly Higher Education Institution by AsIAm in 2021, being the second HEI in the world to achieve this award. Founder and CEO of AsIAm Adam Harris said, "We would like to warmly congratulate the National College of Ireland on achieving its second Autism-Friendly HEI Award, building on the success of the college's first Autism-Friendly HEI Award, which was implemented over the course of the last 3 years." "In achieving and maintaining this standard, NCI is demonstrating its long-term commitment to breaking down barriers for Autistic students and staff and formally recognising the clear benefits of ensuring all in their college community have the same chance to access, engage with and contribute to NCI life," said Harris. AsIAm's Autism Friendly HEI initiative addresses the fact that although more autistic people are entering higher education, the number who graduate is comparatively small. Furthermore, those who do graduate are likely to experience unemployment or underemployment. Nurturing an autism-friendly environment in a college can go a long way toward alleviating these problems. "At National College of Ireland, we are delighted to continue our relationship with AsIAm and continue on our journey to making the college experience, for all staff and students, accessible, welcoming and positive," said Karen Mooney, Student Support and Welfare Manager at NCI. NCI to launch brand new course focused on harnessing neurodiversity in the workplace: National College of Ireland is proud to announce that NCI will now be offering a brand new course that explores neurodiversity with a view to graduates gaining a solid base of knowledge and skills to take advantage of the opportunities and develop strategies around the challenges for organisations gaining the full potential of Neurodiverse employees. The Certificate in Harnessing Neurodiversity in the Modern Workplace course will take place online for 5 weeks. This course has been carefully designed for: An individual who is working or planning to work in an organisation with a neurodiverse workforce Employers who want to understand and access neurodiverse talent and/or harness the neurodiversity of their current workforce Individuals within the neurodiverse community seeking a greater understanding of themselves and how they can better contribute to the workplace People with a Clinical / Psychological / Occupational Therapy background who assist people from the neurodiversity community seeking employment "I am very proud of the National College of Ireland's revalidation as an Autism Friendly HEI. This award represents an ongoing, collaborative, living commitment to make the College a welcoming place for autistic students," said NCI President, Professor Gina Quin. More about Irish Tech News Irish Tech News are Ireland's No. 1 Online Tech Publication and often Ireland's No.1 Tech Podcast too. You can find hundreds of fantastic previous episodes and subscribe using whatever platform you like via our Anchor.fm page here: https://anchor.fm/irish-tech-news If you'd like to be featured in an upcoming Podcast email us at Simon@IrishTechNews.ie now to discuss. Irish Tech News have a range of services available to help promote your business. Why not drop us a line at Info@IrishTechNews.ie now to find out more about how we can help you reach our audience. You can also find and follow us on Twitter, LinkedIn, Facebook, Instagram, TikTok and Snapchat.

In this episode you will hear:   Mark explains the different versions of Direct Admissions. Direct Admissions had so much buzz at the NACAC conference. Rank these from 1 to 30 according to what is most important to you in a college   1.       Area Surrounding the College 2.       Campus Beauty- 3.       Campus is contained, protected, and distinct from the area outside the campus 4.       Campus Setting (large city, small city, suburban, college town, remote) 5.       Career Outcomes 6.       Class Size 7.       College Rankings 8.       Cost/Affordability 9.       Distance from home 10.    Diversity 11.    Experiential learning (Co-ops/Internships, Study-Abroad, Research 12.    Facilities 13.    Financial Resources and Financial Wealth 14.    Food Quality 15.    Fraternities 16.    Friendliness 17.    Graduation and Retention Rates 18.    Housing Options 19.    Name Recognition/Prestige 20.    Nature/Green Spaces 21.    Overall Academic Excellence 22.    Political Climate 23.    Religious Affiliation and/or Religious Culture 24.    Residential vs Commuter Students 25.    Safety 26.    School Size- 27.    Sports/ School Spirit 28.    Strength in my major 29.    Student Support 30.    Weather   Mark shares seven reasons college enrollment is declining at so many colleges. Mark interviews Erin Wolfe Part 5-Preview ²  I ask Erin if families can trust net price calculators ²  Erin talks about how some schools do an Early read ²  Erin talks about My Intuition ²  Erin talks about what families should do with these complex situations ²  Erin talks does it make any difference if the family is difficult to work with ²  Erin talks about what full verification is ²  I ask Erin if she has a preference between the student or the parent to take the lead when it comes to raising concerns about an aid award? ²  Erin goes on the hotseat in our lightning round       Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast.   You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day.   To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses.   Check out our new blog. We write timely and insightful articles on college admissions:   Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast:   https://twitter.com/YCBKpodcast   1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript   We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK.   Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast.   If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful!   If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live.   Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:   If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link:     If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/

In this episode you will hear:   Mark explains the different versions of Direct Admissions. Direct Admissions had so much buzz at the NACAC conference. Rank these from 1 to 29 according to what is most important to you in a college   1.       Area Surrounding the College 2.       Campus Beauty- 3.       Campus is contained, protected, and distinct from the area outside the campus 4.       Campus Setting (large city, small city, suburban, college town, remote) 5.       Career Outcomes 6.       Class Size 7.       College Rankings 8.       Cost/Affordability 9.       Distance from home 10.    Diversity 11.    Experiential learning (Co-ops/Internships, Study-Abroad, Research 12.    Facilities 13.    Financial Resources and Financial Wealth 14.    Food Quality 15.    Friendliness 16.    Graduation and Retention Rates 17.    Housing Options 18.    Name Recognition/Prestige 19.    Nature/Green Spaces 20.    Overall Academic Excellence 21.    Political Climate 22.    Religious Affiliation and/or Religious Culture 23.    Residential vs Commuter Students 24.    Safety 25.    School Size- 26.    Sports/ School Spirit 27.    Strength in my major 28.    Student Support 29.    Weather       Mark interviews Erin Wolfe Part 4-Preview ²  I ask Erin about reason 13, preferential packaging. I ask Erin to define preferential packaging and to explain how it impacts aid awards ²  I ask Erin about reason 14, some schools give merit money and others don't and I ask Erin to comment on this ²  I ask Erin about reason 15, some colleges match competitor awards and others don't ²  I ask Erin about reason 16, how some colleges address the cost of living of the area that you are coming from ²  I ask Erin about reason 17, how some colleges take K-12 tuition for a sibling at a private school into consideration ²  I ask Erin about reason 18, how some colleges categorize untaxed income compared to how other colleges classify untaxed income. Erin defines what untaxed income is, and she gives several examples of untaxed income, as part of what they see as fairness       Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast.   You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day.   To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses.   Check out our new blog. We write timely and insightful articles on college admissions:   Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast:   https://twitter.com/YCBKpodcast   1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript   We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK.   Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast.   If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful!   If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live.   Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:   If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link:     If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/

In this episode of Digital Learning Today, host Jeffrey Bradbury and guest Matt Rhoads discuss the topic of co-teaching in the classroom. They explore the benefits of co-teaching, the importance of effective partnerships, and strategies for successful collaboration. They also touch on the role of technology in supporting co-teaching and provide insights for administrators and teachers on how to implement and sustain co-teaching practices. Matt Rhoads also shares information about his upcoming book, 'Co-Teaching Evolved,' which offers practical guidance and resources for educators. If you are a new listener to TeacherCast, we would love to hear from you.  Please visit our Contact Page and let us know how we can help you today! Digital Learning Tip of the Week Tip # How do you create a successful Co-Teaching program in your K12 classrooms? To get our weekly Instructional Coaching Tips sent right to your inbox, please subscribe to our weekly newsletter. Conversation Takeaways Co-teaching involves working collaboratively with another teacher or instructional coach to create dynamic and effective lessons. Successful co-teaching partnerships require planning, communication, and the establishment of essential agreements. Co-teaching can benefit both teachers and students by providing opportunities for professional growth, shared expertise, and differentiated instruction. Technology tools such as learning management systems and digital whiteboards can support co-teaching practices. Administrators play a crucial role in supporting and facilitating co-teaching initiatives in schools. Tips for Effective Co-Teaching: Regular Planning: Allocate time for regular planning and reflection to ensure lessons are cohesive and both teachers are on the same page. Clear Communication: Establish open lines of communication. Discuss roles, responsibilities, and expectations clearly to avoid misunderstandings. Mutual Respect and Trust: Build a strong professional relationship based on mutual respect and trust. This helps in managing the classroom effectively and in supporting each other's teaching style. Flexibility: Be open to switching roles and trying different co-teaching models to see what works best for your classroom. Focus on Student Needs: Always keep the needs of the students at the forefront. Adjust your approach based on what will best support their learning. By choosing the right co-teaching model and implementing it effectively, educators can create a dynamic and inclusive classroom environment that benefits all students. Chapters 00:00 Introduction to Co-Teaching 08:29 Building Effective Co-Teaching Partnerships 19:06 Co-Teaching for Student Support and Teacher Mentorship 28:26 Navigating Technology in Co-Teaching 34:45 Co-Teaching Evolved: A Guide for Educators CoTeaching Evolved: Purchase Matt's Book Today! Amazon: teachercast.net/coteachingevolved About our Guest: Matthew Rhoads, Ed.D. is an expert and innovator in educational technology and instructional strategy integration within online, blended, and traditional in-person classroom settings. As a practicing technology and instructional leader, trainer, integrationist, and coach in Adult Education, K-12, and Higher Education, he develops EdTech tool instructional integrations with research-based instructional strategies to drive instruction. He is a coach...

In this episode you will hear:   Mark shares 5 takeaways from this 13 visits so far that he wants listeners to think about when visiting college Mark shares 28 Factors to Rank, from 1-26, according to what is important to your student and your family when you are building a college list 1.     Most important factors: Take some time to look at the 28 factors to the left and rank the following things that matter a lot to some students and pick the 10 things from this list that matter the most to you and rank them from 1st to 10th, according to what you value the most in the college you select, 1st means, “most important”. Put a number, from 1-10 on the things that you care the most about from this list. o    Area Surrounding the College o    Campus Beauty o    Campus Setting (large city, small city, suburban, college town, remote) o    Career Outcomes o    Class Size o    College Rankings, Prestige, Selectivity o    Community oriented-Residential vs Commuter o    Cost/Affordability o    Distance from home o    Diversity o    Experiential learning (Co-ops/Internships, Study-Abroad, Research o    Facilities o    Financial Resources and Wealth of the Collegte o    Food (Quality food, on and off campus) o    Friendliness o    Graduation Rates o    Name Recognition o    Nature/Green Spaces o    Overall Academic Excellence o    Political Climate o    Religious Affiliation o    Safety o    School Size o    Single Gender o    Sports/ School Spirit o    Strength in my major o    Student Support o   Weather   Mark interviews Erin Wolfe Preview of part 1 ²  Erin gives her backstory ²  Erin shares reason #1: Different costs ²  Erin shares reason #2-Different policies on gapping vs meeting full need ²  Erin shares reason #3-Different income protection allowances ²  Erin shares reason #4-Different asset protection allowances       Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast.   You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day.   To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses.   Check out our new blog. We write timely and insightful articles on college admissions:   Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast:   https://twitter.com/YCBKpodcast   1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript   We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK.   Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast.   If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful!   If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live.   Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:   If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link:     If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/

Tony and Ryan discuss recent news headlines that underscore the need for training and safety focus, as well as what OEM leadership changes and the upcoming U.S. presidential election mean for school bus manufacturing. Jo Mascorro, upcoming TSD keynote speaker and an independent consultant with over 46 years of experience in the field of education, addresses treating the bus as an extension of the classroom, utilizing proper staff training and communication, and supporting and training students on good bus behavior. Read more about special needs.

How do we move from insight to implementation in student success reforms? In the latest from CCA on the Air, Melinda Mechur Karp, Ph.D., Founder & Principal at Phase Two Advisory, discusses innovative placement practices and developmental education reform. In this episode, we talk about moving beyond traditional placement tests to more holistic approaches and how institutions can use lessons from adult learners to provide flexible, targeted support to all students. Dr. Karp, a researcher and sociologist by training, also dives into the relationship between research and implementation in driving meaningful change for students.

In this episode you will hear:   1.     Most important factors: Take some time to look at the 27 factors to the left and rank the following things that matter a lot to some students and pick the 10 things from this list that matter the most to you and rank them from 1st to 10th, according to what you value the most in the college you select, 1st means, “most important”. Put a number, from 1-10 on the things that you care the most about from this list. o    Area Surrounding the College o    Campus Beauty o    Campus Setting (large city, small city, suburban, college town, remote) o    Career Outcomes o    Class Size o    College Rankings, Prestige, Selectivity o    Community oriented-Residential vs Commuter o    Cost/Affordability o    Distance from home o    Diversity o    Experiential learning (Co-ops/Internships, Study-Abroad, Research o    Facilities o    Food (Quality food, on and off campus) o    Friendliness o    Graduation Rates o    Name Recognition o    Nature/Green Spaces o    Overall Academic Excellence o    Political Climate o    Religious Affiliation o    Safety o    School Size o    Single Gender o    Sports/ School Spirit o    Strength in my major o    Student Support o   Weather   Vince interviews Sarah Lovely, an expert in admissions and the arts. 5 of 5   Preview of part 5 ²  Starts with Sarah giving advice for film majors ²  Vince adds some additional insights ²  Sarah talks about what you can learn from arts supplements ²  Sarah talks about arts scholarships. ²  Sarah talks about the arts student recommendation. ²  Sarah talks about all the places in the application to show your artistic interest. ²  Sarah puts Vince on the hotseat, and he asks her a question she used to ask her students when she did admissions at NYU       Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast.   You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day.   To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses.   Check out our new blog. We write timely and insightful articles on college admissions:   Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast:   https://twitter.com/YCBKpodcast   1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript   We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK.   Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast.   If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful!   If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live.   Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:   If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link:     If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/

it's about protecting the sanctity of the work and ensuring that partnerships are rooted in genuine connection and mutual respect. Is it before November 12th, 2024? Go get onboarded for Adi Shakti's 99 Day Magical Mystery Tour for the chance to win prizes and retreats: https://www.instagram.com/p/C-FuuGMumcc/ Here is the link to join the SEEKER Membership.    

Walk into a high school cafeteria and you might expect the typical chaotic atmosphere of students chatting and laughing, maneuvering around tables. But today, you are more likely to be met with the silence of students grouped together but all focused on their own phones, according to Henrico Schools Director of Student Support and Wellness Liz Parker. “It is silent. It's very jarring if you're not expecting it, because while kids are all sitting together, everybody's on their phone,” Parker said. “So it's a very, very different experience than it used to be.” Cell phones and social media have completely...Article LinkSupport the Show.

In this episode of the podcast, we catch up with Larry Mueller and Merav Frazier. Larry is the Assistant Dean for Global Advising at Darden and Merav is Senior Associate Director of Global Recruitment. We talk with Larrry and Merav about their backgrounds, what they enjoy about working with international students, their advice for incoming students and more. Larry and Merav also reflect on this year's International Student Orientation Program (ISOP). For more insights, tips, and stories about the Darden experience, be sure to check out the Discover Darden Admissions blog and follow us on Instagram @dardenmba.

Letters from the Lunchroom is a podcast that shows you a new side of SparkWheel. We know that people who engage with non-profits have a story to tell, and we want to hear that story. From students to staff members and alumni to volunteers, we connect with people of all backgrounds to discover the journey that brought them to SparkWheel. Join us in the lunchroom to hear these stories, which are always touching, occasionally heart-breaking, and often surprising.In our newest episode of "Letters From the Lunchroom," we catch up with Eugene Jones, Student Support Coordinator at Topeka West High School. Eugene shares how he has supported students in the five years he has worked as an SSC. In his letter, he tells students, "Be the spark that ignites change in the world."Want to be a guest on the show and share your own story? Contact Victoria at victoria.partridge@sparkwheel.org.Letters from the Lunchroom is a production of SparkWheel. Theme song: "Like a Polaroid" by Spazz Cardigan | Transition song: "Game Plan" by Bad Snacks

In response to pandemic learning loss, many school districts across the country turned to intensive tutoring.  And studies have shown that methods like high-impact tutoring can increase a student's learning and be more effective than standard methods.  Can tutoring help students overcome pandemic learning loss? What works and doesn't work when it comes to tutoring? And why is it important for all students to have access to effective tutoring methods?  In this episode, Dr. Susanna Loeb shares why access to tutoring is important for students. Meet Susanna Dr. Susanna Loeb is the founder and executive director of the National Student Support Accelerator, an organization aiming to expand access to high impact tutoring to address inequities in educational opportunities.  This is, What I Want to Know.  

An International Student Support Fair was recently held in Perth to help international students. The event not only provided material support but also showcased the Bayanihan spirit of the Filipino community in Western Australia. - Nakapanayam natin ang ilang mga international students sa Perth sa naganap na International Student Support Fair. Sa araw na ito ay nasaksihan muli ang bayanihan ng mga Pilipino.

The podcast is back, and I think — better than ever!    I'm so excited to be back! I had to honor the recovery season in my personal and business lives, but I'm so thankful to be here, pouring all this goodness into you and your businesses again!   You can count on me every other week to deliver inspiring, dialed-in, and essential content to help you grow the business of your dreams.    Now to today's episode…   Are your sales slowing? Have you launched in a new market segment, but aren't seeing the anticipated results? Or, maybe you get lead magnet downloads but few conversions to your paid offer. There may be an often overlooked objection you need to know about…I'll share all in today's episode.   Listen in to the return episode of the Course Creation Incubator Podcast to: ✔️ Step back and analyze your student path to ensure you have this missing piece. ✔️ Build a specific trust with your students so it's always a no-brainer to continue working with you no matter what it costs. ✔️ Ready your students to make the most of every experience with you.    You don't want to miss the simple reason your students may be backing down from the next leap with you.   Want my eyes on your content?   Apply for an Audit at http://coursecreationboutique.com/audit, and walk away with a clear, CUSTOMIZED plan for your course creation and marketing in 60 days!

In this podcast episode, hosts and guest Curtis discuss the concept of collaborative response, an educational framework designed to replace traditional multi-tiered systems of supports (MTSS) and response to intervention (RTI) models. The collaborative response model is outlined as consisting of three foundational components: setting up collaborative structures and processes in schools, utilizing data and evidence to inform conversations, and developing a continuum of supports tiered for different needs but not labeling students by tiers. The discussion highlights the importance of focusing on supports rather than labeling students, breaking down the first tier into two to ensure universal supports are coherent across classrooms, and establishing a culture where teacher ego is set aside to facilitate a genuine collaborative environment. The episode explores practical approaches to implementing this model in schools, emphasizing the significance of structured processes, the setting of clear roles and responsibilities, and the cultivation of a collaborative culture that prioritizes student success and involves all educators in a continuous learning process.Collaborative Response vs RTI and MTSS. Four tiersTier 1 - All instructionTier 2 - Supports, but still by the classroom teacherTier 3 - Supports provided by someone other than teacherTier 4 - Supports provided by outside the schoolTiering supports vs. Tiering studentsResponsibility of student successCollaborative team meetingsA key issue that a student is facing. Collaborative cultureSo much more powerful to have the culture and then document it, rather than announce it aspirationally. 5 ways to transform meetings free guideAbout Kurtis HewsonKurtis Hewson is an award-winning former administrator and teacher, as well as teaching faculty at the post-secondary level.  He is the co-founder of Jigsaw Learning, a co-author of the text Collaborative Response: Three Foundational Components That Transform How We Respond to the Needs of Learners (Corwin, 2022), and currently works with districts and schools nationally and internationally establishing Collaborative Response frameworks and interacting with thousands of educators annually. We're thrilled to be sponsored by IXL and MyFlexLearning. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year. 

Letters from the Lunchroom is a podcast that shows you a new side of SparkWheel. We know that people who engage with non-profits have a story to tell, and we want to hear that story. From students to staff members and alumni to volunteers, we connect with people of all backgrounds to discover the journey that brought them to SparkWheel. Join us in the lunchroom to hear these stories, which are always touching, occasionally heart-breaking, and often surprising.In our newest episode of "Letters From the Lunchroom," we catch up with Brooke Hopper, Director of HR & Learning for SparkWheel. Brooke discusses her background in law, working with troubled youth, and how those experiences prepared her to be a Student Support Coordinator. Follow along as she emphasizes the importance of relationship-building and believing in yourself!Want to be a guest on the show and share your own story? Contact Victoria at victoria.partridge@sparkwheel.org.Letters from the Lunchroom is a production of SparkWheel. Theme song: "Like a Polaroid" by Spazz Cardigan | Transition song: "Game Plan" by Bad Snacks

In Episode 114 of the Unlocking Unlimited Potential STORIES Show, Brandon Beck and special guest, Dr. Sagrario Rudecindo O'Neill (@SagrarioOneill) discuss her journey from growing up as an English Language Learner to becoming a school leader in Westchester County, NY. In this episode, we describe the wild journey that educators endure to support students. We discuss dangerous commutes into New York City, reaching marganilized students, Dual language, Equity, Teaching practices to elevate student learning, and so much more... Dr. Sagrario Rudecindo O'Neill is the Assistant Superintendent of Curriculum and Student Support at Beacon City School District. Throughout her career she has been a bilingual and special education teacher, assistant principal, Dual Language Program director, and so much more. She holds a Doctorate in Educational Leadership and is a sought after speaker and consultant developing equity and literacy teaching practices specializing in MTSS and Response To Intervention. #UUPotential Dedication: Dr. Ellen Clancy Socials: @SagrarioOneill Tune into this insightful conversation, and tag @BrandonBeckEDU to continue the conversation and stay connected. Continue to Live with Passion, Purpose, and focus on the importance of serving others. -------- Sign Up for the FREE Something For You Newsletter at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BrandonBeckEDU.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ This newsletter delivers helpful tips and resources to your inbox on the 1st and 15th of every month. Brandon provides you with helpful takeaways so you can implement them immediately to continue to unlock unlimited potential in all whom you serve. What are you waiting for!? Sign Up NOW! If you are looking for an opportunity to connect further with Brandon Beck. Please visit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ BrandonBeckEDU.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ to learn more about his speaking, coaching, consulting, and other offerings that are designed to help you and your organization find greater results in your journey. #UUPotential

Join Rebecca as she welcomes Megan Nason, Director of Student Support and Special Education, to shed light on the many pathways available at Sequoia Grove to help support ALL learners. Megan will share about the various program options and address common concerns including whether or not a student needs an Individualized Education Program (IEP). This is one episode you don't want to miss.NotesHomeschool Helper/Support ServicesSpecialEducation@sequoiagrove.orgLadder Graphic: Steps to Student Support

Diversity and Inclusion as Cornerstones In the latest episode of NASPA's SA Voices From the Field, Dr. Jill Creighton emphasizes a critical component of student affairs - the unwavering commitment to justice, equity, diversity, inclusion, and belonging (JEDIB). Our seasoned panelists, hailing from various colleges and universities, underscore the weight these principles carry in their day-to-day operations, extending to job searches, mentorship, and general support within their respective institutions. Intentional Hiring and Representation Several panelists, such as Aquanetta Pinkert and Dr. Adrienne White, spotlight the importance of creating an environment where everyone feels they belong. They stress intentional hiring practices that not only look at qualifications but also give weight to lived experiences, ensuring teams mirror the diversity of the student body they serve. Challenges and Alignment with Values The current landscape, fraught with challenges in states like Louisiana and Florida, demands an active demonstration of DEI values. Taylor Kane and Shatera Davis explain the necessity of aligning personal values with those of their employers to effectuate genuine change and advocate for marginalized communities. Growth and Empathy in Leadership Evolving as empathetic leaders is key. Panelists discuss the need to incorporate DEI into everyday work, language, and team collaborations, recognizing that personal growth stems from understanding and championing diverse perspectives. Leaders like Dilna Cama and Sabina Kapoor emphasize the dynamic nature of DEI and its role in shaping mentorship and advocacy within higher education. Support Systems and Professional Development Rachael Amaro and Stephanie Cochrane highlight support systems' centrality in fostering an inclusive environment for staff and students. Professional development tailored to understanding and serving diverse student populations is not just an additive; it is the foundation upon which equitable student support is built.   TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to student affairs voices from the field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season 10, continuing our season 9 theme of on transitions in student affairs. This podcast is brought to you by NASPA, and I'm doctor Jill Creighton. She, her, hers, your SA Voices from the field host. Hello, SA Voices. This is our final bonus episode from the annual conference in which you shared with us your thoughts on the 3 conference foci areas. If you haven't listened to the other 2, go ahead and check back for the previous 2 weeks to listen to your responses there. For today's focus area, we're looking at justice, equity, diversity, inclusion, and belonging. And the question we asked all of you was how do considerations of JED IB influence your approach to job searching, mentorship, and or support in the profession of student affairs? You all had some incredible responses to this one. Please enjoy this part of the conversation, and again, thank you so much for sharing your voice with us. Acquanetta Pinkard [00:01:04]: I'm Acquanetta Pinkard. I am from Montgomery, Alabama. I work for Alabama State University and I am a trio professional for 23 years. It influences greatly because I believe everybody matters. Everybody matters, everybody in their respective place should have an opportunity to feel free, have a sense of belonging and be comfortable for whatever time that you you're in that space. So it's huge for me. Taylor Cain [00:01:33]: I'm Taylor Cain. I work at the University of Georgia and serve as the director of engagement leadership and service there. I think when it comes to DEI efforts, you know, trying to keep those things always at the front of your mind, recognizing my own privilege that I have and the identities that I hold, the experiences that I've been fortunate enough to have, recognizing they might extend it to everybody, whether because of identities they might hold or because they don't have the financial backing right to attend a conference as great as NASPA. But trying to keep those things in mind and make opportunities for folks to to experience what they can where they are, within the local locality of where they're at and what they're able to to do. I think when it comes to the work that we do in supporting students is recognizing how I show up, how I take the time to spend with folks to better understand their lived experience, let that inform how I approach my work. And always I think recognizing and and trying to approach it with a little bit of humility. I've always got more to learn. I mean, I certainly don't know at all. Taylor Cain [00:02:31]: So, I mean, I think that's that's certainly gonna be important. And, you know, I think at the end of the day, trying to find an employer or a place of employment that matches your values, where you feel like you can be yourself, that you can show up authentically and do good work, and to know that that you are salient to the purpose and mission of that institution. I think for me, I've I feel really lucky to be in a place where where those values align, but I've always encouraged folks that that whatever institution you're at may not always be it. And so trying to find opportunities where you at the end of the day can go home and feel good about what you're doing. Because that buy in, it's tough to sometimes achieve, but it's so important I think to your happiness and being feeling empowered in the role that you have. And so trying to find where you can have value alignment. Adrienne White [00:03:16]: I'm doctor Adrienne White. I'm the director of student success coaching at George Mason University, and I use sheher pronouns. So as a black woman in higher education, I think mentorship is extremely important. Personally, did not have a mentor that helped me, and guide me through these processes. I kinda had to figure it out on myself, on my own. And so, you know, that's part of the drive for me to run the success coaching program at George Mason University because I wanna be able to make sure that all students have the resources and the support that they need to succeed. I also am very intentional with who I hire on my team. I have one of the most diverse teams at George Mason University because I knew it was important that my team needed to represent the student body. Adrienne White [00:04:02]: We're one of the most diverse institutions in the country. Therefore, my team needed to reflect that as well. And so I prioritize who I hire and making sure that it's not just, you know, on look, it's on experiences, it's on background. It's it's encompassing everything to give everybody the opportunity, to work in student affairs because it's a field of belonging and inclusion, and it really starts at the top and making sure that we're intentional in our hiring decisions. Susan Hua [00:04:33]: Hi. My name is Susan Hua. I use sheher pronouns, and I'm the director of diversity, equity, inclusion at the Community College of Aurora, which is an MSI HSI just outside of Denver, Colorado. Diversity, equity, inclusion plays a really, really big role for me when I job search or when I think about mentorship relationships or support. I think it's the foundation of everything that we do, and I know that with the current landscape of DEI being under attack in different states, it's ever more important for us to think about ways that we're centering DEI work for employees and for students, and to really think about how we're centering equity at the heart of the work that we're doing to embrace change for students in the future and to really ensure that higher education is open access for folks. Aileen Hentz [00:05:12]: My name is Aileen Hentz. I'm at the University of Maryland as the program director of academic and student services. This is something that has been important to me since essentially day one, even long before I started my journey within higher education. I think for me, I'm looking for different opportunities and ways to better myself professionally by constantly expanding my network of support, places and people that I can, work and collaborate with to help better help students. I think also I've now, at this point, pushed harder. I don't just accept answers to questions that I don't think are fair or just. I try to see what I can do to help push an issue further, to really try to inspire broader and bigger change. To me, it's not just enough these days to just refer a student who's struggling with something to somewhere else, like our counseling center or our multicultural advocacy group. I still do that, but I also think to myself, well, what more can I do? And so I'll try to bring things to our department level and change policy within our department. And even within our diversity council at the college level, I'll bring different issues that I see or hear from my students to them to try and really push for change on a broader scale. Stephen Rice [00:06:27]: Stephen Rice, director of the Office of Community Expectations at the University of Southern California in Los Angeles, California. It's important to really that people are seen in your positions, and so really thinking about diversity, equity, inclusion should be a foundation and framework in all the work that we do, especially with those we hire because our students are diverse populations, and so they should see the people that they often meet with may look like them too. And so if everyone looks the same, they're not able to really provide a different unique experience and opportunity for students. Often times, there's a trust that students may have, and when they see someone that looks like them, they're able to go to those individuals and create more tools and other opportunities for them to really grow and reach and be mentored so they'd be successful students and work forward. And then it's also with the staff that we have. When you're the only one, it's tough. And so when you're able to bring a very diverse, unique experience, people feel supported, they feel seen, and they provide the same for the students that they serve. Amy Adam [00:07:19]: Hi. This is Amy Adam and I am from the University of Missouri in Columbia. I have been a student services support manager for 20 years, serving graduate students with diversity, equity, and inclusion that does very much influence my approach to mentorship and support in my profession. We have a lot of international students that we make sure that they feel supported and connected to campus. And I know they face a lot of adversity coming from another country, especially in the Midwest, so we really strive to make sure that they feel supported. And I'm also doing some work with students with disabilities as I finish up my master's in higher ed. So that's been really, really just enjoyable and satisfying to help that population of students make sure that they feel connected to campus, that they feel that sense of belonging, and show them that they can advocate for themselves and have a voice because their voice matters. So, really, we just kinda try to keep that in our mindset in our daily work just to make sure that those students are supported. Stephanie Cochrane [00:08:27]: Hi. I'm Stephanie Cochrane. I'm the director of student services at Northeastern University in Toronto. I'm here for NASPA for just the Sunday pre conference around graduate students. Well, one of my passion projects since I started in the role was a mentorship program, a peer mentorship program. And so thinking about our international students, they really are looking for mentorship, guidance, support, any advice from their peers, and they're more likely to listen to their peers than to us sometimes. So thinking about the DEI piece, they feel that sense of belonging when there's somebody who's been through a similar experience to them. So having them connected with a mentor from their very first semester before they even arrive in Canada is super helpful for them with not just understanding navigating the Canadian landscape, the Toronto city, the cost of living, and then, of course, their academic journey. So having that is a really helpful way to think about DEI because it's from that peer to peer support, which is sometimes missing in higher education. Shatera Davis [00:09:28]: Hi. My name is Shatera Davis. I use sheher pronouns. I'm the director of student affairs at Northeastern in Seattle. I mean, it's embedded in my identity as a black person, as a queer person. I can't work in a space that doesn't have that as core values. And if I choose a place that's like that, then I can find really quickly that it doesn't align with my values. And so it's probably the one it's the most important thing because it's who I am visibly. Shatera Davis [00:09:50]: And so as I move and as I navigate to different higher ed institutions, I'm very direct in my questions, like, what have they done for historically marginalized students? What do they do for staff? What did they do during the pandemic? How were they kind to their staff in this new remote era and hybrid era? Like, how are they giving their staff benefits? And, like, those kinds of things, I'm asking those intentional questions because I wanna make sure that I'm in alignment with the values. It doesn't mean the higher education institution is bad, it just means it's not right for me. And so I just make sure that it's always in alignment for me because it's personal. I mean, it's embedded in my identity as a black person, as a queer person. I can't work in a space that doesn't have that as core values. And if I choose a place that's like that, then I can find really quickly that it doesn't align with my values and so it's probably the one it's the most important thing because it's who I am visibly and so as I move and as I navigate to different higher ed institutions, I'm very direct. My question is, like, what have they done for historically marginalized students? What do they do for staff? What did they do during the pandemic? How were they kind to their staff in this new remote era and hybrid era? Like, how are they giving their staff benefits? And, like, those kinds of things, I'm asking those intentional questions because I wanna make sure that I'm in alignment with the values. It doesn't mean the higher education institution is bad, it just means it's not right for me, and so I just make sure that it's always in alignment for me because it's personal. Andy Wiegert [00:11:12]: I am Andy Wiegert, director of graduate student affairs, Arts and Sciences, Washington University in St. Louis. Yes, this has to actually, in my opinion, start from the moment we are interviewing candidates for positions and bringing people to our campus is that everything should be looked at through the lens of equity and the lens of inclusion. And so from the start, my stance, our stance is to be asking those questions upfront. So how do you define anti racism? How do you define things like this? Will you be a fit to be an actual mentor who recognizes this need for diversity? So we're doing that at the very, very early stages. That then translates to training, development, things like that, but if we're not doing it out of the gates, then we're gonna run into problems down the road. Scott Peska [00:12:01]: Hi. Scott Peska, Waubonsee Community College, Assistant Provost of Student Services. I think in all three of these areas, job searching, mentorship, and support for the profession of student affairs, there's probably nothing more important than equity and injustice and looking at place that you're looking at to the the values of the institution reflect what your values are and you know and so as a student affairs professionals something that has come to my heart is just making sure that we can care for all of our students and that we can try to help them succeed no matter what their background and making sure that we can put the necessary supports there. And so if the institution doesn't have those same values, we gotta be able to look at that. And so I've always looked at it when job searching. I think when mentoring, talking to individuals, making sure that I'm reaching out to be able to provide those kind of supports all across the way. Dilna Cama [00:12:48]: Dilna Cama. I am a director within student life at the Ohio State University, and I am part of the off campus and commuter knowledge community. I think that is part of our everyday life. It has to be something that we have ingrained not in just the work that we do, but the language we use, how we work with our teams, making sure that they not only understand where their perspective is coming from, but how that impacts other individuals on a team, in a community, whatever that might look like. Sabina Kapoor [00:13:21]: My name is Sabina Kapoor, and I'm currently a full time doctoral student with Capella University. I spent over 20 years in higher education as a staff within student affairs, student success, and academic affairs. So as I've progressed in my career, I've focused more on staff so that they can better serve students. And I wanna go in deep with that, so that's why I'm pursuing the doctorate relationship between the organization and the employee. I'm gonna reference Pamela Hayes' model. If you've ever the acronym is ADDRESSING, and so it's looking at different different categories from age to disability to religion to sexual orientation, sexual gender identification, etcetera. And so all these different categories, a person could potentially be, what Pamela Hayes says is oppressed in some categories and privileged in others. So, for example, as a minority woman who's heterosexual, I'm privileged in the sexual orientation, but I'm repressed in the gender category and also in the ethnic and cultural category. Sabina Kapoor [00:14:32]: So it's interesting because idea of minoritized is not all one side, you are minoritized or you're not. It's kind of looking at different facets of that. So I say that because I use that as a premise with anything. So when I'm looking for a job, when I'm mentoring others, I try to remember inclusivity and look at things from the other's perspective. And I'll be honest, my oppressed areas have been like traditional ones. So with emerging ones, and I'm in a privileged position, it's really interesting. It's I had to see things from a privileged lens, and that was an interesting learning experience because I'd never been in that situation. So I say that because it's all shapes and influences all of this, how I mentor, how I support others and advocate. My last position, I was a dean for student success at a dual designated HBU and HSI. And I think advocacy was probably the top thing that I was doing while I was there. So so all that to say, DEI, it's not just my premise, it's who I am. So it really influences everything that what I do in my career. Carlie Weaver [00:15:44]: Hello. I am Carlie Weaver with Rose Hulman Institute of Technology. I'm a programs coordinator for the student activities in Union office. I did one of my assistantships with University of South Alabama during my grad school career, and so I did that with the Diversity, Equity, and Inclusion Office, and it's something that I like to think about a lot when I'm making decisions, especially with such a student facing role. I like to think of diversity, equity, inclusion, belonging before I make pretty much any choice because I know that it is so influential in students' lives. So, even when I'm thinking about, like, what kind of programming to bring to campus, I'm thinking about the different populations that we have and what is of interest to those populations. Roxanne Wright Watson [00:16:33]: Hi. My name is Roxanne Wright Watson. I'm from Lehigh Carbon Community College in Pennsylvania, and I'm happy to be here. I think it is not a matter of influencing because the bills of that will be paid. So so we need to make sure that it's for me, 1st and foremost, it is I think I just need to go to work, do what I gotta do, and go home. But having equity, diversity, and all of that within the institution is an added thing that now gives me help me to broaden my scope, help me to blossom, to bloom where I'm at. So it is an institution that support these values and goals, then I am more open. I give more of my self than it would be if I am just at an institution that is just not supportive of these values. Carla Ortega Santori [00:17:34]: My name is Carla Ortega Santore. I work at Rice University. I am the strategic initiatives manager at the Doerr Institute For New Leaders at Rice University. And my job is really about helping students elevate their leadership capacity and to also elevate the capacity of all campuses to do really great leader developments in education. I'm actually from Puerto Rico, so whenever I'm looking for a job or when I'm looking for a mentor, I'm looking to see other familiar faces in the room, like, I'm seeing where I'm represented, seeing the kinds of students we work with. So that that's one thing I I usually look for. I also look for concrete ways, examples. I guess another way that influences my day to day professional life is when I also see I'm a IO psychologist by education, so I also look for research that's represented in that. So any evidence of impact, measurable outcomes that we see that are related to people of color and other underrepresented minorities is really important when I and I'm looking for any evidence based practices to apply, to implement with students, or for any support in the profession. Rachael Amaro [00:18:55]: I'm Rachael Amaro. I'm the admissions and academic advisor for the Department of Educational Leadership within the College of Education at Cal State Fullerton. I think that, I mean, for sure with the mentorship piece, it's I have had a hard time finding people that I could rely on when I first started, but I think that's made me a little more active in trying to be a mentor to others. And I really appreciate the the trust that I can build with the team that I work with. You know, I have I have one immediate colleague in my department, but then all of us in in our college are on the same floor of the building we're in, and so it's been really great to get to know everybody and to make the time and the space for each other, and then because I've been there, for sure I've been on campus a lot longer than a lot of them, and so trying to let them know, you know, sort of what's what's going on, how to navigate things, especially because a lot of them, it's their first time working at a university, and I think it's really so important because most of us happen to be Latinx that a lot of the new hires have been, and so it's been really important to me to let them know things even about making sure sure they're putting money in their retirement, making sure they're doing these things that we just didn't necessarily always get taught. And even things as simple as, hey, when you're taking a vacation day, like, really take a vacation day. Use your time because you need to. Because we're so used to not being told how to navigate that from people in a supervisory positions who aren't used to the diversity that's coming up into the field. And so I think that's a really important part. Again, we talk about the hidden curriculum a lot for the students, but there's a hidden side for staff as well. And so when we come from families and parents who worked in factories and had a very different way of living and working, we also have to learn how to navigate these systems that we're now working in. And I think it's important to be able to share that with them so that they don't feel isolated or alienated and they feel like we're in this together. Christine Wilson [00:21:00]: I'm Christine Wilson. I am in student affairs at UCLA. I have two roles. 1 is as the executive director for academic partnerships and the other is the program director for our masters in student affairs program. I think that justice, equity, diversity, and inclusion are at the forefront of everything that I do. It's a principle of our organization. It's part of the mission of our school of education where I'm program director and I teach. Our campus is incredibly diverse and if we don't consider that, then we are not serving our students. So if that's not something people are on board with, then they should not come to UCLA. Olivia Ruggieri [00:21:42]: Hi there. My name is Olivia Ruggieri. I'm the associate director of administration operations for Northeastern University Seattle campus. I grew up in Pennsylvania, went to college in Florida, and came out here in 2013, but I've been working for the university since 2018. Well, my area, while we are definitely not HR, we do support searches on our campus. So one of my staff members, he will assist hiring managers in doing an inch initial evaluation of candidates and then help them design their searches. But recognizing that while we've made improvements in this area, we're not doing it as well as we could be. This summer, we're gonna be establishing a group that will ultimately create a set of DEI hiring standards, and we wanna make sure that there's strong representation from all types of folks on our campus, faculty, staff, and hopefully students, to ensure that we're hiring in the most equitable way. And I have to say that, like, since this has become a focus of mine, I look at job descriptions differently and just what I've learned about how to hire equitably and certain phrases raise flags for me because I realized that they may not represent welcomeness to all. So it's just become part of my practice and how I evaluate different opportunities. Christle Foster [00:23:04]: Hi. My name is Christle Foster and I'm from Chesapeake College located on the Eastern Shore of Maryland in Y Mills. When it comes to my staff, because of the work that we do, so student focused, definitely diversity, equity, and inclusion is a part of that, especially with the populations we serve in Trio. That's definitely what we do as part of our mission. So when it comes to choosing staff and helping staff go through professional development, that's some of the things that we always look at. Whether it's in terms of ethnicity, accessibility, or ability, or unabilities in regards to education. We recently did, training with the University of Delaware who has a special program that's focused on students who are new or divergent, and it was exemplary. What they are doing there with a grant is just amazing. So we were able to get some information from them on how to help our students who are neurodivergent, or some of them are on spectrum, so to speak. Nathalie Waite Brown [00:24:03]: My name is Nathalie Waite Brown. I am the assistant dean of students and director for graduate student life at Stevens Institute of Technology located in Hoboken, New Jersey. I think I approach those areas first and foremost from a personal perspective, notwithstanding all of the visible identities that I carry, I'm a 1st generation student, parents who migrated to the US in the early seventies. So I work with a large international student population, and I take those identities very much in leading how I work with them and being able to understand the potential need that's in front of them. And that runs the gamut. It's not limited to who I am, but also having a level of empathy and support in guiding the work and the resources that students need. Dae'lyn Do [00:24:50]: My name is Dae'Lyn Do. I use sheher pronouns, and I am the associate director for the women in science and engineering residence program at the University of Michigan. And I am coming into the position of the WISA KC co chair. I think specifically when it comes to mentorship, something I always take into consideration that I do try to do myself, but I also encourage my students to do is to seek out a variety of different mentors who have different lived experiences. And so not just, I think we oftentimes talk about finding mentors who look like us or who share similar identities with us, which is really important, but I also think it's important to seek out folks who maybe don't because we learn different perspectives and different ways of looking at things that we might not if we just rely on the people who have the same lived experiences as us. And so, I think when it comes to thinking through our own efforts of justice and equity, our mentors are the people that we learn from and so trying to diversify our own support network is the best way to kind of get those different experiences and support. Natalie DeRosa [00:25:55]: So my name is Natalie DeRosa, and I'm from Lehigh Carbon Community College in Schnecksville, Pennsylvania. I would say that those two terms, justice and equity, are central when I am doing job searching. Not only how the organization embraces those concepts, but also the person who is my direct support, that they are equity minded and justed justice minded themselves makes or breaks whether or not I feel like that organization is the right organization for me. Dan Volchek [00:26:25]: Dan Volchek, assistant dean of student success at Harvard Griffin Grad School of Arts and Sciences. I look at DEI as a very important piece of dealing with my job search, mentorship, and support. I try to look at what we're doing with both our faculty, our staff, and our students in the DEI world and making sure we're addressing all of those issues and challenges that others may be facing that I may not have faced to make sure that I'm dealing with DEI in a positive manner. Vaughn Calhoun [00:27:00]: Vaughn Calhoun, Seton Hall University, hehim. Yeah. I think looking for places and people with high social emotional intelligence, knowing that any place that I would think about or people I wanna engage with, that there's a high sense of empathy to help build those lasting relationships. Because I think without the empathy, it's it's hard to really move to higher levels of conversation. So if you could find that in organization and people, you found something really good. Darlene Robinson [00:27:37]: My name is Darlene Robinson. I'm the RISE gen 1 director for Seton Hall University. I think it influences the career in the sense that I want to be on a level playing field. I wanna be considered as a person that is capable of certain things rather than just basing it off of filling a quota. I think it is fair enough to accept people for who they are and get to know them for them them as a person first before not even before, but without passing judgment based on certain discriminatory practices. Because in doing that, you get to know the person first and understand that we're all connected in some way. Miguel Angel Hernandez [00:28:20]: Hello. My name is Miguel Angel Hernandez. I am the associate vice president and dean of students at San Francisco State University. What attracted me to student affairs to begin with is my curiosity about humans and human beings. And what has sustained me 24 years in this profession at this point in my life has been the curiosity that continues about the people I get to interact with, the students that continue to change and evolve and allow me to grow, and in many ways, stay young because we have to keep up, not keep up in a bad way, but just it is never a dull moment learning from our students, learning from our colleagues. And so when I think about DEI work, I think about my curiosity about life and how we evolve as people. I think about my own journey, how different I am today than when I first moved into my residence hall. I think about the beautiful places I've been able to visit and serve and work and the stories of those people, those places, those moments in time. Miguel Angel Hernandez [00:29:17]: And so for me, DEI work is not about difference. It is about the stories of people, the stories of places that we get to visit and explore and learn. And so for me, I really think about that when I am mentoring, coaching, supervising, engaging with students. I think about it in my own search. As I consider opportunities, I think about what do I bring into spaces, what can I gain from spaces, And I use those thoughts to formulate questions for either the individuals that are asking me to consider a position and or while I am engaging in the search process? And so those types of aspects of diversity, equity, and inclusion, I think, keep that work very centered, very front, and create opportunities for us to continue again learning and growing in our profession. David Chao [00:30:07]: Hello. My name is David Chao. My pronouns are hehim. I serve as the director of IT for student affairs at the University of Pittsburgh, and I'm also the chair of the technology knowledge community. As a first generation Asian American, you know, it's really important for me. I think coming to higher education from the corporate world, I think I've seen and been exposed to a very healthy environment where we're trying to be more open to all ideas and diversity is really, really important. It's strange because being an Asian American, as a minority, you think I'd be more sensitive to that, but I guess I didn't really always see that. And so I feel like my eyes are much more open to it, and my ability to help others and mentor and foster a collaborative and diverse environment, which is a challenge in our society today. Melinda Stoops [00:30:47]: Hi. I am Melinda Stoops. I serve as the associate vice president for student health and wellness at Boston College. I think even though I've been in student affairs for a long time, I feel like this is one area that I consider a growth area. I am a middle aged white woman, and my background and my experiences certainly are related to my identity in in many ways. And I feel like the longer I'm in higher ed, the more I'm interacting with increasingly a more diverse student body, the more I have to learn. And so I just feel like as I do my work, whether it's being supervised or supervising, whether it's mentoring or being mentored, I feel like increasingly I really focus on being open to not making assumptions either about the other person, but also not making assumptions that even if I'm in a mentoring role that I have all the answers. That really, I have a lot to learn as well and taking time to really understand the person I'm working with and where they're coming from and their perspectives and sort of maximizing the impact we can both have on each other. Derek Grubb [00:31:54]: Derek Grubb, Dean of Enrollment Management for Red Rocks Community College in Colorado. In terms of justice and equity, one of the biggest things I've been trying to do lately is really recognize to avoid agendas. And not so much agendas and meetings, but agendas in terms of having a predetermined outcome and really accepting people where they are and being able to really just sort of embrace those opportunities for challenging conversations and looking for new perspectives. So up on my wall right now is the, no agendas policy. Matt Imboden [00:32:28]: My name is Matt Imboden. I use the he, him pronouns. I serve as the chief student services officer in the School of Business at Wake Forest University in North Carolina. And, for the past few years, I've also been chairing the administrators and graduate and professional student services knowledge community for NASPA. All those things I want. The funny thing about diversity, equity, inclusion, and justice work is it's one in the same with overall student success, sense of belonging, it's a 100% connected to student well-being. And so, sometimes I think we create these bifurcations and divisions and we create this little bucket and label it, you know, diversity programming. But especially as I think there's a lot of renewed pressures on those roles and leaders with the people that are exponents of those values that are institutions. It's even more important to just talk about the ways in which, no, our ability to recruit and retain students is one in the same with being good at that work. And for some reason, I think it takes on a life of its own or becomes a bit of a specter when people try to apply those labels in only certain places. But if we wanna win as institutions in the 21st century in the marketplaces we work in, you gotta figure out how all the things you just mentioned apply to your day in day out work. Evette Castillo Clark [00:33:36]: Evette Castillo Clark, vice president for student life and dean of students at Lewis and Clark College, Portland, Oregon. So this is super important and critical because with job searching, with mentoring, and our profession, it is really important for us to have diverse professionals, diverse thinking, embracing different perspectives because it makes us rich, and it makes the whole organization stronger. So in our recruitment procedures, one of my things is that I want to make sure that whoever is, for example, sharing a search, that you've worked every angle to make sure that you have racial diversity, gender diversity, regional diversity, just a broad spectrum of backgrounds to get to the semifinalist pool and then also to try to get to the finalist pool. You make every effort to do that, and I employ that same model with student leadership. So in elections or looking at who do we want on our student employment to employ as student workers, orientation leaders, RAs. You want that to be a cross section because if you're doing community building work, you have to have leadership that looks like the people that you serve. Madeline Frisk [00:34:48]: Hello. My name is Madeline Frisk. I work at Portland State University. I'm the coordinator of student government relations and advisor to Greek life. So I work with our student government, all of the committees and groups within that, as well as 4 strong and mighty small Greek life groups as well. I would say I especially think of diversity, equity, and inclusion in terms of how I support students and show up. At PSU, we have a lot of non traditional students. We're also becoming an emerging HSI and Anapisa institution. So I think about how I'm showing up and my identities, how I can better serve students, and I try to stay well informed, read, do a lot of research and background work so that I'm showing up for them and also try to provide them all the training that I can. It also helps to have other coworkers and people you can rely on to kind of fill in any gaps too. So I think that's really helped as well having people and allies in your life that you can rely on as well as, good coworkers and team as well as kind of with the support in the profession of student affairs. I recently started a book club at our institution within our LGBT affinity employee resource group and that's really helped me to kind of also build even more support for myself in this work and also people who I know I can rely on that can be additional supports for my students. So that's been really great. Gene Zdziarski [00:36:15]: This is Gene Zdziarski. I'm vice president for student affairs at DePaul University. I think it's been one of the things that I find in my career trying to find a place where that sense of diversity and inclusion really is embraced and a part of things. I work at a Catholic university, and a lot of people have different opinions about the Catholic faith and everything else, but what I have to say is when I interviewed for the job there, one of the things I wanted to make sure was that, again, there was a sense of diversity, appreciation, and openness. We had an LGBTQA center. We had, LGBTQ studies. We have embraced other faiths and people, and that was extremely important to me. And I think something that perhaps people don't always look at when they look at a faith based institution, but I think you'll find that, again, that's an important piece of higher education, an important piece of our work in my career in student affairs. Lyza Liriano [00:37:10]: Hello. My name is Lyza Liriano. I currently serve as an area coordinator at DePaul University in Housing and Residence Life. Originally, I am from Brooklyn, New York. It influences it a it a lot. I'm a queer woman of color, and so I want to make sure that the spaces that I walk into are going to be spaces where I feel safe and where there are students that look like me so that they know that they can come to me. My identity is very intersectional, and I think that that's one of my favorite parts of my identity, and there's been spaces that I've stepped into where I've had to choose, okay, am I going to focus on being a black woman today? Am I going to focus on being a queer woman today? And so creating those spaces of you can be all of that at once. And when I'm job searching, that is something that I'm very intentional about asking is what work do you do apart from sending students to the Black Student Center or the LGBTQ Student Center? What is your department actually doing to help these students? And so I also want it to be just someone that students can come to because I've been in spaces where I'm sometimes the only woman of color, and so I wanna make sure my students know, like, I'm creating space for myself so that in, you know, years to come when my students are out in the field, hopefully in student affairs, they also are going to have multiple seats at the table not just the one. Jackie Cetera [00:38:28]: Jackie Cetera. I use sheher pronouns, and I serve as the director of residential education at Bucknell University in Pennsylvania. I find it's all in how people show up in their day to day and what they're doing to not only support students on our campus, but also employees, both faculty and staff. When we talk about the sense of belonging, I believe that it's really important for us as leaders, as our institutions to make sure that our faculty and staff have a sense of belonging so they can show up and do good work and provide opportunities and spaces for our students to also find that sense of belonging. Lisa Landreman [00:39:15]: My name is Lisa Landerman. I'm the vice president for student affairs at Willamette University in Salem, Oregon. Similarly, I stay abreast of current issues. I am doing my own work through institutes, 1 on 1 consulting and every opportunity I can to talk with other colleagues around best practices, most effective strategies. I I also really try to center relationships so that there's this there's the book learning and research of our trends, but then there's also every individual's gonna have their own experience and their multiple identities that are gonna shape their experience at our particular institution. So, how I handle that and manage kind of issues of justice and equity, whether it's around language, practices, programs, initiatives in Oregon is different than when I was in Rhode Island, is different when I was at the University of Michigan. And so I think context matters, listening to our staff, again, creating space, trying to support affinity relationships for where that matters to people, sure that we are constantly looking at our policies, practices through an equity lens. And so every time we're writing a new policy, we look at that lens. Lisa Landreman [00:40:27]: At least once a year, we take a moment to reflect on new programs, policies, or practices to ask questions. Who's at this event? Who does this impact? Who who's included? Whose voice was at the table when we created it? So all those kinds of checklists that come with looking at the subtle ways that the work that we do might impact people that of groups we're not members for some ways. Celebrating and recognizing heritage month's accomplishments of diverse folks in in our both in our community. I think in hiring, we do a lot to look at what biases do we bring, what biases we have that might not be about race, but that biases we have about the field or the job that might have an impact on people from different racial groups or identity groups. Right? And so it isn't always so overt, so I think doing our work around. Before every search, we do we we really come to the table and say, so what are our biases about? And we look at a resume. And, you know, we really scrutinize our job descriptions to make sure do are all those qualifications really necessary? Is that many years of experience really necessary? Are we really waiting what can really be learned on the job, and what really do people have to have experience coming? So those are those are all ways that we subtly sort of can bias our searches. Those are just some I could go on and on, but I I think the important point about this is that especially in this time, regardless of what's happening with legislators, we as individuals can shape our own practice to demonstrate where these values matter regardless of what offices aren't allowed to be in my campus. That's still a battle we need to fight. And just because that battle's being fought, doesn't mean it stops us from doing centering that as an important value. Jackie Yun [00:42:08]: Hi. I'm Jackie Yun. I take the she series, and I serve as the executive director of the Harvard Griffin GSAS Student Center. I think it impacts everything. So I really am somebody who believes that DEI is not just held with folks that have that in their title, but it's really the responsibility of everyone at an institution to be considering that. And I think about this from my own experiences, whether or not I feel like I'm included in a community, but also in my management, my hiring, the way that I scaffold spaces for students, and so I think it's really important work. Leanna Fenneberg [00:42:44]: Hello. This is Leanna Fenenberg. I'm the incoming chief student affairs officer at Duquesne University. Oh my gosh. Isn't that a big question? Right? I mean, I feel like for most of us, for many of us in student affairs, DEI work is at the core of our values and what we do and why we do it. So it's to professional searches, to professional development, to building a community of support for our students and for our staff. And so it is central to everything we do. Jake Murphy [00:43:16]: Jake Murphy. I'm the director of prospective students services at OSU Institute of Technology, and I am over all recruitment and retention efforts at the university. So for me, it's probably a really big thing, but it's really tough in the state that I'm at because there's a whole mess concerning DEI work and justice and equity and inclusion work. So for me personally, it's a big factor in where I choose to go to work. I wanna make sure that the environment that I'm at is focused on making sure that the whole student is taken care of, but being place bound sometimes it makes it a little bit difficult. But also creating those environments is also really key and making sure that students feel supported, that they have a sense of community, and are able to be able to go through their out their student journey is extremely important. And mentorship for us, especially in, like, peer mentorship is very important to be able to create those spaces. Larry Pakowski [00:44:13]: Larry Pakowski. I'm the vice president for student engagement, inclusion, and success at Aims Community College in Greeley, Colorado. I think we've gotta to look at the students we serve and at the end of the day that's one of the things that we want to be reflective of who we serve but we also want to embrace the the variety of different diverse cultures and backgrounds and things like that. Not only our students have, but our employees should have as well. Jillaine Zenkelberger [00:44:37]: Hi. I'm doctor Jillaine Zenkelberger. I am the program coordinator over at Graduate Student Life at the University of Notre Dame. I think in my approach to all of these things, having the ability to touch base with a lot of people from different I don't have a master's in higher ed and things like that. Being able to see the diversity in our different backgrounds both educationally, but also racially, ethnically, etcetera, has been super important to me. And I think we bring all these different things to the table, and it's really been great to learn from everyone and their backgrounds of whatever they've done in their past lives, because I know all of us have many past lives sometimes. They're all bringing something, like, super important that I think is really invigorating student affairs because I work with a lot of people who's had past lives and they're really changing things in a lot of cool ways. Kristen Merchant [00:45:48]: Hi everyone. I'm Kristen Merchant. I am from Rose Hulman Institute of Technology. I am the associate director of the Union and Student Activities Office there and also the director of our lead programs. With job searching, I think about whenever I'm doing my hiring actually for orientation. We always put an effort into putting a cohesive team together of a variety of different backgrounds and interests and majors and all the different ways that diversity can come into play. So that way, all of our new incoming students can see a face that they recognize, which is really, really important in the DEI world and is something that we always consider in any type of our hiring practices and any type of programming that I do is making sure that there is someone that they feel like they can go to. Joe Lizza [00:46:35]: My name is doctor Joe Lizza. I'm the director of the Chamberlain Student Center and campus activities at Rowan University in New Jersey. It really is the idea that you want an institution that is respectful for others, supportive of others because you never know when you might be on that opposite side of the situation. So you might be in an institution or in a job role that you feel very comfortable, supported and you feel like you belong and it's very easy to kinda based on a different supervisor or a different university leadership, that could shift. I always look for places that really are respectful, very forward thinking, and they don't only just preach what their beliefs are and their values, but they also put them into action. And that's kinda reassuring to me as a professional in higher education for both for myself and my colleagues. I'm realizing that it's a good place to work, a place that will be supportive of life changes and different situations. Joshua Allred [00:47:32]: My name's Joshua Allred. I work at Louisiana State University in the College of Agriculture as their manager of student services. That's challenging. It's certainly something that is on my mind constantly. I think living in Louisiana and in the South where there's lots of legislation recently, sort of very much anti DEI has been a challenge. So I'm not in a place where I can kind of up and move, unfortunately. I would in some ways, I kinda wish I could. So being on a campus and in a state where there's lots of uncertainty around, like, what does DEI look like in our state has been a challenge. Joshua Allred [00:48:01]: And so we are very much in a place of kind of waiting to see what's gonna happen next. And again, I think finding folks where folks and groups of people where you can hold onto and feel safe and find little beacons of hope is helpful. It's not always there, but I'm a supervisor for an LGBTQIA plus organization in the College of Agriculture and that's been really helpful for me and something that I really knew and renewed importance in. And so that's kind of what I look towards is like the people and and the small things here and there. But certainly a consideration is just tough. It's tough when you can't move. Joshua Allred [00:48:38]: Well, one of the things that I really enjoy about my job is being able to support and work with students, and those are all students, ethnicities, genders. Just being able to support those students in coming to NASPA and being able to learn from experts on how to best support students no matter who they are, no matter where they're from. So at Texas A&M, they give me the opportunity to go to professional development. They give me the opportunity to collaborate with my peers around the country. And during those times, that's what I wanna do. I'm always making sure that I'm talking to the experts in the field to make sure that I'm doing the best to support our students. Judy Traveis [00:49:28]: Hi, everyone. I'm Judy Traveis. I'm the associate dean for the Graduate Student Success Center at the University of Florida. Again, from Florida, we've had DEI impacted, although we all believe in the diversity and what it brings to our campus and the inclusion and and equity piece. I believe institutions that do it well and thread it through all factors of the university, you can really see it. It's tangible and that in as I job search or look for other careers, if I should move institutions, that is something that's very important and I hold as a value in my heart to make sure that that it's not just on a website, that you can actually physically see how it's threaded through by the way the community and culture is on that campus. Katie Caponera [00:50:23]: I'm Katie Caponera, director of student life at Harvard Divinity School. A commitment to all of those tenants, particularly justice, is really important to me personally and professionally. I'm fortunate to work at an institution where that is a key aspiration and goal of our community, and it's something that I would continue to foreground in looking at other types of institutions or future colleagues or partners. It's making sure all of our students feel that it's a space where they can thrive and be their full selves is of paramount importance and continuing to remain dedicated to those efforts, especially admit so much turmoil, I think, is underlines their importance more so. Kathy Dilks [00:51:11]: My name is Kathy Dilks, and I am the director of graduate student and post doctoral affairs at the Icahn to create a team that is not only diverse, but diverse of thoughts. I think it's our responsibility to make certain that we are leaning into DEIB, and I try my hardest to make certain that I am never an impediment in that future. Julie Payne Kirchmeier [00:51:47]: Julie Payne Kirchmeier, vice president for student success for the university Indiana University. It's not really a system. It's a multi campus university, but we can say Indiana University System if that's easier for folk to kind of place the role. It's interesting the word considerations. How do considerations of, show up for me, good and bad, before I can lean into anything else. And I think that's a step we don't often do, particularly and we just jump into, oh, oh, well, of course, you know, Jedi work is important, and of course we're gonna do that. But because we don't stop and pause pause and think and unlearn a lot of what we know, we end up rushing to action so quickly, we cause more harm. And so I think that first step for me, because the question is influence your, is to pause, think, and remember that I have to be okay with who I am, good and bad, take the steps to do my own work, and then bring others into the fold, like, okay. Julie Payne Kirchmeier [00:52:54]: What are the resources we need in meaningful ways so that the work can move through always a lens of equity. So being an equity minded organization, human, professional, friend, partner, all the different components of your life. Dr. Jill Creighton [00:53:10]: This has been an episode of Student Affairs Voices from the Field, a podcast brought to you by NASPA. This show continues to be possible because you choose to listen to us. We are so grateful for your subscriptions and your downloads and your engagement with the content. If you'd like to reach the show, please email us at savoices@naspa.org or find me on LinkedIn by searching for doctor Jill L. Creighton. We always welcome your feedback and your topic and guest suggestions. We'd love it if you take a moment to tell a colleague about the show and give us a 5 star rating on Apple Podcasts or wherever you're listening now. It really does help other student affairs professionals find the show and helps raise the show's profile within the larger podcasting community. Dr. Jill Creighton [00:53:51]: This episode was produced and hosted by doctor Jill Creighton, that's me, produced and audio engineered by Chris Lewis. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next time.

Welcome to NASPA's SA Voices From the Field Podcast where we delve into discussions that shape the future of higher education and student support. In today's post, we reflect on the poignant insights from Dr. Joisanne Rodgers, Director of Contemporary Student Services at George Mason University, who recently graced our podcast episode. **Bridging Gaps: From First-Gen Student to Student Advocacy** Dr. Rodgers' noteworthy journey from a security-seeking first-generation college student to a beacon for inclusive education mirrors the ambitions of many striving to find belonging within academia's halls. Her multifaceted career path exemplifies how diverse experiences can coalesce into a powerful drive for institutional change. Rodgers' role at George Mason University is not just about administration; it's about forging connections with and for students who have traditionally been on the periphery of college life support structures. **Language Evolution: A Step Toward Inclusion** The evolution from 'non-traditional' to 'post-traditional' student terminology that Dr. Rodgers discusses signifies an important shift in the higher education lexicon. By moving towards more inclusive language, institutions like George Mason University acknowledge the changing demographics of their student bodies and the unique challenges these students face, underscoring a commitment to support that encompasses not just academic, but life success. **A Supportive Community: More Than Just Space** Dr. Rodgers highlights that creating physical and conceptual spaces for students to flourish is paramount. George Mason University's community spaces, unique ambassador positions, and appreciation events underscore an approach that sees students not as secondary participants in their education but as central figures with rich, intricate narratives expanding beyond the classroom. **Post-Traditional Pioneering: A University's Role** The university isn't just leading the charge through in-house initiatives but is contributing to the broader dialogue on supporting post-traditional students, partnering with organizations such as NASPA. These partnerships foster a crucial exchange of best practices and innovative ideas, equipping institutions to better serve their diverse student populations. **Looking Forward** As Dr. Rodgers and many other advocates for contemporary students make clear, universities have an opportunity and responsibility to adapt, evolve, and provide equitable support. This not only benefits post-traditional students but enriches the entire educational community. Their successes aren't just personal triumphs; they are milestones in the progress towards a more inclusive, holistic approach to higher education.    TRANSCRIPT Dr. Jill Creighton [00:00:01]: Welcome to student affairs voices from the field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season 10, continuing our season 9 theme of on transitions in student affairs. This podcast is brought to you by NASPA, and I'm doctor Jill Creighton. She, her, hers, your essay voices from the field host. Welcome back for our next episode of essay voices from the field, where once again we were able to sit down with a guest at the NASPA annual conference. I'm pleased to introduce you today to doctor Joisanne Rogers, sheher. Joisanne is a first generation college student, a post traditional student, a life long learner, and an educator passionate about post traditional and contemporary students. Doctor Rogers has worked in higher education for nearly 20 years in various roles, including admissions and recruitment, advising and success coaching, housing and residence life, marketing and outreach, retention initiatives, and student success initiatives. Dr. Jill Creighton [00:00:55]: She currently serves as director of contemporary student services at George Mason University in Virginia. Doctor Rogers leads a fantastic team of advocates and champions, serving Mason's contemporary student population. This team collaborates and partners throughout the Mason community to support contemporary student belonging, thriving and success. The team are proud recipients of the bronze level 2023, 2024, NASPA Excellence Award in commuter, off campus, military connected, non traditional, and related. Doctor Rogers also serves as an adjunct associate professor at University of Maryland Global Campus, where she earned outstanding adjunct faculty designation as an alumni volunteer at Algany College in Pennsylvania. Doctor Rogers earned a bachelor's in political science and dance studies from Alghany College, a master's in student affairs and higher education from Western Kentucky University, a specialist in leadership from American College of Education, and a doctorate in leadership with a focus on higher education from American College of Education. Her research interests include post traditional and contemporary students, mitigation and elimination of institutional barriers, and student success and retention. Welcome to essay voices, Joisanne. Dr. Jill Creighton [00:01:58]: Thank you. I'm glad to be here. And thank you so much for taking time out of your conference schedule to sit with us here in Seattle. Joisanne Rodgers [00:02:04]: Absolutely. It's delightful rainy weather, So glad to hang out with you for a bit. Dr. Jill Creighton [00:02:09]: This is my hometown and, you know, people are always like, oh, it must rain a lot in Seattle. I'm like, oh, not really. And I really appreciate that Seattle's like showing out for you all with the rain today. Joisanne Rodgers [00:02:20]: It's true. Dr. Jill Creighton [00:02:20]: We also may get to be dodging a protest for a different organization today. So, you know, all sorts of eventful things happening in Seattle. Joisanne Rodgers [00:02:28]: Well, coming from DC, I'm I'm a pro.  Dr. Jill Creighton [00:02:30]: Oh, the other Washington. Yeah. The other Washington. The other Washington. Joisanne Rodgers [00:02:33]: We got it covered. Dr. Jill Creighton [00:02:33]: I do when I say I'm from Washington, people go DC and I'm like, no. State. The other other farther away one. But we're really looking forward to learning from you today about your transition story into higher education from an arts background. That's something that you and I share in common. My bachelor's degree is in music performance. And weird fun fact, I used to teach top classes to pay for college. So Nice. Dr. Jill Creighton [00:02:55]: So I'm really looking forward to hearing that from you. We got to know you a little bit at the top of the show through your bio, but we always love to start with asking our guests how you got to your current seat. Joisanne Rodgers [00:03:03]: Sure. So first of all, I'm a 1st generation college student, and so I went to undergrad not far from where I grew up. A little bit of safety in that. I knew the institution, knew the campus. And so not knowing much of anything else, that was where I was going. I had friends who went there. So I went to Allegheny College as an undergraduate, majored in political science, and minored in dance studies. Joisanne Rodgers [00:03:29]: I taught community ballroom classes.  Dr. Jill Creighton [00:03:32]: So I love this. I love this so much. Yeah. Joisanne Rodgers [00:03:35]: And then I figured out while I was there. I went in, wanting to be a lawyer. That's what I was gonna do. And non spoiler spoiler alert, that's not what I'm doing as I'm on the NASPA podcast. Right? And so I found that those folks that were outside of the classroom were really the folks who were making big differences in what my access and what I could do and how I thought about things and and that kind of stuff and figured out that that was a job. Yeah. Who knew? And so I started looking for programs and positions both and got hired at Western Kentucky University. So I was a full time housing residence life staff member, part time graduate student there. Joisanne Rodgers [00:04:18]: I was an assistant hall director and hall director through that, and then moved to the DC area and realized that many times there's a gap between the academic side of the house and the student affairs side of the house. Mhmm. And I wanted to collect secret decoder rings Oh. To help build those bridges. So I started looking in the DC area for positions that were maybe academic adviser positions or those kinds of things that leaned into the student affairs counseling things that I've been doing just kind of in a different way. And so I became an academic advisor that then kind of morphed into a success coach role at what was then University of Maryland University College is now University of Maryland Global Campus, and started working with post traditional students at a non traditional institution, which was very different than any experience at at the institutions I had been at, small liberal arts, regional with some global reach, into this global giant institution and learned a lot through my work there, but also connecting with colleagues and moved up and around there and decided I should probably go for that next degree because why not? Worked on my doctorate, did my research in institutional barriers for non, post traditional students, and all of that kind of came together for the position that I'm in now at George Mason University. So in 2019, George Mason University created the contemporary student services unit, which is a really innovative, first of its kind way to serve all of these different post traditional populations and the intersectionalities of all of those in a one stop shop kind of way, really. And so, like I said, it's a it's a first of its kind, and as of last Google, the only of its kind. Joisanne Rodgers [00:06:05]: So when I saw the job description, it was one of those things where I took a moment and thought, okay. Either someone is totally stalking me online and created this specifically for me, or I may have just found the job I've always been looking for. Either way, like, I sent it to my friends. I'm like, I'm not misreading this. Right? Like They wrote this for me. Joisanne Rodgers [00:06:25]: They wrote this for me. I didn't completely, like, lose total reading comprehension. Right? So, I had that moment of this is too good to be true. Right? And it wasn't, and that is fabulous. And so I applied and hired on and now work with this incredible team of folks who are dedicated to post traditional students, contemporary students off campus transfer, adult learners, student parents, veteran military connected folks, foster care alumni, system impacted folks. So it's a really great place and a really great space to be innovative and stay ahead and to use all of that background. I like to tell folks because we had a conversation about having that arts beginning that I use my dance theory and knowledge just as frequently student development. It just really depends because they both are part of the everyday process of the work that I do. Dr. Jill Creighton [00:07:26]: I'd like to dig into the language that you're using a little bit because I think that is an evolution and transition of how we've talked about students over 25 and students with children and etcetera, etcetera. So you're now using the term post traditional students and non traditional student is the terming that had been used for years. So tell us, about the inclusion of that new term and how it's reflective of current practice and why it's different. Joisanne Rodgers [00:07:51]: Yeah. So nontraditional, anything non. Right? You're not the usual. That makes you feel great. Right? Like, no. Am I really supposed to be here? But I don't yeah. So there's some othering about that. And so post traditional is more inclusive, still descriptive, and is coming up in the research. Joisanne Rodgers [00:08:12]: More is the the term used. And that definition of that is, yes, 25 and older, but also anyone who has adult, and I'm putting air quotes around that that you can't see, adult responsibilities. So that includes those student parents, married, widowed, divorced, military and veteran connected, although, admittedly, there's a whole another set of criteria and things going on for those folks when we talk about JSTs and all these other things. But so it's more inclusive of that in a kind of a broader umbrella, and the term, the language to it is better, in my humble opinion, for that population. But then elevating that even more, talking about contemporary students at Mason, and our definition of that is, yes, our post traditional, but also our transfer students are part of that. Our off campus students are part of that as well. So those folks who, again, don't fit that traditional mold, who come in with more experience than the traditional student might. And it's really about honoring and seeing the folks, the students that are sitting in front of us and not the picture that we have in our head of 18 straight out of high school straight in has no other responsibilities living on campus. Dr. Jill Creighton [00:09:23]: I really appreciate that new framing of contemporary student. I'm also wondering how you connect that term to the students that you're serving because it might be new for them as well. Joisanne Rodgers [00:09:32]: It's absolutely new for them. It's also new for our faculty and staff as well. Mhmm. And so we've spent some time like I said, the contemporary student services or CSS was established before lockdown. And then lockdown happened, and there was a lot of turnover and a lot of changes, of course, as everybody's experienced. So in this post lockdown era, 3 of my 4 staff members, myself included, were new into CSS. And so that really gave us a chance to kind of reestablish ourselves and reach out and connect with the faculty and staff as well as the students across the institution to reintroduce, reconnect, and reestablish contemporary, what that is, what that looks like, and how the great thing is also that all of my staff members hold some contemporary identity. I was an adult learner. Joisanne Rodgers [00:10:26]: 1 of my coordinators is a transfer student. Another one is student parent. So we all hold those identities. So when we say peer, we mean it though we may not be in classes right now, it honestly wasn't that long ago that we were in that very same spot. And so having those conversations and having that lived experience really makes the biggest difference when we're connecting with students, but also when we're representing our students and advocating for our students. So, I'd like to say our work is about ACEs, a c e s. We advocate, celebrate, educate, and serve. Dr. Jill Creighton [00:10:58]: Okay. And we have to make sure that we're separating that ACES from adverse childhood experiences.  Joisanne Rodgers [00:11:04]: Yes, for sure. Dr. Jill Creighton [00:11:05]: That's really helpful to kind of wrap our minds around this different conceptualization. You also said that George Mason is on the forefront of this new transition of how we're thinking about serving these very unique but growing populations at our university. Mhmm. How are you working with others in the field to kind of stabilize some of this and normalize it? Joisanne Rodgers [00:11:25]: Yeah. So we're doing a lot internally and then regionally and then nationally. Right? So we've partnered for some of our subpopulations. We've partnered with folks like Generation Hope and participated in a Family U cohort. We, in this last year, earned the Family U seal, which is really exciting. Congratulations. Thank you. We're super excited about that to kind of amplify and celebrate our work with student parents and caregiver caregivers. Joisanne Rodgers [00:11:54]: And but we're also working with our 1st generation center because the when you add 1st gen over over contemporary populations, that Venn diagram doesn't really get all that much bigger. It still stays real tight. Dr. Jill Creighton [00:12:05]: Mhmm. Joisanne Rodgers [00:12:06]: So we partner with our friends in 1st gen center, which are part of the 1st gen efforts through NASPA. And so having NASPA support in that is beautiful and really helpful. And we also are working with everyone from, for example, our Marcom, our marketing communications folks at the institution and in our university life space to make sure that there's visual representation of all of our students too. And so we wanna make sure that we're seeing that our students are seeing themselves in all of the collateral that happens in the marketing that happens across the institution and across the region because there are buses driving all over DC with Mason on them, and we want them to see themselves in that in that place and space too. And now we're looking at I'm here at NASPA. We're, taking that in. We're also Generation Hope is hosting their very first HOPE conference this year in New Orleans. So I'm going straight from NASPA to that conference Mhmm. Joisanne Rodgers [00:13:03]: To present, but also to take in what other folks are doing. And we're part of an Aspen network for Ascend. So we're really trying to connect in to work smarter, not harder, as I mentioned. So for us, we have, as I mentioned before, 4 full time professional staff members. We have a graduate student and student staff as well as an office manager. And sometimes I'm talking to folks and they say, oh my gosh. You only have 4 staff members to do that. And I talk to other folks, and I'm like, oh, my gosh. Joisanne Rodgers [00:13:32]: You have 4 staff members. I'd love to have that. So we're in a great spot, kind of. And so looking at that too and making sure that as we're looking at emerging populations and looking at our work, that we're staying in a place where we can really help and advocate across the institution that we are not the only ones doing this work. Joisanne Rodgers [00:13:55]: I think that's the important part of it too is as we're gathering ideas from NASPA sessions, as we're gathering ideas from Hope Conference sessions, some of my staff went to FYE this year. And gathering that information, it's about how do we partner, what are great ways that we can advocate, consult, do these things so that, ideally, all of our faculty and staff across Mason see this contemporary student work as their work too. Joisanne Rodgers [00:14:25]: And a lot of times, it's just having the conversation about the language or having a little bit of conversation about calling them in to that work and making just little tweaks and changes because most of the time they're doing it. They just don't know that they're doing it. Or we're saying, that's really great. What if you could? And kind of leveling it up. Dr. Jill Creighton [00:14:45]: There's a book for 1st gen student success that NASPA, I believe, is a co publisher on, or maybe the publisher on. I I don't know exactly, but there's a list in it about, like, the 15 or 25 things that you can do to support first gen students. And the messaging I always come back to with that is if it's good for 1st gen students, it's good for all students because it's really about teaching people how to navigate the system of higher education, creating new to the system don't have, the social capital to understand, and and I really hear the echoes of serving those first gen students with your contemporary students. And it just it's so great to see that you're creating synergy with your 1st gen success center as well. Joisanne Rodgers [00:15:28]: Absolutely. And you're 12,000 percent correct in that, like, that hidden curriculum, the paper ceilings that a lot of our adult learners and and folks are hitting, and that's what's bringing them back into our into higher ed. But also understanding this strange lexicon that they've either never encountered or it's been a really long time, or maybe they encountered it with their children when they were sending their kids to college, but they've never had to apply that to themselves. And so it works a little differently. And so, yeah, you're absolutely right. Like, those overlaps are spot on. Dr. Jill Creighton [00:16:01]: I wanna talk a little bit about that dance theory component because with your origins being in the arts and dance theory, a lot of people that have never studied the arts in a formal context probably are saying I didn't know that there was theory to apply to to arts in that way. And we have those theories in music education and dance education. It's about how we teach learning. It's about how we absorb and create and a number of other things. So I'm wondering if you can tell us a little bit about 1 or 2 of the dance theories that you rely on and how you're transitioning those from context of the ballroom to context of contemporary Joisanne Rodgers [00:16:34]: students. Sure. So I have this kind of, like, running list of yes. There's, like, the formal theories and learning and and things like that, but I also kind of have this running list of things that always came from the director of the dance program, my undergrad, who doctor Jan Hyatt, love her, had these phrases that she always used that really stuck. And so a couple of those I think I have a list of, like, 10 or 15 in my notebook that have come with me all of these years later. And so the one that I use most frequently is you have to put the support in place before you need it. So whether you're executing a dance move, whether you're like, you don't just start playing for music, like, you just don't start playing. You ready yourself, instrument up, fingering, all of those things. Joisanne Rodgers [00:17:20]: Right? And so even when you're taking a step forward, your body is you do it unconsciously, more likely than not, but your body is putting these supports in place so that when you step forward, you don't fall flat on your face. Mhmm. So it's the same thing. We're talking about emerging populations. There were changes in Pell Grant rules and regs that open possibilities for previously incarcerated folks. That means that's that's opening up this emerging population. We've been looking at that population for the last year and a half or so, doing some research, doing some interviews, and putting together toolkits so that we can put the support in place before we need it. Mhmm. Joisanne Rodgers [00:17:57]: So, yes, some of those students already exist in our population, but we know that the possibility of more is coming. So we're putting that support in place before we need it. Just like if we were stepping forward, we don't wanna fall on our faces. Not that it's gonna work perfectly. Right? Practice and test and learns, that's how we come at it, but applying that. The other thing that I will say from her, mainly because this links directly into the podcast, is life is in the transitions. And so the importance of a move to the space in between the two moves is just as important as hitting your point or hitting the move or those kinds of things. And so that transition space and time is when things happen. Joisanne Rodgers [00:18:37]: Like, that's where the good stuff happens. And so that is always part of what I remind myself of as things are happening, and I translate that into the work and kind of the business y thing of, like, testing test and learns. Right? It's always a process and it's an iterative process. Speaking of more theory, formal theory, is one of my favorite quotes from Margaret Dobler is, where the sum total are experiences Mhmm. And that's the only way we can show up, and that's the only way that we can react, which to me says meet the students where they are. Like, those things are very, if not exactly the same, very, very similar, which is a tenet of student affairs. Right? How many times do you hear folks say meet the students where they are? Dr. Jill Creighton [00:19:19]: Mhmm. That tenet has been one of the major constants through NASPA's existence, I think. You know, the organization itself is, I think, a 100 ish years old, and the the core of NASPA's philosophies have been fairly constant over time. I had the pleasure of interviewing some folks, it was maybe 3 years ago at this point, who were the administrators at Kent State University during the Kent State situation, situation. And they read me the NASPA manual from that year, and it was all still relevant. So it's really interesting to see how the way that we approach the work has changed a lot over time and we've become more justice focused, we've become more inclusive, we've become broader in who we serve, but we are still keeping that core of we're trying to help college students and young adults kind of realize their full selves in that out of classroom space, continue to show up as our best. Joisanne Rodgers [00:20:08]: Yeah. Keeping that good stuff as the core. Absolutely. Dr. Jill Creighton [00:20:11]: I'm wondering if you could tell us how folks might be able to read more about these new evolutions in serving contemporary students. Because we're not seeing that research necessarily show up as boldly in some of the major journals, but there's so much work that is, I think, the future of what's happening in American higher education, specifically. Joisanne Rodgers [00:20:28]: Yeah. I think when we're looking at research, we get really specific. So for me, when I was doing, for example, my dissertation research and doing my lit review, it was a lot of looking at the specific subpopulations. Student parent, parenting student, all the variations of that. And so looking at that broader space, you know, I think about all of the advice that I got as I was constructing my research questions and things like that. And without fail, the first I would like to say 2 to 3, but it was probably more like 6 to 8 times. It was like, no. You gotta get narrower. Joisanne Rodgers [00:21:12]: It's like you're you're gonna you're never gonna get this done if you don't get specific. And so I think that's what's hard is that post traditional is so big and broad, contemporary is so big and broad, and so we talk a lot and there's a lot of research about those subpopulations, but looking at that in the broader sense is a little harder. Dr. Jill Creighton [00:21:31]: You just said what every doctoral student has heard, too much pain. Right? Like, please please narrow your focus. I'm working with a person right now who is trying to narrow their focus from studying a population that is millions of people and going, oh, I just wanna study the population. Okay. But what about that population? And it's just so important for doctoral students to remember this is the first time you'll do independent research, not the last time. Yes. That's a hard lesson to learn, I think. Joisanne Rodgers [00:22:00]: Yeah. It absolutely I did a lit review on contemporary students, what would I be doing, and how would I look at these subpopulations, and how would I bring this together? And then thinking about those big, over arching Mhmm. Needs that are identified in that in that literature. So coordination of service being one of those, access and not necessarily access to education, which might be where your brain goes immediately when I say access, but it's really access to information. Mhmm. It's that social capital piece. Exactly. And so having those and having a not just a group of peers, but a group of peers that reflect their identities Mhmm. Joisanne Rodgers [00:22:46]: And whatever is most salient in the moment. So we know that for adult learners in particular, and this is true across all contemporary populations, but if they have a peer group that is just traditional students, it's not great. It can be detrimental. Mhmm. So helping them find their community and find their village, I've been at Mason I don't know. It feels like maybe 12 minutes. Really, it was probably a couple months. And one of our student parents who is working with us with Generation Hope was our student parent fellow. Valeria said at a convening, said everybody says it takes a village. Joisanne Rodgers [00:23:26]: But not everybody has one. Mhmm. And that just I was like, yeah. Exactly. That, like, just hit me, and it was this beautiful encapsulation Joisanne Rodgers [00:23:38]: Of everything that we were talking about, of students coming in and not having what they need, but that we could help and we could connect them, and we could be a village. We could be part of that support network and system. And not being a student parent, but being an auntie of, like, in with my best friend who was a student parent. She was getting her MBA, and my goddaughter was really, really tiny. And I was doing my doctorate, and so we were trading off for doing homework and hanging out with the kiddo and all of those things. And so I get that village. I'm like, I am a villager. We can be villagers. Joisanne Rodgers [00:24:15]: Let's do it. But that's not just true for our student parents and caregivers. It's true for many of our students. Dr. Jill Creighton [00:24:22]: You just gave one great example of what that can look like in practice. I'm wondering if you have any other practice elements that you think is important for our listenerships. Yeah. Joisanne Rodgers [00:24:29]: I think the big things for us that we've gotten really big positive feedback on are several things. 2 that I'll pull out is 1, we have community spaces that we plan out early so that we can let our students get those on their calendars and make notes so that they can make the time. We'll also do multimodal, so sometimes they'll be in person, sometimes they'll be online, so they can connect with each other. And it's really it's truly just a space of, like, we're providing the space, but our students our student workers, we've created, student ambassador positions that work differently than your traditional student worker position where you're asking for 15 or 20 hours a week. Those aren't working for all of our contemporary students, particularly for our adult learners, our student parents, and military veteran connected folks. Many of them are already living in time poverty, so asking for 15 to 20 hours a week, not gonna happen. Mhmm. So we created these ambassador positions that are right now, I think we have them set to, like, 50, 55 hours over the entirety of the semester. Joisanne Rodgers [00:25:37]: Okay. And we have a stipend that's attached to that because their lived experience is important, and if we're doing things for them, we wanna do that with them. And so those students are supporting those spaces and coming up with ideas of activities or topics and connections. So that's one thing that has been really great, and it's really helped our students build their own villages and build their their success network across the Mason community too because we also invite our colleagues into that space and into our lounge that we have on campus. I think the other thing is that, like every other population, we have us the contemporary student appreciation week. But we do that in April, and at the end of the week, we have a graduation celebration for our contemporary students. So we have contemporary student courts that they can come and pick up and wear at commencement. But at the graduation celebration, if they haven't already grabbed those, we have those available for them. Joisanne Rodgers [00:26:35]: But we encourage them to bring their village. We don't limit the number of folks that they can bring. We want them to bring their kids. We have kids' activities at the at the event. We want them to bring their parents. We want them to bring whoever is supporting them and has been a champion for them, including Mason faculty and staff. So So when they RSVP for that event, we ask them, who's been a champion for you? Who really made a difference? Is there a professor, a staff member, a community member that really just lifted you up or amplified or advocated for you or just was there and supportive and would listen? And when they identify the folks, we send them an invite. You know, like, come celebrate with us. Joisanne Rodgers [00:27:16]: And so we have this really great mix of students and their families and faculty and staff, and our VP comes and talks, and our AVP, and it's just this really beautiful event. We give them a whole bunch of, like, different areas. They can take pictures, and it's just a really beautiful event that kind of setting yourself up for success when you do a graduation celebration. That part I won't lie about. I know. Like, we're already starting at a 7 out of 10. But those connections are also really great in that space of having gratitude at the end of this journey that was not easy. Yeah. Joisanne Rodgers [00:27:50]: There isn't anybody in that room being like, this was a breeze. Glad to see I'm out. No. Everybody in that room is, this was a hard one situation. Mhmm. And I had to make some hard decisions. I had to make some really difficult priority management decisions, And I just have some really interesting conversations with my partner, with my kids about, it's homework time. You do your homework. Joisanne Rodgers [00:28:15]: I'm doing my homework. This is what we've gotta do. But at the end, it wasn't easy, but it wasn't worth it. Dr. Jill Creighton [00:28:21]: It's time to take a quick break and toss it over to producer Chris to learn what's going on in the NASPA world. Dr. Christopher Lewis [00:28:27]: Thanks so much, Jill. So excited to be back in the NASPA world, and there's a number of professional development opportunities that are coming up in the future that some of you may have an interest in. The 2024 Women's Leadership Institute is coming up December 10th through December 13th, and the call for programs ends on May 9, 2024. The Women's Leadership Institute provides an experience that offers strategies for women to succeed in the higher education profession. Participants include women with from facilities and operations, administration, auxiliary services, student affairs, recreation, and libraries who share a passion for the profession and plan to lead with lasting impact. This is a joint venture between NASPA and ACUI and a great opportunity for anyone looking to hone their leadership skills for working in a rapidly changing environment while also developing a better understanding of the campus as a workplace and culture and being able to connect with others to share experiences about how campuses are adapting and adjusting to the new reality that surrounds us. Early registration goes through October 21st, but the big deadline right now, as I mentioned at the beginning, is the call for programs, which does end on May 9, 2024. Some of the leadership cycle topics that are encouraged include topics surrounding supervision and performance management, strategic planning, financial well-being, upskillreskill, the bridge to the future, delegating and giving away, picking up new skills and putting things down. Dr. Christopher Lewis [00:30:00]: I highly encourage you to consider putting in a program proposal and if not, consider attending this amazing professional development opportunity. You can find out more on the NASPA website. The 2024 NASPA M. Ben Hogan Small Colleges and Universities Institute is coming up June 23rd through 26th in Portland, Oregon. This institute is hosted on a biannual basis by NASPA Small College and Universities Division. The Institute is a 4 day residential program, during which vice presidents for student affairs and the equivalent and other senior level leaders engage in discussion and reflection about critical issues in student affairs and examine effective and innovative programs. There's still time to register under the early registration deadline, which is April 30, 2024. This Institute offers amazing opportunities for individuals working at small colleges and universities to be able to build lasting friendships and connections that will help them to be able to lead their own units at their own institutions in new ways. Dr. Christopher Lewis [00:31:04]: If you've never attended this professional development in the past, I highly encourage you to attend this year. You definitely don't want to miss this opportunity to be able to connect, be rejuvenated and to prepare yourself to lead your organization to the next level. The 2024 Leadership Educators Institute is happening December 9th through December 11th in Philadelphia. This is a partnership between NASPA, ACPA, College Student Educators International, and the National Clearing House for Leadership Programs. LEI provides a unique opportunity for all professional levels within our field to engage in critical dialogue to promote positive, sustainable change on your campus. The Leadership Institute creates a space for student affairs administrators, scholars, and practitioners to discuss and advance current leadership topics, such as modern leadership theories and models, including new research, applications and critical perspectives, innovative and inclusive curriculum, pedagogy, and strategies for leadership studies courses, assessment and evaluation of leadership programs, student development and learning outcomes, future directions in leadership education and development based on widely used studies and standards such as the multi institutional study of leadership, CAS, and ILA guiding questions, unique co curricular program models and high impact practices, including those with cohort and multi year engagement, distance and online learning, service learning, mentoring, and global experiences. Strategy and management of leadership program operations, including staff training, funding, and partnerships, as well as interdissectional and interdisciplinary approaches to leadership education. If you are someone that is leading leadership training and leadership development of students on your own campus or wish to be a part of that in the future, this professional development is a must go to. Dr. Christopher Lewis [00:33:06]: Registration is now open. Pre early registration ends on June teenth with early registration ending on September 9th. Find out more on the NASPA website. Every week we're going to be sharing some amazing things that are happening within the association. So we are going to be able to try and keep you up to date on everything that's happening and allow for you to be able to get involved in different ways because the association is as strong as its members. And for all of us, we have to find our place within the association, whether it be getting involved with a knowledge community, giving back within one of the the centers or the divisions of the association. And as you're doing that, it's important to be able to identify for yourself, where do you fit? Where do you wanna give back? Each week, we're hoping that we will share some things that might encourage you, might allow for you to be able to get some ideas that will provide you with an opportunity to be able to say, hey, I see myself in that knowledge community. I see myself doing something like that. Dr. Christopher Lewis [00:34:14]: Or encourage you in other ways that allow for you to be able to think beyond what's available right now, to offer other things to the association, to bring your gifts, your talents to the association and to all of the members within the association. Because through doing that, all of us are stronger and the association is better. Tune in again next week as we find out more about what is happening in NASPA. Dr. Jill Creighton [00:34:42]: Chris, thank you so much for another great addition of NASPA World. We really appreciate you keeping us informed on what's going around in and around NASPA. And, Joisanne, we have reached our lightning round. Oh. I've got 7 questions for you. 90 seconds. Oh my. Alright. Dr. Jill Creighton [00:34:56]: I'm ready. Question 1. If you were a conference keynote speaker, what would Joisanne Rodgers [00:35:00]: your entrance music be? Ain't No Man, The Avett Brothers. Dr. Jill Creighton [00:35:03]: Number 2, when you were 5 years old, what did you wanna be when you grew up? Joisanne Rodgers [00:35:06]: I wanted to be a teacher because student affairs professional, not on the kindergarten chart.  Dr. Jill Creighton [00:35:12]: True story. Number 3, who's your most influential professional mentor? Joisanne Rodgers [00:35:17]: I had a list. I talked about Jan, which is important. I think in the place and space that I'm in right now, it's my current supervisor, Sally Laurenson, and she has been amazing. Number 4, your essential student affairs read. Oh my gosh. Everything. Consume everything you can and run it through the lens of you and your life and your strengths and your institution. Number 5. Joisanne Rodgers [00:35:45]: The best TV show you binged during the pandemic. I feel like I should say The Chair, because it just is absolutely directly related, but really the guilty pleasure version of that is Love is Blind. Dr. Jill Creighton [00:35:57]: Number 6, the podcast you've spent the most hours listening to in the last year. Joisanne Rodgers [00:36:00]: Oh, that one's easy. Malcolm Gladwell revisionist history. Dr. Jill Creighton [00:36:04]: And finally, number 7, any shout outs you'd like to give personal or professional? Joisanne Rodgers [00:36:08]: Oh, my gosh. Everybody. I stand on the shoulders of giants is really what that is. So I have this really amazing family that despite not having a lens necessarily for what I do is still a 1000% in. And when I say things like, I'm sorry. I can't come home for Thanksgiving if you want me home at Christmas. They were not thrilled about it, but they made it work and were lovely the whole time, and I know that was difficult. And so I love them, but, also, I've had the privilege of working with some really great folks and having people like Ted Smith, who was my first RD, who told me this could be a job, and support from folks at Allegheny, as well as then moving into my first professional position at Western Kentucky University and having this group of folks who were in it and wanted everyone to succeed in just this really great village of folks that supported me in that and helped me learn how to be a professional in that place and space. Joisanne Rodgers [00:37:10]: And my first supervisor, Nick Wired, and Brian Powell, and Ben Ellis just absolutely giving me space and grace to fail fast and forward, and supporting me in that, and having a leadership team, particularly in in HRL, but also in my internships and things like that. So my Western Kentucky family, my Hilltopper family being great support in that as well. Dr. Jill Creighton [00:37:38]: Joisanne, I know I learned a lot from you today, and I'm sure there are others who have. If they'd like to reach out to you, how can they find you? Joisanne Rodgers [00:37:44]: Absolutely. You can find me on LinkedIn. Look at the ad for my name. It's spelled a little differently than you might think, but I'm pretty easy to find. So connect with me on LinkedIn, send me a note, add a note to that that you heard me here and ask some questions. I'm always happy to answer those or jump on a Zoom with someone and chat about what's going on. Dr. Jill Creighton [00:38:03]: Thank you so much, Joisanne, for sharing your voice with us today. Joisanne Rodgers [00:38:06]: Absolutely. Thank you for having Dr. Jill Creighton [00:38:10]: me. This has been an episode of Student Affairs Voices from the Field, a podcast brought to you by NASPA. This show continues to be possible because you choose to listen to us. We are so grateful for your subscriptions and your downloads and your engagement with the content. If you'd like to reach the show, please email us at sa voices at naspa.org or find me on LinkedIn by searching for doctor Jill L. Creighton. We always welcome your feedback and your topic and guest suggestions. We'd love it if you take a moment to tell a colleague about the show and give us a 5 star rating on Apple Podcasts or wherever you're listening now. Dr. Jill Creighton [00:38:44]: It really does help other student affairs professionals find the show and helps raise the show's profile within the larger podcasting community. This episode was produced and hosted by doctor Jill Creighton, that's me, produced and audio engineered by doctor Chris Lewis. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next time.

New book alert! In this episode, Adam Torres interviews Felipe Lopez Sustaita, Associate Dean, Center for Student Support at Lansing Community College and Founder of Felipe Lopez Sustaita & Associates. Explore Felipe's new book, You Can't Run From Your Destiny: Lessons From A Migrant Worker!Follow Adam on Instagram at https://www.instagram.com/askadamtorres/ for up to date information on book releases and tour schedule.Apply to be a guest on our podcast:https://missionmatters.lpages.co/podcastguest/Visit our website:https://missionmatters.com/Support the showMore FREE content from Mission Matters here: https://linktr.ee/missionmattersmedia