Podcasts about students

NUMBER 4 IN OUR COUNTDOWN OF THE TOP 10 EPISODES OF THE FIRST 1,000. This one originally aired in December 2021 and has been downloaded 26,813 times — the fourth most-listened-to episode in the history of the 10 Minute Teacher Podcast. Dr. Douglas Fisher came on to talk about Rebound, the book he wrote with Nancy Frey, Dominique Smith, and John Hattie. The pandemic framing is dated. The research underneath it is not — and it answers a question every teacher still has: when a student is behind, do you go back, or do you go forward? Doug's answer is forward. The acceleration research says so, and it comes from a place most of us never look: gifted education. That literature has one finding that should stop you cold. On average, forty percent of instructional minutes are spent on things students already know. We call it review. Students identified as gifted have been telling us for decades what it actually is — boredom, dressed up as instruction. So you find out where students actually are. You keep the pace brisk. You make the relevance obvious. You rebuild confidence in learners who have stopped believing their own effort matters. And you build knowledge in advance: a ninety-second video on the LMS, two concepts and two vocabulary words, so the time you have together live can move. He is also blunt about the language we use. "This learning loss narrative is really dangerous," he says. "That's what's killing my morale right now… I'm not convinced that the ninth graders all of a sudden started reading like fourth graders." There is unfinished learning. That's a different thing, and knowing exactly where a student is and teaching them what they need next is, in his words, our superpower. In this episode, you'll learn: - Why acceleration beats remediation — and where that research actually comes from - The 40% finding: how much class time goes to content students already know - The four moves of acceleration: know where they are, keep the pace, build relevance, rebuild confidence - Preview and review — a better way to think about asynchronous work than "homework" - Why tutoring should teach students HOW to learn, not just what they missed - "Water, water everywhere": the student data we store and never use - Why "learning loss" is the wrong phrase, and "unfinished learning" is the right one Full show notes, resources, and the complete transcript: https://www.coolcatteacher.com/e990  If this episode is useful to you, leave a rating wherever you're listening — it's how other teachers find the show.

What if culinary school let you learn in a real restaurant—with real guests, real service, and real feedback? In this special Restaurant Hoppen segment from Hurrdat and Yelp's Omaha food event at the Kiewit Luminarium, Dan Hoppen sits down with Emma Oblender, outreach specialist and outreach chef for Metro Community College's Culinary Arts & Horticulture programs, to explore how Metro is preparing the next generation of chefs and hospitality professionals. At the center of Metro's culinary program is Sage Student Bistro, a public-facing restaurant where students experience both front-of-house and back-of-house operations while serving real guests. Emma explains why that hands-on environment gives students something a traditional classroom simply can't: the opportunity to learn from real service, real feedback and real-world mistakes. Metro has also revamped its culinary program around cohort learning, cross-training, and internship and job-site opportunities that connect students directly with Omaha's restaurant community. And you don't even have to be pursuing a culinary career to get involved. Metro offers community education classes covering everything from sushi and knife skills to bread and macarons. Whether you're an aspiring chef, a longtime food lover, or just curious about how Omaha's culinary talent is being developed, this is a fascinating look inside one of the region's most hands-on culinary programs.

In this episode of The College Admissions Process Podcast, I speak with Caitlin Brown, Dean of Undergraduate Admissions at Bryn Mawr College, about what makes Bryn Mawr unique and how students can identify whether a college is the right fit.They discuss holistic admissions, academic rigor, authentic student voice, and what colleges look for beyond grades and test scores.Key Takeaways:• Finding the Right Fit: Bryn Mawr looks for students who will thrive in a collaborative, intellectually curious community and contribute as engaged learners.• Beyond Traditional Leadership: Admissions teams value impact in many forms — including initiative, responsibility, service, family commitments, and meaningful contributions to a community.• Holistic Application Review: Caitlin shares how Bryn Mawr evaluates applications carefully, considering the full context of each student's academic journey and personal experiences.• The Power of Authenticity: Students do not need a perfect story. They need to demonstrate reflection, growth, and an understanding of who they are.• Writing Strong Essays: The strongest essays sound like the student. Authentic voice, thoughtful reflection, and genuine connection matter.• The Tri-College Consortium: Students gain access to expanded academic opportunities through partnerships with Haverford College, Swarthmore College, and the University of Pennsylvania.• The Value of a Liberal Arts Education: Caitlin discusses how critical thinking, communication, collaboration, and adaptability prepare students for an evolving workforce.Advice for Students and Families:Start early, explore colleges thoughtfully, ask questions, and focus on finding a community where you can grow and thrive.Listen now to learn more about Bryn Mawr College and the admissions process from the perspective of a Dean of Undergraduate Admissions.Bryn Mawr Admissions & Aid -----------------------------------

Fresh out of college and loving her role at Pinkerton Academy, Genna Dellisola shares how students have become an important part of the school's communications team - creating content while gaining hands-on experience they can take straight into college and future careers.What if your student social media team was actually a class? Hear how Pinkerton structures its one-credit independent study, from selecting students and brainstorming content to assigning projects, scheduling posts, and giving students real responsibility.School social media doesn't always have to feel polished and serious! Genna shares how her students use fun trends, humor, and relatable ideas to show a more human side of school leaders while building stronger connections across their community.Need an easy storytelling idea you could start right away? You'll love Pinkerton's simple approach to class and club spotlights - giving families an inside look at opportunities students may never think to mention when someone asks, “What did you do at school today?”SPECIAL GUESTGenna DellisolaDigital Media StrategistPinkerton Academy, New HampshireEmail: gdellisola@pinkertonacademy.org LinkedIn: www.linkedin.com/in/gennadellisola  Website: https://www.pinkertonacademy.org/ Facebook: https://www.facebook.com/pinkertonacademy/ Instagram: https://www.instagram.com/pinkertonacademy/ USEFUL INFORMATIONSocial Media Post Examples:Golf Cart vs. Student"Have a Good Day"Tour Using Gen-Z ScriptCosmetology Class SpotlightAstros United Club SpotlightWant more training on students as storytellers? Grab your virtual ticket to our Social Media for Schools Retreat! Order your copy of my book Social Media for Schools: Proven Storytelling Strategies & Ideas to Celebrate Your Students & Staff - While Keeping Your Sanity now!Interested in our membership program? Learn more here: https://socialschool4edu.com/MORE RESOURCESFree Video Training: Learn the simple secrets behind social media for K12 schools!Sign up for our free e-newsletter - click herewww.SocialSchool4EDU.com

Teaching is your job, NOT your whole life, and that means setting healthy boundaries with your students, too! In week two of my New Year, New Boundaries miniseries, I'm sharing five boundaries to establish this school year around availability, respect, workload, consequences, and grading. The goal? To empower students to become more independent, hold the line in your classroom, and still have a life outside of teaching.➡️ Show Notes: https://itsnotrocketscienceclassroom.com/episode253Resources:Download your FREE Classroom Reset Challenge.Take the Free Labs When Limited virtual PD courseSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Follow, rate, and comment on Spotify.Related Episodes:Episode 123: What to Do When You Care More Than Your Students DoEpisode 155: How to Create Active and Accountable Learners in Your Secondary Science ClassroomEpisode 202: What to Do When Your Students Fail the Test Episode 223: What to Do When Students Simply Won't Do Their Work

Welcome to the Celestial Insights Podcast, the show that brings the stars down to Earth! Each week, astrologer, coach, and intuitive Celeste Brooks of Astrology by Celeste will be your guide. Her website is astrologybyceleste.com.  

Handel on the Law. Marginal Legal Advice.See omnystudio.com/listener for privacy information.

Download your free LSAT cheat sheet here: https://unpluggedprep.com/cheatsheet I scored a 152 my first LSAT. Got to a 175. I've been teaching this test since 2005. If you're prelaw, applying now, or stuck, you're in the right place.

In Episode 222 of the Equipping ELLs podcast, Beth Vaucher opens with a moment almost every ELL teacher has experienced — a decision gets made about one of your students, a placement, a schedule, a support — and nobody asked you. Not because the decision-makers are bad people or do not care. But because it did not occur to anyone that you were the person who should be at the table. That moment stings. And today's episode is about changing it.Beth opens with a reframe that runs through the entire episode: the difference between being the ELL teacher in a building and being the ELL expert. It is not about credentials or years of experience. It is about positioning. The ELL teacher advocates from need — my students need more support, my students are not getting what they need. All of those things may be true. But when you lead from what is missing, you position yourself as the person who brings problems. And people avoid the person who brings problems. The ELL expert advocates from knowledge — here is what I know about language acquisition that changes how we should think about this student, here is what I observed this week, here is a resource any teacher in the building can use tomorrow. Same information. Completely different position. And experts get invited to the table.Beth is honest about why ELL expertise is often invisible. A math teacher looks at student work and can point to exactly what the student understands. A reading specialist hears a student read and identifies the decoding gap in thirty seconds. Their expertise is visible in real time because the people around them share enough background knowledge to recognize what they are seeing. Language acquisition is different. The stages of language development, the affective filter, the difference between social and academic language, why a student fluent in the hallway falls apart on a writing task — these are not things most educators understand. And what people do not understand they undervalue, not from malice but from ignorance. The ELL expert's job is not to be frustrated that people do not already understand — it is to make expertise visible, consistently, proactively, in ways that are useful to the people around them.Three things experts do that advocates often do not. First: share knowledge before there is a problem. Show up in August with information that prevents the crisis, not after the crisis has started. Send a homeroom teacher a two-sentence explanation of the silent period not because there is a concern but because understanding it changes how that teacher sees that student. Second: make other people's jobs easier. Expertise that creates more work gets deprioritized. Expertise that reduces work gets sought out. The question to ask about every resource you share is: does this make this teacher's life easier or harder? And — importantly — avoid becoming the dumping ground. Beth shares a story of a co-teacher who was constantly asked to do the differentiation work for everyone else. The goal is not to do it for them. It is to equip them to do it — modeling, walking through, then gradually releasing, just like with students. Third: always have a resource ready. One page. One scaffold. Something a homeroom teacher can actually use tomorrow. Not a lecture. Not a PD referral. Something specific and immediately useful that positions you as the go-to person.The common mistake: starting with the hardest person to reach. Beth shares a story of her own first year working with a group of sixth-grade teachers who were clearly resistant and uninterested. She eventually reached them by year's end — but not by pushing harder. By building relationships where she could, finding teachers who were curious, and letting visible success speak for itself. Start with open doors. Build one visible success story. Let that success story spread.For teachers in genuinely resistant buildings — Beth is honest that not everything changes immediately and not everything is within your control. But building culture changes through consistent, visible, high-quality work over time. Students whose growth is documented and undeniable. Classroom practices that other teachers can see working. A teacher who shows up every day knowing what she is doing and why. Some of what you plant this year will be harvested by whoever comes after you. The knowledge that the work matters regardless is what sustains you. And so is community.The episode closes with what Beth calls the heaviest part of ELL teaching — the isolation. The only ELL teacher in the building. Decisions without colleagues who understand your field. Wins that nobody around you fully gets. That isolation is real. And the Equipping ELLs membership community — over 2,500 educators around the world — is the answer to it.FREE TRIAL: equippingells.com/trial — full access to resources, coaching, and a community of ELL teachers who get it.

​The U. of C.'s new full-time, nine-month program is designed for students who already possess a strong technical foundation. ​The program combines advanced AI study with hands-on application. Students will complete four Artificial Intelligence core courses, and then will complete five electives in the areas of: AI in practice, frontier AI and performance AI. U. of C. Professor Arnab Bose says from the first day of class, students will be solving real world problems. The University of Chicago's Master of Science in Applied Artificial Intelligence program will accept its first students in autumn 2027.

Six Lincoln-Way East High School students accused of racially harassing Homewood-Flossmoor students at a football game have withdrawn from the school rather than continue through the expulsion process.

Prerequisites. Students certainly know what those are. Those are things that have to come before other things. Before you can take English 201, you have to take English 101. Well today on A NEW BEGINNING, Pastor Greg Laurie helps us explore any prerequisites in making a genuine commitment to Jesus Christ. If heaven hangs in the balance, we want to make sure our hearts and minds are sincere in fully accepting the Lord’s invitation. Today’s message serves as the finale to our studies in Acts. — Become a Harvest Partner today and join us in knowing God and making Him known through media and large-scale evangelism, our mission of over 30 years. Explore more resources from Pastor Greg Laurie, including daily devotionals and blogs, designed to answer your spiritual questions and equip you to walk closely with Christ.Support the show: https://bit.ly/anbsupportSee omnystudio.com/listener for privacy information.

Listen and subscribe to Money Making Conversations on iHeartRadio, Apple Podcasts, Spotify, www.moneymakingconversations.com/subscribe/ or wherever you listen to podcasts. New Money Making Conversations episodes drop daily. I want to alert you, so you don’t miss out on expert analysis and insider perspectives from my guests who provide tips that can help you uplift the community, improve your financial planning, motivation, or advice on how to be a successful entrepreneur. Keep winning! Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Latabia Woodward. A visionary founder and CEO of Who's Got Next Music Inc., joins Money Making Conversations Masterclass to discuss her music tech startup and its mission to amplify emerging talent through technology-driven competitions. She also serves as chairman of the Ann Cephus Family Fund, advocating for STEM education in underserved communities.

Listen and subscribe to Money Making Conversations on iHeartRadio, Apple Podcasts, Spotify, www.moneymakingconversations.com/subscribe/ or wherever you listen to podcasts. New Money Making Conversations episodes drop daily. I want to alert you, so you don’t miss out on expert analysis and insider perspectives from my guests who provide tips that can help you uplift the community, improve your financial planning, motivation, or advice on how to be a successful entrepreneur. Keep winning! Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Latabia Woodward. A visionary founder and CEO of Who's Got Next Music Inc., joins Money Making Conversations Masterclass to discuss her music tech startup and its mission to amplify emerging talent through technology-driven competitions. She also serves as chairman of the Ann Cephus Family Fund, advocating for STEM education in underserved communities.

Traditional student discipline is broken. That's the premise of an exciting experiment in student-run restorative justice taking place at Attleboro High School in southeastern Massachusetts. Students who've committed minor disciplinary infractions can now go before a jury of their literal peers in an effort to repair the harm they've done. Far from letting offenders off easy, Youth Court holds students accountable in a way that detention or in-school suspension doesn't. The financial support of listeners like you keeps this podcast going. Subscribe on Patreon: https://www.patreon.com/HaveYouHeardPodcast

The Dean's List with Host Dean Bowen – California students earn soaring GPAs while math and reading proficiency decline. Teachers face pressure to inflate grades, leaving graduates with a false sense of achievement. Behind the straight A's, concerns grow over academic honesty, weakened standards, and whether schools adequately prepare students for college demands...

Prerequisites. Students certainly know what those are. Those are things that have to come before other things. Before you can take English 201, you have to take English 101. Well today on A NEW BEGINNING, Pastor Greg Laurie helps us explore any prerequisites in making a genuine commitment to Jesus Christ. If heaven hangs in the balance, we want to make sure our hearts and minds are sincere in fully accepting the Lord’s invitation. Today’s message serves as the finale to our studies in Acts. — Become a Harvest Partner today and join us in knowing God and making Him known through media and large-scale evangelism, our mission of over 30 years. Explore more resources from Pastor Greg Laurie, including daily devotionals and blogs, designed to answer your spiritual questions and equip you to walk closely with Christ.Support the show: https://bit.ly/anbsupportSee omnystudio.com/listener for privacy information.

SUMMARY In this conversation, Jeremy and Andrew are joined by past guest of the show Gerry Disanto to discuss the myths and realities of being a black belt in martial arts. They explore common misconceptions, such as the idea that black belts are perfect or that they have mastered all skills. The discussion also delves into the feelings of imposter syndrome that many martial artists experience, the pressures of being an instructor, and the challenges of balancing personal life with martial arts commitments. The speakers emphasize the importance of authenticity, community, and the need for open conversations about these topics. They delve into the complexities of martial arts training, focusing on the myths surrounding black belts, the expectations placed on instructors, and the importance of recognizing individual student efforts. They discuss the impact of imposter syndrome on both instructors and students, the necessity of one-on-one interactions for effective teaching, and the misconceptions about financial success in martial arts. The dialogue emphasizes the need for open conversations about the challenges faced in the martial arts community and the importance of networking among instructors to foster growth and understanding.   TAKEAWAYS Imposter syndrome is common among martial artists. Black belts are often seen as perfect, which is unrealistic. Expectations of black belts can lead to feelings of inadequacy. Authenticity in teaching builds trust with students. Running a martial arts school often leads to less personal training time. Community support is crucial for overcoming challenges in martial arts. Black belts are not experts in all areas of life. It's important to admit when you don't know something. Balancing life and martial arts is a common struggle for instructors. The pressure to be the best can lead to burnout. Imposter syndrome affects both instructors and students. Students often attribute their success to their instructors rather than their own efforts. Instructors should encourage students to take credit for their achievements. Sparring can create misconceptions about skill levels among students. One-on-one interactions are crucial for effective teaching and student progress. Understanding the 'why' behind techniques enhances teaching effectiveness. Martial arts instructors should focus on serving their students, not being served. Owning a martial arts school does not guarantee financial success. Networking with other instructors can provide valuable insights and support. Being a black belt does not automatically make someone a great teacher. Join our EXCLUSIVE newsletter to get notified of each episode as it comes out! Subscribe — whistlekick Martial Arts Radio

Listen and subscribe to Money Making Conversations on iHeartRadio, Apple Podcasts, Spotify, www.moneymakingconversations.com/subscribe/ or wherever you listen to podcasts. New Money Making Conversations episodes drop daily. I want to alert you, so you don’t miss out on expert analysis and insider perspectives from my guests who provide tips that can help you uplift the community, improve your financial planning, motivation, or advice on how to be a successful entrepreneur. Keep winning! Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Latabia Woodward. A visionary founder and CEO of Who's Got Next Music Inc., joins Money Making Conversations Masterclass to discuss her music tech startup and its mission to amplify emerging talent through technology-driven competitions. She also serves as chairman of the Ann Cephus Family Fund, advocating for STEM education in underserved communities.

The New York State Board of Regents voted this week to eliminate Regents exams as a graduation requirement. The move has stirred debate, with some leaders in higher education saying that the exams were never a good use of students' time. Meanwhile, critics say they worry that the state is lowering its standards. What went into the decision? And what do the changes mean for students and educators? We welcome two members of the New York State Board of Regents. In studio: Adrian Hale, New York State Regent Wade Norwood, New York State Regent ---Connections is supported by listeners like you. Head to our donation page to become a WXXI member today, support the show, and help us close the gap created by the rescission of federal funding.---Connections airs every weekday from noon-2 p.m. Join the conversation with questions or comments by phone at 1-844-295-TALK (8255) or 585-263-9994, email, Facebook or Twitter. Connections is also livestreamed on the WXXI News YouTube channel each day. You can watch live or access previous episodes here.---Do you have a story that needs to be shared? Pitch your story to Connections.

475: Amidst a good-yet-odd start to the year, Ryan covers some updates from Seattle Public Schools and Seattle Teachers' Union, preparing for paternity leave, a teacher's unorthodox and innovative approach, and more! Patreon: patreon.com/classroombrew Email us: classroombrew@gmail.com  Instagram: instagram.com/classroombrew

The United States produces some of the best STEM researchers in the world. But there's a structural mismatch in how many of them are trained: roughly two-thirds of STEM PhDs in fields like engineering ultimately work in industry, while doctoral programs remain largely designed around the academic research environment.In this episode, Tony Boccanfuso, President and CEO of UIDP, joins us to examine the disconnect between doctoral education and the careers most STEM PhDs actually pursue, why industry experience requires more than an internship, and how a shared-investment model could create another pathway for developing the scientists, researchers and innovators driving the U.S. economy.In this episode:Why most STEM PhDs leave academia, but doctoral training still prepares them to stayThe skills even exceptional PhD researchers often have to learn on the jobWhy U.S. research is reaching an inflection pointInside the $90 million experiment putting PhD researchers inside industryA new funding model that gives universities, companies and government “skin in the game”What could make an industry-integrated PhD a competitive advantage for universities3 Big Takeaways from this Episode:1. The gap between doctoral education and industry isn't technical expertise; it's learning to conduct research within the realities of a business. Companies tell UIDP that PhD graduates are exceptionally well prepared technically, but many haven't worked within multidisciplinary teams, fixed timelines, budgets or stage-gated R&D processes. In industry, even successful research can be discontinued because priorities, markets or economics change, requiring researchers to understand the commercial context surrounding their work.2. Industry-integrated PhDs can add real-world experience without replacing the rigor or research depth of the traditional doctorate. UIDP's model requires students to spend at least one year conducting dissertation research at a company-controlled site, with an industry mentor participating alongside their academic mentor. Students also complete an industry-focused certificate covering skills identified by employers, while their industry research becomes part of the dissertation itself.3. Shared investment could create a new way to expand America's STEM research capacity while tying more doctoral research to economic and national priorities. UIDP's roughly $90 million pilot combines university support with NSF and company funding to support 250 STEM PhD students, with participating companies investing $100,000 per student. Demand emerged quickly: UIDP had three dozen university-industry pairs interested before NSF funding was secured and received 145 applications just over a month after the award, suggesting significant interest in another pathway for funding and training PhD researchers.Resources in this Episode:Learn more about UIDPI-Phd Scholars (Industry-Integrated PhD) ProgramRead about the launch of the I-PhD launchConnect with our guest online:Tony Boccanfuso - LinkedIn  |  LinkedIn  |  FacebookMore note & resources on the episode page: https://techedpodcast.com/uidp/We want to hear from you! Send us a text.Instagram - Facebook - YouTube - TikTok - Twitter - LinkedIn

For five years, Chris Gallagher, Kristi Girdharry, and Kevin Smith sat down each semester with the same set of twenty Northeastern University students. What began as an analysis of these students' writing skills evolved into a book on how students often understand the learning process more clearly than faculty recognize. Gallagher, Girdharry, and Smith's new book, Getting Learning Right: The Promise of Higher Education, takes aim at some of the myths that circulate in public discourse about college - that students enroll simply for the credential or that everything can be learned online, for example. In this episode, we focus instead on what the students themselves had to say about their own undergraduate experience. These anecdotes and the insights they provide might just be the inspiration we need to reshape the future of higher education. Learn more about our guests' new publication, Getting Learning Right: The Promise of Higher Education (MIT Press).Other articles mentioned in this conversation: “Not Just Another AI Statement: Modeling Process and Collaboration in Higher Education” (Inside Higher Ed)

Labor is tightening visa rules for international students and backpackers, while increasing efforts to remove overstayers as it seeks greater control over migration.

Student Ministry Wednesday Night Study in the book of James

Anticoagulants and antiplatelets are often grouped together as "blood thinners," but they work on very different parts of the clotting process. Understanding that difference can make pharmacology much easier to reason through for school exams, NP boards, and clinical practice.       In this episode, Kara D and I break down anticoagulants vs antiplatelets by starting with the physiology behind clot formation. We connect platelet activity and clotting factors to common medications like aspirin, clopidogrel, heparin, and warfarin, then apply those concepts to familiar clinical scenarios.                                                          Get full show notes, transcript, and more information here: https://blog.npreviews.com/anticoagulants-vs-antiplatelets                      Follow us on Instagram: instagram.com/smnpreviewsofficial

We assume the hundreds of new data centers popping up across Texas use quite a bit of water, but we'll look at why we don’t know for sure.Texas has a program to help expand access to preschool. But why do some providers say it’s having unintended consequences?Republican candidate for the Texas railroad commission Bo French […]

Beach Students exists to point Students to Jesus.FOLLOW US: IG: @beachstudentsTikTok: @BeachStudentsPodcast: United Student WorshipSpotify: beachstudentsFacebook: Beach Students #beachstudents

What if instead of funding schools, we funded students and families—and gave them the power to build an education around what each child actually needs?In this episode of An Educated Guest, Todd Zipper sits down with Adam Peshek, Vice President of Education at Stand Together, to explore that idea and why the traditional one-size-fits-all model of education is increasingly being challenged by families, educators, and entrepreneurs.Adam explains the rapid expansion of school choice and Education Savings Accounts, the rise of microschools and other alternative models, and why funding families could create a more dynamic education marketplace with greater personalization and lower costs. They also discuss troubling signs from the current system, including declining student engagement and academic performance, and why simply giving families choice isn't enough—we also need great new education options for them to choose from.The conversation also gets personal. Adam discusses raising a son with autism and how that experience reinforced his belief that educational outcomes should look different for different children. Todd and Adam explore what it would mean to "de-risk high school," give teenagers more exposure to careers and real-world learning, and ultimately create an education system where families have the resources and agency to assemble the learning experiences their children need to thrive.

Educators John Holdridge and Lowell Libby join Bill Burke to talk about the Can We? Project, a Maine-based initiative launched in 2018 that teaches high school students the mindset and skills needed for constructive dialogue across political, social, and cultural divides. Through full-day retreats held in schools across Maine (and now New Hampshire), students learn to move past their first instinct to react and their second instinct to rationalize, and instead reach what one student memorably called her "third thought" — genuine understanding.  John and Lowell share the origin story of the project, how it's expanded into events like Can We Connect? (which brings 250+ students together at the Augusta Civic Center), and how students themselves are taking the work into their own hands—organizing intergenerational dialogues, community conversations, and even a nationwide online class built around the question, "Is American democracy on fire?" It's a hopeful, practical look at how young people are relearning face-to-face conversation in a digital, polarized world.      Chapters:  00:00  Intro to John Holdridge and Lowell Libby and the Can We? Project  02:00  The origin story: a student's concept of the "third thought"  06:00  How the Can We? Project works — full-day retreats, student-chosen topics, and ground rules for dialogue  10:00  Why college students said high school conversations didn't carry over — the gap that sparked the project  14:00  The "big sort," bowling alone, and how Americans have self-segregated into like-minded communities  18:00  Students leading their own intergenerational dialogues — including a town hall on U.S. foreign policy  23:00  Can We Connect? — bringing 250+ students from across Maine together for a day of youth-led dialogue  27:00  Breaking down assumptions: the "ladder of inference" and the gun control conversation between rural and urban teens  32:00  The mindset of curiosity, care, and courage — and "swimming toward the shark"  36:00  School smartphone policies and how phone-free retreats change how students connect  40:00  A nationwide online class asking, "Is American democracy on fire?" — and what happened on election night  45:00  Closing thoughts on optimism, democracy, and the next generation 

Send us Fan MailRolling in the Netherdeep has evolved into Few and Far Between!!Few And Far Between Ep 168Cross ExaminationLapuhs, while taking a tour of Soltryce Academy and distracting the Dean of Students, encounters Lady Ravanna Cross.Thanks to Critical Role for helping the community build worlds of adventure!Connect with us via our Linktree!Ron Murphy – DM, @ron88keysRBDMLaphus Prismawing - Jaiden Ramirez, @ffoxtrotXIVOrgoth Skullcrusher - Bill Roper, @billfreakinroperNorth Star Maedrick - Jaime R. Bishop, @steelcladvicarDamon M. Sunstone - Oaken, @oakenshieldFollow us on Twitter at @SeveredSonsDnD or on Instagram!Join our Discord! Join our Patreon!Now, you can support us through the Buzzsprout website too!Give us a review on Apple Podcasts, Podchaser, Spotify,  GoodPods or on our Twitter page and we'll read it on the air.   Support the show

Everything looked impossible. Then, by the next day, everything had changed. In this episode of Youth Worker On Fire, Doug Edwards explores two powerful biblical stories - Samaria's impossible situation in 2 Kings 7 and Ezekiel's valley of dry bones - and what they teach us about trusting God when there's no visible evidence that anything is changing. A student may seem unreachable. A family may feel hopeless. A ministry may look too small. A volunteer may feel inadequate. But what we see right now doesn't determine what God can do next. Doug also shares the story of Margo, a student with almost no understanding of Christianity whose questions about Jesus eventually led to changes not only in her own life, but inside her family. Our job isn't to manufacture the miracle. It's to stay close to God, listen, obey, take the next step in front of us, and trust Him with what we cannot do. Whether you're a youth pastor, volunteer, parent, teacher, mentor, or someone praying for a young person or situation that feels impossible, this episode is a reminder: Don't give up because of what you see today. God may already be moving before you ever see the evidence. Listen to more episodes from the Youth Worker On Fire Podcast here: https://bit.ly/3saDyYq _________________________________________________________________________________

The Grow Clinton Podcast is pleased to welcome Alicia Christiansen, superintendent of the Northeast Community School District, for Episode 264.As the 2026/2027 school year gets underway, Alicia joins us to share an update on the people, programs, events, and investments shaping the year ahead at Northeast. The conversation will cover enrollment, homecoming, fall activities, and the many opportunities available to Northeast students and families.Listeners will also hear an update on the district's Career & Technical Education  (CTE) addition and renovation project. CTE plays an important role in preparing students for in-demand careers, connecting education to local employers, and strengthening the long-term workforce pipeline throughout the Greater Clinton Region.What is the district prioritizing next?Future improvements and opportunities for Northeast Community School District students, staff, families, and the broader communityNortheast Community School District provides important educational programming and community leadership for the region, including convenient access to district resources such as registration, calendars, menus, staff information, and more through its website.Supporting Our Region's FutureStrong schools are essential to strong communities. They help families thrive, prepare the next generation of workers and leaders, and contribute directly to the quality of life that makes the Greater Clinton Region a great place to live, learn, work, and grow.Grow Clinton sincerely thanks Alicia Christiansen and the entire Northeast Community School District team for their continued support of economic and community development throughout the Greater Clinton Region. Their commitment to students, families, workforce readiness, and community progress makes a meaningful difference.For more information, visit https://www.northeastcsd.org/. Catch all of the Grow Clinton Podcast episodes, available wherever you listen to podcasts.- Apple Music- Spotify- Amazon Music- Buzzsprout- Overcast- YouTubeFor more information about the Grow Clinton Podcast, visit https://www.facebook.com/growclintonpodcast.Have an idea for a show topic or guest? Email podcast@growclinton.com.  Have an idea for a podcast guest? Send us a message!

In this episode, Kappy shares what's on his plate at the moment. Links and handles mentioned in this episode:Vecinos Miami Beach | Vecinos IG | Josh Wagner | Christine Wiseman | Caracas BakeryGardenista | Matsuhisa AspenChef Gabe Bertaccini | Chef Dena MarinoFeld Restaurant | Chef Jake Potashnick | Feld IG postBoos Board | Apex | PlasticJoanne Chang | Flour Bakery | The Joy of Cookies | Share Our StrengthThe Spice House | Vulcan's Fire SaltFollow Beyond the Plate on Facebook and X.Follow Kappy on Instagram and X.www.beyondtheplatepodcast.com www.onkappysplate.com

Higher ed has spent four years managing AI through policies, restrictions, and isolated pilots. That approach bought time, but is time running out? Students are caught in a patchwork of incoherent expectations, and the labor market is shifting faster than the curriculum. In this episode featuring Andrea Goldsmith (President, Stony Brook University), Klara Jelinkova (VP and CIO, Harvard University), and Sandra Loughlin (Chief Learning Scientist, EPAM Systems), Jeff and Michael dig into what colleges can do to move from fragmented experimentation to a coherent, campus-wide AI strategy that preserves the right level of friction for students. This episode is made with support from Google for Education.Chapters0:00 - Intro4:33 - Should Colleges Forge More Coherent AI Policies?9:29 - What Are the Cost and Benefits of the Patchwork Approach to AI?12:06 - A Case for a Coherent AI Strategy at Colleges15:33 - A Case Against Standardization in AI18:08 - How Can College Leaders Measure AI Progress?20:46 - The Importance of Stopping Some AI Pilots20:24 - How to Make Decisions When AI Changes So Rapidly23:59 - Sponsor Break24:29 - Should Colleges Build, Buy, or Partner on AI27:54 - Should Undergrads Learn AI From Day 1?31:41 - What Research Shows About AI and Learning34:12 - Convincing Students to Build Human Skills38:49 - Do Selective Colleges Need to Change?41:24 - How Can Colleges Show They Teach Durable Skills?43:50 - Is Higher Ed Ready to Fully Assess Learning?46:26 - How Will Colleges Deal With the Costs of AI?48:26 - AI Could Help Some Colleges Leapfrog Others50:50 - Colleges That Get AI Right Will …52:15 - Closing Thoughts on AI at CollegesRelevant Links“Why College Could Matter More than Ever in the AI Era,” by Michael Horn.

When the Nancy Grace Roman Space telescope recently blasted into space, a group of Ohio State professors and students traveled to Florida and watched a project they'd worked on soar skyward toward a destination about 1 million miles away.One of the biggest media formats for anyone who attended school in the 20th century was the film strip. Now there's a race against time to preserve these culturally important artifacts.And phone-mania: a new foldable phone, a new iPhone 18 Pro, plus a retro tin phone. We'll tell you all about them.It's all coming up on this week's Tech Tuesday.Guests:David Weinberg, distinguished university professor, department of astronomy, Ohio State UniversityMark O'Brien, founder, Uncommon EphemeraRussell Holly, director of commerce content, CNETphoto: Joel Kowsky / NASA / AP

Students often approach their college applications as if each essay is the most important piece of prose they've ever written, which leads to overthinking and anxiety. There is a better way! Amy and Mike invited essay specialist Jill Margaret Shulman to share guidance for writing a stress-free college essay. What are five things you will learn in this episode? 1. What are myths that exist in essay writing? 2. What stops students from getting started with their essay in the first place? 3. What techniques help empower students to write? 4. What are some positive steps if a student gets stuck? 5. What is the one piece of advice about personal essay writing that every student needs to hear? MEET OUR GUEST Jill Margaret Shulman is the author of College Admissions Cracked: Saving Your Kid (and Yourself) from the Madness and College Essay Confidence: Conquer Blocks, Free Your Voice, and Write a Knockout Application Essay. She's also the founder of In Other Words, a college essay coaching service. She has spent decades shepherding families through the college admissions process and has evaluated applications at elite colleges. Shulman has also taught writing at The New School, City University of New York, and NYU and has been featured in Forbes, LA Times, The New York Times, Parents, and elsewhere. She lives in the higher education mecca of Western Massachusetts.  Jill can be reached at jillshulman.com. LINKS College Essay Confidence: Conquer Blocks, Free Your Voice, and Write a Knockout Application Essay RELATED EPISODES COLLEGE ESSAY SECRETS MAKING YOUR COLLEGE ESSAYS COUNT DESTRESSIFYING THE COLLEGE ADMISSIONS PROCESS ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright, Roots2Words, and College Eagle. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, get in touch through our contact page.  

Episode #607: “I could not stay under a military rule that's been killing thousands of people,” Maple says. “I cannot just sit and watch.” When Myanmar's military seized power in February 2021, Maple was a scholarship student in South Korea studying Business Management and Entrepreneurship, already thinking about how she might one day redirect her education toward reforming the system she had grown up in. School, as she experienced it, had been shaped by hierarchy and competition rather than curiosity. Students were ranked into sections, with privileges reserved for the highest group. “The top students were in section A,” she recalls, describing how access to resources like the computer room followed those divisions. By fifth grade, monthly “talent” badges were awarded to the top ten students and publicly removed from anyone who fell behind. “It's not about learning,” she says. “It's all about memorizing everything and just taking the exams in the best way possible.” Maple's political awareness formed early. At eight years old, during the 2007 monk-led protests, she marched with her family and later watched video footage of crackdowns at home. “I saw the bodies and everything,” she remembers. By the time the coup trapped her in Myanmar during a visit from her Korean university during the pandemic, she initially believed international pressure might reverse it, studying United Nations statements closely before realizing those words offered no protection. Maple began fundraising for the Committee Representing Pyidaungsu Hluttaw, offering scholarship consultations to students who could show donation receipts. The post spread; her bank account was frozen; soldiers arrived with a warrant under Section 505A. She spent eleven months in hiding while continuing her Korean coursework online, the isolation eroding her health and pushing her toward suicide until a drawing from her younger sister interrupted that spiral. After a failed attempt to cross into Thailand and a deportation, Maple eventually made it back across the border. In Mae Sot, she now works with displaced students navigating the legal and financial barriers that stand between them and formal education. Here she is continuing her life's work that started many years ago, yet under very different conditions. Myanmar students, she insists, are “smart, outstanding, and hardworking,” and resilient beyond their years. What they lack is not determination but access. “If you just give them a chance,” she promises, “they would do whatever it takes.”

Why two schools have decided it's no longer appropriate to post photos of students to their Facebook pages.

Send us Fan MailNils Gilman is Senior Advisor to the Berggruen Institute, an intellectual historian by training and a widely published essayist on the future of higher education and AI's impact on work and learning. His writing has appeared in Noema, The New York Times, Foreign Policy, and many other venues. He holds a B.A., M.A. and Ph.D. from UC Berkeley.Hosted by Matthew RascoffThis episode is part of the Edtech Insiders HigherEd Podcast Series, featuring conversations with leaders shaping the future of higher education.

Students at Tracy High School east of San Francisco found a cellphone actively recording them as they changed in the boys' locker room on September 10. Police say the phone belonged to 48-year-old varsity football head coach and PE teacher Jeffrey Pribble, who was arrested on campus the next day. The district placed him on leave while a criminal investigation continues.

If your students stop talking only to start right back up again, you're not alone. Tune in as Linda and Sarah discuss practical strategies to reduce side conversations and create a more focused learning environment. 00:00 Introduction to Classroom Challenges 00:59 Understanding Student Distractions 02:10 Establishing Clear Expectations 05:33 Implementing Effective Systems 08:26 The Spiritual Aspect of Classroom Management 10:45 Conclusion and Workshop Invitation LEARN MORE at http://teach4theheart.com/400 Resources/Links Mentioned: Stop the Chatter Workshop: https://teach4theheart.com/chatter How to Do a Classroom Shake Up: https://teach4theheart.com/how-to-fix-a-problem-area-in-your-classroom/ Cult of Pedagogy: https://www.cultofpedagogy.com/notebooks-part-1/  

Orbis Pictus: World Affairs in the Visual Digital Era by Dr Vendulka Kubalkova https://www.amazon.com/Orbis-Pictus-Affairs-Visual-Digital/dp/B0H3YQ4MMR Drvkubalkova.com The invention of the movable-type printing press by Johannes Gutenberg in the mid-1400s represents one of the most significant technological advancements in history. The printing press shaped the modern era by revolutionizing how information was shared and preserved, as well as educational practices. Today, society is entering the Digital Era. Students now grow up with the internet and social media. Research shows that younger generations increasingly prefer audio-visual content, while both students and the general public read for recreation less often. This book introduces an innovative educational format we call a videobook. It offers access to about 135 original online videos, featuring animated presentations that provide a comprehensive introduction to contemporary global issues. The videobook covers a wider range of topics than most university-level International Relations courses. Integrating video content improves accessibility and relevance, addressing the limitations of traditional educational resources. The videos also encourage deeper engagement with philosophy and history. Many universities have yet to fully adopt visualization as a teaching tool, which remains a significant limitation in the Digital Era. This project aims to address that gap. This work is designed primarily for university students but remains accessible to a wider audience. Professor Kubálková holds a JUDr. from Charles University, Czechoslovakia, and a Ph.D. in International Politics from Lancaster University, England. She is also a graduate of the Prague Conservatoire. She currently serves as a Professor of International Studies at the University of Miami in Florida. Her previous appointments include academic positions in England, New Zealand, and Australia, as well as fellowships at the University of Munich, Stanford University, and the University of California, Berkeley. She has served as Assistant Provost for International Studies and Director of the M.A. program in International Administration (MAIA). Since 2016, she has been a Visiting Professor at VSE, University of Economics and Business, Prague. Professor Kubálková is a past President of the International Studies Association South and served for ten years as a trustee of the Social Science Research Foundation Board at the Korbel School of International Studies, University of Denver. She co-edited the eight-volume M. E. Sharpe series, “International Relations in a Constructed World,” and was a founding member and co-chair of the ISA section Global International Relations (GIRS). Following years in exile, she received the Jan Masaryk Medal “Pro Amicitia Inter Naciones” for expertise in International Relations and has been inducted into the “Memory of the Nation” of the Czech Republic. Her research, publications, and teaching focus on International Relations theory, Marxism, Constructivism, post-Soviet studies, religion, civilizations, culture in world affairs, non-Western perspectives, pedagogy, and the application of information technology in education. She is the author, among others, of My Path to Global International Relations: An Autobiographical Textbook (2026).

Welcome to the penultimate episode in our 2026 summer series.  We are joined by Venom from the Fresh Cuts Podcast (among many others) and Sam from Students of Horror to review The Perfection.  There are some very high scores and some that are....well not! We hope you enjoy!

Send us Fan MailLearning to Fight Podcast — Conversations in Combat SkillAfter a year-long hiatus, the Primal MMA Coaching Podcast is back—Rebranded, and refocused as the Learning to Fight Podcast: Conversations in Combat Skill.Your hosts are:Adam & Rory Singer — Co-owners and head coaches at SBG Athens, BJJ black belts, long-time MMA coaches, with years of developing novice to elite level fighters. Students of Matt Thornton and SBG's philosophy of 'aliveness'.Scott Sievewright — Co-Owner at Primal MKE, MMA skills coach and obsessive student of how humans learn to move and fight. Together, we dive deep into the art and science of coaching, training, and skill development in combat sports. Expect honest conversations about MMA, striking, grappling, practice design, contemporary research, traditional approaches, ecological dynamics, and the messy realities of learning under pressure.No gurus. No dogma. Just two coaches trying to understand fighting a little better each week.Same curiosity. New lens.Learn how to learn.Find your own style.Thrive on the mats—and in the cage.

The All Local 4pm Update for Monday, September 14th, 2026

Achieve Excellence with the Experts at IISEhttps://iise.org/trainingcenter/The IISE Training Center is unsurpassed in meeting the educational goals of professionals in myriad industries. IISE is an IACET Authorized Provider and “has complied with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices and is authorized to issue the IACET CEU.” Our instructors are experts in essential topics including Lean and Six Sigma, concepts based on long-standing industrial engineering principles. We ensure that our students attain in-depth levels of understanding and practical knowledge of how to apply strategies to achieve business and professional excellence. Students earn digital badges and certificates to share on social media, email signatures, certificates, wherever employers are looking. The world is online - that's where your credentials should reside.What does industrial and systems engineering look like when the system you're working in is 250 miles above Earth?In this special ISE Day episode of Problem Solved, retired NASA astronaut and U.S. Army Colonel Shane Kimbrough joins us to explore the systems, people and decisions behind human spaceflight.Across three missions, Kimbrough spent nearly 400 days in space, commanded the International Space Station and completed nine spacewalks. He also flew aboard three very different generations of spacecraft: the Space Shuttle, Russian Soyuz and SpaceX Crew Dragon. With a master's degree in operations research from Georgia Tech, Kimbrough brings an industrial and systems engineering perspective to environments where efficiency matters and failure can have extraordinary consequences.Kimbrough shares what happens when an astronaut sees a better way to do something aboard the ISS, how experiments and limited resources are managed in orbit, and why even highly automated spacecraft still need human judgment. The conversation also explores NASA's approach to failure and safety, building trust within high-performing teams, preparing for the first critical minutes of a spacewalk, and a leadership philosophy Kimbrough carried from the Army into space: invest in people.Plus, he reflects on one unforgettable final night aboard the ISS, what leaving Earth taught him about our planet, the future of human exploration, and the advice he hopes the next generation of engineers will take with them: do hard things.Happy ISE Day 2026!This special episode of Problem Solved was brought to you by Binghamton University. Learn more at binghamton.edu/ssieLearn more about The Institute of Industrial and Systems Engineers (IISE)Problem Solved on LinkedInProblem Solved on YouTubeProblem Solved on InstagramProblem Solved on TikTokProblem Solved Executive Producer: Elizabeth GrimesInterested in contributing to the podcast or sponsoring an episode? Email egrimes@iise.org Achieve Excellence with the Experts at IISEhttps://iise.org/trainingcenter/

Three of our favorite segments from the week, in case you missed them.Islamophobia, Then and Now (First) | The CDC and Measles Deaths (Starts at 24:58) | Arturo O'Farrill Brings Music to Schools (Starts at 52:10)Photo: Children counter-protesting a rally organized by people opposed to Park51, the so-called Ground Zero mosque, Sunday, August 22, 2010. (Photo by: David Shankbone) Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

As the new school year begins, we have stories from all over the country about people lurching their way through their middle school years – the years when you're figuring out so much. We go to school dances, classrooms, and down to the Mexican border.  Visit thisamericanlife.org/lifepartners to sign up for our premium subscription.(00:00:00) Prologue: Host Ira Glass interviews a 14-year-old named Annie, who emailed us asking if we would do a show about middle school. She explains why exactly the middle school years can be so daunting. (4 minutes)(00:05:42) Act One: In an effort to understand the physical and emotional changes middle school kids experience, Ira speaks with reporter Linda Perlstein, who wrote a book called Not Much Just Chillin' about a year she spent following five middle schoolers. Then we hear from producer Alex Blumberg, who was a middle school teacher in Chicago for four years before getting into radio. Alex's takeaway? We shouldn't even try teaching kids at this age. Marion Strok, principal of a successful Chicago school, disagrees. (6 minutes)(00:11:59) Act Two: We sent correspondents straight to the epicenters of middle school awkwardness: school dances. We spoke with kids across the country during the nervous moments leading up to the dances, and even ventured inside, to the dance itself. (9 minutes)(00:21:51) Act Three: When Domingo Martinez was growing up in a Mexican-American family in Texas, Domingo's two middle school-aged sisters found a unique way of coping with feelings of inferiority. (11 minutes)(00:33:40) Act Four: We realized that there are already reporters on the ground, embedded inside middle schools: the kids who report the daily announcements. Producer Jonathan Menjivar wondered what would happen if instead of announcing sports scores and the daily cafeteria menu, the kids reported what's really on their minds. Students at Parkville Middle School outside Baltimore, along with their journalism teacher Ms. Davis, agreed to try out this experiment. (7 minutes)(00:40:01) Act Five: Producer Sarah Koenig reports on a kid we'll call Leo, whose family moved away from Rochester, NY, leaving behind all of Leo's friends and stranding him in a new — and in his opinion, much worse — middle school. (10 minutes)(00:50:41) Act Six: Ira speaks with Shannon Grande, a teacher at Rise Academy in Newark, about a seventh grader who had all sorts of problems with behavior, hygiene, and schoolwork. To help turn him around, Grande had to harness the power of peer pressure for good. (7 minutes)Transcripts are available at thisamericanlife.org / This American Life privacy policy. / Learn more about sponsor message choices.