Podcasts about Western Oregon University

All Home Care Matters and our host, Lance A. Slatton were honored to welcome Dr. Rob Winningham the Co-Author of the Cranium Crunches Workbook by Activity Connection.   About Dr. Rob Winningham:   Dr. Rob Winningham received his Ph.D. in neuroscience from Baylor University. He joined the faculty at Western Oregon University in 2000 where he serves as a Professor of Psychological Sciences and Gerontology. He helped create the Gerontology Department, when he was Division Chair of the Behavioral Sciences Division. And, he has served as College Dean, Provost and Vice President for Academic Affairs at Western Oregon University. His scholarship and publications have generally focused on maximizing older adults' quality of life, cognitive stimulation, physical activity, intergenerational programs, and social engagement throughout the lifespan.   In addition to publishing many peer-reviewed scientific articles, Dr. Winningham has been invited to give nearly 2000 presentations at various conferences, workshops and community settings. He has participated in the development of a number of popular products for senior living and healthcare, including LinkedSenior, SMARTfit, and resources available through Activity Connection.   His book, Train Your Brain: How to Maximize Memory Ability in Older Adulthood was published by Routledge Publishing and his latest book, co-written by Nancy Ewald, is entitled Cranium Crunches, both books can be found on Amazon.   About Activity Connection:   Activity Connection is a trusted leader in life enrichment programming, serving nearly 20,000 senior living communities. Each month, the platform delivers over 400 original, high-quality resources across nearly 40 categories—including themed activities, crafts, games, trivia, reminiscence programs, Montessori-based engagement, lifelong learning, virtual travel experiences, holiday celebrations, and more.   While many programs are designed for broad community engagement, versions of select activities are specially created for those in memory care. These thoughtfully developed resources help promote connection and purpose for residents at varying ability levels. Many also encourage intergenerational engagement, providing meaningful opportunities for families and volunteers to participate.   All content aligns with person-centered care standards and complies with state regulations—empowering activity professionals and caregivers with tools that are not only engaging, but deeply enriching for our aging loved ones.

Send us a textOne of the top questions we get from athletes and clients surrounds creatine supplementation, so we wanted to revisit this super informative episode with researcher, coach and athlete Sam Moore, about creatine usage, especially as it relates to female athletes.We spoke with Sam about:How the menstrual cycle affects creatine supplementationHow creatine benefits fluid distributionWhy menstruators should supplement with creatineSam Moore is an applied sport scientist and Human Movement Science Doctoral student at the University of North Carolina at Chapel Hill's School of Medicine, researching endocrinological topics of applied female athlete sport science. As the first woman to serve as a Director of Sport Science in the NCAA, Sam implemented a revolutionary and evidence informed framework of women's specific training design based on the hormonal landscape of the Wolfpack female athletes. Sam has presented at major international conferences on topics ranging from metabolic and performance effects of female sex hormones to bigger pictures issues of equity and social justice for women and gender diverse athletes.Sam completed her undergraduate degree in Exercise Science and Human Biology from Western Oregon University and her master's degree in Performance Enhancement and Injury Prevention from California University of Pennsylvania. Prior to Carolina, Sam was with the NC State Wolfpack from 2019-2021 as the Director of Sport Science and Assistant Strength & Conditioning Coach. After two season ending knee surgeries during her dual sport collegiate athletic career, Moore was drawn to the starkly different experience entering the “real-world” as a former female athlete compared to her male counterparts. This was the inception of what would later establish her as the topic expert in the field of female athlete physiology in the pursuit of gender equity in collegiate women's sports. Please note that this podcast is created strictly for educational purposes and should never be used for medical diagnosis and treatment.MENTIONEDSam MooreWebsite: www.mooresportscience.com/Instagram: @sammoorestrongTwitter: @SamMooreStrongMORE MENSTRUAL CYCLE SUPPORTMenstrual Cycle Support Program Bundle: https://nutritional-revolution.com/product/menstrual-cycle-support-program-bundle/Mini Course Bundle: https://nutritional-revolution.com/product/sports-nutrition-webinars-bundle/MORE NR New customers save 10% off all products on our website with the code NEWPOD10 If you would like to work with our practitioners, click here: https://nutritional-revolution.com/work-with-us/ Save 20% on all supplements at our trusted online source: https://us.fullscript.com/welcome/kchannell Join Nutritional Revolution's The Feed Club to get $20 off right away with an additional $20 Feed credit drop every 90 days.: https://thefeed.com/teams/nutritional-revolution If you're interested in sponsoring Nutritional Revolution Podcast, shoot us an email at nutritionalrev@gmail.com.

Stumbling upon a dusty mandolin in an antique store wasn't just a chance encounter for Ryan—it was the spark that ignited a passion for bluegrass music. Join us as we recount the fascinating journey of The Tuesday String Band, musicians who transitioned from the world of jazz music and outdoor rehearsals at Western Oregon University to the vibrant and inclusive community of bluegrass music. Embracing the soulful sounds of acoustic instruments, they found a new musical identity. Our discussion also shines a light on the communal spirit of bluegrass, a genre that defies the often elitist environments found in university jazz settings. Inspired by contemporary artists like Billy Strings, Gage, Mason, and Ryan explore how bluegrass seamlessly blends with other genres, giving rise to innovative sub-genres. They share their experiences and what it has been like for them building community, highlighting their weekly residency at Gilgamesh Brewing, where audience engagement, humor, and personal interaction became key to creating memorable performances. Finally, we reflect on the transformative power of music in personal growth and career fulfillment. In a world often driven by societal pressures and outdated notions of success, embracing music as a career path is both a bold and rewarding journey. We're lucky to have folks like this forging ahead to make a name for themselves! Visit www.tuesdaystringband.com for show info and more and follow them on IG @tuesdaystringband -FREE SHIPPING from Shop Tour Bus Use The PROMO CODE: nosimpleroad -20% OFF & FREE SHIPPING IN THE US from The Grateful Mountain with the PROMO CODE: NSR20 INTRO MUSIC PROVIDED BY - Young & Sick MUSIC IN THE COMMERCIALS BY AND USED WITH PERMISSION OF: CIRCLES AROUND THE SUN OUTRO MUSIC BY AND USED WITH PERMISSION OF: CHILLDREN OF INDIGO No Simple Road is part of OSIRIS MEDIA. Osiris Media is the leading storyteller in music, combining the intimacy of podcasts with the power of music

Javan Mngrezzo(he/him) is a dance creator, instructor, and performer – in that order. He relocated to Minnesota in 2021 by way of Portland, OR. Oregon was his second home state, after CA, where he graduated from Western Oregon University in three years, magna cum laude, with a Bachelor of Science in Dance and Sociology. As a creator: past credits include AMEZ Dance, James Sewell Ballet, and Minnesota Dance Theater – to name a few. As an instructor: currently teaching at Out on a Limb, and has previously taught at studios such as Lundstrum and HotHouse – to name a few. As a performer: past credits include AMEZ Dance, Rhythmically Speaking, ARENA Dances, and James Sewell Ballet – to name a few. He is presently investigating the convergence of dance and other mediums that will slowly find a home within his new creative art hub ZzoZzo.mn. 

It’s not often a new language emerges.But in the last 15 years, a new language was born right here in the Pacific Northwest. It’s called Protactile, and it was created by a group of DeafBlind people who prioritize touch. One of the people at the center of creating this new language is Jelica Nuccio. She moved to Monmouth, Oregon, where Western Oregon University just received a grant for $2.1 million from the U.S. Department of Education’s Rehabilitation Services Administration (RSA) to help train Protactile language interpreters. We spoke to Jelica about her work in 2021.

Cec grew up in Salem, but has been a member of the Monmouth-Independence community for over 40 years. She has volunteered with organizations from the cooperative preschool to the Chamber of Commerce, to the Monmouth-Independence Community Foundation, where she has served on the Board since 2001 (with almost 20 years as its treasurer). Currently, Cec works as the Director of Finance & Operations for the Central School District and just completed 10 years of service on the Board of Trustees of Western Oregon University. She has served in both appointed and elected positions in the City of Monmouth, beginning with the Economic Development Commission and four years on Council. In 2018, Cec became the first elected woman Mayor.  Besides raising a fantastic daughter (who lives in Independence!), her proudest accomplishments are those which help to create a more vibrant, connected community; she enjoys working with partners to deepen collaboration, respect differences, honor history and move everyone forward together. Thank you to our sponsor: Allied Video Productions

We all know that success in the classroom relies on powerful and innovative technology. That's where CTL comes in. For over 35 years, CTL has manufactured and serviced award-winning cloud computing solutions that today empower schools in more than 55 countries. From Chromebooks to Chromebox and Google Meet, CTL offers a complete range of solutions to keep students, teachers, and administration both learning and productive. CTL works side-by-side with you, increasing IT efficiency with customized configurations and comprehensive lifecycle services. And, recently, CTL achieved B Corporation™ certification for their commitment to sustainability and social responsibility. If you're looking for a true partner to help innovate your next ChromeOS success, visit CTL at CTL.net. In this episode, I chat with Erik Stromquist from CTL. Erik is the CEO of CTL and shares some insights on the new Chromebook Plus. This device must meet some rigorous requirements in order for it to be name the “Chromebook Plus”. He discusses who this device is for, how it came to be, and CTL's vision on how it could be used in school settings. This is a great conversation and believe me, this device is a one of a kind Chromebook! Buen provecho! Connect With Gabriel Carrillo EdTech Bites Website: https://edtechbites.com EdTech Bites Twitter: https://twitter.com/edtechbites EdTech Bites Instagram: https://instagram.com/edtechbites EdTech Bites Threads: https://www.threads.net/@edtechbites EdTech Bites Facebook Page: https://facebook.com/edtechbites EdTech Bites YouTube Channel: https://www.youtube.com/@edtechbites About Erik Stromquist Erika Stromquist serves as CEO of CTL, overseeing all domestic and international operations. Currently, he directs product strategy, account expansion, operational efficiency, and growth strategy. Under his leadership, CTL has won numerous awards for its products, growth, and community involvement. Before becoming CEO, Erik served in multiple critical roles at CTL, including Chief Operating Officer, Chief Financial Officer, and Vice President of Sales and Business Development. Erik holds degrees in Accounting and Finance from the University of Oregon and completed Cornell's Executive Leadership Program in 2016. In addition, Erik is a licensed CPA and serves on several executive and advisory boards, including Intel's Customer Advisory Board and Western Oregon University's Finance Committee. Erik was recognized by the Portland Business Journal on the prestigious 40 under 40 list, which identifies rising business stars. Erik enjoys running, playing music, and spending time with his family in his spare time. He lives in Portland, OR, with his wife and identical twin boys Nikko & Viggo. Connect With CTL And Erik Stromquist CTL Website: https://ctl.net CTL On LinkedIn: https://www.linkedin.com/company/ctl-corporation/ The Book Is Officially Out! My first book “Cooking Up Experiences In The Classroom: Focus On Experiences, Not Just Lessons” is officially out! A HUGE shout out to Lumio for helping sponsor this book. I'm super excited about this project. It's filled with ideas on how to make memorable experiences for your students. In addition, each chapter also lays out a specific recipe mentioned in that chapter along with a video tutorial on how to prepare that dish. Make sure you get your copy and cook up some experiences for your students and loved ones! Click Here To Purchase Your Copy On Amazon

Katie Gregory, the new General Manager of WestWorld, brings over 30 years of experience in public management to Scottsdale. Before joining WestWorld, Katie served as Prescott's City Manager, and she has held various key positions in Peoria, including Deputy City Manager. Katie holds a bachelor's degree in psychology with a minor in political science from Western Oregon University and a master's degree in public administration from Arizona State University. With a strong background in community building, municipal operations, and strategic management, Katie is excited to lead WestWorld into a new era of growth and innovation. Her vision includes expanding the programming and enhancing the already first-class events and activities at WestWorld, making it a hub for world-class events in Scottsdale.

RJ Veliz talks about his career thus far, developing his love for the game with his family and leading the next generation in his community. After a successful prep career (19th most points in Oregon high school history), RJ has gone onto to play at Western Oregon University, Wheaton College, and will now finish his final year at Corban College here in Salem. 1:25 The Veliz family love for basketball 4:45 Developing the work ethic that was his foundation for his career 8:10 Competing with younger brothers growing up 10:35 Woodburn's strong basketball community 13:20 Starting high school at Blanchet Catholic in Salem 18:19 Transitioning to play at Woodburn HS as his dad took the head coaching job 22:40 RJ's future in coaching 23:30 Playing at Western Oregon and Wheaton College (IL) 33:44 The difference in coaching vs playing 37:14 Looking ahead to his senior year at Corban 41:25 What were the impactful moments in his development? 45:12 The need for delusion to compete with higher caliber players 46:00 What he wishes he would have known as a younger player 48:19 What does the young player need to do that wants to be great 50:10 The effects of social media on the younger generation 54:25 The all time Woodburn starting 5 57:38 Who he watches for specific skill sets

There is a notable paucity of research on women in sport and exercise science research. The gap is even greater for women in midlife and beyond. (See the recent Editorial in the British Journal of Sports Medicine by McNulty, Olenick, Moore, and Cowley, “Invisibility of female participants in midlife and beyond in sport and exercise science research: a call to action.”In this episode, Dr. Armstrong is joined by Sam Moore, a former student in the Exercise Science program at Western Oregon University and a PhD candidate at the University of North Carolina-Chapel Hill. Sam is among the few exercise physiologists who are challenging the knowledge gaps in women's sport and exercise research and a rising star in the field.The pair discuss the knowledge gap and what perimenopausal and postmenopausal women need to know to… age well. Ingredients for Active Women: GSSI: https://www.gssiweb.org/sports-science-exchange/article/functional-ingredients-to-support-active-womenSports Medicine: https://pubmed.ncbi.nlm.nih.gov/36173598/Menstrual Cycle: Creatine & Performance & Recovery: https://www.mdpi.com/2072-6643/15/16/3567Creatine & Fluid Distribution: https://www.mdpi.com/2072-6643/15/2/429Gymnastics; Menarche & Body Comp: https://journals.humankinetics.com/view/journals/wspaj/32/S1/article-wspaj.2023-0069.xmlAnaerobic Performance & Fatiguability: https://journals.lww.com/nsca-jscr/fulltext/9900/effects_of_hormonal_contraception_and_the.426.aspx Invisible Sportswoman 2.0: https://journals.humankinetics.com/view/journals/wspaj/32/1/article-wspaj.2023-0039.xmlMenopause (Body Comp, PA, Symptoms): https://journals.lww.com/menopausejournal/fulltext/2024/04000/body_composition,_physical_activity,_and_menopause.12.aspxSupport the Show.Have questions you want answered and topics you want discussed on the Aging Well Podcast? Send us an email at agingwell.podcast@gmail.com or record your question for us to use in an upcoming episode:https://www.speakpipe.com/AgingWellPodcast

Studies have consistently shown that older adults with strong social connections tend to experience better mental health outcomes, including lower rates of depression and anxiety. Having a supportive social network can provide a sense of belonging and purpose, which are crucial for maintaining emotional well-being.In a special episode of the Aging Well Podcast, it is the host who is being interviewed. Dr Armstrong is joined by one of his Exercise Science students from Western Oregon University, Noah Schnell to discuss the power of social connections for... aging well.Links: Social ConnectednessLoneliness and social isolation interventions for older adults: a scoping review of reviewsAlzheimer's Disease Facts and FiguresMental health of older adultsAging Well Socially through Engagement with Life: Adapting Rowe and Kahn's Model of Successful Aging to Chinese Cultural ContextHuman Relationships and Healthy AgingSupport the Show.Have questions you want answered and topics you want discussed on the Aging Well Podcast? Send us an email at agingwell.podcast@gmail.com or record your question for us to use in an upcoming episode:https://www.speakpipe.com/AgingWellPodcast

Dr. Rob Winningham received his Ph.D. in neuroscience from Baylor University. He joined the faculty at Western Oregon University in 2000 where he serves as a Professor of Psychological Sciences. He helped create the Gerontology Department, when he was Division Chair of the Behavioral Sciences Division. And, he has served as College Dean, Provost and Vice President for Academic Affairs at Western Oregon University.His scholarship and publications have generally focused on maximizing quality of life, cognitive stimulation, intergenerational programs (bringing together younger and older people) and social engagement throughout the lifespan. In addition to publishing many peer-reviewed scientific articles, Dr. Winningham has been invited to give nearly 2000 presentations at various conferences, workshops and community settings.He has helped develop a number of popular products for senior living and healthcare, including LinkedSenior, SMARTfit and Activity Connection. His book, Train Your Brain: How to Maximize Memory Ability in Older Adulthood was published by Routledge Publishing and his latest book is entitled Cranium Crunches, both of which can be found on Amazon.Today's topic focuses on the effects of loneliness on brain health, and how social connection can help. Dr. Rob also discusses interventions that lead to better memory and cognitive function, including strength training, hearing checks, maintaining a healthy lifestyle, having social support and more. RESOURCES:(Book) Train Your Brain(Book) Cranium Crunches

Dr. Jesse Peters, President, Western Oregon University, joins Brad Johnson. --- Send in a voice message: https://podcasters.spotify.com/pod/show/plexuss/message

Millions of women will tell you they feel like their muscle disappeared overnight once they hit the menopause transition. It may not technically happen in a 24 hour period, but muscle tissue really does slip away quickly over the perimenopause period. That's a problem because muscle is our metabolic engine and helps us live, play, and perform our best. This week, we sat down with exercise scientist Sam Moore, who was so moved by her athletic mother's experience during perimenopause, she devoted herself to learning as much as she could to help others. She presented her research on body composition, activity, and nutrition in menopause at this year's Female Athlete Conference. We talk all about her research there and much more.Sam Moore is an applied sport scientist and Human Movement Science Doctoral student at the University of North Carolina at Chapel Hill's School of Medicine, researching endocrinological topics of applied female athlete sport science. Sam completed her undergraduate degree in Exercise Science and Human Biology from Western Oregon University and her master's degree in Performance Enhancement and Injury Prevention from California University of Pennsylvania. Prior to Carolina, Sam was with the NC State Wolfpack from 2019-2021 as the Director of Sport Science and Assistant Strength & Conditioning Coach. As the first woman to serve as a Director of Sport Science in the NCAA, Sam implemented a revolutionary and evidence-informed framework of women's specific training design based on the hormonal landscape of the Wolfpack female athletes. You can learn more about her and her work at mooresportscience.comResourcesEvaluation of the relationship between body composition and menopause symptoms across the menopause transition, here.Body Composition, Activity, & Nutrition in Menopause, here. Follow Us on Instagram:Feisty Menopause: @feistymenopause Feisty Media: @feisty_media Selene: @fitchick3 Subscribe to the weekly Feisty Menopause blog: https://www.feistymenopause.com/feistyinbox Hit Play Not Pause Facebook Group: https://www.facebook.com/groups/807943973376099 Join Level Up - Our Community for Active Women Navigating the Menopause TransitionJoin: https://www.feistymenopause.com/monthly-membership-1 Leave your questions for Selene:https://www.speakpipe.com/hitplay Get the Free Feisty Women's Guide to Lifting Heavy Sh*t:https://www.feistymenopause.com/liftheavy Support our Partners:The Amino Co: Shop Feisty's Favorite 100% Science-Backed Amino Acid Supplements. Enter code HITPLAY at Aminoco.com/HITPLAY to Save 30% + receive a FREE gift for new purchasers! Previnex: Get 15% off your first order with code HITPLAY at https://www.previnex.com/ Cool-Jams: Use the code HITPLAY for 15% off all products at https://www.cool-jams.com/?utm_medium=podcast&utm_source=spotify&utm_campaign=hit-play-not-pause_20230802 Nutrisense: Go to nutrisense.io/hitplay and use the code HITPLAY30 for $30 off any subscription to the CGM program bonkbreaker.com/feistybox

Welcome to the FAST Performance Baseball Podcast, your ultimate destination for in-depth insights into the world of baseball performance, coaching, and mentorship. I'm your host, Cole Thomas, and joining me today is a true luminary in the world of baseball mentoring and coaching, the one and only Adam Sarancik.Adam Sarancik, the owner of Elevate Sports Academy, is our special guest, and he brings a wealth of knowledge and experience in mentoring student-athletes, optimizing their physical conditioning, guiding their nutritional choices, and providing invaluable career and college counseling. With a background spanning across various sports, including baseball, softball, soccer, and basketball, Adam's expertise is second to none.With a Bachelor of Science Degree from San Diego State University, a J.D. Degree from the University of San Diego School of Law, and a Masters of Arts in Teaching Degree from Western Oregon University, Adam's educational journey has uniquely equipped him to offer profound insights into the world of sports coaching and mentorship.Adam is also a prolific author, having penned three Amazon Top 100 Best Sellers in baseball coaching, including "Coaching Champions for Life," a book celebrated by Book Authority as the #14 All-Time Best Baseball Coaching Book and the #8 All-Time Best Baseball Coaching eBook. His books, along with his articles featured in prestigious publications like ABCA's Inside Pitch and Collegiate Baseball News, showcase his dedication to enhancing the coaching and mentorship experience.Adam's contributions extend beyond the written word. As a nationally certified Impact trainer for the Positive Coaching Alliance, he is committed to fostering a positive and empowering coaching environment.In this episode of the FAST Performance Baseball Podcast, Cole Thomas and Adam Sarancik dive deep into the art and science of coaching, mentoring, and developing young athletes into champions on and off the field. Get ready for an inspiring conversation that will elevate your understanding of coaching, player development, and the profound impact it can have on young athletes' lives.Tune in to the FAST Performance Baseball Podcast and embark on a journey of discovery, learning, and inspiration, as we uncover the secrets to coaching champions for life.

In 2022, more than one-fifth of the 1,000 candidates for the U.S. Senate, House, or state governor on the fall ballot stated they had some form of military experience, per the Pew Research Center. And it makes sense. The leadership experiences in the military, combined with the consequences of political decisions that directly impact those in the military, can be largely influential in a veteran's decision to run for office. Why, though, would such a young veteran who is only 38 years old, decide to run for the 14th Congressional District of Illinois?On today's episode of Send the Marine to Congress, host Ron J. Stefanski speaks with Matt Leiv, AI Consultant and Strategic Advisor to several AI startups and candidate for the 14th District of the Illinois Congress, to discuss why Leiv decided it was time to serve the country in a different way by running for Congress. Military involvement isn't unfamiliar territory to members of the House of Representatives. In fact, currently, there are 82 House of Representative Members who are veterans, and Leiv hopes to become the 83rd. “I can keep focusing on myself or I can stand up and step up again like I did previously and go to contribute back to the country,” Leiv explained. Stefanski and Leiv also discussed…1. Why Leiv decided to serve the country on the political front after serving on the military front2. Leiv's thoughts on the Trump campaign and his own plans for his political campaign 3. How his young age will fare amongst the older population of Congressional seat holdersLeiv stated, “The true conservative values—what it really comes down to—is smaller federal government, less interference in people's lives, keeping the government as lean as possible in order to carry out policies that protect and preserve our liberties and freedoms. We've gone very far away from that. We've let it creep, over the years, quite a bit into a large, overwhelming government where you can see not just the deficit, but the trade deficit and the overall lack of reduction in the deficit.”Matt Leiv is an Advisor to SN Investing LLC and Leap Inc. and is a veteran of the U.S. Marine Corps where he was a Sergeant, Infantry Combat Squat Leader and Corporal, Infantry Team Leader Special Operations. He is also Associate Consultant at Moovance and has served as an AI consultant for multiple companies. Leiv earned a bachelor's degree in business administration from the University of Southern California and USC Marshall School of Business. He also has an AS in Business Administration and Management from Fullerton College and studied Fire Science at Western Oregon University.

In 2022, more than one-fifth of the 1,000 candidates for the U.S. Senate, House, or state governor on the fall ballot stated they had some form of military experience, per the Pew Research Center. And it makes sense. The leadership experiences in the military, combined with the consequences of political decisions that directly impact those in the military, can be largely influential in a veteran's decision to run for office. Why, though, would such a young veteran who is only 38 years old, decide to run for the 14th Congressional District of Illinois?On today's episode of Send the Marine to Congress, host Ron J. Stefanski speaks with Matt Leiv, AI Consultant and Strategic Advisor to several AI startups and candidate for the 14th District of the Illinois Congress, to discuss why Leiv decided it was time to serve the country in a different way by running for Congress. Military involvement isn't unfamiliar territory to members of the House of Representatives. In fact, currently, there are 82 House of Representative Members who are veterans, and Leiv hopes to become the 83rd. “I can keep focusing on myself or I can stand up and step up again like I did previously and go to contribute back to the country,” Leiv explained. Stefanski and Leiv also discussed…1. Why Leiv decided to serve the country on the political front after serving on the military front2. Leiv's thoughts on the Trump campaign and his own plans for his political campaign 3. How his young age will fare amongst the older population of Congressional seat holdersLeiv stated, “The true conservative values—what it really comes down to—is smaller federal government, less interference in people's lives, keeping the government as lean as possible in order to carry out policies that protect and preserve our liberties and freedoms. We've gone very far away from that. We've let it creep, over the years, quite a bit into a large, overwhelming government where you can see not just the deficit, but the trade deficit and the overall lack of reduction in the deficit.”Matt Leiv is an Advisor to SN Investing LLC and Leap Inc. and is a veteran of the U.S. Marine Corps where he was a Sergeant, Infantry Combat Squat Leader and Corporal, Infantry Team Leader Special Operations. He is also Associate Consultant at Moovance and has served as an AI consultant for multiple companies. Leiv earned a bachelor's degree in business administration from the University of Southern California and USC Marshall School of Business. He also has an AS in Business Administration and Management from Fullerton College and studied Fire Science at Western Oregon University.

In today's episode, we speak with Sam Moore about...Menstrual cycle phase based training How the menstrual cycle affects creatine supplementationHow creatine benefits fluid distributionWhy menstruators should supplement with creatineSam Moore is an applied sport scientist and Human Movement Science Doctoral student at the University of North Carolina at Chapel Hill's School of Medicine, researching endocrinological topics of applied female athlete sport science. Sam completed her undergraduate degree in Exercise Science and Human Biology from Western Oregon University and her master's degree in Performance Enhancement and Injury Prevention from California University of Pennsylvania. Prior to Carolina, Sam was with the NC State Wolfpack from 2019-2021 as the Director of Sport Science and Assistant Strength & Conditioning Coach. After two season ending knee surgeries during her dual sport collegiate athletic career, Moore was drawn to the starkly different experience entering the “real-world” as a former female athlete compared to her male counterparts. This was the inception of what would later establish her as the topic expert in the field of female athlete physiology in the pursuit of gender equity in collegiate women's sports. As the first woman to serve as a Director of Sport Science in the NCAA, Sam implemented a revolutionary and evidence informed framework of women's specific training design based on the hormonal landscape of the Wolfpack female athletes. Sam has presented at major international conferences on topics ranging from metabolic and performance effects of female sex hormones to bigger pictures issues of equity and social justice for women and gender diverse athletes. Sam lives in Durham, N.C., with her husband Bennet and their 9-month-old puppy, Dionysus. Please note that this podcast is created strictly for educational purposes and should never be used for medical diagnosis and treatment.See you in the next episode!***Book a FREE 15 minute phone call:  https://nutritional-revolution.com/work-with-us/Menstrual Cycle Support Program Bundle: https://nutritional-revolution.com/product/menstrual-cycle-support-program-bundle/Mini Course Bundle: https://nutritional-revolution.com/product/sports-nutrition-webinars-bundle/***MENTIONEDSam MooreWebsite: www.mooresportscience.com/Instagram: @sammoorestrongTwitter: @SamMooreStrongMORE NR New customers save 10% off all products on our website with the code NEWNR10 If you would like to work with our practitioners, click here: https://nutritional-revolution.com/work-with-us/ If you're interested in sponsoring Nutritional Revolution Podcast, shoot us an email at nutritionalrev@gmail.com.

In another edition of Team Player Podcast without borders we welcome another guest from the Beaver State, the Great State of Oregon - he follows in the footsteps of Kevin “K-Dawg” Swift in ep 13, and like Coach Swift this is another coach I met through the HSFB Twitter Community, he is the longtime head FB coach of Central Catholic HS in Portland, OR welcome Steve Pyne to the show! - Growing up in the Rose City - Portland, OR within a quick drive to the old Rose Garden (now called Moda Center), home of the Portland Trailblazers. - Heading south to attend college at Western Oregon University, where he ended up with an interesting arrangement starting at age 19, making the 140-mile roundtrip to coach at his HS alma mater for gas money!! - His coaching journey started with going across the border into Idaho before returning home and settling in as the longtime Head Coach at Catholic Central complete with multiple state championship rings to show for it! - It's a veritable who's who of big-name head football coaches Steve has met in his lifetime, including a hilarious encounter with a young Lane Kiffin! - Finally with only one big pro sports team in Portland, coach has an eclectic mix of favorite teams spread clear across the United States. We play St. Louis Cards Mt. Rushmore, Fighting Irish Start/Bench/Cut with names like Bettis, Brown, and Ismail. Then we play a Washington Start/Bench/Cut with Monk, Green, and "Riggo", before finishing with a Blazers Start/Bench/Cut with Clyde the Glide, Dame Lillard, and a mystery clutch substitution by coach of a late 90's star! Join the Team Player Revolution! The biggest help is to leave a 5-star rating. This is what moves us up the rankings so more people can hear the stories of coaches changing lives Follow on Twitter @coach_kovo Hit us up at teamplayerpodcast@gmail.com - we lift up our own inside Team Player Nation, all guest suggestions/feedback is welcome! Art for the Team Player Podcast was created by Kaiser St. Cyr Music for the Team Player Podcast is from the single One More/Good Enough by Avrion - available on all platforms

On today's episode of The Ramp. It. Up! Podcast we are wrapping up Women's History Month with a good friend of mine, Erin Taylor.Get To Know Our Guest For more than 15 years, Erin Taylor has dedicated herself to advocating for health equity and promoting wellness by helping eliminate barriers and health disparities for disabled people throughout Oregon. She does this by interweaving equity, inclusion, and accessibility throughout her work and being intentional in her commitment to diversifying awareness of the vast range of disability experiences and identities. Ensuring that disabled people's voices are heard, their intersectionality is acknowledged, and their needs are met is imperative in Taylor's work. Even though Taylor's roots are with people with intellectual disabilities, she does her current work through a cross-disability lens.Taylor holds an M.A. in Disability Studies from City University New York (CUNY) and a B.A. in Communications Studies focusing on Community Health Education from Western Oregon University. She has built a strong foundation as a master trainer with expertise in creating accessible, universal, and inclusive materials for trainings, workshops, and curricula for Oregon Health and Science University's Oregon Office on Disability and Health and University Center for Excellence in Developmental Disabilities. During the pandemic, Taylor saw a need to bring education and awareness around disability because of the injustices she saw. She recognizes that the topic of disability is very complex, nuanced, and layered, so Taylor and her partner started AIM-4-Access (Accessibility and Inclusion Matters). Creating a business allows Taylor and her partner to hold space for these conversations in ways that will leave people understanding the 'why' you should care to make our world inclusive and accessible. This business also allows Taylor to bring her passion for health promotion back into her work.Erin identifies as having non-apparent disabilities and is deeply involved and integrated with her peers from the local cross-disability, LGBTIA2S+, and social justice communities. In her free time, Taylor is a musician who enjoys photography and the beauty of the PNW. She enjoys kayaking, camping, hiking, and spending time at the coast with her partner and two dogs, Millie and Lilah.Email: Taylorridler@aim-4-access.comClick the link below to register for the United Spinal Association's TechTalkshttps://unitedspinal.org/events/techtalks/Stay Connected to the PodcastInstagram: https://www.instagram.com/ramp.it.up.podcast/Facebook: https://www.facebook.com/ZoeOnWheelz/YouTube: https://www.youtube.com/channel/UCZAnH8I6sGEf7SJ9OKw8dEAEmail: rampituppodcast@gmail.comSupport the show

This episode is for all the people who were told your virginity was the most important thing about you. In this episode, we get into the meaning of virginity to evangelicals, the history, what we were told the Bible says, what the Bible actually says, and of course, we talk about where we can go from here.  Full show notes here Join us for $3/month (USD) to get the full conversations with historian Sara Moslener and biblical scholar Karen Keen as well as romcom recaps, purity culuture news & views, and a ticket to the Big Debrief.  Connect with us on Instagram and Twitter Sara Moslener is a lecturer in the Department of Philosophy, Anthropology, and Religion at Central Michigan University where she teaches courses on the history of religious and racial discrimination in the United States. She has been studying evangelical purity culture for over 15 years and has numerous publications including the book Virgin Nation: Sexual Purity and American Adolescence (Oxford University Press: 2015) which demonstrates how sexual purity campaigns and rhetoric have been used by white Protestants since the 19th century to obtain greater political power and cultural influence. Follow Sara on Twitter. Karen R. Keen is a biblical scholar and spiritual care provider at The Redwood Center for Spiritual Care and Education. She works to make scholarship accessible to lay leaders and the public, particularly as it relates to the intersection of Scripture, faith, and culture. Karen has taught biblical and theological studies in both academic and church settings. Trained as a spiritual director in the Ignatian tradition, she also provides spiritual care through groups and retreats. Karen is the author of The Jesus Way: Practicing the Ignatian Spiritual Exercises,  Scripture, Ethics, and the Possibility of Same-Sex Relationships, and  The Word of a Humble God: The Origins, Inspiration, and Interpretation of Scripture. She is currently working on a book to be released in 2024 on sex and the Christian life. Karen earned her M.S. in education (counseling) from Western Oregon University, M.A. in exegetical theology from Western Seminary, and Th.M. in biblical studies from Duke Divinity School. Follow Karen on Twitter.

This week's guest is David Ribich of Union Athletics Club, a 3:55 miler and many-time D2 NCAA champion at Western Oregon University. You also might know David as the host of the Sit and Kick podcast or the author of Small School; Big Dreams- he's quite the renaissance man. This was absolutely one of my favorite conversations I've ever had on the podcast – David was super honest and vulnerable in talking about his journey with the sport and pulling back the curtain on what it means to go through a contract renegotiation as a pro runner. He also shared his changing goals and perspective as he's grown in his time as a pro, and of course, because it's Valentine's Day, we got David's full love story and recap of his proposal to his fiancée in an Irish castle of all places. Thanks for listening and please don't forget to subscribe, follow, and throw us some love in the ratings and reviews. This show just turned 5 years old and the whole time it really has been a love letter from me to the sport, the culture, and all the people who make running so much bigger than just a type of exercise. Thanks again and enjoy the episode! On leaving Brooks Beasts: “It felt like a breakup. A lot of love went into that relationship and I really put myself out there emotionally. And when I had the option to stay with the team through the fall [after being released], I chose not to because I needed to look forward, to figure out my next step.” On looking forward to 2023: “I had to look at myself in the mirror this whole fall and ask, ‘why the hell am I doing this still?' I could make more money doing something else. It's about a childhood dream that I want to pursue- at this point in my career, for myself.” On his dreams as a professional runner: “At this point in my career, I'm in this for me. I've been the nice guy; I've represented my team and my brand. Now my dream as a runner is to step off the track proud of myself. I'm trying to get the max effort out of my body.” On training with Union Athletic Club: “It's nice to be surrounded by people who know what they want and go for what they want. I have a lot to learn from this environment.”

Dr. Rob Winningham received his Ph.D. in neuroscience from Baylor University. He joined the faculty at Western Oregon University in 2000 where he served as a Professorof Psychology and Gerontology. He helped create the Gerontology Department, served as the Deanof the College of Liberal Arts and Sciences and is currently the Provost and Vice President for Academic Affairs at Western Oregon University. His scholarship has focused on memory and aging for the past 30 years. He has trained thousands of professionals to offer high quality cognitive rehabilitation and therapy programs. In Addition to publishing many peer-reviewed articles in the area of human memory and aging, Dr. Winningham has been invited to give well over 1500 invited presentationsabout memory and aging at various conferences and workshops. His book, “Train Your Brain: How to Maximize Memory Ability in Older Adulthood” and his latest book is entitled Cranium Crunches, both of which can be foundon Amazon.Sponsor: www.SeniorCareAuthority.com

Dr. Rob Winningham received his Ph.D. in neuroscience from Baylor University. He joined the faculty at Western Oregon University in 2000 where he served as a Professor of Psychology and Gerontology. His focus has been on memory and aging for the past 30 years. He has trained thousands of professionals to offer high quality cognitive rehabilitation and therapy programs. In addition to publishing many peer-reviewed articles in the area of human memory and aging, Dr. Winningham has been invited to given well over 1500 invited presentations about memory and aging at various conferences and workshops. His book, Train Your Brain: How to Maximize Memory Ability in Older Adulthood and his latest book, Cranium Crunches, both can be found on Amazon.Dr. Mike Studer has been a Physical Therapist since 1991, a board certified innneurologic Physical Therapist in 1995, and a private practice owner since 2005. Dr. Studer has been an invited speaker covering 50 states, 10 countries, and 4 continents speaking on topics ranging from cognition and psychology in rehabilitation, aging, stroke, motor learning, motivation in rehabilitation, balance, dizziness, neuropathy and Parkinson Disease. Dr. Studer is a co-founder and co-owner of SparkRehabilitation and Wellness in Bend, Oregon. Sponsor: www.SeniorCareAuthority.com

你有聽過復健諮商 (Rehabilitation Counseling)嗎？“復健諮商”對於身心障礙者能提供的服務與支持有哪些？今天節目我們邀請到林千淳博士來和大家聊聊她的專業領域以及所服務的族群。

Wayne Douglas Morgan is the President of Upperline Entertainment, Actor/Producer Wayne Douglas Morgan has performed extensively in film and television over the last five years. In addition to acting in such films as The Dukes of Hazzard (2005), Déjà Vu (2006), Blonde Ambition (2007), Labou (2008), and Cirque Du Freak (2009), this native of New Orleans has also worked in just about every job description on a film set including Bodyguard (for Lindsay Lohan & Ray Liotta among many other celebrities), Casting Director, Locations Manager, Assistant Director, and Producer. Wayne's first film as producer was the well-received Hood Life, starring Shoney Carter, about the tough streets of New Orleans. In 2007, Wayne teamed up with entertainment attorney Murray Roth and together they formed the production company, Upperline Entertainment, which is dedicated to creating full-length independent features within the state of Louisiana. Wayne has lived and worked in California, Louisiana, New York, and Oregon and holds a B.S. in Law Enforcement from Western Oregon University. In a relatively short period of time, Wayne has been able to work with some of the top talent in the industry including Justin Timberlake, Mary Steenburgen, Burt Reynolds, Jeff Bridges, Willie Nelson, and Tommy Lee Jones. In 2004, Wayne created the HURD (Helping you Reach Dreams) Casting Network, a company dedicated to helping others break into the film community. Wayne is also actively involved in the burgeoning Louisiana film industry as the Director of the non-profit organization, Louisiana Produces, which promotes the production of film and television shows in Louisiana. Wayne's greatest role to date is that of Father to four beautiful children. For more information please visit; https://pro.imdb.com/name/nm1770183/?ref_=instant_nm_2&q=Wayne%20Doug Leduc Entertainment is a video production company with offices in New Orleans, Atlanta, and Los Angeles. We help business owners and creatives scale their businesses through video marketing. Using YouTube, Facebook, Instagram, TikTok, LinkedIn, and Twitter, we are able to communicate your message, brand, and product in an engaging way. Your business deserves great videos!

Rounding Up Season 1 | Episode 5 – Learning Targets Guest: Dr. Rachel Harrington Mike Wallus: As a 17-year-veteran classroom teacher, I can't even begin to count the number of learning targets that I've written over the years. Whether it's writing ‘I can' statements or developing success criteria, there's no denying that writing learning targets is an important part of teacher practice. That said, the thinking about what makes a strong learning target continues to evolve and the language that we select for those targets has implications for instructional practice. Today on the podcast, we're talking with Dr. Rachel Harrington from Western Oregon University about creating powerful and productive learning targets. Welcome to the podcast. Rachel Harrington: Thank you for having me. I'm excited to be here. Mike: Sure. So I'd love to just start our conversation by having you talk a little bit about how the ideas around learning targets have evolved, even just in the course of your own teaching career. Rachel: I started out as a pre-service teacher in the late '90s and got a lot of practice in undergrad teacher education, thinking about writing those objectives. And we were always told to start with, ‘The student will be able to … ,' and then we needed to have some skill and then it needed to end with a percentage of performance. So we need percent of accuracy. And so I got a lot of practice writing things that way, and we always were very strategic with our percentages. We might say 80 percent because we planned to give them five questions at the end and we wanted four out of five to be correct. And then we could check the box that the students had done what we wanted. And I felt like it was really critical. We always were kind of drilled into us that it must be measurable. You have to be able to measure that objective. And so that percentage was really important. Rachel: In my experience though, as a teacher, that, that didn't feel as helpful. And it wasn't something that I did as a classroom teacher very often. As I transitioned into working in teacher preparation, now we have shifted the way we talk about things. Instead of saying a learning objective, we talk more about learning targets. And we talk about using active verbs that, when we phrase the learning target or the learning goal, it's using a verb that is more active and not so much ‘Student will be able to … .' And so we might use verbs like compare, explain, classify, analyze, thinking more about that. And then, rather than thinking about an assessment at the end, with five questions where they get four correct, we want to think about multiple times throughout the lesson where the teacher is assessing that learning goal and the progress towards that goal. Sometimes those assessments might be more classroom-based. Other times you might be looking more at an individual student and collecting data on their progress as well. But it's more progress towards a goal rather than something that's met at the end of the lesson with a certain percentage of accuracy. Mike: You named the thing that I think stood out for me, which is you're moving from a process where you're thinking about an outcome versus what's the action, be that cognitive or in the way that students are solving. The focus is really on what's happening and how it's happening as opposed to just an outcome. Rachel: Uh-hm. And I feel like when I started in teacher preparation, the standards were a little more siloed by grade level. It was sort of like, this is what we do in fourth grade and it starts and ends in fourth grade. Whereas with the Common Core State Standards, we see these learning progressions that stretch across the child's whole math experience. And so I think that's shifted a little bit the way we think about targets as well and learning goals and whatever title you've given them. Now, we don't think so much as, ‘What are you accomplishing at the end of today?' but sort of your progress across a learning progression and, and what progress are you making towards a longer-term goal? Mike: I think that's a really profound shift though. There are two things that come to mind: One is really thinking about how that impacts my practice as a teacher. If I'm just thinking about what happens at the end of today, in all of these little discreet iterations, versus what's the pathway that the child is on, right? I'm really interested in, how is their thinking shifting? And that the end of the day is not the end of that shift. It's really something that happens over time. Does that make sense to you? Rachel: Definitely. And I think it's really critical when we're teaching in a mixed-ability classroom, and we're thinking about children making progress at their own pace and not expecting every child to learn the same thing every single day, but we can have individual goals for our kids. We can have ideas about, as long as they are making progress in their math journey, then we're going to be OK with that. And we're helping them in that progress. And I think it's also more evidence as to why curriculum needs to cycle back to previously taught concepts because those concepts may or may not be mastered by all the children or understood by all the children at the end of the lesson. We're going to keep revisiting it. And children get multiple opportunities to think about this idea, and they will make progress on their own at their pace. Mike: Well, that's in stark contrast to my own childhood math experiences. You got through your unit on fractions in fourth grade, and… Rachel: Yep. Mike: ... if you didn't get it, well … Rachel: So sad. Mike: ... good, good luck in fifth grade! Rachel: ( laughs ) Mike: ( laughs ) Um, but it's really an entirely different way of thinking about the child's development of ideas.  Rachel: Yep. I remember teaching multiplication of fractions on a Monday followed by a division of fractions on a Tuesday. It was really just like, you know, when we moved past this idea that multiplication of fractions is a procedure that, that students will master. Then we need to start thinking about it as happening more than just on Monday. Mike: We've already started to address the second question I had, which is: What are some of the pitfalls that schools and teachers might fall into or might encounter when they're thinking about learning targets?  Rachel: I think some folks have put pressure on teachers to take the idea of a learning target and phrase it into an ‘I can' statement or a student-friendly language—which, I am not at all opposed to the idea of making things into student-friendly language. I think that's actually really critical in math class. Mike: Uh-hm. Rachel: But I think it can be problematic. When we start the lesson with an ‘I can' statement, are we giving away the ending of the lesson right at the beginning? Mike: Yeah. Rachel: Are we taking away their joy of that discovery and that excitement of finding out this, understanding this new concept? I don't want to remove that magic out of math class by just saying, ‘Hey, I'm going to tell you the ending right before we get started.' And I also worry a little bit that sometimes those ‘I can' statements and those things that we put up on the board at the beginning of class are done under the guise of ‘holding teachers accountable,' which I think is a phrase that is very ( chuckles ) problematic.  Rachel: I tend to err on the side of trusting teachers; that they can be trusted to know what they're doing in the classroom and that they have a goal in mind. And I assume that they are planning for teaching without telling me exactly and explicitly on the whiteboard that they are doing that. But I also recognize that the presence of that learning target or that ‘I can' statement on the board at the beginning is an easy thing to check off. All of the different things that are happening in math class are really complex and really hard to understand and notice. And it can take years and tons of experience before we're able to notice all the things that are happening. And so as an administrator that maybe has limited experience teaching mathematics, I could see where it would be difficult coming into the classroom and really being able to recognize what is happening. You might look around the room and be like, ‘Is this some kind of birthday party? What's going on? All these kids are cutting things out and gluing things. This doesn't look like math class.' Rachel: But if I can see that statement written up on the board, that's something that's kind of concrete and measurable. I also just think this idea of capturing learning as a daily objective can be problematic, especially when we're thinking about building really complex ideas in mathematics. You know, that's not going to happen in one lesson, in one session of curriculum. It might build over multiple days. It might cycle back into multiple units. And so we need to make sure that students are developing alongside their peers and, but maybe not out at the same pace. And I think that's OK. Mike: Yeah. You made me think about a couple different things, Rachel. One is the idea that the way that learning targets have been kind of introduced into classrooms really feels more like compliance as opposed to something that has value in terms of your instructional practice. And I, I've lived that world, too, as a classroom teacher. I think the other thing that really hits me from what you said is, I started thinking about whole-number multiplication, right? If I'm just thinking about the end product—meaning students being able to perform multiplication—there's so much richness that has been missed ( chuckles ) in that process. Rachel: ( chuckles )  Mike: I mean, we're trying to help children move from thinking additively to thinking multiplicatively. You're going to move along that kind of continuum of understanding over time. Honestly, I would say it shouldn't happen in one day. Rachel: Yeah. What can you really learn in just one lesson? And learn, not, I wouldn't say just perform a skill. Mike: Yeah. Rachel: I think skills, performing a skill and memorizing an algorithm, that is something that can be taught in a really concrete chunk of time, potentially. But the real conceptual understanding of what's happening with multiplication—how it's connected to addition, how it's connected to geometric concepts and things like that—that all comes and builds. And I feel like it also builds in fits and spurts. Some kids are going to make a big leap at one point and then make some smaller steps before they make another big leap. It's not a linear progression that … Mike: Right. Rachel: … they're going through. And so we have to allow that to happen and give room for that to happen. And if we say everyone in the class will do this by the end of the lesson with this amount of accuracy, we don't make room for that to happen. Mike: Yeah. I think what you're highlighting is the difference between what I would call like a learning goal and a performance goal. And I'm wondering if you could help unpack that. Because for me, when I started thinking about learning targets in that framework, it really opened my eyes to some of the places where I'd gotten it right in the classroom and some of the places where, boy, I wish I had a do-over. Rachel: Yeah. I think the language that the National Council of Teachers in Mathematics has brought to us, is this idea of contrasting performance goals with learning goals. And I find myself turning to the ‘Taking Action' series of books. Specifically, K–5 when we're thinking about elementary. There's a chapter of that book I have found to be really powerful. Sadly, I think it's one that we can sometimes gloss over a little bit in our reading. Because for some folks, they look at that and they say, ‘Well, I don't choose the learning goal. My curriculum chooses the learning goal or my school district tells me what the learning goal is.' But when you really look at what a learning goal is, as opposed to a performance goal, that's really not what's dictated by your curriculum or by your school district. And so in the 'Taking Action' book, I think they do a really nice job of contrasting the difference between a learning goal and a performance goal. And I would say a performance goal is sort of what I described earlier when I was talking about ‘The student will be able to … ' Mike: Uh-hm. Yeah. Rachel: … at a certain amount of accuracy. So, an example. If you do have access to the book, it talks about ‘Students will solve a variety of multiplication word problems and write the related multiplication equations.' And (given) that, I could see that as the type of thing I would've written maybe with a certain amount of accuracy ( laughs ) at the end of it. And I would've given them maybe five word problems and then assessed if they could get at least four out of the five correct equations. And so that's a really good example of a performance goal. And, and they talk about this idea of a performance is, what is the student doing? What's something that we can look and observe and measure and count.  Mike: That's so hard though! Because what's missing in that goal is ‘how'!  Rachel: Right.  Mike: You know ( laughs ), like …  Rachel: Or ‘why'! ( laughs )  Mike: ( laughs) Or ‘why'! Right?  Rachel: Yep, yep.  Mike: Like when you actually look at the student's work, what does that tell you about how they arrived there? And then what does that tell you about what that child needs to continue making sense of mathematics? You gave an example of a performance goal around multiplication and word problems. What might that sound like as a learning goal instead?  Rachel: So an example of that same—probably aligned to the exact same standard and the Common Core State Standards—would be that students will understand the structure of multiplication as comprising equal groups, within visual or physical representations, understand numbers and multiplication equations, and connect those representations to equations. So that learning goal really describes what you're hoping the students learn. Not just what they do, but what do they carry forward with them as they move into more and more complex mathematics? I think you'll also recognize the verbs in there are much more complex. In the previous performance goal, we talked about students solving and writing. They're solving, and they're writing. But in the learning goal, we're looking at understanding, connecting, and representing those different ways of thinking about it and bringing them together. Putting those pieces together. And again, that might be something that develops over a long period of time. They might be working on one piece of it, which is looking at an array and connecting that to an equation. But maybe later on, they're connecting the context of the task to the equation. Or they're taking a context and recognizing, ‘Wouldn't an array model be a great way to solve this? And wouldn't an equation model be a great way to solve this?'  Mike: Uh-hm.  Rachel: And that's really developing over time.  Mike: Yeah. I was just going to say, you mentioned ‘Taking Action.' The, the chapter on learning goals is actually my most dogeared, uh, chapter in the book. I want to read you something that I think is really powerful though. Very first chapter on learning goals, the way that they describe it is: ‘Identifying what students will come to understand about mathematics rather than focusing on what students will do.' I've read that, underlined it, highlighted it. And I've got a Post-It note on that page because I think it just fundamentally changes what I think my role is as a teacher in preparing and also in a moment with children.  Rachel: Yep. It's not so much about, they're going to be able to cut this out and do this thing and perform this action. But it's really, what's the purpose? Why are we doing this? Why would they cut that out? Why would they do this action? What is that contributing to their long-term understanding? I do appreciate NCTM's guidance on this. I think they're leading the pack. And this is really cutting-edge … Mike: Yeah. Rachel: … thinking about how we set goals for our classroom. It's not commonly held in the field or applied in the field yet. Mike: Uh-hm. Rachel: But I think folks are really starting to understand its importance. That if, as we change the way we teach mathematics and the outcomes we expect for students, we have to start thinking differently about how we set up learning goals. We can't keep having these performance goals and expecting what's happening in the classroom to change. If we're really going to go towards the type of instruction we want to see in a classroom, we've got to think about learning goals instead of focus so much on just performance. Mike: I actually had a chance to talk to DeAnn Huinker, who's one of the co-writers of ‘Taking Action,' and she used the phrase, ‘What are the mathematical conversations you want children to have?' And I was really struck by, like, that's a really interesting question for me to think about if I'm thinking about my learning goals. But even if I'm just thinking about planning and preparing for a lesson or a unit of study. Rachel: Definitely. I don't think that's something that's thought a lot about. I mean, I might see for my students and their lesson plan: ‘Turn and talk to your neighbor.' But if you don't really think carefully about what kind of conversation you want to happen during that turn and talk … . Or I'll see in their lesson plan that ‘We will have a discussion about students' various solutions.' And what does that mean? You know, what's going to happen in that time? What's the point … Mike: Uh-hm. Rachel: … of that time? I can't remember who, I think it was Elham Kazemi that said something once about, ‘In math class folks will present,' and it's like that old football cheer, you know, ‘stand up, sit down, clap, clap, clap.' That's what we do in math class. Mike: Yeah. Rachel: We have kids stand up, we sit down, we all politely listen, and then we clap. And that's it. We move on. But if you really focus on those conversations that you want kids to have, what are the interesting things that you want them to be thinking about? That's a complete shift in how we've taught math. Mike: Yeah, it really is. It makes me think about, on a practical level, if I'm a person who's listening to this podcast, what I might be starting to think about is, ‘How do I take action'—no pun intended—'on this idea of thinking deeply about learning goals, integrating them into my practice?' And, for me at least, the first place I went when I read this was to think about shifting what I did in my preparation and my planning. Rachel: Uh-hm. But I think when it comes to planning, we need to be thinking, first of all, kind of the three parts that ‘Taking Action' talks about, is setting a goal that's clear. It should be clear in your mind what the children are learning. And so that can take some reading, right? It can take reading through the session, reading through the overviews, thinking about the learning progressions, always keeping your eye on that mathematical horizon, making those learning goals clear. But then also thinking about the fact that I am situating those learning goals into a learning progression. And I'm thinking about what this lesson that I'm doing on Tuesday, where does it fit in the math journey? So that makes me think about two things. First, what is this lesson building on? What foundation do these students come with that I can build on? But then also, what is it leading toward? Rachel: Where are we going from here? And what is the important role that this idea we're looking at today plays in the whole mathematical journey? And then using that as your foundation for your instruction. So if you're finding that the activity that you had planned isn't meeting that learning goal. So it isn't helping you with this clear understanding of what you want them to know. If it isn't helping build toward something that you want them to be able to understand, then what are the changes you need to make? Mike: Uh-hm. Rachel: What are some things you want to adjust? Where do you want to spend more time? How do you add those conversations? Things like that. Mike: Uh-hm. I think you led back to the thing that I wanted to unpack, which is: I worried that at different points in this conversation, people might think, ‘Well, they're just suggesting that learning goals or learning targets don't really have a role.' We're not saying that. We're saying that they really stretch over time. And I think your description was really elegant in thinking about, what does this session contribute to that larger goal of understanding the meaning of multiplication? What is the intent of this session in helping that development proceed? Rachel: Yeah. What is the big idea? What is this leading towards? Because if you don't see it, then that's when you, as a teacher, need to make some decisions. Do I need to do more reading? Do I need to do more understanding about this particular content area? Do I need to adjust the lesson itself? Is there something that I need to change or add or incorporate so that it does play a stronger role? Plus, you know your students. So if we're thinking about this session being a part of a learning progression, and it's building on something they already have, if you feel like maybe they don't have what they need to engage with today's lesson—now I'm going to think about some ways to reengage them with this content. I think especially over the next few years, that's going to be critical. But yeah, I definitely agree with you, Mike. Cause I think NCTM, the authors would say the first thing about a learning target or a learning goal is that it has to be clear, and it has to guide and be the foundation for instruction. And so, they're really important. It's just maybe the way that we've talked about them in the past hasn't been helpful. Mike: Yeah. The other place you bring me to, Rachel, is the idea that if I'm really clear on my learning goal, what is it that children will come to understand? And where is this lesson situated in that journey? That actually has a lot of value because I can think about, ‘What are some of the questions that I want to ask to try to either assess where kids are at or advance their thinking?' Or when I think about what children might do, ‘Which kids do I want to strategically highlight at a closure?' So I think understanding that learning goal really does have value for folks. It's just a different way of constructing them. And then also thinking, what do you do next? Rachel: And I also think, again, I'll take this back to the idea of assessing those learning goals. 'Cause I do think assessment and goals cannot be separated. You're going to always be thinking about that, right? Why set a goal if you don't have any way of knowing whether students are making progress towards that goal? When you establish them in that way and you think about them as less of something that's going to be accomplished by the end of this session, we allow room for students to progress at different ways and learn different things in the class. And then that's when we can have those rich conversations at the end, when we're drawing things together. If every child's going to do everything the exact same way in my classroom, then there's no opportunity for interesting conversations. The interesting conversations happen when kids are doing things differently and making progress in different ways, and heading in different directions towards the same goal. Rachel: Then we start learning from each other. We can see what our partner is doing and try to understand what they're doing. That's when interesting math happens. And I want to encourage teachers to feel confident in thinking about these as the idea of a learning goal. And even starting to incorporate this into student-friendly language. You know, a learning goal doesn't have to be written as an ‘I can' statement for kids to be able to understand it. And I also want teachers to feel confident in their abilities for advocating. Um, when they see learning goals being used in a problematic way, when we see pitfalls and things that we talked about at the beginning happening in their classroom—be confident in your abilities and your knowledge and what you know is best for students. You know your students better than anyone else does. The teacher does. And you know how to think about those individual needs and the individual growth of each child in your classroom. Rachel: So rest assured in that confidence. But go to the resources that are available to you as well. When you're struggling with the idea of where these lessons or these concepts or these ideas you're teaching fit, go to the learning progressions, go to the ‘Taking Action' book, go to the NCTM resources. Um, read your session overviews in your curriculum. Have conversations with your colleagues. Have conversations with the colleagues that teach grades above you and grades below you. That's really critical if we're think about taking away this silo idea of teaching mathematics, we need to start thinking about have these conversations across grade levels. And, and knowing, you know, if you're struggling with where this idea is going, talk to the teacher who comes next. And even just ask them, ‘What reason do you think a child would need to learn this?' Mike: Yeah. Rachel: You know, and then they might be able to help you see where it fits in the progression. Mike: Well, and I was going to say, look at the scope and sequence and notice, where do the ideas come back? How are they coming back? How are they being developed? And then the icing on the cake would be to do what you said. Let's take a look at how this manifests itself in the next grade or perhaps in the grade prior. Rachel: I think that's also a role for math leaders in elementary and in the building instructional coaches, that's a vision that they can help teachers with 'cause they get the opportunity to be in multiple grades in multiple classrooms. And they also have more space to read through the progressions, and they might have more time for those sorts of things. And so I want to push math leaders to be doing that as well. Not just the classroom teachers, help your teachers to see where these ideas carry across into future grades and how they build on previous content and facilitate those conversations. Mike: Yeah. You know, I'm so glad that you brought that up. Because it makes me think about, there are some things about the way that we've organized education that just, are givens, right? We have primarily grade-level classrooms, right? And so, I taught first grade for eight years. I intimately knew my first-grade standards. I did not clearly have a vision of necessarily how that was going to play out in second grade and third grade and fourth grade and so on. And I think that's one of the inadvertent problems that we're stuck with is, if we don't have a vertical understanding of: How are these ideas going to support children over time? It might be easy to say, ‘Well, I just need them to be able to do X by the time they get out of third grade.' Not really understanding that, actually I need to have them understand X, so then they can, in fact, understand all these other concepts that are coming. Rachel: I've just seen this year, so much, what is happening in fifth grade is dictating how you understand algebra. You know, it's like … Mike: Yes! Rachel: … what we see in the fifth-grade standards. If you are not really understanding those concepts, you might be OK for a little while. And then once you're into your algebra classes, you're realizing that all of that foundational knowledge came from what you learned in fifth grade and what you understand about rational numbers. And so, I totally agree. I don't think we've done a good job in education in general of those cross grade-level conversations. But I think we're getting better with this idea of having instructional leaders, instructional coaches that are really there to support the instruction … Mike: Yeah. Rachel: … that's happening. So I know I work with math leaders and that's one of the things I really encourage them, is not only should they know the entire curriculum or continuum, but how are they helping their classroom teachers understand that? 'Cause I think there's a lot of power in having a teacher spend eight years in first grade and really knowing those standards intimately. But there's also some value in, in once you've taught third grade going back to first grade and realizing, ‘Wow, this is where it was all going.' Mike: Absolutely. Yeah. I had a role at one point where I was a K–12 curriculum director for math. Rachel: Oh, yeah. Mike: And it was the most eye-opening experience because, as you said, you recognize how, if kids walk out of elementary school without a deep foundational understanding—and if it's just really a surface set of performance skills ... wow—that catches up with kids when they get into sixth, seventh, and eighth grade. Rachel: Yep. For sure. And those concepts become more abstract when we start this idea of variables and thinking about things algebraically. That if you didn't have that foundation in the concrete, the abstract is too much. It's too much to ask of kids. And so then we find ourselves reteaching and wondering, ‘What happened?' And yeah, I just, I wish more conversations were happening across those grade levels.  Mike: Absolutely. Well, thank you again, Rachel.  Rachel: Yeah!  Mike: It was lovely to have you. I think a lot of folks are going to find this really helpful, and maybe validating in the experience they've had. And also a vision for what they might do in the future. And hopefully we'll have you back at some point.  Rachel: I'm always here for you. ( laughs )  Mike: Thank you so much. All right, bye bye.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability.  © 2022 The Math Learning Center | www.mathlearningcenter.org

This week we chat with Kristin Latham-Scott. She is part administrative part teacher at Western Oregon University. She has lead undergrad research on Drosophila melanogaster and created a community on campus called FEM in STEM which stands for Female, Enby, and MORE in the field of Science, Technology, Engineering, and Mathematics. We are going to chat about the importance of including everyone in the Science field. In this chat we discuss:What got you into science?What are you doing now with science?What research has you been apart of?How does fruit fly microbiome affect their lifestyles?Why fruit flies?Fruit flies Dance to attract mates?What communities are you apart of?What is FEM in STEM?25% of students are part of the LGBTQ+ communityWhy is it important to represent these groups on campus?What does it look like being an underserved person in STEM?The problem with only representing white cis-gendered males in STEMWe talk about the different types of panels they hostWe vent about taking genetics in collegeTeacher HackWhat is the most challenging thing you have to deal with?What is the most exciting thing that you have to deal with?What does a typical day look like for Kristin?Where to find more of Kristin:Kristin's CVEmail: lathamscottk@mail.wou.eduResources Mentioned:WOUFEM in STEMTime, Love, Memory book***I am an affiliate with ENERGY BITS ( your daily algae tablet packed with nutrients)  go visit this link and use code FLORAFUNGA at checkout for 20% off***SUPPORT THE SHOW: Join my Patreon for only $1/month [THATS only .03 cents a day!]Follow my other social media sites to interact and engage with me:Email me to be on the podcast or to in-person Interview: floraandfungapodcast@gmail.comFacebookInstagramTwitterYouTubePatreonHelp support my book and tea buying habit by "Buying me a Book"a twist on buy me a coffeeWhen I reach my goal of $100 I will do a special book giveaway!Theme song :    -Soundotcom called Go Rock    -Take the Lead by Kevin MacLeodLink: https://incompete ENERGYbits 20% off high quality strains of spirulina and chlorella (tablets contain high nutrient density)Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Support the show***I am an affiliate with ENERGY BITS ( your daily algae tablet packed with nutrients) go visit this link and use code FLORAFUNGA at checkout for 20% off***SUPPORT THE SHOW: Join my Patreon for only $1/month [THATS only .03 cents a day!]Follow my other social media sites to interact and engage with me:Email me to be on the podcast or to in-person Interv...

Our game day show is back and for the first installment this season, we're previewing tonight's matchup with D2 Western Oregon out of Monmouth, OR. Former Defensive Lineman Filipe Sitake and Chappy join us to give their thoughts on the Wildcats, what to look for against the Wolves, and their takes on how the week's games will go across the Big Sky Conference.Don't forget to follow us on Facebook, Twitter, and Instagram or join the Wildcat Fans FB group.You can also become a patron on Patreon as we work to expand coverage of Wildcat sports.

It's not often a new language emerges.But in the last 15 years, a new language was born right here in the Pacific Northwest. It's called Protactile, and it was created by a group of DeafBlind people who prioritize touch. One of the people at the center of creating this new language is Jelica Nuccio. She recently moved to Monmouth, Oregon, where Western Oregon University just received a grant for $2.1 million from the U.S. Department of Education's Rehabilitation Services Administration (RSA) to help train Protactile language interpreters.

In this episode, Dr. Armstrong is joined by Dr. Rob Winningham to discuss memory and cognitive function with aging. Like with physical performance it is suggested that we “choose out parents wisely.” In addition to what we inherit from our parents, we discuss the role of epigenetics and the things that we can do (e.g., diet, exercise, brain games, etc.) to prevent or delay dementia and cognitive decline and we seek to age well.Dr Winningham received his Ph.D. in neuroscience from Baylor University. He joined the faculty at Western Oregon University in 2000 where he served as a Professor of Psychology and Gerontology. He helped create the Gerontology Department, when he was Division Chair of the Behavioral Sciences Division. He has served as the Dean of the College of Liberal Arts and Sciences and is currently the Provost and Vice President for Academic Affairs at Western Oregon University. His scholarship has focused on memory and aging for the past 30 years. He has trained thousands of professionals to offer high quality cognitive rehabilitation and therapy programs. In addition to publishing many peer-reviewed articles in the area of human memory and aging, Dr. Winningham has been invited to given well over 1500 invited presentations about memory and aging at various conferences and workshops. His book, Train Your Brain: How to Maximize Memory Ability in Older Adulthood was published by Baywood Publishing and his latest book is entitled Cranium Crunches, both of which can be found on Amazon.Have questions you want answered and topics you want discussed on "Aging Well"? Send us an email at agingwell.podcast@gmail.com or record your question for us to use in an upcoming episode: https://www.speakpipe.com/AgingWellPodcast 

In this episode, Stephen Wood is joined by Allen Lewis, who is an Adjunct Professor with Columbia Southern University and an Associate Consultant for Emergency Service Consulting International in addition to performing emergency and security sensitive work outside the United States. They discuss Allen's experiences in disaster response and humanitarian response while working in developing countries focussing on cultural competence. As a paramedic, he has worked in medical services aboard ships above the Arctic Circle, in de-mobilized child soldier camps in South Sudan, mobile high threat protection teams in Afghanistan, and aboard helicopters over Iraq. As a well-travelled instructor and consultant in the fire service and EMS profession, he has trained firefighters in the Democratic Republic of the Congo, Guatemala, and Iraq. Mr. Lewis has lived, worked, or travelled to 98 countries in his 25 years of fire, rescue, and EMS experience. A significant amount his career has been spent in non-permissive environments such as Iraq and Afghanistan he worked as a personal security specialist/paramedic under the U.S. State Department's Diplomatic Security High Threat Protection Program protecting American ambassadors. He is a National Fire Academy Executive Fire Officer (EFO) graduate, a Center for Public Safety Excellence (CPSE) credentialed Certified Fire Officer (CFO) and Certified Emergency Medical Services Officer (CEMSO), a Certified Emergency Manager (CEM), as well as a Nationally Registered Paramedic, certified International Fire Service Accreditation Congress (IFSAC) Fire Officer, Instructor, and Investigator with the Minnesota Fire Service Certification Board. Professor Lewis holds dual Associate of Applied Science degrees in Fire Suppression Technology and Emergency Medical Technology - Paramedic from Chemeketa Community College, a Bachelor of Fire Service Administration from Western Oregon University, a Master of Public Administration from Columbia Southern University, and an Executive Certificate in Public Leadership from the Harvard Kennedy School of Executive Education.

Alec Olson is an Assistant Sports Performance Coach at Western Oregon University where he directs all aspects of performance for the women's volleyball, track and field, women's basketball, and men's soccer teams in addition to assisting with all other sports. Olson began his coaching career at his alma mater, Western Oregon, as a student intern coach before returning in 2020 at a full-time capacity. Before his return, he spent two years as a graduate assistant strength coach at Illinois State University. He was an intern strength coach for the summer of 2020 working with the University of Iowa football team and was a personal trainer at Fitness Experience in Oregon. Olson was a three year letter winner for the Western Oregon University football team. Currently, he competes in Olympic Weightlifting with personal bests of a 155kg clean & jerk and 120kg snatch. On top of his weightlifting he also steps outside the weight room to train jiu-jitsu.   Samson Equipment Samson Equipment provides Professional Weight Room Solutions for all your S&C needs.Cerberus Strength Use Code: STRENGTH_GAME at Cerberus-Strength.com

Louis Taylor is the President and Registered Investment Advisor to Taylor Wealth Management, Corp. As a graduate of Western Oregon University, Louis started promptly in the investment business with a small Wall Street based company and for the first six years of his career he thrived there. In 2004 he walked away from that firm and went Independent to pursue his vision of becoming the first minority owned registered investment advisory firm in Oregon. In 2010 he founded Taylor Wealth Management where he helps business owners, corporate executives, celebrities and athletes to transform their income into wealth. His focus is on being a conduit and providing access to the secretes of the investment world.  Louis has committed his professional life to teaching people how to make their money work for them in way they want it to. He currently serves as a school board director and is a regular speaker for small businesses and fortune 500 company minority employee networks. In his free time he is a man of faith, prioritizes spending time with his family, an avid outdoorsman, golfer and has love for fast cars. What we discussed: The biggest key to financial literacy is knowing who you are Fun facts that are not funny but disturbing when it comes to America's financial literacy The trick to getting long term wealth that most people don't know about What the numbers say about the benefits of having a plan in place Understand the benefits of getting cheap capital Connect w/Louis: http://twmwealthmanagement.com/Contact/ (Website) https://www.linkedin.com/in/louis-taylor-1623a57/ (LinkedIn) https://www.facebook.com/louis.taylor.1654 (Facebook) Let's connect: https://open.acast.com/shows/5e759e3195fa07a414c9afe8/episodes/60ed28a18c0c31001917b838/www.yourultimateplaybook.com (My book (The Ultimate Playbook for High Achievement) ) https://www.linkedin.com/in/alex-molden-9693431b/ (LinkedIn) https://www.instagram.com/alexmolden/ (IG) https://www.facebook.com/alex.molden1/ (Facebook) https://open.acast.com/shows/5e759e3195fa07a414c9afe8/episodes/www.alexmoldenspeaks.com (website) https://open.acast.com/shows/5e759e3195fa07a414c9afe8/episodes/www.alexmoldencoaching.com (www.alexmoldencoaching.com) *Get you a https://www.uv-brite.com/ (UV Brite water bottle)!! Use coupon code Sharkeffect15 for 15% off!!**Get stronger w/https://frogfuel.com/ (Frog Fuel)!! Use coupon code Sharkeffect20 for 20% off of your 1st order!

Glen Coblens has over 30 years of coaching experience at youth, high school, college, professional and international levels, winning three gold medals in international competition, a National Championship, and coach of the year honors. Currently leading a youth basketball program and mentoring youth coaches, Glen has been instrumental in forming youth programs for Portland-area high schools. He founded PDX Hoops, concentrating on youth skill development.  Along with a group of parents, Glen created Benchwarmers Basketball, now Pacific Rim Basketball, a non-profit organization for competitive traveling teams, to help youth develop as people through basketball, building it into one of the largest independent basketball clubs in the area. Glen is a consultant for AMPlify Sports Psychology, counseling athletes, teams, coaches, parents, officials, and program directors. He developed the Competitive Skills Training (CST) program teaching athletes to incorporate visual imagery, relaxation, positive self-talk, and goal setting to enhance performance and improve self-esteem, enjoyment, and satisfaction. Building on CST, Glen created 3's for VICTORY, a reference guide for athletes to achieve success.  As an athlete, Glen was a member of the 1985 Wilson High School state championship basketball team where he also competed in Track & Field. In college, he played basketball and ran track for Western Oregon University. Glen has competed in several Maccabi Games winning one gold, one silver, and one bronze medal in basketball, a silver medal in the half-marathon, and open water swimming. He also finished fourth in the 2017 Maccabi Man competition which included four endurance events over seven days. In 2013, Glen won a masters basketball national championship for the Multnomah Athletic Club. A top age-group competitor in triathlons, Glen completed his first Ironman, Ironman Arizona in 2019. Glen is the President of Congregation Neveh Shalom, a board member at Maccabi USA, a co-chair of the Portland JCC Maccabi Games steering committee, and captain of the Jewish Federation of Greater Portland Hood to Coast team, 2 Life, and a proud member of B'Nai B'rith Men's Camp.You can also find more Richard Listens content on Instagram (@RichardListens), Facebook (@Richard Listens), and RichardListens.com. Support the show (http://patreon.com/Richardlistens)Support this podcast at — https://redcircle.com/richardlistens/donations

H.B. 327's Threat to Higher Education & Beyond - Season 2, Episode 25Ohio House Bill 327, the so-called "Divisive Concepts Bill," could have devastating consequences for Ohio's students, educators, and schools - K-12 and higher education alike. Royce Carpenter, an assistant professor at Columbus State Community College, is sounding the alarm about what the bill would mean for her students and all Ohioans, if it is passed. She sat down with us to share her personal thoughts.MORE | Click here to subscribe to Education Matters on Apple Podcasts. Click here to subscribe on Google podcasts.Featured Education Matters guest: Royce CarpenterRoyce M. Carpenter is an assistant professor, Interpreter Education Program coordinator, Diversity, Equity, and Inclusion Faculty Fellow, and the Health and Human Services Senior Representative at Columbus State Community College. She has interpreted in a vast array of settings for 22 years and has been teaching for 15 years. In addition, she does training and workshops on cross-cultural mentoring, diversity, equity and inclusion, and leadership cultural competency for higher education institutions and for-profit and non-profit organizations. Carpenter's work includes teaching and facilitating courageous conversations necessary for students, colleagues, leaders, and communities to look outward and within. She says understanding oneself and others is an important stepping stone to equality and inclusion. Royce holds a Registry of Interpreters for the Deaf, National Interpreter Certification: Master level. In addition, she has an Applied Associate of Arts degree in Interpreting/Transliterating from Columbus State Community College, a Bachelor of Science degree in Organizational Management from Wilberforce University, and a Master of Arts degree in Teaching Interpreting Studies from Western Oregon University and a Higher Education Specialist Ed.S. degree from National Louis University. Royce is currently in the dissertation phase of a Higher Education and Leadership doctoral program at National Louis University. Connect with us: Email educationmatters@ohea.org with your feedback or ideas for future Education Matters topics Like OEA on Facebook Follow OEA on Twitter Follow OEA on Instagram Get the latest news and statements from OEA here Learn more about where OEA stands on the issues  Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative Watch About us: The Ohio Education Association represents about 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools. Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May, 2020, after a ten-year career as a television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on March 15, 2022.

Brandon Laws is Sr. Director of Marketing & Product at Xenium HR. He has a B.S. in Business Management & Entrepreneurship from Western Oregon University and regularly writes on various business, economic and leadership topics. He hosts Xenium's “Transform Your Workplace” podcast, which has over 650k downloads. Brandon's passion for self-development comes through on the podcast, as he is a voracious reader and listener of podcasts. Connect with Brandon: LinkedIn: https://www.linkedin.com/in/lawsbrandon/ Transform Your Workplace podcast: https://podcasts.apple.com/us/podcast/id533673516 Instagram: https://www.instagram.com/lawsbrandon/ Xenium Website: https://xeniumhr.com Book your free Strategy Flow call today! https://www.outfieldleadership.com/#call Purchase Dave's book The Self-Evolved Leader here- https://www.amazon.com/Self-evolved-Leader-Elevate-Develop-Refuses/dp/1626346801 Get in touch with Dave: Website: https://www.davemckeown.com/ Twitter: https://twitter.com/davemckeown Instagram: https://www.instagram.com/davemckeown1/?hl=en

In this episode I talk about the GOAT (Greatest Of All Time) of women's soccer and one of the greatest players, female or male, to grace the pitch, Christine Sinclair. My guest is Dr. David Foster, a professor in the Department of Psychological Sciences at Western Oregon University. Playing video games with his daughter brings joy to his life!  Additional information from today's show:  -  Sisters From Different Misters (Season 3, Episode 1) where you get podcasts.  -  Christine Sinclair's career summary at Timbers.com/ThornsFC/Players/Christine-Sinclair.  -  The trailer for King Richard can be found on YouTube.com.  -  David works for WOU.edu.  -  Comments? Reach Lisa Hylton, ACC, at PositivelyCoached.com. 

Welcome to Season 3 of Brighten Your Day, where I focus on the importance of social connections and the positive effect relationships can have on our well-being. My guest is Jessica Murfin. She is a partnerships specialist at Western Oregon University, as well as a psychology instructor. Turns out we both love positive psychology and leadership development! We've got a lot to say about positivity as we talk of things that add joy to our lives.  Additional information from today's show:  -  Check out GetAirSports.com/Salem.  -  The trailer for Cobra Kai  can be found on YouTube.com.  -  The new Marcus Buckingham book is Love + Work.  -  Ruth Ozeki's book is A Tale for the Time Being.  -  Jessica works for WOU.edu.  -  Comments? Reach Lisa Hylton, ACC, at PositivelyCoached.com. 

Are new years resolutions the key to a happy new year? Adry Clark and Justin Sunada with Western Oregon University's Service Learning & Career Development Center talk about goal setting for the new year. Do they work? Do they improve our lives? How can we give ourselves the best chance to achieve them?Welcome to Project: Life Design! A podcast about getting inspired, trying things, talking to people, and developing a community for your best life.

It's not often a new language emerges.But in the last 15 years, a new language was born right here in the Pacific Northwest. It's called Protactile, and it was created by a group of DeafBlind people who prioritize touch. One of the people at the center of creating this new language is Jelica Nuccio. She recently moved to Monmouth, Oregon, where Western Oregon University just received a grant for $2.1 million from the U.S. Department of Education's Rehabilitation Services Administration (RSA) to help train Protactile language interpreters.

On this episode my guest is Dr. Raechel Anne Jolie, author of the critically-acclaimed memoir Rust Belt Femme, which was the winner of the Independent Publisher Book Award in LGBTQ Nonfiction, an NPR Favorite Book of 2020, and a runner-up for the Heartland Bookseller's Award. Our conversation centers around this book, but also branches into feminist and queer theory, political activism, the complicated ways that identity categories intersect, the role that music plays in politics and identity construction, contemporary witchcraft practices, and MORE (really!). Jolie's work explores radical social movements, theories of and toward liberation, queerness, class, pop culture, healing justice, and more. Their essays, criticism, and reporting have appeared in The Baffler, Bitch Magazine, In These Times, Ravishly, Mask Magazine, Teen Vogue, Scarleteen, among others. She has been published in a variety of academic journals, and has presented at numerous national conferences. During an awarded residency stay at The Future Minneapolis, she co-wrote, edited, and published The Prison Arcana Tarot Zine. The zine was created in collaboration with the incarcerated writer c.l. Young and incarcerated artist Jamie Diaz. Jolie has been a featured keynote speaker at conferences and symposia at The University of Kentucky, Bloomsburg University, Western Oregon University, and Whitman College. She has been a faculty member at Merrimack College, Tufts University, and Normandale College, and taught writing at The Loft Literary Center. They hold a PhD from the University of Minnesota and an MA and BA from DePaul University. They live in Cleveland Heights, Ohio on Erie and Mississauga land. References(!): Rust Belt Femme Feminist Killjoys, PhD Radical Love Letters (newsletter) Adrianne Lenker Indigo De Souza Okkervil River Waxahatchee Minnie Riperton The Ophelias Wednesday Slauson Malone

This week, Kathryn and Theresa talked to Dianne Nelson, a choral teacher at Talmadge Middle School in Independence, Oregon. Dianne has experience in a variety of settings, including degrees in biology and music education, teaching experience in early childhood and Waldorf settings, and a current position teaching music pedagogy at Western Oregon University. One of Dianne's passions in education is project based learning, which she shared about in this interview. Connect with Dianne: Email: DianneKNelson@gmail.com Facebook PBL Resources Get a free preview of Pass the Baton: Empowering All Music Students For more info about Pass the Baton

Junto con su expansión, la República Romana, parece recibir amenazas por todos lados. Principes africanos ambiciosos, invasores venidos del gélido norte y divisiones internas amenazan despedazarla. Pero del peligro, uno de los personajes más importantes de la historia de Roma traerá su salvación, a la vez que tal vez, su condena. Llega Cayo Mario, y abajo del brazo trae la creación del complejo fiscal militar. Imagen: Cayo Mario, según Caravantes Fuentes / Textos - DUNCAN, Mike (2016). The History of Rome: The Republic (Volume 1). Herodotus Press. ISBN 978-0692681664 - DUNCAN, Mike (2017) The Storm Before the Storm: The Beginning of the End of the Roman Republic. PublicAffairs. ASIN B0727TQ944. - HOLLAND, Tom. (2015) Dynasty: The Rise and Fall of the House of Caesar. Little, Brown Book Group. ASIN: B00TONTAEG. - PLUTARCO. Vidas Paralelas. La vida de Cayo Mario - WHITE, Andrew (2011) The role of Marius’s Military Reforms in the Decline of the Roman Republic. Western Oregon University. Fuentes / Podcasts - CARLIN, DAN. (2010) Death throes of the republic, parte 2. Hardcore History. Fuentes / Sitios Web - Wikipedia Música: El tema de la Tortulia es una versión de Caravan por El Gran Quelonio. El tema original es de Duke Ellington. El tema de la Pausa es una versión de Caravan por Oleg Zobachev. El tema original es de Duke Ellington. El tema de Rumbo a la Cancha es una versión de Espiral por Kanirasta. La versión original es de Dunne. Escucha el episodio completo en la app de iVoox, o descubre todo el catálogo de iVoox Originals

Dr. Tim Cook has spent the last 30 years working to improve student success at the individual and system level so all students can achieve their educational goals. He has a proven record of developing partnerships with business and education that lead to mutually beneficial outcomes. A first-generation college student, Dr. Cook personally understands how community colleges provide economic mobility for students and the communities where they live. A native of Oregon City and proud graduate of Oregon City high school, Dr. Cook joined Clackamas Community College as its eighth president in 2018. Prior to Clackamas, Dr. Cook was the chief academic officer at Clark College in Southwest Washington. Dr. Cook led the implementation of the college's initial three Applied Bachelor's degrees. He championed the redesign and remodel of the Culinary Institute and led the guided pathways college initiative. Dr. Cook has worked as a faculty counselor, he taught courses in human development and sociology as a tenured faculty member for more than 14 years. He has served as division chair for the behavioral sciences, director of counseling and acting dean of student success and retention. He successfully co-led a college's comprehensive accreditation self-study. Dr. Cook earned a doctorate in community college leadership from Oregon State University. He holds a master's degree in counseling psychology from Lewis & Clark College and a bachelor's degree in English from Western Oregon University. Outside of work, he enjoys spending time with his wife, three children and puppy. An avid runner, he has completed 33 marathons in 22 states.

Today we are joined by Cori Metzgar. Metzgar is entering her fifth year as the Director of Sports Performance at Western Oregon University, in Monmoth, Ore, after joining the Wolves in October 2011. Metzgar joined the Wolves after spending five years at Washington State University as the strength and conditioning specialist for the baseball, volleyball, soccer and women's swimming programs. During her last three years at WSU, Metzgar worked as the Associate Director. She also spent two years working with the cross country, tennis and rowing programs aat WSU and had the opportunity to assist with the football strength and conditioning program every year during her stay with the Cougars. Prior to arriving in Pullman, Metzgar worked at Colorado State University where she served stints as the head and assistant strength and conditioning coach. She also had a two year stop at Ohio State as a professional intern with the Buckeyes strength and conditioning program and did her graduate assistantship at Western Michigan University.Metzgar is a certified member of the National Strength and Conditioning Association (CSCS), the Collegiate Strength and Conditioning Coaches Association (SCCC) and USA Weightlifting. She received her bachelor's degree in exercise science from Fort Lewis College in 1998 and her master's in physical education from Western Michigan in 2000. Metzgar also became a Master Strength Coach (MSCC) in May 2015.

Imagine being more than 2,500 feet above the ground; with no harness, no ropes and no safety equipment. Alex Hannold scaled Yosemite's El Capitan solo, seemingly effortlessly and with great command over the rock. The most remarkable aspect of the near impossible feat of accomplishment is Alex's grit, a strength-based psychological skill that propels most humans to carve out a path to reach goals that are once thought to be unattainable. The question is, can we cultivate grit?On this episode, educational scholar, lecturer in Curriculum & Instruction at Baylor University, and author of “A student's guide to grit and greatness”, Dr. Laila Y. Sanguras, discusses how we can help kids recognize the value of effort influenced achievement. By focusing on grit, educators can unveil the secret that anyone who is at the top of their game got there by practicing the invisible micro skills, enduring  innumerable obstacles and committing to life's big goals.About Dr. Laila SangurasLaila Y. Sanguras, Ph.D., is a lecturer in the department of Curriculum & Instruction and co-editor of the Gifted Education Review, a newsletter for teachers and parents of gifted children. Dr. Sanguras earned a B.S. in education from Western Oregon University, followed by a master's degree in Curriculum and Instruction from Portland State University and Ph.D. in educational research from the University of North Texas.Dr. Sanguras' primary scholarly interest is the development of psychosocial skills, particularly grit and coping, and how teachers and parents can support their children to succeed academically and personally. She works closely with school districts and parent organizations to bring research to practice. Dr. Sanguras also presents at numerous professional conferences and enjoys mentoring students on their personal research projects.Websites:https://www.andstillweteach.com/http://www.giftededucationreview.com/Books/Materials:Grit in the Classroom: Building Perseverance for Excellence in Today's StudentsRaising Children with Grit: Parenting Passionate, Persistent, and Successful KidsEducator's Quick Reference Guide to Grit in the ClassroomAbout Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

This week's episode features Prof. Feier Hou. We talk about cats, crystals, and her academic journey from China to the USA. Prof. Hou is now in her second year at Western Oregon University, a Primarily Undergraduate Institution (PUI) - it wasn't an easy road to get there. Tune in to hear about her personal experiences and insights! And also cats. Follow Prof. Hou on Twitter at @happykitten62!

Sam Moore is a sports scientist at University of Utah, working primarily with the Utes volleyball program. She played volleyball at University of Portland for 2 seasons before transferring to Western Oregon University where along with volleyball she competed for the track team. Her first career goal in the sports performance realm was actually to be an athletic trainer, and her path to sports science may be a bit different than most. Please follow and feel free to contact Sam on Social Media! IG: @sammoorestrong Twitter: @sammoorestrong Email: samraymoore@gmail.com Xavier Brown is a sports performance coach from Orlando,FL, who currently serves as a Performance Coach for Future Fit, in San Francisco, California. Find Xavier Brown online: Instagram: https://www.instagram.com/thesportzgeek/ Twitter: https://twitter.com/Xthesportzgeek Linkedin: https://www.linkedin.com/in/xaviermarquisebrown/ Website: www.gritandgrind.net Email: xavier@gritandgrind.net The Basketball&Barbells Podcast is available on: Apple Podcasts | Spotify | Google Podcasts | Pocketcasts | Breaker | RadioPublic | Anchor --- Support this podcast: https://anchor.fm/bballbarbell/support

Darrel “Mouse” Davis, best known as the "Father of the Run-and-Shoot Offense" is the guest on our first Coaches Corner show for 2013.  Now retired, Coach Davis was most recently the Offensive Coordinator at the University of Hawaii in 2010, and is credited with popularizing the four-receiver offense, first in the United States Football League (USFL) and later at every level of football. About the Guest on this Edition of Coaches Corner Darrel "Mouse" Davis , now retired, is best known as the “Father of the Run-and-Shoot Offense”. Davis was most recently Offensive Coordinator at the University of Hawaii in 2010, his second stint at UH.  Previously,  from 2004-06, Davis was a member of former coach June Jones' staff and is credited with the 2006 Team leadingthe nation in passing offense (441.3), total offense (559.2), scoring offense (46.9)and pass efficiency (185.95).  Davis left Hawai‘i to join Jerry Glanville's staff at Portland State in 2007.  A guru of the four-receiver offense he made popular in the United States Football League (USFL), Davis espoused the theories of a small Middletown (Ohio) High School coach Glenn “Tiger” Ellison, who wrote the book Run-and-Shoot Football: Offense of the Future.  The “Run-and-Shoot”, an offense that terrorized defenses, amassed yardage and scoring records and turned quarterbacks into supermen at every level of football traces its roots to 1975, Davis' first year as head coach for Portland State University where Davis, as offensive coordinator (1974) and head coach (1975-80) at Portland State produced teams that led the nation in passing and total offense for six consecutive years, averaging over 5,000 yards of total offense per season and 35 points per game.  Davis' Quarterback in 1975 was none other than June Jones, who threw for a Division II record 3,518 yards. Davis' next quarterback, Neil Lomax, set NCAA records of 13,220 yards and 106 touchdowns in 42 games before going on to a successful NFL career. Under Davis' direction, Portland State set 20 NCAA Division I-AA offensive records in addition to the Vikings being named the NCAA's all-time point producers in 1980, scoring 541 points in 11 games for 49.2 points per game, along with 434.9 yards passing and 504.3 yards of total offense per game. Davis graduated with a B.S. in elementary education from Western Oregon University where je was a three-sport letterman in football, basketball, and baseball, and earned All-America recognition at quarterback and running back.  Due out in April 2013, The Mouse that Roars is a full-length feature-film documentary that chronicles the story of Mouse Davis football coaching career and his creation of the Run and Shoot offense that altered the entire game of modern football.