Heather Shea: We want folks to listen. We want them to engage in the episode, either through audio or through video. You know, take the time to focus, right? Because I mean, there’s so many other distractions happening in our world, , that just sitting and listening to something or watching the YouTube, that’s important, right?

If you get one of my episodes as an aside, they are usually about 90 minutes in length. Apologies. I am notoriously horrible for going way long. But I have a really hard time cutting off such good conversation, so I, if I get under an hour, I’m very proud of myself. That’s typically, , what I try to aim for, but never, never meet.

The second thing is, of course, we want students to connect. Episode to what you are working on in class. So connecting it to course ideas, to themes that are happening in the course and to professional competencies. We do have a, uh, category filter on our website where you can search by the ACPA NASPA professional.

Heather Shea: Welcome to Student Affairs Now, the Online Learning Community for Student Affairs Educators. I’m your host, Heather Shea. Today’s episode was recorded last week live at the A CPA 2026 Convention in Baltimore, Maryland. I was joined by co-host Keith Edwards, as well as Dr. Crystal Garcia, one of our regular contributors to our current campus context series.

In our session, we explored how podcasts and digital media are being used as dynamic teaching tools in graduate preparation programs. We shared some sample assignments and a curated toolkit to help faculty connect theory to practice. We also discussed how podcast based learning can amplify diverse voices and engage students in real time issues shaping our field.

If you’re looking for practical, ready to use strategies to bring to your teaching or professional development work, this episode was really designed for you. You’ll hear us in the episode, refer to our Patreon. We have just launched this new aspect of our learning community and we’ve uploaded content from both this session as well as many other resources for you to access.

Please visit Patreon. That’s P-A-T-R-E-O n.com/student affairs. Now to learn more. Okay, here’s the episode.

Keith Edwards: Glad to have you here and I’m gonna start with a little bit of the land acknowledgement. Wanna welcome you all to the land of the Piscataway and Susquehanna peoples.

And as you probably heard last night during the opening Dr. Benny Reath talking about the complicated emotions around the land acknowledgement. And the elder in residence sharing experiences and history going back 15,000 years, he said which I just find a little remarkable, not very remarkable, and a little hard for me to comprehend, to be honest, given my socialized context.

Also, wanna just acknowledge a’s commitment to equity and justice, which is something we’re really committed to with student affairs now broadly and then particularly around native and indigenous issues. We’ve had episodes around teaching where you’re at weaving, indigenous and slow principles and pedagogy.

We’ve had native and indigenous students on campus and one of our very first three episodes on our first week, we launched three episodes and one of them was beyond Land acknowledgements, which is one of our most evergreen content. You can go back and listen to that right now, and it’s still a really great episode.

So let me just.

If you’re a future presenter, just know that the wifi keeps wanting your attention every time. Some of you have been through this, right? All right.

There we go. And I just wanna introduce myself. My name’s Keith Edwards. My pronouns are he, him, his, I’m a speaker, author, and coach, and I work with a lot of campuses around their curricular approach. And also work with our Evolve Institute for Higher Education Leadership. And I’m one of the co-hosts of the podcast.

And you’re going to get to hear a lot more about the podcast. We’re gonna do some talking about how people use the podcast, and we’re going to do a group project together. And for those of you who are faculty, I know how much you love group projects, so I’ll turn it over to Crystal to introduce yourself.

Crystal Garcia: Hello everyone. My name is Crystal Garcia. My pronouns are she, her and hers. I’m an associate professor and the PhD program coordinator at the University of Nebraska Lincoln, and I’m one of the recurring guests on the current current campus context subsection of the podcast. And so excited to be with you all.

Heather Shea: Thanks, Keith. Thanks Crystal. Hi everyone. Heather Shea. My pronouns are she her. I am coming to you from the LANs and Anishinabe in Michigan at Michigan State University, where I work in the student success undergraduate ed area and also have the pleasure of being a host on student affairs now.

It has been a labor of love and truly a joy to be able to. Bring content that I’m interested in, but I think. We also are hoping our field is indeed of. And so we’re gonna talk a little bit today about why we proposed this session first, and then as Keith said, we have a lot of different things that we’re gonna try to accomplish.

I think the main thing I wanna say about why this session is that we have heard over and over from faculty and in fact from. Rochelle Pope and from Crystal and from others that they use Student Affairs now episodes in some ways in their content, in their course design. And we wanted to explore a little bit more about how that works and maybe some suggestions for embedding it as a form of academic text.

And so the entire idea is that these are conversations that are. That are current and relevant, they exist in real time. If you have a book that you’re thinking about using in a course, we have a lot of episodes exploring different texts. And just a quick preview, the Student Development Theory in action book the Ren at All book, we’re doing two episodes on that.

So that will be the new Student Development theory book. I’m really excited about those. I think the other piece is that we, because it’s a podcast and because we release every single week, we bring on a variety of guests from many different backgrounds and perspectives. We have folks who are students, we have people who are lifelong professionals.

We have folks who are brand new professionals, and we really work, as Keith mentioned, to create a an environment and a space where people can be. Bring their authentic self, talk about their experience from their positionality. And I think the other piece, and this is one of the things that we have also written about, a bit about podcasts as a form of public scholarship.

We recently just collected some data for one of our. Susanna Munoz, who was going up for full professor, and she was able to use that as part of her tenure case to say that this has actually been really a part of how she’s promoted her. And been exposed to a much wider audience. And we know that as, faculty tenure and promotion becomes complicated and fraught. Like the more that we can help connect people both to those scholars as well as connecting scholars to audiences we’re really excited about that. Okay, so during our time together today, we’re gonna do a couple things. Keith is going to provide a bit of framing.

If you are not familiar with student affairs now we’re gonna give you a quick snapshot. Of the types of episodes you can find in our archives. Crystal is gonna talk a bit about the implications of using podcasts as pedagogy. What does that mean? How do you do that? And from an equitable standpoint, how do you embed those?

We have a teaching tool that we have collaborated on, but was primarily developed by Dr. Rochelle Pope, who couldn’t be here. Here, but she was a really instr ental part in developing the content for this session. So that teaching tool, we will share with you a link to access that PDF. It has a number of thing cool things in it.

We have an activity, the group work that Keith alluded to a moment ago, and then we’ll do some discussion, open q and a. And as Keith said, we are recording this hopefully with the intent of distributing it more broadly. If you choose to ask a question, we’d love that. Glen will pan to you and we have this lovely mic that will be able to pick up your question, but if you would prefer not to have your question be, we can also in post production, cut that out.

So don’t feel like if you ask a question, you’re going to be, on the podcast. Okay. I am now gonna turn it over to Keith who’s gonna give us a bit of framing.

Keith Edwards: All right. Someone asked me last night, how long have we been doing the podcast? Anybody wanna know? Five years. Great. It’s right on the screen.

Awesome. They said seven or eight. But we did, we launched in October of 2020. No coincidence. And we’ve had numerous hosts. So we think about the podcast and sort of a number of kind of clusters. So these are what we refer to as our hosts. We have other hosts, but these are the hosts.

Heather and I do a large portion of the episodes. Glen, Rochelle and Mamta jump in as they are able. Susanna Munoz was one of the founding hosts and she stepped away a couple years ago, but we still consider her part of the family. This group gets together with our producer, Nat, Natalie Abro.

Who will edit this and do all the things. Hi Nat. We get together every Thursday morning for a little zoom meeting and people join as they’re able, and we talk about upcoming episodes. We talk about topics, we talk about dogs. We talk about all sorts of different things as we go.

Yeah. Kids. Yeah. All the what the hell is going on in higher ed. We have all those conversations and the really, the purpose of the podcast. Heather was doing student affairs live back in the day. I was jumping in that kind of fizzled with the business and operation behind it going away.

And we said, we want to continue doing this. And it’s really nice not to do it live ’cause that’s super stressful. And so to ha to do it in a way that made sense for us. And then we wanted really curious people. So we pulled in Glenn, who we knew from grad school. We pulled in Susanna, who we knew from grad school.

And that was our team at the time. And Susanna really in our first kind of conversation about this and what we wanted it to be. Talked about this a contribution to the profession or a contribution to the field and restorative to the profession. And that’s something we still talk about more than five years later.

This, how do we make a contribution? How do we be additive? How do we offer something that’s of value and then also be restorative? And October, 2020 restorative meant one thing. Today, it means something similar, but also very different. But we see people who are tired who are confused, who are worried.

Who are doing their best, who are so deeply committed, and how do we help offer them something to make their lives a little bit easier and also be restorative.

We have a whole variety of episodes and we really like that. I think a fun game to play is look back at the past five episodes. I was doing this at another organization’s conference, naspa, and someone said, oh, I’ve never heard of the podcast. And he said, should I just listen to them in order?

And I was like, oh God, no. There’s 128 of them, or 328 of them. I was like, don’t listen to them. We really think of it as a catalog. So each week we release a new episode that goes in the catalog. So we’re less concerned with this week’s episode than we are. What’s a good addition to the catalog? We know that ’cause people go back and we know that this past month some of our top episodes were the four release this month and four that we released a year and a half, two years ago, something like that.

And so we’ve had some senior leaders presidents and VPs talking about that experience. We’ve had episodes as Heather mentioned, newest title. So we’re always scanning what’s the newest book out. I had a conversation last night with someone who said we’ve got this book out, we haven’t been on yet.

And I was like, let’s connect. Send us an email. The latest thinking and the new things that are coming out, we do that within student affairs. We really like to do that broadly in higher education. And occasionally we get to dance outside of higher ed entirely for things that we see as being really connected.

We are nerds, so we love the scholars and the research and the theorizing and the emerging kinds of things. And so we get to have lots of conversations there as well. And practitioners are our biggest audience. We know that lots of faculty do assign this to master’s students who are becoming practitioners and thinking about that.

And 328 episodes, those are some of the ways that you can think about it. I mentioned the five hosts. We also have a whole nother team. We have two other teams. So this current campus context is a really cool brainchild of Heather’s. She’s famous for having little brainchild. She’s probably had three since we started this episode already.

Glen knows he’s laughing. And my job is to reign Heather’s brilliant ideas into what we can actually execute. Execute. This was a great one, and the way that Heather has done it is brilliant because she has this team of five folks. Who join her and Crystal’s one of them. And what’s great about that is all five of them are paying attention to the news in a very different way than you are.

They’re always paying attention to what is happening, what is going on, what’s my take on that, what’s my thing? ’cause I never know when I’m gonna be pulled in. And we usually get two, maybe three of them each month to join that conversation. It’s really about availability. So they’re always paying attention.

’cause I might be on this month and what am I gonna say and what am I gonna do and what’s gonna be my take? What do I think? But I don’t wanna say, and, going through that process. So when that group comes together, it really is a fresh take on what is happening right now. And we hear from lots of folks, and then we have our, here’s the story group, which is a completely different modality.

We released two of those in addition to our weekly episodes every month. And that is group Neil JT and Helena. They just want to hear people’s stories and they reach out to people who have cool stories. Those are much more personal, much more emotional. If you don’t laugh or you don’t cry, I wonder.

Some of them are laughers, some of them are really emotional, talking about navigating student deaths or colleagues and friends passing powerful moments, things that they’ll never forget, times when people have been forever changed. So those are quite different episodes. And we think about all of these people as our team.

We do love numbers. We just passed the 200,000 podcast listens, which is unfathomable when we started. But people coming back to that. And another interesting thing is the YouTube views. So we do post every episode on YouTube. How many of you, how many of you primarily listen as a podcast?

No one. How many of you primarily watch on YouTube? Fascinating. Everyone. Okay. That is so weird. Even though the podcast numbers are higher. What’s also really interesting is our top episodes as podcasts are not our top episodes as videos. I can’t make sense of that about why that is, but it is true.

There are some that rate highly on both. Modalities and some that don’t. I love the videos for the ones that have more emotional content. Glen did an awesome episode around a p AI violence and to see all the people on the screen and not just what they were sharing, but how are they, were sharing it, watching the other people respond and react in real time.

It’s completely different listening to it than it is watching that and all of the emotion. These are our top episodes roughly. This changes all the time. As I mentioned, if you just go back and look at the past five episodes, it’s quite a variety. If you any moment in time, if you look at the past five, you’ll see quite a variety of stories, people sharing, practitioner research, scholarship a wide variety of things.

But if you just look at some of these it’s some books, power of Mattering Carrying University. The current campus context that Lori Patton Davis and Sean Harper was something we did live at a CPA last year. Was that last year? That feels longer ago. Some conversations, some books, some interesting topics.

And as you can see, you can imagine a faculty member assigning this to a class, right? You can imagine I just got assigned to this committee. How do I get up to speed, right? And listening to this episode or that episode, and I think that’s how people are really using it. I’ve gotta teach about this.

What can I be helpful? And I love I went to grad school at a time when these didn’t exist and you would read a book and then once a year, maybe an author that you had read in class was speaking on campus or nearby and you needed to get to go. And it’s a completely different experience reading Beverly Daniel Tatum.

Wow. And then watching her walk around the room and do q and a for an hour and a half. It’s a completely different experience and it’s, we hear that from folks. It’s a, we read the book and then we watch the authors of the book talk about it. And that is a completely different experience. And one of the things you’ll notice in the episodes is that if smart people write a book, they submit it, and then you’re reading it like a year and a half, two years later at best.

And then they’re having a conversation and in those two years they have a whole new thoughts about that topic and that idea. And they’ve heard from people who’ve read and they regret putting that chapter third. That should have been first. And you, so you get their kind of live takes about that.

So that’s a quick overview of the podcast.

Crystal Garcia: Okay, so I’m gonna talk to you a little bit about pedagogy equity and how I’ve made use of podcasts within my classes and the ways that I’m thinking about it as well. So first, obviously, whenever we think about the use of podcasts, it’s really important for us to think about this bridge between, oh.

Did I skip ahead? No, I’m good. Okay. The public and our scholarship. As Heather mentioned earlier I also think about podcasts as public scholarship. In fact, whenever I just submitted my annual review, I talked heavily. About my engagement in the podcast, because for me, it really is a way to reach beyond the scopes of traditional forms of scholarship.

We’re reaching different audiences and reaching them in different ways. So maybe someone might have read my article that I published on, X, Y, or Z, but if I’m on a podcast and I’m actually talking about how I’m making sense of the ideas of that research in relation to things that are happening in the moment.

Within our society and higher education more broadly. It has a different type of interpretive lens and feedback. And just as was mentioned earlier, whenever we think back on work that we’ve done before, we can analyze it in different ways. So that reaching the public piece is really critical.

Getting the public engaged. How can podcast pause us to consider public scholarship more expansively? I think whenever I consider the use of podcasts within my classes, I’m also sending a message to my students. Hi Ted. Back there one. Are the students that’s in the room now of thinking. How are we engaging our students into thinking about what public scholarship is and means, and how they can show up as scholar practitioners as well.

So modeling the importance of public scholarship for students so that they can see those examples in practice, and then also using podcasts and class. Might also be a call for you to do more of that public facing scholarship work, right? It might inspire you to create your own podcast, not to put direct competition here out there.

Heather Shea: More is better.

Crystal Garcia: More is better. More is better. Or maybe even to guest on an episode. Maybe you have an idea or a topic that you’re interested in, you wanna reach out to folks and make that connection. But I think it’s really important for us to think about podcasts also, again, because they are so public facing.

It’s also a way for us to think about reclaiming our narrative as higher ed educators. There is a narrative that’s being written right now about higher education. About public education more broadly and where is our voice in that conversation and how do we reach folks as well. Again, thinking about that translational piece is really important.

So around informing yes, but then also activating folks to compel them to action, whether that is thinking of new ways to support their students. For the classes that I teach a lot of courses that are around, student affairs. I teach. Specifically and for our student affairs cohort I also teach doc level classes and I incorporate podcasts in those classes as well.

And there’s different types of things that we’re calling our students to do and to make sense of and use that information with. So for some it might be more of a direct application to practice, and for others they might be thinking of what research do I want to do to extend on this conversation?

Or how do I want to make my mark in education more broadly? So that goes into the idea of engaging and inspiring to move towards more equitable ways of thinking and being. As folks are hearing ideas within the podcast, they might be questioning, how am I showing up in this moment? Or, how am I supporting students through this?

Or in what ways can I think about my practice or the things that I am, I’m centering in my work with a lens around equity.

So thinking about that as a way to connect, right? Podcasts being a connector of all things. And that might sound silly, but the way that we consume information today is so different than even five years ago. Than 10 years ago. And we have to also think about the ways that our students are consuming information and how they engage with content.

And so podcasts, they can really help us to bridge. Our lives, the way that we interact with society happenings within higher education and beyond. And also, of course, content that’s relevant to our courses, which is why I really love that this podcast has a catalog that you can pick and choose because not everything is going to make sense for a class that you’re teaching or for some topic that you wanna engage folks around.

But then there may be others that are super applicable. So thinking about that, but then also how issues pertaining to power and equity manifests can connect to the real world. So whenever we think about how we unpack power, oppression, privilege within our courses, it’s really important for us to recognize and extra we all do that.

These are not easy topics for every person to engage with. And you may all very well know that your students may enter spaces with different levels of readiness for those topics. And sometimes you may not be the person they need to hear something from. And so having different voices and perspectives brought in from podcasts can be the thing that you need to really help them to to think more expansively about whatever the particular topic is that you’re engaging with in class.

I’ll talk more about that too, but. It’s also a timely and useful way to unpack historical events. So when we’re thinking about history, we can also think about how we come to the moment that we’re in what is happening now and what led us to this moment. For example again, it can humanize difficult topics.

I also think that whenever we consider using podcasts, as we talked about before, reading is one dimensional and we create. Sounds and images and things like that in our minds whenever we’re reading, but with podcasts, they can really give you that full sensory engagement. So I like I gave you an example of the 1619 podcast which in the past I have had my history classes listen into, but thinking about, for example.

Hearing the sound of water as they’re engaging in conversation about enslaving people and bringing them here to the United States. Thinking about the connections to music and being able to play the music so that you can hear that and connect with that at the moment that you’re learning about it.

Hearing people’s emotions as they’re discussing difficult topics and how they’re making sense of it. You get a whole different experience. And students feel that as well and learn from that in different ways. So in terms of ways that I have used podcasts and my teaching I teach a pros seminar course, so I’m the PhD program coordinator.

And I have like basically an on-ramping course for students of what is doctoral work and how, what does all this mean? How do we, go behind the curtain of the mysteries that we have within academia? But I use PO podcasts, particularly the current campus context, to help them to tune into what is happening in higher ed.

You’re entering this field, you need to know about it, and you need to know what the cutting edge issues are that’s happening within this space. And so that’s one connection and tie that I’ve used before I mentioned history because. History of higher ed is one of my favorite classes to teach. I never saw that coming, but it absolutely is.

But using podcasts to think about the parallels between, again, historical and contemporary events. You might find podcast episodes, like I mentioned, the 1619 project earlier that directly connect to the things that you’re talking about within class. But it may also be. Here’s where we talked about student activism.

Now here’s a podcast episode that’s talking about today’s student activism. What are the parallels that we’re seeing between how we have this origination story of student activism within campuses and where we are now? For example in my college students in the us. Which is really just like a class that talks about research and thinking about different student identities and populations and how what the research has to say about those individuals.

We have I’ve had students create their own podcast episodes. I actually borrowed that from Dr. Antonio Duran, so I have to give him a shout out. But I’ve had students listen into examples of podcasts. Particularly from student affairs now actually. And then at the end of the semester, they ended up creating their own podcast episodes around student populations or student issues or things that they thought were that connected to our course content.

Again, podcasts are outlets for understanding and connecting. And so that can come through in terms of the content explicitly or in ways that students can express their learning and how they’re making sense, of course, material. And I, one more.

So the challenges that we’re facing right now in our current sociopolitical moment, present concerns. Also opportunities for learning. And some of us are in different positions based on our privilege, based on our identities, based on the ways that we show up, the ways that we can or cannot push back against parameters that we might have set around the ways that we teach.

The things that we can say within classroom settings, et cetera. And we also know just historically that research has shown that through course evaluations through annual evaluations, peer review, that faculty of color are often. Targeted more and given harsher feedback for talking about issues of social justice and equity within their classes than their white colleagues are.

And so it can be difficult to engage in these conversations knowing I might get a poor evaluation at the end of this because of the way that I have engaged with this topic. And I’m not saying to shy away from topics if that’s what you feel is right and good based on the type of course that you’re leading and the content that, students need to know for that particular area.

But also, how can you use podcasts again, like I mentioned earlier, as a method of guest speakers, essentially people that can, that are talking about issues that are framing it in ways. Students can listen in, you can unpack those things with students so that it’s also hearing from different voices.

It’s hearing from different perspectives. It’s affirming the things that you have been sharing in class as well in different ways. We can also think about the possibilities that might exist in spite of limits. Around what you can officially teach or discuss in classrooms or not. Do you have a resource guide for optional podcast re listenings if you would like to learn more about these particular topics et cetera.

And I think that this last point probably calls to the need for more conversations explicitly around how do we navigate this moment. Particularly in states that literally have laws that say you cannot discuss X, Y, or Z. But I do think that resources like this can be part of that thought process as we continue to move forward as a field as well.

So I’m gonna turn it back over to Heather.

Heather Shea: Awesome. Thank you so much, crystal. So now we’re at the point where we have the practical tools for you all to access. I’m gonna give just a very brief overview, but there’s a QR code on the next slide. At the end I will also give you the opportunity to send our, send your email address to me.

And so I will send you also links to all of these items. As we were thinking more, and this has actually been a project in my mind, maybe longer than Keith and I have been doing this podcast with student affairs now. We had reflected at that point in time that there might be some additional content.

We could supplement each episode with discussion questions, et cetera. And so when we thought about this episode, we were like, okay, we really just need like a practical toolkit. Originally my mind, that toolkit was gonna take the place of here’s the episode, here’s the assignment. Here are these discussion questions.

That’s a little prescriptive, right? And so what Rochelle took with that kind of initial idea and built upon is this incredible resource. It is available on this this QR code. It goes directly to our Patreon page which you can join for free. And then access and download that PDF. So within the toolkit there are four different primary areas and I think what we’ll do is continue to build on this and continually update the PDF.

So there is a ready to use engagement assignment. That assignment is not tied to a specific episode. It’s really something you could plug into anything. There’s also a quick start guide. For faculty who are thinking about this, but maybe are already wondering, okay, how would I design this in besides just saying, watch this episode before you come to class.

The pedagogical model I’m gonna talk about here in a moment. But really is designed to support deeper learning and meaningful classroom discussion. And then Rochelle, being, Rochelle, had to design a grading rubric. And so there’s a really effective, I think, tool in there for you to assess the knowledge and competencies that you are hoping students will be able to demonstrate as a result of participating in that particular course assignment.

So that’s what it looks like when you download it. The front page has links then to the internal documents. So a little bit about the model though, because I do think that’s also foundational in the way that we’re thinking about using podcasts. And. This is obviously a circle so that it keeps going around, right?

We want folks to listen. We want them to engage in the episode, either through audio or through video. Take the time to focus, right? Because there’s so many other distractions happening in our world that just sitting and listening to something or watching the YouTube that’s important, right?

If you get one of my episodes as an aside, they are usually about 90 minutes in length. Apologies. I am notoriously horrible for going way long. But I have a really hard time cutting off such good conversation, so I, if I get under an hour, I’m very proud of myself. That’s typically what I try to aim for, but never meet.

The second thing is, of course, we want students to connect. Episode to what you are working on in class. So connecting it to course ideas, to themes that are happening in the course and to professional competencies. We do have a category filter on our website where you can search by the A CPA NASPA professional Compet.

Of 2015 we know that the new competencies are imminent. Don’t know exactly how imminent, maybe within the next months. There was a document online that I found and was working on creating a catalog that now tied all of our episodes to the new competencies. That new document, I’m gonna hold on putting into the toolkit until we have the new competencies officially approved.

But in that. Spreadsheet you’ll be able to search by the competency and then find, here are all of the episodes that are specifically focusing on assessment, research, and evaluation or any of the other any of the other topics, which I think will hopefully be a really useful tool if you’re thinking specifically about this competency in this course.

I think the other piece is that we are an applied field, right? So as we engage with students around content like podcasts, it’s not just theoretical, it’s really practical. So thinking through how students might take or actualized the ex, the experiences that are being expressed through the podcast, whether that’s examples that are the guests are offering or.

Insights how does that apply to their. To their, both their work, both their scholarship, their reading their supervision of students, perhaps. All of those things. And then expanding the conversation. And so one of the things that Rochelle did a really good job of is identifying ways to build discussion topics or in course in class activities that will serve as an opportunity for folks to respond.

To that text, right? And engage with the content itself. So a continuous loop. I am really excited about the toolkit. I know we will continue to expand upon it. And I think the other piece that I’d like to mention about our Patreon differently than a website, it’s really designed to be a community.

Membership is free and you, we will have discussion boards as well that folks can go on engage. You can’t post on the discussion board or access it until you become a quote member. But again, membership is free. And then we’re gonna use that Patreon space for other types of things like a book club and other content as well.

All right. I am going to. Also accept the wifi. Thank you very much. Wifi. And now it’s time for Keith.

Keith Edwards: I wonder if you can

Heather Shea: pull it up.

Keith Edwards: Up. Put the QR code.

Heather Shea: Yeah, put the QR code up.

Keith Edwards: Okay. So group project time. What we would love to do is we’d love to have tables maybe merge. So this table’s doing great.

If we could maybe get the three of you to join this table and maybe the two of you could join that table and we’ll just yell at you in the back of the room. That’ll be totally fine. But we’re gonna have you do a little bit of this group project. So what you’re gonna see at this QR code, and you probably need one person, you’re all welcome to get in it if you’d like.

You’re gonna need one person from your table. To be into this document, this should pop open a Google Doc. Now, one of the things that I will warn you about is that you all have edit access to this Google Doc. So don’t be the weirdo who highlights the whole thing and hits delete. The whole room will groan and we’ll point at you and you’ll be like, it wasn’t me.

And so this QR coach should take you to this Google Doc. I’ll give folks a moment to access the QR code and then we’ll switch, maybe put a copy of this on the screen.

I see Paul’s still snagging this. Anyone else trying to snag it?

Okay, great. If you want to try and do that. So what you’re gonna see here is a table and it includes on the far left, it includes all the current competencies and some bonuses like practicums. And add your own category. So we are, we’re using the competencies as a starting point and then building on that.

The second column are current episodes that you use or you recommend, right? So some of you might not be faculty or might be faculty who’ve not used this in class, but you have this episode that you just love so much and you think it should absolutely be used. More people should be talking about this thing.

That’s a place where you can add those things in. Then the next column are future episodes that you’d like to suggest. I can’t believe you’ve not done an episode on blah, blah, blah, blah, blah. We would love to hear it. Or, sometimes it’s not a topic but sometimes it’s a guest. Who you’ve gotta have on.

I just heard them speak at a regional conference and oh my goodness, they were amazing. And just bring them on and talk about anything. We love that too. And so what we’d like to do at the tables is just have a conversation at your table about what you’re using, what you’re recommending that exists, that goes in that first column, and then maybe things that don’t yet exist that you’d like to recommend or suggest.

It might be a book, it might be a topic, it might be, Hey, I teach a class on this, and why have you not had boldman in DL? So just feel free to put those things in. We welcome all of your suggestions. Okay. Do we have it?

Heather Shea: I’m working

Keith Edwards: on it. Do you, are you all seeing what I’m talking about? Is this making sense to you?

Okay, so let’s see, let’s give you. This is our tech guy, right? We’ll give you like eight minutes to do this. So just discuss and have one person at your table be like, I’ll type it in. Don’t worry about it. And have one person adding it in any category. Go for it.

Guest: And you obviously have that responsibility appreciating.

No. So before we

Keith Edwards: start, you have introductions, folks. You got a mirror projections rather than extend.

This is off Associate Professor, are we good? Yeah, I think we’re tight on time. Okay. So what we can do. Get, I guess we give him about eight minutes.

Okay.

Keith Edwards: Which should take us to like the 35 minute mark. Okay. And then we don’t really have much more content, do we? No. Okay. No, it’s just q and a. Kind of open it up to q and a.

Yeah. I’m remember the restaurant quick. Okay. It’s right around the corner right here. Yep. And then.

All right folks, we’re gonna invite you to if you’re the one typing, feel free to keep typing the smart things that your table said. Keep adding those things in. We’re gonna make this live document, like we said, share love your contributions. We’ll get other folks contributions, but we’d love to hear just a quick comment or two from each table.

What did you notice? What did you what? Just a nice takeaway from each table. We’re gonna start here, and then there. And then we would welcome many comments or questions after that. So let’s just get what’s a quick takeaway from your group

and tell people who you’re,

Guest: yes. Jay Metta, he, him pronouns. We were talking about, I think a couple episodes such as the one on equity leadership the ones that, and the Caring University. Caring University. Leading toward liberation futures of student affairs, and then also talking about ways for students to get involved with the listening component.

So thinking about, and you had such a great question about how to connect it with those folks who may not necessarily be interested in higher ed, but how to make it more specific to their context. I think there might be like a playlist on trauma-informed practice and how every industry post COVID is dealing with that in some way, shape, or form.

So how do you connect that to, let’s say, the book on trauma stewardship and then being able to listen to that conversation? We were talking about how students were really benefit from that as well. And I dunno if anybody else from the group pointed to you did great. Okay,

Keith Edwards: great.

Guest: I’m trying to,

Keith Edwards: so I heard some of the things you recommended were, most of them were based on books.

Books that have come out and do, are you teaching those books and then this is like a supplement to that? Yeah, to some extent. Yeah. Great. And yeah, how do we get that out to people beyond higher ed? Because the trauma informed could be useful for many folks. Let’s hear from someone at this table.

Any cool thoughts and insights?

Guest: Go ahead, Elise. Hi everyone. I’m Elise Kane. My pronouns are she and her. We talked about how we use the podcast in a variety of different ways we, Brad and I had shared, we use it a lot as supplemental materials just for, it’s a great way, anytime I’m updating a course to have new content added and just if you’re interested in this topic, go look at this.

But then also thinking about how to integrate it with specific assignments. And I’ve done that as well, where it’s, watch this podcast, read this, talk to someone in the field, bring all this information from these multiple sources together for your assignment and reflection. And we’ve had great luck with that.

And it’s a great way to keep up just topics up to date. Yeah.

Keith Edwards: So there’s like supplements. We teach this book and here also listen to the podcast. How many of you are give like an assignment where it’s here’s seven episodes, choose one. Did any of you do that? Yeah, a little bit of that. Awesome. And this group back here, what did you all,

I feel like you’re gonna do that.

Guest: One of the things that we talked a little bit about is, really thinking about some newer topics and also thinking about what episodes we all liked. Myself being a current grad student, having people actually do lessons and having the opportunity to learn a little bit, that was really impactful for me and also as like an emerging professional.

But one of the things that we also wanted to further explore is like critical thinking with like artificial intelligence and how is that going to affect like newer generations. Yeah. Awesome.

Keith Edwards: Great. Let’s get some questions. Or comments or suggestions. This, we’re gonna we got about five minutes to open it up to everybody.

Let’s thanks to Gavin Henning. We’re getting award tonight. We’re so excited. Thank you to Gavin for organizing our nominations. We’re so appreciative. Thank you Gavin.

Guest: So Gavin Hehe pronouns at new England College. Right now I try to use open educational resources from all my courses. I’m redesigning a course right now and trying to pull in podcasts.

The challenge I’m having is I don’t always want to use the whole hour podcast. Now, obviously you all can’t cut those down, but I think what might be helpful is some tools to say, if you wanna take some snippets. Here’s how they do it. I can figure it out, but I’m not sure all faculty could. And so that may limit their ability to actually use anything.

Yeah. The other element, if you’re open to it is thinking about how people could use the link, upload it to something like Go notebook LM to then extract information, create resources, create different tools. And so even if you can just provide some guidance about, hey, if you want to, this is public.

If you wanna upload it to chat GT or whatever to create resources, here are some tips to do that, because I think that would make my job as a faculty member and my faculty colleagues a lot easier, so they don’t have to figure that on their own. They’re like, oh, it’s a minimal hurdle that they have to overcome, and they can actually use that a lot better.

Keith Edwards: That’s great. We’ll have to think about how to do the clips and snippets, but one of the things is that every episode on the episode page has a full transcript, right? And so you just unclick it’s hidden ’cause it’s super long. Messes up the webpage. But if you unclick that, there’s a full transcript, which is we use AI to do that.

And then that goes through and tries to correct it. And if you notice things that aren’t right on that, just let us know and we’ll get that up updated. Great suggestions. Other thoughts and suggestions?

Guest: So I’ve always been interested with. Both the intro and the outro for the podcast, because that’s a component I think when you have, do you have it memorized?

The outro, and this is my specific question I’m thinking about what was the conver, you already know what this is. What was the conversation like for the, what are you thinking now? What are you pondering now? What are you troubling now? Who started that? How did that happen? I’m very curious.

Keith Edwards: I think that’s mine.

Yeah, I think that’s mine. ’cause I, my friend Craig Alamo always asks, what are you troubling now? And I just love that it’s a little deeper than thinking or pondering. And so we wanted from the very beginning, a last question that that one would just open up to whatever people having, ’cause my favorite interview question is what did you hope to share that you didn’t get a chance to yet?

And it’s a version of that. And also by, by putting the promo stuff there, oh, we keep it out of the rest of it. And if you’ve looked into someone talking, you’re really engaged and they say, Hey, I’ve got a website and I’ve got this and I’ve got that and you can find my stuff there. You’re oh, that’s actually helpful.

I really appreciate that. I will say that some people, mostly faculty, are like, don’t give my stuff out at all. I don’t want, I haven’t busy enough. I don’t want people calling me or emailing me. Consultants are like, you can find me on LinkedIn, you can find me on Twitter, you can find me here. My website is here, my phone number is here.

My mom’s middle name is this they’ll rattle off all of that. So yeah, the thinking, pondering and what I tell guests is it can be related to the episode and what we talked about, or it can be completely unrelated as well. Did. Yeah.

Guest: Oh, yes.

Keith Edwards: Okay. That’s, that was your question. All right.

Any other folks, comments, questions, suggestions?

Guest: So I’ve been using the podcast off and on for our professional development committee, so using it with program assistants all the way up to, directors and above. And I was spending a lot of time listening and writing questions as I was eating lunch, doing the thing. And then I ended up using chat GPT to, generate them when I ran out of time.

Will the Patreon login thing have lists of discussion questions for episodes? At some point. Yeah. I’m happy to share what I created if you want them, but I didn’t create all of them. No.

Heather Shea: That is a fantastic suggestion actually. In the very beginning with current campus context, when we were doing it weekly it, I, the AI that I was using to do the transcript was also creating like action steps and discussion questions.

So if you go into any of those early current campus context, those exist in there. And I think it’s a fabulous, easy add-on because I do think whatever we can do to make the. The entry point less owner, some, right? And some of, sometimes it’s really just a, these are the questions we ask during the episode, right?

Because even that framing might be helpful you to go, oh, okay, at the 40 minute mark, they’re talking about X and here’s a question that maybe corresponds there. I have also heard Gavin, your point about. Clips or snippets because particularly if you’re using them in class, like you want the the soundbite version, not the 95 minute episode.

So yeah. Are those questions in like the YouTube show notes? They are on the webpage itself. Web page. Yeah. So the YouTube show notes are just a standardized thing. There is a link in YouTube back to the webpage, but yeah, go to the studentaffairsnow.com.

Heather Shea: Before we wrap up, I just wanna thank the two co-hosts for joining me at the A CPA presentation in Baltimore. I wanna thank our guests and everybody who joined us live and of course all of you for listening today. As I mentioned, we have just launched a Student Affairs now Patreon, to expand on how we connect and learn together as a community.

If today’s conversation sparked ideas for your teaching or how you might use digital media in your work, we’d love to have you join us there. You can learn more at patreon.com/student affairs now. Huge. Thank you as always to Nat Ambrosey, our incredible producer, Nat, we’re so grateful for you. Thank you so much for everything you do, and as always, thanks for being a part of this learning community.

I’m Heather Shea. Let’s make it a great week.

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