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Campus Podcast @ Metro State University
Campus Podcast @ Metro State University episodes
- Black Learners Excellence — Take the Pledge
For My Book: www.weusoursluckybooks.com Email me the PowerPoint Slides: [email protected]
5E Learning Model
Engage
Students discuss a time they felt fully prepared—or unprepared—for class. Brief share‑outs highlight how preparation affects confidence and participation.
Explore
Students examine a short scenario of a highly prepared learner (reading ahead, annotating, asking questions). In groups, they list observable habits and why they matter.
Explain
Instructor clarifies the concept of conscientious learning: reading all chapters before class, annotating, preparing questions, engaging actively, and staying humble enough to say “I don’t know it all.”
Elaborate
Students apply the model by selecting a current course, outlining how they will prepare for the next class using the behaviors discussed.
Evaluate (Formative Assessment)
Students submit a one‑paragraph reflection describing one habit they will adopt immediately and why it will strengthen their academic identity.
Contact: 773-809-8594
27 min - Mr. T Responds to Double Standards/Pity Da Fool
Learning Objective (with example)
Objective: Students will be able to identify and explain a double standard presented in a comedic text about leadership behavior. Example: A student states, “The text shows a double standard because the mayor receives leniency that a man accused of similar conduct toward a woman would not receive.”
Learning Outcome (with example)
Outcome: Students will demonstrate understanding by citing one example of how humor is used to expose unequal treatment in the text. Example: A student writes, “The Mr. T line — ‘I pity the foo…’ — uses humor to highlight how a man would face harsher consequences.”
5E Learning Model
Engage
Read aloud a short excerpt from the comedic mayor article, especially one of the Mr. T lines. Ask: “Why does this line feel funny but also serious?”
Explore
Students highlight phrases in the text that show differences in how the fictional mayor is treated compared to how a man would be treated in the same situation.
Explain
Instructor defines double standard and models how the text uses humor to reveal unequal expectations in leadership accountability.
Elaborate
Students work in pairs to rewrite one Mr. T line in their own comedic style while keeping the double‑standard message intact.
Evaluate (Formative Assessment)
Students complete a one‑sentence exit slip: “Describe one double standard shown in the text and explain how humor helps reveal it.”
Comments: [email protected]
20 min - $200 Hidden on Campus: Clue No. 2
Clue No. 2 You Must Find Before the 25th of This Month.
My Shameless Plug
www.weusoursluckybooks.com
3 min - Samia Ali: Founder, People Forward Consulting
Order My Book at: www.weusoursluckybooks.com
Ms. Ali's email: [email protected]
Website: peopleforwardmn.com
19 min - On Campus: Enforcing the 1965 Voting Rights Act in 2026
For a copy of my book: www.weusoursluckybooks.com
Today, the Library’s first‑floor lounge at Metro State University was transformed into a hands‑on demonstration of enforcing the 1965 Voting Rights Act. The space operated as an educational enforcement zone where students, staff, and community members experienced how the protections guaranteed by the Voting Rights Act are upheld in real time.
Volunteers greeted participants and walked them through the federally protected steps of the voting process — emphasizing equal access, nondiscrimination, and the removal of barriers that historically prevented many Americans from voting. Representatives from the St. Paul League of Women Voters were present to provide non‑partisan guidance, answer questions, and share resources on voter protections and civic participation.
In alignment with the Voting Rights Act’s commitment to expanding access, attendees who were not yet registered to vote received assistance completing their voter registration. This reinforced the principle that voting is a protected right and that institutions have a responsibility to safeguard that right for every eligible voter.
Participants also engaged in a light‑hearted ballot featuring Minnesota “hot‑take” questions, demonstrating how accessible voting procedures work from check‑in to ballot submission while highlighting the importance of barrier‑free elections.
Hosted by: Metro State University Library & Information Services Community and Civic Engagement Center St. Paul League of Women Voters
Contact this Podcast at 773-809-8594
9 min - PSA: Josh McMillen - Reaching Out for Our Community
See My Book www.weusoursluckybooks.com
Visit the End Slavery Minnesota Coalition: mnendslavery.org
To be a guest on this podcast and share something that you are doing call 773-809-8594 or email [email protected]
9 min - How Boy Became Cowboy: A Black Historical Reconstruction
Order My Book: www.weusoursluckybooks.com
Lesson Plan: Black Origins of “Cowboy”
Description: Students explore the true historical origins of the term cowboy, focusing on enslaved Africans’ role in early cattle ranching, the linguistic roots of “cow-boy,” and the later whitewashing of the cowboy identity in American culture.
Learning Objective
Students will explain how enslaved Africans shaped the early cowboy occupation and how the term evolved through racialized language and cultural appropriation.
Learning Outcomes
- Students identify the role of enslaved Africans in early cattle work. Example: naming tasks such as herding, breaking horses, or driving cattle.
- Students describe how “get the cow, boy” contributed to the term cowboy. Example: explaining how commands to enslaved workers became occupational labels.
5E Learning Model
- Engage: Show two contrasting images—Hollywood cowboy vs. Black cowboy—and ask students what they notice.
- Explore: Students read short excerpts on African cattle expertise and early ranching.
- Explain: Class discussion on how language, labor, and race shaped the term cowboy.
- Elaborate: Students connect cowboy whitewashing to other examples of cultural erasure in U.S. history.
- Evaluate: Students write a brief explanation of the true origins of “cowboy.”
Formative Assessment
Students submit a 5–6 sentence exit reflection explaining how enslaved Africans influenced the cowboy identity and how the term changed over time.
Contact: email [email protected] or call 773-809-8594
You are appreciated for listening to this podcast and sharing episodes with others. Big Appreciation.
40 min - $200 Hidden on Campus - Find it and it's Yours
🔥 $200 Hidden On Campus 🔥
Somewhere on campus, $200 is hidden — and whoever finds it keeps it. All you need are the clues.
Listen to the latest episode for hints. The hunt is officially open, and you have until September 25th to locate the money.
Find it. Claim it. Celebrate it.
3 min - Music: The Metropolitan Male Chorus
Order My Book: www.weusoursluckybooks.com
Ro be a guest on the podcast call 773-8909-8594
28 min - 11 min
About Campus Podcast @ Metro State University
From the publisher's feed
3,328+ Downloads — with Listeners All Over the World.
Please email me the issue you’d like me to discuss.
rel="noopener noreferrer">[email protected] or 773-809-8594
Mission Statement – College Campus Podcast
The College Campus Podcast exists to amplify authentic student voices at Metro State University and beyond. Grounded in the principles of inclusion, equity, and free expression, this platform confronts the silence that often surrounds difficult conversations. I believe that true diversity includes every perspective—yes, conservative, and everything in between—and that intellectual courage is essential to a just campus community.
This podcast speaks truth without seeking institutional permission or administrative validation. It reflects the real conversations happening in classrooms, hallways, and campus dialogues—the spoken and the avoided. Let's, together, address the tension between the university’s stated commitments to inclusion and the lived realities of students whose views may not align with the dominant campus culture.
Dr. Martin Luther King Jr., Rev. James Reeb, Viola Liuzzo, Andrew Goodman, Michael Schwerner, and James Chaney did not sacrifice their lives so that any student—liberal or conservative—would feel pressured into silence. All voices matter, including conservative perspectives that may be dismissed, marginalized, or treated as disruptive when expressed. Silencing dissent is not inclusion; it is "Inclusion Illusion."
How Opinions Are Silenced When They Don’t Fit Campus Culture
Social penalties instead of dialogue Students with dissenting views may be labeled “problematic,” “unsafe,” or “disruptive,” creating a climate where disagreement is treated as harm rather than an opportunity for learning.
Staff and Faculty Classroom gatekeeping: Certain perspectives are subtly discouraged through instructor reactions, grading expectations, or selective validation of comments that align with prevailing ideological norms.
Institutional messaging that implies one correct stance: When equity statements or campus initiatives are interpreted as endorsing a single ideological position, students with differing views (conservatives) may fear exclusion rather than engagement.
Conclusion – Keeping Inclusion Honest
Metro State University’s inclusion and equity statement commits the institution to anti‑racism, belonging, fairness, and the dismantling of systemic bias. This podcast exists to ensure those commitments remain more than words on paper. The College Campus Podcast serves as a check and balance—holding the university accountable to its own values by elevating voices that might otherwise be ignored, minimized, or silenced.
“Silence is not inclusion. Silence is not equity. Silence is not diversity. This is Inclusion Illusion.” — Mr. Lucky
Mr. Lucky
M.A., Master of Advocacy and Political Leadership (MAPL)
M.S., Graduate Student, School of Urban Education
See My Book: www.weusoursluckybooks.com
This podcast makes no claim of being an official university production. I do not need administrative validation to exercise my right to free speech.
Email an issue you want me to talk about: [email protected]
During struggles, always ask what I can do, never what I can’t do.