Campus Podcast @ Metro State University

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Metro Grads: Use Your Education to Earn More

Purpose This lesson guides you step‑by‑step in using your education, skills, and life experience to create income beyond your full‑time job. Your degree is more than a credential — it is a tool for independence, creativity, and financial growth.

What You Will Do

1. Identify Your Skills

Start by listing the skills you already have. Think about what you learned in school, at work, and through life. Include skills people often ask you for help with. This helps you see that you already possess valuable abilities that others need.

2. Identify Who Needs Your Skills

Next, look at the world around you. Ask yourself who benefits from what you know. Consider students, families, coworkers, small businesses, or community members. You will begin to see how your knowledge solves real problems.

3. Turn One Skill Into One Service

Choose one skill and convert it into a simple service. Use this formula: Skill → Problem → Solution → Service → Price This shows you exactly how to turn knowledge into income. Keep it small, clear, and easy to start.

4. Build Your Service Plan

Create a short plan for your new service:

1. What you will offer
2. Who you will help
3. What problem you solve
4. What you deliver
5. The first step you will take to begin This makes your idea real and ready to launch.

5. Practice Sharing Your Service

Explain your service to one person you trust. Tell them what you offer, why it matters, and how your education supports it. This builds confidence and helps you refine your idea.

Objectives

1. You will identify at least three skills that can generate income.
2. You will design one actionable service based on your education.

Outcomes

1. You will understand how your education becomes a business asset.
2. You will walk away with a ready‑to‑launch service plan.

5E Learning Model (Personal to You)

Engage: Reflect on the idea that education creates opportunity beyond employment. Explore: List your skills and experiences. Explain: Learn how degrees and experience create credibility. Elaborate: Build your service plan using the formula. Evaluate: Share your idea with one person and refine it.

Closing

Write one personal commitment: “This week I will use my education to earn more by…”

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Dr. Megan Johnston: Critiquing Racism in Art

Lesson Plan: Power, Identity, and Bias in Art & Museum Studies

Lesson Focus

Listeners examine how race, gender, disability, theory, and curatorial practice shape artistic meaning, institutional power, and public interpretation.

Objectives (2)

• Objective 1: Listeners will analyze how visual, curatorial, and institutional choices reinforce or disrupt racial, gender, and disability hierarchies. Example: A listener explains how Western art centers whiteness through composition, symbolism, or narrative framing.
• Objective 2: Listeners will evaluate how theory (CRT, feminist theory, postcolonial theory) informs contemporary artistic practice and museum ethics. Example: A listener identifies how feminist or postcolonial artists challenge traditional norms through material, performance, or spatial intervention.

Outcomes (2)

• Outcome 1: Listeners produce evidence‑based critiques of museum practices. Example: A listener cites how curation or acquisition histories exclude disabled or non‑Western artists.
• Outcome 2: Listeners propose strategies for more equitable artistic and curatorial approaches. Example: A listener recommends contextual labels or redesigned displays that address racial or gender bias.

5E Learning Model

• Engage: Present artworks showing racial, gender, or disability bias.
• Explore: Listeners analyze museum labels, placement, omissions, and narrative framing.
• Explain: Instructor connects observations to theory and historical patterns.
• Elaborate: Listeners redesign a display or reinterpret an artwork using theory.
• Evaluate: Listeners justify their redesign using ethical and theoretical reasoning.

Formative Assessment

Listeners submit a short critique answering one of the provided questions, demonstrating:

• identification of bias
• use of theory
• proposed corrective strategy

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RUBRIC (100 Points Total)

Clarity of Argument – 25 points

• Clear thesis addressing the double standard
• Focuses specifically on the female‑chief/male‑mayor scenario

Evidence & Reasoning – 25 points

• Uses social‑science reasoning and real‑world patterns
• Supports claims with logical analysis

Depth of Insight – 20 points

• Goes beyond surface observations
• Includes racial dynamics when relevant

Organization & Structure – 15 points

• Strong introduction, body, and conclusion
• Logical flow and transitions

Writing Quality – 15 points

• Professional tone
• Clear, persuasive, and grammatically strong

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Lesson Plan Segment: The Truth Liberal Faculty Hide About Black Women

Learning Objectives (with examples)

• Students will analyze how academia sanitizes Black women’s histories Example: Students compare the textbook version of Rosa Parks (“tired seamstress”) with her actual work investigating the gang rape of Recy Taylor.
• Students will evaluate the impact of omitted violence on historical understanding Example: Students examine how removing Fannie Lou Hamer’s forced sterilization changes the meaning of her political activism.

Learning Outcomes (with examples)

• Students will identify at least three ways institutions distort Black women’s stories Example: A student explains how Wangari Maathai’s beatings are erased, how Althea Gibson’s poverty is hidden, and how Miriam Makeba’s exile is reframed as a “career move.”
• Students will produce a written or verbal critique demonstrating the need for "unsanitized" history Example: A student writes a paragraph arguing that Wilma Rudolph’s fight against segregation is more historically significant than her Olympic medals.

Four Questions Students May Ask Faculty

1. Why are Black women’s experiences with state violence, sexual assault, and medical racism rarely included in our curriculum?
2. Who decides which parts of Black women’s history are “appropriate” for classrooms — and why?
3. Why do textbooks highlight Black women’s achievements but erase the brutality they survived to reach them?
4. How does faculty discomfort shape what we learn about women like Daisy Bates, Fannie Lou Hamer, and Miriam Makeba?

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