LearningWell Radio

In this engaging interview, the professor, author and researcher in belonging Dr. Terrell Strayhorn talks candidly about what belonging really means in college and why DEI is a commitment, not a program.

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On this episode of LearningWell Radio, Jean Rhodes, a psychology professor at the University of Massachusetts Boston, joins us for conversation about her expertise—mentorship in college—and its future in the age of AI. Is it possible, we ask her, for the technology to boost, rather than erode, the impact of mentoring and, critically, student trust?

As the director at the Center for Evidence-Based Mentoring, Dr. Rhodes is responsible for developing an AI-integration strategy for mentorship that she says keeps the “human at the helm.” Today the approach is being rolled out in a large scale, randomized control trail across all four campuses in the UMass system.

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To learn more about the LearningWell Coalition, visit our website at www.learningwell.org.

Ellise LaMotte oversees Tufts’ weeklong spring break program JUMP-IN, which allows first-year students to try on a career before committing to it. The goal is clarity, and students feeling “this isn’t for me” counts as a win just as much as students saying “this is it.” On this episode of Invented Here, Ellise shares how JUMP-IN came to be, how they measure the program’s success, and how the program can be adapted to other campuses.

This episode is a part of Invented Here, a podcast series from LearningWell Magazine and the LearningWell Coalition featuring stories of innovation in learner-centered education that fosters life-long wellbeing.

To read more from LearningWell Magazine and to subscribe to our newsletter, visit our website at www.learningwellmag.org.

To learn more about the LearningWell Coalition, visit our website at www.learningwell.org.

On this month's episode of LearningWell Radio, Michele Murray, the new president of the Association of Jesuit Colleges and Universities, discusses the benefits of its long-standing approach to education and where it is headed during a time of significant change in higher education.

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On this month’s episode of LearningWell Radio, the CEO of a nonprofit experiential learning organization describes a global immersive experience where students experience personal growth while building the skills and networks needed to address our most pressing global challenges.

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On this episode of LearningWell Radio, John Volin, President of Gustavus Adolphus College, and Dan Currell, a Gustavus Trustee, pair up to discuss the major changes coming to higher education and what that might mean for colleges and universities that prioritize personal growth and development.

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On this episode of LearningWell Radio, George Abalekpor – a Georgetown graduate from the class of 2024 – reflects on his experience over the last two years working inside the administration at his alma mater. As a Hoya Fellow, he has used his firsthand experience and insights into the Georgetown student experience to help guide the Division of Student Affairs.

In particular, Abalekpor has been focused on efforts and issues around student thriving. With LearningWell, he discusses some of the pressing concerns and potential solutions in this area, with an emphasis on the role of Hoya Fellows in bridging gaps between students and staff.

On this episode of LearningWell Radio, two colleagues from different institutions share their experience and wisdom in how to lead campuses in wellbeing promotion.

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On this episode of LearningWell Radio, psychiatrist Mathilde Ross of Boston University shares wisdom and advice for students heading off to college and their parents, drawn from her new book, How to Thrive at College: A Guide to the Ups and Downs of Mental Health on Campus. Dr. Ross’ candid and thoughtful account of her work with young people is at once surprising, instructive, and hopeful.

To read more from LearningWell Magazine and to subscribe to our newsletter, visit our website at www.learningwellmag.org.

On this episode of LearningWell Radio, Bob McGrath, a clinical psychologist and professor at Fairleigh Dickinson University, offers his thoughts on an increasing debate over whether there is a problem in the U.S. with overstating or over-diagnosing mental illness, particularly among young people. McGrath’s perspective is informed by his expertise in human character research, suggesting people may be more emotionally attuned, sensitive, and distressed than ever. The question is: As we change, should the way we talk about our challenges change, too?

To read more from LearningWell Magazine and to subscribe to our newsletter, visit our website at www.learningwellmag.org.