The People Teaching People Podcast

What might happen if we stopped waiting for someday and started saying yes to a few more adventures along the way?

In this episode of The People Teaching People Podcast, I sit down with Jen Aitken, a Calgary-based travel advisor, photographer, adventurer, and creator who believes that some of life’s biggest changes can begin with a very small side quest.

Jen’s story is one of resilience. At four years old, she survived a devastating car accident that took the life of her father and left her needing to learn how to walk and talk again. Growing up, travel and adventure became an important part of her life, encouraged by her mom and strengthened through experiences that taught Jen to navigate the world with independence, curiosity, and a willingness to try new things.

We talk about the trip to Antarctica that changed the direction of Jen’s work, her idea of using “side quests” as smaller steps toward bigger bucket-list dreams, and what she has discovered about herself by intentionally trying new experiences. Jen also shares how one spontaneous side quest introduced her to Rotary and an entirely new community of people who share many of her values.

We also explore the online course and community Jen is creating for women who want to reconnect with themselves. Her own experiences have shown her that moving forward does not always require one enormous leap. Sometimes it begins by choosing something small, finding an adventure buddy, and simply giving yourself permission to try.

This conversation is a reminder that learning about ourselves happens through living. Every new experience gives us information about what we enjoy, what matters to us, who we want beside us, and where we might want to go next. We do not have to have everything figured out before we begin. Sometimes the side quest is where we discover what the bigger adventure might become.

Listen in as we talk about:

01:00 Jen’s story 

04:40 Growing up with resilience 

08:28 Discovering a love of travel and adventure

10:18 A trip to Antarctica that changed everything

15:24 The power of a side quest

17:44 Learning through adventure

19:48 Finding community along the way

24:28 Staying open to unexpected adventures

25:57 Finding an adventure buddy

27:30 Turning experiences into something to share

29:40 The teacher who believed in Jen

31:25 The power to pivot

33:30 Forward momentum and continuing to learn

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Jen’s experience with resilience began much earlier than most. At four years old, she was involved in a car accident that took her father’s life and left her with significant injuries. As she recovered, she had to relearn how to walk and talk, navigate medical appointments, and learn to advocate for herself at a very young age. She also experienced bullying and often found herself interacting with adults rather than children her own age. Looking back, Jen sees how these experiences shaped her independence, self-reliance, and ability to communicate with people from many different walks of life. Resilience was not something Jen set out to develop. It grew through experiences that asked her, again and again, to figure out how to keep moving forward.

Jen credits much of her love of exploration to her mom. Growing up, the two of them travelled together, went on small adventures, and sometimes simply grabbed a map and figured out where they were going along the way. Her mom wanted Jen to experience the world, particularly after everything she had been through as a child. Those experiences gave Jen more than memories. They helped shape the curiosity, independence, and willingness to explore that continue to guide her today. Adventure does not always have to mean travelling across the world. For Jen, it can be as simple as going somewhere unfamiliar, trying something new, and being willing to see where the experience takes you.

Jen became a travel advisor in 2019, but a surprising opportunity in 2024 changed the way she thought about the work she wanted to do. After attending a travel industry conference, she unexpectedly won a trip to Antarctica. Seeing its enormous landscapes, watching penguins and other wildlife in their natural habitat, and experiencing a part of the world that relatively few people ever visit made Jen realize she wanted to help people do more than simply book vacations. She wanted to help them experience the places and adventures they had been dreaming about. Antarctica became a turning point that helped Jen focus her work on bucket-list and adventure travel and on helping people move their biggest dreams from “someday” into something they can actually begin planning.

Jen describes a side quest as one of the smaller adventures or steps that can move us toward a bigger goal, or what she calls a North Star. A dream like travelling to Japan might feel enormous, but the side quests could begin much closer to home: saving money, trying Japanese food, exploring activities connected to Japanese culture, or figuring out what you would most like to experience once you arrive. Those smaller steps make the bigger dream feel more approachable while giving us opportunities to learn what we actually enjoy. For Jen, side quests are not random distractions from the goal. They are building blocks that can help us gain confidence, learn more about ourselves, and move closer to something that once felt far away.

Since intentionally bringing more side quests into her own life, Jen has tried everything from pickleball and sporting events to new social experiences and a 5K. Not every experience has become a new favourite, and that is part of the point. Trying something teaches us something. We learn what energizes us, what we do not enjoy, who we like spending time with, and what we might want to try next. Jen believes these experiences have helped her become more confident in who she is and happier in her life. We often think learning about ourselves requires deep reflection, but sometimes we learn simply by getting out into the world and giving something a try.

One of Jen’s side quests began with scrolling through Eventbrite and choosing an event simply because she wanted to try something different. That decision eventually introduced her to Rotary, where she found a community of people who share her interest in volunteering, helping others, and contributing to something larger than themselves. Jen has since become a member and volunteered through the organization. The experience was an unexpected reminder that when we step outside of our usual routines, we do not know whose path we might cross or where a seemingly small decision might lead. Sometimes trying something new introduces us not only to a new experience, but also to people and communities we did not know we were missing.

Not every side quest needs to be carefully planned. Jen also leaves room for the unexpected invitation, whether that means attending a hockey game, joining a friend on an adventure, or trying something she has never done before. Some experiences require preparation, while others simply require being willing to say yes when an opportunity appears. Jen’s completion of a 5K was particularly meaningful because being able to do it without pain became a celebration of how far she had come. Her approach is a reminder that adventure can look different for each of us. What matters is noticing the opportunities around us and occasionally giving ourselves permission to choose the experience instead of automatically saying no.

For someone who wants more fun, connection, or adventure in their life but does not know where to begin, Jen’s advice is wonderfully simple: ask a friend. Trying something unfamiliar can feel intimidating, particularly when we think we have to do it alone. An adventure buddy does not need to have everything figured out either. You can both be nervous and still try something together. Jen has discovered that many people around her are eager to join when she invites them along. Sometimes getting started does not require a detailed plan or enormous courage. It simply requires choosing one person, one experience, and one small first step.

Jen and I had the opportunity to work together through my Learning Lab Intensive to begin mapping out an online course based on the experiences and ideas she had already been living. What started as conversations, notes, and ideas gradually became something tangible. The course brings together two important parts of Jen’s work: helping women reconnect with themselves after experiences such as breakups, divorce, or burnout, and using side quests and travel as ways to begin moving toward something new. Jen sees those ideas as interconnected. A destination might be an actual place we want to visit, but it might also represent the person we are becoming. The steps along the way give us opportunities to explore our values, discover what matters to us, and intentionally create what comes next.

When I asked Jen about a favourite teacher, she immediately thought of an English teacher who believed in her at a time when that support mattered deeply. They have remained in touch over the years, and Jen continues to remember what it felt like to know someone had faith in her. She also broadened the idea of a teacher beyond the classroom, reflecting that every person we meet has the potential to teach us something. A teacher might be an educator, doctor, friend, colleague, or someone who introduces us to a completely different way of seeing the world. Sometimes what stays with us most is not simply what someone taught us, but the way their belief in us changed what we were able to believe about ourselves.

When Jen reflects on what she is most proud of, she comes back to her ability to bounce back. Her life has included loss, difficult relationships, health challenges, disappointments, and moments when the path ahead changed unexpectedly. Each time, she has found a way to keep going or to pivot in another direction. She is especially proud that some of the difficult experiences in her life have become the foundation for something positive that might now help other people. Moving forward and having resilience does not mean pretending difficult experiences did not happen. Sometimes it means believing that something new can still grow from them.

“Keep moving forward. Keep imagining things. Keep learning.”

Jen’s final encouragement is to keep moving forward, keep imagining, and keep learning. No matter how much experience we have, there is always something we do not know yet. Jen describes attending a travel industry event and discovering that even a single new sentence or idea could change the way she thought about something she already knew well. That requires us to remain open rather than assuming there is nothing more for us to learn. Jen’s adventures, side quests, relationships, and work have all given her opportunities to discover something new about the world and about herself. We will never be able to learn everything, but we can stay open to the people, experiences, and ideas that might teach us what we need next.

What have your friendships taught you about who you are?

In this episode of The People Teaching People Podcast, I explore something we start learning about when we are very young and, apparently, never completely figure out: friendship.

As a mom, I have watched our three boys navigate the highs, lows, misunderstandings, shifting friend groups, and questions of belonging that come with friendship. Their experiences have brought me back to my own childhood and teenage friendships, while also making me think about the relationships that are part of my life now at 48.

Some friendships have known us almost our entire lives. Others find us because we happen to be in the same place at the same time. Some last for decades, while others belong to one meaningful season. There are friendships that make us feel deeply known and friendships that help us understand the difference between fitting in and truly belonging.

Through stories of lifelong friends, parenting, marriage, changing friendships, a 30-year school reunion, and some of the people who have surprised me along the way, I reflect on what our friendships can teach us about connection, acceptance, growth, and ourselves.

Because perhaps friendship is not something we ever finish learning. The people who walk beside us, whether for a lifetime or for one particular chapter, can all have something to teach us.

Listen in as we talk about:

01:00 Reflections on friendship

03:20 Friends who know our history

06:17 The seasons of friendship

08:55 The circles of friendship

13:29 When friendship hurts

15:33 The friend I want to be

17:06 Friendship can still surprise us

17:47 What our friendships teach us

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Some friendships hold an extraordinary amount of our history. These are the people who knew us before careers, marriage, children, and so many of the experiences that shaped who we are today. I have friendships that began at birth and in Grade 2, and decades later, these are still people I can talk to about almost anything. There is an ease that can come from being known by someone who already understands so much of your backstory.

But shared history alone does not keep a lifelong friendship strong. People change, priorities shift, and we become different versions of ourselves over time. Maybe one of the gifts of a lasting friendship is having someone who remembers who we were while still making room for who we are becoming.

Many adult friendships begin because life puts us in the same place at the same time. We meet people through our children, work, volunteering, neighbourhoods, conferences, activities, shared interests, and all kinds of ordinary moments. Some of those friendships continue long after the thing that originally brought us together is gone, while others gradually become more distant.

I used to think that if a friendship faded, it meant something had gone wrong. I don’t think I believe that anymore. Some people are incredibly important during a particular season of our lives, and a friendship does not have to last forever to have mattered. We can be grateful for the people who walked beside us for part of the journey, even when life eventually takes us in different directions.

I have been thinking about friendship in circles. There are people in that very small inner circle who know almost everything about us, people we care deeply about but may not share every part of our lives with, and people in wider circles who still bring laughter, conversation, encouragement, ideas, or connection. One of the people in my innermost circle is my husband. After 21 years of marriage and raising three children together, we have shared so much life, but we are still two different people with our own interests, friendships, and things we enjoy separately. Closeness does not have to mean doing everything together or seeing everything in exactly the same way.

I think some of my own uncertainty around friendship has come from expecting a relationship to be something it isn’t. Not every friend needs to hold the same place in our lives, and closeness is not always measured by how often we see or talk to someone. Returning to Pearson College for my 30-year reunion reminded me of that. After decades apart, there were friendships where the connection was still there almost immediately. Maybe part of understanding friendship as we get older is learning to appreciate people for the place they genuinely hold in our lives, rather than trying to pull every friendship into the innermost circle.

Friendship can bring enormous joy and connection, but it can also hurt. There have been moments when I have felt left out, lonely, or unsure of where I belonged. Sometimes circumstances change. Sometimes values change. Sometimes the energy in a friendship shifts, and we feel it before we can even explain exactly what is different.

Those experiences can make us pay attention to how we feel around other people. Do I feel accepted? Can I be myself? Am I always trying to fit in, or do I actually feel like I belong? For me, that difference has become increasingly important. I don’t want to have to perform friendship. I want relationships with enough acceptance underneath them that I can show up as myself, imperfections and all.

“Our friendships teach us what we value in our relationships, but they also teach us the kind of friend we want to be.”

Maybe one of the biggest things friendship asks us to think about is the kind of friend we want to be. I want to be someone who celebrates my friends when they are not in the room, makes space at the table, shares opportunities, reaches out just because, checks in when things are hard, and is genuinely excited when something wonderful happens for someone else.

I also want to be a friend who can say, “I got that wrong,” or “I’m sorry,” or “Tell me what I missed.” There is so much teaching and learning happening inside friendship as we learn to listen, communicate, repair, forgive, cheer one another on, ask for help, and sometimes let go. Our friendships can show us what we need from others, but they can also invite us to think more intentionally about what we offer in return.

Friendship is not something reserved for the people who have known us since childhood. Some of the wonderful people in my life today are people I could not possibly have known twenty or thirty years ago because our paths simply had not crossed yet. I have met people through work, conferences, workshops, community projects, and this podcast who have become meaningful parts of my life.

I find something hopeful in remembering that there are still people we have not met yet. There are future conversations, coffees, projects, introductions, and unexpected connections ahead of us. Our friendship story is not finished.

Our friendships teach us about other people, but they also teach us about ourselves. They show us what we value, help us recognize what belonging feels like, reveal what we need, and invite us to consider how we show up for the people around us. They also remind us that a friendship can change without erasing what it once meant, and that someone does not need to be part of every chapter to have been an important part of our story.

So when you think about the friendships that have shaped your own life, what have they taught you? Who has made you feel deeply known? Who walked beside you during a particular season? Who makes you laugh, challenges you, celebrates you, or simply makes you feel like you belong? And maybe most importantly, what kind of friend do you want to be?

What becomes possible when people have the opportunity to bring who they are into their learning, apply what they know, and learn alongside others?

In this episode of The People Teaching People Podcast, I sit down with Dr. D’Andre Wilson-Ihejirika, an innovator, educator, engineer, and social entrepreneur whose work brings together learning, equity, entrepreneurship, and community impact.

D’Andre shares the journey that took her from studying and working in engineering to researching engineering education, leading community and workforce initiatives, and creating hands-on learning opportunities through BrainSTEM Alliance. She reflects on the power of experiential and project-based learning, the importance of giving people agency, and why learning with and from others can make trying something new feel more approachable.

We also explore the inspiration behind Luminate Games and its first game, ChemiCutes, which turns the elements of the periodic table into collectible characters and chemistry concepts into an interactive adventure. D’Andre shares how her children helped spark the idea and why play can create meaningful opportunities for young people to explore, experiment, and learn.

This conversation is a reminder that learning is not something we ever have to outgrow. It happens as we create, collaborate, lead, play, and make room for other people to discover what they are capable of. Whether we see ourselves as teachers or not, we are always learning from the people around us and they are learning from us too.

Listen in as we talk about:

01:00 D’Andre’s story

04:34 Building a multifaceted career

08:47 Turning experience into research

11:22 Bringing identity into learning

15:38 Turning knowledge into confidence

20:29 Why learning together helps

27:34 The magic of BrainSTEM Alliance

32:23 The learning power of play

40:38 Collaborating and innovating in Calgary

44:16 The art of great teaching

49:31 Creating opportunities for others

53:12 Always continuing to learn

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D’Andre shares how a lifelong love of science and math led her from the Bahamas to Canada to study chemical engineering, beginning a career journey that would eventually expand into education, entrepreneurship, and community leadership. While studying engineering, she became involved in student clubs and STEM outreach, sparking an interest in designing programs that help young people explore science and technology. When she later moved to Fort McMurray and discovered there were few opportunities to continue that work, she created BrainSTEM Alliance and spent the next decade leading the organization alongside her engineering career. That experience opened the door to a PhD in engineering education and roles across higher education, nonprofits, workforce development, and adult learning. Although D’Andre’s path has taken her through different places, sectors, and roles, she sees the different parts as closely connected. What began as a way to continue her passion for STEM outreach alongside her engineering career gradually helped shape the work she does today.

D’Andre shares how her own journey through engineering became the inspiration for her PhD in engineering education. Her experiences with student clubs, STEM outreach, and leadership led her to wonder how learning outside the classroom might influence the career pathways engineering graduates pursue. Her research explored the connection between undergraduate learning experiences, professional choices, and identity, with a particular focus on the experiences of Black engineering graduates and other underrepresented groups. As she led BrainSTEM Alliance and moved from technical engineering into higher education, D’Andre became increasingly curious about these questions and passionate about exploring them more deeply. With the support of her PhD supervisor who gave her the freedom to shape her research, the different pieces came together. For D’Andre, pursuing a PhD was an opportunity to better understand the experiences that had shaped her own learning and career while exploring whether others had been shaped by similar experiences.

D’Andre shares how her research highlighted the influence of experiential and project-based learning on the skills engineering graduates develop and the career paths they pursue. In her study of Black engineering graduates, she found that many moved into “boundary-spanning” roles, such as project management or business analysis, that bring together technical knowledge and people-focused skills. Through her interviews, she also discovered that classroom and capstone projects gave students opportunities to bring their cultural identities into their engineering work. One graduate, for example, chose to focus a civil engineering project on bridge building in the Caribbean, creating a meaningful connection between their technical learning and cultural background. D’Andre saw how experiences like this could strengthen students’ sense of belonging in engineering while helping them develop a broader range of skills. It is something she now considers when designing programs, recognizing how important it is to give people agency in their project-based learning. When people can bring more of who they are into their work, it can change both how they experience the learning and where they imagine it might lead.

“When people are able to bring aspects of themselves into the work, it inspires learning and helps it resonate.”

Across her work in post-secondary education, nonprofits, entrepreneurship, and community initiatives, D’Andre has seen how much more meaningful learning becomes when people can bring their identities, creativity, perspectives, and previous experiences into what they are doing. Through BrainSTEM Alliance and her own teaching, she creates opportunities for people to apply technical knowledge through projects and design challenges while having the freedom to shape the work in ways that matter to them. D’Andre’s own experience starting BrainSTEM Alliance also taught her skills she had never formally studied, including many of the principles of social entrepreneurship she now teaches. For her, learning through doing helps theoretical ideas resonate in a way that classroom instruction or a test alone cannot. Actually doing the work not only helps the learning sink in, but also gives people the confidence to know they can use what they have learned.

Although D’Andre genuinely loves learning and finds trying new things exciting, she recognizes that it can also feel uncomfortable and frustrating when understanding does not come easily. She reflects on subjects such as history, politics, and governance that did not interest her when she was younger but have become increasingly important in her work. Now that she can see how this knowledge applies to leading nonprofits and navigating different levels of government, she feels more invested in learning it. D’Andre also believes that learning with and from other people can make the discomfort more manageable. Learning alongside someone who is also figuring things out can make us feel less alone, while working with someone who has different knowledge and strengths creates opportunities to complement one another. For D’Andre, giving yourself grace, understanding why the learning matters, and finding people to learn alongside can make something unfamiliar feel far more approachable.

D’Andre describes BrainSTEM Alliance as a passion project that began with her desire to give back through STEM outreach while working as an engineer in Fort McMurray. When she discovered there were no local organizations offering the kind of programming she wanted to support, she connected with Girls Inc. of Northern Alberta and invited other women in engineering to join her. Today, BrainSTEM Alliance brings STEM professionals and community partners together to co-design hands-on learning experiences for young people. The volunteers, known as STEM Ambassadors, have opportunities to renew their own enthusiasm for STEM while developing skills in educational program design and delivery. Participants learn through the workshops, community partners learn through the collaborative design process, and every program takes on a different flavour as each ambassador brings their own interests and perspectives. From career panels and chemistry experiments to inviting high school girls to write letters to their younger selves, BrainSTEM Alliance creates opportunities for everyone involved to learn while doing and to have a lot of fun along the way.

D’Andre shares how her children’s love of science, coding, video games, and family board games inspired her newest venture, Luminate Games. Each of her three children contributed an idea, from chemistry and rocks and minerals to space, giving D’Andre an opportunity to build on the educational programming developed through BrainSTEM Alliance and transform it into interactive, immersive games. The first game, ChemiCutes, turns the elements of the periodic table into collectible creatures with personalities and abilities based on their chemical properties. Players collect elements, combine them into compounds, and complete quests based on chemical reactions, learning chemistry as they move through the game. A team of university students has helped design characters for nearly the entire periodic table, and D’Andre is now working toward a more interactive version in which players explore an island, gather ChemiCutes, and bring them back to a lab to complete reactions. By bringing science and play together, D’Andre hopes to create games children genuinely want to play while helping them discover how much fun learning can be.

D’Andre shares how leading TalentED YYC for Calgary Economic Development showed her what can happen when people from different post-secondary institutions and businesses are brought together around a shared goal. Although some believed it would be nearly impossible to align so many partners around work-integrated learning, the pilot demonstrated that meaningful collaboration was possible. D’Andre acknowledges that silos and other challenges still exist across Calgary’s learning ecosystem, but she also sees a genuine willingness among people and organizations to work together, innovate, and try new things. She believes Calgary is large enough to have helpful structures in place while remaining small and agile enough to explore new ideas. That combination of collaboration and entrepreneurial spirit is what excites her about the city’s future and why she is involved with the LearningCITY Collective. For D’Andre, creating opportunities for people to come together is an important part of imagining what learning in Calgary could become.

D’Andre names her childhood art teacher, Sue Bennett-Williams, as someone who had a lasting influence on her learning. From Grade 1 through Grade 12, D’Andre attended Sue’s after-school art program in the Bahamas, where each lesson introduced students to an artist and invited them to experiment with that artist’s style while bringing their own interests and perspectives into the work. They explored painting, charcoal, papier-mâché, clay, and many other forms of art, learning about art history along the way without always realizing how much they were absorbing. Years later, D’Andre could visit galleries and better understand the styles, eras, and choices behind the art because of what Sue had taught her. Sue also encouraged her science- and math-loving students to recognize how art develops the creativity they would use in other areas, something D’Andre came to appreciate as an engineer. She continues to admire how Sue made learning engaging and fun, allowed students to bring themselves into it, and taught them far more than they realized at the time.

When D’Andre reflects on what she is most proud of, she returns to BrainSTEM Alliance and the opportunities it has created for other people. The organization was one of the first places where she learned how to lead and support people in their development, beginning with hiring someone part-time to work alongside her. Since then, BrainSTEM Alliance has given many people their first job in Canada, their first job as a student, or their first volunteer experience. D’Andre values being able to ask people what they want to learn and what kinds of projects interest them, then finding ways for them to build those skills through work ranging from data analysis and dashboards to graphic design and game development for ChemiCutes. Leading BrainSTEM Alliance has also shaped how she supports people across the other teams she leads. She is proud not only of building the organization, but of creating a place where people can contribute meaningful work, recognize the skills they are developing, and continue to grow.

D’Andre encourages people to keep learning, even when stepping into something unfamiliar feels uncomfortable. She suggests finding someone you can learn alongside, learn from, or complement with your own knowledge and strengths. She also reminds us that teaching and learning are always connected. Whether someone is a teacher by profession or teaches through leadership, supervision, volunteering, or another part of their life, they are also learning. Teaching requires us to understand the people in front of us, how they want to learn, what they want to learn, and how those needs connect with what we hope to share. D’Andre brings the conversation back to a message woven throughout her journey: find people to learn with, remain open to what others can teach you, and always continue to learn.

What can students teach us about learning?

As educators, parents, leaders, coaches, and mentors, we spend a lot of time thinking about how people learn. We design learning experiences. We create opportunities for growth. We look for ways to support, motivate, and engage others. But how often do we pause and ask learners themselves what learning actually feels like from their side of the experience?

A few weeks ago, I had the opportunity to spend the morning with three Grade 7 classes at the Calgary French & International School as part of their DaVinci Days program. I was invited to introduce students to the world of podcasting, and as part of the session, I asked them to help me plan a future episode of The People Teaching People Podcast.

The focus of that episode was a simple question: What can adults learn about teaching and learning from students?

Their responses were thoughtful, honest, insightful, and sometimes surprising. As I read through them afterward, I realized the students weren’t simply answering questions about school. They were offering a window into what it feels like to be a learner today.

They shared ideas about what helps them learn, what gets in the way, what they wish adults better understood, and what learning looks and feels like from their perspective. Some responses made me smile. Some made me pause. And – some reminded me of things that can be easy for adults to forget.

Listen in as we talk about:

02:27 Student voice and learning

05:25 Learning from student perspectives

07:20 Meaningful learning experiences 

11:11 Understanding today’s students

15:05 Lessons beyond the classroom

17:42 Listening to student voices

19:31 Learning goes both ways

21:05 The wisdom of student voices

22:03 The power of connection

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My visit to the Calgary French & International School’s DaVinci Days program was more than a conversation about podcasting. As part of the session, Grade 7 students helped plan this episode of The People Teaching People Podcast by sharing their thoughts on learning, school, and what they wish adults better understood about students today. Their honest and thoughtful responses offered a valuable window into the learner experience and set the stage for a conversation about teaching, learning, and the importance of listening to student voices. Sometimes the people closest to the learning experience have the most important perspectives to share.

The students’ responses were thoughtful, honest, insightful, and sometimes surprising. As I reflected on their comments afterward, I realized they were doing much more than answering questions about school. They were sharing their experiences, frustrations, hopes, observations, and ideas about learning. Some responses made me smile, some made me pause, and some reminded me of things that can be easy for adults to forget. Their reflections served as a powerful reminder that meaningful learning happens when we take the time to listen to perspectives that are different from our own. When we create space for people to share their experiences, we often discover there is just as much to learn as there is to teach.

When students were asked what they would change about learning, a clear message emerged: they were not asking for less learning, they were asking for different learning. Many students spoke about wanting fewer tests, more projects, greater flexibility, and more opportunities for hands-on, interactive learning. They emphasized the importance of engaging with ideas through discussion, movement, creativity, and real-world application rather than simply listening or memorizing information.

What stood out most was the thoughtfulness behind their suggestions. Students questioned whether grades and tests always reflect true understanding and highlighted the reality that learners have different strengths, needs, and ways of processing information. Rather than lowering expectations, they were encouraging adults to think more deeply about how learning happens and what helps it feel meaningful. Their responses serve as a reminder that engagement is not an extra feature of learning. It is often an essential part of it. The most powerful learning experiences are often those that create space for curiosity, participation, and diverse ways of demonstrating understanding.

As I continued reading through the students’ responses, I realized they were trying to communicate something that extended far beyond classrooms, assignments, and grades. They wanted adults to understand their reality. Many spoke about growing up in a world shaped by social media, constant connectivity, changing expectations, and pressures that previous generations may not fully recognize. They reminded us that young people are navigating complex challenges, balancing academics, relationships, extracurricular commitments, mental health, and uncertainty about the future, all while trying to discover who they are.

More than anything, the students expressed a desire to be seen and understood as individuals rather than assumptions. They wanted their experiences, emotions, and perspectives to be taken seriously and their voices to be heard before conclusions were made about them. Their reflections highlighted the importance of relationships, empathy, and taking the time to understand the person behind the learner. Whether in classrooms, families, workplaces, or communities, people thrive when they feel known, valued, and understood. Sometimes the most meaningful thing we can offer another person is not advice or solutions, but genuine understanding.

Joanna reflects on how creating the seamless Taste the City experience that people now enjoy actually began with plenty of trial and error. In the early days, timing issues, confused restaurants, and missed text messages made the experience feel far less polished than it does today. What stands out is the amount of care, learning, and intentionality that has gone into refining every detail over time. Joanna shares how important it is that guests feel guided, supported, and connected throughout the evening, not just through the food itself, but through thoughtful pacing, interactive elements, and small moments of surprise along the way. Rather than focusing only on logistics, Joanna and Melissa continue to think deeply about how people feel during the experience and how to make the night feel personal, engaging, and human. Their story is such a good reminder that meaningful experiences rarely begin perfectly, but they grow stronger through curiosity, listening, and a willingness to keep improving.

“Learning and understanding are more important than grades.” ~ CFIS Grade 7 Student

As I reflected on the students’ responses, I noticed that many of their ideas connected to themes that extend far beyond school. They spoke about growth, perspective, balance, well-being, and the importance of recognizing that people bring different strengths, experiences, and ways of seeing the world. Their comments highlighted a level of wisdom and self-awareness that many adults continue to explore throughout their lives, from focusing on personal growth rather than comparison to valuing understanding over grades and recognizing that intelligence takes many forms.

The students also challenged adults to consider perspectives beyond their own. They reminded us that different experiences create different insights and that meaningful learning can happen in both directions when we are willing to listen. Their reflections reinforced the importance of balancing achievement with well-being and recognizing that success is about more than outcomes alone. Learning, growth, relationships, and mental health are deeply connected, and when one is overlooked, the others are affected as well. The most important lessons are often not about what we learn, but how we understand ourselves and others along the way.

A common message emerged from the students’ responses. They wanted learning to feel meaningful, engaging, and connected to their lives. They spoke about the value of creativity, interaction, and active participation, emphasizing that learning is most powerful when it captures curiosity and invites learners to be part of the experience. Their comments reinforced the idea that they were not asking adults to make learning easier. They were asking adults to make learning matter.

At the heart of their responses was a deeper desire to be understood. The students spoke openly about the pressures they face, the complexity of growing up in today’s world, and the importance of having their experiences, perspectives, and emotions taken seriously. More than solutions or certainty, they seemed to be asking for adults to listen, to be curious, and to take the time to understand the people behind the learning. The students’ message was clear: understanding the person behind the learner matters just as much as the learning itself.

As I reflect on my morning at the Calgary French & International School, I can’t help but appreciate the full-circle nature of the experience. I arrived to talk about podcasting and invited students to think like podcasters by helping me plan a future episode of The People Teaching People Podcast. While I expected their ideas to shape the conversation, I had no way of knowing which comments would stay with me long after the session ended. Their honesty, insight, and self-awareness offered a powerful reminder that young people often understand far more about their own learning experiences than adults realize.

In many ways, the students embodied the very idea at the heart of this podcast: learning is never a one-way street. When we create opportunities for people to share their perspectives, ask thoughtful questions, and genuinely listen to one another, learning becomes something we build together. The students may have helped create the episode, but they also reminded me that every person, regardless of age, has something valuable to teach and something new to learn. The strongest learning communities are built on curiosity, conversation, and a willingness to learn from one another.

The students’ ideas, experiences, and reflections became the foundation for this episode, offering insights that were thoughtful, honest, and often surprisingly profound. Some comments made me smile, some made me pause, and others challenged me to think differently about teaching and learning. What stood out most was the reminder that wisdom is not tied to age, credentials, or experience alone. Valuable insights can come from anyone who is willing to share their perspective and lived experience.

The students’ reflections also reinforced the importance of creating opportunities for people to be heard. By asking questions, listening with curiosity, and making space for different perspectives, we open ourselves to new understanding. Their responses remind us that learning is not something that flows in only one direction. It is something we build together through conversation, connection, and a willingness to learn from one another. Wisdom often emerges when we take the time to truly listen.

This experience was made possible through a series of meaningful connections. From the Grade 7 students who generously shared their perspectives, to the Calgary French & International School community that welcomed the opportunity for learning and conversation, to Lisa Webb whose earlier appearance on the podcast ultimately led to this experience, each person played a role in shaping the episode. Together, they demonstrate how learning often grows through relationships, curiosity, and a willingness to engage with one another. A single conversation can create opportunities, spark new ideas, and lead to experiences that continue to teach us long after they are over.

What if the best way to reconnect with your city, and each other, started with food?

In this episode of The People Teaching People Podcast, I sit down with Joanna Pariseau and Melissa Ninaber, the co-founders behind Taste the City, the experiential food platform transforming how people explore local restaurants, neighborhoods, and human connection.

Joanna and Melissa share the story of a friendship that began in grade one, the lessons they’ve learned building a business together, and how authenticity, storytelling, and community have become the foundation of their growth.

From turning down a deal on Dragon’s Den to building a brand with millions of organic views, they open up about entrepreneurship, creativity, social media, resilience, and why being willing to look “cringe” might actually be the key to building something meaningful.

This episode is a reminder that learning doesn’t only happen in classrooms. Sometimes it happens while walking through a city, sharing a meal, trying something new, or taking a chance on yourself before you feel ready.

Listen in as we talk about:

01:00 Joanna and Melissa’s story

04:00 Connection and community through food

09:12 Being kindred spirits since grade one!

13:15 The Taste the City experience

19:19 How Taste the City is so much more than just food

21:00 Technology with a human touch

24:10 Designing meaningful experiences

26:36 Why storytelling matters more than ever in business

34:49 Building relationships with restaurants and local communities

38:40 Learning from great teachers

42:27 The power of friendship in entrepreneurship

47:08 Why the best way to learn is simply to start

Connect with Joanna and Melissa and learn more about Taste the City:

Connect with Tiana:

Joanna and Melissa share how their passion for connection and community comes from very different experiences that ultimately meet around food. Joanna talks about studying urban spaces, digital technology, and sustainable tourism. She became fascinated by how experiences can transform spaces into places where people feel connected. Her travels in Italy and frustration trying to navigate local food culture on her own sparked the idea for Taste the City. It became a way to help people discover local restaurants and reconnect with their neighborhoods through guided food experiences.

For Melissa, the inspiration is deeply personal. Growing up in a home where everyone was welcomed around the table, she saw firsthand how food could create comfort, belonging, and conversation across differences. Together, Melissa and Joanna have explored the beauty of using technology not to separate people, but to bring people face to face again. Through Taste the City, they help people explore their cities, support local businesses, and share meaningful experiences together. It is a reminder that even in a divided and busy world, simple human experiences, like sharing a meal, still have the power to bring people together.

Joanna and Melissa talk about the rare kind of friendship that begins in childhood and somehow keeps growing through every stage of life. Although Melissa moved away in grade two and they never lived in the same city again, they stayed connected as pen pals and remained close through the years. Their stories about childhood memories, shared humor, prank calls, music discoveries, and feeling a little different from everyone else paint such a vivid picture of the connection they formed from such a young age. What stands out most is how deeply rooted their friendship is in shared values, trust, and character alignment. Joanna shares that working together as co-founders felt less complicated because they already knew each other so well and genuinely wanted the best for one another. Their story is such a beautiful reminder that some friendships do not just stay with us through life, they continue to grow alongside us and can even become part of building something meaningful together.

Joanna shares that Taste the City is about much more than discovering new restaurants. At the heart of the experience is a deeper desire to help people reconnect with their city and the neighborhoods around them. She talks about how walking between restaurants creates more vibrant and welcoming streets while encouraging people to slow down, explore, and notice places they may have otherwise passed by. What stands out is how intentionally the experience is designed, from supporting local businesses to motivating people to spend time downtown.. Joanna also reflects on how something as simple as a short walk between stops can support both connection and wellbeing. Experiences can help people feel more connected not only to one another, but also to the communities and spaces they live in.

Joanna shares how Taste the City has expanded beyond Calgary and is now helping people explore communities across Canada, from Vancouver and Toronto to Victoria and Edmonton. What excites her most is the next phase of the business, which focuses on partnering with local food bloggers, influencers, and people who truly know the stories and hidden gems within their own cities. Rather than relying only on algorithms or generic recommendations, Joanna wants to create space for local voices and lived experience to guide people toward meaningful food experiences. She also talks about wanting technology to support human connection rather than replace it. While AI and tech can help with systems and operations, Joanna believes there is still something deeply important about real people sharing real experiences, stories, and recommendations. It is a reminder that even in a world filled with technology, people are still searching for experiences that feel personal, authentic, and human.

Joanna reflects on how creating the seamless Taste the City experience that people now enjoy actually began with plenty of trial and error. In the early days, timing issues, confused restaurants, and missed text messages made the experience feel far less polished than it does today. What stands out is the amount of care, learning, and intentionality that has gone into refining every detail over time. Joanna shares how important it is that guests feel guided, supported, and connected throughout the evening, not just through the food itself, but through thoughtful pacing, interactive elements, and small moments of surprise along the way. Rather than focusing only on logistics, Joanna and Melissa continue to think deeply about how people feel during the experience and how to make the night feel personal, engaging, and human. Their story is such a good reminder that meaningful experiences rarely begin perfectly, but they grow stronger through curiosity, listening, and a willingness to keep improving.

“Your story is the most important and the most interesting thing about your business.” – Melissa Ninaber

Melissa and Joanna talk openly about what it really looks like to build a business online in today’s world. Melissa shares that while products and ideas matter, it is ultimately the story behind a business that draws people in and creates connection. She reflects on the importance of showing both the exciting moments and the messy parts of the journey, from failed videos and constant experimentation on social media to difficult business decisions like turning down a Dragons’ Den deal that did not align with their long-term vision. Joanna adds that building Taste the City through social media and content creation has pushed her far outside her comfort zone, especially as someone who never imagined becoming the public face of a business. Together, they speak honestly about the criticism that can come with putting yourself out there and the courage it takes to keep showing up anyway. What stands out most is their willingness to stay grounded in their values, trust their instincts, and keep learning as they go. Their story is such a powerful reminder that growth often begins the moment we stop worrying so much about what other people might think.

Joanna shares that one of the biggest learning curves has been introducing a completely new concept to restaurants and helping them understand how Taste the City fits into what they already do. Early on, she discovered that how she described the business mattered just as much as the business itself. Over time, she learned how to communicate the value more clearly and build relationships that made it easy for restaurants to say yes. What stands out most is her willingness to experiment, adapt, and try new approaches as Taste the City expands into new communities. Whether she is refining her pitch, introducing restaurants to the concept in creative ways, or finding solutions when plans change, Joanna approaches each challenge with curiosity and a willingness to learn. Her experience is a reminder that strong partnerships are built through relationships, trust, and a genuine commitment to creating value for everyone involved.

When asked about teachers who have had a lasting impact on their lives, both Joanna and Melissa immediately point to people who believed in them, challenged them, and helped them grow. Joanna shares how a university professor became an important mentor in the early days of Taste the City, offering advice, making connections, and encouraging her through challenges that helped shape the business. Melissa reflects on the influence of her father, an entrepreneur whose energy, optimism, and willingness to take risks shaped the way she approaches both business and life. Although their stories are very different, both highlight the power of having someone who sees potential in you and encourages you to keep moving forward. Their reflections are a reminder that some of the most meaningful learning happens through relationships, and that great teachers can be found in classrooms, workplaces, families, and everyday life.

When reflecting on what they are most proud of, both Joanna and Melissa come back to the same thing: their partnership. Joanna shares that choosing Melissa as her co-founder has been the best business decision she has ever made. She credits much of Taste the City’s growth and success to the unique strengths they each bring to the business and the trust they have built over a lifetime of friendship. Melissa reflects on the risks they have taken, the difficult decisions they have faced, and the resilience they have developed along the way. She also speaks openly about navigating a season of personal hardship while building the business and the support Joanna provided during that time. What stands out throughout their reflections is that Taste the City is about much more than food, technology, or business growth. At its heart is a partnership rooted in friendship, shared values, and a genuine belief in one another. Their story is a powerful reminder that success is often less about what we build and more about who we build it with.

“Learning is so important for the sake of learning, but you have to want to try and  do something with the learning.” ~ Joanna Pariseau

Joanna reflects on returning to university during a difficult season of life and discovering that learning is most meaningful when it is driven by genuine curiosity. She shares how a class project focused on revitalizing Calgary’s downtown eventually became the foundation for Taste the City, reminding us that we never know where our learning might lead. Melissa encourages people to stop waiting for the perfect moment and simply begin. For her, the greatest lessons come through doing, trying, failing, and trying again. Together, Joanna and Melissa highlight the importance of staying curious, embracing growth, and taking action even when the outcome is uncertain. Their message is a simple but powerful one: you do not need to have everything figured out before you begin. Sometimes the learning, the opportunities, and the magic happen because you were willing to take the first step.

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Today’s episode is produced by VOLT Productions, a full-service podcast production agency helping creators and entrepreneurs launch, grow and monetize their shows. You can learn more about the agency’s founder Simona, their work and their team by going to www.voltproductions.co.

What’s a question that’s stayed with you longer than expected?

In this episode of The People Teaching People Podcast, I explore the idea that questions are more than just part of conversation… They shape how we think, how we connect, and how we experience learning.

From the questions we ask in the moment to the ones we design with intention, this episode is an invitation to notice the role questions are already playing in your work and your day-to-day interactions.

Through reflections from my podcast, my time in the classroom, and my work at the ARIS Hub, I share how even small shifts in how we ask questions can create more space for thinking, connection, and understanding.

Because sometimes, it’s not the answer that changes things… It’s the question.

Listen in as we talk about:

01:00 More than “just” questions

03:39 Designing questions in learning

05:07 The power of how we ask

07:35 Questions as listening

09:24 Curiosity in practice

10:18 Creating space for responses

11:52 When questions take time

13:35 Creating a space where questions are welcome

13:58 Questions beyond the classroom

17:17 A question to carry

Connect with Tiana:

Questions are part of almost every interaction, but it’s easy to overlook just how much they’re shaping what’s happening beneath the surface. They don’t just move a conversation along. They guide attention, influence what people notice, and shape how understanding begins to take form. When you slow down and really look at them, you start to see that questions are doing far more than simply filling space.

Shifting from thinking about questions as right or wrong to thinking about them as intentional or unintentional opens up a different way of approaching them. It invites you to consider not just what you’re asking, but how it’s landing and what it’s making possible for someone else. Even small shifts in that awareness can change how someone experiences learning.

Questions don’t always have to be created in the moment. They can be thoughtfully designed as part of a learning experience, helping to guide someone from where they are toward a deeper understanding. When there is a clear question at the centre, it gives direction. It creates a sense of purpose that helps everything else connect.

From there, questions can build in a way that supports how people move through the learning. They help connect ideas, invite application, and create opportunities for people to make meaning in their own way. Instead of learning feeling like a series of disconnected pieces, it begins to feel like something that is unfolding. When questions are designed with intention, they help shift learning from something people receive into something they actively take part in.

“Questions don’t just gather information. They shape how people feel in the learning and how deeply they engage with it.”

The way a question is asked can completely change how it feels to respond. A small shift in wording can move something from feeling heavy or evaluative to something that feels open and supportive. These moments can seem subtle, but they have a real impact on how someone engages.

Questions don’t just gather information. They shape how people feel in the moment and how willing they are to step into the learning. When a question is grounded in curiosity and care, it creates space for people to think out loud, to share ideas, and to stay engaged a little longer. The experience becomes less about getting it right and more about working through it.

There’s a connection between asking questions and truly listening. In podcast conversations, preparation matters, but it’s often the listening in the moment that shapes where the conversation goes. The questions asked ahead of time help create a starting point, but they aren’t meant to be followed exactly.

What matters more is paying attention to what is being shared and allowing the next question to emerge from that place. That balance between structure and flexibility creates space for something more natural and meaningful to unfold. Questions become less about control and more about connection.

This idea of questions shaping outcomes shows up beyond conversations. In the development of a student engagement framework at the ARIS Hub at SAIT (the Southern Alberta Institute of Technology), the starting point wasn’t answers, it was curiosity. Questions were used to understand experiences, challenges, and needs across different perspectives.

What emerged from that process was something grounded in what people actually shared. It wasn’t built on assumptions, but on listening. As well, because the questions continue, the work continues to evolve. When curiosity leads, what is created stays connected to the people it is meant to support.

Questions can help us understand learning as it’s happening, but how we invite responses matters. Not everyone feels comfortable speaking up in the same way, especially in larger group settings. When the only option is to respond out loud, some voices naturally stay quiet.

Creating different ways for people to share their thinking can shift that dynamic. Simple approaches can lower the barrier to participation and make it easier for more people to engage. When that happens, learning becomes something shared rather than something performed, and you gain a clearer sense of where people are at along the way.

There’s often a tendency to ask a question and then move quickly to the next thing, but giving people a little more time can make a meaningful difference. That pause, often called “wait time”,  allows space for thinking, for processing, and for more thoughtful responses to emerge.

Not all questions are meant to be answered right away. Some take time. They stay with people, resurface later, and connect to other ideas in ways that aren’t always immediate. When we allow for that, we begin to see that learning doesn’t stop when the moment ends. It continues beyond it.

For many people, asking a question can feel vulnerable. It requires a sense of safety and a feeling that it’s okay to not have everything figured out. Without that, questions often go unasked, even when others are wondering the same thing.

When a space is created where questions are welcomed and not knowing is part of the process, something shifts. People begin to engage more openly, and the learning becomes something they move through together. Often, the question one person is hesitant to ask is the same one others are quietly holding.

Questions don’t just belong in formal learning environments. They show up in everyday conversations, in how we support others, and in how we connect. The way we ask can shift a conversation from something transactional to something more thoughtful and engaging.

A small change, like moving from checking for completion to inviting reflection, can open up new ways of thinking. In those everyday moments, questions don’t just move things forward. They shape how people see themselves and their role in what comes next.

“When questions are intentional, they don’t just move things along. They open things up.”

As you think about your own work and interactions, this isn’t about asking more questions for the sake of it. It’s about noticing the ones that are already there and becoming a little more intentional with them.

Questions have a way of opening things up, creating space for understanding, connection, and something new to emerge. And sometimes, one thoughtful question is enough to shift how someone experiences learning in a lasting way.

What if the most powerful way to learn… isn’t speaking, but listening?

In this episode of The People Teaching People Podcast, I sit down with Kendall Breitman, Community Lead at Riverside, to explore how podcasting has become one of the most dynamic spaces for teaching, learning, and human connection.

Kendall’s journey from political journalism to leading a global creator community offers a unique perspective on how we absorb information, share stories, and grow through conversation. From interviewing voters across the U.S. to now supporting thousands of creators, she has built her career around one core principle, learning begins with curiosity, and deepens through listening.

This episode reframes podcasting as more than content creation. It’s a living classroom. It is a  space where ideas are exchanged, perspectives are challenged, and people evolve in real time.

We explore how storytelling becomes a teaching tool, how community becomes a feedback loop for learning, and why the ability to truly listen is becoming one of the most valuable skills in a world full of noise.

Listen in as we talk about:

01:00 Kendall’s story

03:00 Finding the thread that connects us

07:00 From question to connection

10:00 Listening that leads to acton

16:18 Teaching creators through community at Riverside

20:14 Learning how to podcast

24:19 How experience changes things

26:20 Ways to grow a podcast

29:55 Using tools in new ways

35:10 How AI supports creators

37:49 Podcasting as a modern learning ecosystem

40:43 Learning through life changes

47:15 The impact of mentorship

49:38 Taking a chance on yourself

50:20 Leading with human connection

Connect with Kendall and learn more about Riverside:

Connect with Tiana:

“How are we all connected? What common ground can we find?”

Kendall reflects on her early days in journalism, where instead of focusing on what candidates were saying, she chose to spend time with the people in the crowd, asking what mattered to them and why they were there. Through those conversations, she began to notice something deeper. Even when people held different views, there was often a shared feeling underneath, whether it was hope, fear, or something in between. Her role became less about reporting isolated stories and more about noticing patterns, asking better questions, and finding the thread that connected them. That experience shaped how she understands people and storytelling today. It also grounded her in the idea that learning about others starts by being present, curious, and willing to look beyond the surface to see what we might have in common.

Kendall shares how her background in journalism and television shaped the way she approaches podcasting and community building today. From learning how to distill a story into just a few seconds of video, to understanding how to ask questions that invite both depth and clarity, those early experiences taught her how to hold someone’s attention while still honouring what matters. That same approach carries into how she builds community, where her focus is less about broadcasting and more about genuinely understanding people. She describes it almost like being back at a rally, moving through conversations with curiosity, asking what people care about, what drives them, and what they’re navigating. It’s a reminder that whether you’re creating content or building something with others, it starts by slowing down, asking thoughtful questions, and being willing to truly hear what comes back.

“Listening leads to understanding.”

Kendall shares how listening within a community goes far beyond simply hearing what people say. For her, it is about understanding what is underneath the question, noticing what someone is really struggling with, and using that insight to respond in a meaningful way. Whether it is passing along feature requests, remembering who asked for what, or following up when something has been implemented, she sees listening as something active and ongoing. It is not just about gathering feedback, but about showing people that their voices matter and that what they share leads to real change. She also reflects on how easy it is for feedback to feel uncomfortable on both sides, yet when it is welcomed and applied, it builds trust, connection, and a sense of belonging. When people feel seen, heard, and respected, they do not just engage, they stay, contribute, and become part of something bigger.

Kendall describes her role as the Community Lead at Riverside as standing right in the middle, acting as a bridge between the people using the platform and the team building it. On one side, she helps creators understand the tools, offering guidance, education, and support so they can create something they are proud of. On the other, she brings their voices back to the product team, sharing feedback, identifying needs, and even connecting specific users to new features so what gets built is actually useful. At the heart of it, her work is about understanding people, what they are trying to create, what they struggle with, and what matters to them, and making sure that understanding shapes both the tools and the experience. It is a reminder that when you truly pay attention to the people you are serving, the work becomes less about delivering something and more about building it together.

Kendall reflects on the reality that starting a podcast often comes with two very different kinds of challenges. On one side, there is the technical learning curve, figuring out equipment, setup, editing, and all the details that can feel overwhelming when you are new. On the other, and often even more present, is the vulnerability that comes with putting something out into the world. Questions start to surface around whether anyone will listen, whether you have something worth saying, and what it means for others to see and hear you. She shares that while some people lean more toward one side than the other, most experience a mix of both, and even as you gain skills, that sense of vulnerability does not completely disappear. What shifts over time is how you hold it, learning to give yourself a bit more grace and recognizing that the discomfort is part of the process. It is a reminder that growth rarely happens without a little uncertainty, and that showing up anyway is often where the real learning begins.

Kendall shares that while the technical side of podcasting tends to settle as people gain experience, the vulnerability side does not fully go away. As creators become more comfortable, they often build confidence in their voice and style, and the process begins to feel more natural. At the same time, that feeling of putting something out into the world, wondering how it will be received, and hoping it resonates with someone continues to be part of the experience. She notes that even seasoned podcasters still look for those moments of connection and validation, whether it is hearing from a listener or seeing the impact of their work in unexpected ways. Over time, it becomes less about eliminating the uncertainty and more about learning how to move forward with it, trusting that confidence can grow alongside it rather than replace it.

Kendall shares that one of the most overlooked ways to grow a podcast is by being a guest on other shows, where listeners are already in the mindset of tuning in and are more open to discovering new voices. She contrasts this with social media, where it can be harder to move someone from scrolling to fully listening. She also highlights the value of using video, especially on YouTube, and thinking beyond just short clips or full episodes. By pulling out a focused, searchable segment from a conversation and shaping it around a clear question, creators can make their content easier to find and more engaging for new audiences. Her approach is less about doing more and more about being intentional with where and how your voice shows up, meeting people in spaces where they are already ready to listen.

Kendall expands the idea of what a platform like Riverside can be used for, moving beyond podcast recording into a wider space of creation, learning, and sharing. She describes how people are using it to build courses, capture coaching conversations, create thought leadership content, and gather authentic testimonials, all by repurposing real conversations into meaningful outputs. What stands out is how these tools lower the barrier for people who may not have technical expertise, making it easier to edit, refine, and share their ideas without needing to be an expert. When she talks about AI, she frames it not as a replacement for the creator, but as support, helping people bring their voice forward with more ease while still holding onto what makes their perspective unique. It becomes less about mastering every technical detail and more about having something to say and the confidence to share it, knowing there are tools that can help you along the way.

Kendall shares how AI within Riverside is designed to make creating more accessible, not by replacing the creator, but by supporting them. She describes how tools like automated editing, captions, and audio enhancements remove some of the technical barriers that can hold people back, allowing more individuals to share their stories without needing specialized skills or equipment. For her, this opens the door to more voices, more perspectives, and more opportunities for connection. Rather than taking away from the authenticity of what people create, these tools help bring it forward with greater ease and confidence. It becomes less about mastering every detail behind the scenes and more about focusing on the ideas, conversations, and stories that matter, making it easier for more people to show up and share what they have to offer.

Kendall reflects on how podcasting naturally becomes a space for learning, no matter the topic. Whether someone is tuning in to understand how a business was built, to follow a story, or simply to hear different perspectives, there is always something being learned along the way. She sees podcasting as rooted in curiosity, where listening becomes a way to explore ideas, understand people, and make sense of the world. What stands out to her is how accessible this kind of learning is, something you can carry with you, whether you are commuting, doing daily tasks, or just looking to hear a new perspective. It opens the door to voices, stories, and insights that might not come through in more traditional formats, making learning feel more conversational and connected. It is a reminder that learning does not always have to look structured or formal, sometimes it happens simply by listening, staying curious, and being open to what others have to share.

Kendall reflects on how some of her biggest learning has come through major life transitions, from leaving a successful career to move to a new country, to becoming a parent. She shares how stepping away from what once defined success pushed her to rethink what that word could mean, opening the door to growth in new and unexpected ways. Alongside that, becoming a parent has given her a completely different perspective on learning, watching it unfold in real time through her child’s development, from movement to language to everyday discovery. These experiences have deepened her understanding of adaptability and helped her see learning as something that is constantly evolving, shaped by where you are and what you are moving through. It is a reminder that growth does not always follow a clear path, and sometimes the moments that ask the most of you end up teaching you the most.

Kendall shares how one of the most influential people in her journey was a mentor, Paul Singer, who believed in her early on and actively helped her open doors. He encouraged her to reach out, make connections, and learn from others, even giving her a simple subject line, “Singer sent me,” that became the start of many conversations and opportunities. What stayed with her most was not just the practical support, but the feeling that someone genuinely saw her potential and wanted to help her move forward. That experience shaped how she thinks about mentorship and connection, showing her the lasting impact of taking the time to support someone else’s path. It is a reminder that when you choose to invest in someone, even in small ways, you can influence their journey in ways that continue long after that moment.

Kendall reflects on the decision she is most proud of, choosing to take a chance on herself by leaving behind what felt like success and stepping into something unknown. It was not an easy move, and it came with uncertainty and discomfort, but it ultimately led her to a life that feels more aligned with what happiness means to her. Looking back, she recognizes how much courage it took to make that choice and how defining that moment has been in shaping her path. It is a reminder that the decisions that feel the most uncertain are often the ones that ask you to trust yourself the most, and that sometimes the hardest step is giving yourself permission to choose what truly feels right.

Kendall shares that, for her, everything comes back to human connection. While learning and curiosity play a big role, it is the relationships built through those moments that give them meaning. She reflects on how making the effort to connect, even in small ways, has shaped her experiences and guided her path, whether that is learning from someone, feeling inspired, or simply sharing a moment of understanding. She also offers a simple practice that has stayed with her, approaching new spaces with the intention of making one genuine connection. It is a way of showing up with openness, kindness, and authenticity, and letting that guide what happens next. It is a reminder that even in a world that can feel busy and disconnected, taking the time to connect with one person can change how an experience feels and what you take from it.

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Today’s episode is produced by VOLT Productions, a full-service podcast production agency helping creators and entrepreneurs launch, grow and monetize their shows. You can learn more about the agency’s founder Simona, their work and their team by going to www.voltproductions.co.

What do you remember most about a meaningful learning experience in your life?

If you pause and think about it, it’s often not just what you learned… but how it felt.

In this episode of The People Teaching People Podcast, we explore what I’m calling the F word of teaching and learning and no, it’s not what you think. It’s…feelings.

This episode is an invitation to shift how we think about learning, from something purely intellectual to something deeply human. Through personal stories, reflections from my time in the classroom, and insights from my work with clients, I explore how feelings shape the learning experience in ways we don’t always name, but always remember.

From relevance and discomfort to belonging and connection, this conversation looks at what it really means to design and create learning experiences that people don’t just understand, but carry with them.

Listen in as we talk about:

01:00 The F word of teaching and learning

03:31 My grade 4 diary

05:00 Designing for feelings

06:02 When it feels relevant

06:45 Learning through discomfort 

08:43 From transactional to relational

10:54 The feeling you create

Connect with Tiana:

Previous episodes mentioned:

We often focus on the visible parts of learning, the structure, the outcomes, what someone will walk away knowing or being able to do. But learning is not just about thinking. It’s about feeling. People don’t just remember the content, they remember how it felt while they were learning it. Whether it’s feeling seen, supported, challenged, or believed in, those emotional experiences are what stay with us long after the details fade. Learning is not just something people think through. It’s something they feel their way through.

I used to share a grade 4 diary entry with my junior high and high school science students at the start of the school year. In it, I wrote about how much I disliked science and how strongly I connected that feeling to my experience in the classroom at the time. It wasn’t about the subject, it was about the feeling. Then, with a bit of a laugh, I would remind them that I went on to become a science teacher. Not because everything changed overnight, but because something about the experience of learning shifted along the way. When the experience of learning changes, what feels possible can change too.

Designing for feelings has carried into my work through a simple reflection: what might people be feeling as they arrive, what might they experience as they move through the learning, and how do you hope they leave? Those are not always the same. Someone might arrive feeling unsure or overwhelmed, move through moments of confusion or discomfort, and leave feeling more clear, more confident, or more connected. When we start to think about learning this way, it shifts not only how we design, but how we show up alongside people in the process.

If something doesn’t feel connected to someone’s life, their work, or something they care about, it’s really hard for them to engage. Relevance isn’t just about understanding, it’s about care. When something feels meaningful, people lean in differently. The experience shifts from something they have to get through to something they want to be part of, and that shift changes the depth of learning that’s possible.

Learning doesn’t always feel good. It can feel uncomfortable, uncertain, and even a bit vulnerable. There’s a space in learning where things feel unsettled, where you’re still figuring things out and nothing feels fully clear yet. Sometimes what makes that harder is the feeling that you need to get it right, or that you’re being watched or evaluated. In those moments, learning can start to feel more like performing than actually learning. But that discomfort isn’t something to remove, it’s part of the process. This isn’t about making learning easy or perfectly comfortable. It’s about making it feel possible to stay in it. The feeling we’re working toward is something more like being supported, encouraged, capable, and seen. It’s that sense of not having it yet, but believing you can get there. And that belief is often what helps someone keep going.

Often, it’s the smallest things that shape the experience of learning. How someone is welcomed into a space, the tone that is used, whether there is room to ask questions or pause and think, and whether not knowing is acknowledged and normalized. These moments create a sense of belonging, where people feel like they are part of the learning rather than being measured by it. And when that shift happens, it changes how people engage.

“Learning that is felt is learning that lasts.”

When we don’t pay attention to how learning feels, it can start to feel heavy or performative, and when that happens, people disengage, sometimes quietly. But when learning feels relational, when people feel connected to what they’re learning, to themselves, and to each other, something changes. It moves from something to complete to something to experience, opening up space for deeper connection and understanding. When learning feels relational, it doesn’t just stay in the moment. It carries forward. It shapes how someone thinks, what they do next, and how they show up. It becomes something they can use in a way that matters to them.

As you think about your own work, whether you’re teaching, leading, creating, or simply connecting with others, here’s something to reflect on: How do you want people to feel? Because people may forget the exact words or the structure, but they won’t forget how it felt to learn with you.

What does it look like to lead with empathy?

In this episode of The People Teaching People Podcast, I sit down with Heather Setka, Academic Chair of Electrical Trades at the Southern Alberta Institute of Technology (SAIT), to explore how a winding career path, from small-town journalist to academic chair, shaped her philosophy on leadership, education, and impact.

Heather shares how her early career in journalism prepared her for everything she does today. Problem solving. Relationship building. Truth seeking. Communication. The seeds planted as a small-town reporter now blossom in her role leading one of the largest academic portfolios on campus.

The conversation dives deep into women in leadership in male-dominated spaces, feminine leadership styles, and the power of empathy in building trust and cohesion. Heather also reflects on her decade-long research into women teaching in all-male classrooms and what she has learned about influence, collaboration, and creating “we” cultures over “me” cultures.

We also explore her life-changing experience with the Light Up the World project in rural Peru, where she was part of a team who helped bring solar energy to off-grid communities, an experience that reshaped her understanding of electricity, teamwork, and service.

From Princess Leia as a leadership metaphor to raising a daughter as a single mother, Heather’s story is layered, honest, and deeply human.

If you are navigating leadership, education, gender equity, or simply building a life on a winding road, this episode will meet you where you are.

Listen in as we talk about:

01:00 Heather’s story 

03:00 A winding path to leadership

10:00 The role of an academic chair

11:55 Feminine and empathetic leadership

17:45 Light Up the World in rural Peru

26:35 Learning through story

33:50 A teacher who inspired

37:20 Raising an incredible human

41:22 Remembering to never stop learning

Connect with Heather:

Connect with Tiana:

Heather describes her career path as anything but straight. It has been more like a winding river. She has come to see that as one of its greatest strengths. She began as a small-town newspaper reporter in Vulcan, Alberta, where she wrote stories, took photos, built relationships in the community, and constantly solved problems to keep the paper running. While that role may seem worlds away from her current position as Academic Chair of Electrical Trades at SAIT, she realized that the core of the work is surprisingly similar. Journalism taught her how to ask questions, connect with people, investigate situations, communicate clearly, and piece together information to understand what is really going on. These are skills she now uses every day while supporting instructors and navigating complex situations within her department. Looking back, she can see how those early experiences planted seeds that are still shaping her work today, even though she never would have predicted where the path would lead. Sometimes the experiences that seem unrelated at the time are quietly building the exact skills we’ll need later on.

When Heather tries to explain what it means to be an academic chair, she laughs and describes it as “everything, everywhere, all at once.” In many ways, the role is similar to being a principal, but for a specific academic portfolio. In her case at SAIT, that means supporting and managing faculty, helping instructors work through challenges and reach their goals, and having conversations with students about their needs while connecting them to the right supports. At the same time, she’s also responsible for things like budgeting, scheduling, and collaborating closely with her two co-chairs to help lead one of the largest portfolios on campus. The work spans people, systems, and strategy, and requires constant communication and problem solving. Heather has come to appreciate that the role is less about one single responsibility and more about bringing many pieces together to help both instructors and students succeed. Some of the most important work in organizations happens in roles that quietly hold many moving parts together.

Heather’s interest in leadership really took shape through her research on women teaching in predominantly male classrooms. While completing her master’s degree in leadership at Athabasca University, she began exploring what it was like for women instructors working in technical programs where most students were men. That work eventually grew into interviews and focus groups with women across similar environments, helping her better understand the dynamics at play. Today, she leads a largely male team of instructors in the electrical trades, and she sees clear value in the perspective she brings as a woman in that space. Through her research and experience, she’s come to appreciate the role of what’s often called feminine leadership – an approach rooted in empathy, relationship-building, and understanding. For Heather, leadership in these environments is less about authority and more about presence, conversation, and trust. She believes teams benefit when empathy is part of the culture, because regardless of gender, people want to feel heard, supported, and connected to the work they are doing. Sometimes the most powerful shift a leader can make is simply moving a team from “me” toward “we.”

Heather describes her trip to rural Peru with the Light Up the World project, alongside a small team of students and volunteers, as one of the most profound experiences of her life. The Calgary-founded organization brings solar-powered electricity to remote communities far beyond the reach of traditional power lines. Supporting the team, and living without electricity during the trip, gave her a completely new appreciation for something many of us rarely think about. When the lights finally turned on in the community, the moment felt almost miraculous. The experience deepened her respect for the role of electrical trades in everyday life and strengthened her commitment to preparing the next generation of tradespeople. For Heather, it was a powerful reminder that something as simple as turning on a light can transform opportunities for learning, safety, and connection – something most of us only begin to understand when we experience life without it.

​​“You can use stories to capture people’s attention. In many stories, the path – the journey – is universal to the human experience.”

Heather’s love of using pop culture in her work comes from something simple: stories stick with people. Growing up, she was fascinated by Princess Leia in Star Wars – a character who was tough, intelligent, compassionate, and unapologetically herself. That early connection stayed with her and eventually found its way into her teaching, research, and presentations. For Heather, stories like Star Wars follow a universal narrative arc – the hero’s journey – that mirrors many of our own experiences of growth, struggle, and leadership. Using characters like Leia as analogies helps her communicate ideas in ways that are memorable and relatable, while also highlighting complex ideas about leadership, identity, and resilience. She especially appreciates Leia’s evolution from princess to general, a journey that reflects the ways women can grow into leadership while still embracing their full identities. In Heather’s view, bringing stories and cultural touchstones into learning isn’t just fun. It helps people see themselves in the ideas being shared, and that’s often when the learning really lands.

When Heather thinks about the teachers who shaped her path, one person stands out right away – her Grade 7 English teacher, Mrs. Colleen Morgan. Heather had just moved from Saskatchewan to Alberta at the time, and Mrs. Morgan quickly made an impression with her passion for books, stories, and language. She was the kind of teacher who balanced high expectations with real inspiration. Mrs. Morgan was someone who could be tough when needed but who also made students genuinely care about what they were learning. That combination left a lasting mark on Heather, who says it was the first time she experienced a truly incredible teacher. Over the years, she’s made a point of tracking Mrs. Morgan down and telling her just how much that experience meant, especially when Heather began teaching herself. Sometimes the influence of a great teacher echoes far beyond the classroom, shaping who we become and the paths we choose long after those early lessons end.

When Heather reflects on what she’s most proud of in her life, her answer comes quickly: her daughter. While she has earned three university degrees, built a long career, travelled, and supported herself independently for many years, raising her daughter as a single mother stands out above everything else. From the time she was 25, Heather carried much of the responsibility of parenting on her own, often feeling the weight of making sure everything held together – the home, the work, the future. Looking back now, she realizes how much stress she carried during those years, worrying whether it would all work out. But it did. Her daughter is now in her fourth year at the University of Saskatchewan studying agriculture, passionate about her field and surrounded by a strong community. Heather is quick to acknowledge that it truly took a village – family members, her daughter’s father, and many others who supported them along the way. Still, she knows how much heart, resilience, and determination it took to navigate those years. For Heather, the achievement she values most isn’t a degree or a job title. It’s seeing the thoughtful, capable person her daughter has become.

Heather’s advice is simple: never stop learning. Even now, after years working in education and earning multiple degrees, she’s still taking courses herself. She is currently studying an undergraduate class in introduction to counselling through Athabasca University. For her, learning isn’t something that ends once school is over. It’s an ongoing part of being curious about what might come next. She acknowledges that learning can feel harder as time goes on, but that challenge is part of what keeps life interesting and meaningful. Whether through formal education or the many other ways people can grow their knowledge today, Heather believes the important thing is to keep going, keep exploring, and stay open to new ideas. The journey of learning doesn’t really have a finish line and that’s part of what makes it worthwhile.

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Today’s episode is produced by VOLT Productions, a full-service podcast production agency helping creators and entrepreneurs launch, grow and monetize their shows. You can learn more about the agency’s founder Simona, their work and their team by going to www.voltproductions.co.

Should we be worried about AI?

It’s a question that’s showing up in classrooms, workplaces, homes, and conversations everywhere. Sometimes it’s asked directly: Will AI replace teachers? Other times it shows up more quietly: What does this mean for how we learn? What does this mean for the future of work?

In this episode, I explore how the rapid rise of generative AI is reshaping how we think about teaching and learning. Rather than focusing only on tools or policies, this conversation looks at the deeper questions underneath the technology – questions about identity, trust, creativity, and what it means to remain human in a world where machines can generate information so quickly.

Drawing on experiences from my own teaching career and the People Teaching People Framework, I reflect on how AI intersects with the science, art, and heart of learning, and why this moment might be less about replacing educators and more about clarifying what matters most in the work we do together.

Listen in as we talk about:

01:00 AI and the future of teaching

04:18 Technology when I started teaching

05:51 Technology when I was a student

08:06 The science, art, and heart of learning

09:30 The value of human voice

10:19 Rethinking learning in an AI world

11:10 Trust, ethics, and AI literacy

12:51 The messy middle of change

13:18 The human heart of teaching and learning

Connect with Tiana:

As educators, leaders, parents, creators, and lifelong learners – as people who care deeply about teaching and learning – many of us are wondering what AI might mean for the future. Will teachers still matter? Will students still learn how to think deeply? Beneath the headlines and rapid technological change, these questions are often less about the tools themselves and more about what we value in learning. When we pause long enough to ask them honestly, the conversation shifts from fear toward curiosity about how teaching and learning might continue to evolve.

When I started teaching in 2002, the classroom looked very different. Students handed in printed assignments, we used overhead projectors, and the computer lab had to be booked in advance. Smartphones weren’t yet part of everyday life, and a phone ringing in class usually meant someone’s parent, or even grandparent, calling with a reminder about something waiting at home after school. Within a few years, that began to change. Smartphones appeared in pockets, social media became part of daily life, collaboration tools emerged, and learning increasingly moved online.

Looking back even further, the tools of my own childhood learning feel almost nostalgic now: programming the turtle in elementary school, using CD-ROM encyclopedias, listening to the screech of dial-up internet, and printing directions from MapQuest. Education has always adapted alongside technology. Calculators, the internet, search engines, and smartphones have all changed how we access information. What feels different about this moment isn’t that change is happening. It’s the speed at which it’s unfolding.

One way to make sense of this moment is through the lens of the People Teaching People Framework. The science of teaching includes the structures that support learning: clear objectives, thoughtful assessment, and feedback that helps learners grow. The art brings learning to life through creativity, voice, and energy. But at the centre of it all is the heart – connection, trust, belonging, and the emotional experience of learning together. While AI may support parts of the science and the art, the heart of learning continues to be deeply human.

“In a world of synthetic content, genuine presence stands out. Human voice becomes valuable. Messy thinking becomes valuable. Emotion and imperfection become valuable.”

As AI-generated content becomes more common, authenticity becomes more noticeable. Imperfect thinking, lived experience, and genuine human perspective stand out in a world where polished content can be produced almost instantly. In many ways, the rise of AI may actually highlight the value of real voices, real stories, and real presence. The things that make us human become easier to recognize and more meaningful.

If AI can generate an essay in seconds, it invites us to reconsider what we are truly assessing in learning. Instead of focusing only on polished final products, educators may increasingly look for visible thinking – the reasoning, reflection, and the process behind ideas. Struggle and effort have always been part of meaningful learning, and this moment offers an opportunity to think carefully about how we continue to support deep understanding in a changing landscape.

As AI becomes more integrated into daily life, questions of trust, ethics, and access become increasingly important. Not all learners have equal access to these tools, and the systems that power them can carry bias from the data they are trained on. Developing AI literacy, understanding how these systems work, where their limits are, and how to use them responsibly, is becoming an essential part of learning in the modern world.

Moments of technological transition rarely arrive with clear answers. Policies are still developing, best practices are still emerging, and many educators and organizations are experimenting in real time. This period can feel uncertain, but it is also where growth happens. The messy middle is often where reflection, adaptation, and new possibilities begin to take shape.

“AI may support the science and the art of teaching and learning. But the heart still requires – us.”

Technology will continue to evolve, and the ways we teach and learn will evolve alongside it. But the deeper purpose of education – helping people think, grow, connect, and understand the world – remains rooted in human relationship. AI may support parts of the work. It may help us generate ideas, summarize information, and move more quickly through certain tasks. But the qualities that make learning meaningful – critical thinking, lived experience, emotional intelligence, ethical reasoning, and our ability to build trust with one another – are still deeply human. In the end, even in an AI-shaped future, it is still people teaching people.