If you had asked me years ago how I felt about school, my response would have been less than enthusiastic. School was not a place of excitement for me; in fact, it was a struggle to stay engaged unless something truly piqued my interest. I was academically ahead, yet the challenge of schoolwork failed to hold my attention. But one particular experience stands out—a moment that, while negative, has profoundly shaped how I approach teaching today.
As a child, I remember the routine of walking up to the board in math class, as we all did back then, to solve problems on the board in front of everyone. It was during these horrifying moments that my teacher would consistently and publicly point out that I was “doing it wrong.” My mistake? I wrote my numbers from right to left instead of the conventional left to right. This was never a conscious choice, just the way my brain processed numbers. And yet, rather than guiding me with understanding, my teacher reinforced that my way was incorrect, making me feel abnormal.
At the time, I didn’t see the issue—after all, my numbers still appeared in the correct order. But that persistent criticism instilled a deep-seated fear of numbers in me, one that lingers even today. I avoid writing long numbers on the board whenever possible, a habit born from years of internalized anxiety. Looking back, I now recognize that this teacher’s approach was not only unhelpful but also harmful. However, in an odd way, I am grateful for the experience because it has given me a profound awareness of how students feel when they don’t fit the mold.
This awareness has become the foundation of my teaching philosophy. In my classroom, kindness is a rule, not a suggestion. I emphasize the importance of embracing differences because it is often those who think differently who drive innovation and progress. I want my students to feel seen, heard, and respected—not for how they conform, but for what they uniquely bring to the table.
Education should not be about forcing students into a singular mode of thinking; it should be about fostering creativity, curiosity, and confidence. My journey has taught me that learning is not about getting everything “right” but about discovering new ways of understanding the world. So, if a student in my class approaches a problem in an unconventional way, I celebrate it. Because breaking the mold isn’t a flaw—it’s the spark of something extraordinary.
Like many educators, my initial reaction to AI was visceral rejection. When ChatGPT joined the scene in Nov. 2022, I felt shock and isolation. Would my assignments become obsolete? Would my role as an educator be reduced to managing prompts and outputs? Was my job going to turn into the philosophy I slip into in tough times–“shit in, shit out”? I’ll admit it—I had a minor panic attack about the future of my career as a composition teacher. But I was curious. I started experimenting with AI tools like Claude, Poe, and Perplexity. I could see an appeal. I saw them assisting in tasks that would typically take a long time. I got a little excited about the possibilities. AI could free up time for more meaningful student interactions or help me with RSI. Maybe it could help level the playing field for learners who struggle with specific tasks. I became more enthusiastic and eager to share these tools with colleagues and students. Then I got deeper into the AI ecosystem after reading numerous books; I started to see some complexities lurking beneath the surface. The environmental cost of training large language models is staggering—the water and energy consumption is similar to that of small cities. Then there’s the human cost: the invisible labor force in the Global South, working under challenging conditions to label data and moderate content. These AI systems, while impressive, are potentially widening the digital divide between those who have access to cutting-edge technology and those who don’t. I am adopting a more nuanced stance now. I still use AI tools, but with greater intentionality. I am trying to balance their benefits with their drawbacks, and I’m trying to be thoughtful about how I present them to my students. Instead of positioning AI as either a threat or a salvation, I frame it as a complex technology that requires critical engagement. My relationship with AI has evolved from rejection to enthusiasm to careful consideration. The relationship is not over, and I’m not sure where it will head next. I want to help my students understand the tools but also to think critically about their use. So my relationship status remains: “it’s complicated.”
I’m taking on both sides of the coin again this week, although I just have a couple of things to say about AI. First, AI has been a part of our lives a lot longer than we think or knew. Second, I’ve spent a good deal of time on voice-activated technology (think ’90s) and it should work a lot better than it does.
For example, I finally changed the female voice of Siri to a male voice because my female was taking on a bit of an attitude, if you know what I mean. Every once in a while you could tell she really thought that you should just do whatever it was you asked her to do – yourself. The male version of Siri has gotten to the point where he just simply doesn’t respond – a bit passive aggressive, it seems, especially when I ask for directions. So, AI, we’re listening, and we are silently grading your actions! (It’s kind of like silently correcting your grammar – but with more attitude)…
Now the other side of the coin is creating a community. I am happy to say that I learned from some excellent GCC instructors here to do this for my online classes. In my classroom classes I would just use my enthusiasm to help create the community, but this is all online and asynchronous – and you and the students have to build that community through the words you choose and how you say it.
My Community Building Exercise has to get going right from week 1, so it is a Discussion Assignment in Canvas, and I start with my own, relatively down-home introduction, with a photo of my family, or our puppy dog. I want them to feel comfortable and get them to want to share as well. But, between that Introduction – Tell Us a Little About Yourself, with a great selfie of a happy young woman we start off by talking about ourselves. For example, above, you see a photo from years ago of my son eating snow. When we went back to Minnesota for a wedding in December a few years ago, we had a magical snowfall, and my son got to eat snow again, one of his favorite things. It’s not something you would generally include in an introduction.
The idea of the more laid-back introduction is to open up and tell something about me (and I mostly talk about how I ended up back in Arizona, when I actually was born here — but never lived here). That’s complicated enough. This is important because we (I’m already using the “royal” we) want to welcome, encourage, and trust what we say to each other in our discussions. We are all in this together. This is what ‘we’ are working on this week…
The Introductions take us wherever it goes. I’ve already mentioned on a previous Canvas page that positive responses help to create a more positive environment – and that was one of those ideas I got from one of the GCC teachers I mentioned. I answer every student during that first week with their own public answer to their introduction, as well as answer, in the public forum, any question they ask of me.
I’ve had some fabulous students from all different study areas, coming from all over the world, and those who have never been outside of Phoenix, but the point is that we share. We share our lives, our experiences, and then we continue throughout the semester — so that it doesn’t stop right there. It’s exciting to meet all of these people! And the last thing I say to them is the last announcement of my module:
“There are no goodbyes for us. Wherever you are, you will always be in my heart.” – Gandhi
And I include this: “This is where we leave the class. Grades are in, scores are (mostly) high! You did well – and you lasted the semester! Please don’t feel that because a few years pass you cannot send me an email about this course. I’ve had many students re-connect and say, “because of this course I did amazing things.” Go out and be amazing!“
That’s how I end our community. The community is not over, if you want to contact me you can. And saying goodbye for me is the hardest part.
Estonian composer Arvo Pärt said to a group of us, “If you are walking down the street and you see me, don’t be afraid to say, “Hi.” I’ll appreciate the fact that you did.” Such an internationally famous composer to say something like that to us! And I’ve learned from many of my students that they changed their major because of my class, or it saved them from their difficult semester of STEM classes or I’ve been happy to run into some of my honors students and one said to me, “You were right about the university atmosphere.”
I have a couple of roles at GCC. As the primary administrator for Canvas on our campus, I have extensive Canvas knowledge and experience. As an adjunct faculty member for the Psychology Department, I teach the MCCCD curriculum for Psychology 101.
Each semester on the first night of my live online class, I give a tour through my course and show students how to effectively navigate through Canvas. At the end of the tour, I invite students to come to me for help with Canvas, even if the help is related to another course. I let them know I am the Canvas go-to person for faculty and staff and I can also be their personal Canvas go-to person to support them on their academic journey. Every semester at least one student has come to me for Canvas support. Since Canvas is deeply integrated into the teaching process at GCC, helping students cross the Canvas threshold helps them on their learning journey. Through the years there has been several students who expressed how grateful they were for the Canvas support and how my assistance helped them understand how Canvas works.
As faculty, all of us are subject matter experts in our designated area. However I challenge everyone to ask themselves “What else am I am expert in, and how can that help our GCC students?”
Songs to represent musical growth in teaching, performing, and composing
Starlight
Stars have represented decades of growth for me as a composer, a writer, and as an educator. I’ve written operas, string quartets, choral pieces, all including stars, but, of course, I couldn’t have done it without the poets who wrote about them first.
What Do You Listen To and How Will That Help You Grow?
Learning to choose notes, write music, is something I teach by example, just as I was taught. And to bring that full circle as educators, we grow when we listen. I’ve taught ear training; taken ear training; but I really began listening when I was very, very small — and paid attention to what composers were doing to connect to listeners. To be perfectly honest, I’m falling in love again. I love lots of styles of music, and teach all about them, but in this week’s work, I chose the more difficult road, talking about my music. It would have been a lot easier to just talk a bit about a song and its history…
A composer, at least the kind I am, representationally, has to know how to make words fit the voice because singers may change vowels to create a better sound. … Acoustical physics at its finest. So, taking into consideration the difficulties vocalists face, how the words will have to be sung in order to hit that very high note, and still bring out the beauty, success will be measured.
In that blink of an eye, and with pieces I haven’t heard in years, because of this first week’s prompt, I’m opening my soul to much of my past and listening to compositions that worked, that didn’t work, that really worked, and, well, some that needed to go back to the drawing board. It’s challenging and emotionally-charged. Why didn’t it work or what did work? Sometimes it’s the composer, the performer, or the recording – or, during a live recording, an audience member who coughed loudly throughout the entire piece. I got a little taller that day.
The songs that make a listener fall in love with each word are the truest test of success. After all, the words are the most important elements. And, it’s not the applause that shows whether you truly connected with others’ ears, it’s the silence.
I chose to include a short piece, still about stars, from Songs of the Night Wind, with the Stockholm String Quartet and Olle Persson, baritone.
Summer Stars, Olle Persson, baritone, Stockholm String Quartet, text by Carl Sandburg
Summer Stars
Bend low again, night of summer stars,
So near you are, sky of summer stars,
So near, a long-arm man can pick off stars,
Pick off what he wants in the sky bowl,
So near you are, summer stars,
So near, strumming, strumming
So lazy and hum-strumming.
Carl Sandburg
Set your long term goals to a year of completion 2023-2024.
Meanwhile, in a large mixing bowl add:
1 c. positive attitude: This may at times be on backorder, but if you search you will find it.
1 tsp teamwork: Success tastes the same achieved all alone or in tandem with your peers.
1 TBSP motivation: Remembering why you are here and your dreams helps!
1 c. time management: An essential item in the nursing school/life process. Measure accurately!
1 oz of hope
Stir until well blended. Cover and set in a warm place allowing for Success to rise for 2 years. Bake and serve at pinning. Enjoy!
The new Graduate Nurse
Dr. Mary Resler
Congratulations! As a new graduate nurse you have successfully completed a nursing program and have completed your NCLEX exam. This may seem like the end of the road for education but it is not. Nurses are lifelong learners! Success is keeping current on evidence based practices. Success is participating in policy change. Success is improving your patient outcomes. Success is maintaining your license. Success looks different as a lifelong learner then it does for a nursing student.
Many new graduate nurses measure success by completing a difficult patient assignment. They measure success by the years they have worked. They measure success by working on a specialty unit. They measure success by catching a medication error. They measure success by favorable patient satisfaction scores. True success as a lifelong learner or new graduate nurse is to never be complacent in your knowledge. Always push yourself to learn by asking questions and continuing in your education. Knowledge is of no use if you do not use it.
The new Nurse Educator
Dr. Grace Paul
Students have jumped over hoops, taken several exams, sacrificed participating in several occasions, and spent several hours pondering and even working in a hospital environment to know if this is indeed what they want to do with the rest of their lives. They know what their career goal is, and now they are in our classrooms.
Once they are in our classroom, they are our responsibility. While there may be several factors connected to student success like age, gender, previous experiences, GPA, etc, these are all non-modifiable factors that we as educators, can do nothing about. What we have in our hands to help these students succeed are the modifiable factors – factors that we as educators can help make a difference in these students’ lives, and allow our students to be successful in their chosen careers.
There are several modifiable factors that we can use to our advantage for student success. One such factor is responsiveness. Responsiveness is responding to a student. This can be in the classroom during class. A slight nod, a smile, a positive gesture, direct eye contact or a positive note sent to the student are all ways by which the student feels safe and positive about themselves. Smiling eases the students and makes it easier for students to come forward with questions and be communicative.
As the new nurse educator figures out how things work in the new environment, the curriculum, and the work culture, students are usually quick to recognize that the instructor is new. But the timely response, open communication, a smiling and respectful attitude, and humor in the classroom, makes a huge difference as to how the students accept and respond to the instructor.
The responsiveness of the instructor makes the students feel loved and cared for, knowing that they are the priority for the instructor. Keep the classroom space non-judgmental, which helps students to focus on the learning. This creates a trusting relationship between the students and the teacher, contributing immensely to the success of the class as a whole and the individual student.
Responsiveness is also important when corrections have to be made. When a student makes a mistake, and when the mistake is recognized and acknowledged, use the situation as a learning opportunity. Do not make it punitive. If the student does not learn from the mistake, then it is an opportunity lost. It is important for the educator to provide resources to correct the mistake.
Another important tool for responsiveness is remediation. Remediation is a powerful tool when it comes to improving test results. It is helpful for the instructor and the student to go through the test, and look for a pattern, and to understand the reasoning behind the right and wrong answers. It is helpful for the student to bring another student to these meetings, as students tend to learn better from their peers rather than from the instructor.
To summarize, student success is a commitment from the student as well as the educator. There are modifiable and non-modifiable factors when it comes to student success. Responsiveness is one such tool that will help to promote trust, and therefore a positive relationship, which will help promote student success.
As a student begins their new journey in nursing school there is a mindset that, if adopted, can garner student success and that is the ‘bloom where you are planted’ philosophy. This landscape called nursing school provides soil that is rich, fertile, and just begging for a new seedling to take root. The difference between that seedling bearing fruit and just existing is growth.
🌳Growth, such a positive word, but one that also comes with a set of growing pains. Perhaps before nursing school classroom success took minimal effort, was a solo mission, and came with the reinforcement of an “A” to validate your contributions…what could be painful about that? Nothing at all! However, you are now in a new environment, one where the conditions are unfamiliar and success now comes with hours of practice, intentional effort, potential setbacks, and opportunities to receive constructive feedback that may not feel as good as that “A”. However, you persevere and realize that when you lean on those around you in a give and take dichotomy, your growth is less of a struggle.🌳
🌳Wherever you are in the nursing program right now, I ask you to take a moment and reflect upon your personal growth. Where are you now compared to that first day of nursing school? The end of the first semester? Whenever you feel doubt in yourself or your growth think about the following…
The New Graduate Nurse🌳
Dr. Mary Resler
As a new graduate nurse the career field is broad. It is like a blank canvas that only you as a nurse have the power to control the end products. In order to get there a lot of growth takes place. Growth in the profession can be positive and challenging at the same time.
One of my favorite quotes is “there is no growth in comfort and, there is no comfort in growth.“
If we are not growing then we are standing still.
As a nurse you must be prepared for lifelong education. As evidence-based practice continues and new medical advances take place the nurse must continue to educate themselves to be the best for their patients. Many new graduate nurses feel a sense of relief and accomplishment when they pass the nursing program and the NCLEX-RN licensure exam. Although the education piece may have been accomplished, the learning and growing – is just a beginning.
The New Nurse Educator🌳
Dr. Grace Paul
🌳All great students are not great test takers, and all great nurses were not great test takers. Likewise, all great bedside nurses are not necessarily the best educators! I started out as a community health nurse in India. The Vellore Christian Medical College and Hospital Nursing College has adopted quite a few villages around, and community health nurses worked alongside the government workers for the area. As a community health nurse, I was responsible for one village of about roughly 1000 people. As the College of Nursing Community Health Nurse (CONCH), among my many responsibilities, I also had 2-4 students assigned to me for their community health experience. 🌳
I still remember my first two students who were assigned to me. I was feeling awkward inside, since I was myself new in the role of a community health nurse, and then to have to be a role model to these two students! I was scared that I might say something wrong! Just like when I was a student, I used to have nightmares that I had slept through my alarm, and the student had arrived and was searching for me, and that I lost all the assignments that were submitted to me! Students rarely realize that as a new instructor, we are quite vulnerable too. But for the most part, we try to put on a brave face, because we don’t want to lose our credibility! We want the students to have a good experience! I, of course, grew out of those nightmares in a few months.
🌳As a novice educator, there are so many qualities that need to be cared for, tended to, and developed. With the pandemic, all of us have evolved and grown to the extent that even we did not think we were capable of! That is what humans do, we rise to the occasion, when we are challenged. And so, it is good to keep ourselves challenged, so that we can learn new things, keep our mind active, and although we may grow older, we can still be relevant when younger generations of students come to us.
🌳As an educator, we need to be relevant, and current, and learn the ways our students learn, so that we can be effective in our role as educators! We have to continually reflect on our own teaching philosophies, build on creating a trusting relationship with students, where students are able to think critically, and feel free to ask questions. Teaching a student to think critically is a skill that educators must develop. Every student learns differently, and as educators, we must meet them at their level. The pandemic has taught us the importance of self care, and this goes both ways. Just as food and rest are necessary for our physical bodies, positive thoughts, reflection or meditation are necessary for our souls!🌳
Giving up the life of the road (or the airplane) is partly how I ended up at GCC. I’ve been a long-time traveler. Although I was born in Arizona where my father finished his structural engineering degree at the University of Arizona, my parents and I moved within eight months to Minnesota. A few years later we moved to Colorado. I lived in so many different places in Colorado, depending on the university I was attending or the degree I was seeking in Denver and Boulder, that my mother finally started using pencil to update my address in her address book. My roots are scattered because of this constant moving.
Two years before we moved to Arizona, my husband, son, and I went to Estonia for a year while I taught as a Senior Fulbright Scholar at the Academy of Music and Theater in Tallinn. Everyone told us it was not the “going on” a Fulbright that would be hard, but “returning from” our year away. They were right. We had changed and the only way to live with that change was to change our surroundings. We moved.
My husband, son, and I had been living in Arizona for about a year, and I’d spent most of that year working and traveling as a Composer or Producer-in-Residence back and forth to Minnesota, as well as to Rome, Beijing, Toronto, Milwaukee, Pittsburgh, Atlanta – well you get the idea. My long travels ended when I came home and was greeted by my nine-year-old son, who was just waking up, when he said, “Mommy, are you really here or am I just dreaming?” Ach! It was a knife in my heart! He had never mentioned that he missed me and certainly not this much! I decided if I did travel it would only be for short trips and only occasionally from then on.
Before you ask, “What kind of a mother are you?” you need to know that my son is autistic and has always been very accepting of me going away; with a kind of “bye, see ya” sort of attitude. He loves to be alone, and it’s difficult, sometimes, to accept that. To give you an example, my husband and I went on a business trip back in 2018 (yes, he’s a musician, too), and left our son at home with the dog (by this time he had graduated from high school with honors and was capable of being alone – but it was an experiment because we would be further away – so we had support people at the ready if he needed someone). When we returned my husband kept coming back in from the garage before he left for work to make sure our son was okay with him leaving, and asked him so, and our son, who has a great sense of humor, said, “Less talking, more leaving!” From that response, although ten years later, we knew he didn’t miss us that much while we’d been gone.
Jumping back ten years, I applied to teach at GCC. The first word I think of when I remember my first days at GCC is “friendly.” I found everyone friendly and helpful. The two communities that first welcomed me were the Music Department (aka Performing Arts) and CTLE.
Before this, I’d been teaching for twelve years, after my doctorate, at two private institutions (three, if you count my alma mater – which is public) in Minnesota, so I knew my way around lots of subjects, but I knew there was a program called Blackboard, among others, but no one would teach me about it. Over the years, I had also been offered five full-time positions in Minnesota, strictly a phone call – “we’d love to have you come work for us,” but my health was not good when I was offered a few of them, and the other, which I would have loved to take, was offered just as I was receiving my Fulbright. I couldn’t take the job knowing I wouldn’t be there that next year. Also, and you’ve heard this from others if you haven’t said it yourself, the winters were about eight months long and I just couldn’t take that kind of cold anymore. I was looking to take my roots somewhere warmer although I had not planned it to be this warm.
The Music Faculty shared their syllabi, what needed to be in a syllabi technically, how to find my courses, and helped me get up to speed within a few days! I hardly knew what had hit me, but I really enjoyed the people I met. They have become friends and some of the best people I’ve worked with. I’ve missed seeing them during the pandemic at meetings and performances. We recently met in person for the first time in two years and my heart sang for hours afterwards, having been able to see so many friends again. It is truly an anomaly to have this many good people together in one department – and that includes the whole Performing Arts Department as well.
I discovered the other GCC community shortly after I started when I signed up to learn how to teach online. No one had asked me to learn this, but I saw this as a possible future — need I say more? That introduced me to Karen Russo and CTLE. For several years I took everything that CTLE offered, free seminars on teaching and best practices, free offerings on other online programs for use in online courses, district workshops, designing courses for E-readers, and master classes on being a better educator. I’ve gotten to know almost everyone in the department, and I’ve met other equally friendly and helpful educators as the department expanded.
I now have been teaching exclusively online for a little more than 10 years, and love it. I still take a workshop here or there, although mostly on Zoom or Google lately. CTLE has patiently answered questions and solved problems for me. I have learned more from them about successful teaching than I had ever known and I am thankful for it. I applaud CTLE for what they have offered through the years so I could become a better teacher of music. The Music Department and CTLE has allowed me to put down some strong roots in this community.
The Great Wall of China with the International Alliance for Women in Music 2008
Welcome back to the final week of the” One Thing” you can do to raise enrollment, a six week “how-to” series.
The NUMBER ONE REASON employees cite for NOT completing their employee bio page:
Now you know!
Your employee Bio Page is the ONE THING you can do to influence the student decision-making process, raise enrollment, and raise GCC’s reputation in an increasingly crowded marketplace.
If you’ve been following along, you know by now that completing your employee bio page is a seemingly SMALL thing that pacts a powerful, influential punch.
But if you are just joining us, follow these links to catch up on this data-driven strategy:
Week 1: What’s on your GCC bio page right now? Week 2: Quotes – their power to connect. Week 3: How to get a rep. Week 4: Your face. Week 5: The “One Thing” Before and After
Here we go – Week 6 – the final step: today you find out how to copy and paste your story into a simple Employee Biography online form, and click “submit”.
Here’s what you’ll need:
First name
Last name
GCC email address
Credentials (such as MS, Ph.D.)
Biography (Hint: Review Weeks 2, 3 and 5, and be relatable, not stiff)
Areas of Expertise (Special knowledge or field of study)
Office Hours
Headshot (This is a photo of your face. It should be cropped to a perfect square. You will click to upload a jpg, which will be resized to 280×280 pixels. See Week 4 for photo tips)
Personal Website URL (This is a separate step: To include a link to your work-related Website, login to your Maricopa profile using the Manage My Account tool, and add the url there. It may take up to a week for the link to appear on your Employee Bio page, depending on how often the Web Team refreshes the Website.)
Ready? Use this form to update your bio page. (The link to this form is listed here on the GCC website.)
That’s it!
For those itching to know the broader impacts, read these final bits:
Dear Faculty, you, perhaps more than anyone else, are uniquely empowered to factually communicate GCC’s reputation by explicitly stating your credentials and experience, why you continue to choose to teach at GCC, your areas of passion, and your teaching methods. You have been empowered to give the community concrete reasons to choose you, and GCC, over every other institution. The broader impacts of doing this one thing includes reputation, enrollment, media attention, and funding.
College Reputation Your employee bio page impacts the reputation of the college. Faculty completing their Employee Biography pages serves to significantly elevate GCC’s reputation and raise its credibility on a local, national and international scale. We need to tout the talent and body of experts who teach at GCC. It hinders efforts to fill classes when faculty are too humble to talk about their personal contributions and proudest moments.
Student Enrollment Your employee bio page impacts enrollment. When comparing colleges, student not only look at cost, location and facilities, but they also compare faculty between colleges. “Who will be teaching me? What are their qualifications? Will I like them?” Students want to pick the “right” instructor and are looking for a reason to choose you. Your employee bio page empowers you to teach students how to think about you. Be relatable.
Media Attention Your employee bio page impacts media attention. The enormity of all faculty specifying their “areas of expertise,” on their employee bio page cannot be emphasized enough. Members of the Media are using google to find experts to weigh in on current events and issues. For example, a USA Today reporter used a google search to find an expert on “Living Libraries,” and GCC popped up in the top of the search results. “Everybody has a fascinating story, all of us,” said GCC faculty member Heather Merrill in a USA Today article on the Human Library. “Our students are craving this, and they’re craving help having these conversations.”
Funding Awards Your employee bio page impacts the GRANT AWARD decision-making process. It is common for REVIEWERS to search the web for insight into the applicant’s reputation. When a GCC Faculty member applies for grant funding, they are competing against other institutions to win that award. Faculty bio pages provide an opportunity to showcase your integrity and past performance, both of which work to influence the REVIEWER COMMITTEE’s decision to award a grant.
Small things make a big difference. Tell your story in your employee bio page.
Hello readers! I’m super excited for this week’s post. I’m on a podcast with my colleague Beth Eyres, it mostly focuses on teaching and learning. This is our first podcast. We’re learning so much, and we know that there is still a lot more learn. We’re working on it. =>)
The first episode is all about Inspiration! We discuss what it is, what the research says, how to cultivate it, things on our radar, and little learning nuggets for the audience. Hope you get a chance to listen to it. Hope you enjoy! =>)
