October 9, 2024 • 12 mins
Spill the tea - we want to hear from you!
Can traditional university education evolve to truly prepare students for the complexities of the real world? Unlock the secrets to this revolutionary shift as we dissect the abandonment of conventional lectures and exams in favor of immersive, real-world problem-solving projects. We introduce you to the STAIRR framework—Structure, Transitioning, Authority, Inspiration, Reporting, and Rewards—crafted to anchor these transformative initiatives into the university's core. Delve into the significance of establishing centers of excellence that lend credibility and resources to these projects, ensuring they are not just passing trends but permanent fixtures within academia. We also uncover strategies to sustain momentum, even as faculty and staff evolve over time, striking a delicate balance between fostering creativity and maintaining robust institutional support.
But the STAIRR principles aren't just limited to the realm of education. Envision how they can be seamlessly applied to create meaningful impacts across various spheres of life, from your professional world to your community and family dynamics. Reflect on the legacy you aim to leave and the seeds of growth you can plant today for a future that thrives beyond your direct involvement. Join our conversation as we explore how education is fundamentally about fostering lasting change and invite you to engage with these ideas, share your insights, and continue your journey of exploration and impactful learning.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
NoteBookLM Julie (00:00):
All right, so you know how we're always
talking about education needingto be more well impactful.
NotebookLM Bob (00:07):
Yeah.
NoteBookLM Julie (00:07):
Not just like lectures and exams, but actually
getting out there and tacklingreal problems.
NotebookLM Bob (00:12):
Right right?
NoteBookLM Julie (00:13):
Well, you sent me all these research papers on
how universities are trying todo just that.
NotebookLM Bob (00:19):
Yeah, trying to make it.
NoteBookLM Julie (00:20):
Especially at the local level, which I think
is really interesting.
NotebookLM Bob (00:23):
Yeah.
NoteBookLM Julie (00:23):
But then that gets into, like how do you make
sure these projects aren't justa one time thing?
NotebookLM Bob (00:28):
That's the big question.
How do you make them last?
Exactly, and that's what we'regoing to try to unpack today.
Yeah, unpack it Because, I mean, what's so fascinating to me is
that there's this wholestrategic side to it.
Oh really, yeah, they call itanchoring.
Basically, it's about makingthese impactful education
projects how do I put it?
Like they become part of theuniversity's DNA, almost.
(00:52):
Wow so they're not just like aflash in the pan.
They actually last even longerthan the professors who started
them.
NoteBookLM Julie (00:59):
Oh, wow.
So no pressure on theseeducators, right?
It's like they're not justteaching, they're like building
institutions.
Yeah.
NotebookLM Bob (01:05):
It's like they're not just teaching,
they're like buildinginstitutions.
Yeah, it's a different mindsetand it's a challenge, because
it's a big shift, you know.
NoteBookLM Julie (01:10):
Yeah.
NotebookLM Bob (01:11):
From traditional teaching, which is a lot about
I don't know.
I guess you could call ittransmissive.
Transmissive, yeah, Like justpassing down knowledge.
NoteBookLM Julie (01:19):
Okay.
NotebookLM Bob (01:20):
Versus this more hands-on, transformative
approach.
Right, it's like when studentsare actually out there making a
difference.
NoteBookLM Julie (01:28):
Instead of just like reading about the
recipe, you're actually in thekitchen, maybe even coming up
with a whole new dish.
NotebookLM Bob (01:34):
Yes, exactly, that's a great way to put it,
but the thing is, universitiesthey're, you know, with all
their history and traditions.
NoteBookLM Julie (01:42):
All those fancy buildings.
NotebookLM Bob (01:44):
They weren't really built for this kind of
change, you know.
NoteBookLM Julie (01:46):
Right.
So it's like trying to fit asquare peg in a round hole
almost.
NotebookLM Bob (01:50):
Kind of yeah, yeah, it can be a tough fit, but
thankfully this research itgives us a framework, like a way
to think about making theseprojects stick.
NoteBookLM Julie (02:00):
Okay, good.
NotebookLM Bob (02:01):
Actually anchoring them within the
institution.
NoteBookLM Julie (02:03):
I like that.
NotebookLM Bob (02:05):
Anch stick.
Okay, good, actually anchoringthem within the institution.
I like that.
NoteBookLM Julie (02:07):
Anchoring, yeah, and it all boils down to
six key elements.
Six, okay, that's manageable.
I can remember six things,maybe.
NotebookLM Bob (02:12):
It's actually an acronym.
NoteBookLM Julie (02:13):
Oh, even better.
NotebookLM Bob (02:14):
S-T-A-I-R-R.
NoteBookLM Julie (02:16):
S-T-A-R-R-R.
Okay, I'm definitely intrigued.
Let's break it down.
What's the first S?
NotebookLM Bob (02:22):
All right, so the first S is for structure.
Okay, how are these projectsactually organized?
NoteBookLM Julie (02:28):
Okay, so like, is it just one really
passionate professor, yeah, likea lone wolf trying to change
the world or is there like amore formal system in place?
NotebookLM Bob (02:39):
Yeah, that's exactly it, and what the
research shows is that, having adedicated center of excellence,
it could be a game changer.
NoteBookLM Julie (02:46):
A center of excellence.
So that's like for people whomaybe aren't familiar with the
university world, that's like adepartment that's specifically
set up to support this kind ofwork, right.
NotebookLM Bob (02:55):
Exactly.
NoteBookLM Julie (02:55):
Like whether it's sustainability, community
engagement, whatever it might be.
NotebookLM Bob (02:58):
Exactly it gives them legitimacy, resources and
a way to keep going even whenstaff changes, which happens a
lot in universities.
NoteBookLM Julie (03:06):
Oh yeah for sure.
So it's like Giving the projecta permanent address on campus
instead of it just living insomeone's like filing cabinet.
I like that, but OK.
So let's say we've got a centerof excellence, things are
looking official.
What about the T in STAIR?
What's that all about?
NotebookLM Bob (03:24):
Yes, transitioning, making sure these
projects can actually survivestaff changes.
NoteBookLM Julie (03:30):
Yeah.
NotebookLM Bob (03:30):
Because, let's face it, universities can be a
bit of a revolving doorsometimes.
NoteBookLM Julie (03:34):
Oh yeah, Professors retire, get new
positions, maybe even moveacross the world.
How do you keep the momentumgoing?
NotebookLM Bob (03:41):
It's a huge challenge, especially, you know,
with more and moreinternational campuses these
days.
NoteBookLM Julie (03:45):
Oh yeah, Even more movement.
NotebookLM Bob (03:47):
Right.
NoteBookLM Julie (03:47):
How do you make sure a project doesn't just
like disappear when someonecatches a flight to a different
country?
NotebookLM Bob (03:53):
Exactly, and that's where it gets really
interesting.
This research talks about thisidea of treating the project
almost like intellectualproperty.
Oh, interesting Like you know,a company would.
NoteBookLM Julie (04:04):
OK.
NotebookLM Bob (04:04):
It's about documenting everything you know,
creating systems for sharingthose best practices, almost
like a how-to guide fortransformative education.
NoteBookLM Julie (04:14):
So it's not just about the people.
It's about capturing theessence of what they've created
so it can live on even with abrand new team.
NotebookLM Bob (04:22):
Yes, and also recognizing that these projects
often cross boundaries.
NoteBookLM Julie (04:27):
Oh right, Between different departments.
NotebookLM Bob (04:28):
Yeah, you might have students from engineering
working with students fromsocial work Wow, even
collaborating with localcommunities or organizations
outside the university.
NoteBookLM Julie (04:38):
That makes sense, though, right, because
these big real-world problemsdon't really care about academic
disciplines.
NotebookLM Bob (04:43):
Exactly.
They don't care at all.
NoteBookLM Julie (04:45):
But getting everyone on board, especially
when you're kind of challengingthe status quo, that can't be
easy.
It's not which, I guess, bringsus to A authority.
NotebookLM Bob (04:53):
Yeah.
NoteBookLM Julie (04:53):
How much freedom do these educational
innovators actually have?
NotebookLM Bob (04:57):
Right, Like do they need to get the university
president's permission to changea light bulb?
NoteBookLM Julie (05:00):
Exactly.
NotebookLM Bob (05:02):
It's a balance and the research it captures it
with this phrase autonomy versuspatronage.
NoteBookLM Julie (05:08):
Hmm, hmm, okay .
NotebookLM Bob (05:14):
Too much autonomy and the project might
become isolated like a lone treein a field.
Right.
But too much reliance on youknow top down approval and you
risk stifling creativity.
NoteBookLM Julie (05:21):
Yeah, it's like they need that wiggle room
to try new things, but also likethe university's backing to
actually make an impact.
NotebookLM Bob (05:28):
Right Got to have both.
NoteBookLM Julie (05:29):
Speaking of impact, what's the I in STIR all
about?
NotebookLM Bob (05:33):
I is for inspiration.
NoteBookLM Julie (05:35):
Okay.
NotebookLM Bob (05:35):
The driving force behind these projects, and
this is where it getsinteresting.
NoteBookLM Julie (05:40):
Oh, how so.
NotebookLM Bob (05:41):
Well, you might think it's all about you know,
changing the world, making adifference.
NoteBookLM Julie (05:45):
Right?
Isn't that what gets educatorsfired up?
NotebookLM Bob (05:48):
Well, sure, yeah , but the research reveals this
kind of interesting tension.
NoteBookLM Julie (05:52):
Attention.
NotebookLM Bob (05:52):
Yeah, Because a lot of these educators they're
also thinking about like the jobmarket their students are
heading into, you know.
NoteBookLM Julie (06:01):
Oh right.
NotebookLM Bob (06:01):
The real world.
So it's like they want toempower students to change the
world.
Yes, but they also need to makesure those students have the
skills to actually get hired.
NoteBookLM Julie (06:09):
Oh, so it's like this balancing act between
idealism and like realityExactly.
Ok.
NotebookLM Bob (06:16):
They want them to dream big but also be able to
, like, pay the rent aftergraduation.
NoteBookLM Julie (06:21):
Right.
It can't just be about feelinggood.
It has to lead to some realopportunities.
NotebookLM Bob (06:25):
Exactly, and that often means connecting with
like businesses and industries.
NoteBookLM Julie (06:29):
Oh, ok, so they're actually going out there
and talking to these companies.
NotebookLM Bob (06:32):
Yeah, even government agencies sometimes to
understand, like, what skillsare in demand.
It's about bridging that gap.
NoteBookLM Julie (06:40):
you know Between the ivory tower and the
real world?
NotebookLM Bob (06:42):
Yeah, exactly, and one of the things that came
up in the research was this ideaof communities of practice.
NoteBookLM Julie (06:48):
Communities of practice.
What's that?
NotebookLM Bob (06:50):
So it's not just about like documenting things
on paper.
Okay, unities of practice.
What's that?
So it's not just about likedocumenting things on paper, ok,
but actually creating thesenetworks of people who are
passionate about this kind ofeducation and they're sharing
their experiences, their bestpractices.
NoteBookLM Julie (07:02):
So it's like a support group, but for people
trying to like, revolutionizeeducation.
I like that, yeah, I love it.
Ok, so we've got inspiration,we've got people collaborating
across departments, maybe evenlike across continents, but how
do these initiatives actuallyprove their worth?
NotebookLM Bob (07:20):
That's a great question.
NoteBookLM Julie (07:21):
Especially when you consider that these
transformative projects often gobeyond just you know, getting a
good grade Is that where the Rcomes in Reporting.
NotebookLM Bob (07:31):
Absolutely.
Yeah, reporting is crucial, butwhat surprised me is that it's
not always about the bottom line.
NoteBookLM Julie (07:37):
Really, I thought universities were all
about the numbers these days.
NotebookLM Bob (07:40):
Well, to a degree, yes, but this research,
it highlights a reallyrefreshing emphasis on the
common good.
NoteBookLM Julie (07:48):
Common good.
So what does that actually mean?
NotebookLM Bob (07:50):
So it's less about how much money a project
generates and more about itsimpact on society as a whole.
NoteBookLM Julie (07:56):
Okay, so instead of just looking at the
balance sheet, they're lookingat the bigger picture.
How do you even begin tomeasure that, though?
NotebookLM Bob (08:01):
Right, that's the million dollar question.
NoteBookLM Julie (08:03):
Yeah.
NotebookLM Bob (08:04):
And there's no easy answer.
NoteBookLM Julie (08:06):
Right.
NotebookLM Bob (08:06):
But some things that come up are like student
empowerment.
NoteBookLM Julie (08:09):
Okay.
NotebookLM Bob (08:10):
Community engagement Like are they
actually making a difference inthe community?
The development of criticalthinking skills it's about
measuring the kind of impactthat doesn't always fit neatly
into a spreadsheet.
NoteBookLM Julie (08:23):
Right, because how do you quantify critical
thinking skills?
It's like they're trying tomeasure the ripple effect, yeah,
how this kind of education goesbeyond the individual and
creates some sort of positivechange in the world.
NotebookLM Bob (08:36):
Exactly.
It's a much more holistic viewof education, I think.
NoteBookLM Julie (08:39):
It's like measuring the things that really
matter, even if you can't put anumber on it.
Exactly.
But let's be real for a second.
Even the most idealisticeducator, they probably
appreciate a little pat on theback now and then right Of
course.
Which brings us to our final,our rewards.
What's in it for theseprofessors, the ones who are
really going above and beyond?
NotebookLM Bob (09:01):
Well, I think, first of all you'd be surprised.
There's the, you know theintrinsic reward seeing your
students thrive, making adifference.
NoteBookLM Julie (09:11):
Right, feeling good about the work you're
doing.
NotebookLM Bob (09:13):
Exactly, but the research also found that
universities are starting torealize they need to provide
more tangible rewards too.
NoteBookLM Julie (09:21):
Oh, ok, so like what, like what are we
talking?
NotebookLM Bob (09:23):
Things like career advancement opportunities
.
NoteBookLM Julie (09:26):
OK, so it can actually be good for your career
to do this kind of work.
NotebookLM Bob (09:31):
Yeah, universities are realizing that
these educators are valuable.
NoteBookLM Julie (09:34):
They're assets .
NotebookLM Bob (09:36):
Yeah, they attract funding, they raise the
university's profile and, youknow, most importantly, they
produce graduates who are readyfor like the real world.
NoteBookLM Julie (09:47):
They're not just book smart, they're ready
to hit the ground running.
NotebookLM Bob (09:50):
Exactly, and it's interesting because it
brings us to this other pointthat came up a lot in the
research OK, this idea oftechnology and inclusivity being
super important for makingthese projects last.
NoteBookLM Julie (10:01):
That makes sense, right?
We can't really talk about thefuture of education without
talking about technology.
NotebookLM Bob (10:07):
Right.
NoteBookLM Julie (10:08):
What about the inclusivity piece?
How does that fit in?
NotebookLM Bob (10:10):
Well, it's about making sure that these like
transformative opportunities,they're available to all
students.
NoteBookLM Julie (10:15):
Of course.
NotebookLM Bob (10:15):
No matter, you know their background, how they
learn best, even their physicalabilities.
NoteBookLM Julie (10:21):
So everyone has a chance to participate.
NotebookLM Bob (10:22):
Exactly, and technology it can either like
help or hinder that.
NoteBookLM Julie (10:26):
Oh, how so.
NotebookLM Bob (10:28):
It has the potential to make education more
accessible, you know, breakdown those geographical barriers
.
NoteBookLM Julie (10:33):
Yeah, for sure .
NotebookLM Bob (10:34):
Create these really inclusive learning
environments, but it can alsomake existing inequalities even
worse.
Yeah, if we're not careful.
NoteBookLM Julie (10:42):
That's a really important point.
Technology is not good or badon its own.
It's all about how we use it.
NotebookLM Bob (10:48):
Right.
NoteBookLM Julie (10:49):
It's like what's that saying?
A hammer can be used to build ahouse or break a window.
NotebookLM Bob (10:54):
Perfect analogy, and that's why I think this
research is so important rightnow.
It's not just about celebratingthe good stuff, but also like
acknowledging the challenges andfiguring out how to move
forward in a way that'simpactful and fair.
NoteBookLM Julie (11:08):
So much to think about.
This has been a real eye-opener.
NotebookLM Bob (11:11):
Yeah, it's fascinating stuff.
NoteBookLM Julie (11:12):
And I think it connects to like so much of
what we all grapple with in ourown lives.
You know, whether we'reeducators or not.
Totally, it's like, just likethese professors are trying to
build something that lasts.
NotebookLM Bob (11:22):
Right.
NoteBookLM Julie (11:22):
We're all trying to like create positive
change in our own little cornerof the world.
NotebookLM Bob (11:27):
Yeah, absolutely .
NoteBookLM Julie (11:28):
And maybe, just maybe, there are some
lessons here we can all take toheart.
NotebookLM Bob (11:32):
I think so yeah, those principles we talked
about structure, transition,inspiration, reporting, rewards.
NoteBookLM Julie (11:40):
S-T-I-R-R.
NotebookLM Bob (11:41):
Yeah, they're not just for universities, you
know.
They're for anyone who's tryingto make a real difference.
NoteBookLM Julie (11:47):
Whether it's at work, in your community, even
in your own family.
NotebookLM Bob (11:50):
Exactly, it's about like thinking about the
legacy you want to leave behind,Planting those seeds that will
keep growing even after well,you know I love that Even after
we're gone.
Beautifully said.
And isn't that what educationis all about?
NoteBookLM Julie (12:04):
really, that's our deep dive for today.
Hope you found it as thoughtprovoking as we have.
NotebookLM Bob (12:08):
Yeah, thanks for having me, it's been fun.
NoteBookLM Julie (12:10):
This is a conversation that deserves to
continue, so let us know whatyou think.
What resonated with you, whatquestions do you still have?
Until next time, keep exploring, keep questioning and keep
learning.
All right, so you know how we're always
talking about education needingto be more well impactful.
NotebookLM Bob (00:07):
Yeah.
NoteBookLM Julie (00:07):
Not just like lectures and exams, but actually
getting out there and tacklingreal problems.
NotebookLM Bob (00:12):
Right right?
NoteBookLM Julie (00:13):
Well, you sent me all these research papers on
how universities are trying todo just that.
NotebookLM Bob (00:19):
Yeah, trying to make it.
NoteBookLM Julie (00:20):
Especially at the local level, which I think
is really interesting.
NotebookLM Bob (00:23):
Yeah.
NoteBookLM Julie (00:23):
But then that gets into, like how do you make
sure these projects aren't justa one time thing?
NotebookLM Bob (00:28):
That's the big question.
How do you make them last?
Exactly, and that's what we'regoing to try to unpack today.
Yeah, unpack it Because, I mean, what's so fascinating to me is
that there's this wholestrategic side to it.
Oh really, yeah, they call itanchoring.
Basically, it's about makingthese impactful education
projects how do I put it?
Like they become part of theuniversity's DNA, almost.
(00:52):
Wow so they're not just like aflash in the pan.
They actually last even longerthan the professors who started
them.
NoteBookLM Julie (00:59):
Oh, wow.
So no pressure on theseeducators, right?
It's like they're not justteaching, they're like building
institutions.
Yeah.
NotebookLM Bob (01:05):
It's like they're not just teaching,
they're like buildinginstitutions.
Yeah, it's a different mindsetand it's a challenge, because
it's a big shift, you know.
NoteBookLM Julie (01:10):
Yeah.
NotebookLM Bob (01:11):
From traditional teaching, which is a lot about
I don't know.
I guess you could call ittransmissive.
Transmissive, yeah, Like justpassing down knowledge.
NoteBookLM Julie (01:19):
Okay.
NotebookLM Bob (01:20):
Versus this more hands-on, transformative
approach.
Right, it's like when studentsare actually out there making a
difference.
NoteBookLM Julie (01:28):
Instead of just like reading about the
recipe, you're actually in thekitchen, maybe even coming up
with a whole new dish.
NotebookLM Bob (01:34):
Yes, exactly, that's a great way to put it,
but the thing is, universitiesthey're, you know, with all
their history and traditions.
NoteBookLM Julie (01:42):
All those fancy buildings.
NotebookLM Bob (01:44):
They weren't really built for this kind of
change, you know.
NoteBookLM Julie (01:46):
Right.
So it's like trying to fit asquare peg in a round hole
almost.
NotebookLM Bob (01:50):
Kind of yeah, yeah, it can be a tough fit, but
thankfully this research itgives us a framework, like a way
to think about making theseprojects stick.
NoteBookLM Julie (02:00):
Okay, good.
NotebookLM Bob (02:01):
Actually anchoring them within the
institution.
NoteBookLM Julie (02:03):
I like that.
NotebookLM Bob (02:05):
Anch stick.
Okay, good, actually anchoringthem within the institution.
I like that.
NoteBookLM Julie (02:07):
Anchoring, yeah, and it all boils down to
six key elements.
Six, okay, that's manageable.
I can remember six things,maybe.
NotebookLM Bob (02:12):
It's actually an acronym.
NoteBookLM Julie (02:13):
Oh, even better.
NotebookLM Bob (02:14):
S-T-A-I-R-R.
NoteBookLM Julie (02:16):
S-T-A-R-R-R.
Okay, I'm definitely intrigued.
Let's break it down.
What's the first S?
NotebookLM Bob (02:22):
All right, so the first S is for structure.
Okay, how are these projectsactually organized?
NoteBookLM Julie (02:28):
Okay, so like, is it just one really
passionate professor, yeah, likea lone wolf trying to change
the world or is there like amore formal system in place?
NotebookLM Bob (02:39):
Yeah, that's exactly it, and what the
research shows is that, having adedicated center of excellence,
it could be a game changer.
NoteBookLM Julie (02:46):
A center of excellence.
So that's like for people whomaybe aren't familiar with the
university world, that's like adepartment that's specifically
set up to support this kind ofwork, right.
NotebookLM Bob (02:55):
Exactly.
NoteBookLM Julie (02:55):
Like whether it's sustainability, community
engagement, whatever it might be.
NotebookLM Bob (02:58):
Exactly it gives them legitimacy, resources and
a way to keep going even whenstaff changes, which happens a
lot in universities.
NoteBookLM Julie (03:06):
Oh yeah for sure.
So it's like Giving the projecta permanent address on campus
instead of it just living insomeone's like filing cabinet.
I like that, but OK.
So let's say we've got a centerof excellence, things are
looking official.
What about the T in STAIR?
What's that all about?
NotebookLM Bob (03:24):
Yes, transitioning, making sure these
projects can actually survivestaff changes.
NoteBookLM Julie (03:30):
Yeah.
NotebookLM Bob (03:30):
Because, let's face it, universities can be a
bit of a revolving doorsometimes.
NoteBookLM Julie (03:34):
Oh yeah, Professors retire, get new
positions, maybe even moveacross the world.
How do you keep the momentumgoing?
NotebookLM Bob (03:41):
It's a huge challenge, especially, you know,
with more and moreinternational campuses these
days.
NoteBookLM Julie (03:45):
Oh yeah, Even more movement.
NotebookLM Bob (03:47):
Right.
NoteBookLM Julie (03:47):
How do you make sure a project doesn't just
like disappear when someonecatches a flight to a different
country?
NotebookLM Bob (03:53):
Exactly, and that's where it gets really
interesting.
This research talks about thisidea of treating the project
almost like intellectualproperty.
Oh, interesting Like you know,a company would.
NoteBookLM Julie (04:04):
OK.
NotebookLM Bob (04:04):
It's about documenting everything you know,
creating systems for sharingthose best practices, almost
like a how-to guide fortransformative education.
NoteBookLM Julie (04:14):
So it's not just about the people.
It's about capturing theessence of what they've created
so it can live on even with abrand new team.
NotebookLM Bob (04:22):
Yes, and also recognizing that these projects
often cross boundaries.
NoteBookLM Julie (04:27):
Oh right, Between different departments.
NotebookLM Bob (04:28):
Yeah, you might have students from engineering
working with students fromsocial work Wow, even
collaborating with localcommunities or organizations
outside the university.
NoteBookLM Julie (04:38):
That makes sense, though, right, because
these big real-world problemsdon't really care about academic
disciplines.
NotebookLM Bob (04:43):
Exactly.
They don't care at all.
NoteBookLM Julie (04:45):
But getting everyone on board, especially
when you're kind of challengingthe status quo, that can't be
easy.
It's not which, I guess, bringsus to A authority.
NotebookLM Bob (04:53):
Yeah.
NoteBookLM Julie (04:53):
How much freedom do these educational
innovators actually have?
NotebookLM Bob (04:57):
Right, Like do they need to get the university
president's permission to changea light bulb?
NoteBookLM Julie (05:00):
Exactly.
NotebookLM Bob (05:02):
It's a balance and the research it captures it
with this phrase autonomy versuspatronage.
NoteBookLM Julie (05:08):
Hmm, hmm, okay .
NotebookLM Bob (05:14):
Too much autonomy and the project might
become isolated like a lone treein a field.
Right.
But too much reliance on youknow top down approval and you
risk stifling creativity.
NoteBookLM Julie (05:21):
Yeah, it's like they need that wiggle room
to try new things, but also likethe university's backing to
actually make an impact.
NotebookLM Bob (05:28):
Right Got to have both.
NoteBookLM Julie (05:29):
Speaking of impact, what's the I in STIR all
about?
NotebookLM Bob (05:33):
I is for inspiration.
NoteBookLM Julie (05:35):
Okay.
NotebookLM Bob (05:35):
The driving force behind these projects, and
this is where it getsinteresting.
NoteBookLM Julie (05:40):
Oh, how so.
NotebookLM Bob (05:41):
Well, you might think it's all about you know,
changing the world, making adifference.
NoteBookLM Julie (05:45):
Right?
Isn't that what gets educatorsfired up?
NotebookLM Bob (05:48):
Well, sure, yeah , but the research reveals this
kind of interesting tension.
NoteBookLM Julie (05:52):
Attention.
NotebookLM Bob (05:52):
Yeah, Because a lot of these educators they're
also thinking about like the jobmarket their students are
heading into, you know.
NoteBookLM Julie (06:01):
Oh right.
NotebookLM Bob (06:01):
The real world.
So it's like they want toempower students to change the
world.
Yes, but they also need to makesure those students have the
skills to actually get hired.
NoteBookLM Julie (06:09):
Oh, so it's like this balancing act between
idealism and like realityExactly.
Ok.
NotebookLM Bob (06:16):
They want them to dream big but also be able to
, like, pay the rent aftergraduation.
NoteBookLM Julie (06:21):
Right.
It can't just be about feelinggood.
It has to lead to some realopportunities.
NotebookLM Bob (06:25):
Exactly, and that often means connecting with
like businesses and industries.
NoteBookLM Julie (06:29):
Oh, ok, so they're actually going out there
and talking to these companies.
NotebookLM Bob (06:32):
Yeah, even government agencies sometimes to
understand, like, what skillsare in demand.
It's about bridging that gap.
NoteBookLM Julie (06:40):
you know Between the ivory tower and the
real world?
NotebookLM Bob (06:42):
Yeah, exactly, and one of the things that came
up in the research was this ideaof communities of practice.
NoteBookLM Julie (06:48):
Communities of practice.
What's that?
NotebookLM Bob (06:50):
So it's not just about like documenting things
on paper.
Okay, unities of practice.
What's that?
So it's not just about likedocumenting things on paper, ok,
but actually creating thesenetworks of people who are
passionate about this kind ofeducation and they're sharing
their experiences, their bestpractices.
NoteBookLM Julie (07:02):
So it's like a support group, but for people
trying to like, revolutionizeeducation.
I like that, yeah, I love it.
Ok, so we've got inspiration,we've got people collaborating
across departments, maybe evenlike across continents, but how
do these initiatives actuallyprove their worth?
NotebookLM Bob (07:20):
That's a great question.
NoteBookLM Julie (07:21):
Especially when you consider that these
transformative projects often gobeyond just you know, getting a
good grade Is that where the Rcomes in Reporting.
NotebookLM Bob (07:31):
Absolutely.
Yeah, reporting is crucial, butwhat surprised me is that it's
not always about the bottom line.
NoteBookLM Julie (07:37):
Really, I thought universities were all
about the numbers these days.
NotebookLM Bob (07:40):
Well, to a degree, yes, but this research,
it highlights a reallyrefreshing emphasis on the
common good.
NoteBookLM Julie (07:48):
Common good.
So what does that actually mean?
NotebookLM Bob (07:50):
So it's less about how much money a project
generates and more about itsimpact on society as a whole.
NoteBookLM Julie (07:56):
Okay, so instead of just looking at the
balance sheet, they're lookingat the bigger picture.
How do you even begin tomeasure that, though?
NotebookLM Bob (08:01):
Right, that's the million dollar question.
NoteBookLM Julie (08:03):
Yeah.
NotebookLM Bob (08:04):
And there's no easy answer.
NoteBookLM Julie (08:06):
Right.
NotebookLM Bob (08:06):
But some things that come up are like student
empowerment.
NoteBookLM Julie (08:09):
Okay.
NotebookLM Bob (08:10):
Community engagement Like are they
actually making a difference inthe community?
The development of criticalthinking skills it's about
measuring the kind of impactthat doesn't always fit neatly
into a spreadsheet.
NoteBookLM Julie (08:23):
Right, because how do you quantify critical
thinking skills?
It's like they're trying tomeasure the ripple effect, yeah,
how this kind of education goesbeyond the individual and
creates some sort of positivechange in the world.
NotebookLM Bob (08:36):
Exactly.
It's a much more holistic viewof education, I think.
NoteBookLM Julie (08:39):
It's like measuring the things that really
matter, even if you can't put anumber on it.
Exactly.
But let's be real for a second.
Even the most idealisticeducator, they probably
appreciate a little pat on theback now and then right Of
course.
Which brings us to our final,our rewards.
What's in it for theseprofessors, the ones who are
really going above and beyond?
NotebookLM Bob (09:01):
Well, I think, first of all you'd be surprised.
There's the, you know theintrinsic reward seeing your
students thrive, making adifference.
NoteBookLM Julie (09:11):
Right, feeling good about the work you're
doing.
NotebookLM Bob (09:13):
Exactly, but the research also found that
universities are starting torealize they need to provide
more tangible rewards too.
NoteBookLM Julie (09:21):
Oh, ok, so like what, like what are we
talking?
NotebookLM Bob (09:23):
Things like career advancement opportunities
.
NoteBookLM Julie (09:26):
OK, so it can actually be good for your career
to do this kind of work.
NotebookLM Bob (09:31):
Yeah, universities are realizing that
these educators are valuable.
NoteBookLM Julie (09:34):
They're assets .
NotebookLM Bob (09:36):
Yeah, they attract funding, they raise the
university's profile and, youknow, most importantly, they
produce graduates who are readyfor like the real world.
NoteBookLM Julie (09:47):
They're not just book smart, they're ready
to hit the ground running.
NotebookLM Bob (09:50):
Exactly, and it's interesting because it
brings us to this other pointthat came up a lot in the
research OK, this idea oftechnology and inclusivity being
super important for makingthese projects last.
NoteBookLM Julie (10:01):
That makes sense, right?
We can't really talk about thefuture of education without
talking about technology.
NotebookLM Bob (10:07):
Right.
NoteBookLM Julie (10:08):
What about the inclusivity piece?
How does that fit in?
NotebookLM Bob (10:10):
Well, it's about making sure that these like
transformative opportunities,they're available to all
students.
NoteBookLM Julie (10:15):
Of course.
NotebookLM Bob (10:15):
No matter, you know their background, how they
learn best, even their physicalabilities.
NoteBookLM Julie (10:21):
So everyone has a chance to participate.
NotebookLM Bob (10:22):
Exactly, and technology it can either like
help or hinder that.
NoteBookLM Julie (10:26):
Oh, how so.
NotebookLM Bob (10:28):
It has the potential to make education more
accessible, you know, breakdown those geographical barriers
.
NoteBookLM Julie (10:33):
Yeah, for sure .
NotebookLM Bob (10:34):
Create these really inclusive learning
environments, but it can alsomake existing inequalities even
worse.
Yeah, if we're not careful.
NoteBookLM Julie (10:42):
That's a really important point.
Technology is not good or badon its own.
It's all about how we use it.
NotebookLM Bob (10:48):
Right.
NoteBookLM Julie (10:49):
It's like what's that saying?
A hammer can be used to build ahouse or break a window.
NotebookLM Bob (10:54):
Perfect analogy, and that's why I think this
research is so important rightnow.
It's not just about celebratingthe good stuff, but also like
acknowledging the challenges andfiguring out how to move
forward in a way that'simpactful and fair.
NoteBookLM Julie (11:08):
So much to think about.
This has been a real eye-opener.
NotebookLM Bob (11:11):
Yeah, it's fascinating stuff.
NoteBookLM Julie (11:12):
And I think it connects to like so much of
what we all grapple with in ourown lives.
You know, whether we'reeducators or not.
Totally, it's like, just likethese professors are trying to
build something that lasts.
NotebookLM Bob (11:22):
Right.
NoteBookLM Julie (11:22):
We're all trying to like create positive
change in our own little cornerof the world.
NotebookLM Bob (11:27):
Yeah, absolutely .
NoteBookLM Julie (11:28):
And maybe, just maybe, there are some
lessons here we can all take toheart.
NotebookLM Bob (11:32):
I think so yeah, those principles we talked
about structure, transition,inspiration, reporting, rewards.
NoteBookLM Julie (11:40):
S-T-I-R-R.
NotebookLM Bob (11:41):
Yeah, they're not just for universities, you
know.
They're for anyone who's tryingto make a real difference.
NoteBookLM Julie (11:47):
Whether it's at work, in your community, even
in your own family.
NotebookLM Bob (11:50):
Exactly, it's about like thinking about the
legacy you want to leave behind,Planting those seeds that will
keep growing even after well,you know I love that Even after
we're gone.
Beautifully said.
And isn't that what educationis all about?
NoteBookLM Julie (12:04):
really, that's our deep dive for today.
Hope you found it as thoughtprovoking as we have.
NotebookLM Bob (12:08):
Yeah, thanks for having me, it's been fun.
NoteBookLM Julie (12:10):
This is a conversation that deserves to
continue, so let us know whatyou think.
What resonated with you, whatquestions do you still have?
Until next time, keep exploring, keep questioning and keep
learning.
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