June 19, 2024 • 33 mins
Ever wondered how to make research classes in counseling education more engaging and relevant? Yeah, me either! But Jude has discovered the strategies we use to emphasize practicality over ego, ensuring students not only understand but also apply research findings in their clinical practice. This episode kicks off with a lighthearted chat about the Southern summer heat, setting the stage for a deeper conversation on the transformative power of teaching. We dive into the importance of real-world applications, the benefits of utilizing tools like Excel for data analysis, and the joy that comes when students start to analyze and debate research articles with genuine interest.
If you have any questions about any counseling related topics or would like the twins to share their thoughts about a particular counseling case - reach out with the info below:
https://thetwintherapists.com/
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Contact: thetwintherapists@gmail.com
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:15):
anyway, man, hey, hey , hey, y'all, hey.
Man, welcome back to a twintherapist podcast podcast.
Man, it's full on summer.
By this time you're listeningto this, you'll have had your
first day of summer.
You know, if you live in thesouthern states like we do, it's
right.
(00:36):
Currently, at this moment, it's2700 degrees and the humidity is
2000%, so everything is inflames and sweating.
We're doing this podcaststraight from hell.
You just hear a light sizzle,yeah, and when you walk outside,
(00:56):
yeah, yeah, yeah, you hear thebugs lightly.
Go Help Help.
Yeah, lightly go help help.
Yeah, the birds only toucheddown on the ground for a second
man, it's hot.
Man, it's hot.
Yeah, we've been getting somerain here, so you know, it's
been hard for me to get in myyard, you know.
(01:17):
But I mean, you know there's agolf camp later on.
Today it's been raining.
I don't think Kyra's going tobe able to make that golf camp.
We got a lot going on here.
Dude, man, what's up?
I've been teaching research 10hours of research on mondays but
I just I can't believe that.
It's fun, man, it's fun for me.
Yeah, we go from uh, one tofive and then six to ten.
(01:39):
Yeah, six to ten.
And dog, believe it or not.
Like, man, I'll have maybe one,one and a half hours of
prepared lecture, you know, andthe rest of the time is all like
research activities that thestudents generate.
Yeah, you know.
And so, man, they get excited,bro.
And I've been teaching thatclass this way for two years now
(02:01):
.
Uh-huh, you know.
So, like two times.
And each time, man, the testscores go out the window, bro,
go out the window, man.
How do you teach that researchclass?
Is it on numbers?
Do you do experiential stuff?
No, dog, listen, if you'relistening and you're a council
(02:22):
educator and you're teachingresearch, listen, nobody cares.
Nobody cares.
Stop it, stop it.
Like, stop teaching from yourego.
And you know, I hear peopleteaching this research class and
they're like well, my studentscalculate the standard deviation
by hand.
(02:43):
It's like that's what they'redoing in private, private
practice, that's what they'redoing out there in session.
Like it makes sense, that'swhat they do makes sense.
Like you're not raising rocketscientists, you're raising
therapists who need to beconscientious consumers of
research.
Right, but teach them peoplehow to look at a research
article, figure out what's good,figure out what's good and then
(03:06):
be able to immediately use thestuff in session.
I mean, I'm talking like aclient walks in, client says
some off-the-wall stuff andyou're freaking it till you make
it and you're like, oh yeah, Idefinitely heard of that.
They leave you, scramble toGoogle Sch, scholar and find any
research you can get.
(03:26):
I want my students to be able toread the research articles and
go that's trash, that's trash,that's trash.
Okay, I find a goodphenomenological research, you
know uh paper, because they'redoing heuristic phenomenological
, phenomenological research andthey did the coding methods.
They did this is themethodology like they wanted to
all along.
This is a good researchquestion, you know, for them to
(03:48):
be able to read it, take thefindings and then go back in the
session and actually do somework.
Because that's that's the,that's the.
That's one of the only reasonswhy that's it.
We, we consume research inpractice.
That's it, that's it.
And if you think your studentslike, if you have fooled
(04:10):
yourself into thinking thattraining the students like this
is preparing them for the nextlevel, we were at the next level
.
And you don't do a single mathproblem.
The most you do in there isfigure out how to use sbss for
which statistical analysis torun.
You know what I mean like,figure out which you know,
(04:32):
analysis as a cause, becauseyou're going to be, because
you're going to be doing activeresearch in your doctoral
program.
But, as, like a clinician, likeyou know you got, like you know,
four kids.
You know you're trying to getyour clinical license.
Your hours you're trying to,you know you got, like you know,
four kids.
You know you're trying to getyour clinical license.
Your hours You're trying to,you know, open up your own
clinic, your own practice.
(04:52):
You got sessions going on.
Even if you do research, man,like you know, some of the
clinics around here they doresearch and it's grant funded,
you know, and the research thatthey do, it helps them to track
like progress and it helps themto track clinical progress as
well as like numbers in theclinic and stuff you know.
And so, yeah, bro, hey, look,get yourself a little excel um
(05:14):
data package, yeah, and be ableto run it.
Yeah, you know, and that's whatI'm teaching the students like
practical, practical.
This is the stuff you're toneed to know to be able to do
research in the field.
Man, I've been there trying to,trying to stroke my ego by
having jam sessions, you know,because the students need extra
(05:35):
time he's talking about oneparticular person.
No, man, I'm just it's a, it'sa.
It's a.
It's a epidemic.
It's a, it's a.
It's a type.
It's a type of professor.
You know, there's so manyschools, I've been to so many
programs that you know, and it'slike who's teaching research?
It's like, oh, I'm teachingresearch.
Oh man, yeah, my studentscalculate it in my hand.
Yeah, you know, I'm calling itresearch and statistics.
(05:58):
You know it's like dog.
Are you serious right now?
Like dog, are you serious rightnow?
Like who are you doing this for?
You know, because you know,like we've been a part of it.
Man, like dog.
This may be a bias, but like Ihave yet to read an article that
has been written for the reader.
Yeah, I mean it's.
(06:20):
It's rare.
Well, I have rare, I have yet Ihave yet to read an article.
Well, you can't read.
We all know that.
It's an established fact.
It's an established fact.
You get by by symbols, symbolsand pictures.
When was the last time youstarted from abstract and read
(06:40):
all the way down to the finalword of an article?
I'm not an animal, that's whatI'm saying, right, I'm crazy.
I don't have time for that.
Nobody does, nobody does.
And if you're out there, likeyou know, if you're out there
writing research, thinking thatpeople are starting from like
their first words to the lastword, you know like you got
(07:02):
nothing coming man, but you knowwhat, though Like that, the
last word.
You know like you got nothingcoming, man, but you know what,
though like that you, you gottawrite it that way, though, no,
no, no, I mean, I get that, youjust gotta put it in perspective
.
I get that, I get that, butit's, but it's like.
You know, uh, what I appreciatethe most is when I read
articles from people who arelike communicating as if I'm a
(07:22):
real person Dog for sure, andit's, it's not just so.
So it's not just articles, it'sbooks, yeah Right, and not just
books, it's like, uh,presentations and lectures, it's
all of that stuff, keynotespeeches, all this stuff.
Sometimes, sometimes I feel likelike not just professors, but
(07:44):
like people who teach or dospeeches.
They hide behind the podium,and the podium could be anything
.
They hide behind the image of aprofessional.
Yeah, they hide behind theimage of a professional.
(08:05):
Yeah, you know, they'll hidebehind group projects in class.
Or they'll hide behind aPowerPoint, or they'll hide
behind worksheets.
You know they're just like from, like that natural connection
or that genuine connection with,like the student.
You know, um and man, thatthat's it, the, the minute.
(08:29):
I don't feel the connectionwith like the professor or or
whatever.
Like I'm completely toned out.
Like once I see you open up apowerpoint and once I see you
read from the first powerpoint Imean like verbatim read from
the first powerpoint I'm like,oh yeah, I'm not gonna get
anything from this.
I'm not gonna get anything fromthis.
Yeah, and I'm not saying youneed to be a stand-up comedian,
(08:52):
I'm saying.
I'm saying, but kind of well,yeah, but I'm.
I'm saying you gotta look atthe audience and go, man, these
people don't want to be here.
Bro, everybody's tired.
Yeah, man, look, man,everybody's thirsty.
Look, we got an hour together.
Look, let's have some fun.
Yep, you know, like let's.
You know, let's do some work,let's dig in.
(09:14):
You know, whatever the case maybe, yeah, you know, but I think
that's like, that is like theway that it's being taught, the
way that it's being taught, andI just listen.
If the numbers were going down,you know, yeah, comprehensive
exams, nce numbers, if thenumbers were going down, then
(09:35):
you'd have to make a change.
I'd be worried, you know.
But, doc, the numbers were solow in your research in the way
that it that that it was taughtpreviously being taught.
Yeah, and the way that it wastaught before was like the
standard way of teaching it.
Right, you know, right, andit's like nothing against the
professor, that's just the waythat it was being taught.
(09:57):
You know, with that, doc, when Iwas at another university.
You know teaching there.
It was taught the same way youknow, by like by.
Like somebody who's like a, a,you know teaching there.
It was taught the same way youknow, by like by.
Like somebody who's like, uh,uh, you know, quantitative,
qualitative genius, right, right, right, they can run circles in
SPSS, you know, but like theycouldn't talk to people, right,
(10:19):
right, you know what I mean.
Like, like researchy, yeah, yeah, and so, yeah, bro, my goal
when I'm teaching that researchclass is to go.
I want you guys to learn thelanguage of research, I want you
to be able to understand it,communicate it.
And then, doc, there's alwaysone student, man, there's always
one student.
(10:39):
That's like I'm not going toget it.
I've never gotten research, I'mnot getting math.
Yeah, you know, dog, when Itell you.
I laser focus on that studentto get it, to get it.
Just try to break them Like no,no, no, no.
I hear you arguing about whetheror not this is a heuristic
(10:59):
phenomenological resource or atranscendental research.
Hey, welcome, welcome to thenerd dump.
Like, because once you startdoing that, that's it.
The rest of the class is kindof like okay, all right, like we
can do this, hey, hey, but, but, but, uh, uh, one thing that I
find gratifying when I'm whenI'm teaching is when the
(11:23):
students no longer direct thequestions to me or direct the
conversation to me, when they'rehaving a conversation within
the classroom setting and allI'm doing is witnessing that,
witnessing, facilitating.
Yeah, man, they're into it.
I love it when they're.
It's kind of like kids, right.
(11:44):
It's kind of like kids right,and I don't mean that to sound
negative or judgmental, but it'slike kids with secure
attachment, right.
I mean, I can't imagine yourkids having a secure attachment
with you.
I can't even, we can't evenspell no, we don't spell secure
around here.
Yeah, yeah, unless it's likesecure the ball, secure your
(12:05):
position on the field, secureyour man.
No, we have, ours is more, oursis kind of a little bit like
outside of the textbook.
We have frightened attachmentand we have consequential
attachment, consequentialattachment yeah, yeah, I love it
.
Yeah, yeah, yeah, yeah, that'sa good comment.
You know, happy Father's Day.
Like when we're walking throughthe grocery store attached to
(12:26):
this basket or it's going to beyour ass Like it's kind of you
know, yeah, we're going througha theme park, hold on to my hand
, hold on to my hand, or youwill get body slammed.
That's kind of the type ofattachment that we have the
frightened, you know, fear, getit how you live.
Attachment, yeah, yeah, yeah,but in my house, you know, over
(12:49):
here, yeah, I want my kids to beable to go off and play and
then come back and check in whensomething happens.
Okay, we call that soft, soft,yeah, that soft, soft, yeah,
softness, soft.
Like putting yeah, like ooeygooey, ooey gooey, yeah, like
yeah, okay, yeah, yeah, yeah.
Well, you know, we'll see howthis works out in the future.
(13:14):
Yeah, I think my kids are inAcadiana Park right now fighting
off raccoons.
Oh, okay, we call it earlymorning training, early morning,
okay, yeah, that's what's up.
Anyway, nah, man, but like, yeah, when you're in class and that
(13:35):
goes for every class, it's likeyou want them to be able to talk
amongst each other.
They're getting into it,they're mixing it up, and then
they come to you and they'relike Dr Austin, what do you
think about this?
Yeah, yeah, yeah, yeah, it'slike oh, or can you, or like Dr
Austin, can you answer thatquestion?
Can you answer that question?
(13:55):
Do you have an answer for thatquestion?
Answer that, yeah, I do.
Yeah, I had to answer about 20minutes ago.
It's fun to watch.
Yeah, it's fun to watch.
Man, yeah, so we do this thingright where, just like, really
quickly, you know, we come in,ask if they have any questions.
Um, you know, because, becauseyou know, my students read and I
also have prepared a visuallecture for them, like a video
(14:18):
lecture, right, you know as wellas the power points and so they
can, so they read.
Yeah, my students read, do you?
Do you go into your classesexpecting your students to read?
Yeah, I do.
Like you expect them to come inlike have, have read the
chapters and like ready to readyto go, do you?
(14:39):
Do you think it's actually itdepends on the cohort?
Okay, okay, it depends on thecohort.
Yeah, yeah, yeah, hey, listen,I know that there's some
students listening to this castright now that have never read a
single chapter.
I, I mean, we were thosestudents.
(15:00):
We were those students, man, wewere those students.
I'd come into class and be likedo you got any questions?
I have no questions.
That's not true.
As a matter of fact, I have noidea what chapter you're on
today.
No, that's not true at all.
What are we talking about today?
No, that's not true at all.
Nah, you would ask questions asif you read.
Nah, you would ask questions asif you're great.
All you got to do is pop acouple off in the beginning of
(15:21):
the class and then, every 15minutes, ask a question Every 15
minutes, like you know.
Yeah, can you elaborate alittle bit more on that?
Can you say a little bit moreon that?
I know the students that'sdoing that.
I know the students that'sdoing that to me.
And look, hey, game, recognizegame.
(15:42):
Man, I will never blow up yourspot.
I get it.
I was that person.
You know, do your thing, man.
I get it.
But I'm watching the clock andit is suspicious every 15
minutes when you raise your hand.
That's all I'm saying.
You know, that's it.
But but you know, it depends onthe cohort man, there's some
chords where I'm like, okay, youknow, like maybe this is a,
(16:04):
maybe this is a chord that justdoesn't read, but but they learn
a lot better by interacting andthey come to class and interact
.
Because each cohort learns alittle bit different than the
last one man, and each lecture,each, each uh, iteration of the
class, I think, is shaped aroundthat cohort.
Yeah, and so with this cohort,I expect a majority of them to
(16:25):
read and then the other majorityof them to already have had
some experience, okay, inresearch.
Yeah, but I expect them toparticipate, yeah, more than
anything.
Yeah, but I think it's easy forthem to participate whenever
they're generating the ideal andthey're generating the
methodologies.
Right, you know, we're walkingthrough it, right, right, but
(16:50):
yeah, so we, yeah, we askquestions.
I do a little bit of a lectureif they don't have questions or
if they have questionspertaining to the, you know, and
then we break up into groupsand then we develop research.
You know, each group maybe wehave three or four groups, you
know, and then each group willdevelop their own research.
Topic, purpose, problem,research, question methods, you
(17:12):
know, like recruiting data.
You know gathering and thendata.
Now, they do that in the class.
They do that in the class andthen do they present on it.
And then we present on it.
I get on the board and I writeyeah, and then we critique it
and we incubate it and we askquestions and we talk and we say
I really like that question,and then that's what gets them
(17:33):
into the arguments of like, andthis is how I know I got them,
this is how I know I got them,this is how I know I got them,
because they'll be doing like aphenomenological question.
And then you'll hear somebodysay I don't know, that sounds
like a case study, right, right.
And that's when it's like okay,now the debate begins.
Yeah, but it's like that,though, not just in research.
(17:54):
It's like that in almost everyclass, right, every class,
almost every class, right, everyclass, almost almost every
class you can like in intheories, you know like, in
theories you can do your class,you do a lecture on the man.
Theories is my favorite class.
I don't know if research is upthere.
Dog, uh, man, I, I thought Iwould.
I thought I would hate teachingresearch, but I like it's not
the it's, it's.
It's honestly not the coursematerial, it's the method at
(18:19):
which you deliver the coursematerial In the fall I'm
teaching.
I mean, the cat's out of the bag, man.
I'm leaving Grand CanyonUniversity.
I took a full-time position atthe University of Louisiana at
Lafayette.
Did this happen?
It's not official, it's notofficial by university yet, but
(18:46):
I feel like the cast members arefamily and I can let them know.
The closer I get to the start ofthe fall semester, the less and
less I care about what'shappening at Grand Canyon,
canyon university.
Not in like a not, yeah, not inlike a negative way, yeah, or a
savage way.
It's just like I'm justdisillusioned, you know like.
(19:09):
I'm just like, uh, like, youknow, you, you, yeah, the.
The university is great, thepeople are great.
I mean I would stay there andretire and retired there.
But it just got to a point towhere it's just like who are we
teaching and what are we?
Man, I taught this dope cohortof practicum and internship
(19:32):
students like these, these womenare going to go out in the
world and do like amazing things, right, well, amazing, but
limited, because they had you asa professor.
Well, yeah, that's, that's tobe expected.
It's going to be trunk andlisten.
We talked about, we talkedabout their limitations.
Um, yeah, you know, I, there'sa waiver that they had to assign
(19:53):
before accepted me on as theirprofessor.
There's going to be a lot ofcussing, there's going to be a
lot of damnation, there's goingto be a lot of hedonism, so a
lot of them.
That's what pre-licensureclinical hours are for.
Yeah, it'll all come out in thewash, you know, like it's
(20:17):
somebody else's problem to helpguide them into the, you know,
the light of the Lord.
You know, nah, man, so, ah,they were dope man and I was
like, ooh, I miss seeing thedevelopment of students, you
know, and man, so I, yeah, youknow, and, and man, so I, I, uh,
(20:37):
I, uh, yeah, that you know it.
Just, it just happened, youknow, and like, we'll tell, I'll
tell the story about, like, howI got the job on like a
different cast, you know, butanyway, anyway, amen, hey, ain't
burning people paying you.
Oh, yeah, yeah, I just wanted to.
Oh, yeah, I just wanted to makesure, yeah, and I have that.
(20:59):
I want to have like a more likeopen and transparent
conversation about like, yeah, Idon't think people hear it
enough, just from my perspective.
Yeah, yeah, yeah, yeah, yeah,yeah, yeah, I mean, we're not
going to be uncouth about it,but we want to be yeah, this is
us, yeah, yeah, yeah, I meanwe're not going to be uncouth
about it, but we want to be yeah, yeah, this is us.
You know, just to keep it short, money, I don't think about it
(21:25):
anymore, thank you.
(22:10):
Um, yeah, you know, I wastalking.
I played golf this morning and Iwas talking to like my, my
friend, about that, just likehow you know it is.
It's it actually.
I mean we'll save more time.
But it actually makes you moreselfish when you're worried.
(22:31):
You know what I mean.
Yeah, like more, more selfishwith your time, with your time.
It makes you like, when you'reworried about money, man, it
makes you like, spread yourselfthin, thin.
You know like, uh, you know,start giving like 60 percent,
yeah, man, because that's allyou got.
Well, you start to like, youknow you're, oh, I'm a full-time
faculty here at grand canyonuniversity, but I also adjunct
(22:53):
that you know.
Uh, whatever, you know, uh, theblue jean state university and I
also adjunct at you knowwhatever you know Blue Jean
State University and I alsoadjunct at Green Eye State
University and I do a little bitof weekend retreats with the,
you know, the feel-good group.
Nobody's getting the best, youknow it's like geez, you know.
(23:13):
So, anyway, anyway, yeah, man,so anyway, anyway, anyway, yeah,
man.
So, anyway, I had to do alecture, you know, for like a
summer series that they weredoing at UL, right, and man, I
was standing in front of classand the electricity of like new
awareness that happens withinthe classroom, man, it's like
(23:36):
it's undeniable.
It's undeniable, it's somethingthat you don't, you don't get
at like an online university, asa faculty, as a faculty and as
a student, and as a student manlike you, you may get it in like
spurts here and there If yourprofessor is like, you know, um,
open enough to have meetingtimes in their schedule or
(23:59):
whatever, but you don't reallyget the cohort feeling.
And, man, my students whograduated, man, I went to the
graduation, I took pictures, Imet with their family and I was
like, man, this is the point ofof education to me, like, the
point of education is to like bein arms, be locked in arms,
(24:24):
with my students taking apicture at graduation, while,
you know, like signing books,getting like presents and like
and being present with theirfamilies.
You know, like, in a way oflike.
Thank you so much for liketrusting me with helping to
(24:46):
develop this person that youlove and care about the most.
You know, and seeing howexcited my students were to be
like, hey, remember that guythat I met with on a three-hour
weekly basis what this is him.
This is the person who, likeyou know, helped to like, mold
me.
You know, yeah, you hearstories, dog, like this.
Like I remember, because there'sthings that I'll say to
(25:07):
students that you know I'm notthinking oh, oh this, yeah, oh,
this goes.
Sometimes it's just passive.
Sometimes it's passive.
Sometimes it's not even sayinganything.
It's just like you're sittingin your office writing an email.
The student knocks on the doorand says, hey, can I chat for a
second?
You know, yeah, but but butthen you go to graduation and
(25:29):
then you'll get to.
Then you'll talk to a parent,you know, and a parent will go,
hey, you know, hey, the first,first year she was going to quit
, but then you said this onething to her, yeah, and it kind
of changed her.
You know, like, you know what Imean.
I've seen her grow so much inthis.
You know, in this process.
You know, yeah, and, and if itwasn't for your research class.
(25:51):
I just don't think she would bethe same human being if you
didn't help her Wow, okay,alright If you weren't there in
her life to speak into her aboutthe intricacies of constant
comparative analysis.
Yeah, if you weren't the windbeneath her wings, If you
weren't there, if you weren't inthe moment with speaking to the
(26:21):
phenomenological phenomenon ofbeing in the space and analyzing
that open, open, actual,selective, coding it if you will
, uh huh, yep, and then,semester after semester, almost
(26:43):
like a discriminant sample, uhhuh, yeah, uh huh, uh huh.
Grounded her in the data.
That is yeah, yeah, I mean, youknow it.
Yeah, I mean, you know it's.
You know the process.
It's echoed around the halls atyour university.
Your love and warmth is aniterative process that you know
(27:07):
goes back and forth.
You know you dip into thestudent and then the student
goes out into the community andthey come back to you and you
know it's a, yeah, it's a cycle.
I don't know if the universitywould still be afloat if it
wasn't for you, for the researchclass, not me, okay, I can't
take the credit.
Oh, the vehicle is the researchclass, okay, yes, yeah, yeah.
(27:32):
How long has the universitybeen a university since, like
the 1800s.
Well, I took over the researchclass about three years ago, so
that's when it officiallystarted.
Okay, that's when theuniversity was founded, yeah,
all the stuff before it, yeah, Iguess.
Technically, yeah, yeah, butCharter Day was research, yeah,
(27:54):
2000.
2000, but, but charter day,yeah, you know, was, yeah,
research, yeah, 2000, 2000, 2001, 2002.
Yeah, yeah, yeah, that's when.
Okay, yeah, well, I'm glad you,I'm glad you're so humble, you
know, with, yeah, well, you know, it's not me, it's not you,
(28:16):
it's the research, and thenumbers talk for themselves.
Okay, yeah, so, all right, hey,man, uh, anyway, man, uh, I
know you got a but, uh, but, butit is like a palpable
difference, huh, like being, oh,yeah, man, because you're,
you're constantly, and that'show it is, man, that's what I
love, that's what I love aboutthe research class.
Honestly, it's that you, you,you, you know they're like, can
you explain this?
And I'm like, ok, well, ok, soKeon was at baseball camp, you
(28:39):
know, and you're just like, youknow, in it.
You know, even me, like there'sa difference with, with, with
me, there's a difference with mestanding in front of class and
like being a part of thatprocess.
You know, I think I think, as anonline professor and I've been
an online professor for likethree years there's like a
monotony to it.
(28:59):
There's almost like a… but nohate though.
No, absolutely no hate.
For some people, man, somepeople, that's it.
For some people it's like okay,I can get through the monotony
at 4 am in the morning, between4 amm and 6 am, and then I have
the rest of the day to kind oflike try travel wherever, to do
whatever, to be with my kids, todo whatever.
(29:21):
You know, that's just like.
It doesn't feel like real,genuine.
And maybe one day, maybe oneday, you know, like they, you
know you go look like I'm gonna,I'm gonna do some stuff.
I want to go travel, I want todo whatever, maybe an online.
You know, yeah, probably notman up for somebody.
(29:43):
You know, probably not, I'mprobably gonna retire from that
university.
You know, I don't like no, I'vebeen here for three years and
there's never been a single timewhere I was like oh, I, I, I
can't do what I want to do.
Yeah, or I, or.
This university has given me theopportunity to do this thing,
that another unit, that like abrick and mortar university,
(30:05):
didn't?
You know like I'm planted herein the community.
I got three kids.
I go to private school rightaround the corner.
Like you know, if we're goingto take a trip, it's going to be
during the summer.
You know I can like negotiatethose terms.
You know to be like, hey, we'regoing to paris for a month.
You know like, can I just teachan overload in july or in june?
You know, and like, do like,there's always ways to like.
(30:27):
You know, that's the beautyabout being a faculty member.
Yeah, you know, um, yeah, yeah,anyway, anyway, yeah, man, hey,
man, we got to go.
You got some other stuff yougot going on.
Man, I don't know what you gotnext to you because I'm a big
man on campus.
I know you're pressed for time,always pressed for time.
Nah, man, I actually got somesome pretty cool interviews
(30:49):
coming up.
Man, for adjunct faculty.
I'm always in the hunt.
I feel like the associate deanjob is like you're like a
janitor.
Wait, I thought you had to go.
I thought you had an 11.
I do, yeah, I do, I do need togo, all right, but anyway, yeah,
we'll talk.
(31:10):
It's like being a janitor.
Huh, bro, you do so much forthe university, man, I just
can't believe that.
You know they're only payingyou $17 an hour.
It's crazy over there.
You know, yeah, you know someof us.
You know, I know for you it'snot the money.
You know, for you it's not themoney.
That's why you're getting paid$12 an hour.
(31:30):
No, I say Jonathan, not me.
Every time we mention it itjust goes lower.
I can't believe they're payingyou $7.50 an hour.
That's crazy.
They're getting you for abargain.
But yeah, when I say janitor, Idon't mean like I'm constantly
cleaning up.
Hey, man, janitors are the onlyway these universities actually
(31:50):
function.
It's like our janitors, Likejanitors and groundskeepers it's
not really like Janitors, likejanitors and yard and
groundskeepers.
Janitors, groundskeepers and,um and like, uh, like office
staff, like you know, likeoffice staff, man, they make the
whole university.
They do not get enough credit,like they should be the ones
(32:11):
winning the awards.
We have awards, oh, I mean inour program.
Yeah, oh, my God, yeah For sure.
Anyway, all right, man, allright.
Hey, we may do this next week.
You know, if we're still doingit, I don't know.
We may quit.
We'll let y'all know.
Actually, we'll just ghosty'all, like some of y'all
(32:32):
clients do Watch or miss nextweek's episode.
Alright, man, we'll see y'alllater you.
anyway, man, hey, hey , hey, y'all, hey.
Man, welcome back to a twintherapist podcast podcast.
Man, it's full on summer.
By this time you're listeningto this, you'll have had your
first day of summer.
You know, if you live in thesouthern states like we do, it's
right.
(00:36):
Currently, at this moment, it's2700 degrees and the humidity is
2000%, so everything is inflames and sweating.
We're doing this podcaststraight from hell.
You just hear a light sizzle,yeah, and when you walk outside,
(00:56):
yeah, yeah, yeah, you hear thebugs lightly.
Go Help Help.
Yeah, lightly go help help.
Yeah, the birds only toucheddown on the ground for a second
man, it's hot.
Man, it's hot.
Yeah, we've been getting somerain here, so you know, it's
been hard for me to get in myyard, you know.
(01:17):
But I mean, you know there's agolf camp later on.
Today it's been raining.
I don't think Kyra's going tobe able to make that golf camp.
We got a lot going on here.
Dude, man, what's up?
I've been teaching research 10hours of research on mondays but
I just I can't believe that.
It's fun, man, it's fun for me.
Yeah, we go from uh, one tofive and then six to ten.
(01:39):
Yeah, six to ten.
And dog, believe it or not.
Like, man, I'll have maybe one,one and a half hours of
prepared lecture, you know, andthe rest of the time is all like
research activities that thestudents generate.
Yeah, you know.
And so, man, they get excited,bro.
And I've been teaching thatclass this way for two years now
(02:01):
.
Uh-huh, you know.
So, like two times.
And each time, man, the testscores go out the window, bro,
go out the window, man.
How do you teach that researchclass?
Is it on numbers?
Do you do experiential stuff?
No, dog, listen, if you'relistening and you're a council
(02:22):
educator and you're teachingresearch, listen, nobody cares.
Nobody cares.
Stop it, stop it.
Like, stop teaching from yourego.
And you know, I hear peopleteaching this research class and
they're like well, my studentscalculate the standard deviation
by hand.
(02:43):
It's like that's what they'redoing in private, private
practice, that's what they'redoing out there in session.
Like it makes sense, that'swhat they do makes sense.
Like you're not raising rocketscientists, you're raising
therapists who need to beconscientious consumers of
research.
Right, but teach them peoplehow to look at a research
article, figure out what's good,figure out what's good and then
(03:06):
be able to immediately use thestuff in session.
I mean, I'm talking like aclient walks in, client says
some off-the-wall stuff andyou're freaking it till you make
it and you're like, oh yeah, Idefinitely heard of that.
They leave you, scramble toGoogle Sch, scholar and find any
research you can get.
(03:26):
I want my students to be able toread the research articles and
go that's trash, that's trash,that's trash.
Okay, I find a goodphenomenological research, you
know uh paper, because they'redoing heuristic phenomenological
, phenomenological research andthey did the coding methods.
They did this is themethodology like they wanted to
all along.
This is a good researchquestion, you know, for them to
(03:48):
be able to read it, take thefindings and then go back in the
session and actually do somework.
Because that's that's the,that's the.
That's one of the only reasonswhy that's it.
We, we consume research inpractice.
That's it, that's it.
And if you think your studentslike, if you have fooled
(04:10):
yourself into thinking thattraining the students like this
is preparing them for the nextlevel, we were at the next level
.
And you don't do a single mathproblem.
The most you do in there isfigure out how to use sbss for
which statistical analysis torun.
You know what I mean like,figure out which you know,
(04:32):
analysis as a cause, becauseyou're going to be, because
you're going to be doing activeresearch in your doctoral
program.
But, as, like a clinician, likeyou know you got, like you know,
four kids.
You know you're trying to getyour clinical license.
Your hours you're trying to,you know you got, like you know,
four kids.
You know you're trying to getyour clinical license.
Your hours You're trying to,you know, open up your own
clinic, your own practice.
(04:52):
You got sessions going on.
Even if you do research, man,like you know, some of the
clinics around here they doresearch and it's grant funded,
you know, and the research thatthey do, it helps them to track
like progress and it helps themto track clinical progress as
well as like numbers in theclinic and stuff you know.
And so, yeah, bro, hey, look,get yourself a little excel um
(05:14):
data package, yeah, and be ableto run it.
Yeah, you know, and that's whatI'm teaching the students like
practical, practical.
This is the stuff you're toneed to know to be able to do
research in the field.
Man, I've been there trying to,trying to stroke my ego by
having jam sessions, you know,because the students need extra
(05:35):
time he's talking about oneparticular person.
No, man, I'm just it's a, it'sa.
It's a.
It's a epidemic.
It's a, it's a.
It's a type.
It's a type of professor.
You know, there's so manyschools, I've been to so many
programs that you know, and it'slike who's teaching research?
It's like, oh, I'm teachingresearch.
Oh man, yeah, my studentscalculate it in my hand.
Yeah, you know, I'm calling itresearch and statistics.
(05:58):
You know it's like dog.
Are you serious right now?
Like dog, are you serious rightnow?
Like who are you doing this for?
You know, because you know,like we've been a part of it.
Man, like dog.
This may be a bias, but like Ihave yet to read an article that
has been written for the reader.
Yeah, I mean it's.
(06:20):
It's rare.
Well, I have rare, I have yet Ihave yet to read an article.
Well, you can't read.
We all know that.
It's an established fact.
It's an established fact.
You get by by symbols, symbolsand pictures.
When was the last time youstarted from abstract and read
(06:40):
all the way down to the finalword of an article?
I'm not an animal, that's whatI'm saying, right, I'm crazy.
I don't have time for that.
Nobody does, nobody does.
And if you're out there, likeyou know, if you're out there
writing research, thinking thatpeople are starting from like
their first words to the lastword, you know like you got
(07:02):
nothing coming man, but you knowwhat, though Like that, the
last word.
You know like you got nothingcoming, man, but you know what,
though like that you, you gottawrite it that way, though, no,
no, no, I mean, I get that, youjust gotta put it in perspective
.
I get that, I get that, butit's, but it's like.
You know, uh, what I appreciatethe most is when I read
articles from people who arelike communicating as if I'm a
(07:22):
real person Dog for sure, andit's, it's not just so.
So it's not just articles, it'sbooks, yeah Right, and not just
books, it's like, uh,presentations and lectures, it's
all of that stuff, keynotespeeches, all this stuff.
Sometimes, sometimes I feel likelike not just professors, but
(07:44):
like people who teach or dospeeches.
They hide behind the podium,and the podium could be anything
.
They hide behind the image of aprofessional.
Yeah, they hide behind theimage of a professional.
(08:05):
Yeah, you know, they'll hidebehind group projects in class.
Or they'll hide behind aPowerPoint, or they'll hide
behind worksheets.
You know they're just like from, like that natural connection
or that genuine connection with,like the student.
You know, um and man, thatthat's it, the, the minute.
(08:29):
I don't feel the connectionwith like the professor or or
whatever.
Like I'm completely toned out.
Like once I see you open up apowerpoint and once I see you
read from the first powerpoint Imean like verbatim read from
the first powerpoint I'm like,oh yeah, I'm not gonna get
anything from this.
I'm not gonna get anything fromthis.
Yeah, and I'm not saying youneed to be a stand-up comedian,
(08:52):
I'm saying.
I'm saying, but kind of well,yeah, but I'm.
I'm saying you gotta look atthe audience and go, man, these
people don't want to be here.
Bro, everybody's tired.
Yeah, man, look, man,everybody's thirsty.
Look, we got an hour together.
Look, let's have some fun.
Yep, you know, like let's.
You know, let's do some work,let's dig in.
(09:14):
You know, whatever the case maybe, yeah, you know, but I think
that's like, that is like theway that it's being taught, the
way that it's being taught, andI just listen.
If the numbers were going down,you know, yeah, comprehensive
exams, nce numbers, if thenumbers were going down, then
(09:35):
you'd have to make a change.
I'd be worried, you know.
But, doc, the numbers were solow in your research in the way
that it that that it was taughtpreviously being taught.
Yeah, and the way that it wastaught before was like the
standard way of teaching it.
Right, you know, right, andit's like nothing against the
professor, that's just the waythat it was being taught.
(09:57):
You know, with that, doc, when Iwas at another university.
You know teaching there.
It was taught the same way youknow, by like by.
Like somebody who's like a, a,you know teaching there.
It was taught the same way youknow, by like by.
Like somebody who's like, uh,uh, you know, quantitative,
qualitative genius, right, right, right, they can run circles in
SPSS, you know, but like theycouldn't talk to people, right,
(10:19):
right, you know what I mean.
Like, like researchy, yeah, yeah, and so, yeah, bro, my goal
when I'm teaching that researchclass is to go.
I want you guys to learn thelanguage of research, I want you
to be able to understand it,communicate it.
And then, doc, there's alwaysone student, man, there's always
one student.
(10:39):
That's like I'm not going toget it.
I've never gotten research, I'mnot getting math.
Yeah, you know, dog, when Itell you.
I laser focus on that studentto get it, to get it.
Just try to break them Like no,no, no, no.
I hear you arguing about whetheror not this is a heuristic
(10:59):
phenomenological resource or atranscendental research.
Hey, welcome, welcome to thenerd dump.
Like, because once you startdoing that, that's it.
The rest of the class is kindof like okay, all right, like we
can do this, hey, hey, but, but, but, uh, uh, one thing that I
find gratifying when I'm whenI'm teaching is when the
(11:23):
students no longer direct thequestions to me or direct the
conversation to me, when they'rehaving a conversation within
the classroom setting and allI'm doing is witnessing that,
witnessing, facilitating.
Yeah, man, they're into it.
I love it when they're.
It's kind of like kids, right.
(11:44):
It's kind of like kids right,and I don't mean that to sound
negative or judgmental, but it'slike kids with secure
attachment, right.
I mean, I can't imagine yourkids having a secure attachment
with you.
I can't even, we can't evenspell no, we don't spell secure
around here.
Yeah, yeah, unless it's likesecure the ball, secure your
(12:05):
position on the field, secureyour man.
No, we have, ours is more, oursis kind of a little bit like
outside of the textbook.
We have frightened attachmentand we have consequential
attachment, consequentialattachment yeah, yeah, I love it
.
Yeah, yeah, yeah, yeah, that'sa good comment.
You know, happy Father's Day.
Like when we're walking throughthe grocery store attached to
(12:26):
this basket or it's going to beyour ass Like it's kind of you
know, yeah, we're going througha theme park, hold on to my hand
, hold on to my hand, or youwill get body slammed.
That's kind of the type ofattachment that we have the
frightened, you know, fear, getit how you live.
Attachment, yeah, yeah, yeah,but in my house, you know, over
(12:49):
here, yeah, I want my kids to beable to go off and play and
then come back and check in whensomething happens.
Okay, we call that soft, soft,yeah, that soft, soft, yeah,
softness, soft.
Like putting yeah, like ooeygooey, ooey gooey, yeah, like
yeah, okay, yeah, yeah, yeah.
Well, you know, we'll see howthis works out in the future.
(13:14):
Yeah, I think my kids are inAcadiana Park right now fighting
off raccoons.
Oh, okay, we call it earlymorning training, early morning,
okay, yeah, that's what's up.
Anyway, nah, man, but like, yeah, when you're in class and that
(13:35):
goes for every class, it's likeyou want them to be able to talk
amongst each other.
They're getting into it,they're mixing it up, and then
they come to you and they'relike Dr Austin, what do you
think about this?
Yeah, yeah, yeah, yeah, it'slike oh, or can you, or like Dr
Austin, can you answer thatquestion?
Can you answer that question?
(13:55):
Do you have an answer for thatquestion?
Answer that, yeah, I do.
Yeah, I had to answer about 20minutes ago.
It's fun to watch.
Yeah, it's fun to watch.
Man, yeah, so we do this thingright where, just like, really
quickly, you know, we come in,ask if they have any questions.
Um, you know, because, becauseyou know, my students read and I
also have prepared a visuallecture for them, like a video
(14:18):
lecture, right, you know as wellas the power points and so they
can, so they read.
Yeah, my students read, do you?
Do you go into your classesexpecting your students to read?
Yeah, I do.
Like you expect them to come inlike have, have read the
chapters and like ready to readyto go, do you?
(14:39):
Do you think it's actually itdepends on the cohort?
Okay, okay, it depends on thecohort.
Yeah, yeah, yeah, hey, listen,I know that there's some
students listening to this castright now that have never read a
single chapter.
I, I mean, we were thosestudents.
(15:00):
We were those students, man, wewere those students.
I'd come into class and be likedo you got any questions?
I have no questions.
That's not true.
As a matter of fact, I have noidea what chapter you're on
today.
No, that's not true at all.
What are we talking about today?
No, that's not true at all.
Nah, you would ask questions asif you read.
Nah, you would ask questions asif you're great.
All you got to do is pop acouple off in the beginning of
(15:21):
the class and then, every 15minutes, ask a question Every 15
minutes, like you know.
Yeah, can you elaborate alittle bit more on that?
Can you say a little bit moreon that?
I know the students that'sdoing that.
I know the students that'sdoing that to me.
And look, hey, game, recognizegame.
(15:42):
Man, I will never blow up yourspot.
I get it.
I was that person.
You know, do your thing, man.
I get it.
But I'm watching the clock andit is suspicious every 15
minutes when you raise your hand.
That's all I'm saying.
You know, that's it.
But but you know, it depends onthe cohort man, there's some
chords where I'm like, okay, youknow, like maybe this is a,
(16:04):
maybe this is a chord that justdoesn't read, but but they learn
a lot better by interacting andthey come to class and interact
.
Because each cohort learns alittle bit different than the
last one man, and each lecture,each, each uh, iteration of the
class, I think, is shaped aroundthat cohort.
Yeah, and so with this cohort,I expect a majority of them to
(16:25):
read and then the other majorityof them to already have had
some experience, okay, inresearch.
Yeah, but I expect them toparticipate, yeah, more than
anything.
Yeah, but I think it's easy forthem to participate whenever
they're generating the ideal andthey're generating the
methodologies.
Right, you know, we're walkingthrough it, right, right, but
(16:50):
yeah, so we, yeah, we askquestions.
I do a little bit of a lectureif they don't have questions or
if they have questionspertaining to the, you know, and
then we break up into groupsand then we develop research.
You know, each group maybe wehave three or four groups, you
know, and then each group willdevelop their own research.
Topic, purpose, problem,research, question methods, you
(17:12):
know, like recruiting data.
You know gathering and thendata.
Now, they do that in the class.
They do that in the class andthen do they present on it.
And then we present on it.
I get on the board and I writeyeah, and then we critique it
and we incubate it and we askquestions and we talk and we say
I really like that question,and then that's what gets them
(17:33):
into the arguments of like, andthis is how I know I got them,
this is how I know I got them,this is how I know I got them,
because they'll be doing like aphenomenological question.
And then you'll hear somebodysay I don't know, that sounds
like a case study, right, right.
And that's when it's like okay,now the debate begins.
Yeah, but it's like that,though, not just in research.
(17:54):
It's like that in almost everyclass, right, every class,
almost every class, right, everyclass, almost almost every
class you can like in intheories, you know like, in
theories you can do your class,you do a lecture on the man.
Theories is my favorite class.
I don't know if research is upthere.
Dog, uh, man, I, I thought Iwould.
I thought I would hate teachingresearch, but I like it's not
the it's, it's.
It's honestly not the coursematerial, it's the method at
(18:19):
which you deliver the coursematerial In the fall I'm
teaching.
I mean, the cat's out of the bag, man.
I'm leaving Grand CanyonUniversity.
I took a full-time position atthe University of Louisiana at
Lafayette.
Did this happen?
It's not official, it's notofficial by university yet, but
(18:46):
I feel like the cast members arefamily and I can let them know.
The closer I get to the start ofthe fall semester, the less and
less I care about what'shappening at Grand Canyon,
canyon university.
Not in like a not, yeah, not inlike a negative way, yeah, or a
savage way.
It's just like I'm justdisillusioned, you know like.
(19:09):
I'm just like, uh, like, youknow, you, you, yeah, the.
The university is great, thepeople are great.
I mean I would stay there andretire and retired there.
But it just got to a point towhere it's just like who are we
teaching and what are we?
Man, I taught this dope cohortof practicum and internship
(19:32):
students like these, these womenare going to go out in the
world and do like amazing things, right, well, amazing, but
limited, because they had you asa professor.
Well, yeah, that's, that's tobe expected.
It's going to be trunk andlisten.
We talked about, we talkedabout their limitations.
Um, yeah, you know, I, there'sa waiver that they had to assign
(19:53):
before accepted me on as theirprofessor.
There's going to be a lot ofcussing, there's going to be a
lot of damnation, there's goingto be a lot of hedonism, so a
lot of them.
That's what pre-licensureclinical hours are for.
Yeah, it'll all come out in thewash, you know, like it's
(20:17):
somebody else's problem to helpguide them into the, you know,
the light of the Lord.
You know, nah, man, so, ah,they were dope man and I was
like, ooh, I miss seeing thedevelopment of students, you
know, and man, so I, yeah, youknow, and, and man, so I, I, uh,
(20:37):
I, uh, yeah, that you know it.
Just, it just happened, youknow, and like, we'll tell, I'll
tell the story about, like, howI got the job on like a
different cast, you know, butanyway, anyway, amen, hey, ain't
burning people paying you.
Oh, yeah, yeah, I just wanted to.
Oh, yeah, I just wanted to makesure, yeah, and I have that.
(20:59):
I want to have like a more likeopen and transparent
conversation about like, yeah, Idon't think people hear it
enough, just from my perspective.
Yeah, yeah, yeah, yeah, yeah,yeah, yeah, I mean, we're not
going to be uncouth about it,but we want to be yeah, this is
us, yeah, yeah, yeah, I meanwe're not going to be uncouth
about it, but we want to be yeah, yeah, this is us.
You know, just to keep it short, money, I don't think about it
(21:25):
anymore, thank you.
(22:10):
Um, yeah, you know, I wastalking.
I played golf this morning and Iwas talking to like my, my
friend, about that, just likehow you know it is.
It's it actually.
I mean we'll save more time.
But it actually makes you moreselfish when you're worried.
(22:31):
You know what I mean.
Yeah, like more, more selfishwith your time, with your time.
It makes you like, when you'reworried about money, man, it
makes you like, spread yourselfthin, thin.
You know like, uh, you know,start giving like 60 percent,
yeah, man, because that's allyou got.
Well, you start to like, youknow you're, oh, I'm a full-time
faculty here at grand canyonuniversity, but I also adjunct
(22:53):
that you know.
Uh, whatever, you know, uh, theblue jean state university and I
also adjunct at you knowwhatever you know Blue Jean
State University and I alsoadjunct at Green Eye State
University and I do a little bitof weekend retreats with the,
you know, the feel-good group.
Nobody's getting the best, youknow it's like geez, you know.
(23:13):
So, anyway, anyway, yeah, man,so anyway, anyway, anyway, yeah,
man.
So, anyway, I had to do alecture, you know, for like a
summer series that they weredoing at UL, right, and man, I
was standing in front of classand the electricity of like new
awareness that happens withinthe classroom, man, it's like
(23:36):
it's undeniable.
It's undeniable, it's somethingthat you don't, you don't get
at like an online university, asa faculty, as a faculty and as
a student, and as a student manlike you, you may get it in like
spurts here and there If yourprofessor is like, you know, um,
open enough to have meetingtimes in their schedule or
(23:59):
whatever, but you don't reallyget the cohort feeling.
And, man, my students whograduated, man, I went to the
graduation, I took pictures, Imet with their family and I was
like, man, this is the point ofof education to me, like, the
point of education is to like bein arms, be locked in arms,
(24:24):
with my students taking apicture at graduation, while,
you know, like signing books,getting like presents and like
and being present with theirfamilies.
You know, like, in a way oflike.
Thank you so much for liketrusting me with helping to
(24:46):
develop this person that youlove and care about the most.
You know, and seeing howexcited my students were to be
like, hey, remember that guythat I met with on a three-hour
weekly basis what this is him.
This is the person who, likeyou know, helped to like, mold
me.
You know, yeah, you hearstories, dog, like this.
Like I remember, because there'sthings that I'll say to
(25:07):
students that you know I'm notthinking oh, oh this, yeah, oh,
this goes.
Sometimes it's just passive.
Sometimes it's passive.
Sometimes it's not even sayinganything.
It's just like you're sittingin your office writing an email.
The student knocks on the doorand says, hey, can I chat for a
second?
You know, yeah, but but butthen you go to graduation and
(25:29):
then you'll get to.
Then you'll talk to a parent,you know, and a parent will go,
hey, you know, hey, the first,first year she was going to quit
, but then you said this onething to her, yeah, and it kind
of changed her.
You know, like, you know what Imean.
I've seen her grow so much inthis.
You know, in this process.
You know, yeah, and, and if itwasn't for your research class.
(25:51):
I just don't think she would bethe same human being if you
didn't help her Wow, okay,alright If you weren't there in
her life to speak into her aboutthe intricacies of constant
comparative analysis.
Yeah, if you weren't the windbeneath her wings, If you
weren't there, if you weren't inthe moment with speaking to the
(26:21):
phenomenological phenomenon ofbeing in the space and analyzing
that open, open, actual,selective, coding it if you will
, uh huh, yep, and then,semester after semester, almost
(26:43):
like a discriminant sample, uhhuh, yeah, uh huh, uh huh.
Grounded her in the data.
That is yeah, yeah, I mean, youknow it.
Yeah, I mean, you know it's.
You know the process.
It's echoed around the halls atyour university.
Your love and warmth is aniterative process that you know
(27:07):
goes back and forth.
You know you dip into thestudent and then the student
goes out into the community andthey come back to you and you
know it's a, yeah, it's a cycle.
I don't know if the universitywould still be afloat if it
wasn't for you, for the researchclass, not me, okay, I can't
take the credit.
Oh, the vehicle is the researchclass, okay, yes, yeah, yeah.
(27:32):
How long has the universitybeen a university since, like
the 1800s.
Well, I took over the researchclass about three years ago, so
that's when it officiallystarted.
Okay, that's when theuniversity was founded, yeah,
all the stuff before it, yeah, Iguess.
Technically, yeah, yeah, butCharter Day was research, yeah,
(27:54):
2000.
2000, but, but charter day,yeah, you know, was, yeah,
research, yeah, 2000, 2000, 2001, 2002.
Yeah, yeah, yeah, that's when.
Okay, yeah, well, I'm glad you,I'm glad you're so humble, you
know, with, yeah, well, you know, it's not me, it's not you,
(28:16):
it's the research, and thenumbers talk for themselves.
Okay, yeah, so, all right, hey,man, uh, anyway, man, uh, I
know you got a but, uh, but, butit is like a palpable
difference, huh, like being, oh,yeah, man, because you're,
you're constantly, and that'show it is, man, that's what I
love, that's what I love aboutthe research class.
Honestly, it's that you, you,you, you know they're like, can
you explain this?
And I'm like, ok, well, ok, soKeon was at baseball camp, you
(28:39):
know, and you're just like, youknow, in it.
You know, even me, like there'sa difference with, with, with
me, there's a difference with mestanding in front of class and
like being a part of thatprocess.
You know, I think I think, as anonline professor and I've been
an online professor for likethree years there's like a
monotony to it.
(28:59):
There's almost like a… but nohate though.
No, absolutely no hate.
For some people, man, somepeople, that's it.
For some people it's like okay,I can get through the monotony
at 4 am in the morning, between4 amm and 6 am, and then I have
the rest of the day to kind oflike try travel wherever, to do
whatever, to be with my kids, todo whatever.
(29:21):
You know, that's just like.
It doesn't feel like real,genuine.
And maybe one day, maybe oneday, you know, like they, you
know you go look like I'm gonna,I'm gonna do some stuff.
I want to go travel, I want todo whatever, maybe an online.
You know, yeah, probably notman up for somebody.
(29:43):
You know, probably not, I'mprobably gonna retire from that
university.
You know, I don't like no, I'vebeen here for three years and
there's never been a single timewhere I was like oh, I, I, I
can't do what I want to do.
Yeah, or I, or.
This university has given me theopportunity to do this thing,
that another unit, that like abrick and mortar university,
(30:05):
didn't?
You know like I'm planted herein the community.
I got three kids.
I go to private school rightaround the corner.
Like you know, if we're goingto take a trip, it's going to be
during the summer.
You know I can like negotiatethose terms.
You know to be like, hey, we'regoing to paris for a month.
You know like, can I just teachan overload in july or in june?
You know, and like, do like,there's always ways to like.
(30:27):
You know, that's the beautyabout being a faculty member.
Yeah, you know, um, yeah, yeah,anyway, anyway, yeah, man, hey,
man, we got to go.
You got some other stuff yougot going on.
Man, I don't know what you gotnext to you because I'm a big
man on campus.
I know you're pressed for time,always pressed for time.
Nah, man, I actually got somesome pretty cool interviews
(30:49):
coming up.
Man, for adjunct faculty.
I'm always in the hunt.
I feel like the associate deanjob is like you're like a
janitor.
Wait, I thought you had to go.
I thought you had an 11.
I do, yeah, I do, I do need togo, all right, but anyway, yeah,
we'll talk.
(31:10):
It's like being a janitor.
Huh, bro, you do so much forthe university, man, I just
can't believe that.
You know they're only payingyou $17 an hour.
It's crazy over there.
You know, yeah, you know someof us.
You know, I know for you it'snot the money.
You know, for you it's not themoney.
That's why you're getting paid$12 an hour.
(31:30):
No, I say Jonathan, not me.
Every time we mention it itjust goes lower.
I can't believe they're payingyou $7.50 an hour.
That's crazy.
They're getting you for abargain.
But yeah, when I say janitor, Idon't mean like I'm constantly
cleaning up.
Hey, man, janitors are the onlyway these universities actually
(31:50):
function.
It's like our janitors, Likejanitors and groundskeepers it's
not really like Janitors, likejanitors and yard and
groundskeepers.
Janitors, groundskeepers and,um and like, uh, like office
staff, like you know, likeoffice staff, man, they make the
whole university.
They do not get enough credit,like they should be the ones
(32:11):
winning the awards.
We have awards, oh, I mean inour program.
Yeah, oh, my God, yeah For sure.
Anyway, all right, man, allright.
Hey, we may do this next week.
You know, if we're still doingit, I don't know.
We may quit.
We'll let y'all know.
Actually, we'll just ghosty'all, like some of y'all
(32:32):
clients do Watch or miss nextweek's episode.
Alright, man, we'll see y'alllater you.
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