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"content": "\u003cp>This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area. To view the video, click on the play button below:\u003c/p>\n\u003cp>\u003ca href=\"http://screencast.com/t/N4WBhLmDkHuQ%20\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-10102\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg\" alt=\"portfolio-1-3\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Screen cast by Chigusa Katoku, Mission College\u003c/p>\n\u003cp>Below are step-by-step instructions on how to navigate the website:\u003cbr>\n1. Start by visiting the home page at www.kqed.org. Look for the EDUCATION tab.\u003cbr>\n2. Scroll over the EDUCATION tab and move your cursor down to Postsecondary ESL.\u003cbr>\n3. Click on the link. This is the ESL Homepage.\u003cbr>\n4. Under the main image you will see 6 images – showcasing different ESL projects.\u003cbr>\n5. If you click on the headers e.g. Work Voices it will take you to the project page.\u003cbr>\n6. If you click under the main header you will be directed to a specific post within a project.\u003cbr>\n7. In the right sidebar you will see 3 other ESL projects:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/green-jobs-green-tech-resources/\">Green Jobs and Green Tech Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/health-education-resources/\">Health Education Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/new-media-literacies/\">New Media Literacies\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>You will also see our ESL educator blog – ESL Insights. ESL Insights is for teachers to share ideas and resources and engage in discussion. Scroll down the page for former ESL Insights posts.\u003c/p>\n\u003ch3>\u003cstrong>Don’t forget our session at CATESOL!\u003c/strong>\u003cbr>\n\u003cstrong> 100 Ways To Engage Students Using KQED ESL Resources,\u003c/strong>\u003cbr>\n\u003cstrong> Friday 25th, 3:30-5:00, Le Sommet room\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">Presenters:\u003c/span>\u003cbr>\nMaxine Einhorn: KQED Education\u003cbr>\nChigusa Katoku: Academic Coordinator, Institute for International Studies, Mission College\u003cbr>\nBritta Burton: ESL Instructor, MissionCollege\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This screen cast offers a brief guide to KQED Education’s media rich resources for ESL educators – resources developed by ESL educators around the Bay Area. To view the video, click on the play button below:\u003c/p>\n\u003cp>\u003ca href=\"http://screencast.com/t/N4WBhLmDkHuQ%20\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-10102\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg\" alt=\"portfolio-1-3\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/portfolio-1-3-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>Screen cast by Chigusa Katoku, Mission College\u003c/p>\n\u003cp>Below are step-by-step instructions on how to navigate the website:\u003cbr>\n1. Start by visiting the home page at www.kqed.org. Look for the EDUCATION tab.\u003cbr>\n2. Scroll over the EDUCATION tab and move your cursor down to Postsecondary ESL.\u003cbr>\n3. Click on the link. This is the ESL Homepage.\u003cbr>\n4. Under the main image you will see 6 images – showcasing different ESL projects.\u003cbr>\n5. If you click on the headers e.g. Work Voices it will take you to the project page.\u003cbr>\n6. If you click under the main header you will be directed to a specific post within a project.\u003cbr>\n7. In the right sidebar you will see 3 other ESL projects:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/green-jobs-green-tech-resources/\">Green Jobs and Green Tech Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/health-education-resources/\">Health Education Resources\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/education/new-media-literacies/\">New Media Literacies\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>You will also see our ESL educator blog – ESL Insights. ESL Insights is for teachers to share ideas and resources and engage in discussion. Scroll down the page for former ESL Insights posts.\u003c/p>\n\u003ch3>\u003cstrong>Don’t forget our session at CATESOL!\u003c/strong>\u003cbr>\n\u003cstrong> 100 Ways To Engage Students Using KQED ESL Resources,\u003c/strong>\u003cbr>\n\u003cstrong> Friday 25th, 3:30-5:00, Le Sommet room\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">Presenters:\u003c/span>\u003cbr>\nMaxine Einhorn: KQED Education\u003cbr>\nChigusa Katoku: Academic Coordinator, Institute for International Studies, Mission College\u003cbr>\nBritta Burton: ESL Instructor, MissionCollege\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>\u003cstrong>By Susan Gaer\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I have thought about writing this for quite some time. What is flipped learning? In 1948 Benjamin Bloom developed Bloom’s Taxonomy. This taxonomy determined learning. There were six tiers to get through and students needed to progress through the first tier before moving on to the second, and so on.\u003c/p>\n\u003cp>Curriculum design was based on this conceptual model; learners had to go through each tier before moving on. It was almost impossible to get through all six levels in one lesson. The taxonomy became the way we learned and objectives, curriculum and even most recently SLOs (student learning outcomes) reflected this. In the 1990’s, Lorin Anderson, a colleague of Benjamin Bloom, revised the taxonomy to six tiers and changed the nouns to verbs.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png\" alt=\"bloom_taxonomy\" width=\"640\" height=\"228\" class=\"aligncenter size-full wp-image-9822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653-400x143.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>But essentially nothing had changed. In 2000, three professors from the University of Miami \u003ca href=\"http://bit.ly/inverted2000\">conducted research on the “Inverted Classroom”\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Their conclusion was that taking the lectures out of the classroom and into the Internet, allowed for more learning. Due to the lack of publicity, few people heard of this research. You Tube wasn’t born until 2005, and when Jonathan Bergmann and/or Aaron Sams came up with the term flipped learning in 2007, it went viral.\u003c/p>\n\u003cp>\u003cstrong>What flipped learning does, is to turn the taxonomy upside down to look like this.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_pyramid-2-300x321.png\" alt=\"bloom_pyramid-2-300x321\" width=\"300\" height=\"321\" class=\"alignleft size-full wp-image-9678\"> If you start with the creating, the remembering will naturally follow. We do this in ESL classes all the time. This model can be particularly useful for ESL students as class time is used to explore and apply ideas and practice language with their peers. Fill in the blank activities, videos, grammar points, and writing revisions can be done at home.\u003c/p>\n\u003cp>This can create a more interactive, student-centered environment, with students having prepared vocabulary and background information before the lesson.\u003c/p>\n\u003cp>It is by no means a short cut. The flipped model requires preparation in terms of recording video tutorials or researching appropriate media resources to meet the proficiency level of ESL students. However, there are many publisher textbooks which are utilizing a large number of these resources with their lessons. These resources are ideal to use in the flipped classroom. Ultimately this would allow for more interaction time in the class.\u003c/p>\n\u003cp>My thoughts are that you start with the creating and the learning will follow. That is what “flipped learning” is to me. So I am all for it! What are your thoughts?\u003c/p>\n\u003cp>The Community College level workshop at CATESOL is on “Flipped Learning.” We invite you to join in on the discussion on Saturday from 1:15-2:15 at San Diego Town and Country Resort.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>MindShift post \u003ca href=\"http://blogs.kqed.org/mindshift/2012/05/flip-this-blooms-taxonomy-should-start-with-creating/\">Flip This: Bloom’s Taxonomy Should Start with Creating\u003c/a> – May 2012\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Susan Gaer is an ESL Professor and Basic Skills and Instructional Technology Coordinator at Santa Ana College School of Continuing Education.\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Susan Gaer\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I have thought about writing this for quite some time. What is flipped learning? In 1948 Benjamin Bloom developed Bloom’s Taxonomy. This taxonomy determined learning. There were six tiers to get through and students needed to progress through the first tier before moving on to the second, and so on.\u003c/p>\n\u003cp>Curriculum design was based on this conceptual model; learners had to go through each tier before moving on. It was almost impossible to get through all six levels in one lesson. The taxonomy became the way we learned and objectives, curriculum and even most recently SLOs (student learning outcomes) reflected this. In the 1990’s, Lorin Anderson, a colleague of Benjamin Bloom, revised the taxonomy to six tiers and changed the nouns to verbs.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png\" alt=\"bloom_taxonomy\" width=\"640\" height=\"228\" class=\"aligncenter size-full wp-image-9822\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2013/10/bloom_taxonomy-e1381783473653-400x143.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>But essentially nothing had changed. In 2000, three professors from the University of Miami \u003ca href=\"http://bit.ly/inverted2000\">conducted research on the “Inverted Classroom”\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their conclusion was that taking the lectures out of the classroom and into the Internet, allowed for more learning. Due to the lack of publicity, few people heard of this research. You Tube wasn’t born until 2005, and when Jonathan Bergmann and/or Aaron Sams came up with the term flipped learning in 2007, it went viral.\u003c/p>\n\u003cp>\u003cstrong>What flipped learning does, is to turn the taxonomy upside down to look like this.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2013/10/bloom_pyramid-2-300x321.png\" alt=\"bloom_pyramid-2-300x321\" width=\"300\" height=\"321\" class=\"alignleft size-full wp-image-9678\"> If you start with the creating, the remembering will naturally follow. We do this in ESL classes all the time. This model can be particularly useful for ESL students as class time is used to explore and apply ideas and practice language with their peers. Fill in the blank activities, videos, grammar points, and writing revisions can be done at home.\u003c/p>\n\u003cp>This can create a more interactive, student-centered environment, with students having prepared vocabulary and background information before the lesson.\u003c/p>\n\u003cp>It is by no means a short cut. The flipped model requires preparation in terms of recording video tutorials or researching appropriate media resources to meet the proficiency level of ESL students. However, there are many publisher textbooks which are utilizing a large number of these resources with their lessons. These resources are ideal to use in the flipped classroom. Ultimately this would allow for more interaction time in the class.\u003c/p>\n\u003cp>My thoughts are that you start with the creating and the learning will follow. That is what “flipped learning” is to me. So I am all for it! What are your thoughts?\u003c/p>\n\u003cp>The Community College level workshop at CATESOL is on “Flipped Learning.” We invite you to join in on the discussion on Saturday from 1:15-2:15 at San Diego Town and Country Resort.\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>MindShift post \u003ca href=\"http://blogs.kqed.org/mindshift/2012/05/flip-this-blooms-taxonomy-should-start-with-creating/\">Flip This: Bloom’s Taxonomy Should Start with Creating\u003c/a> – May 2012\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Susan Gaer is an ESL Professor and Basic Skills and Instructional Technology Coordinator at Santa Ana College School of Continuing Education.\u003c/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "What Is The Primary Purpose Of California Public Adult Schools?",
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"content": "\u003cp>\u003cem>\u003cstrong>By Bob Harper\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>What Is The Primary Purpose Of California Public Adult Schools?\u003c/em> Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.\u003c/p>\n\u003cp>\u003ca href=\"http://www.equality-of-opportunity.org/\">Recently a study\u003c/a> was produced on whether “the American Dream” of social mobility still exists, that is whether there is still movement from lower social economic circumstances to higher. The dream is pretty deeply deferred in most of the county. However, San Jose and the Bay Area lead the country in the metrics of that mobility; here it is more possible than anywhere else in the US. It’s not too much to claim that our public adult education system has helped to create the environment where that happens.\u003c/p>\n\u003cp>Many things at the state and federal levels have challenged the status quo in adult schools. (Not the least of which was the devastating opening of adult school funds to local school districts in 2009 – there are one million fewer students in adult school now than were there in 2008!). Like so often in the history of California adult schools have been asked to rethink (I’d say “re-imagine” if I worked in a university) what adult education should do. There have been understandable confusion and many mixed messages. There’s been some concern that a focus on ESL and basic skills, on “career pathways” and regional economic development limits transformative adult education. I share that concern. However, for me public adult education offering “workforce development” is much more than creating a skilled working class. It’s a question of social justice.\u003c/p>\n\u003cp>It’s a critical priority to direct our limited resources to those who need it most. Those who need it most are the indeed the pre-literate, the immigrant, and communities marginalized by race, language and poverty. In my view, this is the natural constituency of adult schools. To believe that this needs to be a higher priority than offering programs for older adults, health and safety programs, and home economics is \u003cem>not \u003c/em>a sign of disrespect for older adults. I used to teach older adults; heck, \u003cem>I am\u003c/em> an older adult. But in adult schools there is a demographic difference between ESL students and older adult students. Older adult students in adult school programs have been disproportionately white, and they have the cultural capital to figure out options. And there are relatively more choices for them than for an immigrant adult has who needs to acquire English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the school where I work, our program is 20% older adult students; none of those classes are funded by money that could support ESL, literacy, basic skills, and GED. We have waiting lists for ESL and basic skills. In Oakland, South Central LA, Elk Grove, Salinas… in so many places the need for classes for ESL, basic skills is far more than the capacity in 2008 could meet, let alone now. A liberatory education program for literacy, immigrant integration, and career readiness is what is needed.\u003c/p>\n\u003cp>As a progressive educator, the following statistics make clear to me what I need to do:\u003c/p>\n\u003cul>\n\u003cli>1 in 3 of the 4 million working families in California are considered low-income\u003c/li>\n\u003cli>Of the 1.87 million low-income families in the state, 73% are a part of the labor force.\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Nearly half are without a high school diploma or GED\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>60% have no Postsecondary education.\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>40% of all children under the age of 18 in California, are from working low-income families.\u003c/li>\n\u003c/ul>\n\u003cp>Forty percent of the children in California are in working low-income families. We can agree on the false logic of scarcity, and point out that there needs to huge structural changes in our economy and that the discourse in the public sphere is not where it needs to be. But I can’t wait, I want to do what I can about immigrant integration/liberation and address the questions of poverty with the resources we have \u003cem>now.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bob Harper\u003c/strong>, Ed.D, is Director of Adult Education for Campbell Adult and Community Education. He has worked in adult schools for over 40 years. He began as an ESL teacher in East Los Angeles where both his parents were also adult ESL teachers. His doctoral research is on Mexican immigrant adults perceptions of the US educational systems.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>By Bob Harper\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>What Is The Primary Purpose Of California Public Adult Schools?\u003c/em> Like beauty, the answer to that question varies from eye to eye. California has been a pioneer of public adult education, really in the whole world. Public school district-supported ESL classes for adult immigrants were offered in 1856 in the basement of Old St. Mary’s Church in San Francisco. That tradition of local schools offering classes for adults, “night school” for working adults to develop English literacy, or finish a HS diploma, has been a critical service in California’s economic development and commitment to equity and social mobility.\u003c/p>\n\u003cp>\u003ca href=\"http://www.equality-of-opportunity.org/\">Recently a study\u003c/a> was produced on whether “the American Dream” of social mobility still exists, that is whether there is still movement from lower social economic circumstances to higher. The dream is pretty deeply deferred in most of the county. However, San Jose and the Bay Area lead the country in the metrics of that mobility; here it is more possible than anywhere else in the US. It’s not too much to claim that our public adult education system has helped to create the environment where that happens.\u003c/p>\n\u003cp>Many things at the state and federal levels have challenged the status quo in adult schools. (Not the least of which was the devastating opening of adult school funds to local school districts in 2009 – there are one million fewer students in adult school now than were there in 2008!). Like so often in the history of California adult schools have been asked to rethink (I’d say “re-imagine” if I worked in a university) what adult education should do. There have been understandable confusion and many mixed messages. There’s been some concern that a focus on ESL and basic skills, on “career pathways” and regional economic development limits transformative adult education. I share that concern. However, for me public adult education offering “workforce development” is much more than creating a skilled working class. It’s a question of social justice.\u003c/p>\n\u003cp>It’s a critical priority to direct our limited resources to those who need it most. Those who need it most are the indeed the pre-literate, the immigrant, and communities marginalized by race, language and poverty. In my view, this is the natural constituency of adult schools. To believe that this needs to be a higher priority than offering programs for older adults, health and safety programs, and home economics is \u003cem>not \u003c/em>a sign of disrespect for older adults. I used to teach older adults; heck, \u003cem>I am\u003c/em> an older adult. But in adult schools there is a demographic difference between ESL students and older adult students. Older adult students in adult school programs have been disproportionately white, and they have the cultural capital to figure out options. And there are relatively more choices for them than for an immigrant adult has who needs to acquire English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the school where I work, our program is 20% older adult students; none of those classes are funded by money that could support ESL, literacy, basic skills, and GED. We have waiting lists for ESL and basic skills. In Oakland, South Central LA, Elk Grove, Salinas… in so many places the need for classes for ESL, basic skills is far more than the capacity in 2008 could meet, let alone now. A liberatory education program for literacy, immigrant integration, and career readiness is what is needed.\u003c/p>\n\u003cp>As a progressive educator, the following statistics make clear to me what I need to do:\u003c/p>\n\u003cul>\n\u003cli>1 in 3 of the 4 million working families in California are considered low-income\u003c/li>\n\u003cli>Of the 1.87 million low-income families in the state, 73% are a part of the labor force.\u003c/li>\n\u003cli>\u003cstrong>\u003cem>Nearly half are without a high school diploma or GED\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>60% have no Postsecondary education.\u003c/em>\u003c/strong>\u003c/li>\n\u003cli>40% of all children under the age of 18 in California, are from working low-income families.\u003c/li>\n\u003c/ul>\n\u003cp>Forty percent of the children in California are in working low-income families. We can agree on the false logic of scarcity, and point out that there needs to huge structural changes in our economy and that the discourse in the public sphere is not where it needs to be. But I can’t wait, I want to do what I can about immigrant integration/liberation and address the questions of poverty with the resources we have \u003cem>now.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bob Harper\u003c/strong>, Ed.D, is Director of Adult Education for Campbell Adult and Community Education. He has worked in adult schools for over 40 years. He began as an ESL teacher in East Los Angeles where both his parents were also adult ESL teachers. His doctoral research is on Mexican immigrant adults perceptions of the US educational systems.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>By Greg Keech\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the difference between a community college and a junior college? This is a distinction that the general public may not be familiar with, and even within the community college arena, the definitions may be open to discussion. This piece examines the two typologies to spark dialog about whether California’s community colleges are heading in the right direction. I think it is fair to say that a college’s mission statement is the place in which the distinction is delineated. It is there that the institution expresses the focus of its efforts.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Junior Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>The traditional junior college is a two-year school. The model has been around for some time. But recently an increased focus on degrees and transfer, i.e.”completions,” has renewed the use of the term and its ramifications. This new interest in the junior college model is connected to the “Student Success” movement and the Student Success Act of 2012 here in California. The guiding principle is that a 4-year degree is the most valuable achievement public education can provide its population. A Bachelors degree is indisputably a ticket to higher salaries and the route tobuildsadvanced degrees and specialization.\u003c/p>\n\u003cp>One of the most serious challenges facing the 2-year-and-transfer model, however, is that 85-90% of students entering California’s community colleges cannot do freshman composition and mathematics. If the goal of a college is to prepare students for degrees and transfer, and funding is linked to this goal, colleges may become more selective to garner maximum funding. What will happen to those many students who are less likely to achieve this goal in a few years? Will their access be limited?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ESL is often forgotten in this discussion, although many colleges enjoy very high percentages of immigrants and multilingual students. Then a familiar pattern emerges. Noncredit ESL is seen as a prelude to credit ESL. This can be seen in an accountability measure introduced during the implementation phase of SB 361 (Jack Scott) in 2006, the Career Development and College Preparation (CDPC) certificate.\u003c/p>\n\u003cp>Credit ESL is seen (more reasonably, in my mind) as a preparation for college-level work in other disciplines, and most credit ESL students have already chosen an academic goal. Neither mode, however, is officially countenanced as an end unto itself. Simply learning the language, or learning the language for a variety of purposes other than those funded for measurable statistics, these are not really in the picture. It is not easy to measure success. Traditional metrics are just that: traditional- measured with metrics that are familiar and easy to record within our existing databases? Is this a path to performance based funding which would exclude non-traditional students?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Community Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Most people’s definition of a community college is an institution that is broad-based and serves its local population in a variety of ways. It embraces the value of degrees and transfer, but it includes students with other goals in mind – criticized as “trying to be all things to all people.” Could it be equally well be characterized as trying to serve as many people as possible in a climate of continual funding cuts?\u003c/p>\n\u003cp>A community college goes beyond degrees and transfer. It includes myriad Career and Technical Education (CTE) certificates, which may or may not fit into the junior college model. It also includes providing classes to adults who may take only one or two classes – just enough to move up at work or improve their small business. These students don’t provide extensive completion metrics, but value this help from their local community college.\u003c/p>\n\u003cp>Community colleges include groups who are less valued in the Student Success model, casualties in tough economic times. Older adults have particularly felt this devaluation, as have local residents who take community education classes in foreign languages or sewing or figure drawing simply for enrichment of their lives.\u003c/p>\n\u003cp>ESL, in the community college model, is not there solely to prepare students for measurable completions. Its purpose can include classes in citizenship, vocational training, and skills focus classes in listening, speaking, writing or reading – classes students feel they need.\u003c/p>\n\u003cp>They may take credit ESL classes if their purposes are academic, with a view toward certificates, degrees and transfer. But they may also take credit ESL for career advancement. This is particularly common among evening credit ESL students, many of whom work full-time during the day and study at night. They may be accountants or architects or social workers who already have degrees from their home countries.\u003c/p>\n\u003cp>While credit students fit fairly well into the junior college model, as long as they pursue completions, noncredit students are less secure in that model. They may have personal goals which do not include certificates, degrees or transfer, but are fundamental life skills: surviving in a new country, understanding their children’s education better, increasing their income, learning to pay an electric bill etc. How do we measure these successes?\u003c/p>\n\u003cp>It is difficult to measure traditional notions of success, to count existing types of completion and make sure we’re capturing every single item, especially if it is tied to funding. It is even more difficult to introduce more up-to-date notions of success. How do you measure success students achieve outside school? How do you measure the success of older adults who are healthier because of their active involvement in school – by looking at public health costs? Not easy metrics, these. But they are all products of a more inclusive notion of community colleges.\u003c/p>\n\u003cp>So what is a college’s mission? Is it an expression of the needs and desires of its local community, or is it dictated at the state and federal level? Who decides how public funds that support it should be used, and where is the balance?\u003c/p>\n\u003cp>\u003cem>Gregory Keech is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Greg holds a BS in Portuguese from Georgetown University (1980) and an MA in Teaching English to Speakers of Other Languages from San Francisco State University (1985).\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>By Greg Keech\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is the difference between a community college and a junior college? This is a distinction that the general public may not be familiar with, and even within the community college arena, the definitions may be open to discussion. This piece examines the two typologies to spark dialog about whether California’s community colleges are heading in the right direction. I think it is fair to say that a college’s mission statement is the place in which the distinction is delineated. It is there that the institution expresses the focus of its efforts.\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Junior Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>The traditional junior college is a two-year school. The model has been around for some time. But recently an increased focus on degrees and transfer, i.e.”completions,” has renewed the use of the term and its ramifications. This new interest in the junior college model is connected to the “Student Success” movement and the Student Success Act of 2012 here in California. The guiding principle is that a 4-year degree is the most valuable achievement public education can provide its population. A Bachelors degree is indisputably a ticket to higher salaries and the route tobuildsadvanced degrees and specialization.\u003c/p>\n\u003cp>One of the most serious challenges facing the 2-year-and-transfer model, however, is that 85-90% of students entering California’s community colleges cannot do freshman composition and mathematics. If the goal of a college is to prepare students for degrees and transfer, and funding is linked to this goal, colleges may become more selective to garner maximum funding. What will happen to those many students who are less likely to achieve this goal in a few years? Will their access be limited?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>ESL is often forgotten in this discussion, although many colleges enjoy very high percentages of immigrants and multilingual students. Then a familiar pattern emerges. Noncredit ESL is seen as a prelude to credit ESL. This can be seen in an accountability measure introduced during the implementation phase of SB 361 (Jack Scott) in 2006, the Career Development and College Preparation (CDPC) certificate.\u003c/p>\n\u003cp>Credit ESL is seen (more reasonably, in my mind) as a preparation for college-level work in other disciplines, and most credit ESL students have already chosen an academic goal. Neither mode, however, is officially countenanced as an end unto itself. Simply learning the language, or learning the language for a variety of purposes other than those funded for measurable statistics, these are not really in the picture. It is not easy to measure success. Traditional metrics are just that: traditional- measured with metrics that are familiar and easy to record within our existing databases? Is this a path to performance based funding which would exclude non-traditional students?\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Community Colleges\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Most people’s definition of a community college is an institution that is broad-based and serves its local population in a variety of ways. It embraces the value of degrees and transfer, but it includes students with other goals in mind – criticized as “trying to be all things to all people.” Could it be equally well be characterized as trying to serve as many people as possible in a climate of continual funding cuts?\u003c/p>\n\u003cp>A community college goes beyond degrees and transfer. It includes myriad Career and Technical Education (CTE) certificates, which may or may not fit into the junior college model. It also includes providing classes to adults who may take only one or two classes – just enough to move up at work or improve their small business. These students don’t provide extensive completion metrics, but value this help from their local community college.\u003c/p>\n\u003cp>Community colleges include groups who are less valued in the Student Success model, casualties in tough economic times. Older adults have particularly felt this devaluation, as have local residents who take community education classes in foreign languages or sewing or figure drawing simply for enrichment of their lives.\u003c/p>\n\u003cp>ESL, in the community college model, is not there solely to prepare students for measurable completions. Its purpose can include classes in citizenship, vocational training, and skills focus classes in listening, speaking, writing or reading – classes students feel they need.\u003c/p>\n\u003cp>They may take credit ESL classes if their purposes are academic, with a view toward certificates, degrees and transfer. But they may also take credit ESL for career advancement. This is particularly common among evening credit ESL students, many of whom work full-time during the day and study at night. They may be accountants or architects or social workers who already have degrees from their home countries.\u003c/p>\n\u003cp>While credit students fit fairly well into the junior college model, as long as they pursue completions, noncredit students are less secure in that model. They may have personal goals which do not include certificates, degrees or transfer, but are fundamental life skills: surviving in a new country, understanding their children’s education better, increasing their income, learning to pay an electric bill etc. How do we measure these successes?\u003c/p>\n\u003cp>It is difficult to measure traditional notions of success, to count existing types of completion and make sure we’re capturing every single item, especially if it is tied to funding. It is even more difficult to introduce more up-to-date notions of success. How do you measure success students achieve outside school? How do you measure the success of older adults who are healthier because of their active involvement in school – by looking at public health costs? Not easy metrics, these. But they are all products of a more inclusive notion of community colleges.\u003c/p>\n\u003cp>So what is a college’s mission? Is it an expression of the needs and desires of its local community, or is it dictated at the state and federal level? Who decides how public funds that support it should be used, and where is the balance?\u003c/p>\n\u003cp>\u003cem>Gregory Keech is the elected chair of the Department of English as a Second Language (ESL) at City College of San Francisco – comprised of 250 faculty members and serving over 25,000 ESL students a year. Its curriculum encompasses literacy to advanced composition, in both credit and noncredit modes. The department complements academic pathways already in place for its students with strong pathways to the many Career and Technical Education certificate programs at the College.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>Jose Antonio Vargas\u003c/strong> reflects on the meaning of \u003cem>Martin Luther King\u003c/em>, \u003cem>Jr’\u003c/em>s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”\u003c/p>\n\u003cp>Jose Antonio Vargas is a Pulitzer Prize-winning journalist and Founder of Define American. He was sent to the United States as a child from the Philippines when he was only 12-years-old and learned about his undocumented status when he tried to get his driver’s license at the age of 16. Having lived and worked in the US for 20 years, he considers the United States his home.\u003c/p>\n\u003cp>Vargas became an immigration reform activist after openly writing about his undocumented status in 2011\u003cem> \u003c/em>\u003cem>New York Times Magazine \u003c/em>\u003cem>essay\u003c/em>.\u003c/p>\n\u003cp>Here is an excerpt from his blog, published by kind permission of \u003cstrong>Define American. \u003c/strong>He describes his dreams today.\u003c/p>\n\u003ch2>‘I Have A Dream’: An Undocumented Immigrant Version, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\u003c/h2>\n\u003cp>Surely all Americans are thinking of Dr. King’s 1,670-word speech today, and creating their own versions. As one of our country’s estimated 11 million undocumented immigrants — many of us Americans in all but paper — here is mine.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I have a dream”… of citizenship, in a country I call my home, to a nation I want to keep contributing to.\u003c/p>\n\u003cp>“I have a dream”… of having a driver’s license, of getting a work permit, of not being constrained by a broken immigration system.\u003c/p>\n\u003cp>“I have a dream”…of not being separated from my family and hugging my Mama, whom I haven’t seen in person in 20 years. I cannot leave the U.S; there’s no guarantee I’d be allowed back, and she’s been denied a visa to come here.\u003c/p>\n\u003cp>“I have a dream”… of not being judged by the pieces of papers I lack, but by the content of my character and the talent and skills I offer.\u003c/p>\n\u003cp>“I have a dream”… of not living in fear, of not hiding in shame, of not being subjected by the law but being served by justice.\u003c/p>\n\u003cp>“I have a dream”… of being a free human being.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Visit KQED Resources for ESL Educators on Immigration \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">‘I HAVE A DREAM’: AN UNDOCUMENTED IMMIGRANT VERSION\u003c/a>, Define American, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\n\u003c/p>\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201107120931\">Jose Antonio Vargas on Forum\u003c/a>, Jul 12, 2011\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=mqXpAKiTTug\">Watch Jose Antonio Vargas Testimony on Comprehensive Immigration Reform\u003c/a> from PBS NewsHour, Feb 13, 2013.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Image above: Jose Antonio Vargas (C) sits behind Homeland Security Secretary Janet Napolitano (R) as she testifies about the DREAM Act June 28, 2011 in Washington,D.C.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Jose Antonio Vargas\u003c/strong> reflects on the meaning of \u003cem>Martin Luther King\u003c/em>, \u003cem>Jr’\u003c/em>s famous speech 50 years ago, connecting it to the civil rights struggles of African Americans and to the dreams of undocumented immigrants today. For him and thousands like him “Immigrant rights are civil rights. The struggle continues. The dreams — and DREAMers — live on.”\u003c/p>\n\u003cp>Jose Antonio Vargas is a Pulitzer Prize-winning journalist and Founder of Define American. He was sent to the United States as a child from the Philippines when he was only 12-years-old and learned about his undocumented status when he tried to get his driver’s license at the age of 16. Having lived and worked in the US for 20 years, he considers the United States his home.\u003c/p>\n\u003cp>Vargas became an immigration reform activist after openly writing about his undocumented status in 2011\u003cem> \u003c/em>\u003cem>New York Times Magazine \u003c/em>\u003cem>essay\u003c/em>.\u003c/p>\n\u003cp>Here is an excerpt from his blog, published by kind permission of \u003cstrong>Define American. \u003c/strong>He describes his dreams today.\u003c/p>\n\u003ch2>‘I Have A Dream’: An Undocumented Immigrant Version, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\u003c/h2>\n\u003cp>Surely all Americans are thinking of Dr. King’s 1,670-word speech today, and creating their own versions. As one of our country’s estimated 11 million undocumented immigrants — many of us Americans in all but paper — here is mine.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I have a dream”… of citizenship, in a country I call my home, to a nation I want to keep contributing to.\u003c/p>\n\u003cp>“I have a dream”… of having a driver’s license, of getting a work permit, of not being constrained by a broken immigration system.\u003c/p>\n\u003cp>“I have a dream”…of not being separated from my family and hugging my Mama, whom I haven’t seen in person in 20 years. I cannot leave the U.S; there’s no guarantee I’d be allowed back, and she’s been denied a visa to come here.\u003c/p>\n\u003cp>“I have a dream”… of not being judged by the pieces of papers I lack, but by the content of my character and the talent and skills I offer.\u003c/p>\n\u003cp>“I have a dream”… of not living in fear, of not hiding in shame, of not being subjected by the law but being served by justice.\u003c/p>\n\u003cp>“I have a dream”… of being a free human being.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">Visit KQED Resources for ESL Educators on Immigration \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">‘I HAVE A DREAM’: AN UNDOCUMENTED IMMIGRANT VERSION\u003c/a>, Define American, 28 August 2013 | \u003ca href=\"http://www.defineamerican.com/blog/post/i-have-a-dream-an-undocumented-immigrant-version\">Jose Antonio Vargas\u003c/a>\n\u003c/p>\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201107120931\">Jose Antonio Vargas on Forum\u003c/a>, Jul 12, 2011\u003c/p>\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=mqXpAKiTTug\">Watch Jose Antonio Vargas Testimony on Comprehensive Immigration Reform\u003c/a> from PBS NewsHour, Feb 13, 2013.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Image above: Jose Antonio Vargas (C) sits behind Homeland Security Secretary Janet Napolitano (R) as she testifies about the DREAM Act June 28, 2011 in Washington,D.C.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>City College of San Francisco (CCSF) and San Francisco State University (SFSU) will co-host an international conference for teachers, researchers, and policymakers working to promote quality learning environments for adult immigrant learners with limited literacy or formal schooling.\u003c/p>\n\u003cp>The LESLLA 2013 Symposium: Expanding Emergent Literacy Practices will be held at the Mission Campus of CCSF in San Francisco (August 7- 9th) and will bring together researchers and teachers from many countries throughout Europe, Africa, Asia, and the Americas. The conference is the only one in the country to focus on adult immigrant learners with low literacy and participants will explore new understandings of adult second-language and literacy development through a mix of theoretical and practice-based presentations.\u003c/p>\n\u003cp>LESLLA (Low Educated Second Language and Literacy Acquisition) for Adults is an international forum of researchers and teachers who study the development of second language skills by adult immigrants and refugees with little or no schooling in the home country, low levels of literacy in the native language, and limited proficiency in the language of the new country. LESLLA’s goal is to share research and information that will guide further studies, and to influence educational policy development in all those countries where immigrants settle and are likely to need educational support.\u003c/p>\n\u003cp>Dr. Whiteside said, “LESLLA is the only group that meets annually to consider interdisciplinary research on adult immigrants with little or no formal schooling. These students are largely ignored in discussions of academic ‘success.’ Nearly all research has focused on academic learners.”\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dr. Robin Waterman, Executive Director of La Conexion Comunitaria de Aurora (Aurora Community Connection), will open the conference with a plenary session on her literacy work with impoverished women in El Salvador who had little to no formal education.\u003c/p>\n\u003cp>Nigerian-American artist Victor Ekpuk will discuss “Using Nsibidi, a traditional script from southwestern Nigeria”. This artist’s visual vocabulary is derived from an age-old communication system of the Ekpe secret society in Nigeria, where graphic symbols together with mime and placement of objects are used to convey ideas. “Inspired by these ancient writings, forms in my works are reduced to basic essence, resulting in new symbols or codes in script-like drawings that are used to express contemporary experiences.”\u003c/p>\n\u003cp>Dr. Norma Guillard, a social psychologist and activist from Santiago de Cuba, was one of the first Cuban women of her generation to call herself a feminist. Dr. Guillard joined the 1961 Cuban Literacy Campaign (the Campaign) when she was 15 years old. She will speak about this inspiring experience, and introduce the screening of a documentary film, “Maestra,” which celebrates the life-transforming stories of Cuban women literacy workers.\u003c/p>\n\u003cp>Dr. Stephen Reder, Professor and Chairman of the Department of Applied Linguistics at Portland State University, is a leader in the field of adult literacy. He will close the symposium with reflections on “Researching emergent literacy practices: From cognitivist to social perspectives.” In this presentation he will share his thoughts about new literacy practices that develop as cultures come into contact, and how they engage immigrants with little formal education or literacy in their native language.\u003c/p>\n\u003cp>For more information about LESLLA, click\u003cstrong> \u003ca href=\"http://leslla2013.wordpress.com/\">HERE \u003c/a>\u003c/strong> \u003ca href=\"www.leslla.org\">\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Resources\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Visit \u003cstrong>\u003ca href=\"http://www.kqed.org/education/educators/immigrantvoices/\">KQED Resources for ESL Educators on Immigration\u003c/a> \u003c/strong>\u003ca href=\"www.kqed.org/immigration\">\u003cbr>\n\u003c/a>\u003c/p>\n\n",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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},
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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