Apr 18, 2024
Welcome to NASPA's SA Voices From the Field Podcast. This week we had an insightful conversation from our podcast with Dr. Stacey Malaret, a seasoned authority in student affairs, recorded at the NASPA annual conference in Seattle.
Transitioning Roles: Administrator to Educator
During the episode, Dr. Malaret, who has worked in student development since 1999 and serves as the Director for the Lead Scholars Academy at UCF, shared her insights on balancing administrative duties with academic responsibilities. She teaches leadership studies and serves on dissertation committees, embodying the blend of practitioner and scholar.
Generational Shifts in Leadership
Dr. Malaret highlighted the generational changes from millennials to Gen Z, stressing the unique leadership development needed for today's diverse student populations. UCF's Lead Scholars Academy and U-LEAD programs are testament to her progressive and adaptive methods, which now include a virtual leadership academy initiated eight years ago.
The Online Learning Curve
Our discussion also shed light on the augmented reality of higher education - online learning. Dr. Malaret emphasized the myth of online courses being 'easier', arguing that self-motivation is key to success in a digital classroom. While the asynchronous nature of online courses provides flexibility, it also demands a greater level of self-drive and discipline from students.
Bridging Academic and Student Affairs
A significant portion of our dialogue revolved around understanding the interplay between academic and student affairs. As a faculty member, Dr. Malaret brings a unique perspective to student success, bridging curricular and co-curricular experiences. Her involvement at both ends of the educational spectrum allows her to witness firsthand the impact of out-of-class experiences on academic success.
Advice for Aspiring Educators
For those aspiring to transition into teaching, Dr. Malaret suggested volunteering as a teaching assistant or adjunct professor to gain valuable classroom experience. She advised that understanding the academic calendar and significant dates can help student affairs professionals to be more empathetic and supportive of students during stressful times like finals and midterms.
The Balancing Act
Dr. Malaret affirmsedthat engaging in the classroom will enrich the abilities of student affairs professionals, influencing workshops, presentations, and even student interactions. By wearing multiple hats and thriving in each, Dr. Malaret serves as an inspirational figure for those navigating the complex landscape of student affairs and higher education.
TRANSCRIPT
Dr. Jill
Creighton [00:00:01]:
Welcome to student affairs voices from the field, the podcast where
we share your student affairs stories from fresh perspectives to
seasoned experts. This is season 10, continuing our season 9 theme
of on transitions in student affairs. This podcast is brought to
you by NASPA, and I'm doctor Jill Creighton. She, her, hers, your
essay voices from the field host. Today, we welcome our next guest
who we were able to sit down with at the NASPA annual conference in
Seattle, Washington this March 2024. Welcome to doctor Stacey
Mallaret, originally from Orlando, Florida, and who attended the
University of Southern Mississippi for her bachelor of arts degree
in psychology. She then graduated in 1998 from the University of
Central Florida with the master of arts in student personnel, and
in 2007 with her in educational leadership. She's worked in the
student affairs development field since 1999, and currently serves
as the director for the Lead Scholars Academy at UCF.
Dr. Jill
Creighton [00:00:53]:
She teaches educational leadership, strategies for success and
leadership studies classes, in addition to chairing and serving on
dissertation committees. Alright. Stacey, welcome to essay voices.
Thank you. And we are recording live at the NASPA annual conference
today. We're in a meeting room right now. So for our listeners,
there's audio quality differences that you're noticing. It's we're
really live in person, and so it's it's not a frequent thing that I
get to interview frequent thing that I get to interview guests in
person, so this is a really big treat for me as well.
Dr. Stacey
Malaret [00:01:17]:
Oh, me too. Thank you.
Dr. Jill
Creighton [00:01:18]:
And you're at the University of Central Florida, and you have
multiple hats, both as an administrator and as a faculty member. So
we're gonna be talking today mostly about your transition between
those two spaces and how those kind of supplement your work and
understanding as a practitioner. Great. But we love to always start
by asking our guests, how did you find your way into your current
seat?
Dr. Stacey
Malaret [00:01:39]:
Well, back in the 1900, as my children would say, I was a really
involved student leader. My father used to say I majored in Delta
Zeta because that's all I talked about. Didn't really talk
about my classes. And I think I had the traditional tap on the
shoulder saying, hey. Have you heard about student affairs type of
conversation? And I did my research pre Internet, you know, to try
to find, you know, different institutions. And I ended up going to,
actually, University of Central Florida for my master's. I'm from
Orlando originally. Got an assistantship, worked in student
activities, got my first job in student activities. And also,
during my grad program, had a practicum teaching a SLS course as a
strategies and learning success course at a, say, college with
shout out to Dana Gentlemen, who's a good colleague that I've known
for a long time now, and
Dr. Jill
Creighton [00:02:32]:
so shout out to Dana Genten, who's a good colleague that I've known
for a long time now. And so whenever I meet someone from UCF, I
always think of her.
Dr. Jill
Creighton [00:02:42]:
Yes. I know Dana very well. Please tell her I said hi.
Dr. Stacey
Malaret [00:02:43]:
I will.
Dr. Jill
Creighton [00:02:43]:
Back to your campus. So talk first a little bit about your day job.
What is it that you're doing in the student affairs world
mostly?
Dr. Stacey
Malaret [00:02:49]:
So I am a director of our leadership programs area. It's called the
LEAD Scholars Academy. It's an academic and co curricular
leadership development program for incoming 1st year students, and
then we also have a program for upper class students, which we call
U LEAD.
Dr. Jill
Creighton [00:03:02]:
It's been an interesting generational transition time right now
between what we thought millennials needed in leadership space to
now what we're seeing Gen Z is needing and they're very different
things. What are you doing to adapt your practice to the
generational mindset that we're seeing now?
Dr. Stacey
Malaret [00:03:18]:
Well, one thing that we started probably about 8 years ago is a
virtual leo Leadership Academy. It has 8 different modules on
various leadership topics that any student with a UCF ID can log in
and do at their leisure. We did that because we found that students
wanted that virtual space as available to them. Whether or not they
take advantage of it is another question.
Dr. Jill
Creighton [00:03:40]:
Of course.
Dr. Stacey
Malaret [00:03:41]:
But they wanted to have that. And I've seen different colleagues
who have used that for training their own student leaders. So if
maybe they couldn't take a leadership class, this was kind of the
next best thing that they could say, okay. Well, before you become
a peer mentor with us or a resident assistant or orientation leader
or what have you. Take this virtual leadership academy so you get
the basics of what leadership is as part of their training
process.
Dr. Jill
Creighton [00:04:04]:
And you said that was developed 8 years ago. Correct. So you were
doing virtual online learning before it was cool?
Dr. Stacey
Malaret [00:04:09]:
We were ahead of the curve. Yes.
Dr. Jill
Creighton [00:04:12]:
So as you're looking ahead, how has that curriculum evolved over
time?
Dr. Stacey
Malaret [00:04:16]:
Well, we have adopted the social change model as our basis for
leadership development, but then we've supplemented throughout the
years with other leadership theories, and we started doing
strengths quests this past year. So we've been adding to the social
change model as our base what we think would be good for students
to learn and know about themselves and others.
Dr. Jill
Creighton [00:04:40]:
For those who aren't familiar with the social change model, can you
give us a a 30 second CliffsNotes?
Dr. Stacey
Malaret [00:04:45]:
Sure. So Susan Komaviz is one of the authors of the social change
model, and it focuses on individual values, group values, and
societal values, and how to make the world a better place. So
learning about yourself, learning how to work with others, and
learning how to take that knowledge and help with your
community.
Dr. Jill
Creighton [00:05:02]:
It's a unique leadership model because it's one of the few that was
co developed in community with other leaders as opposed to one
person being, like, here's my idea of leadership. So they kind of
modeled their own leadership values and theory by creating it in
their way. So if you've not read The Social Change Model, I would
encourage you to do so. And, also, it's one of those ones that has
a beautiful abbreviation. They always talk about the 7 c's and the
3 buckets.
Dr. Stacey
Malaret [00:05:24]:
And students really resonate with it because they can say, oh,
well, I focus on this c, or I focus on, you know, collaboration or
consciousness of self. I learned in strengths quest. I learned this
about myself, and I'm able to relate it to a model. So it makes
them feel a little bit more connected with our curriculum.
Dr. Jill
Creighton [00:05:42]:
And one of my favorite things about the 7 c's model too is that you
can really focus kind of in a module based form on each of the c's
as opposed to, kind of looking at this long nebulous trajectory of
leadership. You can really, really kind of narrow in on common
purpose or civility Contribution. Yeah. Those types of things. So
there's a lot of amazing institutions doing good work with
Dr. Stacey
Malaret [00:06:03]:
Yeah.
Dr. Jill
Creighton [00:06:03]:
This framework right now. I actually just had a conversation this
morning in the Global, Division Leadership Board with a good
colleague from South Africa who was saying, oh my gosh, we're using
the social change model at our universities at Stellenbosch in
South Africa, and I also see us talking about it here in the US. So
that one's really permeating right now. And then your side hustle
quote unquote is working as a faculty member. What are you doing in
that space?
Dr. Stacey
Malaret [00:06:29]:
So I teach a Strategies for Success course for incoming freshmen,
and I also teach in the higher ed program as well at our
institution.
Dr. Jill
Creighton [00:06:37]:
And I believe you're also advising doctoral
Dr. Stacey
Malaret [00:06:47]:
their their dissertation chair, and then I also serve on committees
as well. And that's a great way to help with the highest level
students going into this field or just wanting to further their
education.
Dr. Jill
Creighton [00:06:59]:
You're really spanning the corners of the
Dr. Stacey
Malaret [00:07:01]:
Freshman to doctorate.
Dr. Jill
Creighton [00:07:02]:
Yes. Freshman to doctorate from Orlando to Seattle.
Dr. Stacey
Malaret [00:07:06]:
Right. And I and I actually were in Seattle, and I took a walk
yesterday around town, and I passed by the City University of
Seattle campus. I took a picture. I was like, oh, maybe I should go
and get my faculty ID.
Dr. Jill
Creighton [00:07:16]:
Did you get it?
Dr. Stacey
Malaret [00:07:17]:
No. It was Sunday, so I didn't. But I was like, maybe I should
today.
Dr. Jill
Creighton [00:07:20]:
I think that's a be a fun souvenir from Yeah. Your trip to Seattle.
And in thinking about what you're seeing in evolution and
transition of the research right now, I know we went through a
period of time where everyone was really intense about wanting to
research the impacts of the pandemic. And I think we're starting to
see that soften a little bit on the research and and now. What are
you seeing that doctoral students are most interested in studying
in the present?
Dr. Stacey
Malaret [00:07:42]:
Well, I have a lot of students who are studying diverse components
of higher education. So, for example, the black woman's experience
in the faculty world. Or I have one who's focusing on humor and how
practitioners need humor in order just to get through the day. And
so how do they cope with their day to day job? So it's very
diverse. I don't have a really one area that students are picking
up. It really depends on their individual interest. I
Dr. Jill
Creighton [00:08:19]:
education faculty space. Mhmm. Because I think in our academy, you
know, that we do have a knowledge community here in NASPA called
Student Affairs Partnering with Academic Affairs, but those who are
not insiders to higher ed don't necessarily understand the level of
chasm that can exist between administration side and faculty side.
So Yeah. I'd love to hear about how you transition your mindset
between both roles, and then also kind of bring those pieces
together for your colleagues that are in either space.
Dr. Stacey
Malaret [00:08:45]:
Well, first, in order to kinda get into the space, you need
experience to get the experience, which is kind of the mantra in
student affairs. And so if we have graduate students listening, I
would say volunteer to serve as a graduate teaching assistant for
free with a faculty member, whether it's a freshman seminar course
or a leadership course or something that is more aligned with the
student affairs area. Freshman seminar strategies for success,
things like that are college one zero one courses are typically the
one that has the biggest comparison to student affairs and biggest
likeliness to have some topics that are in both areas. So I would
say volunteer. Even if you're a practitioner, see if you could
volunteer. Mhmm. You know, because that's how I got my first side
hustle gig when I was working in student activities. I did that one
GTA experience for a practicum and it was on my resume and they
needed an adjunct for a freshman seminar course.
Dr. Stacey
Malaret [00:09:38]:
And they said, Stacey, you have experience. You could do this. And
I kinda faked it till I made it. I was like, sure. I could do this.
And just kind of struggled along and had mentors who were faculty
members, like, you know, asked them, can you share your lesson
plans? Can you give what you do? And I think that's really
important the first time you teach is find someone who's taught it
before to help you along. And so I think that there is a great
relationship between teaching those types of courses and being a
practitioner because you're able to see the students in a different
mindset. Mhmm.
Dr. Stacey
Malaret [00:10:08]:
You can read their reflections that they may have spoken to you
individually about how they're doing or about their academic
advising. So there's a great relationship between student success
coaching, academic advising, and teaching a freshman seminar type
class. Because in my class, I have them talk about what they're
taking next semester, Have them talk about what their major is,
what they wanna do when they graduate. And those are all
conversations that practitioners have normally with students. It's
just in a more academic context, and you're grading them. You
wouldn't grade them talking to them. Right. But you'd be grading
them about their ability to reflect, and I think it's a great way
to get to know the students in a different lens.
Dr. Jill
Creighton [00:10:48]:
I am curious if you have any advice for practitioners who are
looking to teach their first course, but do need to be or deserve
to be compensated for that first course because it's a great
privilege to be able to volunteer one's time for that type of
thing. And in student affairs especially, I think we give away our
time for free a lot. Yes. And so how would you kind of take that
first step inside of that world if you do want to or need to be
paid for that work?
Dr. Stacey
Malaret [00:11:11]:
Well, I would first talk to whoever the department chair is and say
what is the compensation for adjuncts.
Dr. Jill
Creighton [00:11:16]:
Mhmm. Which we know is not great.
Dr. Stacey
Malaret [00:11:18]:
Yeah. It could range anywhere from 1,000 to 5 $1,000, I've seen.
And, you know, try to get your foot in the door and get one of
those classes, and then you can expand to other universities. It
doesn't have to be the one that you work at. You can work for a
community college or an online university.
Dr. Jill
Creighton [00:11:34]:
Mhmm.
Dr. Stacey
Malaret [00:11:35]:
Sometimes they would require additional credentials, especially if
you're teaching online to learn how to work the learning management
system and develop modules online. I think a lot of faculty ask me
for my program. They're like, oh, I can teach online. And I'm like,
it's not that easy. No. You know, you have to learn how to teach
online before you can teach online. And I think a lot of people are
unaware of that back end work. And so if there's a way that you can
do that ahead of time, get that credential, talk to your faculty
center for teaching and learning or whatever it may be called your
institution and ask, how do I get credentialed to teach online? If
you have that already, you're a much more viable candidate to
teach.
Dr. Jill
Creighton [00:12:16]:
We're talking about micro credentials. We're not talking about
Right.
Dr. Jill
Creighton [00:12:19]:
No. No. No. Going back for another degree. No. No.
Dr. Stacey
Malaret [00:12:21]:
It would be probably an online course that you would take, a zero
credit online course. Just to learn how to navigate your learning
management system back end and how to engage students in an online
format, things like that. And then use that to your advantage when
you're asking about teaching and you might be chosen over others
for that paid work.
Dr. Jill
Creighton [00:12:39]:
And pedagogy is so different in online teaching versus kind of that
live in person instruction.
Dr. Stacey
Malaret [00:12:44]:
Right. Learning how to be interactive with discussion boards
because you're not gonna have that discussion. I do a live session
every week on the chapter, and I teach the chapter. Whether or not
students show up for that is a different thing, but I record them
and I post them. And I think even if they don't watch them, I think
students, knowing that they can, makes them feel more connected to
the class, or at least I like to think so.
Dr. Jill
Creighton [00:13:07]:
Well, online learning, I also feel like is the the wave of how we
create access in higher education. Because of that asynchronous
modeling, it allows people who have full time jobs or parenting
schedules or other caregiver schedules or just unpredictable hours
at their work to be able to engage in their course more
effectively. I took a couple of online courses in my doctoral
program, and it was fascinating how much I could learn from others
through discussion boards, which was not something that I expected
going into the process. Right. And then really felt by the time we
got to meeting in person that I I kind of knew people and how they
thought about things even though we had never had a live
synchronous conversation. It's an interesting process. So when you
are working with students in that online space, talk about the
transition that you're seeing in their expectations for a class
versus how they end up engaging.
Dr. Stacey
Malaret [00:13:54]:
I think sometimes students think that online classes are going to
be easier.
Dr. Jill
Creighton [00:13:59]:
They're so much harder than in person.
Dr. Stacey
Malaret [00:14:01]:
They they just think, oh, I'll just take it online, and I think
that the motivation in online classes is tougher because you're not
having that professor in front of you saying, this is due on
Friday. Mhmm. You have to have the ability to go to the calendar
and to log in to we use Canvas on a daily basis and see what's on
your to do list. And have that self motivation to actually work on
those assignments. So I think that's the toughest thing is, you
know, I have more students fail in the online course sections than
in the face to face course sections because I think that motivation
is something that can't be taught and some students think that
they're taking the easy way out by taking the online section.
Dr. Jill
Creighton [00:14:44]:
And it's a much more self intrinsically motivated space. Right.
Because oftentimes in the in person space it's a lot of work to get
yourself to the class, but once you're in the class, it's easier to
turn your brain on because you're in a focused time.
Dr. Stacey
Malaret [00:14:55]:
Right. And you're surrounded by like minded students, hopefully,
who are wanting to do well, and when you surround yourself with
others who want to do well, you rise to the occasion. Whereas in an
asynchronous space, you're alone, unless you are really engaging in
those discussion boards. But even if you are, sometimes it's harder
to feel that sense of urgency to do well in the class when you
don't see others also. What do
Dr. Jill
Creighton [00:15:20]:
you want student affairs practitioners to know, who haven't been in
the classroom side about what we should be paying attention to that
maybe we're not seeing in our day to day interactions with
students.
Dr. Stacey
Malaret [00:15:30]:
Well, I think it's really important to know what's going on in the
academic side of the house. Student affairs sometimes are siloed
and don't think about student credit hour dollar generation or
faculty policies or withdraw dates and things like that because
they are focusing on the out of class experience. But students
don't come typically to a university because of the out of class
experiences. They're going because they have their major or they
really like the academic rigor or they are is about the academics
that they're drawn to because as we all know, they're a student
leader, not a leader student. Mhmm. So academics you know, more
about what's going on and the timelines, you should know when
midterms are because you're going to be able to see a difference in
your student. And you'll know when finals are because you might
need to be more lenient with what the expectations are for your
student leaders that week. So I think by being in the classroom,
you're in tune with that schedule and what students are going
through, and also are able to help support your students more
because of your awareness.
Dr. Jill
Creighton [00:16:41]:
What about in the inverse? What do you think that faculty are
missing about the student affairs world, and how are you bringing
that message in the other direction?
Dr. Stacey
Malaret [00:16:48]:
Yeah. I don't think faculty realize how important it is for
students to be involved to develop those soft skills, which are so
important in the real world regardless of what career path a
student will go into. I'd like to tell students that your resume
will get you the job, but your leadership skills get you the
promotion. So sometimes faculty forget about those leadership
skills and how important it is to be involved as a student leader
so that you can gain those skills. So that when they are in the
field that you are teaching in, they can rise and become stronger
advocates for your field and to rise in different positions of the
chain.
Dr. Jill
Creighton [00:17:26]:
Any final thoughts for our listeners on the transitions between the
faculty seat and the student affairs practitioner seat?
Dr. Stacey
Malaret [00:17:34]:
I would say teaching is a lot of fun. It really helps you think
about the student experience in a different lens, and it's gonna
make you a better practitioner practitioner if you're able to teach
in the classroom because you're going to first learn about yourself
and how to how to talk to students, how to interact with students,
and that's going to translate into your practitioner role when
you're doing workshops and presentations and even interviewing.
Dr. Jill
Creighton [00:18:00]:
It's time to take a quick break and toss it over to producer Chris
to learn what's going on in the NASPA world.
Dr.
Christopher Lewis [00:18:06]:
Thanks so much, Joe. Great to be back in the NASPA world. And
recently, there has been some transformative news about the future
of the Center For First Generation Student Success that I wanted to
share with all of you today. Since its founding in 2017 as a joint
initiative between NASPA and the Souter Foundation, the center has
enjoyed great success built upon the foundation set by Eric and Deb
Suter and their success with the original First Scholars model. The
center has far surpassed NASPA's original goals. Now with 27 staff
members, the center offers a wide array of programmatic offerings,
national events, informative research, and of course, a robust and
growing network of partners at 349 institutions representing 49
states and the District of Columbia. When you combine that with the
professional development, research, data, networking, advocacy, and
all the other resources provided by the center, and you can easily
see why it's become the premier organization in the field of 1st
generation student success. The success has prompted the center to
take the next step in its evolution.
Dr.
Christopher Lewis [00:19:15]:
The Center For First Generation Student Success is becoming its own
501c3 organization. The vision and goals since inception was for
NASPA to incubate the center until it was established as a leader
in the field. While it will technically be a separate organization,
the center will remain strategic partners with NASPA, the
professional home for student affairs and an organization that is
committed to cultivating student success. NASPA's long standing
partnership with Eric and Deb Souter and the Souter Foundation as
cofounders remains vital to the center's success. Since partnering
with NASPA to create the center, the suitors commitment to the
continuous growth and long term sustainability of the organization
is the foundation on which the center's success is built, while
their passion for creating economic opportunity and belief in the
potential of 1st generation students is unparalleled. The
transition to a 501c3 organization offers many benefits, providing
more partner opportunities for higher education institutions, more
ways for the philanthropic community to influence 1st generation
success and outcomes 1st generation success and outcomes, and more
opportunities for the center to drive transform to drive
transformational change for institutions nationwide. Keep an eye
out for some other exciting changes, some different names, but the
center will continue to offer the same outstanding program services
and support that you've come to expect while also growing to meet
the needs of an evolving field.
Dr. Jill
Creighton [00:20:45]:
Okay. We are back. Thank you, Chris, as always, for telling us
what's going on in and around NASPA. There's a lot happening post
conference, so I hope you've all made it home safely and you're
gearing up towards the end of the year now. So we are very thrilled
to be bringing you into our lightning round. I have 7 questions for
you in about 90 seconds. Okay.
Dr. Stacey
Malaret [00:21:03]:
These are unscripted because I is my go to karaoke song.
Dr. Jill
Creighton [00:21:16]:
And we're here at the conference right now. Kevin Kruger just
literally entered to the Bee Gees Stayin' Alive and, like, did a
disco dance on stage. It was actually really fun. Yes. Number 2,
when you were 5 years old, what did you wanna be when you grew
up?
Dr. Stacey
Malaret [00:21:27]:
I don't know. You know, it was funny. I didn't have any women in my
life who worked. Mhmm. And so that was a very interesting question.
So I didn't really know what women did when I was 5. Number 3,
who's your most influential professional mentor? Probably doctor
Joe Paul from University of Southern Mississippi. He was our vice
president of student affairs and is now the president.
Dr. Jill
Creighton [00:21:48]:
Number 4, your essential student affairs read.
Dr. Stacey
Malaret [00:21:51]:
Oh, probably beginning your journey for our graduate students to
learn how to navigate your 1st year in the profession. That's a
NASBA publication.
Dr. Jill
Creighton [00:22:00]:
Number 5, the best TV show you binged during the pandemic.
Dr. Stacey
Malaret [00:22:03]:
This is Us. It is amazing.
Dr. Jill
Creighton [00:22:05]:
Number 6, the podcast you've spent the most hours listening to
in
Dr. Stacey
Malaret [00:22:08]:
the last year. Probably the student leadership programs knowledge
community podcast, and I serve as a SLPKC co chair.
Dr. Jill
Creighton [00:22:15]:
And finally, any shout outs you'd like to give personal or
professional?
Dr. Stacey
Malaret [00:22:18]:
I would love to give a shout out to everyone I've met at this
conference and everyone who I hope to connect with afterwards.
Dr. Jill
Creighton [00:22:25]:
It's been a pleasure getting to know you and hearing about the
faculty side of your journey. Mostly we talk with practitioners on
our show, so it's really great to get the balance on the other
side. If folks would like to connect with you after the show, how
can they find you?
Dr. Stacey
Malaret [00:22:38]:
Sure. My email is Stacey.Malaret@ucf.edu.
Dr. Jill
Creighton [00:22:42]:
Thank you so much, Stacey, for sharing your voice with us.
Dr. Stacey
Malaret [00:22:45]:
Thank you.
Dr. Jill
Creighton [00:22:48]:
This has been an episode of Student Affairs Voices from the Field,
a podcast brought to you by NASPA. This show continues to be
possible because you choose to listen to us. We are so grateful for
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other student affairs professionals find the show and helps raise
the show's profile within the larger podcasting community.
Dr. Jill
Creighton [00:23:29]:
This episode was produced and hosted by doctor Jill Creighton,
that's me, produced and audio engineered by doctor Chris Lewis.
Special thanks to the University of Michigan Flint for your support
as we create this project. Catch you next time.