Aaron, Dan, and John break down five common pieces of career advice that sound reasonable but actually hurt job seekers and working professionals. They cover why going it alone backfires, how AI-powered job applications create more problems than they solve (including a story about catching a candidate reading AI answers during an interview), why short stints on a resume aren't the dealbreaker people think, and why waiting until you need LinkedIn to start using it puts you months behind. The recruiters on the panel share what they actually see on the other side of the hiring process.Timestamps- [00:00:38] — Why "do it on your own" is the worst career mindset- [00:02:35] — John's record: one cold-applied job in 17 years of working- [00:04:39] — AI as a job search crutch: spam applications and the recruiter arms race- [00:07:32] — Catching a candidate reading AI-generated answers on camera- [00:10:12] — Dan's "opium of action" concept and what to use AI for instead- [00:12:06] — Short stints on your resume: when to explain, when to skip- [00:14:58] — The Twitter layoff lie that backfired in an interview- [00:18:00] — Why being good at your job won't save you from a layoff- [00:25:44] — The hidden job market is growing because companies are done posting roles- [00:29:43] — Talent leaders are moving away from public job postings entirelyCo-hosts- **Aaron Makelky** — [LinkedIn](https://www.linkedin.com/in/aaron-makelky-m-a-ed-038b852a3/)- **Dan Yu** — [LinkedIn](https://www.linkedin.com/in/danoyu/)- **John Lovig** — [LinkedIn](https://www.linkedin.com/in/johnlovig/)Links- [FutureProof You Website](https://futureproof-you.com)- [FutureProof You on LinkedIn](https://www.linkedin.com/company/futureproof-you)

This is the first of a two-part conversation with Michael Barbour, one of the most cited researchers in K-12 distance and online learning. Michael is assistant dean for academic innovation and integration at Touro University California, and has spent nearly three decades studying the design, delivery, and support of K-12 distance, online, and blended learning — as well as the policy and governance structures that shape it. His work has brought him before legislatures and policymakers around the world.In this episode, we put a foundational assumption on the table: that research gives teachers answers. Michael makes a clear and generous case that it doesn't — and that both researchers and classroom teachers share responsibility for that misunderstanding. The distinction he draws between best practices and promising practices isn't semantic. It has real consequences for how leaders build cultures of evidence-informed decision-making, and how teachers are trained to engage with research in the first place.From there, the conversation moves into some of the most persistent misconceptions in the field — including the idea that distance learning only works for certain types of students, and the often-overlooked role that local support plays in whether any online program succeeds or fails. Michael also challenges the assumption that face-to-face teachers have a natural engagement advantage over their online counterparts, and makes a compelling case for why the distance environment may actually offer more tools for meaningful connection — not fewer."The best that we can hope for in all honesty is that research might lead us to a promising practice as a starting point." — Michael BarbourTopics covered:00:00 — Michael's origin story in K-12 distance learning~04:00 — Why teachers don't engage with research, and why researchers share the blame~10:00 — Best practices vs. promising practices: why the distinction matters~17:00 — Who distance learning actually works for~21:00 — The role of local support in online program design~24:00 — Engagement, belonging, and the myth of the visual cue~30:00 — What "personalized learning" actually looks like in K-12 online contextsLinks and resources:DLAC Research Agenda Summary — referenced early in the conversationNEPC Newsletter: AI and Personalization in K-12 Online Learning — Michael's recent piece on what personalized learning actually means in practiceDiscover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.Seth Fleischauer’s Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience.

In this episode of The Smarter Campus Podcast, Zach sits down with Adam Pryor—AI strategist and former senior administrator—to explore how artificial intelligence is challenging not just how we teach, but how we define learning, intelligence, and even what it means to be human.Rather than viewing AI as a simple tool, Adam introduces a more complex idea: AI as an extension of human capability. The conversation dives into how large language models change our relationship with knowledge, language, and problem-solving—while also raising important questions about authenticity, understanding, and the limits of machine-generated reasoning.At the same time, the episode brings the conversation back to practical action. Adam encourages institutions to create safe, low-stakes environments for experimentation—starting with simple, high-impact use cases that support students and reduce administrative friction. For higher education leaders, this is a thoughtful look at how to approach AI with both philosophical depth and practical intention.

Gene Kerns, Vice President and Chief Academic Officer at Renaissance Learning, joins the show to discuss instructional coherence—a trending concept in education that asks whether all the programs, assessments, and interventions schools purchase actually work together as a system.Notes:- Instructional Coherence.- Connecting in appropriate ways.- How do you know if there is instructional coherence?- Each part we add has the potential to become a silo.- Incoherence vs. coherence.- Our students who are struggling the most have to carry the most cognitive load.- 1 vendor vs. multi-vendor situations. - Article pairing of assessment and instruction.- Power of aligning to textbooks/curriculum- Just because we are giving kids more time doesn't mean they are getting the learning they need.- Emphasis on grade level content.- Review only what is absolutely necessary and immediately relevant to what you're doing right now.- Lesson Creator with AI for the teachable moment.- Check out Renaissance Learning Webinars- Renaissance IntelligenceAbout Dr. Gene KernsGene Kerns is a third-generation educator with teaching experience from elementary through the university level and K-12 administrative experience. He currently serves as Vice President and Chief Academic Officer of Renaissance Learning.   With nearly 20 years of experience of leading staff development and speaking at national and international conferences, his former clients include administrators’ associations across the country and the Ministry of Education of Singapore. Gene received his Bachelor's degree and Master's degree from Longwood College in Virginia, and also holds a Doctor of Education (Ed.D.) from the University of Delaware with an emphasis in Education Leadership.   He is the author of 3 books on educational topics.