DR. ZHIWEI ZHU
Embracing Excellence
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DR. ZHIWEI
SHAWN TALBOTT 22
Dr.ZhiweiZhu Building the Future of Analytics Education
WherePractice MeetsPurpose
Inanerawhereindustriesevolvefasterthanmost curriculacankeepup,theneedforacademicleaders whoarebothvisionaryandgroundedinreal-world experiencehasneverbeenmoreurgent.Enter Dr. Zhiwei Zhu,theAcademicDirectoroftheBusiness AnalyticsandInformationManagement(BAIM)program atPurdueUniversityanda2023honoreeby Poets & Quants asoneofthe"BestUndergraduateProfessors."
Dr.Zhu'sjourneyisn'taconventionalone.Afterearning hisPh.D.instatistics,hetookaturnawayfromtheivory towerandintothehigh-stakesworldofcorporate analytics.Overthecourseofmorethan15years,heheld seniorexecutiverolesatglobalinsurancegiantslike SwissRe,SCOR,andAssurant.Butinacareerde inedby transformationanddata-drivendecision-making,his mostpivotalmovecamewhenhereturnedtoacademia witharenewedmission:toreimaginehowfuture analystsaretrained.
"Itwasn'tanobviouspath,"herelects."Butsomething wascalling—adeeperdesiretoshare,mentor,andgive back.”
“It wasn’t an obvious path,” he reflects. “But something was calling—a deeper desire to share, mentor, and give back.”
REIMAGINING RELEVANCE
AtthecoreofDr.Zhu'sapproachis acommitmenttodynamic alignmentwithindustrydemands. AsAcademicDirectorofPurdue's four-yearundergraduateBusiness AnalyticsandInformation Management(BAIM)program, whichcurrentlyservesmorethan 700on-campusstudents,Dr.Zhuis continuouslybenchmarkingcourse contentagainstmarketshifts.
"Weaskourselves:Arewe preparingstudentsforwhat tomorrowdemands,notjust today?"hesays.Thisquestionledto asweepingtransformationofthe program'sstructure.UnderDr. Zhu'sleadership,theBAIMteamis activelydevelopinganevolving Experiential Education (ExEd) portfolio designed to offer studentsarangeofcredit-bearing,
hands-onlearningopportunities.As theportfoliocontinuestogrow,it includesoptionssuchas industrysponsoredprojects,internships, consultingengagements,to student-runbusinessinitiativesand analyticscompetitions.
"Eachexperienceiscarefullyvetted toensurealignmentwithdeined learningoutcomesandreal-world relevance,"Dr.Zhuexplains.
It'sanambitiousandholistic model—andonethatre lectsDr Zhu'sbroaderpedagogicalvision. Thesestructured,hands-on engagementsnotonlyallow studentstobuildtechnical proiciencybutalsochallengethem tonavigateambiguityandwork collaborativelyincomplex environments.
"Experientiallearningisnotjust
aboutdoing,"Dr.Zhuelaborates. "It'saboutre lectingonwhatyou did,connectingittobroader knowledge,andapplyingitinnew, unforeseensituations."
THE 3CS OF CAREER COMPETENCY
Dr.Zhuinsiststhattechnicalskills aloneisnolongerenoughintoday's jobmarket.Instead,heembeds whathecallsthe "3Cs" of career competency intoeverycoursehe teaches: Comprehension, Collaboration, and Communication
"Thesecoreskills,"heexplains, "ensurethatstudentsdon'tjust learntechnicaltools—theyalso developtheabilitytothink critically,communicateeffectively, andappreciatethevalueof teamwork.”
“Teaching isn't about delivering answers. It’s about cultivating a mindset of inquiry, modeling continuous growth, and empowering future professionals to keep evolving.”
Theemphasisonsoftskillsis intentional.Dr.Zhubelievesthe bestanalyticsprofessionalscan bridgethetechnicalandhuman realms.Hiscoursedesignsrelect thisblendbyencouragingstudents toexplaincomplexideasclearly, workacrossfunctions,andthink ethicallyabouttheconsequencesof theirdecisions.
Hisownteachingphilosophy mirrorsthisbalance."Teachingisn't aboutdeliveringanswers,"hesays. "It'saboutcultivatingamindsetof inquiry,inspiringcontinuous growth,andempoweringfuture professionalstokeepevolving."
Thismindsethasnotgone unnoticed.In2023,Poets&Quants recognizedDr.Zhuasoneofthe year'stopundergraduate professors,arelectionofbothhis classroominnovationandstudent impact.
BUSINESS DATA MINING: THE FAVORITE LAB
Amongthemanycourseshe teaches, Business Data Mining holdsaspecialplaceinDr.Zhu's heart.
"It'swhereanalyticsbecomes tangibleforstudents,"hesays."It's alsowheretheyoftenfeelmost empoweredbytheirlearning."
Tokeepthecontentengagingyear afteryear,Dr.Zhuupdateshis curriculuminrealtimetorelect trendslike Generative AI and ethical data usage.Course assignmentsmirrorreal-world developmentsinieldssuchas marketinganalyticsandconsumer behavior.
Moreover,Dr.Zhuincorporates experiential components likelive
casestudies,simulatedconsulting projects,andstudent-led presentationstobridgethegap betweentechnicalproiciencyand businessapplication."Students mustlearntoanswerthecritical'so what?'—aquestioneveryanalytics professionalmustbereadyto address."
Hisstudentsarealsoexposedto competitive,team-basedprojects, helpingthembuildtheresilience andcollaborationskillsdemanded inhigh-performingbusiness environments."Everydatapoint hasastory,"Dr.Zhusays."Ourjobis toextractthatstoryanddeliveritin awaythatdrivesintelligent decision-making."
FROM BOARDROOM TO CLASSROOM
Dr.Zhu'sexecutiveexperiencegives himauniquelensthroughwhichto guidehisstudents.Inthecorporate world,heledanalyticsteamsand strategicdatainitiatives.Today, thoseexperiencesshapebothhis pedagogyandhismentorship.
"It'snotenoughtoperform regressionorclustering,"he explains."Studentsmustlearn when toapplythesetools, how to communicateinsightstodecisionmakers,and what trade-offsexistin real-worlddeployment."
Thisreal-worldcontextextends beyondthelecturehall.Dr.Zhu mentorsstudent-ledorganizations asiftheywereactual businesses—challengingstudents tobuildstrategicplans,deineKPIs, andengagestakeholders.These simulationsmimicexecutive environmentsandofferstudentsa uniqueglimpseintoprofessional realities.
"Mygoalistohelpstudentsgrow intonotonlycapableanalysts,"he says,"butalsothoughtfulleaders whocaninluencemeaningful changethroughdata."
ANTICIPATING THE FUTURE OF ANALYTICS
Whenaskedaboutthefutureof analyticseducation,Dr.Zhuiscleareyedandexpansive.Heidentiies three critical fronts foreducators toprioritize:
• Human-Centric AI Literacy: StudentsmustunderstandAI's societalandethical implications,notjustits technicalstructure.
• Generative AI Integration: Withtheriseofmultimodal data,educatorsneedtoprepare studentsforanalysisthatgoes beyondnumberstoinclude language,image,andaudio.
• Cross-Disciplinary Fluency: Thefutureliesatthe intersectionofdisciplines. Programsmustintegrate analytics,computing,business, ethics,andcommunication.
Dr.Zhu'sownresearch—including contributionsto Harvard Data Science Review and INFORMS Analytics journals—hasexplored therapidlyevolvingroleofData ScienceandGenerativeAI,andtheir implicationsforthefutureof analyticseducationandtraining.
"Cross-disciplinaryofferingsaren't optionalanymore,"heinsists."They arevital.”
TEACHING AS A BRIDGE, NOT AS A PLATFORM
Dr.Zhu'sacademicjourneyismore
thanacareerpath;it'samission. Afterreceivinga Fulbright U.S. Scholar grant in 2024,hespent timecollaboratingwithbusiness schoolsacrossEurope,exchanging ideasanddevelopingcurriculathat bridgeculturesanddisciplines.
"Thatexperiencedeepenedmy commitmenttoeducationasa bridge—betweenindustries, cultures,andgenerations."
He'salsochannelingthatvisioninto atextbook, “From Data to Decisions: The Past, Present, and Future of Analytics in the Age of AI,whichdistillshisprofessional andacademicinsightsintoan accessible,student-friendly framework.Itprovidesa foundationforstudentsnotjustto learnanalytics,buttoapplyitin serviceofstrategic,ethical,and data-informedleadership.
"Theclassroomisn'tjustaspacefor
transferofknowledge,"hesays."It's alaunchpadforthenextgeneration ofthinkersanddoers."
A PASSION FOR PRECISION—AND PASTRY?
Thoughknownforhisanalytical rigorandpedagogicalinnovation, there'salightersidetoDr.Zhuthat mightsurprisemany.Onweekends, heenjoys experimenting in the kitchen,blendingEasternand Western lavorsincreativerecipes.
"Cooking—liketeaching—isabout balance,"hesmiles."It'swhere structuremeetscreativity.It'salso oneofthefewplaceswhereIcan losemyselfintheprocessandenjoy immediatefeedback—sometimes brutallyhonest!—fromfamilyand friends."
It'sametaphorthatsuitshimwell. Whetherinthekitchenorthe classroom,Dr.Zhuisalways
craftingexperiencesthatnourish themind,expandtheimagination, andpushboundaries.
A LEGACY IN MOTION
Asthelandscapeofdatascience andAIshiftsbeneathourfeet, leaderslikeDr.ZhiweiZhuensure thatthenextgenerationdoesn't justkeepup—theylead.
Throughinnovativeteaching,realworldintegration,anda commitmenttoethical,crossdisciplinary luency,heisredeining whatitmeanstobeaprofessorin the21stcentury.
"TheimpactIcanmakeasan educator,"hesays,"echoesfar beyondwhatIcouldaccomplishin acompany.”
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Dr. Shawn
Shawn Talbott
The World’s Fittest CEO on Food, Mood, and Human Potential
Fewexpertsstraddlethe worldsofscience, performance,andmental healthaseffectivelyasDr.Shawn Talbott.Apioneerinnutritional psychology,Dr.Talbotthas dedicatedhiscareertoexploring howfoodin luencesmood,andhow biochemicalbalancecandrive humanpotential.WithaPhDin NutritionalBiochemistryand entrepreneurialtrainingfromMIT, he'sauthored14books,developed overabilliondollars'worthof wellnessproducts,andredeined howweapproachmental itness.
FromsupportingOlympicathletes toturningpersonallossinto professionalpurpose,Dr.Talbott's workisbothdeeplyscientiicand profoundlyhuman.Inthisinterview, TheWorld'sFittestCEOrelectson lessonsfromendurancesports,how resiliencecanbetrained,andwhy thefutureofwell-beingliesatthe intersectionofnutrition,psychology, andlivedexperience.
What irst drew you to the intersection of nutrition and psychology? Was there a speciic “aha” moment that launched your focus on psycho-nutrition?
Weallhaveexperiencedthe intersectionofnutrition(food)and psychology(mood),whenameal didn't“agree”withus–makingus feeltiredorbloated.Orarelated experienceof“stresseating”–whereourhecticdayseemstodrive ustowardcomfortfoodslikepizza andcookies.
MyPhDisinNutritional Biochemistry,soI'malwaystrying tounderstandtheunderlying balanceofneurotransmitters, hormones,andotherbiochemical signalsthatdriveemotions, behavior,andperformance.Inthe earlypartofmycareer,Iwasmostly a“sportsnutritionist”–working withelite-levelathletesandcoaches attheUSOlympicTrainingCenters, USSkiandSnowboardteam,andUS Track&Field.
Itwasfunhelpingthemgetready–mentallyandphysically–forthe Olympicsandchampionshipevents allovertheworld.But,attheendof 2001,myyoungerbrotherdiedofa drugoverdose–andthat completelychangedthecourseof myresearchandeverythingthatmy workfocuseson.
Withtheathletes,Iknewthatthe onesstandingonthetopstepofthe podiumwiththegoldmedal weren'tany“ itter”(physically) thantheircompetitors,butthey hadthe“mentaledge”thatenabled themtowin.Theyhadsharper focus,couldmanagestressbetter, bouncebackfromchallenges quicker,andsleepmoresoundly–theyweremore“mentallyit”–and thattranslatedintosuperior physicalperformance.
Mybrotheruseddrugstoself-treat hisanxiety,depression,andADHD–soIthoughtthatmaybeIcould applywhatweknewaboutmental itnessineliteathletes–andtryto “mainstream”thosepracticesto helptheaveragepersontofeel“less bad”(anxiety,depression,tension, fatigue)andfeel“moregood” (energy,mood,focus,resilience)in theireverydaylife.
Thiswasmorethan20years–and 14books–ago,butnowwehavean entire ieldofresearchknownas “NutritionalPsychology”where “Psycho-Nutritionists”andCertiied MentalWellnessCoaches(CMWCs) useoveralldietarypatternsaswell asspeci icfoods,nutrients,and supplementstohelppeoplefeel theirbestandperformattheir peak.
You've competed in ultraendurance sports while
conducting high-level research. How have your personal athletic experiences shaped your academic and professional path?
Endurancesportsteachyouone thingveryquickly:thatyour mindsetiseitheryoursecret weaponoryourweakestlink.When you're60milesintoamountainous trailrun,withanother40togoand thesunissetting,yourbody/mind connectionbecomesafeedback loopofeverything—nutrition, sleep,emotionalstate,resilience.
Ibegantoviewthebody/mind connectionasareal-time laboratory,whichhelpedmereine myresearchlenstowardreal-world performance,notjuststatistical signi icance.Ilove“doingthe research”–butevenmorethan that,Ilove“applyingtheresearch” toagivenreal-lifesituationtosee howwellitworks(ornot).
This“realworld”approachhas madememoredisciplinedinhowI approachscience,business,and teaching:resilienceisn'tacharacter traitthatyou'rebornwith,it'sa trainablesystemthateveryonecan master–andtheFood-MoodPerformanceconnectionis underpinnedbybiochemistrythat wecanmeasureandmanageand modulate.
You've developed over a billion dollars' worth of products – how do you balance scientiic integrity with consumer appeal in product development?
It'sadelicatedancebetweenwhat's trueandwhatsells–andI'vefound thattheverybestandmost successfulproductsliveatthe intersectionofgoodscienceapplied
tosolvearealproblemandwith bene itsthatuserscanfeel.
Ialwaysstartwiththescience: mechanism,ef icacy,bioavailability, sustainability.ButthenIask,“How will this make someone feel? Will they notice a difference in 10 weeks, or 10 days or 10 minutes?” Ifthey won'tfeelit,theywon'tkeeptaking
it—andifitdoesn'twork,they shouldn't.
Thekeyistotranslatecomplex scienceintofeltexperience,while respectingboththeevidenceand theintelligenceoftheenduser.I alwayssaythatmybestcustomeris an“open-mindedskeptic”–the personwhoiscuriousaboutsolving
theprobleminanaturaland scienti ically-validway,butwho alsodoesn'tjustbelieveeverything thattheyhear.Theylistentothe scienceandreservetherighttosay.
“I'llbethejudgeofthat”(bytrying theproducttoseeifthescience matchesuptotheirexperience).
Theresultof“followingthescience”
isproductsthatearntrustbecause theydeliverbiologicaltruthwith emotionalimpact–andthat translatesintoasatisieduseranda regularcustomer.
How has your background in both nutrition science (via Rutgers) and entrepreneurship (via MIT) shaped your approach
to teaching, mentoring, or leading in your ield?
Myscienti ictrainingatRutgers taughtmetoalwayskeeplooking for“rootcauses”bycontinuingto peelbacktheunderlying biochemistrydrivingaconditionor behavior(whatascientistwould call“mechanismofaction”).MyMIT experiencetaughtmethatgreat ideasdiewithoutproperexecution –andthatgoodsciencewithout clearcommunicationisjustdata.
So,Itrytomentorstudentsand teamstobe“bilingual”–luentin bothbiologicalmechanismsand businessmodels.WhetherI'mina lab,classroom,orboardroom,I teachfroma“systems”perspective thatencouragespeopletozoomin andzoomout,ask“why”overand overagain.
Thishelpsusbuildsolutionsthat alignscienceandstrategybutalso keepsinmindtheemotional“soul” thatenablespeopletoconnectthe researchandtheproductwith solvingtheirproblemand improvingsomeaspectoftheirlife. Mygoalistohelpthenext generationbecomenotjustexperts, buttranslatorsandchangemakers.
What advice would you give to the next generation of students who want to work at the intersection of science, sports, and mental health?
Themostimportantthingisto“stay curious”–becausethatwillkeep youengaged,movingforward,and humble.Thenextisto“get comfortablebeinguncomfortable”–becausebeingonthe“bleeding edge”wherescientiicandbusiness disciplinescollide,iswhereyou'll
indallthepeopletellingyouhow somethingcan'tbedone.
Studentsneedtolearnenough sciencetoholdtheirownwith researchcolleagues–andthat competencewillenablethemto staycuriousenoughtoquestionthe standardplaybook.Spendingtime withpeopleoutsideofyournormal sphereofpractice–withathletes, therapists,chefs,startupfounders–iswheretherealinsightsareand whereyou'llstarttosee connectionsthatnobodyelsehas yetseen.
Onelastthingis–don'twaituntil you're“ready”(becauseyou're nevertrulyready)–sostart buildingsomethingnow,evenifit's alittlebituglyandmessyand undercooked.Wedon'tneedmore perfectresumes.Weneedmore peoplewhocanconnectthedots andturninsightintoimpact.
You've been called the “World's Fittest CEO.” What does that title mean to you personally—and professionally?
It's latteringandfunny,butItakeit asachallenge,notatrophy.Forme, itness–whethermentalitnessor physical itness–isn'taboutmedals orStravastats.It'sabout challengingyourself–it'sa mentalityof“youversusyou”or “beatyesterday”–andencouraging otherstodothesamealongthe way.
Underlyingallofthatistheneedto “practicewhatIpreach”bybeing metabolically lexible,mentally sharp,andemotionallyresilient.So professionally,my“hobbies”are alsoaproofpoint.Irememberthe originalitnessguru,JackLaLanne
jokingthat,“Icanneverdie,it wouldruinmyimage.”
Inasimilarway,Ithinkit'sfunto showpeoplethatwhileI'mbuilding productsorwritingbooksthat claimtounlockthesecretsof humanperformance,Ibetterbe livingthatexperimentmyself–everyday.
Finally, what's one thing you've learned from your students or younger professionals that changed how you see your own ield?
That connection mattersmorethan credentials.Ihavethepedigree–thefellowships–theacademicand industryawards–butasthesaying goes,“peopledon'tcarehowmuch youknow,untiltheyknowhow muchyoucare.”
Today'sstudentsaren'tsatisied justwithbeingsmartandgaining theirownpedigree–theywantto makeanimpact–theywanttohelp others–theywanttoleavethe worldabetterplace.
Mystudentsareconstantly remindingmethatpeopledon'tjust wantbetterdata,theywanttofeel seen,empowered,andtransformed. That'swhyInowteach biochemistrynotasacollectionof pathways,butasalanguageof possibilityandameanstounlock thebestversionofourselves. Becausewhenyourinternalbiology isaligned,itworksforyou,andthe restofyourlifestartstoworktoo.
Dr. Erica Forzani
Engineering
Human-Centered Health Innovation
Dr.EricaForzanistandsatthe intersectionofchemistry, engineering,andhumanwellbeing,wherecutting-edgesciencemeets compassionatecare.Asapioneering researcher,educator,andentrepreneur, shehasdedicatedhercareerto translatingcomplexscienti icideasinto real-worldmedicalsolutionsthatcan improve,andinsomecases,savelives.
Herpathisanythingbutconventional. Bornwithanaturalcuriosityand nurturedbyachildhoodilledwith scienceexperiments,mechanical tinkering,andlate-nighthospitalvisitsto seehercousininaclinicallab,Erica's journeyhasbeendeeplypersonal.It'sa storyrootedininspiration,drivenby
empathy,andpoweredbyanunrelenting desiretomakeadifference.Whatbegan withasimplechemistrykitgiftedbyher fatherhasevolvedintoalifelongmission todevelopbreakthroughbiosensing technologiesforsomeofhealthcare's mosturgentchallenges.
Today,withovertwodecadesof experience,morethan50scientiic publications,multiplepatents,andthe successfulcommercializationofher innovations,Dr.Forzaniisleadinganew generationofinterdisciplinarythinkers. Herworkbridgesacademiaand entrepreneurship,theoryandapplication, labresearchandpatientoutcomes.
Assheembarksonanewchapter withthePhoenixChildren's ResearchInstituteattheUniversity ofArizona'sCollegeofMedicine,Dr. Forzaniiscomingfullcircle, bringingherskillsbacktothe pediatrichealthcarespacewhere herpassion irsttookroot.Inthis exclusiveinterview,sherelectson hercareer,thelessonsshe's learned,andwhythefutureof engineeringisn'tjustaboutdata anddevices,it'saboutpeople.
Your work bridges chemistry, engineering, and health sciences. What inspired your path into
such an interdisciplinary space?
My irstinspirationwasmyfather. WhenIwas11,hegavememyirst chemistrykitandmicroscope.We spentcountlesshoursdoing experimentstogether.Healso invitedmetoworkwithhiminhis workshopandtohelpixhiscaron weekends.Ilovedhowheinvolved meinwhatweretraditionallyseen as"man'schores."Thatbondand thosesharedexperiencessparked myloveforscienceand engineering.
Later,mycousinLaura,whoworked
nightshiftsinaclinicalchemistry lab,inspiredmetopursuemedical laboratoryscience.Iremember howmuchIlovedvisiting“her”lab atthehospital.Iwasfascinatedby theclinicalenvironmentandthe rolediagnosticsplayedinpatient care.
Duringmyresidencyatachildren's hospitalinCórdoba,Argentina,I especiallylovedthenightshifts. Theyallowedmetocollaborate directlywithemergencydoctors andcontributetourgentdiagnostic cases.Whattrulymovedmewas seeingtheanxiousparentswaiting
forlabresults.Thatexperience mademerealizeIwantedtodo more—anddoitfaster.That'swhat ledmetopursueaPh.D.andshift myfocustoengineeringnew diagnostictools.
In2003,IjoinedArizonaState Universitytodevelopmy engineeringskillsandworkon sensortechnologies.Now,22years later,I'vecomefull circle—returningtopediatric healthcareatPhoenixChildren's HospitalthroughthePhoenix Children'sResearchInstituteatthe UniversityofArizona'sCollegeof Medicine(startingJuly2025).I'm beyondexcited.Itfeelsincredibly meaningfultodedicatethisnext chapterofmylifetoimproving children'shealththrough technology.
As a professor and researcher, how do you nurture creativity and innovation in your students while maintaining scientiic rigor?
It'sallaboutbalance.Iprovide timelyguidanceandconstructive feedbackwithoutmicromanaging.I alignstudentswithprojectsthat matchtheirpersonalgoals,give creditwhereit'sdue,and encouragecollaborationboth withinourteamandwithexternal partners.Whenstudentsfeel ownershipandconnection, innovationcomesnaturally—and futureleadersareborn.
What do you ind most ful illing about your role as an educator in the ield of engineering and biosensing technology?
Translatingclinicalneedsintorealworldsolutions.It'spowerfultosee
aproblemfacedbydoctorsor patientsandknowthatwe,as engineersandscientists,canhelp solveit.
How has your background in both science and entrepreneurship shaped your approach to teaching and mentoring?
Entrepreneurshipkeepsme groundedintherealworld.It pushesmetothinkcreativelyabout howscienti icbreakthroughscan actuallyreachpeopleandmakea difference.Ithasalsotaughtme resilience,whichIpassontomy students.
I'mparticularlygratefulforsupport fromU.S.federalSBIRprograms likethosefromNIHandNSF. Arizona'sinnovationecosystemhas alsobeenavitalpartofthis journey,especiallythrough collaborationswiththePartnership forEconomicInnovation's WearTechAppliedResearch CentersandtheFlinnFoundation.
WhensomeoneusesBreezing—one oftheproductsIhelpeddevelop—I feelproud.Itempowers professionalstounderstand patients'metabolismbetterand helpsimprovecarethrough smarter,morepersonalized guidance.
In your experience, what is the biggest misconception students have about chemical and biosensor research?
Honestly,today'sstudentsare incrediblysharpandwell-informed. Theyoftenarrivewithasolid understandingofwhatchemical andbiosensordevelopment
involves.Theircuriosityanddrive areahugepartofwhatfuelsmy work.Withoutthem,I'dbehalfway inmyefforts.
With over 50 publications, multiple patents, and transferred IPs, how do you personally deine impact in your career?
Ide ineimpactintwoways:
1. Student Success –Helpingmy studentslandtheirdreamjobsand watchingthemthriveisoneofthe greatestjoysinmycareer.
2. Societal Impact –Creating technologiesthatimprovepeople's lives.Publicationsandpatentsare milestones,buttherealsuccessis whenaproductisusedinthereal worldandmakesameaningful difference.
As a woman in STEM leading in highly technical ields, what advice would you give to young women entering engineering or chemistry today?
Balancingpersonaland professionallife—especiallyaround motherhood—canbechallenging. Pregnancyandparentingcan impactthepaceofyourcareer.My adviceistoestablishyourcareer irstifpossible.Andifyoudo decidetohavechildren,makesure youhaveareliablesupport system—ideally,apartnerwho sharestheloadduringdemanding times.Withsmartplanninganda strongsupportnetwork,it's absolutelypossibletothrivein both.
Natalie Allen on
the Power of Nutrition and Mentorship
NatalieAllenwearsmanyhats, professor,mentor,innovator,and thepowerhousedietitianfueling MissouriStateUniversity'sstudentathletes.Whethershe'sdesigning personalizednutritionplansforfootball linemenorguidinggraduatestudents throughreal-lifeclinicalexperiences,her passionforfoodasfuel,andasavehiclefor education,isundeniable.
AMissouriStatealumnaherself,Natalie hascomefullcircle,bringingher classroomexpertisetotheieldandher ieldexperiencetotheclassroom.Through hernutritionprogramsforkids,leadership insportsdietetics,andhigh-energy teachingstyle,she'schangingtheway students,andathletes,thinkaboutfood, health,andperformance.
Inthiscandidinterview,Natalieshares insightsontheevolving ieldofdietetics, herphilosophyonpracticalnutrition,and whystayingconnectedtobotheducation andathleticsmakesherabetterleader everyday.
As the team dietitian for Missouri State athletics, how do you approach creating nutrition plans for athletes in different sports?
Ittakesateam,andI'mfortunatetowork withanincredibleone.Ourathletic trainers,teamphysicians,strength coaches,andteampsychologistallplay vitalrolesinsupportingourstudentathletes.Wecommunicateregularlyto ensureeveryaspectofanathlete'shealth isaddressed—andnutritionisakeypartof thatequation.
Whenitcomestocreatingplans, Itailoreachapproachbasedon thesport,position,training cycle,andindividualgoals.A swimmer'sneedsare completelydifferentfroma footballlineman's.Mydietetics graduatestudentsalsogain hands-onexperienceby deliveringeducationand supporttoour600studentathletes.It'sacollaborative, high-energyenvironment.
You split your time between the classroom and the athletic ield. How do those roles in luence one another in your daily work?
Theyabsolutelygohandin hand.Workingwithathletes keepsmesharpinclinical practiceandensuresIstay current,whichmakesmea betterregistereddietitianand educator.Intheclassroom, studentslovehearingrealworldexamplesbringscienceto lifeinarelatableandrelevant way.
Studentsworkonprojectslike cookingvideos,educational handouts,andperformancefocusedrecipes.These assignmentsgivethempractical skillsandasenseof contributiontoreal-world sportsnutrition,whichthey love.
As a Missouri State alumna, how does it feel to return as a professor and mentor the next generation of health professionals? MissouriStateishome.My parentswenthere,Imetmy
husbandhere,andnowourkids arestudentstoo,we'reproud MoStateBears.Comingbackas aprofessorisafull-circle moment.I'mpassionateabout helpingstudentsindtheirpath, andI'mluckytobepartofan amazingacademicteam.Our dieteticsfacultycollaborate well,andweachievesomuch becauseweworkasateam.
You've developed programs like SNEAKERS and “Fun”tastic Nutrition” for younger students. What inspired that initiative?
Nutritioneducationshouldstart early,anditshouldbefun!Isaw agapinengaging,ageappropriateprogramsforkids, soIcreatedmyown.These programsbringsciencetolife throughmovement,games,and interactivelearning.Now,my collegestudentsteach elementarystudents,andweall haveablastlearningtogether.
How is the ield of dietetics changing, and what new skills do students need to succeed?
Dieteticsisevolvingrapidly. There'smoreintegrationof technology,more interdisciplinarycollaboration, andastrongeremphasison leadershipandcommunication. Futuredietitiansneedtobe adaptable,data-savvy,and comfortableindiverse settings—fromclinicalto corporate.
Softskillsarecritical:empathy, criticalthinking,andtheability totranslatescienceinto practical,everydayadviceare
moreimportantthanever.
If you could give one piece of practical nutrition advice to every college student, what would it be?
Eatrealfood.Nutritiondoesn't havetobecomplicatedor perfect.Ilikethe80/20rule:eat well80%ofthetimeandenjoy lifetheother20%.Andabove all,don'tletsocialmediabe yourdietitian.
Final thoughts?
Beingadynamicprofessor meansstayingengaged, adaptable,andstudentcentered.It'saboutbringing energytotheclassroom,making materialmeaningful,and helpingstudentsgrowboth personallyandprofessionally.A dynamicprofessordoesn'tjust teach—theymentor,listen,and evolvealongsidetheirstudents.
I'mluckytodoworkthat matters.WhetherI'mfueling athletes,mentoringstudents,or teachingthirdgradershowto buildahealthyplate,Isee nutritionasapowerfultoolfor change.I'mhonoredto representMissouriState Universityandmakea differenceeveryday.
An Interview with
Dr. Ricardo Rossello
RicardoRosselloistheChief VisionaryOf icer(CVO)ofthe RegenerativeMedicineInstitute (RMIHealth),whereheleads groundbreakingresearchonlongevity andregenerativetherapiesaimedat enhancinghumanlifeandwell-being.A trainedscientistandformerGovernorof PuertoRico,Dr.Rossellohascombined hispassionforpublicserviceand scienti icinnovationtoexplorehow advancesinbiotechnologycanpositively impactglobalhealth.
Hislatestbook,TheReformer'sDilemma, advocatesfora'radicalmiddle'inU.S. politics,stressingtheimportanceof rationality,collaboration,andforesightin aneramarkedbyrisingextremisminthe
Entrepreneur, Scientist, Politician and Professor
politicallandscape.Throughbothhis researchandwritings,Dr.Rosselló is committedtopioneeringsolutionsthat addresstoday'ssocietalchallenges,from healthcaretogovernance.
How did your scienti ic career in regenerative medicine evolve, and what brought you to focus on longevity at RMI Health?
IdistinctlyrememberaclassIhadwith mymentoratMIT,RobertLanger. Init, heintroducedtheideaofstemcells. 'Imaginearesourcethatcangenerate anypartofthebodyandthatcan potentiallybegrowninde initely”he said. Iwasimmediatelycaptivated. I've alwayshadaninnatecuriosity,butsince
thatmoment,Ihavebeen fascinatedbyhowscientiic advancementsandresearchcan servetoimprovehumanlife.I knewexactlywhatIwantedto workonafterthatday.
Myacademicbackgroundin biomedicalengineeringand molecularbiologylaidthe foundationformyworkatRMI Health.Inmystudiesandmywork today,I'vefocusedonthepotential forstemcellresearchtoregenerate tissues,tackleillness,and, revolutionizeourapproachto aging.
Ourworkoffersrealpotentialto tackleage-relateddiseases–an areathathasreceivedabigboost insupportaswellasfundingsince theWorldHealthOrganization of iciallyclassiiedagingasa disease.Butlongevityresearchis aboutmorethanjustextending life;it'saboutextendingqualityof life,whichiswhyRMIHealth's missionissoimportanttome.
What excites you most about the future of longevity research and the work you're doing at RMI Health?
Weareenteringanerawhere sciencecanfundamentallyreshape howweage.Theworkweare doingatRMIHealthisadvancing therapiesthatcouldslowdown andevenreverseage-related decline.Fromcellularregeneration tooptimizingimmunefunction, thesebreakthroughscouldchange people'slives.It'sincredibly excitingtobeonthefrontlinesof thisrevolution.
Your new book, The Reformer's Dilemma, calls for a 'radical middle' in U.S. politics. What inspired you to write it, and what do you mean by the 'radical middle'?
TheReformer'sDilemmawasborn outofmyexperiencebothasa politicianandasacitizen observingthegrowingpolarization intheU.S.andaroundtheworld. The'radicalmiddle'representsa shiftinthelineardeinitionthat clogsavastnumberofusin betweentheextremeleftand extremeright. Thebasisforitis understandingthatthesetwo extremesarebehaviorallythe sameandtheyarecodependent. Assuch,howcanthevastmajority ofus,over80%,createa counterweighttothoseextremes? Theproposedsolutioniscreatinga behaviorallyoppositegroup;a movement.
Wheretheextremesaredogmatic, unclear,uncompromising, simplistic,anddrivenbyfear;the radicalmiddleshouldcreatea spaceforrationality,compromise, embracingcomplexityand collaboration,clarity,anddrivenby foresight. It'saboutrejectingthe extremesonbothsidesofthe politicalspectrumandworking towardprogressthatbeneitsthe broaderpopulation.Thisisn't aboutcompromisingvaluesbut about indingcommongroundto moveforwardasasociety.
How does your experience as Governor of Puerto Rico in luence your views on political reform and the message in your book?
MytimeasGovernortaughtme thatreform,nomatterhow necessary,isnevereasy.You're constantlybalancingcompeting interests,andthelouder,more extremevoicesoftendrownout thosewhoseekthoughtful, sustainablesolutions.PuertoRico facedimmensechallenges,from economiccrisestonatural disasters,andthoseexperiences shapedmybeliefthatweneed leaderswhoarewillingtoengage andnavigatecomplexissuesand engagewithpeopleacrossthe spectrum.
How do you see the future of political reform in the U.S., and what role do you hope your work—both in science and politics—will play in shaping it?
Ibelievepoliticalreformwillcome fromthegroundup,througha renewedfocusoncivic engagementandcommunitydriveninitiatives.Ialsobelieve thatforesightcancombatfearto enableproductivediscussionsand outcomes. Thesetwoarethefocus ofthemissionofmyfoundation.
MyhopeisthattheworkI'mdoing, whetherthroughlongevity researchormyadvocacyfor politicalmoderation,inspiresa newgenerationofleaderswho valueinnovation,collaboration, andresilience.Weneedpeople whoaren'tafraidtochallengethe statusquobutwhodosoinaway thatbringspeopletogetherrather thandrivesthemapart.
Diversity And Inclusion, Or Beauty But Not The Beast
Written By: Dr. Thomas J. Bussen
TheindustrialistAndrewCarnegieoncesaid,"Teamworkis theabilitytoworktogethertowardacommonvision.The abilitytodirectindividualaccomplishmentstoward organizationalobjectives.Itisthefuelthatallowscommonpeople toattainuncommonresults.”
True,perhaps,butnotalwaysso.Teamscanalsoleadotherwise productiveindividualstowitherandburn,tocrack,break,and shatter.WhatdistinguishesCarnegie'shopefulteam'soutcomes fromthedrearyandpainful?
Tobesure,teamworkisacomplex,multi-facetedphenomenon, andsoexplanationsforteamoutcomesbelyasingular explanation.Andyet,inanevermoreglobalworld,thediversity ofteams–oritslackthereof–isavitalpredictorofteamsuccess.
Doesthendiversityimproveteamperformance,ordoesitharm teamperformance?Somewhatunfortunately,“yes”seemsthebest answer.Beforeexploringthewaysinwhichdiversitymayboth harmandhelpateam,abriefexcursiontoconsiderexactlywhat ismeantbydiversityisuseful.
Expert Opinions
UTAustin'sDavidHarrisonandcolleagues conceptualizediversityatthesurfacelevelandat thedeeplevel.Surfaceleveldiversityisthat diversitywhichisquicklyandreadilyapparent. Thisisthediversityoftheyoungandthewizened comingcomingtogether,theaccentsofdifferent ethnicities,thevisiblemanifestationsofgenderor race.
Bycontrast,deepleveldiversityisrathersneakier –ateammayexhibitverylittlesurfacelevel diversitybutmayovertimecometorecognizeits differencesacrossvariouspsycho-social spectrums.Youareanextrovert;Ianintrovert.His valuesdifferfromhervalues,herbehaviorsareat oddswithhis.Thesedeepleveldifferencesmay beinvisibleduringearlyinteractions,butthe longerateamworkstogether,themorefamiliar eachbecomesoftheothers'littlepeccadillos.
THE DOUBLE-EDGED SWORDS OF DIVERSITY
At irstglanceitmayappearthatsurfacelevel differencesoughttocauseteamsthebiggest headaches.Andindeed,theydo.Intheabsenceof signi icantdeepleveldifferences,however,the timelineisbrief.ImaginethatyouandIcome togetherwithakaleidoscopeofsurfacelevel differences–differencesinage,gender, nationality,religion,perhapsevendifferentroles andresponsibilitiesintheorganization.The similarity-attractiontheoryholdsthatinitially,we maynotmuchtaketooneanother.
Thistheoryproposesthatwehumanstendto preferthatwhichissimilar,andtodisdainthat whichisdifferent(lestwejudgeourspeciestoo harshly,suf iceittosaythatthispreferencehas evolutionaryroots,rootswhicharguablyserveus lesswitheachglobalizingday).
Butthenimaginethatasithappens,oursurface levelsdifferencesmaskdeeplevelsimilarities.We botharebigSt.LouisCardinalsbaseballfans;we supportthesamenationalpoliticians;oursense ofmoralityoverlaps;andheck,webothlove cruiseshipsdespitetheirickyreputation.Before long,thetwoofusaregettingalongsplendidly, havinglongagointuitedthatthosesurfacelevel differencesmatterlittleamidstsimilaritiesthatgo
moretooursensesofidentity.
Whatreallymatters,therefore,arethosesurface leveldifferences.Takethereversesituation. Initiallytwoteammatesseemtohavemuchin commonatthesurfacelevel.Similarityattraction biasactstomagneticallyattractthetwo,andall assumeafriendshiporatleastcollegial relationshipisfastbudding.Butasdeeplevel differenceafterdeepleveldifferencerisestothe surface,therelationshipbeginstofray.
Theresearchoffersusthis,therefore: surface level differences initially disrupt team harmony, but over time matters less and less. By contrast, deep level differences initially matter little, but disrupt team harmony more over time
Thetakeawaymayappearobvious:toavoiddeep leveldifferences.Alas,suchatakeawaywould ignoreavitalstrandofresearch.Thatwhiledeep leveldifferencesdoindeedtendtoharmteams, they also tendtoimproveteamoutcomesmuch morethandoessurfaceleveldiversity.
Allofthatdeepleveldiversityallowsteam memberstolearnfromoneanother,tobetter exploredecisionmakingparadigms,andto exchangeagreaterquantityandqualityof information.Inandofitself,forinstance, differencesinteammembers'agesorethnicities offerlittle;butwhenthosedifferencesinageand ethnicityleadtodramaticallyjuxtaposinglife experiences,orwhenotherdeepleveldifferences doso,nowtheteamhasarathermore diverse set ofopinionsandideastoviewdecisionsfromall perspectives.
Theproblemisthatdeepleveldifferencesmay preventthesortofcommunicationneededto leveragesuchlearningopportunities.Similarly, surfaceleveldifferencesmaypreventteam membersfromlearningenoughaboutone anothertorecognizethatdespitetheirsurface leveldifferences,andperhapsdespitedeeplevel differences,theyalsohavedeeplevelsimilarities.
Thechallengeforteams,therefore,istoavoidthe potentialcon lictsarisingfromdiversity,andto therebygainaccesstothegoldminethatisa
deeplydiverseteam.TheSimilarityAttractionBiasoffersinsightsastohow, exactly,wecandothis.
WEAPONIZING THE SIMILARITYATTRACTION BIAS
IspoketoDougMattheus,thesenior marketingexecutiveattelecommunications companyCellCuntil2019,andnowan independentconsultantandprofessorat NelsonMandelaUniversity.Heexplainedto methatwhileworkingforFirestoneTirein post-ApartheidSouthAfrica,duringthe headydayssurroundingNelsonMandela's electiontoPresident,Firestoneprovided diversitytrainingtoitsemployees.Mattheus explainsthatapsychologistdividedthe groupintopartnersbasedonsurfacelevel differences:thismanwiththatwoman,that whiteSouthAfricanwiththatblackSouth African,andsoforth.
Then,thetraineraskedthepartnersto converseandaimtodiscoverwhat characteristicstheyheldincommon.While allofthepartnersengagedintheactivity, Mattheusrecallstwoindividualsin particular. Thesetwoindividualswere over lowingwithsurfaceleveldifferences: onemaleandonefemale,oneawhiteand oneablackSouthAfrican,oneasenior organizationalmemberandtheotheralowlevelworker.Butnowbothwerecrying.
30-oddyearslater,Mattheusfeltthe goosebumpsrisingashetellsthestory.It turnedoutthatthepartneredprofessionals wereeachtheparentofadevelopmentally disabledchild.Didtheirsurfacelevel differencesmatterinthefaceofthis realization?Ofcoursenot.Theynowshared something,something deep,thatfar exceededtheimportofsuchsurfacelevels characteristics.
Thisisthesimilarity-attractionbiasatwork for us.Farfromallowingthebiasto manipulateusintoaplaceofseparation,that psychologistworkingforCellCleveraged
thebiasbyhelpingtraineestoidentify similaritiesthatwouldprovemore importantthandifferences.
ThepsychologistJonathanHaidt,similarly, advisedthatsurfaceleveldifferencesmaybe “drownedinaseaofsimilarities.”Hewas correct,inpart.Weoughtindeedtohighlight similarities,thoughto“drown”our differencesmaynotquitehitthemark. Rather,weoughttohighlightsimilarities, butusethesimilarity-attractionbiasto createthespaceforembracingdifferences, too.Onlythendowefacilitateaworking relationshipthatisbasedonmutual attraction,whilealsolearningandbeneiting fromeachother'sdifferences.
WhileMattheus'storyispowerful,itis admittedlyanecdotal.Asresearchersliketo say,ithasannof1-asamplesizeofjustone person,hardlysuf icienttogeneralizeat large.PsychologistJerryBurgertestedthis proposition,however,andhis indingsare perhapsevenmoreprovocative.
Inthestudy,researchparticipantscomplete apsychologicalsurvey,whichtheyaremade tobelieveisthefocusofthestudy.Thereal study,however,camelater–asparticipants wereexitingthestudy,anotherwould-be studyparticipantworkingundercoverfor theresearchersaskediftheparticipant wouldbewillingtoreadhis8-pageessay, providingonepageoffeedbackwithin24 hours.Somewhatsurprisingly,48%agreed.
Thisrepresentedthecontrolgroup.A secondgroupofparticipantsweresubjected tothesameprocedure,butduringthe purportedpsychologicalstudyweretold thattheysharedaType-Eingerprintwith anotherresearchparticipant.Thisisnot surprising,theyweretold;approximately 80%ofthepopulationhasType-E ingerprints.Leavingtheresearchstudy later,loandbeholdtheiringerprinttwin comesapproaching–askingasbefore whethertheparticipantwouldreviewhis eight-pagepaperandreturnthenotes
Expert Opinions
within24hours.Thistime,55%agree–a slightincreasebutnotastatistically signi icantone.
Therealbreakthroughcameinstudy three.Thistime,theparticipantisagain toldthathesharestype-Eingerprints withtheundercoverresearchparticipant, butnowheistoldthatonly2%ofthe populationhasthesesameprints. Approachedtoreviewtheessaybythe ingerprintfriend,nowafull82%agreeto reviewtheessay.
Thestudysuggeststhat,asWharton's AdamGrantonceputit,wedon'tsimply highlightcommonalities.Wehighlight “uncommoncommonalities”.Pairedwith Mattheus'storyfromCellC,wemightalso seektohighlight important commonalities (whichpresumablytheType-E ingerprintswerenot).
Increatingthetermsbywhichteam membersmaycommunicateand recognizeuncommoncommonalities,and importantonestoo,organizationsplaya keyrole.Theriskisthatemployeesnever reachthisvitalplaceofcommunication, andthisismostlikelytohappenwhen employeesaretooblindedbytheir prejudicesandstereotypestorecognize themultitudeofcommonalitiesthatallof ushumansinevitablyshare.
Organizations,therefore,oughttoplayan activeroleinfacilitatinganenvironment notjustofdiversity,butofdiversityand inclusion.Aninclusiveenvironmentisone inwhichculturalandotherdifferencesare embraced;inwhichdifferencesareseen asopportunitiesforlearning,forpersonal growth,andforachievingexcellence.By championingdiversity,byensuring employeesrecognizethepotentialvalue whenoptingintodiverseteams,the foundationislaidforjustthesortof breakthroughsseenbyMattheus,andin theBurgerstudy.
About the Author:
Dr. Thomas J. Bussen,withaDoctorateof BusinesAdministration,JD,andMBA,isan AssistantTeachingProfessoratMiami UniversityinOxford,Ohio,andacross-cultural managementscholar.Heistheauthorof severalcross-culturalbooks,including ShapingtheGlobalLeader(2019).
Hislatestbook, Enlightened Self Interest: Individualism, Community, and the Common Good (comingin2023,GeorgetownUniversity Press),makesthecaseforamoreinclusive andgloballymindedprofessionalideology.
Entering the Educa on Market
An Entrepreneur’s Four-Step Guide
– WRITTEN BY VERLAN STEPHENS
Morethanever,smartcompaniesareenteringorexpandinginthe educationmarket,manyoftheminunexpectedandpro itableways. Fromcreativestart-upstoarchitectstohugetechnamessuchas DellandEpson,theyrealizethatthismulti-billion-dollarmarketis partofapotentiallylucrativefuture-forwardmarketingstrategy.
Inthepast18months,educationasanindustryhasgrown signi icantlywiththein luxofadditionalstateandfederalfunding tomeetthenewdemandscreatedbytheCOVID-19pandemic.Many businessesaresensingthisopportunity,buthowandwhereto start?
Asyouconsiderthismarket,keepinmindboththe largerinstitutionsandthepremiumvalueofteachers asanindividualconsumertargetaudience.Inthenext year,85percentofteachersareplanningtomake somelargepurchasedecisions,suchasavacationofa weekormore(61%),accordingtoanAugust2021 surveyofteachersfromHarrisPollandsponsoredby AgileEducationMarketingandSheerID.Tohelpwith theirpurchasedecisions,nearlyallteachers(97%) saytheyproactivelyresearchbrandsthroughonline reviews(80%)andonlinesearches(71%).
Understandingteachers'interestsandspending patternscangiveyoutheinsightyouneedtobreak intotheeducationmarketandampupyourrevenue.
Withthatinmind,let'sgetstarted:
Howdoyouknowifthisisthespaceforyou?The worldofeducationisahighlyfragmented,everchangingplace,unlikeanyothermarketoutthere. Thelargestsegment—andprobablytheonemost impactedbyCOVID—isKindergartenthrough12th Grade.TheK-12systemisthemostdependenton governmentfunding,soit'salwayslookingfor innovativeservicesandproductstoservemorethan 56.6millionstudentsinpublicandprivateschools Savvyentrepreneursneedtoidentifykeyfactors:
Ÿ Thespeci icpurchasingpatternsoftargetschool districtsoreducationsystems.
Ÿ Thekeydecisionmakersandtheprocessforthe majorpurchasingdecisions.
Ÿ Thesizeoftheschoolbudgets,brokendownby strategiccategories.
It'simportanttorememberthatvirtuallyallschool anddistrictpurchasingdecisionsaremade collaborativelybygroupsofeducators.Thismeans thatyouusuallycannotjusttargetonejobtitle.You needtofamiliarizeyourselfwiththevariousrolesand responsibilitiestodetermineallthekeyplayers.
Diggingdeeper,thereareapproximately4.3million educatorsandschoolstaffintheU.S.inK-12alone. Collectively,theyaccountfor3.4percentofthe Americanworkingpopulationandrepresentupto $15.8billiondollarsinspendinginkeyconsumer spendingcategories.
Payparticularattentiontotheirbuyingpersona. Teacherstendtohaveahigherdiscretionaryspending budgetand,onaverage,haveahigherearnedincome thancomparablenon-educatorhouseholds.
Understandingthespeci icbuyerpersonascanhelp youtailoryourapproachanddeterminewhich districtsandwhichjobcategoriesyoushouldtarget.
Speci ically,youshouldkeepinmind:
Ÿ Theeducationmarketoutperformsthegeneral public,governmentaside,indirectmarketing campaigns.Theyareactive,loyal,andhighly in luentialconsumers,especiallyforcompanies thatprovidethemdiscounts.
Ÿ Theyhaverelative inancialstabilityandhigh educationlevels.Roughly75percentarefemale, andwomentraditionallyholdaconsiderable portionofhouseholdbuyingpower.
Ÿ Teachersaregenerallywell-respectedmembersof thecommunityandareoftenlookedtoforadvice, bothinsideandoutsidetheclassroom.
Ÿ Theyareamongthe irsttoidentifywhat resourcesareneededinschools,eventhenontraditionalproductsorservices.
Step 3: Provide speciic solutions.
Manycompaniesare indingtheirwayintothe educationmarket,including irmsnottraditionally linkedtoclassrooms,suchasfoodservice, transportation,software,localattractions,security, janitorialservices,andmore.
Step 1: Learn the market.
Step 2: Understand these key players.
Anexpertindatacompilation& dataanalysis,Verlanspecializesin makingmeaningofdata–asa ManagingPartneratAgile EducationMarketingandoneofits foundershebringshispassionand expertiseindatatrendingand marketintelligencetoitsclients. Heholdsmorethan35yearsof experienceincreating,developing andmanagingcustomersolutions throughitsentireproductlifecycle.
Thismeansthatifyoucarefullyexamineallthe possibilities,there'sprobablyaspotforyour companyorproduct.Usingstrategicaudience segmentationisthekeytosharpermessagingand higherresponserates.Themoreyoualignyour messagetotheneedsofthepersonontheother end,themorelikelytheywilllisten.
Foreachpotentialproductorservice,rememberto drilldowndeepinconsidering:
Ÿ Whohasusedourproductorservicebefore, andhowdiditwork?
Ÿ Howisitgoingtosolvetheproblemandneed ofthoseI'mcontacting?
Ÿ Howcanschoolsorindividualconsumerspay forthis?
Connectingwiththeconsumerattherighttimeis essential,especiallyintheK-12sector,where understandingthepurchasingcycleisakey componentinachievingsuccess.Mostschools inalizetheirbudgetsduringspringtoearly summer.Thismeansthatthestartofthecalendar year(ormaybeevenearlier)istheoptimaltimeto beinfrontofeducators.Theycan'tbudgetforyour productsiftheydon'tknowaboutthem.
Pavingthewayforasmoothsalesprocessstarts withcarefullytailoringyourmarketing communicationstoprovidewhateducatorsneed ateverystageofthedecision-makingprocess. Withbillions lowingintothismarket,nowisthe timetoassessyourpotential.
Step 4: Timing is everything.
About the Author:
DYNAMIC PROFESSORS
OF THE YEAR
Inatimewheneducationisrapidlyevolving,ExeleonMagazineproudlypresents itsspecialedition:The10MostDynamicProfessorsToWatchin2025.Thislisting spotlightsforward-thinkingeducatorswhoarerede iningwhatitmeanstoteach, inspire,andleadintoday’sacademicandprofessionallandscape.
Fromgroundbreakingresearchandinnovativeteachingmethodstocommunity impactandglobalthoughtleadership,theseprofessorsrepresentanewwaveof academicexcellence.Whethermentoringthenextgenerationofleaders,driving changethroughpolicyandinnovation,orbridgingthegapbetweenacademiaand industry,theseeducatorsareshapingthefutureofeducation.
Victoria Medvec Dr. Shawn Talbott
Dr. Erica Forzani
Natalie Allen
Zhiwei Zhu
Dr. Ricardo Rossello
Ellen Ensher
Marc van Essen
Aziza C. Jones
Stephanie Elizabeth Raible
