As many of you know, since the fall of 2019 and the onset of the pandemic, enrollment at community colleges has continued to slide declining almost 15%. We know that Black, Latino, Latina and low-income first-generation students have been overrepresented among those choosing to forego college, a trend that could easily exacerbate what we see as long-standing racial disparities and degree attainment and wealth accumulation. I would say one reason for this decline is the strong labor market convincing people to go to work rather than enroll in post-secondary education. Unfortunately, many of the jobs they're getting right now are low quality with little room for advancement, so bringing people back, particularly young people, to community colleges is key for their economic security and I would say for the good of the country. One way that we can provide an incentive to enroll or re-enroll at college is for students to give them jobs to make their lives simpler because we know that students, particularly those that enroll in community colleges, have very complicated caregiving lives and lives in general. So we know right now that community colleges need income while they're in school or community college students need income while they're in school. Most community college students work and nearly 40% work full-time and without this income, we know that they can't afford to stay enrolled and they have a more likely to stop out disrupting their educational attainment and economic mobility. So this is for students who actually do enroll and we know that students that work that much that their evidence shows that they're less likely to complete their programs, particularly those that work more than 40 hours a week. One exception to this is for students who participate in paid work-based learning who are actually more likely to graduate based on some evaluations of the federal work-study program. Community college students deserve work opportunities that support them, connect their learning, and fit their lives and schedules. Unfortunately, they tend to be less accessible for community colleges for these types of programs even though they're the ones that need it most. Designing and offering programs that are accessible to these students is an important way of getting them re-engaged in their education and then also helping them attain the credentials they seek. So we're hoping that this can help reconnect students to their college education or connect them for the first time to a college education and support them through completion. That's why we were so excited to explore paid work-based learning opportunities at community colleges. And even though there's many forms that these opportunities take including internships, apprenticeships, and all sorts of other ways, we think that these opportunities are incredibly important. Dr. Michi, my colleague here today, has researched that hopefully will provide recommendations that help colleges design programs for these populations, advocate for more money to finance the programs, which is always such a challenge at community colleges, and structure policy to make sure these programs are more common. Lastly, I just want to thank NKC Foundation on behalf of our team for supporting the exploration into this important topic and this educational strategy. And with that, I want to go ahead and turn it over to my colleague, Dr. Michi, who's conducted this research to share some of his findings on the topic. Thank you, Dr. Michi. So today, I'm going to share presentation related to upcoming policy brief that I'm producing titled Emerging Paid Work-Based Learning Opportunities in Higher Education, a Cross-Case Study Analysis. This work began as part of a larger body of research conducted by my colleague Iris Palmer here at New America. And my contribution to this work has really sought to understand the characteristics and features of paid work-based learning opportunities to offer greater insights to the field on how to create more high-impact program models that can be replicated across higher education. Emerging paid work-based learning opportunities are very, very broad today, almost 3.5 million college students complete a paid work-based learning opportunity, paid or unpaid. And a lot of academic programs are now requiring students complete internships or practicums as part of their degree programs. The benefits of paid work-based learning opportunities have been documented. For example, one study found that approximately individuals that complete a paid work-based learning opportunity receive 6% higher wages. And we also know that students that complete these paid work-based learning opportunities also accrue higher academic grades, 3.4% higher in terms of those who complete a paid work-based learning opportunity. However, when we look at participation rates amongst students, there's growing evidence that suggests that there are differences by race. There are differences by first-generation status. So the following chart that I'm showing here highlights some of the results from the very first national survey of college internships, which is facilitated through the Center for Research on College Workforce Training at the University of Wisconsin-Madison. And one of the things about sharing statistics that we know is that percentages can be very deceiving. And so I'm going to kind of expand on some of these some of these findings here today. For example, Native American Native Hawaiian and Pacific Islander students had a participation percentage of 3.3%. However, if we look at the actual number, we would see that only one of the respondents from this survey that included approximately 12,000 participants, only one of the respondents had an internship from a Native Hawaiian or Pacific Islander background. We saw a similar trend amongst Black African American students, despite representing 13% of students completing an internship. That percentage translates to less than 100 students, specifically 90 participants. And then similarly for American Indian and Alaska Native respondents to the survey, we also saw only 13 participants complete a report completing an internship. And so that is contrasted with the 23% of white students that completed an internship. But that number, but that percentage translates to over 1,750 students. And so what this suggests is that there's an opportunity for colleges and specifically community colleges, in this case to be more thoughtful about ensuring that all students have access to these opportunities and especially those that are less likely to participate. So what are the more recent findings from the Center for Research or College Workforce Training was that around 1 million students except unpaid internships each year. They found, researchers from the Center found that most of these internships are concentrated within the nonprofit space as well as the government space. And so what we've most recently have learned is that for the very first time this upcoming year, young people in college that complete congressional internships will be paid for the very first time, which is a big advancement to work-based learning opportunities that college students can leverage. However, even with greater expansion to pay work-based learning opportunities at the congressional level, there's evidence that suggests that community college students still face greater barriers to participation than their four-year peers. And so this suggests that there's some bias or perpetuation of privilege that four-year students are benefiting from that disadvantages and creates an unlevel playing field for their two-year college peers. And so we know that there are many types of work-based learning opportunities from internships, co-ops, apprenticeships, and practicums. However, there's very little research on the diverse characteristics of these programs. And so this background was the foundation that inspired my research today. And so I conducted case studies of five paid work-based learning opportunities using a convenient sampling approach, which essentially means I found the most accessible information-rich cases. I conducted in-depth semi-structure interviews with program staff only, all based via Zoom, and the interviews were about 60 minutes on average. And my interviews explored several topics, including the poor program origins, the intended goals and outcomes, the funding sources, the types of institutional resources, as well as the type of career development support that students benefited from. And so I asked three broad questions. What are the features and characteristics of paid work-based learning programs at community colleges? What was the catalyst for these programs? And who participates in paid work-based learning opportunities? So those were some of my guiding questions for my study. And so the five case studies included Middlesex Community College, which we have some representatives from that program here today, Kaya Huga Community College, which is in Ohio, San Antonio Community College, which is in Texas, Salt Lake Community College, which is in Utah, and Bunker Hill Community College, which is also in Massachusetts. And so most of these programs operated as internships specifically, but Middlesex had more of a co-op apprenticeship model. Most of these programs provided, you know, paid opportunities for all of these programs, I should say, provided paid opportunities for their students, and most of the programs provided other sources of support, such as career development, whether it's helping students craft their personal statements or their cover letters and resumes. A lot of these programs also provided support with transportation to off-campus sites. And a few of the locations provided support for student parents that have families in terms of providing child support. In general, these programs were internally funded through various ways from federal Pell Grant Aid. However, one of the sites Middlesex Community College was able to create a very unique funding model, which they're going to talk about a little bit today. So I'm going to hold off on discussing that in further detail. In terms of my overall key findings, I found that these programs, as I just mentioned, rely on various funding streams from institutional general funds to her funding, donors and foundations. And one of the other interesting findings from my interviews was that a lot of these programs were designed not just to address workforce concerns, but also to think about ways to better support the retention of students. Several of the sites talked about how first year retention was a major challenge for them. We know that more broadly for incoming students from historically underrepresented backgrounds, the first year of college can be a major barrier to their success and lead to higher rates of dropout. And so a lot of these programs talked about implementing paid work-based opportunities so that these students can have another reason to stay connected to campus and to also to keep them engaged over the summer. We've heard about Summer Melt for undergraduate students who stop out before starting college. Well, some of the programs thought that offering, for example, Cuyahuga Community College staff talked about how offering a paid work-based opportunity over the summer was a way for them to keep students on track to go to college. And they noted significant outcomes in terms of increased enrollment and persistence in college among students that were engaged in their paid work-based programs as opposed to those who were not. Beyond providing valuable work experience, students benefited in various ways from having subsidized course credit provided through their program to having, as I mentioned earlier, transportation support as well as support with books and also the opportunity to be paired with lifelong mentors through some of the employers that they partner with, the programs partner with. And then most of the internship opportunities were on campus. Some of the departments included student retention offices, opportunities to serve as peer mentors to incoming first year students, and etc. And as I mentioned earlier, a lot of these programs provided career development services from resume to cover letter reviews, mock interviews, and career coaching. In terms of thinking more broadly about how to improve work-based learning opportunities for all students, one of the key takeaways from my interviews was the need to broaden participation among students from historic underrepresented and underserved backgrounds, specifically thinking about first generation, low income students of color, student parents as well as students with foster care experience. These institutions, specifically community colleges serve an increasingly diverse student population and what that means is that we have to be very intentional about serving all students and not those that come from privileged backgrounds and by privileged backgrounds in this case, thinking about unpaid internship opportunities that tend to advantage those who come from financially resourced families that can forego income for the summer, or for the paid work-based learning opportunity. That is something that we have to really think critically about, you know, ensuring that these students have the opportunity to be involved. The need for more robust comprehensive data on student outcomes and program evaluation. A lot of these programs were run by one staff member, one key staff member, and so the opportunity for that staff member to be involved with not only serving the student needs, but also capturing some of the program outcomes was difficult. And so a lot of these staff members were limited to whatever data was collected by their institutional offices for research. And so in terms of thinking about how to expand the success of these programs and show impact, having more robust and comprehensive data will be key to that. And so thinking about ways to maybe increase staff support would also be important, which leads to my next point, the need to expand institutional funding to promote sustainability and address capacity issues. And then a lot of these programs, as I mentioned, were not able to, because they were not able to capture student outcomes, there was no way for them to really document, you know, the long-term impacts of these experiences. And so one of the ways that colleges can address this capacity issue is by working with researchers from the Center for Research on College Workforce Training, which is at the University of Wisconsin-Madison. They recently launched the National Survey of Paid Internships. As noted earlier, some of the data that I shared was from the survey and they're interested in expanding this survey to include more institutions. As mentioned earlier, there is a need to address some of the capacity issues with program staff, and so increased state funding will be key to achieving that outcome. And then finally, there needs to be more opportunities for students to participate in paid work-based learning opportunities. As mentioned earlier, students from less economically privileged backgrounds are unable to forgo summer employment that doesn't include pay. And so how can we be more intentional and thoughtful about ensuring that students from all backgrounds have this opportunity if they're interested in seeking it? And so one of my recommendations is for us to provide a base salary of $15 per hour to individuals who participate in these opportunities across the board and ensure a minimal number of work hours so that these individuals that participate in these opportunities are able to meet their basic needs. We know that a lot of these paid work-based or some of these paid work-based opportunities require individuals to relocate to different areas sometimes. And so that's especially important when we think about internships and cities that have a higher cost of living like Washington, D.C. And so providing a base salary, $15 will help provide more access to those who are not able to self-fund their internships. And so that concludes my remarks from my upcoming policy brief that will be released next month. And now I would like to engage three panelists that I've invited, two staff members from Middlesex Community College and one scholar from the University of Wisconsin-Madison to participate in a panel. And so I'm going to allow them to introduce themselves. And then I'll start with my questions. I can start. Take a seat. Sure. I'm Kate Sweeney. I'm the Dean of STEM at Middlesex Community College, Bedford and Lowell, Massachusetts. I'm Stefana Soytos. And I'm the director of the Career Integrated Learning Office at Middlesex. One of our programs is the Biotech Learn and Earn Experience, which I'm going to talk about in more depth. And I'm Matthew Hora. I'm the co-director of the Center for Research on College to Workforce Transitions at the University of Wisconsin-Madison. Thank you all for introducing yourselves. Kathleen, I want to start with you. Kate, can you share a brief backstory on what inspired the creation of the Work-Based Learning Program on your campus? Certainly. I'll try to give you some broad strokes. In July 2019, the college was introduced to a private foundation through our partners at Northeastern University, who we have a great partnership for our Biotech program. We had a brief meeting with them, tour facilities, had follow-up discussions, and followed by a data request. It was a new experience for us, because usually you apply for grants. In mid-August, we had multiple conversations with the grantor who conducted research on all of the biotech programs in the state, as well as ours, to look at graduation rates and disaggregated data from all of the programs. They also had conducted research in the life science industry throughout the state, looking at the needs and what their workforce needs were, where the pain points were. They found that our programs at Middlesex and Northeastern graduated more biotech students than any program in the state, particularly graduated more underrepresented minorities than the other programs in the state. And in fact, the programs graduated more underrepresented minorities than the rest of the programs at the college. Through August, we had multiple brainstorming opportunities about how we could bring our programs to the next level in terms of meeting industry needs. One of the things they found was, although we had a large group of graduates, the students took a very long time to graduate. And just as Mario was saying, students needed to work. What they were doing was working in non-occupation related fields. So they might be at the local CVS or a local restaurant, but not necessarily in the biotech industry. And it was interfering with how long it took them to finish. They finished, but it might be six years before they finished. Excuse me. In the brainstorms regarding industry needs found that the industries where there was a great degree of degree inflation, they really were using baccalaureate graduates more than they were utilizing the community college graduates. And the foundation found that ours in Northeastern's program could be a powerful trajectory for low income students. And in addition to helping the life science industry increase its hiring needs of underrepresented minority students. In fall of 19, the research continued. There were multiple focus groups of faculty, students, industries. And what was really interesting about the process was they shopped us around. So we did not, at Middlesex, have to go to the industry and sell ourselves and our students. The foundation did it for us. And we went with them to multiple industry partners to try to get partners in this learn and earn experience. They held faculty retreats. We developed a skeleton of a learn and earn program, of a possible program, working with industry, with faculty, talking to students, fleshed out the program and the budget. And then in January of 2020, Provost Zissen, who's now our president, and the Department Chair of Biotech, Mary Lucie Blaber, presented to the grantors a possible learn and earn program, which resulted in about $850,000 of funding to begin the program. It funded Stefan's position. It defended, it funded students if they needed assistance as they were going through the program and in multiple other things as well, some online course development too. We began with a consultant and hired Stefana as the director of learn and earn in the middle of the pandemic in June 2020. She commenced to pull all of our partners together, get letters of intent, watch our, we redesigned our schedules to match the students who are going to be working. And in fall, we launched the program. We tied the program, the experience to our credit class in internship that was already part of the program. And I think that's it for the start of it. I can answer any specifics as we go forward. I tried to just give you broad strokes of how we got here. Without the foundation, I don't think we would have. Awesome. Thank you so much for that overview. Secure and adequate funding was commonly identified as a major barrier to the program extension and sustainability. As you just mentioned, the funding that you received from the foundation was really critical to the launch of your program. However, in speaking with you and Stefana, I was really impressed by one of the sources of funding that you were able to create to self-fund the program. So Stefana, can you share some insights on the unique funding sources for your program? Sure, I'm happy to. So our work-based learning program looks like more of a co-op or an apprenticeship and that our students in biotechnology are working full-time in biotech technician roles at partner biotech companies in the industry while going to school part-time to get their associate's degree in biotech. And what we learned in working with the biotech industry is that many biotech companies use recruiters to hire for these entry-level technician or quality control roles. And we're paying a significant amount of money to these third-party recruiting companies. And so with the help of the foundation and our own research, we positioned ourselves as a community college as really the center of recruiting students for these positions, vetting students, training students with our expertise faculty instruction, and preparing students with professional development for these roles. And so with all the services that Middlesex as a community college is providing to the biotech companies that we work with, we began asking companies to pay a 5% recruitment fee for each student that they initially hire and then a 10% placement fee for each student that they convert from a temporary to a permanent position, which then includes full benefits. And this has been a very creative revenue source for us that we're very excited about in the first year of doing this. We generated up close to $60,000. And this money has been used to pay faculty salaries, buy equipment for biotech courses, and then, I think, most importantly, provide scholarships and emergency grants for our students to ensure that they're successful in their academics and as well as at work. So that's just a bit of information, and I'm happy to go into more detail about it. Excellent. Thank you for sharing that. I want to bring Dr. Matthew Horan to the conversation. A few months ago, I interviewed a college student about her past internship experiences, and she argued that unpaid internships should be illegal. So starting with Dr. Horan, do you believe unpaid internships should be illegal? Why or why not? That's a great and frequently asked question, and I would answer not yet. I think the first step is to make them frowned upon, rare, maybe unethical, from the institutional perspective where a campus leadership decides that we don't want to offer unpaid positions because we recognize the equity implications and that we're going to be introducing yet another gate keeping mechanism to keep lower income under resource students out of this really important experience. And so, and then on the other hand, for employers at some point to recognize, and this includes government nonprofits, which is where the bulk of the unpaid internships are located, you know, at some point, hopefully employers will recognize it's not very ethical for us to ask students to work for free. But the reason I say not yet is we don't yet have the funding in place to guarantee that all students and all disciplines have access to a paid position. And this is especially true in some disciplines, again, where the students are being placed in government, such as social work and in a lot of nursing and allied health professions. You think of some of the ancillary types of work-based learning like pre-service teaching. There's a whole lot of sectors where students are often required to take internships of work-based learning and there's not yet funding in place to support them. And so if we made them illegal, you'd have a whole cohort of students that would not have access to an experience that are required to graduate. So it's a tricky question at some point. I'm not sure personally if the Department of Labor should get involved in saying these are illegal outright. I think it's gonna be more on the hands, again, of employers and institutions to recognize it's not ethical to offer these, but only after we as a community of higher education professionals and funders can find funding to support them. And I really like the solution that y'all came up with at Middlesex. I've never heard that. And that's very creative and cool. Thank you for that. I also would like to invite Stefana and Kate to respond to that question. I lean towards saying that any organization of a certain size should be absolutely paying their interns. And so how that's done regulation-wise is a much larger question, but I come at it from a perspective of if these experiences are unpaid, it's disproportionately negatively impacting underserved students and it's just not equitable. And so it's gonna be harder for underserved students to get on a career track that pays well and allows them to grow their careers if they're not able to take on these types of experiences earlier on in their career. Because of financial reasons. I really can't add too much more to Stefana's answer. I totally see the inequitable issue here. And I think that the key is to really establish better and more close partnerships with the industry's partners so that they can see the benefits of using the students. As I said, we were lucky that someone shocked us around and we didn't have to sell ourselves. But we are entering into an area that we would like to expand it. And so we're trying to figure out in other areas how we can establish better partnerships to do more of this. And we aren't looking at unpaid at all. Thank you all for those remarks. One of the issues that I noted in the literature was ongoing conversation about whether students should be required to complete a paid work-based or a work-based learning opportunity in general, I should say, as part of their degree completion. What are your thoughts? Let's start with Dr. Hora. So the requirement question is tricky because some professions, their accrediting bodies require some sort of experiential education program. And so it's not really up to the department or the college. Again, I'll take social work or teaching for an example. And again, that's just a situation where the institution, the employers will need to decide whether or not compensation is involved. Unfortunately in those two examples, they're rarely involved. In other areas where it's more of an elective decision, whether or not to require, I think again, until we can as a community and especially as institutions of higher education to figure out the funding question, they shouldn't be required because the data are very clear. The benefits of these experiences are vast, not just on wages and employment, but on the so-called 21st century or soft skills and entry into the profession as like a socialization process. And that's huge, it's really important. And again, the students who are not taking those and getting those benefits because of the compensation question, it's significant. And so I don't think that there should be a requirement until and unless funding is secured for all those students who would then be required to pursue an internship or a co-op or an apprenticeship. I think too, we can't lose sight of the fact that we're talking about educational programs. There has to be a faculty voice included in these. They're the masters of the curriculum. We had a program that I think the strength of it was the internship and kind of built on that. We didn't change it. What we found when we're starting to enter to try to do the same thing in IT is we did have an internship that was required and we weren't getting the placements we needed. So we switched and offered a capstone course. Now, as we're developing learn and earn in IT, we created an alternative. Students can do an internship class or a capstone and we created an internal IT work-based experience that meets the needs of our students and also meets the needs of the college who are having difficulty finding students or staff that would work. So they're paying a good wage, they're still in class and we're customizing the schedules for them. But I think it's really needs to be a dialogue between the faculty and industry, the college and industry in order to get something that's successful or likely to be successful. Thank you all for those remarks. Turning to my next question, what advice would you give to other community college leaders that hope to start similar work-based learning programs on their campuses? I come back to the idea of community and creating a sense of community with faculty, staff who are bought into this idea of doing work-based learning. So I think that's a great suggestion or recommendation for community college leaders. I also think that hiring is really important to build in work-based learning and understanding of it in terms of hiring for faculty and staff at the community college. So if that's the direction the college wants to go in, incorporating that into the personnel that are working there, I think would be an important suggestion. So I think one of the broader issues to recognize, and I'm curious to hear from my colleagues from middle sex about their experiences, but some of the community colleges in our survey, we documented pretty precipitous declines and internship participation due to the pandemic. In some cases from 30% to seven. And so I think figuring out how to engage students and create more placements will be, we're kind of in a crisis mode, at least in some campuses that we're studying and figuring this out quickly, but also well, I think is one of our most pressing tasks. And in thinking about placements, I know during the pandemic, online internships became a big topic and we did a little bit of research on their prevalence, access and quality and it's decidedly mixed, especially in some fields such as some STEM disciplines and online internship is very challenging, if not impossible. And so one of the things that I'm glad, Kate, you mentioned this, a capstone or what some people call work integrated learning, WIL, is probably the biggest piece of advice I have for community college leaders is to recognize, yes, WBL is very important, but not all students are gonna be able to pursue these for a variety of reasons. And so the more we could bring authentic real world projects into the classroom, employer field visits where they come and give talks about what their professions like, what the future labor market looks like in their sector, the more we could bring things into the classroom where students are already sitting, I think the better. And this is something that's really being pushed in countries like Australia and New Zealand where they're having a big supply and demand imbalance between the number of students that they wanna have access to these positions and the number of experiences. A few things, if you're considering a similar program, we've really seen a lot of benefits. And so as I said, it started in the beginning of the pandemic. In biotech, we experienced a huge 40% increase in enrollment that we attribute to very much this program for a number of reasons. One is that it's a strong program has been, it's got a very charismatic leader, but also having Stefana and her staff who are dedicated to it and working at recruiting students, maybe from majors that they were either unsuccessful at getting in, a health major, or they were undecided and didn't know and just giving them this option. We saw an increase from 130 to 187 over the course of a year in this program. So embarking on this may help your enrollments. Our current president, Phil Sisson, who was the provost when we started this, really sees this as a mechanism for equity and mechanism for enrollment to help students and is starting to invest in this in a big way. One of the things I don't know if any of you have noticed is Stefana has a different title than originally. She is now the director of career integrated learning. We're trying to look to see how we can do this in multiple programs, what kind of staff we need to have, but realizing there needs to be a linchpin who everyone can go to, to really keep everybody connected. So again, ready to answer any questions specific that you have, but I think it's a wonderful mechanism to help students. Thank you all for sharing those suggestions. I hope our audience find them helpful. This discussion has been really insightful and illuminating ways to create more equitable and high impact work-based learning programs. I now would like to field a few questions from our audience today in the remaining minutes. The first question that we have from audience members is, is there ever a time we would recommend students quit their full-time or even part-time job for a college-based paid work-based learning opportunity? That's a great question. So I work with many students who are deciding to pursue biotech from an undecided major or perhaps they have a STEM inclination and are working full-time at CVS or Dunkin' Donuts or some other position, maybe cobbling together a couple of different jobs to have full-time work, but it's not aligned with what they want to study and the pay rate is significantly lower. Our biotech positions are starting now at least at 25 an hour and like I said, full benefits and tuition benefits is a significant part of it. So I think it would be an analysis of what does an existing position consist of and is this offering going to set the student up on a path of economic mobility? And if yes, then perhaps it would make sense to make that change. That's a great question. And I echo Stefana's answer. I think in situations where it's the inverse where a student has a living wage position and the opportunity is to take an unpaid or low-wage internship, I think in some cases it would be impossible or not advisable, but it seems to be very situation-specific. And Dr. Menchie, if I could just piggyback on something Kate said earlier, I'm super excited as a researcher to see Stefana's position and its title. One thing that is a researcher of internships across institutions I see is too often it's individual faculty who are running the show and for an internship program. And this is very common at large research universities I should add. And hiring somebody who's dedicated to partnering with employers and working with students to make decisions like this like should I quit my job is really important. But in many cases it's individual faculty who are shouldering the load of those tasks. Awesome. One of our next questions from an attendee is what are some proven practices that other states or colleges have used or are using to engage business and industry and these partnerships? My role as director in growing biotech learn and earn has involved the student recruitment piece but also a significant portion of business development and employee engagement. And so I can talk a little to what's been successful in our model. One of which it's a simple logistical thing but having standing meetings with the employers that we work with the biotech employers we work with weekly every other week monthly to just check in and see how the program is running and create feedback loops between the industry and the college and the faculty has been a significant success I'd say for our employee engagement. Kate, I'm not sure if you wanna add anything else to that question from your perspective. Yes, I think that for me the close connections to business were what we had in terms of advisory boards but our experience with this foundation and the learn and earn has shown me that we had a loose connection it wasn't quite tight enough and a lot of that is because I'm the dean of STEM I'm not the dean of biotech so I can't spend a lot of time in all of my programs but having a dedicated person that can do this and I can come when needed I can provide input and I work very closely with Stefana and in her new role my sense is that she will work as closely with the other academic deans as she does with me and I think that's key and as we're building up this new office of career integrated learning part of the conversation is how can we make this a hub what communication do we need what policies so we're really in the midst of it right now if anyone, Matthew if you have any advice please send it our way I'll mold that over and to answer this question I think probably the tightest coupling with industry on a campus is the faculty I know especially in community colleges many faculty are hired with industry experience in some cases it's required and it's their relationships with previous employers or current colleagues which often is the conduit for internship opportunities and so having them at the table is really important at the same time though we found in our research that because of this faculty sometimes are very cautious about who they recommend for internships only the best and brightest and so it's not exactly dealing with the equity and accessibility question in some cases what we found in a recent symposium we did on unpaid internships and we have a report on our website at CCWT was one example I believe it was in Pennsylvania of a community college working with the local chamber of commerce who was willing to not only raise funds to fund internships but they obviously have a strong network with the local employer community and so engaging chambers I think you just need to find that one interested person you open the door and that could be a goldmine of contacts and partnership building the other example I mentioned from the state of Maryland where University of Maryland Baltimore County was able to lobby the state to secure funding from the state for internships and the IT sector and they were able to provide some infrastructure and partnership building and so that's a pretty big lift but some state legislatures may be open to funding and coordinating some of these efforts. Thank you for sharing those responses.  It's a private foundation that likes to stay in the background so I don't want to share who it is but they really work behind the scenes to help and really their work is inequity and that's why it was such a good fit for us and the community colleges but it's external. All right I'm not gonna probe you further on that question. Thank you for what you shared. Do you all have any observations thoughts about integrating apprenticeships with college colleges such as in biotech? I'm not sure I quite understand the question. The question is are we interested in pursuing apprenticeships in biotech? Is that what they're asking, Maria? I'm trying to grab, what? As far as an apprentice like, there currently isn't a registered apprenticeship in Massachusetts in biotech. I think that they, one of the things we first started looking, we hope this could be we're just not at that place right now to do that. Also and so I'm going to thank you all so much for those contributions. I'm going to wrap it up with some closing remarks I want to close by extending a special thank you to our panelists today for their excellent remarks and contributions. I also would like to say thank you to our virtual attendees for this event. I hope the information shared during today's session will encourage and help inform your efforts to address unexamined and unexplored inequality within your work-based learning program and promote more equity, diversity and inclusion. Please, for those of you who have not yet, please subscribe to New Americas at Central Newsletter to stay informed about the upcoming brief that I will be releasing by the end of next month as well as to learn more about other exciting events and work being done by myself and colleagues about work-based learning opportunities. So thank you all so much for attending and I hope you enjoy the rest of your days.


you might want to bring a light over here I'm not sure so we're on our phone tonight no multi-camera no fade-in fade-outs all that all that fun stuff how you would take that off you would just take it out it's like you have two different ones you have shiny side if you want a shiny side and then you have the flat matte side the frosted look which is amazing welcome welcome happy Sunday everybody hope everybody is enjoying their winter weather here in Texas we got snow today if anybody else got any snow yeah we did sell out of those we're so sorry not much not like nothing stuck I know like I want to say east it got a little snow I'm I think so with that said about these being sold out we reopened them on the website I think that there's 40 each and what these are if you're new to the channel if you're just joining us these are our wine and champagne butlers they are each 11 inches by five and a half inches long and wide and see here's just you can kind of lean on that line to you 11 inches and then five and a half across and they both fit wine and champagne bottles with two wine glasses or flutes or whatever you want to put in there they both come with paper on both sides just like our coasters and geodes all you do is just peel one side off peel the paper off leave one side on so that you don't get this side messy you know there'll be no cleanup after you've done your alcohol ink like this one or if you do resin like this piece just leave it on leave that paper on until the next day and you peel it off and there's no sanding no nothing so yeah we reopened the website they're they're both in stock now I've got to go make a lot tomorrow you put your wine glasses in here and it's just like a nice little little caddy to take your wine or your champagne and you can decorate them or you can leave them clear if you like they come in clear acrylic or you can paint them do whatever you like put stones on them this is just a design that I that I made for my own I love the Art Nouveau look so I made one that just has some fun designs in it and then I made just a plain one if you just want to make a fun and nice little butler for yourself and this is the piece that she did this is the mermaid ocean which is truly awesome you guys can see the reflection of our ceiling in these and this resin what is this resin just resin stem and coat I have it on order we sell this resin on our website artisteldebt.com so fun you can see the shadows yeah this would be a great cover photo move it move your light like no like move it up and then across and you'll be able to see the shadows move that's crazy and then they're gone wow look at that resin you can see that is our ceiling it's a TZ what's up manual Jen and the you and the gold she is here is just a spray paint gold by Montana normally she puts a texture down the Rust-Oleum sand I believe so that you get like a sand texture you get some nice little contrast between the smooth the shiny and then you got some matte sand there with the gold bless you look at that y'all and this is also that layer just resin and the other one like the other layer is stone coat we'll see you guys can see the difference between what stone coat does this is stone coat countertops art coat fat fun waves and then you got real skinny celly waves here with the this is the just resin diamond coat yep and that would be Bowie in the background and what else do we have oh yeah we have we tried to well she did I didn't make a piece that we saw in resin aren't worldwide our group oh it was in our group and it looks so awesome how hers turned out mine not so much looks like a Neapolitan cupcake yeah it looks like a beginners I'm just gonna run everything through it it looks like a it makes me want to Sunday plan it and then the mermaid tumbler oh yeah check this mermaid tumbler out she wanted to look like a mermaid but it looks more like a dragon egg this is a look at that what is what color did you use is that our chameleon or two-face oh the flakes from color obsession how fun is that and put a little tail on this guy I would be fun look at that that is crazy what's up Clara heard you got a little snow out there we got a little bitty snow anything to write home about a little bit so if you're interested in how she made this let me just go over this real quick it looks like we got some newbies in the room first of all welcome and thank you so much for joining us tonight all she did with this is she used some alcohol inks put them down with some alcohol smothered it a little bit ran a heat gun over it a little bit let it dry and then she took a a sticky pen a actually something like this Deco foil deco foil adhesive pen and drew these shapes on here these little lines and then took some simple gold leaf the kind that sticks to the the transfer paper lays it down and then it's super simple it's really simple there's no mass really there's a little bit after you you know wipe some of this gold lines off but it still looks awesome but what the fun thing is when you turn this over you get the shiny side and it's like a whole different piece how fun is that yes we're bringing everything to Bradenton Cindy we were just talking about what we should bring and I cut a bunch of coasters I'll be cutting some sticks we'll be bringing geodes cradle boards all pigments coasters all of it we're bringing it all thanks Tim appreciate that huh yeah yeah we got it we got to bring some pigments look at that it looks like it's just all one big piece because it's so shiny this like it looks crazy it looks like this is under this and in this it looks like there's resin over it that looks crazy you guys can see that that would be cool so if you're new I'm Jeff that was Erica we are artists till death we are out of Dallas Texas we have a shop and studio here in downtown and you can order all this stuff off of our website you can order these cradle boards these are our patented amazing MDF cradle boards and they come in all different sizes they come in round they come in square and also we have some that are framed there's a there's a little moat that goes around it and it looks like a little frame this does not happen no it doesn't oh let's show them the hold on guys my elbow is killing me sorry about that y'all look at this fish that she had done look at that and we'll yeah we'll be bringing 40 inch rounds we'll be bringing 36 by 48 inch geodes clear geodes 32 by 48 they can be there the sheet is 48 inches I don't know this is another one of our geode or I'm sorry our cradle boards now I want to do a fish do it do it super fun you too can do a fish all right let's see this this is a this is one of our cradle framed ones that she still needs to paint the outside here as you can see see there's like a little moat is what we call it that the resin goes in so it's it's super fun super clean you can tape this off if you like or just be careful and not get any resin on this side and if so paint right over it if you like Teresa we are driving a cargo van and then here let me grab this I apologize for all the shaking around I'm solo tonight apparently like I knew he was ordering dinner look at this y'all this is her blossom what's this called blossom tree and all cherry blossom this is all 100% alcohol inks and you know all this stuff is for sale y'all all of it look at that we need a fire sale and just so y'all know there are Swarovski crystals that line this entire piece and some accents inside of it as well this is her first cherry blossom she did that's a 24 by 48 so there you have it let me put these down sorry for the movement they get so excited and you guys we have a we have this doorbell system it's just like a little speaker and you can change it to like 30 or 40 different things and every time we change it they figure it out within like three rings of if somebody comes over yes the cherry blossom was done live the the circle one was I don't I don't know about the the big 24 by 48 all right so recap these are back in stock the wine and champagne butlers we call this one the Hobson because it's nice and classy yeah the Hobson from the movie Arthur and then I think this one is just called the wine snob but it'll take any kind of wine bottle so this whatever so yeah go check them out artisteldebt.com I know they won't last long we we are so blown away that you guys bought those yesterday or a day before and sold out thank you TZ and vamp so yeah thanks for showing up for this little bitty short video it's Sunday we don't want to keep you guys dismissing class early go amongst yourself go go be creative go chill out go watch some TV go take some yeah go go get messy and I hope you guys have an awesome Tuesday and an awesome Monday for Australia we will see you guys tomorrow 6 p.m. on our YouTube channel we'll have more cameras not sure what we're gonna do but I'm sure it'll be something interesting hopefully oh tomorrow's early cuz football so we'll see you guys are awesome be kind to one another you never know what somebody's going through and always always remember we do the test yeah roll tide you guys have awesome night we'll see you tomorrow bye


The Mutual Broadcasting System presents The Mysterious Traveller Written, produced and directed by Robert A. Arthur and David Cogan and starring two of radio's foremost actors, Jan Meiner and Wendell Holm, then Chains of a Dress. This is The Mysterious Traveller inviting you to join me on another journey into the realm of the strange and the terrifying. I hope you will enjoy the trip, that it will thrill you a little and cheer you a little. So settle back, get a good grip on your nerves and be comfortable, if you can, as we meet a gentleman who has just found exactly the house he's been looking for. I call his story, Change of a Dress. The Mysterious Traveller Have you ever seen a house that made you say automatically, that house was just made for a murder? Of course you have, but until now you've never wanted to own such a house. But now your name is Andrew Hollins.  Now suddenly you feel trapped, completely trapped by your marriage to your wife, Joe Caster, who rules you with an iron hand. That's why when you find this bleak, lonely house on the shore of the Pacific Ocean, your heart leaps with joy, because it's a house just made for murder. But your story really starts many weeks before that and many thousand miles away. In another house, your ugly, uncomfortable home in Philadelphia. Andrew. Yes, Joe Caster? That's your fourth cocktail. There's only the third and they're very mild. Do cocktails before dinner, enough for a man of your age? We must think of your health. There's only 46. I really don't believe I have one foot in the grave yet. 47? And there's no use taking chances. I'm sure Dr. Stevens would back me up. Dr. Stevens behang. If another cocktail is taking a chance, I'll take it. All my life I've lived safely and soberly. I feel as if I'd spent 47 years in a prison cell. Been about as exciting. There. Andrew. You're in a very strange mood. Worried about you. But we need a tonic. Oh, yes, I do, Joe Caster. I do need a tonic. An exciting one. Oh, a vacation. That's a little change of scene and we must consult Dr. Stevens. By all means, let's consult Dr. Stevens. He's had a pill ready for every emergency in the last quarter of a century. Let's see what he prescribes now. You must go see him tomorrow, Andrew. I will call and make the appointment. Now, please, go dress for dinner. You go up to your room, Andrew. What's the use of rebelling? You're caught in a rut like so many men are caught and there's no getting out of it.  Then your thoughts are interrupted by a sound from the next room, the castle's room. You know your castle's downstairs telephony. You tiptoe to the connecting door, open it quietly and look in. You see Julie, your wife's personal maid, opening the little wall safe, where your castle keeps her jewelry. She spins the dial back and forth in a professional manner and the safe opens at last you speak. Well, Julie. Mr. Harlan. Ah, so you're more than a lady's maid, huh, Julie? You're also a thief. Oh, no, Mr. Harlan. Mrs. Harlan's asked me to get out her necklace. Mrs. Harlan doesn't trust anyone with a combination to that safe. She's a very cautious woman, Julie. All right, Mr. Harlan. So she didn't ask me to get out the necklace. So I just saw this safe open and I was closing it. There, it's shut. And you can't prove anything, you're not so smart. You've waited till I stole something if you want to arrest me. I didn't think of that. I was just wondering why you were doing it. I'm not in the mood for writing confession stories. I'll forget my things and leave. I'm quitting this job and you can tell Mrs. Harlan anything you want. I don't much care to tell Mrs. Harlan's anything. Fine and dandy, then we won't have any scenes. Goodbye, Mr. Harlan. I'm sorry, brother, Miss Julie. Sorry for you, I mean. Save yourself, Harlan. I'm sorry for you. You're sorry for me? Why? If you don't know, it's too late to tell you. Now, I'm going. No, no, wait. Okay.  Not now. Later. About what? I don't know. I just want to talk to you. All right, Mr. Harlan. Meet me tomorrow. What? The buffet lounge at the Midtown Hotel. So Julie leaves and you, Andrew, wait until the next afternoon with much anticipation. It's the first unconventional thing you've done in 25 years. Keep an appointment with a woman, not your wife. And a thief at that. Why, Mr. Harlan? You showed up. Well, didn't you expect me to? Franklin, no. Why? Why what? Why did you want to see me? I wanted to ask you what you meant. But why? By saying that you were sorry for me. You really don't know. Well, maybe I can guess, but tell me.  Wow. Thank you. I mean it. Of course you're as tough as an old horse here so fast. Thank you again. Well, you are, you know. Yes, I suppose I am. In fact, just recently I've become unpleasantly aware that I am. Well, you're a rather attractive man, made to that woman unable to call a brother your own, so I'm sorry for you. I can't help wondering how you'd have turned out if you'd married someone so different. I can't help wondering myself? Well, then there's hope for you yet. Listen to that. To Mr. Andrew Harlan, he is hoping. Right. Well, Julie, here's hoping what?   Of course. Look at me. Why? I must see for sure. Sometimes I started out straight, got married, my husband turned out to be a thief, and he taught me to be one. He made a good team until he got killed. I see. Then I tried going straight. When I took the job with your wife, I really meant to reform, but she drove me to it. I couldn't stand. I wanted to steal her jewels just to show her. I suppose it doesn't sound sensible. But it does. I know exactly how you feel. You do? Yes. Yes, I do.  Yes, when I think how she's ruled me all these years, I hate her. Well, listen to proper Mr. Harlan. Don't call me Mr. Harlan. Call me Andrew. All right. Andrew. You and I will have to see more of each other. I'm wishing to have something in common. And you do see more of each other, Andrew. Julie is a very good-looking woman. You're attracted to her. Very strongly attracted to her.  Andrew. Andrew. Huh? Oh, yes, sure, Castor. You're very absent-minded these days. Really? I hadn't noticed. I'm worried about you. The tonic Dr. Stevens prescribed doesn't seem to be doing much good. Doesn't it, my dear? I'm going to consult him about you. At your age, we must take no chances. Of course not, no chances. We must never take any chances, you castor. Not about anything. I don't understand what you mean. It's not sensible to take chances. Of course not. Everybody knows that. Well, you're talking clearly, too. Yes, I'm certainly going to consult Dr. Stevens.  When you see Julie later that day, you tell her what you're planning. Well, Andrew, you're looking like a new man. Well, I'm feeling like a new man, Julie, my dear. I've been working on something. What? I've been persuading our family doctor that I badly need a vacation. He's promised to convince your castor, but today he'll tell her. Your castor faithfully follows every suggestion he makes. She'll urge me to take a vacation, a long one, and you see? I think so, Andrew, but tell me anyway. You'll give me a chance to get away from your castor without her suspecting anything. I'll start out in the car and just disappear. I'll change my name. You and I will meet in California. And we'll start a new life together. You and I, Julie, a life with some fun in it. Bravo, Andrew! But, my dear, can't you just leave her? Isn't that simple? No, no, I can't. You don't know your castor. She's a pillar of righteousness, a tower of convention. She'd hound us. Somewhere or other, she'd punish me for my sin of leaving her. Believe me, she would. But, Andrew... No, no, I'm right. Every time I've gone against her wishes, I've suffered for it. She's a devil at one. Beneath all her prim conventionality. My only hope is to slip away from her before she knows that I've escaped. Well, Andrew, if you're sure... Yes, I'm sure. The only question is, will you do it? Join me, I mean. Take up a new life with me? Yes, Andrew. Yes, I will. So, it's all arranged, Andrew. You're going to make a clean break with your old life, with your castor, everything. When you start to think, it seems a little fantastic. You falling in love with Julie, a thief, and she with you. But it's happened, and it's your chance, as Julie says, at last to get some fun out of life. That night, your castor brings up the subject of your vacation. Oh, um, Andrew. Yes, your castor? Please put down that newspaper. I want to talk to you. Very well, my dear. I saw Dr. Stevens today. Oh, yes? What did he say? Well, he said that in his opinion, you were on the verge of a nervous breakdown. Oh, nonsense. Run down, perhaps, but that's all. I respect Dr. Stevens' opinion. And to take no chances. Now, he recommends that you take a vacation. Indeed, what kind? With something completely different from your life here in Philadelphia. He suggested a long motor tour, perhaps a few months in, um, California. Absurd, your castor, absurd. I wouldn't dream of any such thing. Dr. Stevens says it's necessary, so it is all settled. We will leave in a week. We will leave? Of course, Andrew. I'm going with you to look after you. You are in no condition these days to be left alone. So your plan is backfired, Andrew. Your castor is going with you. It completely ruins everything, doesn't it? You can't talk her out of it. And your hatred for her becomes a consuming fury, as you tell Julie what has happened. I tell you, Julie, that woman is a devil of fiend. She's going with me to look after me, she says. I could strangle her. If Andrew listened to me, just walk out on her, make her a clean break. She won't be able to do a thing. She will, I tell you. You don't know her. She's capable of anything. She'll ruin our lives somehow, all legally and respectably. She really has you beaten, hasn't she? There's nothing we can do? I guess we just better forget the whole thing, Andrew. No. No, I'll think of something. I won't let her beat me. Not if I have to kill her to prevent it. There, Andrew, you've said it. It's out. Subconsciously, you've wanted your cast to dead for years. Now you realize it. And realize that to be free of her, you'll have to take matters into your own hands. The idea doesn't shock you in the least. The only question is, how? You don't know how, but you're determined to find a way. You arrange with Julie to go to San Francisco and wait to hear from you. Then you and your caster start out by car.  You reach California, you're desperate. Your hatred for your caster is almost too much to conceal. Then you find it. Mr. Smalley, the real estate agent from the tiny sea coast town of Port Oro, shows it to you. The house. The house that was made for murder. There it is, folks. There it is. The house I was telling you about. Villa Vista. Isolated, an ocean view, a beach of your own, quiet, seclusion, sea air. Just the thing the doctor ordered. Well, it doesn't look too bad at that. Does it, Jocasta?   Is this painting fixing up? Otherwise it wouldn't be available these days, would it, Mr. Smalley? Certainly not, Mr. Hollands. There's a housing shortage these days. And inside, Mrs. Hollands, it's very snug and modern. Really it is. Besides, my dear, look at the ocean. The beach. The ocean is cold and gray. I was thought the Pacific was blue. The beach is stony and dirty. I see nothing, whatever, to attract me to this. This is habitation. Well, we mustn't be hasty, darling. At least, let us see the inside. And so the little real estate agent shows you through the house, Andrew. First, a cellar. See, folks, you have a real cellar and a real furnace. Any time it gets a little chilly, just light up a fire. There you are, snug and warm. Cellars, dirt floor, damp too. Very unhealthy. Then the first floor and finally the second floor. Then Mr. Swally waits for your decision. My answer is no, Andrew. Positively no. Now this house is not made to be lived in. It's quite the only fit for a murder. You look at her startled, Andrew. Has she guessed your thought? It is an ideal house for a murder. Her murder. But no, she's merely using a figure of speech. You relax. Really, my dear, you're being too harsh. I find the atmosphere here very peaceful and Dr. Stevens did say a few months of peace and quiet would do wonders for me. Yes, he did. And a little paint and polish will make this house really quite livable. Will the owner fix it up, Mr. Swally? Afraid not, Mr. Holland. Afraid not. Name's Wilton. Lives in Seattle. Won't spend a cent on the place. Has unhappy memories for him. Indeed. In what way? Retired. Came down here to live. And his wife left him. Walked out. Went back to her folks in Texas. Well, shall we draw up a lease? Oh, it's done, Andrew. Jocasta gives in when you remind her of Dr. Stevens' advice. And you sign a six-month lease. You're not sure how you're going to do it yet. But you know that here in the Huttus seclusion of this house, you'll hit upon a way to be rid of Jocasta yet. You win that your wife keeps grumbling about the place. Really, Andrew, this house is something wrong with it. I know that it is. Andrew, you're not listening. Put down that paper. Oh, yes, Jocasta. I said there's something wrong with the atmosphere of this house. I can see it. Oh, now, Pet, you're just prejudiced against the house. It's perfectly good house. Needs a little fixing. That's all. No, it's damp and it's cold. I suggest you start a fire in that precious furnace. The real estate agent made so much of. Oh, you go down to the cellar, Andrew, and start a fire. Then you look around. It comes to you. Complete the whole plan. Because if the house itself suggests the idea to you, you find a rusty pickaxe in the corner. You start digging a hole behind the furnace. Just digging a hole, my dear, to drain off the dampness. It'll take more than that. That cellar needs a cement floor. Indeed it does. Someday it shall have one. I promise you that. Yes, Andrew, your plan is completed last. But before you can carry it out, you really need to own the house to be safe.  Then you stroll down to the village to talk to Mr. Smalling. Tell me, Mr. Smalling, the house Villa Vista. Is it for sale? Thinking of buying, Mr. Hollins? Like it as well as all that. Indeed I do. My nerves are much better. I've decided to reside in California permanently. Glad to hear it. But Mrs. Hollins, I guess she doesn't agree with you. Said she hates the house and is going back to Philadelphia soon as she can. That may be, but I shall stay. So is the house for sale? Well, I don't know. I'll have to phone Mr. Wilson in Seattle. He's never wanted to sell before. Hates the place. But won't sell. Wife left him there, you know. Yes, you mentioned that. Well, I suppose I try and see. I'll let you know. Thank you. Funny thing, your wife was in today. She what? Wanted to know the present address of Mrs. Wilson. The owner's wife, one who up and left him. Indeed, I wonder why. She wanted to write Mrs. Wilson about something. Wouldn't say what. She'd have heard her light into me when I said I didn't know the address. I can imagine. Well, thank you and be sure to contact Mr. Wilson right away. By your all said, Andrew. You can just buy the house. You'll be free of your caster forever. Free of this woman who's controlled your every movement for years. You wait impatiently for word from Mr. Smalling. Andrew, what in the world is wrong with you? Why, you've been nervous as a cat lately. I'm not nonsense, my dear, I'm fine. You are not, and it's this house. Made your nerves worse, and we're leaving at very soon. I'm afraid we can't. We have a six-month lease. And I say we will leave. I've started the machinery motion. What do you mean, machinery? I've made a discovery, Andrew. A significant discovery. What discovery?  The way all you men are. Nevertheless, we will shortly be leaving this house, both of us. But I don't wish to leave. I like it here. No, that may be. I say we will leave. I will speak to it. As soon as I... Oh, a telephone. Well, that's it. Hello. This is Mr. Smalling. Is Mr. Hollings there? Yes, he's here. For you, that real estate agent. Hello, Mr. Smalling. What is it? News for you, Mr. Hollings. Wilson just phoned. He'd sell for cash. I see. I'm very happy to hear it. Two days ago, he said no. But he changed his mind. Seems he's in a little legal difficulty. He needs cash for a lawyer. Oh, that's too bad. But it's an ill wind and all that. Exactly, Mr. Hollings, exactly. Well, I'll drop in tomorrow and settle the details. Goodbye, Mr. Smalling. What was all that about? There's nothing important. Your cast, I have something to say to you. And I have something to say to you. Now, this house has been very bad for you. So, inside of 48 hours, I am sure we will be leaving it. Both of us. I just want you to get used to the idea. On the contrary, we're staying here, both of us. For a long time to come. In fact, I venture to say that you'll be here permanently. Nonsense, Andrew. 48 hours at the most. You're wrong, Jocasta. Andrew, but in the world, I... It's over, Andrew. It's finished. Jocasta is dead. You've killed her. Now she's safely buried in the cellar behind the furnace. The dirt smooths over, packed hard, leaving not a sign. You feel like a new man, free, exultant. You pack her things. Next morning you take them to the freight office, shift them back to Philadelphia. Then you drop in to see Mr. Smolley, give him a check for the house, and casually mention that you quarreled with your wife. She's left you, gone back to Philadelphia. You don't say. Well, now, Mr. Hollins, I guess women just don't like that house. Perhaps the house doesn't like women, Mr. Smolley. Perhaps the house doesn't like women. Very apt, Mr. Hollins. Very apt. You go back to the house, Andrew.  You're free. There's a new life ahead for you. For you and Julie. You call her on the phone in San Francisco. Yes, I know, darling, but it's all right now. Jocasta's left me, walked out on me, gone back to Philadelphia. Oh, that's wonderful. So we'll be together soon, very soon. How come today, Andrew? She spoke of a divorce. It won't take long. Excuse me, there's someone at the door. Hold on a minute, Julie, will you? Yes? Mr. Hollins? Yes, I'm Mr. Hollins. Well, I'm sure of Bigby. Miss Hollins, then. Why, uh, why, no, she isn't. Mind if I come in? Why, no, of course not. Thanks. When will Miss Hollins be back? I couldn't say. Oh, don't matter. I just thought I'd tell her her hunch was dead right. Her hunch? What are you talking about? I'm talking about Mr. Wilson who owns this place and how he killed his wife. Wilson killed his wife? That's right. Nobody guessed until Miss Hollins came along, put us on the track. We sure thought she was a little off her rocker, Mr. Hollins. Begging your pardon. When she, uh, came to my office insisting there was something wrong with the atmosphere of this house and she was sure it was because Wilson was a murderer. She, she said that? She sure did. Everybody in town thought Miss Wilson up and left, Mr. Wilson, but, uh, your wife, she wanted to write to Mrs. Wilson. Uh, looking for an excuse to break the lease, she said, and, uh, nobody had Miss Wilson's address. I don't understand. Well, it's likely. Even the post office didn't have a change of address for Miss Wilson. But, but what of it? Well, your wife said any woman who left her husband would put in a change of address so she could get a mail. Instead, it's all been going to Mr. Wilson in Seattle. Well, what does that mean? Your wife claimed this prove Miss Wilson was dead. Murdered. By George, she was right. Wilson killed his wife? He sure did. We phoned Seattle, asked the police to question him. He thought, uh, they knew the story and broke down and confessed. He's in jail now. Real smart work on your wife's part. Well, a couple of my boys would belong any minute to, uh, dig up the body. What? Wilson said the minute he set eyes on the house, he felt it was a good place to commit a murder.  Behind the furnace? That's right.  What is it, Mr. Hollins? Where you going? I, I left the phone off the hook. Julie? I, I just want to say goodbye, Julie. Your caster is coming back. This is the mysterious traveler again. Poor Andrew. Even in death, your caster had him under her thumb. Yes, they both left the house inside 48 hours, just as she had sworn. Where's the cover where the house just built for a murder? Too many people may have the same idea. So if you're ever tempted to dig a grave in your cellar, make sure no one else had the idea first, or you may get into trouble. In fact, it might be better to just forget the whole thing and, oh, you'll have to get off here. I'm sorry. I'm sure we'll meet again. I take the same train every week at the same time. You have just heard the Mysterious Traveler. Now you can enjoy other tense and exciting stories of the Mysterious Traveler in the current Mysterious Traveler magazine. In our cast were Jan Minor, Wendell Holmes, and Owen Jordan, with the title role played by Maurice Tarplin. Music is under the direction of Emerson Buckley and was composed by Richard DuPage. All characters in this story were fictitious. The story itself was dramatized from the pages of the Mysterious Traveler magazine. Rust Dunbar speaking, this program came from New York. Every day the news is different, and every day Mutual presents veteran reporters with the latest headlines. Weeknights, here Gabriel Heeter, Bill Henry, and Frank Edwards. Saturday and Sunday evenings, Dartmouth's famed expert Cecil Brown and the news. This is the Mutual Broadcasting System.


It's not different slang Hi, everyone shot with jaspys case breaks calm here doing 2020 2021 for me to select basketball 4 box 1 3rd case break hobby pick a team number 2 Pick a team's 1 2 and 3 are all from the same case. We already did pick a team one So I've got 8 boxes left to figure out which ones we're gonna come from our all-card ship Here is our customer list from Atlanta cards in the Hawks down to Darren Porter and the wizards last spot mojo here Chris Adam sick With the heat Here is that list in person So thanks to everybody for getting in Pick a team 3 we'll go through after this we'll go through orders, but pick a team 3 had two teams left last I looked so probably already sold out And here are the Boxes left so you can see these all have a 2 slash 3 on them to show that these are gonna be for pick a teams 2 and 3 1 2 3 on the dice for the left 4 5 6 on the dice for the right. Good luck so We're gonna do the box on the right. That means these boxes here will be for pick your team 3 So cross out to good luck everybody Pick a team 2 1 was my first in-person look and this looks great this year as Was expected But it's Orlando versus Atlanta and Atlanta just scored within the first minute 50 second mark Sorry if I ruined the Atlanta Orlando and a last game for anybody I was the DVR in it for later green out of five in this break The dark green or the are the out of five right line green or what out of 75? Porter, but yeah, the bright the dark green like Are really cool looking I always get excited and I just line green So cool, but Out of 175. Well, I'm sure we'll find out at some point tonight whether it's 75 or 175 The lime green and the white rod it likes as a as big pun said I don't discriminate Any shade of it. It looks like a courtside tie-dye. That would be out of 25 That was him Porter and that's from that same song. Why do you got that? Do you remember him and his?    I'll be like, yeah more anything. I just love that photo Mud vape at the Grammys Cool. Good luck. Everybody pick your team to Let's see it Xavier Tillman rookie silver for the Grizzlies Kevin Troger and obi top in relic for the Knicks That is Eric Ainge Sadiq Bay Silver Scope Pistons Lee Cheesman manual quickly for the Knicks Eric Ainge Kemba Walker Silver for the Celtics and Mark Bissette Aaron Naismith future Silver for the Celtics Mark Bissette and Tobias Harris Silver for the 76ers Christopher Murphy Yannis Bucks Matthew Silverstein and Gary Harris orange die cut for the magic That's 29 out of 65 Orlando magic Eric Ainge Happy Friday, buddy Steph Curry warriors Sean Battick Luca Donchich Mavericks show Kessler and out of ten gold Trey young unstoppable Beautiful Hawks Atlanta cards. There you go Obi-Toppin for the Knicks That is Eric Ainge Tyrese Haliburton for the Kings and Jose Arias Malachi Flynn try color for the Raptors Eric Leal Peyton Pritchard Celtics Mark Bissette Adams still riding high from last night Josh Akogi Timberwolves Joshua Idlitz and Isaiah Stewart to 99 rookie relic for the Pistons Lee Cheesman Brandon Ingram for the Pelicans Kevin Troger John Merant Grizzlies Kevin Troger Isaiah Stewart for the Pistons and Lee Cheesman Yeah, right beautiful Trey Zion Pelicans Kevin Troger and Cameron Johnson white to 149 for the Suns and David Baker and Cole Anthony the 249 for the Magic and Eric Ainge Very nice rookie Otto Bamed of Isle Silver Scope for the Heat Chris Adamsik and Cole Anthony base for the Magic And Eric Ainge couldn't find a comp exact card Nice Yeah, I just didn't know like what the winter collection was Adam That's the only thing I didn't get I was like, okay Cuz like remember we pulled the other two prospects that Alec Baum and the Ryan Mount Castle in the same case Or the same four boxes, so I was wondering I was like, uh, I don't know You think it's the same. I think it's a big big conspiracy Cole Anthony relic this time for the Magic Eric Ainge and Aaron Baines for the Raptors Eric Leo Marvin Bagley for the Kings Jose Arias. Oh, okay, cool Siddiq Bay Pistons Lee Cheesman and Fuego Yanis bucks Matthew Silverstein and Cassius Stanley rookie silver for the Pacers Jeremy Muller Zion for the Pelicans Kevin Troger and Aaron Gordon die-cut blue for the Nuggets to 249 Denver Nuggets is Taion Bruce LeBron Lakers John Reeder Jamal Murray for the Nuggets silver Taion Bruce Here's that Quartz side tie-dye And it's Tyler Bay Siddiq, but nice one for the Mavericks Joel Kessler rookie tie-dye Quartz side That's 11 out of 25 Beautiful card Lamello ball Hornets Matthew Vendonato Jade McDaniels Timberwolves Joshua Idlitz and Denny of Deja Silver Scope wizard Darren Porter. There you go Anthony Edwards Timberwolves Joshua Idlitz and Carl Anthony Towns blue for the Timberwolves Joshua Idlitz to 299 James Weissman big-ticket Warriors Sean Mattick Russell Westbrook silver for the Wizards Darren Porter Obi-Toppin for the Knicks Eric Ainge and Nicola Vusevich relic That is Chicago bowls Matt Daniels Zeke Najee Silver for the Nuggets Taion Bruce Jade McDaniels Timberwolves Joshua Idlitz And it's Clyde the Glide Drexler gold auto in-flight five out of ten Portland trailblazers and Jeremy Titmuss There you go Jeremy Congrats in-flight one of my favorite sets Lamarcus Aldridge Spurs Jesse Arcos Victor Oladipo for the Rockets Eric Kuziak Very nice one Congrats Jeremy Ant-Man Anthony Edwards Timberwolves Joshua Idlitz And James Weissman Silver Warriors Sean Mattick Killian Hayes to 99 for the Pistons Lee Sheesman rookie neon green auto And Cameron Johnson Silver Scope for the Suns and David Baker Terry Razir for the Hornets Matthew Beninato and Isaiah Joe for the 76ers to 199 Christopher Murphy Obi-Toppin for the Knicks Eric Ainge Yanis Bucks Matthew Silverstein and Darius Basley die cut red to 175 for the Thunder Alex Donnelly nice unstoppable silver of Bradley Beale for the Wizards Darren Porter and Alexi Pokhachevsky rookie silver for the Thunder That is Alex Donnelly Nicola Vustavich for the Bulls Matt Daniels Tri-Color Jalen Brown for the Celtics Mark Bassett Cole Anthony for the Magic and Eric Ainge Eric Pascal Warriors Sean Mattick and Dennis Schroeder to 99 for the Lakers John Reeder Killian Hayes Pistons to 299 Lee Sheesman Steph Curry Warriors Sean Mattick and Michael Kidd Gilchrist to 99 Jersey and Otto that is Dallas Mavericks Shoal Kessler the Montess of Onus Tri-Color for the Pacers Jeremy Moller Zach Levine Tri-Color for the Bulls Matt Daniels Box number three one box left and last box guys. Good luck everybody Let's make it magical Obi-Toppin for the Knicks That is Eric Ainge and Zeke Najita 99 rookie Otto Denver Nuggets and Tayon Bruce CJ LB Tri-Color Blazers Jeremy Titmuss Bama to bio silver for the Heat Krista Domsic and D'Angelo Russell blue for the Timberwolves to 299 Joshua Iredlitz Peyton Pritchard for the Celtics Mark Bassett Eric Gordon to 249 for the Rockets that is Jersey and Otto Matthew Beninato John Morant Tri-Color Grizzlies Kevin Troger Siddiq Bay for the Pistons that goes to lead she's been and Malachi Flynn die-cut rookie to 249 for the Raptors and Eric Leal I don't think we'll have any more autos in this since we just pulled two in the beginning, but See we could right is three autos or relics There might be I mean You don't think he is he not on the checklist David Assuming he is right Duncan Robinson for the Heat Krista Domsic Isaiah Stewart for the Pistons Lee Cheesman Brandon Clark silver scope for the Grizzlies and Kevin Troger Desmond Bain for the Grizzlies Kevin Troger Onyaka Akangu silver for the Hawks and Atlantic cards Lamello Hornets That is Matthew Beninato And a Zach Levine dual relic Timberwolves and the bulls that'll be randomized Timberwolves is Joshua Eilidt's bulls is Matt Daniels Onyaka Akangu for the Hawks Atlantic cards as a white. That's to 149 Patrick Williams for the bulls Matt Daniels RJ Hampton for the Nuggets Tri-Color Teyon Bruce Evika Zubak for the Clippers Adam Richards Demian Lillard silver for the Blazers Jeremy Titmuss, and there you go guys. That is box number four So let's do the randomizer on this like I said Timberwolves bulls For the Zach Levine Pop over here. So Timberwolves bulls team on top That just moved You know There's the dice. There's the thing again. Okay team on top after Two and a four six times. Good luck Six in final time stays with the Timberwolves. That's going Joshua Eilidt So six times on the randomizer six times on the dice Timberwolves on top and there you go guys. That was 2020-2021 Penini select basketball four-box one-third case hobby break pick a team number two from jaspyscasebreaks.com I'm Sean jaspyscasebreaks.com. This is thanks for hanging out. See you next time