Black College Achievers @ Metropolitan State University

PLEASE: It's Hard for Me Listeners

Comments: radiotalklr@gmail.com [radiotalklr@gmail.com] Voicemail: 773-809-8594 Get a free copy (eBook) my book “Relationships the Power of Illusion” by using the website and redeeming code. Beat others to one of the codes. Only use one code. Mr. Lucky www.iuniverse.com/en/redeem [http://www.iuniverse.com/en/redeem] 10600000441447 10600000441448 10600000441450 10600000441451 10600000441452 10600000441453 10600000441454 10600000441455 10600000441456 10600000441457

Bump The Past Bullshit

Order My Book: www.weusoursluckybooks.com [http://www.weusoursluckybooks.com] PERSONAL CHANGE WORKSHEET 1. What Part of My Past Keeps Pulling Me Back? Describe the habit, mindset, or behavior you keep returning to. 2. What Does “My Mud” Look Like? Identify the specific behavior that keeps you stuck. Example: snapping in anger, shutting down, avoiding responsibility. 3. What Is “My Vomit”? What harmful action or pattern do you keep returning to even though it hurts you? 4. What Trigger Pulls Me Back Into It? List the situations, people, or emotions that send you into the old cycle. 5. What New Behavior Will Replace the Old One? Be specific and realistic. Reality Therapy (WDEP) Self‑Assessment W – WANT: What do I truly want to change in my life? D – DOING: What am I doing right now that keeps me stuck? E – EVALUATE: Is what I’m doing helping me get what I want? □ Yes □ No Explain: P – PLAN: What is my next clean step forward TODAY? Contact: 773-809-8594 or radiotalklr@gmail.com [radiotalklr@gmail.com]

What’s on your desk that gets you in trouble?

Min. Lucky's Observation Plan Lesson Plan: Observing Inclusion and Institutional Behavior on Campus Learning Objectives 1. Students will identify visible signs of inclusion and exclusion on campus by analyzing symbols, policies, and classroom behaviors. Example: noticing Pride flags in common areas compared to the absence of crosses or Bibles on desks. 2. Students will evaluate how institutional practices shape classroom dialogue and influence which viewpoints feel safe to express. Example: observing when instructors avoid topics involving religion, race, or political disagreement. Learning Outcomes 1. Students will document at least three examples of selective inclusion based on campus observations. Example: tampons in men’s restrooms vs. restrictions on religious symbols. 2. Students will explain how institutional norms affect student learning using evidence from class discussions or campus spaces. Example: describing how instructors redirect conversations that challenge dominant narratives. 5E Learning Model Engage: Students view images of campus spaces (desks, restrooms, offices) and discuss what symbols or messages appear most often. Explore: Students walk through designated campus areas to observe visible inclusion practices and note what is present vs. absent. Explain: Students share findings and connect them to concepts of inclusion, conformity, and institutional culture. Elaborate: Small groups analyze how selective inclusion influences classroom dialogue, student comfort, and intellectual diversity. Evaluate: Students reflect on whether campus inclusion practices support or limit diverse viewpoints. Formative Assessment Exit Ticket: Students write one observed example of selective inclusion and one question they still have about how institutions shape which viewpoints are welcomed or avoided. Comments: radiotalklr@gmail.com [radiotalklr@gmail.com]

Is Louis Farrakhan Racist/Anti-Jewish?

Students Attending Classes as Critical Observers SEND THIS EPISODE TO ANOTHER STUDENT- Keep it Moving. Is Louis Farrakhan Racist/Anti‑Jewish? THE CONVERSATION MANY COURSES AVOID A critical examination of race, religion, power, and public narrative. Students from all backgrounds attending classes as critical observers, watching how instructors handle racial discomfort, avoid certain truths, and reveal how power and fragility shape what gets taught. Students often show more courage than the institution itself, noticing what faculty fear discussing in courses labeled “Race,” “Ethnicity,” or “People of Color” history. You all know the classes. LOL FIVE WAYS STUDENTS CAN OBSERVE, TAKE NOTES, AND NOTICE FEAR IN STAFF/INSTRUCTORS 1. Track Topic Avoidance Students note when instructors skip, rush, or redirect discussions about controversial leaders, racial violence, or institutional bias. These moments expose patterns of avoidance and institutional fear. 2. Analyze Language, Tone, and Body Cues Students listen for hedging phrases (“that’s complicated,” “we don’t have time”), nervous laughter, sudden tone shifts, or physical discomfort. These signals reveal fear of addressing real racial issues. 3. Observe Student Reactions Students document who leans in, who withdraws, who challenges, and who looks disappointed. These reactions highlight how student courage often exceeds faculty courage. 4. Compare Course Materials to What’s Missing Students review syllabi, readings, and lectures to see what is emphasized versus what is excluded—controversial Black leaders, antisemitism, systemic bias, or state violence. Absences reveal institutional fragility. 5. Reflect on Patterns Over Time Students summarize recurring behaviors: avoidance, redirection, discomfort, or openness. These patterns show how fear shapes the classroom climate and how real learning requires discomfort. FACULTY UNDER OBSERVATION Institutional Responsibility & Harmful Rhetoric Some instructors argue universities must confront statements that may perpetuate prejudice, raising concerns about student impact and community relations. They emphasize caution, context, and historical sensitivity. Selective Outrage & Racialized Standards Others argue controversial Black leaders are scrutinized differently and that institutions avoid difficult racial topics. They challenge inconsistencies in how “harm” is defined and enforced. WHY THIS EPISODE MATTERS “Many instructors (including Black) fear this podcast because it tackles the subjects their courses avoid. Students want real conversations. Some faculty avoid the discomfort real learning demands. The Black College Achievers Podcast creates the space they won’t.” Metro State Black College Achievers Podcast Where students confront the conversations institutions tiptoe around. I don't ask the college to validate and/or support this podcast. We don't need consent to be Black and achieve. “Can I get an Amen.” Comments to: radiotalklr@gmail.com [radiotalklr@gmail.com]

Which One Will Metro State Hire?

Submit Your Answers To; radiotalklr@gmail.com [radiotalklr@gmail.com] Lesson Plan Thesis: Institutions claim to judge applicants “fairly,” yet background checks and racial bias shape who is seen as a risk, who is forgiven, and who is hired. Learning Objectives * Objective 1: Students will explain how HR interprets a DUI vs. a layoff during hiring. Example: A student states that a DUI is labeled a “behavioral risk,” while a layoff is viewed as “economic hardship,” even if both applicants are homeless. * Objective 2: Students will analyze how race historically influenced hiring outcomes beyond qualifications. Example: A student explains that white applicants often received more callbacks than Black applicants with equal or stronger records. Learning Outcomes * Outcome 1: Students can identify how “risk” is socially constructed in hiring. Example: A student notes that HR flags a DUI for liability but does not flag a layoff, even though both applicants need stable income. * Outcome 2: Students can connect the scenario to historical racial hiring patterns. Example: A student cites research showing Black applicants with clean records were rejected at higher rates than white applicants with criminal records. 5E Learning Model Engage: Present the scenario: John (DUI + eviction) and Bill (layoff + eviction) applying for the same custodial job. Ask: “Who gets hired—and why?” Explore: Students compare HR interpretations of “risk,” then examine résumé‑callback studies showing racial disparities. Explain: Class discusses how background checks appear neutral but are interpreted through racialized assumptions about reliability and danger. Elaborate: Students rewrite the hiring decision as if both applicants were Black, then as if both were white, analyzing how race shifts institutional judgment. Evaluate: Students produce a three‑sentence explanation of how background checks and race interact to shape hiring outcomes. Assessment (1 item) Exit Ticket: “Explain which applicant is more likely to be hired and how race historically influenced similar hiring decisions.”