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To accomplish this, we embraced the network principle of “node not hub,” deciding early on not to invest in top-down remedies, but in collaborative models that would remain in tact after our initial financial support ended, usually after a period of 5-7 years.

equired that local communities develop a data-gathering system.

consensus data model that large segments of our industry could embrace and use to standardize terminology and reporting across all shelters. We invested in building data-gathering systems for the shelter field and saw those early efforts blossom into genuine cultural change.

According to the data, students exposed to lecture more than other classroom activities showed more significant learning gains than their peers

Burgan points out that “being clueless in a discussion class is much more embarrassing and destructive of a student’s self confidence than struggling to understand in the anonymity of a lecture.” As a college student, I was often advised by well-meaning adults to sign-up for seminars rather than lectures in order to get “face time.” To be perfectly honest, though, the lecture format, far more than the noisy seminar, enabled me to think deeply about a topic rather than being distracted by poorly planned and redundant comments from peers (often aggravated by a teacher who is reluctant, for fear of being too top-down in terms of pedagogy, to deflect them).

They are delivered on engaging topics, by engaging people, and they offer time for reflection by the audience. Ever since Susan Cain delivered her 2012 TED talk “The Power of Introverts,”