Getting a successful education continues to be one of the leading contributors towards overall personal and professional success. While some people strive in the classroom, others can find this more challenging. For those that are struggling with the standard educational process, former Columbia dean Thomas Harford offers productive solutions through academic coaching.
Academic Coaching By Former Columbia Dean Thomas Harford Offers Unique Approach
Thomas Harford’s approach to development employs a unique strategy for earning and cultivating sound habits. While the traditional educational system may focus more on learning facts and concepts, those that receive academic coaching from, former Columbia dean, Thomas Harford will find a more holistic approach. That is, he focuses far more on helping you to build habits and patterns that can help you achieve success. This will include helping you to change your mindset and getting unstuck from unproductive patterns.
Former Columbia Dean Thomas Harford Helps to Change Narrative
Another important part of academic coaching from Thomas Harford is that it can help you to change your narrative. A lot of students get challenged because they believe that their future has already been written. Whether based on how their parents or older siblings’ academic background, or other external factors, some students can feel they do not have a clear path for success. Through academic coaching, a student will learn that they are in greater control of their destiny and will learn how to strive towards their goals.
Academic Coaching with Former Columbia Dean Thomas Harford Helps to Provide Direction
A student that is continuing to progress will eventually have some big decisions to make. Whether deciding where to apply to college, which major to pursue, or how to find scholarships, there are many decisions that will have a large impact on your future. With academic coaching by, former Columbia dean, Thomas Harford you can receive support in navigating these choices. This can include helping you weigh various pros and cons and determining what options are truly best for your unique situation.
Who Can Benefit from Academic Coaching with Thomas Harford?
The academic coaching process can be a great option for multiple individuals, from many different walks of life and with various long-term goals. Ultimately, someone that feels stuck in a rut, challenged by traditional educational settings, or simply wants to change their direction should consider academic coaching.
Ultimately, former Columbia dean Thomas Harford can provide academic coaching that alters your mindset, improves decision making, and sets you on a path of continuous and productive learning habits.
Former Columbia dean Thomas Harford’s passion for how people learn has made him an expert in creating learning solutions for businesses. Your company can benefit from his decades of experience in academia as well as consulting. Mind-Revise.com is the consulting firm he founded and leads. His success speaks volumes on how he can work with individuals as well as a large Fortune 500 company toward the best learning solutions.
Former Columbia Dean Thomas Harford of Mind-Revise.com
Through this entity, former Columbia dean Thomas Harford provides academic coaching, learning solutions for organizations, as well as public speaking coaching and seminars. With 25 years of management and teaching experience in both private and public higher education, including Columbia University, City University of New York, The New School, and NYU-Polytech, Thomas Harford’s work has focused on: academic advising; learning outcomes assessment; academic support and learning initiatives; academic program design and development (online, hybrid and face-to-face); international partnerships; student life and alumni affairs; admissions, recruitment and marketing; and teaching. He has worked with clients from every background and level: undergraduates, graduate/professional students, returning students and career changers, teachers, veterans, artists, managers, and executives.
Former Columbia dean Thomas Harford understands that acquiring and utilizing knowledge is key throughout our lives, and he utilizes his expertise whether he is assisting students through the academic coaching arm of Mind Revise or investing in a large corporation’s learning strategy.
Former Columbia dean Thomas Harford of Mind-Revise.com believes learning is a life-long process.
Being able to bring learning solutions to his clientele is possible because former Columbia dean Thomas Harford continues to learn and explore new horizons. His doctoral studies in English inspired his continued interest in the benefits of narrative practice and strategic storytelling, and he remains actively engaged in the latest research on the art and science of human learning. Previous to his academic career, he worked as a professional actor. He still carries a fascination with performance, public speaking and creativity, and enjoys sharing those insights and cultivating those skills in his clients.
Former Columbia dean Thomas Harford believes that learning solutions are imperative for every business.
Cultivating a learning mindset at your organization–whether large or small–will help it continuously evolve. Learning is constant and necessary for every facet of individual and organizational evolution.
Thomas Harford of Columbia says many people believe dyslexia is simply getting letters mixed up — a reading disability. In reality, however, dyslexia is a complex neurological disorder that affects the way the brain organizes information pertaining to language. This can include such difficulties as not being able to process the way a language is heard, spoken, read or written, adds Tom Harford of Columbia. The scale for rating the severity ranges from mild to severe cases, according to Tom Harford of Columbia, and is a fairly common diagnosis among school-aged children.
Thomas Harford of Columbia says The National Institute of Neurological Disorders and Stroke defines dyslexia as “a brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding.”
Dyslexia in children can involve problems with oral language abilities such as being a late talker, difficulty in pronouncing words, or difficulty in learning the alphabet and rhyming, says Thomas Harford of Columbia. It can involve problems with reading such as problems learning letters and sounds or trouble with reversing the order of letters when learning to read. It can also present in children as written language deficiencies as in the case of handwriting issues and spelling errors. Tom Harford of Columbia says it can also present as unrelated problems such as inconsistency in schoolwork or difficulty putting thoughts into words.
Cases involving the onset of dyslexia in adults usually result from brain trauma, Tom Harford of Columbia says, while at other times we’ll find dyslexia in adults that was never diagnosed as a child. It can be inherited, he adds, since recent studies have identified a number of genes that predispose the individual to this condition. However, just having the gene doesn’t mean you’ll automatically have dyslexia.
There is no treatment, says Tom Harford of Columbia, so instead, we work on the specific problem the student is having. Usually, this means modified teaching methods to meet the needs of the individual with dyslexia. “This means teaching them in a way that their brain can understand,” he says.
Dyslexia is a disability in all but 4 states, says Thomas Harford of Columbia, but even if the states don’t recognize it, federal law, including the Department of Education, recognizes it for Individual Education Plans (IEPs). “These are the special education plans schools are required to use with a child who presents with a disability like this,” Tom Harford adds.
Still, most dyslexics go undiagnosed, says Tom Harford of Columbia, so if your child is having trouble reading, get an evaluation while your child is still young. If we can identify the disability earlier in age, this allows the greatest chances of success later in life, he adds.
Attention-deficit hyperactivity disorder, or ADHD, is a disability that affects up to 11 percent of school-aged children in the U.S. This number rises to 20% when limited to boys. When a child has this condition, there is an enormous responsibility for both the parent and the school to make sure these children are properly educated along with their non-ADHD peers. Here, Thomas Harford looks at some ways parents can help their child who has this disability.
One of the first things Thomas Harford recommends is getting your child diagnosed. The three core symptoms of ADHD are impulsiveness, inattention, and hyperactivity, Thomas Harford says. If your child exhibits these behaviors, the best thing you can do is get him to a doctor for testing. Not only will the testing confirm or deny the disability, Thomas Harford says, but when the child has the official diagnosis, the school is legally required to act. Thomas Harford says one of the best things you can do is get educated yourself about the condition and what resources are available to help your child.
As soon as your child is diagnosed, Thomas Harford says, you need to let the school know. In the U.S., the public-school systems are required to accommodate students with an ADHD disability. This falls under the Individuals with Disabilities Education Act (IDEA)* and guarantees appropriate special education services to the child. The school will set up a meeting to create an Individualized Education Program, often called an IEP, for the child. With the school and the parents working together, the IEP is the single best resource your child can get since it addresses his disability directly.
Tom Harford suggests meeting with the child’s teacher and bringing literature or internet resources. If the teacher does not have experience working with children with ADHD, offer your support, he says. “It’s amazing how many teachers want to help,” he adds, “but they have to idea what to do.” Thomas Harford says providing resources to the teacher or sending them information via email will go a long way towards helping your child be understood in the classroom.
Another thing you’ll want to ensure is regular reporting, Thomas Harford says. While it is not necessary to scrutinize every interaction, it is crucial to have an overall idea of how he is doing in the classroom. Having regular communication between the teacher and the parent will help to watch for anything unusual which needs addressing sooner rather than later. “It’s all about providing the best opportunity for a good education despite any disabilities,” Thomas Harford says. When you have a plan going in and good communication all around, it’s best for everyone.”
For businesses, establishing a learning culture is key to long-term success, and Consultant Thomas Harford helps businesses zero in on how to learn with his services.
If a business isn’t growing, it is dying. But how does a business grow when revenues are flat? An engaged, motivated workforce can help by providing new ideas and energy. Thomas Harford helps businesses keep employees focused and invested by taking the pulse of an enterprise, finding its learning culture and amplifying it.
What is a learning culture? A lot more than routine rote trainings or slideshow based training modules. It involves having an overall approach to employee development and talent retention according to Thomas Harford.
Unfortunately, in today’s economy, businesses are constantly consolidating operations and at times, streamlining essential services like human resources at the expense of meaningful employee development. Thomas Harford describes it as moving away from a more dynamic learning mindset to a focus on strict knowledge acquisition with a hard statistic at the end, such as completion of compliance training for personnel issues or a certification verifying the ability to complete specific tasks
With the absence of an established robust learning culture, consultants like Thomas Harford can fill the gaps in the workplace by finding the best ways to engage employees in a given sector.
Thomas Harford is particularly passionate about helping new businesses and those expanding rapidly establish robust talent retention and growth practices.
This is done by being proactive. Thomas Harford says businesses should foster a drive for creativity and growth, and it needs to extend beyond learn, test and reward. It needs to be an overall sense of curiosity that leads to effective problem solving and helps propel the business forward.
And that doesn’t mean results aren’t measurable. Thomas Harford believes businesses need to accurately and effectively track learning outcomes, but those outcomes may extend beyond completion statistics. Has greater teamwork developed? Are more employees bringing new ideas to the table? Is there improved collaboration and information-sharing across departments? Are employees being rewarded for advanced training?
Thomas Harford always asks new clients if there is a learning mindset. Is growth rewarded and cultivated at the business? Do employees see and embrace the changing landscape, or are they stuck in completing daily tasks with no eye toward the future? Are employees ready to learn rewarded?
As the business evaluation process concludes, Thomas Harford then helps enterprises formalize a learning plan.
Haphazard training components are consolidated with a unified approach focused on effective learning, easily accessible online training and choosing educational opportunities that align with a company’s plans for growth and its mission statement. When needed, collaboration with accessible educational institutions can also be coordinated.
Not many people are aware that in 1987, U.S. President Ronald Regan proclaimed the month of March as Developmental Disabilities Awareness Month*. With more and more disabled individuals merging into society throughout the 70s and 80s, Regan believed the public needed more recognition, knowledge, and understanding to help disabled individuals adapt in their new roles. While many schools have made tremendous strides in this area, Dr. Thomas Harford talks about some of the ways you can help your child at home understand what being disabled means to help advance his or her understanding and acceptance of disabilities of all types.
With the passage of the Americans with Disabilities Act* of 1990, Dr. Thomas Harford begins, our country finally began to take special care of our disabled citizens. Even so, he says, children will be children and will sometimes not know how to approach someone they view as different from themselves. Dr. Tom Harford says there are a few things he recommends to his clients to help your child learn about disabilities.
Dr. Tom Harford recommends we start by teaching our children about the different types of disabilities. For example, some disabilities aren’t obvious, like learning disabilities, he says, while others are readily apparent, such as physical disabilities. Talking to your child about some of the different types of disabilities can go a long way towards facilitating an understanding of the disabled person, he adds.
You might want to read books with your child about disabled children, Dr. Thomas Harford says. This will give you an opportunity to explain some of the terms that your child might not know. Some of the types of disabilities you might discuss include communication disorders, learning disorders, hearing disorders, or they could be physical disabilities like vision difficulties, vocal disorders, or having to use a wheelchair.
The main focus of your talk with your child should be how all people are different, and that it’s okay to be different. Dr. Thomas Harford also encourages discussion about bullying with your child and what it means to bully someone. Encourage your child to be the friend that reaches out and includes others. Teach them to be aware of when bullying is happening and encourage him or her to speak out about it to a trusted adult if they see it happening.
Allow your child to ask you questions. Children are naturally curious, Dr. Harford says, and questions are a good way to allow them a safe and comfortable place for what they want to know. Be sure to let them know the door is always open for questions down the road as well.
One of the methods of moving past awareness and into acceptance is by role playing. An example, Dr. Tom Harford says, is to have the child try to communicate an idea to you without being able to verbalize it. This allows your child to gain an understanding of just some of the difficulties a vocally disabled person has each day.
Dr. Thomas Harford says we need to also be aware of our own language and behaviors toward disabled people. How we talk about and to disabled people — our language and our actions — will be picked up by even the youngest child. Most of all, Dr. Thomas Harford says, by watching your actions and your intentions, your child will learn acceptance of people that are not exactly like him. “In the end, isn’t that something we’re all looking for?” he asks.
With over 25 years of management and teaching experience in both private and public higher education, Dr. Thomas Harford does academic advising at all levels. His company, Mind-Revise focuses on academic advising, learning outcomes assessment, academic support and learning initiatives, academic program design and development (online, hybrid and face-to-face), international partnerships, student life and alumni affairs, admissions, recruitment and marketing, and teaching. Contact Dr. Tom Harford today for a free consultation regarding your organization’s academic needs by visiting https://mind-revise.com/contact/.
Developmental Disabilities Awareness Month* – https://www.specialneedsalliance.org/blog/march-is-developmental-disabilities-awareness-month/
Americans with Disabilities Act* – https://www.eeoc.gov/eeoc/history/35th/1990s/ada.html
Everyone has a story. Even those who don’t think they have a story – they have a story somewhere in them, waiting to be discovered. In this article, Dr. Thomas Harford discusses why stories are so important to public speakers and why every speech should have a narrative structure.
To tell stories is to be human, Dr. Thomas Harford begins. Nothing is quite as powerful as a well-told story for getting your message across.
Oral communication is one of the greatest life skills to have, Dr. Thomas Harford says. At his consulting company, Mind-Revise, LLC, Dr. Tom Harford helps clients master all parts of public speaking including anxiety reduction, voice enhancement, presentations, speech preparation, and voice pitch to name a few. “Part of communicating a great speech,” he says, ”is learning the fine art of storytelling.”
“When you’re speaking to an audience,” Dr. Thomas Harford begins, “whether large or small, your goal is to convey a message.” No matter if you are speaking to a large crowd with a goal to influence people, or speaking in a conference room to pass along an idea to your colleagues, or even speaking on the phone hoping to sell an idea to someone, you’re speaking to convey some kind of a message. “Stories are simply our natural way to convey meaning and get our messages across,” he says.
We respond to stories for several reasons, Dr. Tom Harford says. “Stories are naturally powerful. Narrative gives an audience a means of relation, of empathy. And we also know when a story doesn’t ring true, which is why a deep understanding of narrative structure is so important and effective.”
Dr. Thomas Harford says the best stories will have an immediate appeal that really connects the speaker to the audience. “These are stories that strategically convey meaning,” he adds. Many of the ways to add veracity to your speeches have to do with the way the speech is presented, such as specifically chosen words and tone of voice, but stories play a big part in making an emotional appeal to your audience also, he says.
Another important reason you want to tell a story is that you want people to remember your speech. “Facts and figures are great,” Dr. Tom Harford points out, “but people don’t usually remember facts and figures. A narrative beats a Powerpoint everytime.” This is because stories provide context for facts and figures. If your story is compelling enough and has enough detail, the audience won’t have any problem internalizing the salient points.
We all love a good story because we’re human, he says, and we all want to relate. Since stories make us more relatable and more human to our audience, it’s important to know how to craft your story for maximum impact. “Understanding narrative structure is key. That’s another story for another day,” he adds with a smile.
Dr. Thomas Harford developed an early interest in theater as a teen and worked professionally in theater and dance before returning to academic studies, ultimately earning a Ph.D. in English Literature. Tom Harford continued to work in higher education as both a teacher and administrator, eventually starting his own consulting practice, Mind-Revise, LLC, located in New York, NY which specializes in learning solutions for businesses, organizations and individuals.
Thomas Harford, a former Dean at Columbia University, hopes to make a difference in the lives of those currently and formerly incarcerated. His current company, Mind Revise, offers academic coaching services to help students of all levels succeed. Tom Harford’s experience in the education and management sectors has made him an expert in academic writing, academic program design and development, workforce development, learning outcomes assessment, marketing, and teaching.
Tom Harford has also worked with students of all backgrounds that face many challenges, such as dyslexia, ADHD, anxiety, and more.
Thomas Harford hopes to apply the skills he developed at Columbia and other places to help those who are incarcerated or formerly incarcerated and make a difference in their lives. Thomas Harford has always believed in the power of education to transform lives.
While working with students, former Columbia Dean Thomas Harford saw the concern among the student community regarding the mass incarceration issue in the United States. On average, 2.2 million Americans are incarcerated in state or federal prisons. With over half of those inmates without a high school diploma, they have many more disadvantages.
For students and activists at Columbia, mass incarceration in the United States is a huge issue. According to research, the U.S. only makes up about five percent of the world’s population. However, taking a closer look at the population currently incarcerated, the U.S. has 25 percent of the world’s population in jail.
Columbia has many programs led by students and faculty dedicated to bringing awareness to this issue such as student group, Beyond the Box, Beyond the Bars Conference, and Columbia Prison Divest. Former Columba dean Thomas Harford had the pleasure of talking to students and faculty about this issue. After his experiences at Columbia, Tom Harford wants to dedicate his career to working with students facing learning obstacles, international students, first-generation students and, particularly, the currently and formerly incarcerated.
As part of his academic coaching solutions, Thomas Harford has helped many students with general information retention, test-taking skills, improve time management, and reading comprehension.
Thomas Harford has an extensive background working in public and private higher education. His focus on academic advising and learning programs led him to work at Columbia University, City University of New York, and NYU-Polytech.
His interest in the benefits or narrative practice and strategic storytelling inspired his doctoral studies. He graduated from CUNY Graduate Center with a Ph.D. in English. A Boston native, Thomas Harford’s fascination with research, art, and human learning also led him to study theater under legendary acting teacher Stanford Meisner.
Mind Revise Consulting LLC, led by Thomas Harford, Ph.D., continues to provide learning solutions for organizations by building a dynamic learning culture within. With 25 years of management and teaching experience, Tom Harford applies his knowledge in learning outcomes assessment, academic support and learning initiatives, and academic design and development to help organizations reach their full potential.
Organizations reach out to Tom Harford so he can provide an in-depth strategic direction for the organization’s talent and learning development initiatives. “I am especially passionate about helping new and growing businesses find their learning culture, one that promotes investment in a shared mission, excitement, talent growth, and retention,” said Tom Harford.
Thomas Harford’s strategy is simple and effective. He starts by asking a series of questions about the organization’s current learning culture. The key is to find out how the organization conducts the training of their staff. Are they training them for conventional knowledge acquisition, or do they focus on creativity, growth, and proactive learning?
Tom Harford is also interested in learning how the organization tracks their training strategies and learning outcomes. It’s important to determine if the organization cultivates and rewards a learning mindset.
Once Thomas Harford has fully assessed the organization, he establishes a learning plan based on the organization’s competency-based learning outcomes. The strategies used to achieve them include the use of e-learning platforms, innovative pedagogical approach, and Tom Harford’s personalized curricula.
All of the goals set for the organizations are aligned with their strategy and organizational mission in mind. Mind Revise Consulting also provides businesses with a strategy for partnering with external educational entities.
Mind Revise Consulting also offers academic coaching for learners of all stages and backgrounds. For Thomas Harford, the goal of academic coaching is to equip learners and students with an empowered mindset, direction, and the ability to find solutions. With the help of academic coaching, students can improve their time management, decision making, information retention, test-taking, and reading comprehension skills.
Thomas Harford has an extensive background working in public and private higher education. His focus on academic advising and learning led him to work at Columbia University, City University of New York, and NYU-Polytech. Tom Harford has also dedicated his work to helping students facing learning obstacles, international students, and first-generation students.
His interest in the benefits or narrative practice and strategic storytelling inspired his doctoral studies in English. Thomas Harford’s fascination with research, art, and human learning also led him to work as a professional actor and public speaker.
If you have ever considered academic coaching but are not sure how beneficial it would be, this is the guide for you. Thomas Harford, Ph.D., an academic advisor, said academic coaching has had a huge benefit for many people he has worked with- and he has worked with just about everyone.
Undergraduates, graduate students, returning students, career changers, veterans, artists, managers, and executives can all benefit from academic coaching, Tom Harford explained. For students facing challenges, it can be an enormous asset, whether that is anxiety, ADHD, executive function disorder, Asperger’s, dyslexia or other learning obstacles.
Why might academic coaching be a benefit to you? For some people, it is simply a way to “get unstuck,” Thomas Harford said. A good academic coach will work holistically to focus on habits and patterns that may be stunting your academic growth. Coaching is about revising your mindset, breaking patterns and getting unstuck from barriers to growth, Tom Harford said.
Additionally, an academic coach like Thomas Harford can help you revise your self-narrative. The stories you tell yourself about yourself, your community and your work all impact who you are and the choices you make, Tom Harford explained. As an academic coach, he guides people through the process of rewriting their self-narrative to one that promotes good choices and improved academic skills, creativity, and performance.
Another benefit of academic coaching is having someone to walk through hard decisions with you. Tom Harford said the greatest concern his clients have is making the right choice for a major, graduate program, career path or change of profession. This fear can be crippling and stop people from making decisions that will dramatically benefit their lives, Thomas Harford said. He works with clients to balance informed decision making with action so people are empowered to make positive changes in their lives and make hard decisions.
In essence, Thomas Harford’s goal as an academic coach is to bring clients an “active mindset” of direction and empowerment, he said. He equips clients to pose solutions to their key concerns and questions. In addition to these mindset techniques, Tom Harford also helps in practical ways related to performance, including test-taking, time management, decision making, written and oral communication, reading comprehension and creativity. By addressing the root of a problem and helping you learn to creatively solve problems yourself, an academic coach can be beneficial short-term with a specific problem and also in the long term with future issues that arise in life.