Episode 98: Teaching Students to Speak with Confidence & Listen with Empathy with Molly Andolina & Hilary Conklin

In this episode, Dan and Michael chat with Molly Andolina and Hilary Conklin about their new research published in Theory and Research in Social Education titled, Speaking With Confidence and Listening With Empathy: The Impact of Project Soapbox on High School Students.

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Books, Articles and Other Amazing Resources

  1. Andolina, M. W., & Conklin, H. G. (2018). Speaking With Confidence and Listening With Empathy: The Impact of Project Soapbox on High School Students. Theory & Research in Social Education, 46(3), 374-409.
  2. Check out Molly and Hilary’s Op-ed in Washington Post: https://www.washingtonpost.com/news/answer-sheet/wp/2016/11/05/we-talk-a-lot-about-civic-education-heres-how-to-get-kids-really-engaged-in-it/?noredirect=on&utm_term=.0e975aa84901
  3. ResearchGate Profiles:
    1. Molly: https://www.researchgate.net/profile/Molly_Andolina
    2. Hilary: https://www.researchgate.net/scientific-contributions/2026997735_Hilary_G_Conklin
  4. Find more on the Project Soapbox Curriculum: https://www.mikvachallenge.org/project-soapbox/
  5. Hess, D.E. & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York: Routledge.
  6. Parker, W. (2010). Listening to strangers: Classroom discussion in democratic education. Teachers College Record, 112, 2815-2832.


Molly Andolina is an Associate Professor of Political Science at DePaul University. Her field of expertise includes public opinion and youth political engagement. She has published work on a host of topics, including the relationship between faith and civic engagement among college students, how issues impact college student activism, and the challenges of survey research measurement. Most recently, her research has focused on the democratic skills engendered by a high school action civics program.

Hilary Conklin is an Associate Professor of Education at DePaul University and former middle grades social studies teacher. Her scholarship has explored novice social studies teachers’ classroom practices, adolescents’ learning in social studies classrooms, the role of compassion in teacher education, and the value of listening to young adolescents.

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