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In the interest of helping people understand me more effectively, I’ve changed the name of this blog to “Cue the Future,” which more aptly communicates what guides most of my efforts.
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In my life, I’m focused on figuring out how innovation will improve our lives, and how we as a society can get there quickly and safely. I strive to be one of those innovators, as described by this O’Reilly quote:
\n\nSo often, signs of the future are all around us, but it isn’t until much later that most of the world realizes their significance. Meanwhile, the innovators who are busy inventing that future live in a world of their own. They see and act on premises not yet apparent to others.
This name change has come on the heels of a lot of thought, including input from several friends, Steve Jobs and Mark Suster. Read more about that process after the jump.
\nSteve Jobs is a masterful marketer. Recently, I discovered a video of Jobs introducing the Think Different Campaign from a friends blog, and was blown away with the way he boiled down complex realities into very simple concepts. I was particularly impressed with the following statement:
\n\n“To me, marketing is about values. It’s a very complicated world, a very noisy world. We’re not going to get a chance to get people to remember much about us, no company is. So we have to be really clear about what we want them to know about us.”
That key insight is important, if you want to make it easy for people to “understand” you, you need to give them a very clear description of what you’re doing. You can expand upon this as you get into conversation, but you need to have a clear description to share with someone that is broad enough to encompass most of your actions, yet specific enough to retain clear meaning for the recipient.
\nMark Suster has a great post on the need to refine and nail your professional elevator pitch, where he wrote:
\n\n[Life] is filled with 20 second opportunities. Some get converted into 5 minute opportunities or into a lifetime. Most are squandered.
I’ve been thinking about this in the context of personal description for the past few months. As a young person with an interesting and stimulating career, a public life, a side project, and a growing cadre of personal interests, I’ve been having trouble describing myself in a way that honestly helps people understand me after 5 minutes spent researching me on my website — much less within 10 seconds of meeting me.
\nI seek to understand the future and how it will change the things that are important in my life. This driving force has led to a love affair with Technology (a driving force of change), a calling related to innovative marketing (which is at the front-lines of redefining the consumer experience and the mechanics of capitalism), and a philanthropic interest in long-term, systemic change. I’m not sure where else it will take me, but I am sure I’ll be along for the ride for awhile.
\nI don’t plan on changing the type of content posted here much, but I hope anchoring around my fascination with the future will help provide proper context to otherwise seemingly random thoughts.
\nIf you notice any oddities in this site, please let me know, but all pages and links should automatically redirect to the new site and all old posts should be up and functioning. Thanks to Ben Casnocha, Jascha Kaykas-Wolff, and Wayne Willis for discussions on this subject.
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The “new normal” paradox: What COVID-19 has revealed about higher education
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
25 June, 2020
Photo: Luis Robayo/AFP via Getty Images
Sponsored by Charles Koch Foundation
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
<p>In our efforts to understand COVID-19, contend with the suffering that it causes, and mount an appropriate response, it is tempting to resurrect well-worn clichés. One cliché in particular, the idea of a "new normal," stands out to us. One does not need to look far for thoughtful descriptions of how COVID-19 and its cascade of catastrophes are shaping so-called "new normals" for individuals, families, communities, and industries. But for one industry—higher education—COVID-19 exposes a long list of pernicious problems more than it presents <em>new</em> problems. For higher education, the new normal is partly an old normal that many ignored.</p>
<p>The notion of a new normal has always been compelling. You may recall this term <a href="https://www.morningstar.com/articles/293344/gross-predicts-a-new-normal" target="_blank">being used</a> widely in the wake of the Great Recession to describe the sea change in the U.S. labor and housing markets and the decreased public funding for higher education that followed. The phrase itself emerged from Vice President Dick Cheney's characterization of heightened security in the wake of 9/11 as a "<a href="https://www.telegraph.co.uk/news/worldnews/northamerica/usa/1360697/Cheney-returns-with-warning-on-new-way-of-life.html" target="_blank">new normalcy</a>." Its perennial reuse reveals how the complex, highly interdependent systems that comprise our "normal" are designed to function only in a fragile state of equilibrium and are seldom prepared to adapt to unexpected shocks.</p>We know something about these shocks and the new normal they each created in higher education. For example, our institution, Arizona State University (ASU), is one of the largest in the country and the largest in the state that during the Great Recession cut more from higher education <a href="https://www.cbpp.org/research/state-budget-and-tax/a-lost-decade-in-higher-education-funding" target="_blank">than any other</a>. While we can learn from past negative events, we must appreciate that the conditions COVID-19 asks us to embrace as part of its new normal have been around for years—or even decades. While some of these have been widely appreciated, others were emerging suspicions. We describe a few of each here.
<blockquote>[F]or one industry—higher education—COVID-19 exposes a long list of pernicious problems more than it presents <em>new</em> problems. For higher education, the new normal is partly an old normal that many ignored.</blockquote>
What conditions of the new normal were already appreciated widely?
<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p><img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQxNTE2MS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1MzUxNTczMn0.b2suWVXqiXsK2tD5nur44iJEGL9YnCf6A7OnRKaHLDk/img.jpg?width=980" id="072f6" class="rm-shortcode" data-rm-shortcode-id="3bb66334e14248860438259de4c5c58e" data-rm-shortcode-name="rebelmouse-image" />
Photo: Getty Images
<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>What conditions of the new normal were emerging suspicions?
<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p><blockquote>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. </blockquote>
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQxNTEzMy9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYyNDQwNzg5Nn0.IoxjZmDJBELgK-iDoeDSHCS4e6vJOG9V1UZEOshxYyY/img.jpg?width=980" id="fea0d" class="rm-shortcode" data-rm-shortcode-id="201a0fd7ab8d677fbd324c1ccf3508f8" data-rm-shortcode-name="rebelmouse-image" alt="Obama Gives Commencement Address At Arizona State University" />
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images
<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p><img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQxNTE2NC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1Mzk1NTI2OH0.dVwxwZGWEchBanfqk0__G-AdIXJZ6rikNuWaoJnwUYI/img.jpg?width=980" id="592c4" class="rm-shortcode" data-rm-shortcode-id="9d47b93365752a3fd5f1ff46708f7f98" data-rm-shortcode-name="rebelmouse-image" />
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images
<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>Where can the new normal take us?
<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
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34 years ago, a KGB defector chillingly predicted modern America
A disturbing interview given by a KGB defector in 1984 describes America of today and outlines four stages of mass brainwashing used by the KGB.
18 July, 2018
Politics & Current Affairs
- Bezmenov described this process as "a great brainwashing" which has four basic stages.
- The first stage is called "demoralization" which takes from 15 to 20 years to achieve.
- According to the former KGB agent, that is the minimum number of years it takes to re-educate one generation of students that is normally exposed to the ideology of its country.
<p>For anyone who is still wondering, the <a href="https://www.lawfareblog.com/full-text-mueller-reports-executive-summaries" target="_blank">Mueller Report</a> makes it clear that Russian operatives played a role in the American elections of 2016 that resulted in the Presidency of Donald Trump. The true impact of that role is certainly open to debate. Since then, Trump has on occasion been quite nice to the Russian President Putin, occasionally seen as <a href="https://www.npr.org/2018/07/17/629601233/trumps-helsinki-bow-to-putin-leaves-world-wondering-whats-up" target="_blank">capitulating</a> on important matters. Whether you believe Putin really has some kind of compromising material to make Trump do his bidding or if Trump is simply being nice to people who partially helped get him elected, or if you somehow believe, despite ample evidence to the contrary, that all this is much ado about nothing, the fact is President Putin is a very experienced former KGB officer. </p>
<p>He has both the know-how and the intelligence to carry out very far-sighted and ingenious operations. We don't know his endgame and neither do we know how much of his KGB training he still employs, but in light of current events, there may be a way for us to get a deeper understanding by studying the words of <strong>Yuri Alexandrovich Bezmenov, </strong>a former KGB agent who defected to Canada in 1970.</p><p>In 1984, Bezmenov gave an interview to <strong>G. Edward Griffin</strong> from which much can be learned today. His most chilling point was that there's a long-term plan put in play by Russia to defeat America through psychological warfare and "demoralization". It's a long game that takes decades to achieve but it may already be bearing fruit.</p><p>Bezmenov made the point that the work of the KGB mainly does not involve espionage, despite what our popular culture may tell us. Most of the work,<strong> 85% </strong>of it, was "a slow process which we call either <strong>ideological subversion, active measures, or psychological warfare."</strong></p><p>What does that mean? Bezmenov explained that the most striking thing about ideological subversion is that it happens in the open as a legitimate process. "You can see it with your own eyes," he said. The American media would be able to see it, if it just focused on it.</p>
<p>Here's how he further defined ideological subversion: </p><p style="margin-left: 20px;">"What it basically means is: to change the perception of reality of every American to such an extent that despite of the abundance of information no one is able to come to sensible conclusions in the interest of defending themselves, their families, their community, and their country."<em></em></p>
<p>Bezmenov described this process as "a great brainwashing" which has four basic stages. The first stage is called "demoralization" which takes from 15 to 20 years to achieve. According to the former KGB agent, that is the minimum number of years it takes to re-educate<em> </em>one generation of students that is normally exposed to the ideology of its country. In other words, the time it takes to change what the people are thinking.</p><p>He used the examples of 1960s hippies coming to positions of power in the '80s in the government and businesses of America. Bezmenov claimed this generation was already "contaminated" by Marxist-Leninist values. Of course, this claim that many baby boomers are somehow espousing KGB-tainted ideas is hard to believe but Bezmenov's larger point addressed why people who have been gradually "demoralized" are unable to understand that this has happened to them.</p>
<p>Referring to such people, Bezmenov said:</p><p style="margin-left: 20px;">"They are programmed to think and react to certain stimuli in a certain pattern [alluding to Pavlov]. You can not change their mind even if you expose them to authentic information. Even if you prove that white is white and black is black, you still can not change the basic perception and the logic of behavior."</p>
<p>Demoralization is a process that is "irreversible". Bezmenov actually thought (back in 1984) that the process of demoralizing America was already completed. It would take another generation and another couple of decades to get the people to think differently and return to their patriotic American values, claimed the agent. <em> </em></p><p><em>.</em><em><img src="https://assets.rbl.ms/18623604/980x.jpg"><br></em><small></small></p><p><em><em>Vladimir Putin in a KGB uniform around 1980</em></em></p>
<p>In what is perhaps a most striking passage in the interview, here's how Bezmenov described the state of a "demoralized" person:<br></p><p style="margin-left: 20px;">"As I mentioned before, exposure to true information does not matter anymore," said Bezmenov. "A person who was demoralized is unable to assess true information. The facts tell nothing to him. Even if I shower him with information, with authentic proof, with documents, with pictures; even if I take him by force to the Soviet Union and show him [a] concentration camp, he will refuse to believe it, until he [receives] a kick in his fan-bottom. When a military boot crashes his balls <em>then</em> he will understand. But not before that. That's the [tragedy] of the situation of demoralization." </p><p>It's hard not to see in that the state of many modern Americans. We have become a society of polarized tribes, with some people flat out rejecting facts in favor of narratives and opinions.</p><p>Once demoralization is completed, the second stage of ideological brainwashing is "destabilization". During this two-to-five-year period, asserted Bezmenov, what matters is the targeting of essential structural elements of a nation: economy, foreign relations, and defense systems. Basically, the subverter (Russia) would look to destabilize every one of those areas in the United States, considerably weakening it. </p><p>The third stage would be "crisis". It would take only up to six weeks to send a country into crisis, explained Bezmenov. The crisis would bring "a violent change of power, structure, and economy" and will be followed by the last stage, "normalization." That's when your country is basically taken over, living under a new ideology and reality.</p><p>This will happen to America unless it gets rid of people who will bring it to a crisis, warned Bezmenov. What's more "if people will fail to grasp the impending danger of that development, nothing ever can help [the] United States," adding, "You may kiss goodbye to your freedom." </p><p>It bears saying that when he made this statement, he was warning about baby boomers and Democrats of the time.</p>
<p>
In another, somewhat terrifying excerpt, here's what Bezmenov had to say about what is really happening in the United States. It may think it is living in peace, but it has been actively at war with Russia. And for some time:
</p>
<p style="margin-left: 20px;">"Most of the American politicians, media, and educational system trains another generation of people who think they are living at the peacetime," said the former KGB agent. "False. United States is in a state of war: undeclared, total war against the basic principles and foundations of this system."
</p><p>
Whether you think that is true may depend on your politics, but the reality of Russian active measures, as has been outlined in
<a href="https://www.nytimes.com/2018/07/13/us/politics/mueller-indictment-russian-intelligence-hacking.html" target="_blank">the recent indictments</a> by the special counselor Robert Mueller, give Bezmenov's words new urgency.
</p><p>
You can watch the full interview here:
<iframe src="https://www.youtube.com/embed/bX3EZCVj2XA" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" width="560" height="315" frameborder="0"></iframe>
</p>
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Creativity: The science behind the madness
Human brains evolved for creativity. We just have to learn how to access it.
03 July, 2020
Creativity: The science behind the madness | Rainn Wilson, David Eagleman, Scott ...
Videos
- An all-star cast of Big Thinkers—actors Rainn Wilson and Ethan Hawke; composer Anthony Brandt; neuroscientists David Eagleman, Wendy Suzuki, and Beau Lotto; and psychologist Scott Barry Kaufman—share how they define creativity and explain how our brains uniquely evolved for the phenomenon.
- According to Eagleman, during evolution there was an increase in space between our brain's input and output that allows information more time to percolate. We also grew a larger prefrontal cortex which "allows us to simulate what ifs, to separate ourselves from our location in space and time and think about possibilities."
- Scott Barry Kaufman details 3 brain networks involved in creative thinking, and Wendy Suzuki busts the famous left-brain, right-brain myth.
Dinosaur bone? Meteorite? These men's wedding bands are a real break from boredom.
Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
02 July, 2020
Sex & Relationships
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.
<p>Johnathan Ruggiero needed a wedding band. As a bigger guy he had trouble finding one to fit his size 17 finger. Then he ran into another issue: His wedding was in a few weeks. He never realized you should take care of this a few months out. The cheapest ring he could find was $600. Even then, given his finger size, it would take four weeks. He also wasn't excited about the choices. His wife to be, Michelle, had a much better experience.</p><p>As Ruggiero puts it, "I did not expect it to be so difficult and so stressful."</p><p>Fast forward a few months. The newlyweds, temporarily relocated to Florida from Los Angeles, were figuring out the next phase of their careers. Johnathan had experience in web design and marketing, while Michelle's creative endeavors include writing and design. "This is our first real test as a married couple," Johnathan thought. "What are we going to do with the rest of our life and how are we going to financially survive this?"</p><p>Then they remembered the ring buying experience. Poor selection. Terrible customer service. Inflated prices. They knew they could do better. </p><p><a href="https://shareasale.com/r.cfm?b=1473923&u=2216766&m=93947&urllink=&afftrack=" target="_blank">Manly Bands</a> was born. </p>
<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="b6f0ebd386e38312366f7c182264aea6"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/dqbYBq7DpjM?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>The Ruggerios set out to improve on all of Johnathan's bad experiences in the jewelry store. Michelle set to work designing rings and writing website copy; Johnathan spun up a website and applied his marketing chops. The goal was to create rings men are excited about without breaking their bank account. Nearly four years later and they've built a successful brand. </p><p>With a career in acting and music, Michelle was accustomed to branding. While the couple decided to take a "silly and fun" approach to their rings, materials in the bands were equally important. This is where Michelle got to implement her creativity. </p><p>The first material on their website to jump out at you is dinosaur bone—yes, as in those dinosaurs. </p><p style="margin-left: 20px;">"One of our manufacturers started working with dinosaur bones," Michelle says. "They take smaller pieces of bone that museums can't use and grind them down to make a mosaic. They can put it in an inlay in three different colors."</p><p>Depending on where the dinosaur died, the resulting bone might be tan, reddish-brown, or jet black. Manly's ring, <a href="https://shareasale.com/r.cfm?b=1473923&u=2216766&m=93947&urllink=&afftrack=" target="_blank">the Triceratops</a>, features all three. </p><p>After canvasing deep inside of the earth, they looked toward the heavens. Enter meteorite. </p><p style="margin-left: 20px;">"They shave that in sheets and are able to put it in as an inlay. It's pure iron, which means it's heavy and feels significant. Also, every piece is different, so you're never going to get the same exact design. You truly have a unique band."</p><p>This causes Johnathan to jump in with his "dad joke."</p><p style="margin-left: 20px;">"The best part is when you mix meteorite and dinosaurs, you have a cursed ring because there's a little animosity between the two."</p>
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzM2NTA1NS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY0Njc5NjMzM30.zum6INbYuUMbqE1JNIf8zcTVRH-g2gdrA3yaLGRO3ls/img.jpg?width=1245&coordinates=0%2C56%2C0%2C38&height=700" id="7af9d" class="rm-shortcode" data-rm-shortcode-id="ca47fb749fc959b272623f9f16cb9a7b" data-rm-shortcode-name="rebelmouse-image" /><p>Whether antler, Cerakote, or tungsten, or more traditional fare like gold or Damascus steel, Manly Bands has greatly expanded the selection of men's rings. There's even a Whiskey Barrel collection. </p><p>By ordering in volume the prices stay low. Not having a storefront helps. In the tradition of Framebridge and Interior Define, Manly Bands is an internet-only enterprise, which is why customer service is their number-one concern. </p><p style="margin-left: 20px;">"We're really just our shipping and warehouse operation, our designers, some manufacturers, and the marketing and customer service team," Johnathan says. "It's a different corporate set up in the sense that we can take those savings and pass it along to the customers."</p><p>In Manly Bands, Johnathan also found a calling. Growing up he always wanted to save the world. Though he realized that ambition is a bit grandiose, every month Manly Bands donates part of its proceeds to charitable causes. Just last week, they dropped off 10,000 face masks to first responders and hospital staff in Utah, the state the company now calls home. </p><p style="margin-left: 20px;">"Every month we try to do something different to spread the goodness around," Johnathan says. "In the last few months, we've tried to focus on organizations and groups helping with the COVID pandemic. We take it very seriously. We feel that if we're fortunate enough to live in a country where we can earn money because our culture allows us to have an amazing business, we should give back."</p>
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