Category: Resources

  • Strategies to help girls stay engaged in STEM learning

    Strategies to help girls stay engaged in STEM learning

    Key points:

    • When girls participate in STEM learning, the future is more inclusive
    • 5 practical ways to integrate AI into high school science
    • Linking STEM lessons to real-world applications
    • For more news on STEM learning, visit eSN’s STEM & STEAM hub

    Encouraging girls to engage in STEM is vital for fostering diversity, innovation, and equal opportunities in these fields. Women remain underrepresented in STEM degrees and in careers, often due to societal stereotypes, lack of representation, and limited access to resources.

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    HVAC projects to improve indoor air quality. Tutoring programs for struggling students. Tuition support for young people who want to become teachers in their home communities.

    Data shows growing GenAI adoption in K-12

    Almost 3 in 5 K-12 educators (55 percent) have positive perceptions about GenAI, despite concerns and perceived risks in its adoption, according to updated data from Cengage Group’s “AI in Education” research series.

    Unlocking potential: The power of online courses in our school

    Our school has built up its course offerings without having to add headcount. Along the way, we’ve also gained a reputation for having a wide selection of general and advanced courses for our growing student body.

    5 AI tools for classroom creativity

    When it comes to visual creativity, AI tools let students design posters, presentations, and digital artwork effortlessly. Students can turn their ideas into professional-quality visuals, sparking creativity and innovation.

    5 vocabulary strategies powered by technology

    In my work with middle school students, I’ve seen how critical that period of development is to students’ future success. One area of focus in a middle schooler’s development is vocabulary acquisition.

    The power of goal setting: A skill for lifelong success

    For students, the mid-year stretch is a chance to assess their learning, refine their decision-making skills, and build momentum for the opportunities ahead.

    The importance of teacher-student relationships

    Middle school marks the transition from late childhood to early adolescence. Developmental psychologist Erik Erikson describes the transition as a shift from the Industry vs. Inferiority stage into the Identity vs. Role Confusion stage.

    Virtual art meets language learning: A tech-enhanced ESL experience

    Art has a unique power in the ESL classroom–a magic that bridges cultures, ignites imagination, and breathes life into language. For English Language Learners (ELLs), it’s more than an expressive outlet.

    Leadership is key to protecting student data privacy in 2025

    In the year 2025, no one should have to be convinced that protecting data privacy matters. For education institutions, it’s really that simple of a priority–and that complicated.

    Ethical PD: Doing right by the teachers who do right by the world

    Teachers are superheroes. Every day, they rise to the challenge, pouring their hearts into shaping the future. They stay late to grade papers and show up early to tutor struggling students.

    Want to share a great resource? Let us know at submissions@eschoolmedia.com.

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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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  • CASEL Becomes New Home for Engaging Schools Resources

    CASEL Becomes New Home for Engaging Schools Resources

    The Collaborative for Academic, Social, and Emotional Learning (CASEL) recently announced that it has become the new steward of Engaging Schools’ extensive body of educational resources. With Engaging Schools set to close in early 2025 after more than four decades of impact, CASEL will ensure the organization’s valuable tools, books, and frameworks remain available to educators worldwide.

    As part of this transition, CASEL is making these resources freely accessible to the public. Over time, CASEL will integrate elements of Engaging Schools’ work into several areas including the free Guide for Schoolwide SEL to further advance high-quality, evidence-based SEL implementation in schools and districts.

    “For more than 40 years, Engaging Schools has helped educators create safe and supportive learning environments where students thrive,” said Aaliyah A. Samuel, president and CEO of CASEL. “We are honored to carry forward their legacy by making these resources widely available and embedding them into our work to create school communities that prioritize academic, social, and emotional development.”

    Engaging Schools has long been recognized for its contributions to fostering inclusive school climates, strengthening restorative and equitable  discipline, and advancing engaging  teaching practices. 

    “We take immense pride in the lasting impact of Engaging Schools’ work,” said Larry Dieringer, Executive Director of Engaging Schools. “Though our organization’s chapter is closing, we are deeply grateful to CASEL for ensuring our resources continue to benefit educators and students for years to come.”

    For more than 30 years, CASEL has been a trusted leader in advancing SEL through research, practice, and policy. By integrating Engaging Schools’ resources into its offerings, CASEL reaffirms its commitment to supporting educators with the tools they need to create engaging, inclusive, and academically rich learning environments.

    To access Engaging Schools’ resources now available through CASEL, visit casel.org/engagingschools.

    Kevin Hogan
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  • 5 powerful ways to link STEM lessons to real-world applications

    5 powerful ways to link STEM lessons to real-world applications

    Key points:

    “Why are we learning this?”

    This is a question every educator has faced before. To be fair, it’s a valid question. Students are naturally curious, and it’s normal for them to wonder about the knowledge that they’re acquiring. The real issue is how we, as educators, choose to respond to them.

    In my experience, teachers have two standard replies to this question:

    1. They’ll try to explain the subject in detail, which results in a long-winded answer that confuses their students and doesn’t satisfy them.
    2. They’ll argue that the information is important because it’s on an upcoming test, which typically leaves students feeling frustrated and disengaged.

    Either way, the result is the same: Students lose all legitimacy in the lesson and they’re unable to connect with the content.

    If we want our students to engage with the material in a way that’s memorable, meaningful, and fun, then we need to help them discover why it is important. Teachers can accomplish this by introducing real-world connections into the lesson, which reveal how the information that students acquire can be practically applied to real-world problems.

    Without building these connections between the concepts our students learn and real-world applications, students lose interest in what they are learning. Using the strategies below, you can start to build student investment into your classroom content.

    The everyday enigma

    Use everyday items that operate with mystery and frame your lesson around them. Your students’ curiosity will drive them to learn more about the object and how it functions. This allows students to see that the small concepts they are learning are leading to the understanding of an object that they interact with daily. When choosing an item, pick one that is familiar and one that has multiple STEM elements. For example, you could use a copper wire to discuss electrical currents, a piece of an automobile to explore chemistry and combustion, or shark teeth when teaching about animal adaptations and food chains.  

    Interest intersect

    Connect your students’ personal hobbies to the subject matter. For instance, if you have a student who is really passionate about soccer, try having them create a mini poster that connects the sport to the concepts learned in class. This gets them to think creatively about the purpose of content. This strategy has the additional benefit of helping teachers learn more about their students, creating opportunities to build communication and rapport.

    Get an expert

    Invite professionals (scientists, engineers, etc.) to talk with your class. This gives students a first-hand account of how the concepts they are learning can be applied to different careers. If you’re teaching chemistry, consider inviting a nurse or doctor to share how this subject applies to human health. If you’re teaching math, a local architect can expound on how angles and equations literally shape the homes in which students live. Not only does this provide a real-world example of students, but it helps schools connect with their community, creating vital relationships in the process.           

    Problem to progress

    Create an engineering investigation based on a local, real-world problem. For instance, I once knew a music teacher who was frustrated because pencils would regularly fall off his music stands. I challenged my 5th grade students to create a solution using the engineering design process. Not only did they succeed, but the experience allowed my students to see the real-world results of the inventions they created. When students understand that their work can make a tangible difference, it completely changes their relationship with the material.  

    Project-based learning

    Project-based learning is driven by inquiry and student ownership. This allows students to make contributions to the real world through hands-on investigations. What makes these inquiry-focused lessons so useful is that students are the driving force behind them. They choose how to approach the information, what questions to pursue, and what solutions they want to test. This makes the learning intensely personal while taking advantage of students’ natural curiosity, creativity, and critical-thinking skills. If you need a little help getting started, consider using one of these Blue Apple projects from Inquiry Outpost.

    By linking our STEM lessons to real-world experiences, teachers can provide a meaningful answer to the age-old question of, “Why are we learning this?” We can equip our students with the skills to not only navigate everyday challenges but also create positive change within their own communities. So, let’s empower young learners to see the relevance of STEM in their lives, and lay a strong learning foundation that will support them well beyond the classroom.

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  • Higher Ed IT Outsourcing | Collegis Education

    Higher Ed IT Outsourcing | Collegis Education

    College administrators know that technology can be a powerful tool for improving operations and boosting student success. However, given the rapid pace of technological change and the shrinking pool of qualified IT professionals, getting a real return on IT investments can be a major challenge.

    One way to deal with these challenges is to outsource IT management and operations, and explore managed IT services for higher education.

    While change can seem daunting, IT outsourcing can significantly improve overall IT management and strategic focus while mitigating risk and reducing cost. It’s about more than just maintaining IT infrastructure and operations –– it’s about using technology strategically to create better student experiences and drive institutional success.

    Complexity: Streamlining the Transition

    One of the primary concerns I hear from administrators is the perceived complexity of moving to an outsourced IT model. Such a move impacts people, processes, and technology – so if not managed thoughtfully, unintended consequences could occur.

    However, a well-structured transition plan significantly simplifies the process and minimizes risk to business operations during the transition. At Collegis, we employ a phased approach, starting with a thorough assessment of an institution’s current IT ecosystem, including resources, processes, financials, systems, infrastructure, projects, operations, etc. This assessment forms the foundation of a customized transition plan designed around the institution’s unique needs, outlining each step – from stabilization and standardization to technology optimization and, finally, transformation.

    A key element of our approach is the stabilization phase, where we address immediate pain points and ensure that systems are secure and able to support day-to-day operations with no disruptions. This initial phase creates the foundation from which to build on and, ultimately, a level of confidence that sets the stage for longer-term improvements.

    By breaking the transition into manageable phases and providing clear communication throughout the process, we alleviate much of the anxiety associated with change. Instead of a big “lift and shift,” the multi-year transition plan means current systems and processes continue to be supported. Administrators often express relief once they understand our structured approach and how it addresses their specific needs.

    For example, our managed IT services solution for Saint Francis University involved stabilizing the core technology and infrastructure, standardizing expectations through strong IT governance (including installing a virtual CIO), and optimizing business processes and infrastructure for increased efficiency. This identified $200,000 in budgetary waste that was able to be reallocated toward technology upgrades.

    Cost: ROI Beyond the Bottom Line

    Cost is, of course, a major factor in any IT outsourcing decision. Administrators are understandably concerned about the financial implications of outsourcing.

    Studies show that many higher education institutions spend more than 75% of their IT budgets on basic support and technology maintenance. This is partially due to the technology debt that accrues after years of neglect and a lack of the precise skill sets needed to address deficiencies and create more efficient and effective operations. Just think of the impact technology could make if schools could reduce this amount by 25%+ and reallocate these dollars to improving student experiences or driving institutional cost savings.

    Outsourcing can free up these valuable financial resources, enabling institutions to focus on projects that drive growth and enhance the student experience. Collegis partners typically experience:

    • Predictable budgeting: We offer all standard IT management services through a clear and transparent fixed fee mutually determined for the life of the partnership so institutions know exactly what they spend for IT management every year. There are no surprises.
    • Access to top IT talent: While Collegis goes out of its way to assess existing staff and rebadge those who have the needed skill sets and cultural fit, we also bring a team of more than 185 IT professionals to our partnerships, ensuring schools have access to the right skillsets at the right time.
    • Better contract negotiations: Schools benefit from Collegis’s expertise in IT contract negotiations and cross-institutional expertise during all technology contract negotiations. We have long-term relationships with third-party vendors and can negotiate from a position of strength because we support dozens of similar institutions.
    • Lower cybersecurity costs: We handle network, application, and data security, reducing a school’s need for additional resources or security solutions. Our partnerships have also helped many schools successfully stabilize or even reduce their cybersecurity insurance premiums.
    • Elimination of consulting fees: Our model also eliminates the need for expensive consultants to fill staffing gaps or deliver strategic projects.

    Most schools find that an IT managed services partnership with Collegis either saves them money or is cost-neutral. Our economies of scale enable us to provide expert services at a lower cost than most institutions could achieve in-house. Plus, we provide clear service level agreements (SLAs) to ensure accountability.

    Beyond cost savings, outsourcing can also improve ROI by ensuring technology investments deliver their intended value. By leveraging the expertise of a dedicated IT partner, institutions can optimize their systems and ensure they are getting the most out of their technology investments.

    Control: Maintaining Oversight and Ensuring Security

    Some administrators worry about losing control when they outsource IT. They’re concerned about relinquishing oversight of critical systems and data. However, a well-designed outsourcing agreement includes clear governance structures and communication channels, ensuring they retain control.

    One way we’ve addressed this concern is by establishing a steering committee for IT governance that includes representatives from the institution’s leadership and fosters collaboration and shared decision-making.

    Data security is paramount, and we understand the sensitivity of institutional data. We are a SOC 2-compliant organization that undergoes regular external audits to ensure the security and integrity of the data we manage.

    Our dedicated information security officers (CISOs) work closely with each institution to implement best practices and address any security concerns. We also proactively monitor systems for potential threats, leveraging our experience working with multiple institutions to identify and mitigate risks before they escalate.

    Getting More Out of IT investments

    Outsourcing IT management in higher education can be a game-changer for institutions looking to navigate the complexities of the evolving IT landscape. Working with a partner that focuses on open communication, a phased approach to transitioning, a stronger cybersecurity posture, and leveraging your technology’s true potential can eliminate concerns about complexity, cost, and control while enabling schools to achieve strategic goals.

    Finally, when considering IT outsourcing, institutions cannot underestimate the importance and value of cultural fit. Finding a partner who shares your values and can be trusted to run a critical function for your institution is just as important as any of the other considerations I’ve highlighted above.

    — Kim Fahey, CEO Collegis Education

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  • Counslr Launches in New Mexico and Illinois; Expands Footprint in New York to Increase Access to Mental Health Support

    Counslr Launches in New Mexico and Illinois; Expands Footprint in New York to Increase Access to Mental Health Support

    NEW YORK, NY – Counslr, a leading B2B mental health and wellness platform, announced today that it has expanded its footprint into the State of New Mexico starting with a partnership with Vista Nueva High School, Aztec, NM; and into the State of Illinois starting with a partnership with Big Hollow School District, Ingleside, IL. These initial partnerships will empower students and staff to prioritize their mental health by enabling them to access unlimited wellness resources and live texting sessions with Counslr’s licensed and vetted mental health support professionals, who are available on-demand, 24/7/365. By increasing accessibility to Counslr’s round-the-clock support, Vista Nueva and Big Hollow aim to bridge gaps in mental health support for students and staff, enabling those who previously did not or could not access care, whether due to cost, inconvenience, or stigma, to receive the support they desire.

    1 in 6 youth suffer from a mental illness, but the majority do not receive mental health support due to substantial obstacles to care. Additionally, mental health is even a bigger challenge in rural America due to unique barriers, including fewer providers resulting in longer wait times or insufficient access to crucial mental health services. This resource scarcity underscores the urgency for additional resources and innovative solutions to bridge this critical gap in mental health care for school communities.

    “We are happy to be able to offer students another tool that they can use to support their mental well-being. Knowing that students have been able to speak with a professional outside of school hours helps us know this app was needed and is useful,” states Rebekah Deane, Professional School Counselor, Vista Nueva High School. “We hope this tool also assists students in learning how to navigate systems so that when they graduate high school they know these options exist and they can continue to seek out support when necessary.”

    As factors such as academic pressures, social media influence, burnout and world events contribute to heightened stress levels and mental health challenges, schools throughout the country are recognizing the growing need to offer more accessible resources and preventative mental health services to both students and staff.

    “Counslr provides an extremely easy-to-access platform for those who otherwise may not seek the help they need, and we are very excited to join Counslr in this partnership. We are all very well aware of the impact that technology has had on the mental health of our students and we feel that Counslr can meet our students in a setting they are comfortable with,” states Bob Gold, Big Hollow School District Superintendent. “Outside of our students, we are thrilled to be able to offer this service to the amazing adults who work with our students every day. There are so many families dealing with some sort of trauma, and the life of an educator is no different.  These adults tend to give so much of themselves to their students, so we strongly feel that our efforts here to join with Counslr is our way of providing an opportunity for our educators to focus on their own mental health.”

    In addition to the geographic expansion,Counslr has also expanded its existing footprint in states like New York, most recently partnering with the Silver Creek Central School District to support its students and staff.  

    “We know mental health needs are on the rise, for students and adults.  To me, Counslr is a resource our students and staff both deserve,” states Dr. Katie Ralston, Superintendent, Silver Creek Central. “In the beginning stages at Silver Creek Central, it has proven to be an asset, as it offers access to everyone on the spot, any day, for any situation.”

    “Supporting diverse populations of students and faculty across the country clearly illustrates that mental health knows no boundaries,” said Josh Liss, Counslr CEO. Adding that, “With 86% of Counslr’s users being first-time care seekers, we strive to reach these silent sufferers who need help, but do not or cannot access it, no matter where they are located.”

    ABOUT COUNSLR

    Counslr is a text-based mental health support application that provides unlimited access to robust wellness resources and live texting sessions with licensed professionals, 24/7/365. Users can access support on-demand within two minutes of opening the app, or by scheduled appointment. Through real-time texting, users enjoy one-on-one, private communication with a licensed counselor that can be conducted anytime, anywhere. Counslr was designed to help individuals deal with life’s day-to-day issues, empowering individuals to address concerns while they are “small” to help ensure that they stay “small”. Counslr partners with organizations of all shapes and sizes (companies, unions, nonprofits, universities/colleges, high schools, etc) so that these entities can provide Counslr’s services to their employees/members/students at no direct cost. For more information, please visit www.counslr.com.

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  • Revolutionizing storytelling with AI: Empowering ELLs

    Revolutionizing storytelling with AI: Empowering ELLs

    Key points:

    Imagine this: You assign your students a writing prompt, and while some eagerly begin crafting their stories, others stare at the blank page, muttering, “I have nothing to write,” or “I can’t think of a story.” For English Language Learners (ELLs), this scenario is even more daunting due to limited vocabulary or fear of making mistakes. In fact, studies show that a lack of confidence and linguistic resources often prevents ELLs from fully engaging in creative writing, despite their rich cultural and personal experiences.

    As educators, we constantly seek ways to help students overcome these barriers. Enter artificial intelligence (AI)–a powerful tool that transforms storytelling into an accessible and engaging experience for every student. By integrating AI into storytelling, we can empower students to generate ideas, build confidence, and create compelling narratives, all while developing their language skills.

    Getting started: Using AI to spark creativity

    A simple and engaging way to introduce AI in storytelling is by using a writing prompt and generating an example story opening with ChatGPT. For instance, you might ask: “Write the opening to a mysterious story about an abandoned lighthouse.”

    ChatGPT could respond: “The wind howled through the cracks of the abandoned lighthouse, carrying whispers of secrets long forgotten. The light, extinguished for decades, seemed to flicker faintly as if trying to tell a story no one had yet heard.”

    Students can take this opening and continue the story in their own words, expanding the scene, introducing new characters, or creating a plot twist. This method not only sparks creativity but also provides ELLs with a scaffold, building their confidence to dive into storytelling.

    To bring their stories to life, students can use AI image generators like DALL-E or tools like Canva to create visuals matching their narratives. For example, they could create an eerie image of the abandoned lighthouse with flickering light and stormy skies. This connection between words and visuals reinforces comprehension and engages students in the storytelling process.

    The final step is sharing stories and visuals with the class. Presenting their work allows students to practice speaking, gain confidence, and showcase their creativity.

    How AI enhances storytelling

    AI tools offer unique opportunities to support ELLs in their storytelling journey. When
    students struggle to come up with ideas, tools like ChatGPT can provide engaging prompts and vivid descriptions to spark creativity. For example, a student might request a description of a magical forest and receive a response like: “A forest bathed in golden sunlight, where trees tower like ancient guardians and the air shimmers with tiny, glowing orbs.” Such detailed imagery can inspire students to dive into their stories with greater confidence.

    In addition to idea generation, AI tools help expand students’ vocabulary. ELLs can use AI to explore synonyms or alternative ways to describe scenes, enriching their language repertoire.

    For instance, if a student wants to avoid repeating the word “beautiful,” the AI might suggest options like “stunning,” “captivating,” or “breathtaking,” enabling more nuanced and expressive writing.

    Visual storytelling is another area where AI shines. Tools like DALL-E or Adobe Express allow students to create images that align with their narratives, making their stories come to life. For example, a student writing about a mysterious glowing orb could generate a corresponding image, blending creative thinking with visual artistry.

    Once students have drafted their stories, AI-based writing assistants like Grammarly can help refine their grammar, spelling, and sentence structure. This process encourages independence and self-correction, teaching students to identify and address their mistakes while improving the overall clarity and polish of their work.

    Interactive platforms like Twine take storytelling to a new level by enabling students to create “choose your own adventure” narratives. For example, students might create a mystery where readers decide whether to follow a shadowy figure or stay hidden, leading to different outcomes. This fosters critical thinking and collaboration as students craft branching storylines and engage in problem-solving to connect various plot points.

    Classroom example: AI in action

    In a Grade 8 ESL classroom, students were given the prompt: “Write about a strange object you find buried in your backyard.” After brainstorming ideas with ChatGPT, one student created a story about a glowing orb that transported them to another dimension. They used DALL-E to generate an image of the orb, and Twine to develop a branching narrative where the reader decides whether to touch the orb or call for help. The result was an immersive storytelling experience that combined creativity with critical thinking.

    By incorporating AI tools, students not only created more engaging stories but also developed their language skills in a meaningful and enjoyable way.

    Making storytelling accessible and engaging

    Using AI in storytelling doesn’t just overcome barriers; it transforms the experience for students. Visual elements and interactivity keep learners engaged, while tools for grammar and vocabulary improvement build confidence. For ELLs, AI provides scaffolding and encouragement to take creative risks and express themselves authentically.

    Guiding responsible AI use

    While AI opens doors to creativity, teaching students to use these tools responsibly is
    essential.

    Students need to understand the concept of AI “hallucinations,” where AI generates
    inaccurate or entirely fabricated information. For instance, an AI might describe a historical event inaccurately or create a fictional fact that seems plausible. Educators should teach students to verify AI-generated information with reliable sources.

    Equally important is teaching students how to craft clear and specific prompts. For example, instead of asking, “What happens in a story?” they might ask, “Can you suggest a story idea about a character who solves a mystery in a small town?”

    Modeling this process helps students see how precise wording yields better results.
    Encouraging critical thinking is also crucial. Teachers can create opportunities for students to analyze AI-generated content by asking: “Does this make sense? Is it accurate? Can I verify it elsewhere?” Such discussions help students see AI as a helpful tool, but not an infallible one.

    Students should also learn that AI is a partner in creativity, not a replacement for their
    original thinking. They must guide the AI, evaluate its outputs, and make creative decisions to ensure their work remains authentically theirs. Additionally, students should be encouraged to credit AI-generated content appropriately to foster ethical use.

    Conclusion

    Storytelling is a cornerstone of language learning, offering ELLs opportunities to build
    vocabulary, practice grammar, and express their ideas. With AI, the storytelling process becomes more accessible, engaging, and impactful. From generating prompts to creating visuals and refining drafts, AI supports students in overcoming challenges and discovering the joy of storytelling.

    By integrating AI tools responsibly, educators empower every student to find their voice and share their unique stories with confidence. In the intersection of creativity and technology, AI has the potential to revolutionize the way we teach and learn storytelling

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  • 2025 Higher Ed Disruptions | Collegis Education

    2025 Higher Ed Disruptions | Collegis Education

    The coming year promises to be transformative for higher education as institutions find new ways to manage enrollment targets, operating costs, and shifting student expectations. Several existing and emerging trends have the potential to alter the higher ed landscape as we know it in 2025.

    Disruption isn’t necessarily a bad thing. It often leads to innovation and more efficient ways to meet the needs of students, faculty, and administrators. The good news is we have the tools and the know-how to address these challenges head-on. Institutions focused on building foundational capabilities in the coming months are best positioned to leverage technology effectively and position themselves for continued success.

    Here are the trends I predict will significantly impact higher ed this year and what we can do to take advantage of them.

    1. More Urgent Digital Transformation Plans
    Institutions need access to valid, reliable, and meaningful data to operate effectively. Thousands of schools still rely on proprietary, on-premise student information systems (SIS) with fragmented data sources, which limits their ability to make data-enabled decisions. Given that migrating to cloud-based solutions can take 18+ months, it’s important for schools to start the process now. Although the process is difficult given the significant change management associated with large cloud migrations, it will enable them to operate more efficiently and compete more effectively. I anticipate we’ll see SIS cloud migrations at the top of the priority lists at many institutions.

    2. Heightened Focus on Cybersecurity
    Cyber attackers have targeted higher education for years because they know they are a rich source of student and institutional data and the digital infrastructures at most schools are outdated. Hackers continue to find new ways to access networks and data, especially as the number of connected devices and applications swells. Institutions need to stay vigilant to cyber threats while also complying with various data privacy laws. I count 18 states with privacy regulations in addition to U.S. federal and European Union requirements. It’s an extremely complex situation only made more difficult by the shortage of cybersecurity professionals, especially at smaller schools. In 2025, institutions will focus on automating network security protocols and finding outside resources to augment their security capabilities.

    3. Expanded Use of Shared Services
    Smaller schools need access to the same technology and technical expertise as larger schools, just on a reduced scale with a more limited budget. I anticipate that smaller schools will seek strategic partners to manage critical IT and other specialized services to support data access, reliability, and usability. It’s a smart way to reduce costs while maintaining essential day-to-day services, enhancing security protocols, and being prepared for technology advancements.

    4. Continuation of Mergers and Acquisitions
    Financial pressures and the threat of closures will continue to drive acquisitions of some smaller schools. Mergers create significant challenges to combine the data, applications, and systems of the two institutions. However, the benefits to both sides are worth it in streamlining operations, retaining existing students, and growing enrollment. Given the breadth and depth of our functional and technical expertise, we can help schools to navigate the challenges and drive positive results.

    5. Adoption of Data-Enabled Technologies
    As institutions embrace digital transformation, they build out the foundation needed to take advantage of data-enabled technologies such as artificial intelligence (AI). With the initial hype of AI behind us, I anticipate in 2025 that schools will start to deploy AI-enabled solutions that feed off rich data sources to personalize recruitment efforts, improve retention, invigorate online classes, and predict demand for course offerings, as a few examples.

    6. Refinement of Enrollment and Retention Strategies
    The declining number of high school graduates and international enrollments continues to intensify the effort to recruit and retain students. I expect to see schools expand how they leverage data to personalize recruitment campaigns, target secondary audiences (such as adult learners and transfer students), and nurture existing students. The success of this strategy relies heavily on having the right infrastructure in place to support centralized data access, emerging technologies, and analytic tools.

    7. Shift to Career-Focused and Flexible Learning Opportunities
    Like changing recruitment and retention methods, institutions will continue to adapt their academic programs to meet the evolving needs of the workforce. They will highlight outcomes based on data about job placement rates, alumni success stories, and collaborations with area businesses to illustrate tangible benefits. They will evaluate current course offerings and pivot when it makes sense to expand hybrid learning models, professional development programs, and skill-based credentials. This effort may involve launching new programs in high-demand fields, such as data science and cybersecurity, or retooling existing programs to incorporate emerging technologies.

    8. Consolidation of Ed-tech Solution Providers
    Many higher education software and service providers have discussed how they could combine forces to serve colleges and universities better. I think we’ll see M&A activity pick up over the next two years. These consolidations will further the need for institutions to standardize business processes and accelerate cloud migrations as legacy systems will eventually become unsupported.

    I’m excited about the positive impact these eight trends might make in 2025. Higher education institutions that prioritize foundational improvements by aligning their data, technology, and talent are best suited to successfully address mounting challenges like demographic shifts and affordability concerns.

    I can’t wait to see how schools that adopt AI and predictive analytics are able to improve decision-making and enhance student experiences. However, the real breakthrough will come from integrating systems and breaking down data silos. Institutions that invest in building these foundational capabilities will be better positioned to leverage emerging technologies, drive measurable outcomes, and fulfill their mission to support lifelong learners.

    — Kim Fahey, CEO Collegis Education

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  • Balancing Structure and Emergence in Teaching – Teaching in Higher Ed

    Balancing Structure and Emergence in Teaching – Teaching in Higher Ed

    Throughout my teaching career, I’ve often swung between two extremes when it comes to structure and flow. At times, I’ve been highly structured and organized—a good thing, but one that can become limiting when I miss what’s emerging in the moment. On the other end of the spectrum, if I lose track of the overall goals of a session or workshop, I risk not meeting my commitments or aligning with participants’ expectations. It also creates challenges for the broader structure of the course or event—whether it’s a class within a degree program or a workshop designed to support a university’s teaching and learning goals.

    Mia Zamora discusses this tension on Episode 475 of Teaching in Higher Ed: Making Space for Emergence. In the interview, she describes how we can create “buckets” to hold topics that we can explore together, which is especially helpful for the kind of class content that will be responding to what’s happening in an internal or external context, for example. In my business ethics class, we analyze news stories weekly, and there’s a “bucket” where our reflections and analysis can be placed.

    Alan Levine has co-taught with Mia previously and they both talk about courses having “spines” to keep the needed structure. You can see an example of their #NetNarratives class spine mid-way through Alan’s blog post: My #NetNar Reflection. On Episode 218, Alan discusses the importance of giving people opportunities to explore, as part of their learning. He shares:

    You get better by just practicing. Not rote practicing, but stuff where you’re free to explore.

    Speaking of exploring… I just went to visit Alan’s CogDogBlog – and discovered a recent post with “one more thing about podcasts” where he talks about a cool podcast directory that I wasn’t aware of… and ways of sharing one’s podcast feed with others. Now it is taking every ounce of discipline not to go down the rabbit trail of discovering more. But I leave for Louisiana in three days, the semester starts tomorrow, and I have a 5:30 AM keynote on Tuesday morning. All this to say, I had better behave myself and share a few more things about facilitiation I’ve been thinking about, as I prepare for those adventures.

    Two Additional Approaches for Managing the Tension Between Structure and Flow

    Over time, I’ve discovered two other helpful strategies for balancing structure and in-the-moment flexibility. These tools and insights have transformed how I prepare for and facilitate learning experiences.

    1. SessionLab: Visualizing and Adjusting the Flow

    A while back, I discovered a tool called SessionLab, and it’s become a game-changer, especially when preparing workshops. It helps me create a “run of show” document—something Kevin Kelly has discussed both on Episode 406: How to Create Flexibility for Students and Ourselves, as well as in his book on flexibility in teaching: Making College Courses Flexible Supporting Student Success Across Multiple Learning Modalities. A run of show outlines the timing, activity titles, descriptions, and any additional information for a session, helping me stay on track while leaving space for flexibility.

    SessionLab allows me to break down a workshop or class into blocks of time and activities. Though it includes a library of standard activities, I mostly use it to map out my own. One of my favorite features is the ability to highlight sections in the “additional information” column. This has been a game-changer for virtual facilitation. For example, when sharing resources or instructions during a Zoom session, I pre-highlight key content so I can easily copy and paste it into the chat in real time.

    Beyond that, the tool allows you to color-code blocks to visually assess the balance between different types of learning activities—like how much time you’re spending on lecture versus active learning. It even lets you generate a PDF version for offline reference.

    This morning, I was preparing for Tuesday morning’s keynote and realized (yet again) I’d tried to squeeze too much into my allotted time. SessionLab helped me get realistic about pacing, build in breathing room, and ensure space for those organic moments that make these moments of learning in community so powerful. After all, if everything were going to be rigidly planned, why not just record a video and skip live interaction altogether?

    If you’re looking for a tool to help you balance structure with flexibility, I highly recommend giving SessionLab a try.

    2. Padlet: Unlocking a Hidden Feature for Better Facilitation

    The second resource I want to highlight is in an upcoming book by Tolu Noah on facilitation: Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education. I had the privilege of reading an advance copy, and it felt like every page introduced me to a new tool or a fresh way of thinking.

    One of many insights that stood out was a feature I hadn’t realized existed in Padlet, a virtual corkboard I already use often for collaborative activities. Tolu explained that you can create breakout links to share just a single column from a Padlet board rather than the entire board.

    This has been incredibly helpful for making my Padlet boards more user-friendly. Before, when I shared an entire board, participants sometimes found it visually overwhelming—unsure where to post their contributions. Now, if I’m running an activity with multiple columns (e.g., ideas related to sustainability in one, corporate social responsibility in another), I can send a direct link to the specific column where I want participants to share. It simplifies the process and improves clarity for everyone.

    When Tolu Noah’s book comes out, I can’t recommend it enough—it’s packed with facilitation wisdom and practical strategies for creating more engaging learning environments.

    Resources

    Here’s a summary of the tools and people mentioned in this post:

    • Episode 475 with Mia Zamora
    • Episode 218 with Alan Levine
    • SessionLab – A tool for creating run-of-show plans, structuring workshops, and balancing structure with flexibility.
    • Kevin Kelly – Educator and author who explores flexibility in teaching and learning; referenced for his insights on “run of show” documents.
    • Making College Courses Flexible Supporting Student Success Across Multiple Learning Modalities – Kevin Kelly’s book: “Addressing students’ increasing demand for flexibility in how they complete college courses, this book prepares practitioners to create equivalent learning experiences for students in the classroom and those learning from home, synchronously or asynchronously.”
    • Padlet – A virtual corkboard tool for collaborative activities, with a feature for sharing breakout links to individual columns.
    • Tolu Noah – Educator and author of a forthcoming book on facilitation, emphasizing practical strategies for inclusive teaching.
    • Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education – Tolu Noah’s forthcoming book: “Workshops are one of the most frequently used forms of professional learning programming in higher education and beyond. However, in order for them to have a meaningful impact, they must be crafted with intentionality. Designing and Facilitating Workshops with Intentionality_ offers practical guidance, tools, and resources that can help you create more engaging, enriching, and effective workshops for adult learners.”

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  • Lessons Learned from Intentional Teaching Podcast Episode About AI Across the Curriculum – Teaching in Higher Ed

    Lessons Learned from Intentional Teaching Podcast Episode About AI Across the Curriculum – Teaching in Higher Ed

    I drew much inspiration from this morning’s listen to Derrick Bruff’s interview with Jane Southworth about AI across the curriculum. Derrick Bruff’s podcast, Intentional Teaching, gives us bountiful opportunities to learn from the experiences of educators who are transforming educational experiences for students across a wide variety of disciplines and contexts. While the episode did focus on what is obvious from the title, AI Across the Curriculum, I drew a lot of inspiration well beyond just that topic of AI. There are many layers of what they talked about that go well beyond the broad topic of artificial intelligence. Other aspects of leading and teaching within a university context are shared well beyond the particular initiative they discuss.

    Jane talks about the difficulty of making such a massive change across a complex institution. She made a few jokes about the difficulties, although she said it was such lightheartedness that I felt such kindness toward her in what must have been such challenging endeavors. Consider what it takes to make something like this happen, and all the committee work that it takes, all the different people that are need to be talked to, all the perspectives to consider. The intricacies, not just to make something work, but to make the fruit of that work visible to students such that they enroll in the program and pursue the educational aims beyond the requirements for their majors. Jane shares examples of them starting an AI certificate program within their curriculum. The mammoth effort that it was to make that technically possible from an operations standpoint, such that someone could take the right classes and that they would go through all the curriculum committees and get that to work within their policies and procedures is one thing. But another layer I found quite fascinating was how do you then make that visible to students such that they’re even aware that this certificate exists and that they find it of interest and worthwhile to pursue further learning.

    As Sam Cooke sang years ago, I also “don’t know much about geography.” There’s no doubt in my mind that I have subscribed to some of the myths that Jane described about her discipline of geography. Jane described how in the United Kingdom, when she was in college, that it was the third or fourth most popular degree. Geography graduates found themselves receiving among the highest earnings as they left school, as well as being surprised when they discovered just how much more the field is than studying rocks, like they had initially believed.

    In the show notes for the episode, Derek shares a couple of resources that come both from conversations with Jane, as well as from his ongoing collaborations with Flower Darby, co-author of Small Teaching Online: Applying Learning Science in Online Classes and The Norton Guide to Equity-Minded Teaching. The first article linked by Derek in the show notes is Developing a Model for AI Across the Curriculum: Transforming the Higher Education Landscape via Innovation in AI Literacy by Southworth et al. The second article was Building an AI University: An Administrator’s Guide by Joe Glover. I’m grateful, as always, to Derek and all of the opportunities he makes available to those of us interested in teaching with intention.

    Resources

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